Objective The purpose of this research was to study the consequences of intra-family physical abuse by the parent(s) on the development of children's self-image, i.e. on the way they perceive themselves. Moreover, a second objective was to investigate if resilience can occur due to a new environment, and especially a new family, which will provide security and warm to the abused children. Methods The sample consisted of two young children. Both of them were seen three different times during sixteen months. The first evaluation, which happened with the use of projective tests, similarly to the other two, took place two months after the children were placed into a host family, the second four months after the first session and the third one a year after the second session. The projective tests used were: "The Human Figure Drawing (HFD)", "Patte Noire" (" Black Foot"), "Children Apperception Test (C.A.T.)", "The Family Drawing Test" and the "House-Tree-Person test (HTP)". Results The tests revealed that the emotional deprivation caused by the abusive behavior of the biological parents resulted in the development of a negative self-image. Furthermore, children with failing parenting models who were placed into a host family after their abuse and met one or more "resilience guardians", who have been identified as positive identifiers, presented behaviors characteristic of resilience.

The purpose of the study is to develop an interventional educational plan for a deafblind student with screened difficulties in socio-emotional development. This is part of a more extensive research in developing the screening inventory for the deaf-blind students' cognitive and communicative profile. The study uses a qualitative research methodology and adopts an interpretative position. The aim of the inquiry was descriptive. We followed the case study methodology. The application of the interventional program aimed to help the deaf-blind student in discerning and naming the emotions through tactile emotional cards, tactile stories and role playing. The student was offered multisensory and concrete experiences in order to promote socioemotional development. Through the intervention the student managed to name, recognize and organize her emotions, recognize the feelings of others and started to participate and be engaged in social relationships not only with her educators, but also with other children.

No abstract