Neurodevelopmental disorders of children as the challenging context of caregiving and attachment development: an example of children with FAS/FASD
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(2) ȱ£¢¢Ù3 ȱ¢ȱ£ ȱ£ǰȱ£Ú Fundacja Fastryga Child Development Stimulation Centre, Poznan ¢ȱǰȱ¿£¢ 1. ȱ¢ȱȱȱ £Úȱ£ ¢ǰȱ¿£¢ ȱ¢ǰȱ¿£¢ ȱȱȱȱȱ¢ȱȱȱǰȱ¿£¢ ¢ȱǰȱ¿£¢ 2. 3 àÙȱ à£ȱ£¢ȱ¢£¢ǰ Wojewódzka Przychodnia Zdrowia Psychicznego, Katowice ȱ¢ǰȱ¿£¢ Regional Specialist Outpatient Clinics, Regional Mental Health Outpatient Clinic, Katowice ¢ȱǰȱ¿£¢. Summary. The mutual mother – infant interaction activates simultaneously two ¢DZȱ Ĵȱ ¢ȱ ȱ ȱ ¢ǯȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȮȱǰȱȱȱǯȱȱȱȱ¢ȱȱ
(3) ȱ ¢ȱǻŗşŜşǰȱŘŖŖŝǼȱȱȱȱȱnate mechanisms such as crying, clinging, sucking, smiling, calling, and following. These mechanisms activates the caregiving system in the mother. In this theoretical paper, we aim to present how the neurodevelopmental disorder having its roots in ȱȱȱ¢ȱȱȱĴȱȱ¢ȱȱĜȱ ȱĴȱȱȱȱȱȱ ȱȱ¢ȱǯ ȱȂȱȱ¡ȱ ȱȱȦȱȱȱ ȱĴȱǯȱȱȱȱȱȱȱȱĜȱȱȱȱȱ ȱȱ ȱȱĴǯȱ ȱȱȱȱȱȱĴȱȱĚȱȱǰȱȱȱ ȱȱȱǯ Key wordsDZȱ Ĵǰȱ ȱ ǰȱ ȱ Ȯȱ ȱ ȱ ¢drome, FASD – fetal alcohol spectrum disorders. ȱȱDZȱȱIwona Palicka, e-mail, ǯȓǯ strona 555.
(4) The contemporary psychotherapy strongly emphasizes the role of infant – mother communication, increasingly highlighting the role of their contact through ¢ǯȱȱȱǻŘŖŗŖǰȱ ȱǰȱŘŖŗřǼǰȱȱȱ¢¢ȱȱȱ ȱȱȱȱȱȱ¢ȱ DZȱȃȱ¢ȱȱȱ Ȯȱȱȱȱȱȱ¢DzȱȱĴȱȱȱȱȱȱ¢ȱ ȱ¢ȱȱȂȱȱǻdzǼȱȱȱȱȱȱǰȱȱȂȱȱ may convey the whole range of feelings, from tenderness and warmth and love to ȱȱȄȱǻȱȱDZȱȱŘŖŗřǰȱǯȱŝǼǯȱ However, as clinicians working with children with FASD (Fetal Alcohol SpecȱǼȱȱ¢¢ȱǰȱȱȱȱȱȱȱȱ Ĝȱȱ¢ȱǰȱ ȱȱȱȱȱȱȱĜȱ¡ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ǯȱ ȱȱȱ ȱȱȱ¢ȱȱȱȱĚȱȱ¢ȱ ȱȱȱȱȱĴǰȱȱȱĜȱȱȱȱ ȱĴȱȱȱęȱȱȱȱȱ ȱȱ¢ȱȱȱrodevelopmental disorders. A particularly underestimated and minimized factor which interferes with ȱ ȱ ȱ ěȱ ȱ ȱ ȱ Ĵȱ ȱ ȱ ǻǰȱ ǰȱŘŖŗŗǼǯȱȱşŖƖȱȱȱȱȱ¢ȱȱȱȱȱ¢ȱ foster or adoptive families or staying in educational care facilities. All of them have ¡ȱ ȱ ȱ ȱ Ȯȱ ȱ ǰȱ ȱ ¢ȱ Ěȱȱȱȱȱȱȱȱǻ¢ȬȱȱǯǰȱŘŖŖşDzȱ ǰȱǰȱŘŖŗŗǼȱǯȱ ȱęȱȱȦȱ ȱ¡ȱȱȱȱȱ ȱȱȱȱȱȱȱ Ĵȱ¢ǯȱ ǰȱȱȱ ȱȱȱȱ ȱȱ ǰȱ ȱ Ĵȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ǰȱ ȱ ȱ ȱȱȱĴȱ ȱȱǻȂǰȱŘŖŖŗDzȱȂǰȱ¢ǰȱŘŖŖŜǰȱ ŘŖŖşDzȱȂǰȱŘŖŗŗǼǯ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ¢ǯȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱǯȱȱ ȱȱȱ ȱȱȱ ȱȱǻȱ ǼȱȱȱȱȱȱȱȱȱȱĴȱȱǻȂǰȱ ŘŖŗŗǼǯȱȱȱȱ¢ȱ
(5) ǯȱȂȱȃŞŖƖȱȱȱȱȱȬ¢ȱȱ ¡ȱȱ¢ȱĴȱ¢ȱęȱȱǯȱȱȱȱȱĴȱȱȱȱȱ¢ȱ¢ȱȱ¡ȱ¢ȱȱȱȱ ȱę¢ȱȱȱȱȱȱȱȱȱ ȱȱȱǰȱȱȱȱȱȄȱǻȂǰȱ ŘŖŗŗǰȱ ǯȱ řǼǯȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ £ȱ ȱ ȱ ǻǰȱ ǰȱ ŘŖŗŗǼǯȱ ȱ ȱ ȱ ȱ ȱȱ¢ȱěȱȱȱȱȱȱȱĴȱȱ ȱȱ¡ȱȱȱȱȱ¢ǰȱ ȱȱȱȱȱ ȱȱęȬȬĚȱȱȱǻǰȱŘŖŖŘǼǯ strona 556.
(6) ȱȱȱȱȱȱȱȱȱȱ¢ȱȱ. ȱ¡ȱǻ¢Ȭ¢Ȭȱ¡Ǽǰȱȱȱȱ¡ǰȱ ȱȱȱȱȱȱȱȱȱȱȱ ȱȱȱȱȱȱ ȱȱ¢ȱȱȱȱǻ ǰȱǰȱŘŖŗŗDzȱǰȱǰȱ ŘŖŗŚǼǯȱȱȱȱ ȱȱȱȱȱȱȱȱȱǻȱ
(7) £ȱȱǯǰȱŘŖŗŗǼȱǯȱ. ¢ȱ Ĵȱ ȱ ȱ £ǰȱ ¡ȱ ȱ Ĵǰȱ ȱȱȱȱȱȱ¡ȱȱȱȱǻ¢ȱǰȱǰȱȬǼǰȱȱ ȱȱȱ ȱȱǻǰȱǰȱ¢Ǽǯȱ ȱȱȃȱȄǰȱ ȱȱȱȱȱȱ¢ȱ ȱǯȱȱĜȱȱȱȱȱȱĴȱders in children with FASD. ǰȱȱȱȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱȱȱĴȱǯ Neurodevelopmental disorders ȱȱȱȱȱȱȱȱȱȱnormalities in motor, intellectual and social development of a child. However, the ȱȱȱęȱ¡ȱǻȱȱȱ¡ǰȱ¢ȱȱȱȱ ȱǰȱȱȱȱ ȱ¡ȱȮȱȱȱȱȱȱ ǰȱ ȱ ¢ȱ ǰȱ ȱ ȱ ęǰȱ ȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ Ǽǯ ȱȱȱȬśȱǻDZȱȬśǰȱŘŖŗřǼȱȱȱDZȱ ƺȱ ȱ¢ǰȱ ƺȱ ȱǰȱ ƺȱ ȱȱǰȱ ƺȱ ǰȱ ƺȱ ęȱȱǰȱ – Motor disorders, Ȯȱ ȱęȱȱęȱȱȱǻȱȱ ȱ ȱ ȱ ȱ ȱ Ȭȱ ¡ȱ ȱ ȱ Ȯȱ ȱ ¢ȱ whether it is a variant with clear facial dysmorphic features or a non-dysmorphic ȱȮȱ¢DZȱȱȮȱȱȱȱǼǯ ȱȱ¢ȱȱȱȱȱȱȱȱ¢¢ȱȱ ȱȱ¢ȱǻȱȱȱǰȱ ȱĴȱǰȱ ȱȱȱęǰȱ¡ȱǼȱǻ ȱȱǯǰȱŘŖŗřDzȱǰȱ ŘŖŗśǼǯȱ This may cause a lack of positive emotions at the caregiver while having a conȱ ȱȱȱǻ ǰȱŘŖŖŞDzȱǰȱŘŖŗřǼǰȱ ǰȱȱǰȱȱȱȱ ȱȱȱȱȱȱȱȂȱȱȱ ȱȱȱȱȱ¢ȱ ǻȱȱȱ¢ȱǰȱěǰȱȱȱǼȱȱ¢ȱȱ ȱ ȱ ȱ ȱ ȱ ȱ ¢ǯȱȱ ȱ ȱ ǰȱ ȱ ȱ ȱ strona 557.
(8) ȱȱȱȱȱȱȱȱȱȱǻěǰȱŘŖŖŜDzȱȱ ȱǯǰȱŘŖŗśǼǰȱ¢ȱȱȱȱȱȱȱȱǰȱ ȱ¢ȱȱȬȱȱȮȱȱȱǻǰȱŘŖŖŘǼǯȱ ȱ a regulation is distorted, then features which are usually associated with the right ȱȱDZȱȱȬ ȱȱ£ȱȱȂȱ¡ȱ¢ȱȱȱȱ ȱǻ ǰȱǰȱŘŖŖŖǼǯȱ ǰȱȱȱȱȱ ȱȱ¢ȱȬȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱĴȱ ȱȱȱǯ ȱ ȱ ȱ ȱ ȱ ěȱ ȱ ȱ ȱ ǰȱ motor coordination, concentration and the level of activity, which is necessary for ȱȱȱȱ ȱȱȱȱǰȱ¢ȱȱ ȱȱ environment and develop communication and social competence (Stock-KranowĵǰȱŘŖŗŘDzȱ
(9) ȱȱǯǰȱŘŖŗřDzȱ¢ǰȱŘŖŗśDzȱ Ȭ¢ǰȱŘŖŖŜǰȱŘŖŗśǼǯ ¢ȱȱęȱȱȱ¢ȱ ȱ¢ȱȱ ȱ¢ȱ¢ȱȱȱĴȱȱǻȱȱ¢ǰȱǰȱ ǰȱǰȱǼȱǻ ¢ǰȱŘŖŖŝDzȱï ǰȱŘŖŗŘDzȱȱȱǯǰȱ ŘŖŗśǼǯ ȱȱȱĴȱȱȱȱ ȱȦ ȱ ȱ ¡ȱ ȱ ȱ ȱ ǰȱ ȱ ȱ ȱ ¢ǯȱȱȱȱ Ȭ ȱȱ ȱ¢ȱěȱȱȱ ǰȱ ȱ ȱ ȱ ǰȱ ȱ Ĝȱ ȱ ȱǯȱ ȱ ȱ ¢ȱ ȱ ęȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱȱ¢ȱȱ ȱȱȱȱȱ ȱ ȱ ȱ ǻ¢ǰȱ ŘŖŖŚDzȱ
(10) ȱ ȱ ǯǰȱ ŘŖŗřǼǯȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱĴȱęǰȱ¢¢ǰȱȱ¡ȱǰȱȱǰȱ ǰȱȱȱǰȱǯȱǻȱȱǯǰȱŗşşŜDzȱ ǰȱ
(11) Ȭ Ȭ £ǰȱŘŖŖşDzȱ Ù Ȭ
(12) ÚǰȱŘŖŗŗǼǯ ȱȱ ȱȱȱȱȱȱ¢¢ȱ ȱȱȱ ȱȱ ȱ¡ȱȱȱȱ ȱȱĴȱȱȱ ȱ¡ȱȱȱǯȱ¢ȱȱȱȱȱȱȱȱ ȱ ȱ ȱ ȱ ȱ ȱ Ěȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻ¢ȱ ȱ ǯǰȱ ŘŖŖŜDzȱ ¢ǰȱ ŘŖŖŜǼǯȱ Ȭȱ ¡ȱ ȱ ȱ ȱ ȱ foetuses with FAS show numerous changes indicating underdevelopment of the central nervous system on its various levels and the disorders of neural migration ȱ£ǰȱ ȱȱȱ¢ȱȱȱȦȱȱȱ ¢ȱȱȱ ȱȱȱǻ£ǰȱĴǰȱ ǰȱŘŖŗŗǼǯȱǰȱȱ ǰȱȱȱȱĚ¡ȱęȱĚȱȱ¢ȱȱĴȱ ǻȱȱǯǰȱŘŖŗřǰȱȱȱǯǰȱŘŖŗśǼǯȱȱȱ ȱȱȱ¡ȱȱȱȱĴȱ¢ȱȱȱȱȱȱȱȱ development. strona 558.
(13) ȱ ȱȱȱȱȱȱȱȱȱȱ ȱȱȱ¢ȱȱȱȱ¢ȱĴȱȱȱȱ¢ǰȱ¢ȱ contact, clinging or spontaneous following the caregiver. They also manifest atypȱǰȱ ȱȱȱȱȱęȱȱȱȱȱȱ¢ȱȱ ȱȱȱȱȱȱǻȱȱǼǰȱȱ¢ȱȱ¢ȱ ¢ȱȱȱȱęȱȱȱȱǻǰȱǰȱŗşşŝDzȱǰȱ £ȱŗşşŞDzȱ ȱȱǯǰȱŘŖŗŜǼǯȱ ȱȱȱȱȱȱĜȱ ȱĴȱȱęȱȱȱȱ¢ǰȱȱȱȱ ¢ȱȱȱ fail them. ȱȱǻ ȱȱȱȱ Ǽȱȱȱ ¢ȂȱȱĴȱȱȱȱȱȱȱȱȱȱĴȱ¢ȱ ȱȱȱȱȱȱ¢ǰȱȱȱ¡ǰȱȱȱǰȱ ȱ ȱȱȱ¢ȱȱȱ¢ȱǰȱȱȱȱǯȱȱ ȱȱȱ¢ȱȱȱȱȱȱȱȱȱȱȱĴȱ ¢ȱǻ£ȱȱǯǰȱŘŖŗśǼǯ ȱǰȱȱȱȱȱȱȱȱȱǯȱȱȱ ȱȱ¢ȱ¢ȱȱȱȱȱȱȱȱȱǻ¢ȱȱǯǰȱŘŖŖŜǼǰȱ ȱȱȱȱȱȱȱ£ȱȱĴȱȱǻȱȱǯǰȱ ŘŖŖŜDzȱ£ȱȱǯǰȱŘŖŗśǼǯȱ In children with FASD a decreased mass of the hippocampus and a smaller ¢ȱȱȱȱǻǰȱ ǰȱŘŖŖŝǼǯȱȱ¢ȱȱȱȱȱ ȱ¢ȱȱȱȱȱ¢Dzȱȱȱȱȱȱȱȱȱȱȱȱǰȱ¢ȱ¢ȱȱȱǯȱȱ¢ȱȱ ȱ ȱȱȱȱ¢ȱȱȱ¡ȱȱȱȱȱǰȱ ǰȱȱȱȱȱ¢ȱŘŖŖŖȱȱȱȱȱ¢ȱȱęȱȱȱȱ¢ȱȱ ȱȱȱȱǻ¢ǰȱŘŖŖŝǼǰȱȱ ȱȱ ȱȱȱȱȱĴȱǻȱȱǯǰȱŘŖŖŜǼǯȱȱ¢ȱȱȱ numerous connections with the centres of various modalities, it conducts sensory ȱȱȱȱȱȱǻȱȱȱȁ¢ȱȂȱȱȱtor stimuli, which orders, interprets, connects with each other and with the previȱ¡ȱȱȱȱȱȱȱȱȱȱ¡ȱǻ¢ǰȱŘŖŗśǼǯȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ from various modalities, accessing the memory resources, as well as the modulation ȱĴȱȱȱȱȱȱȱȱȱǯȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ȱ ȱ ȱ¡ǰȱ ǰȱȱ¢ȱȱǰȱȱȱȱȱȱ ȱǻ¡ǰȱŘŖŖŖǼǯȱ ȱȱ¢ȱȱȱȱ¢ȱȱȱȱ¢ȱǰȱȱȱȱȱȱȱȱ ȱȱ¢ȱȱęȱǻȱ¢ȱȱǼǰȱ¢ȱȱ¢ȱ ȱȱȱȱ ȱ ȱȱȱĚȱȱȱȱȱĴȱȱǻ¢ǰȱŘŖŗśDzȱ ȱȱǯǰȱŘŖŗśǼǯ. strona 559.
(14) Ĵȱȱȱ¡DZȱȱȱȱ ȱ¢ȱ integration and modulation disorders Children across the fetal alcohol spectrum demonstrate high rates of sensory ȱěȱǻŜŗȬŞŗƖǼȱǻ
(15) ȱȱǯǰȱŘŖŗřǼǯ According to Ayers (the author of the concept and the method of diagnostics ȱ¢ǰȱŗşŝŗǼǰȱ¢ȱȱȱȱȱȱ£ȱȱȱȱȱ¢ȱȱȱȱȱȱȱ ¢ȱȱ¢ȱȱȱ ȱȱȱȱȱȱȱǯȱ ȱȱęȱȱ ¢ȱȱ ȱ ȱȱȱȱȱȱȱǯȱ ȱȱȱȱȱȱ¢ȱȱȱȱȱǻȱȱ¢Ǽǰȱȱȱȱǰȱȱȱȱȱǯȱȱ ȱ ȱ ȱ ȱ ǻǰȱ £ǰȱ ǰȱ ǰȱ ȱ ȱȱȱȱȱ¡Ǽȱȱȱȱȱȱȱ¡ǰȱ ȱ ȱȱȱȱȱǯȱȱȱȱȱȱȱ ȱȱȱȱȱ¢ȱȱ ȱȱȱȱȱǯȱ ¢ȱ ȱ ȱ ǻ¢ǰȱ ŗşŝŗǰȱ ŘŖŗśǼǰȱ ¢ȱ ȱ ¢ȱ ȱȱȮȱȱǻǰȱŘŖŖŖǰȱȱȱDZȱȬ ĵǰȱŘŖŗŘǼǰȱȱěȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ǯȱ ȱ ȱ ȱ ȱ ȱȱǰȱ ȱȱȱȱȱȱȱȱȱȱȱ ȱȱȱȱǯȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ȱ injury, learning disorders and children with autism spectrum disorder and other ȱȱǻ¢ǰȱŗşŝŗǰȱŘŖŗśDzȱȬ ĵǰȱŘŖŗŘǼǯ According to Lucy J. Miller, the statistics report a minimum of 1 in 20 children ȱȱȱȱǯȱȱȱȱ¢ȱȱȱȱȱȱȱȱȱ ȱǯȱȱ ȱȱȱȱȱȱǰȱ ȱ¢ȱ¢ȱ ȱęȱ ȱȱȱȱȱǻǰȱŘŖŗŚǼǯ Particularly noteworthy are sensory modulation disorders. Sensory modulaȱȱęȱȱȱȱȱ ȱȱ¢ȱȱȱȱȱȱȱ it remains in tune with other functions of the nervous system (Miller, Hanft, Lane, ŘŖŖŖDzȱ ȱ ȱ ǯǰȱ ŘŖŖŝǼǰȱ ȱ ȱ ȱ ȱ Ȭȱ ȱ ȱ ȱ ¢ȱ ¢ǯȱ ȱ ȱȱȱ¢ȱȱȱȱ ȱ¢¢ȱ ǯȱȱȱȱ¢ȱȱȱȱȱȱǻ¢ȱ ¢ȱ ȱ ȱ ¢ȱ ¡ȱ ȱ Ȭ¡ȱ ȱ ¢ȱ ȱ Ǽȱ ǻ ǰȱŘŖŖŝǼǯ ȱȱ ȱĴȱȱȱ¢ȱȱȱ is of interest to the scientists who deal with paediatric occupational therapy and ¢ȱȱǻǰȱǰȱŗşşŝDzȱǰȱŘŖŖŗDzȱ ǰȱŘŖŖşDzȱȱȱǯǰȱŘŖŗśǼǯȱ ȱȱȱȱȱȱ ȱȱȱ¢ȱȱȱȱȬed often have sensory integration disorders (SPD, which may have a negative inĚȱȱȱǰȱȱǰȱȱȱȱȱȱǻǰȱ ǰȱ ŗşşŝDzȱ ǰȱ £ȱ ŗşşŞDzȱ ǰȱ ŘŖŖŗDzȱ ǰȱ ǰȱ ŘŖŖŝDzȱ ¢ȱȱǯǰȱŘŖŗřDzȱȱȱǯǰȱŘŖŗřǼǯȱȱ¢ȱȱ¢ȱȱȬstrona 560.
(16) ¢ȱ ȱ Ȭ¢ȱ ȱ ȱ ǰȱ ǰȱ ȱ ǯȱ ȱ ęȱ ¢ȱ ȱȱȱ ȱȬȱȱĜȱȱ¡ȱǰȱȱȱȱȱȱȱȱȱ ȱ ¢ȱȱȱȱ¢ȱȱ ¡ȱȱěȱȱȱǯȱȱȱ ȱȱȱ¢ȱȱ ȱȱȱĚȱǻȱȱǯǰȱŘŖŗśǼǯ ȱ ȱ ȱ ¢ȱ ȱ ǰȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱȱȱȱȱȱȱȱǻȱȱ¡Ǽȱ ȱȱȱȱȱȱǻȂǰȱ ǰȱŘŖŖŖDzȱǰȱ Ȃ¢ǰȱ ŘŖŖŖDzȱ Ȃȱ ŘŖŖŗDzȱ ǰȱ ǰȱ ŘŖŖřDzȱ
(17) ǰȱ
(18) ǰȱ ŘŖŖřǼǯȱ ǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ǻȱ ȱDZȱǰȱŘŖŗřDzȱ ǰȱŘŖŖŝDzȱ ǰȱǰȱŘŖŖşDzȱȱȱǯǰȱŘŖŖŝǼǯ Vestibular system disorders ȱ¢ȱȱȱȱȱȱȱ ȱȱȱȱ ȱ ȱȱȱȱǻȱ¢Ǽȱȱȱȱǻȱȱǰȱȱ ȱȱȱȱǰȱȱȱȱǼǯȱ ȱȱ¢ȱȱęȱ of all the senses. ȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱȱǰȱ and partly in terms of innervation as early as in the 8th week of gestation, and in the 6th month, they have reached their ultimate size and they are fully innerved. These are the only parts of the organism which reach their full mature form in the ȱǯȱȱȱȱ¢ȱȱ¢ȱ¡ǰȱȱȱȱ ¢ȱȱȱȱȱȱȱȱȂȱ ǯȱ ȱȱȱȱȱȱȱȱDZ ƺȱ ȱȮȱ¢ȱȱǻDZȱ ȱȮȱ ȱǼȱȱȱ ǻDZȱȱȮȱ ȱǼǰ ƺȱ ȱȮȱȱȱǻǰȱȱȱǼǯ ȱȱȱ ȱȱȱȱ ȱȱ¢ȱȱȱȱ ȱȱȱȱǯȱȱȱ¢ȱȱĚȱȱȱȱȱȱȱǰȱȱȱȱȱȱȮȱȱĚȱȱȱ as well. ȱ¢ȱȱȬ¢ǰȱ ȱȱ ȱ¡ȱǰȱ ȱȱ¢ȱȱȬ¢ǰȱ ȱȱȱ¡ȱold.Under-sensitive children constantly seek tactile sensations which stimulate the ȱǯȱ¢ȱǰȱȱǰȱǰȱǰȱȱȱ ǰȱǰȱȱ ȱ Ĝ¢ȱ Ĵȱ ǯȱ Ȭȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱȱǰȱ¢ȱȱȱȱȱǰȱȱȱǰȱȱȱȱ dizzy, avoid physical activity and prefer to remain in one place. Auditory perception disorders ¢ȱ ¢ȱ ȱ ȱ ȱ ȱ ¢ȱ ǻȱ ȱ Ǽǯȱ ¢ȱȱȱȱ¢ȱȱȱȱȮȱȱȱȱǻȱ Ǽǯȱȱȱȱǰȱȱ¢ȱ ȱȱstrona 561.
(19) ¢ȱȁ ȂǰȱȱȱȱȱȱȁȂȱ¢ȱȱȱȱȱȱȱ which it evolved, therefore the auditory system is still dependent on the proper ȱ ȱ ȱ ȱ ¢ȱ ǻȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱǼǯ ȱȱȱȱǰȱȦȱȱȱ¢ȱȱȱȱȱ DZȱȱ conductive part of the auditory organ is functional, the 8th nerve is myelinated ǰȱ¢ȱȱȱȱ¡ȱȱ¢ȱǰȱȱȱȱ¢ȱȮȱȱȱ¢ȱȱ¢ȱȱȱȱĚȱȱ¡ȱ ȱǻǰȱǼǰȱȱȱȱ¢ȱȱȱ ȱȱǯȱ ȱǰȱ¢ǰȱȦȱ ȱȱȱȱǰȱȱȱȱȱȱȱȱȱȱȱȱ ȱȱȱǯȱȱȱǰȱȱ¢ȱ Ȭ¢ȱǻȬ¢ǰȱ ȱȱ ȱ¡ȱǼȱȱ¢ȱȬ¢ȱǻȬ¢ǰȱ ȱȱȱ¡ȱǼǯ ȱ ȱȱȱȱȱȱȱ ȱȱ ȱ¡ȱDZ ƺȱ ȱȱȱȱǰȱȱǰ ƺȱ ¢ȱǰȱ¢ȱȱȱȱ ȱȱȱǰ ƺȱ ȱȱȱȱȱȱȱȱǻȱȱȱȱȱ ȱȱȱ ȱ¢ǯ ȱ ȱȱȱȱȱȱȱ ȱȱȱ¡ȱDZ ƺȱ ȱȱȱȱȱ ȱǰ ƺȱ ȱȱ¢ȱȱȱȱȱȱ¢ǯ ȱ ȱ¢ȱȱęȱȱȱȱȱȱ ¢ȱǻ¢ȱ ȱȱȱǼǰȱ¢ȱȱȱ ȱȱȱȱȱȱten to the whole group, they are very noisy, they often have delays in speech develǯȱ ȱ¢ȱȱȱȱȱȱȱȱȱȱ ¢ȱ ȱ ȱ ǰȱ ¢ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ emotional meaning of the communication directed to them, jokes and metaphors, ȱ ȱȱ¡ȱȱǯ Visual perception disorders ȱȱȱȱ¢ȱȱȱȱȱȱ¢ȱȱȱȱȱ ȱ ȱ ǯȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ŝȱ ǰȱ ȱȱȱȱȱȱ¢ȱȱȱŞȱȱȱ ȱǰȱȱȱȱ ȱ ȱȱȱȱǯȱȱȱŗŜȱ ȱȱȱȱȱȱ ȱǰȱȱȱȱŘŚȱ ȱȱȱȱȱȱ¡ȱȱ ȱȱ¢ǰȱȱǰȱ ǰȱȱȱȱǯȱ The correct use of the visual organ, i.e. seeing, provides a lot of information ȱȱȱǰȱȱȱȱȱȱ ȱȱȱ ȱȱ ȱ ȱǯȱ ȱȱȱȱȱȱȱȱǰȱȱ we can deal with oversensitivity or undersensitivity. A child with visual oversensitivity may lose orientation on a sunny day, have Ĝ¢ȱ ȱ Ȧȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ strona 562.
(20) ȱȱȱȱǻȱ¡ǰȱȱȱȱȱȱǰȱȱȱ ȱĴȱȱ ȱǼǯȱȱȱ ȱȱ¢ȱ¢ȱ ȱĜȱ ȱęȱDzȱȦȱ¢ȱ¢ȱĴȱȱȱȱ ȱȱȱȱ ȱǰȱȦȱ ȱȱȱȱ ȱ ȱȱȱ ȱȦȱ¢ǯ Tactile sensation disorders ȱȱȱȱȱǰȱǯǯȱȱǰȱȱȱȱǯȱ ȱ ȱȱȱȱ¢ȱ¢ȱȮȱȱęȱȱȱȱ ȱ ȱŜȱȱŝȱ ȱȱǯȱȱęȱȱ ȱȱȱ ȱȱȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ǯȱȱ ¢ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ȱȱǯȱ. ȱ ȱ ȱ ěȱ ǵȱ ȱ ¢ȱ ȱ ȱ ȱ ǻȱ ǰȱȱȱ¢ȱȱǰȱȱȱȱȱȱȱȱȱȱǼDzȱȱ ȱȱȱǰȱȱȱȱȱȱ¢ȱȱȱȱ¢ȱǰȱȱ¢ȱȱȱȱȱǰȱȱȱȱǰȱ ǻȱȱȱ ȱ ȱǰȱȱȱȱȱȱȱȱȱȱȱȱȱǼǯȱ ȱȱĚȱȱȱȱęȱ ȱȱ¢ȱȱȱȱDzȱȱȱȱȱȱȱ¢ȱ ȱȱȱ¢ǰȱȱȱȱȱǰȱȱȱęȱȱ ǯȱȱȱĚȱȱ¢ȱȱȱȱǻȱȱ ȱȱǼǯȱ The skin has a few kinds of receptors for receiving the sensations of touch, presǰȱ¡ǰȱǰȱǰȱȱȱȱȱȱȱȱǰȱȱȱ ȱȱȱęȱȱȱ¢ȱȱǻ¢ȱȱ¢Ǽȱ ȱ ȱ ǯȱ Ȭ¢ȱ ȱ ȱ ¢ȱ ȱ ¡ȱ ȱ of the receptors needed to feel a tactile stimulus. A child has a lowered sensitivity ȱǰȱȱȱȱȱȱȱȱǰȱȱȱ ȱ ȱȦȱȱȱ ǰȱȱȱȱȱȱȱȱȱȦȱǰȱȱȱȱ¢ȱȱȱ ȱ ȱ ȱ £ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ȧȱ ǯȱ Ȧȱ ȱ does not feel hunger or fullness. In the case of over-responsivity to touch (as if it ȱ ȱ ȱ Ǽȱ ȱ ȱ ȱ ȱ Ȭ¢ȱ ǻȱ ȱ Ǽǯȱȱȱ¢ȱȱȱ¢ȱ ȱǰȱȱȱȱȱ ȱǰȱȦȱ¢ȱȱȱ¢ȱǰȱȱȱȱȱǰȱȱ ȱ ȱǰȱĴȱǰȱȱȱȱ¡ȱǯȱ Ȧȱ¢ȱ ȱȱȱȱȱȱȱȱ¡ǰȱǯȱȱȱ ȱȱsiveness does not activate the natural clinging reaction. Taste disorders ȱȱȱȱȱȱȱśśȱ¢ȱȱǯȱ ȱȱřȱǰȱȱ ȱȱȱȱ¢ǯȱ ȱȱŗŚȱ ǰȱȱȱȱȱ ȱȱȱ ȱȱȱĚȱȱ¢ȱȱȱ¢ȱȱȱǯȱ ȱȱśȱȱȱ ǰȱȱȱȱȱȱȱ¢ȱȱȱȱȱȱȱȱ strona 563.
(21) ǯȱȱ¢ȱȱȱȱȱȱȱȱȱȱȱȱȱ ǯȱȱȱȱȱȱȱ ȱǰȱ ȱȱȱȱȱǰȱ on the hard palate and mucosa of lips and jaws. Research conducted on mammals ¢ȱȱȱȱȱȱȱȱǰȱȱȱȱȱȱȱ ȱȱȱȱȱǯȱ Taste-oversensitive children may not tolerate many tastes and refuse to eat certain kinds of food. Taste under-sensitive children need strong stimuli in the oral cavity, therefore they seek distinctive tastes (spicy condiments, dishes containing ȱǰȱȱǰȱǯȱ¢ȱȱȱȱȱǼǯȱ Smell disorders The smell organ is 10000 times more sensitive to the concentration of chemical ȱȱȱȱǷȱȱȱȱ ȱȱ¢ȱȱěȱȱ ȱȱ¢ȱǰȱȱ¡ȱǰȱ ȱȱǰȱȱ¢ȱ ȱȱȱȱǰȱĴȱȱȱęǯȱȱǰȱȱ ȱȱȱ¢ȱ ȱ ȱȱȱȱǯȱȱȱȱȱȱȱȱ¡ȱĚȱȱȱȱȱȱȱȱǻ¢ȱȱ£ǰȱ ȱȱ ȱ¢ȱǼǰȱȱȱȱȱȱȱȱ¢ȱȱ is so common in children with FASD. Such children more often manifest olfactory under-sensitivity than over-sensitivity. They seek strong olfactory sensations and in order to feel the smell of something, they smell smeared faeces, urinate in their ǰȱ¢ȱȱǰȱȱȱ ȱȱȱ¢ȱ ǯ Neuromotor immaturity ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ¢ȱȮȱȱȱȱȃȱȱȄȱǻǼǯȱȱȱȱ ȱȱȱȱĴȱȱȱǰȱȱȱȱȱȱ ¢ȱȱ ȱ¢ȱ¡ȱȱȱȱĚ¡ǯȱ ȱ¢ȱȱȱȱȱȱ ȱ¢ǰȱȱȱ¢ȱĚȱȱȱȱ¢ȱ ȱȱȱȱȱȱǻ Ȭ¢ǰȱŘŖŖŜǰȱŘŖŗśǼǯ ȱȱȱȱȱȱȱȱĚ¡ȱȱȱ¢ȱȱȱ ȱȱȱȱȱȱȱ¢ȱȱȱȱȱ¢ǯ ȱĚ¡ȱȱȱȱ ȱȱȱǯȱ¢ȱȱ ȱȱȬȱ ȱȱȱȱȱȱȱ¢ȱȱȱȱ ǻǼȱ¢ȱȱȱȱȱȱȱȱȱȱęȱŜȬŗŘȱȱ ȱǯȱ ȱ ȱ ȱ ȱ ¢ȱ Ěȱ ȱ ¢ȱ DZȱ ¡ȱ Ȭȱ ȱ ȱ ǰȱ ȱ Ěȱ ȱ ȱ ȱ ǻȱ ȱ Ǽǰȱ ȱ ȱ ȱ ȱ ȱ ȱ ǯȱ ȱ ȱ ¢ȱ DZȱȱ¢ȱȱ¢ȱȱȱ¢ȱȱȱȱȱȱȱǰȱȱ ¢ǰȱ ȱ ȱ ȱ ȱ Ĝȱ ǰȱ ȱ ǰȱ Ȭȱ ȱȬȱȱǻ¢ȱȱȱŘȱ Ǽǰȱȱ¢¡ǰȱ ȱȱ ǰȱ ȱȱȱȱ ȱȱȱȱȱ¢ǰȱȱȱ strona 564.
(22) ȱȱȱǰȱȱǯȱĚ¡ȱȱȱęȱȱȱȱȱǰȱ ¢ȱȱȱȱȱȱȱȱ¢ȱȱȱ¢ȱȱȱ ȱȱęȱȱȱȱȱȱȱǻ Ȭ¢ǰȱ ŘŖŖŜǼǯȱ ȱȱȱǻǼȱĚ¡ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ě¡ȱ ȱ ȱ ȱ ȱ¢ȱĚȱȱȱȱĴȱȱǻȱ ȱDZȱ ǰȱǰȱŘŖŗŖǼǯ ȱĚ¡ȱȱ ȱşȱȱŗŘȱ ȱȱǰȱȱȱȱȱ ȱ ǰȱ Ĵȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ with the upper and the lower part of the lungs. As a survival mechanism, Moro Ě¡ȱȱȱȱȱȱȱȱȱȱȱęȱȱ ȱǯȱ ȱȱȱ¢ȱȱȱǻȱȱȱȱȱȱǼǰȱȱ ȱȱǰȱȱȱ¢ȱǯȱȱȂȱȱȱȱ ȱ ǻȱ ȱ ȱ Ǽȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ě¡ȱ ǻȱȱǼǯȱ ȱȱĚ¡ȱȱ¢ȱȱřȬŚȱȱȱǰȱȱ infant may overreact to sudden stimuli, which may cause constant oversensitivity ȱȱȱȱǰȱȱȱȱȱȱǰȱȱ¡ȱǰȱ ǰȱǰȱǯȱȱȱĚ¡ȱȱȱȱȱǻǼȱĚ¡ǰȱ ȱ is a more aware reaction and it is connected with the perception of a stimulus. If there is no danger, an infant ignores the stimulus and resumes an interrupted activ¢ǯȱȱȱĚ¡ȱȱȱȱȱȱȱǰȱȱȱȱ ȱȱȱȱȱȱȱȱȱȱȱ¢ǯȱȱȱ ȱ ¡ȱ ȱ ȱ ȱ Ě¡ǰȱ ȱ ȱ ȱ ȱ ȱ ǰȱ ¢ȱ ¡ȱ ȱ ǰȱ ȱ ȱ Ĝ¢ȱ ȱ ȱ ǯȱ ȱ¢ȱȱȱ¢ȱ¢ȱȃȄȱȱěȱȱȱĴǯȱȱ ȱȱȱȱȱȱ¡ȱȱȱ¡ǰȱ ȱȱ ȱȱ¢ȱȱȱȱǰȱȱǯȱ ȱȱȱȱȱ ȱȱ ȱȱ ȱȱĚ¡ǰȱȦȱȱȱ ȱ ȱ ȱ ȱ ǰȱ ȱ ¢ȱ ¢ȱ ȱ ȱ ȱ ǰȱ ȱ ¡ȱȱ¢ȱȱȱ¢ȱǻǼȱȮȱ£ǰȱ ȱ¢ȱȱȱǯȱ ȱȱȱ ȱȱȱȱȱǰȱȱȱȱȱ Ě¡ǰȱȱȱǻȱ¡ȱ¢ȱ¡ȱ ȱȱȱǼȱȮȱȱȱ Ě¡ȱȱȱ¢ȱȱǯ ȱ¢ȱĚ¡. ȱȱȱȱŗŘȱ ȱȱȱȱĚ¡ȱȱ ȱȱȮȱȱ¡ǯȱ¢ȱ¢ȱȱȱȱȱȱȱȮȱ ȱȱ ȱȱȱȱęȱȱȱȱǰȱȱȱȱǰȱ ȱȱȱȱȱȱǯȱȱĚ¡ȱȱ¢ȱȱȱȱŜȱ ȱ ȱřǯśȱ¢ȱȱǯȱ ȱȱȱ¢ȱȱȱȱȱȱȱȱȱȱǯȱ ȱȱĚ¡ȱȱȱ¢ȱȱ ȱȱǰȱȱȱȱ¡ȱ ȱ ȱȱȱǯȱ ȱȱȱȱȱȱǰȱȱěȱȱȱȱȱ ȱȱȱĚ¡ȱȱ¡ȱȱǰȱ ȱȱȱȱȱtion of proprioception, as well as eye movement coordination and control. strona 565.
(23) ȱǰȱȱĚ¡ȱȱǰȱ ȱȱȱȱȱ¢ȱĚ¡ȱȱ¡ȱȱȱȱȱǰȱȱ¢ȱȱȱȱȱ and clinging to a caregiver, as well as doing the cradle hold. In children who have ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ¢ȱ Ĝȱ ȱ ȱ Ȭȱ ȱ ȱǰȱ¡ȱȱ ȱȱȱǰȱ ȱȱȱĜȱ to cling to a caregiver, latch and suck. ȱȱȱĚ¡. They appear in the 24-28 week of gestation and they are ȱ¢ȱȱǯȱ¢ȱDZȱǰȱǰȱ ȱȱ¢ȱ ȱȱȱȱǰȱ ȱ¢ȱȱȱȱȱǻȱȱȱ ȱȱȱȱĴǼǯȱȱȱȱȱȱȱȱȱȱȱ ǯȱȱȱȱȱȱȱ ȱȱȱĚ¡ȱȱ ȱ¢ȱȱǻǼǰȱ ȱȱȱȱȱ¢ȱȱȱȱ ȱȱȱȱ ȱȱȱȱȱȱȱȱ¢ȱǻȱȱ ȱ ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ¢ȱ ȱ ¢ȱ ȱȱȱȱǼǯȱȱȱȱȱȱĚ¡ȱ¢ȱ¢ȱ ěȱȱȱȱȱǰȱȱȱȱȱȱȱȱȱ of swallowing, which sometimes results in speech and articulation impairment. It is ȱȱ ȱȱ¢ȱȱȱȱǯȱ ȱȱĚ¡ȱȱȱ ȱȱȱǰȱȱȱȱȱĴȱȱ ȱȱȱ – touch in search of a stimulus and sucking. ȱȱȱȱȱ¢ȱȱȱ¢ȱĴȱȱ ǻǰȱ ǰȱ ¢Ǽȱ ȱ ȱ ȱ ȱ ¢ȱ ¢ȱ ȱ disorientation or irritation to the caregiver. These cause disorders in releasing in the Ȃȱȱȱǰȱ ȱ¢ȱȱȱȱȱȱȱ ĴȱȱȱȱȱȱȱǻǰȱŗşşŞǼȱǰȱȱǰȱ ȱȱȱȱȱȱȱȱȱ ȱ¢ȱǻ ǰȱŘŖŖŞDzȱǰȱ ŘŖŗřDzȱ£ȱȱǯǰȱŘŖŗśDzȱȱȱǯǰȱŘŖŗśǼȱ ȱ¢ȱ¢ȱȱȱ ȱȱȱȱȱȱȱȱȱȂȱǯ. Discussion ȱȱǰȱ¢ȱĴȱȱȱ£ǰȱ¡ȱȱ Ĵȱ ȱ ȱ ȱ ȱ ȱ ȱ ¡ȱ ȱ ȱ ȱ ǻ¢ȱǰȱǰȱȬǼǰȱȱ ȱȱȱ ȱȱǻǰȱ ǰȱ¢Ǽǯȱ ȱȱ ȱǰȱȱȱĴȱ¢ȱȱ¢ȱ ¢ȱǻȱŞŖƖȱȱȱȱǼǰȱ ȱȱȱȱȱȱ¢ȱȱȱȱȱǻȱȱȱ¢Ǽǯȱ FASD is a neurodevelopmental disorder, which develops as a result of damage ȱ ȱ ȱ ȱ ¢ȱ ȱ ȱ ȱ ¢ȱ ǯȱ ȱ ȱ ȱ ȱ¡ȱȱȱȱȱȱȱȱ¢ȱǻȱȱ ȱȱȱȱȱ¢ȱ¢ȱȱ¢ȱǰȱȱȱȱȱȱ ȱȱȱȱȱȱ¢ǰȱȱȱȱȱȱ ȱ Ĵǰȱ ȱ Ǽǯȱ ȱ ȱ ȱ ȱ ¢¢ȱ ȱ ȱ ȱ ¢ȱ ǻȱ ȱ ȱ ǰȱ ȱ Ĵȱ ǰȱ ȱȱȱęǰȱ¡ȱǼȱȱ ȱȱȱ strona 566.
(24) ȱȱȱȱȱȱǰȱȱȱǰȱȱȱ ȱȱǯȱ¢ȱ¡ȱȱ ȱ¢ȱȱǻȱȱȱ¢ȱǼȱȱȱ¢ȱǻ ȱ ȱȱȱĚ¡Ǽǯȱȱęȱȱȱ¢ȱ ȱ ¢ȱȱȱ¢ȱ¢ȱȱȱĴȱȱǻȱȱ ¢ǰȱ ǰȱ ǰȱ ǰȱ Ǽǰȱ ȱ ȱ ȱ ǰȱ ȱ ¡ȱ¢ȱ¢ȱȱȱǯȱ ȱȱȱȱ ȱȱȱ ȱĴȱ ȱȱȱȱȱȱȱȱǰȱ ȱ ȱȱȱȱȱȱȱȱȱȱȱĴȱ¢ǰȱȱȱ ȱȱȱȱȱȱ ȱǰȱȱȱȬĚǰȱ ȱ ¢ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ ȱ Ĵǯ ȱ ȱȱȱ£ȱȱ ȱȱ ȱĜȱȱȱȱȱȱpetent parent of a child with neurodevelopmental disorders. That is why our aim ȱȱ ȱ ȱȱ ȱȱȱȱȱǻǰȱȱȱǼȱȱȱ¢ȱȱȱ¢ȱ ȱȱȱȱȱ ǰȱȱȱȱȱȱȱȱ¢ȱȱȱȱtional approach. By the consistency and repetitiveness of their actions and their ȱ¢ȱȱĴǰȱ¢ȱȱȱȱȱȱȱȃ¢Ȅȱȱȱę¡ȱȱȱ ȱ¢ȱȱȱȱĴȱȱ ȱȱǯȱȱȱ ȱȱȱȱȱȱȱǻ ȱ ȱǯǰȱŘŖŗŜǼǯ References ǰȱǯǯȱǰȱǯǯȱǻǯǼȱǻŘŖŗŗǼǯȱȱȱȱȱȱȱȱDZȱǰȱȱȱ ȱȱȱȱȱȱǯȱ ȱ
(25) ¢DZȱȱȱȱǯ ¢ǰȱǯ
(26) ǯȱǻŘŖŖŚǼǯȱȱ ȱȱȱȱȱDZȱȱŚȬȱ ȱȱǻřȱǯȱĴDZȱ¢ȱȱȱȱvices. Astley, S.J., Aylward, E., Brooks, A., Carmichael-Olson, H., Coggins, T. Davies, J. ǻŘŖŖŜǼǯȱ ȱ ȱ ȱ ǰȱ ¢ǰȱ ȱ ȱ ȱ ȱ ¢ȱ ǰȱ ǰȱ ǰȱ ȱ ¢ȱ ȱ ȱ ȱ ȱȱȱȱȱǻǼȱǻǼǯȱȱȱȱ ¡ȱǰ 30, 229A. ¢ǰȱǯ
(27) ǯȱǻŗşŝŗǼǯȱȱȱ¢ȱȱ¢ȱȱ¢ȱǯȱAmerȱ
(28) ȱȱȱ¢, 25, 329-334. ¢ǰȱǯ
(29) ǯȱǻŘŖŗśǼǯȱ£ȱȱȱ¢£ǯȱ ÚDZȱ¢ ȱ nia. ǰȱ
(30) ǯȱ ǻŘŖŗśǼǯȱ ǯȱ ȱ ęȱ £ȱ ¢ǵȱ £ DZȱ ¢ ȱ Naukowe PWN. ¢ǰȱ
(31) ǯȱǻŗşŜşǼǯȱĴ. The Travistock Institute of Human Relations. ¢ǰȱ
(32) ǯȱǻŘŖŖŝǼǯȱ£¢ £ǯȱ£ DZȱ¢ ȱ ȱǯ strona 567.
(33) ǰȱ ǯȱ ǻŘŖŖŗǼǯȱ ȱ ěȱ ȱ ȱ ȱ ǰȱ ¢ǰȱ ȱ ¡ǯȱ DZȱǯǯȱ¢ǰȱǯ ǯȱǰȱǯǯȱȱǻǯǼǰȱȱȱȱȱ¢ȱȱ ȱȱȱǻǯȱřŞśȬŚŖŞǼǯȱDZȱ DZȱ¢ȱȱ Builders. ǰȱǯǯȱǰȱǯǯȱǻŗşşŝǼǯȱ¢ȱȱȱȱized child. ȱ
(34) ȱȱȱ¢ǰȱśŗǰȱśŖŖȬśŖŝǰȱDZȱŗŖǯśŖŗŚȦ ajot.51.7.500 ǰȱ ǯǯȱ £ǰȱ ǯȱ ǻŗşşŞǼǯȱ ¢ȱ ȱ ȱ ȱ Ȭ£ȱDZȱ ȱȱȱ ǯȱȱȱȱȱȱ
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