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Balkan Region Conference on Engineering and Business Education

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The Role Of Client – Centered Therapy Principles In Developing Praxiologic Competences Of Students In Rehabilitation Engineering Area

Gabriela Raveica / Cristina Mohora / Ionel – Crinel Raveica / Gheorghe Militaru
Published Online: 2014-08-15 | DOI: https://doi.org/10.2478/cplbu-2014-0030


The paper's purpose was to prove that teaching the principles of client – centred therapy on students from rehabilitation engineering area, is an important step in developing their praxiologic competences. The new qualification, supported by project TEORO - POSDRU/86/1.2/S/63545, “rehabilitation engineering” was developed in a new master degree program, in 3 universities from Romania, were the students are trained to adapt the environment to functional potential of persons with disabilities in order to facilitate their independence in daily activities. The research started from the observation that this kind of tools is not often found on the market. According to client – centred therapy principles, the person with disabilities should be the key point in the reasoning process, because it means that he/she will use the adjustment made by specialist. Our research was focused in the first session, on discovering the client point of view concerning the adapted equipment. The conclusion of this research confirms the hypothesis presented in the paper and from the teaching process perspective, all the students recognized as an important experience their involvement in the experimental research made by questionnaires, interview and results statistics.

Key words:: praxiologic competences; client-centered therapy; rehabilitation engineering


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About the article

Published Online: 2014-08-15

Citation Information: Balkan Region Conference on Engineering and Business Education, Volume 1, Issue 1, Pages 141–144, ISSN (Online) 1843-6730, DOI: https://doi.org/10.2478/cplbu-2014-0030.

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© 2014 Quality Research Centre, Lucian Blaga University. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License. BY-NC-ND 3.0

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