We apply mediation whenever there is a learning process, when we want others to learn.– Reuven Feuerstein
WHAT THE COGNITIVE EMPOWERMENT IS?
Cognitive competences are defined as the whole set of all thought processes, such as problem solving, analogy, deductive skills, understanding, orientation skills, behaviour organisation, ability to compare and categorise and more, all of which enable us to learn and implement adaptive behaviour.
Cognitive empowerment therapy aims to stimulate and develop these skills to improve learning performance. We choose different methods including the Tzuriel method, the Feuerstein method, to help children with learning and cognitive difficulties. We identify and work on strengths and weaknesses, transforming the former into a resource for the latter. We propose an organized and systematic work by identifying strategies and introducing cognitive “habits”, which are gradually transformed into a structural change.
IN WHICH SITUATIONS IS A COGNITIVE EMPOWERMENT INTERVENTION USEFUL?
It is useful for all children with learning difficulties, situations of cognitive retardation, need for an intervention to regulate behaviour, improvement of time and quality of attention as for example in the diagnosis of ADHD.
It is also used with children diagnosed with autistic spectrum.
WHAT ARE THE FIGURES IN IMPAROLE INTERVENING AND HOW?
Cognitive empowerment therapy is carried out by pedagogists and psychologists with different formations but with a common basis of training in cognitive modifiability methods.
The course starts with a first phase of dynamic evaluation (LPAD), the aim of which is to highlight the subject’s learning potential. The therapeutic objectives and the instruments that are considered useful to achieve them are defined.
A typical seat is characterized by three moments:
- opening and retrieving contents of the previous sitting
- proposal of the activity
- moment of reflection and generalisation
WHAT MATERIALS DO WE USE IN ENHANCEMENT THERAPY?
The materials used are many and varied, they are chosen according to the objective on which you want to work and the important thing is to be creative! Below are some examples:
- PAS: Instrumental Enrichment Program of the Feuerstein Method
- Role-playing, strategy games
- Problem sheets and situations
The main protagonist of the therapy is mediation, as in all therapeutic interventions in Imparole, a fundamental element of the Feuerstein method: each individual can activate his or her learning and change possibilities through the mediator’s intentional intervention.
TIMES: HOW MANY TIMES A WEEK?
Individual or group therapies may be offered once or twice a week, depending on the objectives.
WHAT ROLE DO PARENTS PLAY?
Parents play an important role as “co-therapists”, they are given the task of supporting therapy and continuing the work of mediation, organizing at home a “modifying environment”, physical and relational situations, in which the child experiences mediation and is always active in the construction of cognitive skills.