Literatura académica sobre el tema "Adolescents – Psychologie – Togo"

Abstract. The aim of this study was to examine family functioning of different family members of adolescents with eating disorders (ED) at the start of psychotherapy and analyze the differences in their perception, since the approach of Circumplex Model of Marital and Family Systems. The study included 170 people grouped in 20 of adolescents with ED (father, mother, adolescent and sibling closest in age) and 26 control families. For this analysis, the Family Adaptability and Cohesion Evaluation Scale and the Adolescent-Parent Communication Inventory were used. The clinical families had lower clinical cohesion, less open communications and more communication problems. Siblings perceived less cohesion than the rest of the family and also reported having a negative communication pattern with their parents. The family functioning perception differs between family members, that ́s why perception of one member is not generalizable to all family group. The inclusion of siblings allows detecting non shared family environmental factors. We discuss the implication of these results in the psychotherapeutic treatment. Key words: Family Functioning, Eating Disorders, Adolescents, Siblings. Resumen. El objetivo de este estudio fue examinar el funcionamiento familiar de los diferentes miembros de la familia de adolescentes con trastornos de la conducta alimentaria (TCA) al inicio del tratamiento psicoterapéutico y analizar las diferencias respecto de su percepción, desde el enfoque del Modelo Circumplejo de Sistemas Maritales y Familiares. Participaron del estudio 170 personas que conformaban 20 grupos de familias de adolescentes con TCA (padre, madre, adolescente y hermano/a más cercano en edad) y 26 grupos familiares controles. Fueron evaluados con la Escala de Evaluación de la Cohesión y Adaptabilidad Familiar y el Inventario de Comunicación Adolescente-Padre. Las familias clínicas presentaron menor cohesión, menos comunicación abierta y más problemas en la comunicación. Los hermanos/as percibían menor cohesión que el resto de la familia y también referían tener un patrón comunicacional negativo con sus padres. La percepción del funcionamiento familiar difiere entre los distintos miembros de una misma familia, por lo que la visión de uno de los miembros no resulta generalizable a todo el grupo familiar. La inclusión de los hermanos/as permite detectar factores ambientales familiares no compartidos por la adolescente con TCA. Se discute la implicación de estos resultados en el tratamiento psicoterapéutico. Palabras clave: Funcionamiento familiar, Trastornos alimentarios, Adolescentes, Hermanos.

O presente artigo tem por objetivo tecer considerações acerca da importância e possibilidade de promover fatores de proteção ao adolescente em conflito com a lei no contexto de aplicação de medida sócioeducativa. Tomando como referência a Doutrina da Proteção Integral - eixo central do Estatuto da Criança e do Adolescente -, o Paradigma da Promoção da Saúde e estudos sobre resiliência, postula-se a existência de alguns fatores considerados de grande relevância ao desenvolvimento dos adolescentes, visando modificar o quadro de vulnerabilidade ao qual encontram-se associados. Sugere que a ênfase nos aspectos saudáveis do desenvolvimento favorece a emergência do potencial positivo do qual todo contexto sócioeducativo deve ser revestido, a fim de possibilitar a construção de novas perspectivas aos jovens em risco social.

O tema da existência de uma narrativa adolescente no decurso de uma qualquer análise surge a partir do interesse teórico e clínico da autora sobre o processo adolescente. A autora constata que em certos momentos da análise de adultos se assiste a uma dispersão do sentimento de identidade, com uma confrontação e oposição dentro da relação analítica, e ate? a uma certa confusão nos papéis a ser desempenhados por cada um, dinâmica que exige o recentrar da postura analítica do próprio analista. Refletindo nestes movimentos, na concepção dinâmica do processo adolescente e nas qualidades requeridas do objeto contentor em todo este processo, a autora pensou na hipótese da existência de estados adolescentes da mente em qualquer análise de pacientes adultos, que requerem da parte do analista uma atitude clínica específica. Operacionaliza a sua hipótese com base nas ideias de Astor e Waddell sobre os estados adolescentes da mente como uma metapsicologia da adolescência, e nas conceções psicanalíticas do processo adolescente, nos objetos internos, nas teorias de Winnicott, na teoria do Campo e na escuta analítica. Por fim, recorre a uma vinheta clínica para a sua demonstração e reflexão.

La situación de confinamiento debido a la COVID-19 ha supuesto un gran cambio en los estilos de vida de los jóvenes. Sin embargo, poco se conoce del impacto que el aislamiento ha tenido en la sexualidad de los adolescentes. Por ello, el objetivo de este trabajo es conocer la frecuencia sexual de los adolescentes durante el confinamiento y sus posibles consecuencias, todo ello con una perspectiva de género. 134 adolescentes españoles, entre 16-20 años, respondieron a una encuesta on-line ad hoc sobre sexualidad, siendo el 59.7% chicas. Un 67.2% de los participantes se consideraba heterosexual, un 91.2% estaba confinado/a con sus padres, un 59.7% estaba soltero/a y un 40.3% tenía pareja estable. Durante el confinamiento, se ha observado un incremento de la frecuencia de masturbación y de las actividades sexuales online, pero estos cambios solo han resultado estadísticamente significativos en los chicos. Entre las causas de este incremento, encontramos razones como “por aburrimiento”, “para relajarme”, o “debido a un aumento de apetito sexual”, siendo los chicos los que más lo justificaban con razones emocionales. Esta mayor frecuencia sexual les generaba mejor estado de ánimo y estar más relajados, aunque gran parte de los chicos refirieron que las actividades sexuales les resultaban menos satisfactorias. Cabría seguir estudiando las posibles consecuencias negativas que pueden surgir de estos cambios en la frecuencia sexual, y analizar el papel que podrían estar jugando las emociones. Todo ello con la intención de diseñar campañas de promoción de la salud sexual en tiempos de confinamiento

La calidad de vida es un constructor multidimensional e incluye dimensiones cognitiva, emocional y comportamental, de socialización y percepción de la salud. Elobjetivo de este estudio fue evaluar la evidencia de validez de la escala Calidad de Vida para los Atletas (QQVA) aplicándola en bailarines adolescentes (QQVA-B).Se evaluaron 313 bailarines, con edades entre 10 y 19 años (M = 15.56; ± 3.59) durante los festivales de danza en Brasil, en nivel nacionales e internacionales. Serealizó la verificación de las pruebas de la validez de contenido (la evaluación de expertos con la pertinencia teórica y práctica, con adaptaciones para los bailarinesy lenguaje accesible a los adolescentes) y de la validez de las pruebas de consistencia interna, con un análisis factorial exploratorio y confirmatorio. Los resultados discutidos en todo el artículo, indican que el instrumento tiene propiedades psicométricas satisfactorias para su uso en los bailarines.Palabras clave: bailarines, calidad de vida, psicologíadel deporte, pruebas psicológicas.

Osjetljivost na okolinu osobina je koja se odnosi na lakoću zamjećivanja informacija o okolini i dubinu njihove obrade. Individualne su razlike u osjetljivosti na okolinu znatne, a stupanj te osjetljivosti određuje pojedinčeve reakcije na pozitivne i negativne čimbenike kojima je izložen. Uloga osjetljivosti na okolinu u razvoju i prilagodbi djece i adolescenata nedovoljno je istražena, velikim dijelom zbog toga što je tek nedavno razvijena prva izravna mjera dječje osjetljivosti na okolinu. Cilj je ovoga rada ispitati psihometrijske karakteristike te mjere, nazvane Ljestvica dječje osjetljivosti na okolinu (Pluess i sur., 2018). U okviru projekta Kako smo? Život u Hrvatskoj u doba korone djeca osnovnoškolske (N = 407) i srednjoškolske (N = 307) dobi ispunila su Ljestvicu dječje osjetljivosti na okolinu i upitnik ličnosti IPIP-15 online-putem. Ljestvica dječje osjetljivosti na okolinu kao instrument za samoprocjenu osjetljivosti na okolinu pokazala je zadovoljavajuće razine pouzdanosti i valjanosti kod hrvatske djece i adolescenata. Ljestvica ima bifaktorsku strukturu te mjeri opću osjetljivost na okolinu i tri specifične dimenzije: estetsku osjetljivost, nizak osjetni prag i pobudljivost. Utvrđena je djelomična mjerna invarijatnost Ljestvice za djecu različitoga roda i dobi. Korelacije pojedinih dimenzija i opće osjetljivosti na okolinu s osobinama ličnosti umjerene su i teorijski smislene. Ljestvicu je preporučljivo koristiti u budućim istraživanjima, iako su za pojedine podljestvice potrebna daljnja istraživanja. Primjena Ljestvice može doprinijeti povećanju znanja o učincima pozitivnih i negativnih čimbenika iz okoline na razvoj djece i adolescenata.

Adolescencia y psicósis : la institución, espacio de conflictualización y de simbolización. Durante ese tiempo de remodelaje o de fijación psicótica que representa la adolescencia, el grupo en la institución (el Centro Etienne Marcel), es una estructura de encuadre, para-excitante, piel psíquica conteniente (cuando no está en trizas) de lo que se expresa sobre todo en actos. La agresividad, fuertemente movilizada, acarrea respuestas y cambios permanentes del encuadre, cuyo resultado es a veces simbolizante.

En occident nombre de travaux sur la psychopathologie du surpoids impute à celui-ci d'être un agir somatique exprimant ou résultant d'un mal-être psychique individuel et/ou familial de l'adolescent. Un surpoids qui serait donc porte-symptôme d'une image inconsciente du corps individuel et /ou familial porteuse de fragilités narcissiques marquées (Carof, 2017 ; Sanahuja & Vicente, 2018 ; Benoît 2020). Cependant, notre étude effectuée dans un contexte socio-culturel africain tend à démontrer le contraire et permet de souligner l'importance du creuset socio-culturel d'évolution de l'adolescent en surpoids ou non dans la construction de son image du corps. De fait, l'appréhension psychopathologique occidentale du surpoids à l'instar d'autres théorisations psychopathologiques occidentales dépend de l'environnement socio-culturel d'identification, d'émergence et d'évolution du phénomène ou de la problématique. Une appréhension et des théorisations psychopathologiques du surpoids qui peuvent donc ne pas du tout faire sens dans un autre contexte socio-culturel. En effet, le surpoids dans le cadre socio-culturel africain en général et togolais en particulier est d'abord un phénomène du corps, banal à l'instar d'un corps petit, grand ou mince. Socio culturellement, le corps en surpoids est perçu comme signant un épanouissement du corps et de l'esprit traduisant santé et aisance économique. Pour décrire une personne en surpoids dans nombre de pays africains on dit d'elle qu'elle est « en forme ». Ainsi, le surpoids n'est donc pas d'emblée pathologisé voire encore moins, psychopathologisé. Il ne devient problématique du corps, et là encore que problématique pathologique médicale uniquement quand il s'agit d'une obésité de type sévère, morbide ou massive car handicapant le quotidien du sujet.C'est donc ce phénomène du corps gros, en surpoids à travers son image inconsciente du corps individuel et familial chez l'adolescent au Togo que se propose d'explorer, découvrir, décrire et analyser suivant une démarche scientifique cette présente étude. Ainsi indépendamment du surpoids mais aussi en lien avec celui-ci, nous partons de l'assertion suivant laquelle cette image du corps individuel et familial de l'adolescent en surpoids est avant tout tributaire de l'image du corps social et donc du regard social sur le corps en surpoids, sous lequel il a grandi
In the West, several studies on the psychopathology of overweight attribute it to being a somatic action expressing or resulting from an individual and/or family psychological malaise of the adolescent. Excess weight which would therefore be a symptom of an unconscious image of the individual and/or family body carrying marked narcissistic fragilities (Carof, 2017; Sanahuja & Vicente, 2018; Benoît 2020). However, our study carried out in an African socio-cultural context tends to demonstrate the opposite and allows us to underline the importance of the socio-cultural crucible of evolution of the overweight adolescent or not, in the construction of his body image. In fact, the Western psychopathological understanding of overweight, like other Western psychopathological theorizations, depends on the socio-cultural environment of identification, emergence and evolution of the phenomenon or problem. An apprehension and psychopathological theorizations of overweight which may therefore not make sense at all in another socio-cultural context. Indeed, overweight in the African socio-cultural framework in general and Togolese in particular is first and foremost a body phenomenon, banal like a small, short, tall, or thin body. Socio-culturally, the overweight body is perceived as signifying a development of body and mind reflecting health and economic well-being. To describe an overweight person in many African countries, they are said to be “in shape”. Thus, overweight is not immediately pathologized or even less psychopathologized in Africa. It only becomes a problem of the body, and again only a medical pathological problem when it is a case of severe, morbid, or massive obesity because it handicaps the subject's daily life and health.It is therefore this phenomenon of the fat, overweight body through its unconscious image of the individual and family body among adolescents in Togo that this present study proposes to explore, discover, describe, and analyze following a scientific and psychological approach. Thus, independently of overweight but also in connection with it, we start from the assertion that this image of the individual and family body of the overweight adolescent is above all dependent on the image of the social body and therefore of the social gaze about the overweight body, under which the adolescent grew up

Girls grow up in a culture of ubiquitous female sexualization, and this culture propagates stereotypes that could interfere with their academic outcomes. The current study examined the academic correlates of these sexualized gender stereotypes (SGS) among early adolescent girls. Girls (N = 99) aged 11 to 14 (Mage = 12.4 years, SD = .57 years) completed a survey assessing their academic performance, attitudes, and beliefs. The survey also assessed the degree to which girls believed that boys and girls should act in accordance with these sexualized gender stereotypes. Results indicated that higher endorsement of sexualized gender stereotypes was associated with lower academic performance, more negative academic attitudes, and less adaptive approaches to learning. Implications for girls’ academic trajectories are discussed.

Made available in DSpace on 2016-04-04T18:28:20Z (GMT). No. of bitstreams: 1 JEFERSON CARLOS BORDIGNON.pdf: 1541651 bytes, checksum: ecec97d87d28d54a99acdf0d97e86e08 (MD5) Previous issue date: 2015-02-13
How the adolescent phenomenon has been studied and understood in psychology in the last ten years? From this issue and assuming as a theoretical framework the historic-cultural psychology, this bibliographic research objective contribute to a critical reflection on the subject. The analysis of article abstracts and keywords returned by the Scielo database between 2003 and 2013, which were constituted as our research material, reveals the difficulty in accessing information in this way, since lack basic information about the research in the abstracts. It is evident, also, certain vagueness of what "method" since the dispersion of methods and techniques to study the adolescence of psychology point of view and the concentration of these techniques (application of standardized instruments). As the dispersion of theories, with the concurrent concentration of one of them (psychoanalysis) and the unequal distribution of publications in the Brazilian regions (South and Southeast regions produced ? of the total). Adolescence related issues are in your majority fragmented or focus pathologies. It is concluded that this issue, adolescence is a complex phenomenon and can be approached by different points of view and studied by various methods and techniques, however, there is not a minimum consensus on how to study it. This dispersion of contradictory theories and methodologies hinders the advancement of psychology as a field of knowledge, because there is no formulation that is adolescence to psychology, but definitions restricted to its numerous approaches.
Como vem sendo estudado e compreendido o fen?meno da adolesc?ncia no campo da psicologia nos ?ltimos dez anos? Partindo dessa problem?tica e assumindo como referencial te?rico a Psicologia Hist?rico-Cultural, esta pesquisa de natureza bibliogr?fica objetiva contribuir para uma reflex?o cr?tica sobre o tema. A an?lise dos resumos de artigos e palavras-chave retornados pela base de dados Scielo no per?odo entre 2003 e 2013, que se constitu?ram como nosso material de pesquisa, revela a dificuldade em acessar informa??es por esta via, visto que faltam dados fundamentais sobre as pesquisas nos resumos. Evidencia-se, tamb?m, certa indefini??o do que seja m?todo visto a dispers?o de m?todos e t?cnicas para se estudar a adolesc?ncia do ponto de vista da psicologia e a concentra??o de uma dessas t?cnicas (aplica??o de instrumentos padronizados). Assim como a dispers?o de teorias, com a concorrente concentra??o de uma delas (psican?lise) e a distribui??o desigual de publica??es nas regi?es brasileiras (regi?es Sul e Sudeste produziram ? do total). Assuntos relacionados ? adolesc?ncia s?o em sua maioria fragmentados ou focalizam patologias. Conclui-se que esta tem?tica, a adolesc?ncia, ? um fen?meno complexo, podendo ser abordado por diversos pontos de vista e estudado atrav?s de diversos m?todos e t?cnicas, por?m, n?o h? um consenso m?nimo sobre como se deve estud?-la. Essa dispers?o de teorias e metodologias contradit?rias dificulta o avan?o da psicologia enquanto ?rea do conhecimento, pois n?o h? uma formula??o do que seja a adolesc?ncia para a psicologia, mas defini??es restritas ?s suas in?meras abordagens.

Drawing on personal insights and research-based knowledge, this important work facilitates understanding of the psychological struggles of young African American males and offers ameliorative strategies. Despite examples set by successful black men in all walks of life, the truth remains that a disproportionate number of black boys and young men underperform at school, suffer from PTSD, and, too often, find themselves on a pathway to jail. The two-volumeThe Psychology of Black Boys and Adolescentsmarks the first attempt to catalog the many psychological influences that can stack the deck against black male children—and to suggest interventions. Bringing together an expansive collection of new and classic research from a wide variety of disciplines, this set sheds light on the complex circumstances faced by young black men in the United States. Contributions by authors Kirkland Vaughans and Warren Spielberg contain insights from the groundbreaking "Brotherman" study, conducted over a ten-year period to report on the lives and psychological challenges of over a hundred African American boys and their families. Among the myriad issues studied in this set are the often-negative expectations of society, the influence of gangs, and the impact of racism and poverty. Of equal importance, the work explores culturally specific ways to engage families, youths, communities, and policymakers in the development of healthy, safe, educated boys who will become whole and successful adults.

‘Selfhood and personality: the psychology of identity’ considers how psychology deals with the question ‘Who am I?’. Rather than a fixed state, personal identity is an ongoing project. The individual forms his or her identity by identifying with someone or something. Individuals who are unable to reconcile competing personal and social demands may suffer an identity crisis, an experience once associated with adolescence, which, however, in recent decades has been linked to mental troubles in adult life stages, too. Personal identity is something we are, something we have, and something we act. We perform acts of identity following culture-specific stage directions that leave room for individual expressivity.

For some individuals with autism, everyday stimuli such as crowded public places, lighting, sounds, and even touch can be highly unpleasant. The increasing prevalence of ASD has driven the research community on the therapy of individuals with autism, especially children/adolescents, to improve and accommodate the condition. This research explores social gaming and gaming design approaches to support meaningful dialogs and enhance interaction. Through careful support and management from many different disciplinary areas, addressing accessibility issues could assist individuals with health issues like obesity, poor self-related health issues (diabetes and heart diseases), ASD, and visual impairments to welfare and emotional needs, too.

Abstract The treatment of the ADHD child can often be relatively straightforward. Because medication is of the greatest importance, treatment almost always requires the services of a physician. Nonmedical specialists, such as psychologists, educators, and social workers, may provide useful and sometimes absolutely necessary assistance, but they cannot assume primary responsibility for treatment. Since they are not trained to use and cannot prescribe medications, they are unable to supply the treatment that is both the best and sometimes the only one required. This must be emphasized because too often the ADHD child or his family is referred to a psychologist, social worker, or school guidance counsellor. Such referrals are made because of psychological maladjustment in the child, problems in the family, or failure in school. These problems, as I have said, may be a result of ADHD in the child, and they may also worsen ADHD in the child. Family problems, which may prompt the family to seek help, may actually be the result of the ADHD child and may resolve themselves once treatment begins.

Daily stress is a universally experienced phenomenon in our modern lives [1]. Studies have shown that cumulative stress in daily life can result in cardiovascular disease [2] and psychological or behavioral disorders, such as depression and anxiety [3]. To regulate stress, social sharing is often used as a method. By talking to others, sharers can gain support that help them cope with their stress events [4]. However, people are not always comfortable sharing their stress events with others, such as the stigmatised issues [5]. In addition, people are not always able to find the right person to talk to. Their friends may be tired of hearing about the same issues [6]. Besides, professional help may be too expensive and require long waits [7].With the widespread use of conversational agent (CA), the CA should provide support for the users who encounter with daily stress to help them get socio-emotional benefits and therefore improve the user satisfaction [8]. At the same time, the gender of the CA should be considered as a factor which influence the user satisfaction of daily stress support.MethodsIn this study, we developed a 2 (CA genders)×3 (types of support) between-subject experiment on user satisfaction of CA with daily stress support function. The CA had two types of gender, including male and female. Three support types included control (without stress support function), stress (with stress detection and support function), and stressor (with stress and stressor detection, and provide support targeted at stressor) groups. So, there were six types of CA in this experiment.Participants (N = 76) were asked to share one personal daily stress experience with a CA, which was assigned from the six CAs randomly and provided support via the Wizard-of-Oz method (a human-operated CA).Results & DiscussionResults showed that participants felt better after sharing with the CA in stress group and stressor group, as evidenced by reduced stress intensity. The interaction experience of participants showed that the likeability, enjoyment, and user satisfaction of stress group were significantly higher than that of control group. While, the user satisfaction of stressor group had no significant difference with that of stress group. For the gender the CA, the female CA achieved higher likeability in control group and stress group. Meanwhile, the female CA achieved higher enjoyment, engagement, and user satisfaction in stressor group.According to the interview after the experiment, the participants in the stressor group proposed more requirements for the targeted advice from CA. They explained that they felt the high intelligent level of the CA. So, they were looking forward for the help from the CA for the solution of their daily stress events.ConclusionAccording to the above results, the support for daily stress from CA can improve the user satisfaction. Between different genders of CA, the female CA is more preferred in this study. What’s more, the CA should provide targeted advice for users with different stressors.Reference[1] Piazza, J. R., Charles, S. T., Sliwinski, M. J., Mogle, J., & Almeida, D. M. (2013). Affective reactivity to daily stressors and long-term risk of reporting a chronic physical health condition. Annals of Behavioral Medicine, 45(1), 110-120.[2] Schubert, C., Lambertz, M., Nelesen, R. A., Bardwell, W., Choi, J. B., & Dimsdale, J. E. (2009). Effects of stress on heart rate complexity—a comparison between short-term and chronic stress. Biological psychology, 80(3), 325-332.[3] Cohen, S., Kessler, R. C., & Gordon, L. U. (Eds.). (1997). Measuring stress: A guide for health and social scientists. Oxford University Press on Demand.[4] Rim ́e, B. (2009). Emotion elicits the social sharing of emotion: Theory and empirical review. Emotion Review, 1(1), 60–85.[5] Smart, L., & Wegner, D. M. (2000). The hidden costs of hidden stigma. In T. F. Heatherton, R. E. Kleck, M. R. Hebl, & J. G. Hull (Eds.), The social psychology of stigma (pp. 220–242). New York: Guildford Press.[6] Forest, A. L., Kille, D. R., Wood, J. V., & Holmes, J. G. (2014). Discount and disengage: How chronic negative expressivity undermines partner responsiveness to negative disclosures. Journal of Personality and Social Psychology, 107(6), 1013–1032.[7] Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among college students. Journal of Adolescent Health, 46(1), 3–10.[8] Pauw, L. S., Sauter, D. A., van Kleef, G. A., Lucas, G. M., Gratch, J., & Fischer, A. H. (2022). The avatar will see you now: Support from a virtual human provides socio-emotional benefits. Computers in Human Behavior, 136, 107368.

Title: Internet resources for special educational needs and inclusion Vrasmas, Traian, Ovidius University Constanta, Faculty of Psychology and Educational Sciences, Bd. Mamaia Street No.124 Email: traianvrasmas@yahoo.com Vrasmas, Ecaterina, Bucharest University, Faculty of Psychology and Educational Sciences, Sos. Panduri nr.90, Email: ecaterinavr@yahoo.com ABSTRACT Introduction The importance of educational and social inclusion for all children and adolescents is clear in the modern world and particularly in Europe, with an emphasis on marginalized and vulnerable groups. Children with special educational needs (SEN) are one important group in this social and educational area. Main objectives: 1. Explore the internet resources in connection with the SEN and inclusion (criteria based), in order to identify the amplitude and the main meanings of the two concepts 2. Built lists of publications available on internet from major resources and making short reviews for some of these Methodology and process Based on the two key words (special educational needs and inclusion) hundreds of websites and blogs were explored, during the first phase. In the second phase some of them were selected – on a short list - according to the consistence to the key words: special educational needs and inclusion. This short list – including resources in English, French and Romanian language - was explored more in depths, following the indicators of: a) Terminology and meanings – for the two main terms b) Coverage (components) for special educational needs c) Linkage between the two terms In the third phase internet resources from UNESCO and European Agency for Development in Special Needs Education (EADSNE) was reviewed, in order to build - for each one - a short list of publica-tions and studies. Findings The main results are presented in synthesis. Objective 1 There is huge amount of web sites and blogs connected with SEN and inclusion. Of course this is more obvious from the internet sources in English. Due to the dynamics and complexity of internet communi-cation (direct and linked sources) is very difficult to make a quantitative estimation, but there are certainly thousands of links in the international arena. From a qualitative approach some major findings were: a) In the English sources from Europe SEN and SNE (Special Needs Education) are by far the most frequently used words. In the USA and Canada SEN is used interchangeably with ‘special needs’ and/or ‘spe-cial education’. In Europe SEN and SNE have a wide usage, particularly in the UK, Spain, Portugal but also at the level of the EADSNE (2 countries from EU as members). In the French sources there is less usage of SEN and SNE terms, but the term “besoignes educatif particuliere’ (particular educational needs) has emerged recently (EADSNE, 2009). In the Romanian sources there is a mixture of using SEN (a little bit of SNE) and also traditional terms as handicap, impairment, learning and language disorders etc. b) There is some variety in Europe, when scrutinizing the coverage (components) for SEN, but the tendency is to take the OECD definition from 2000 (IE: Hungary). Some countries have made recent changes in legislation in connection with SEN meaning and coverage (Scotland and Spain). There are similarities between the content of SEN in Europe and that of ‘special needs; or special education beneficiaries’ in USA. An interesting term in USA is “exceptional children’ (The Council of Exceptional Children), which refers both to children with disabilities and to gifted children. In Romania a pilot project was undertaken by RENINCO in 2007 – in cooperation with the Education Ministry - using the OECD definition of SEN. This definition is also present in a draft strategy for special needs education in the context of inclusion, posted on the Ministry website since April 2010. c) In all languages and geographical entities explored there is a clear and strong connection between SEN (or SNE) and inclusion. UNESCO and the European Agency for Development in Special Needs Education are two important leading organisations in this field, also emphasising a strong connection between SEN and inclusion. Objective 2 After reviewing various resources two of them where selected for a thorough inventory of relevant publications and other resources. UNESCO (www.unesco.org.) is offering, in particular, a lot of information on inclusive education, like for instance the following publications and eReports: - Open file on inclusive education, 2001 - Case studies on inclusive education, 2001 (comprising Romania too) - Guidelines for inclusion. Ensuring education for all, 2005 - Positive discipline in the inclusive, learning-friendly classroom: a guide for teachers and teacher educators, 2006 - Policy guidelines on inclusion in education, 2009 EADSNE (www.european-agency.org) offers resources both on SEN and inclusion, like for exam-ple: - Development of a set of indicators – for inclusive education in Europe, 2009 - Inclusive Education and Classroom Practices, 2003 - Multicultural diversity and special needs education. Summary Report, 2009 - Special Needs Country Data, 2008 - Thematic Key words for Inclusive and Special Needs Education, 2009 The paper presents a short summary for each of these publications. Conclusions The internet resources for SEN and inclusion are very rich and diverse. The idea of Inclusive Education for pupils with Special Educational Needs is widely spread and emphasised on the internet. In spite of the diversity, there are some important common features and clear tendencies in terminology and in the definition of the two terms. The UNESCO work posted on internet – particularly on inclusion – and EADSNE – both on SEN (SNE) and inclusion – are very important and could be wider accessed and better valued in this context.