Submitted by admin tede (tede@pucgoias.edu.br) on 2017-11-10T13:18:03Z No. of bitstreams: 1 CLÁUDIA MARIA DE JESUS CASTRO.pdf: 1062116 bytes, checksum: 6d7a1db3ff7a679ebee44d06f63a4f30 (MD5) / Made available in DSpace on 2017-11-10T13:18:03Z (GMT). No. of bitstreams: 1 CLÁUDIA MARIA DE JESUS CASTRO.pdf: 1062116 bytes, checksum: 6d7a1db3ff7a679ebee44d06f63a4f30 (MD5) Previous issue date: 2017-08-28 / This work enrolled in the research line Education Society and Culture and part of a project called “The state-of-the-art about youth in PUC Goiás and UFG post-graduation courses: Education, Social Sciences, Psychology and Social Service (2002-2014)” aimed to investigate who are young people of Afro-descendant religions and the meanings they attribute to their religion and school. This research was established from the articulation between the religious and the educational field, and brought some theoretical-conceptual reflections on youth and the relationship between religion and school. In this study, youth was understood as a social and diverse group, although it is parametrized by an age group, young people produce different youths from the relation between the objective and subjective worlds. Despite an apparent unity, youth is understood in its plurality, taking into account class, ethnicity, gender, race, economic and religion as an important element in the constitution of youth. To understand this relationship, it was necessary to resort to studies produced on youth and religion (ABRAMO, 2012, PAIS, 1990, DAYRELL, TALGA, 2013, NOVAES, 2011, PARÉS, 2007, ALBUQUERQUE, 2006, LIMA, 2003, among others). The results of the study indicated that since the arrival of African slaves between the sixteenth and nineteenth centuries, when they brought a "different" cultural capital, the prejudiced attitudes and religious intolerance of this hybrid arsenal endure to this day, promoting symbolic violence, Non-civilizing acts of physical aggression against practitioners and adherents, and even depredations and attacks on sacred temples, terreiros. From this investigative process, it was possible to point out that the educational field has been resistant to diverse cultural manifestations, religious that are not legally recognized, and invisibility of Law 10.639 / 03, whose content is to ensure the compulsory teaching of History and Afro Culture In public and private institutions, in primary and secondary education. Therefore, it is considered that, without the aforementioned law, within the school context that shelters within it a cultural and religious diversity, it becomes unfeasible the condition for recognition and communication in listening to oneself and to the other. Thus, one of the great challenges of contemporary society, complex and globalized, has become the construction of social unity in societies marked by social, personal and collective inequalities. In addition, it is imperative that the pedagogical action find humanizing tools, which fails to "make the young person invisible" and to recognize him as a subject of law. For, it is a great challenge of the school that demands a new look regarding the construction of civilizing practices. The study discussed the coming of the African peoples plucked from their universe, were forbidden to manifest their religiosities and worship their deities, and gods, under the slave regime. But the enslaved have found alternatives to recreate the ties lost by the diaspora, and to remember their cultures, dialoguing with other cultural elements. The results obtained showed that the young people of the terreiro attribute symbolic meaning to the knowledge and their culture, considered sacred, that circulate in the universe of the terreiro, in turn, they learn in the day to day, anywhere in the temple of axé. In this research, the so-called secular space has a primordial role of building bridges with the knowledge observed in the terreiro that young people practice in the various spaces of the social organization of Casa de santo, who defend this culture differentiated from the culture legitimized in society and in school. And in the end, the considerations about the problem of the study. / Este trabalho inscrito na linha de pesquisa Educação Sociedade e Cultura e parte da pesquisa denominada O estado da arte sobre a juventude na pós-graduação PUC Goiás e UFG: educação, ciências sociais, psicologia e serviço social (2002-2014) objetivou investigar quem são os jovens de religiões afrodescendentes e os sentidos que atribuem à sua religião e à escola. Esta pesquisa traz à tona quais os significados e sentidos atribuídos pelos jovens de terreiros à sua religião e ao espaço laico. Para atingir tal propósito, delineou-se os seguintes objetivos específicos: compreender a articulação entre estas religiões e o espaço “laico” da instituição de ensino; aprofundar os estudos sobre as juventudes e as religiões; e entender suas matrizes afro-brasileiras no contexto escolar a despeito de todo um movimento de consolidação de políticas afirmativas de garantias de direito e de obrigatoriedade de ensino da História das culturas afro-brasileiras no âmbito escolar, com a Lei 10.639/03. O interesse pela temática surgiu em razão dos atos não civilizatórios que o povo de santo sofre por pertencer a uma religião de influência africana e para também adquirir conhecimentos de cunho científicos. Essa investigação se estabeleceu a partir da articulação entre o campo religioso e o educacional e, para isso, trouxe algumas reflexões teórico-conceituais sobre juventude e a relação entre religião e escola. Compreendeu-se, neste estudo, a juventude como um grupo social e diverso que, embora seja parametrizado por uma faixa etária, produz juventudes diferentes a partir da relação entre o mundo objetivo e o subjetivo. Apesar de uma aparente unidade, a juventude é compreendida na sua pluralidade quando se considera a classe, a etnia, o gênero, a raça, o econômico e a religião como elementos importantes na sua constituição. Para entender essa relação, foi necessário recorrer a estudos sobre juventude e religião (ABRAMO, 2012, PAIS, 1990, DAYRELL, TALGA, 2013, NOVAES, 2011, PARÉS, 2007, ALBUQUERQUE, 2006, LIMA, 2003, dentre outros). Os resultados do estudo indicaram que, desde a chegada dos povos africanos entre os séculos XVI e XIX, quando trouxeram um capital cultural “diferente”, as atitudes preconceituosas e a intolerância religiosa desse arsenal híbrido perduram até nossos dias por meio de violência simbólica, atos não civilizatórios de agressões físicas aos praticantes e adeptos e até depredações e ataques aos templos sagrados, terreiros. Desse processo investigativo, foi possível pontuar que o campo educacional tem-se mostrado resistente a diversas manifestações culturais, religiosas que não legalmente reconhecidas e que há uma invisibilidade da Lei 10.639/03, cujo teor é assegurar a obrigatoriedade do ensino de História e da Cultura Afro-brasileiras em estabelecimentos escolares públicos e privados, no ensino fundamental e médio. Os resultados colhidos também demonstraram que os jovens de terreiro atribuem sentido simbólico aos conhecimentos e à sua cultura, considerados sagrados, que circulam no universo do terreiro e, por sua vez, aprendem no dia a dia, em qualquer lugar do templo do axé. Nessa investigação, o espaço dito laico tem um papel primordial de construir pontes com os saberes observados no terreiro em que os jovens praticam nos diversos espaços da organização social da Casa de santo e defendem essa cultura diferenciada da cultura legitimada na sociedade e na escola. E, no final, conclui-se com as considerações acerca da problemática do estudo.

Background: Difficulties with anxiety among children and young people are common and can impact upon their developmental trajectory leading to adverse outcomes in later life. There is, therefore, a need to increase access to early intervention services. Existing research has indicated that school-based cognitive behavioural interventions are effective for children and young people experiencing difficulties with anxiety, yet there remains a proportion of the population for whom they are not effective. In addition, there is a lack of research on how these may be implemented in real world settings as opposed to a research trial. The present research focuses on the provision of cognitive behavioural school-based interventions in two parts: a systematic review of psychological, interpersonal and social variables as predictors, mediators and moderators of mental health outcomes following a school-based intervention and an empirical mixed methods evaluation of the facilitators and barriers to the implementation of a school-based intervention. Method: A systematic search of electronic databases for studies examining interpersonal, psychological and social predictors, moderators and mediators of mental health outcome following school-based cognitive behavioural interventions was conducted. Effect sizes for these analyses were calculated and the quality of eligible studies was assessed using a standardised rating tool. Within the empirical project, the implementation of a school-based cognitive behavioural intervention was evaluated through a mixed methods approach. Semi-structured interviews with stakeholders in the intervention were analysed using grounded theory integrated with framework analysis. Quantitative data on the reach of the intervention, practitioner evaluation of training and coaching as well as routine outcome measures from children and young people receiving the intervention was collected. Results: Within the systematic review, twenty-two studies (N=22) met the predefined eligibility criteria. There was heterogeneity in the variables explored, effect size of these on treatment outcome and the quality of the literature within the included studies. Cognitive style was found to mediate treatment outcome, but there was limited evidence for other predictors, mediators and moderators of treatment outcome within the review. Quantitative results of the empirical project indicated that the model of the intervention was acceptable to both practitioners and children and young people, and preliminary data indicated a significant improvement in mental health outcomes. Facilitators that emerged from qualitative data included an enabling context, therapeutic engagement, motivation and congruence, self-efficacy and containment and encouragement. The exclusivity of the intervention, a lack of systemic understanding and transparency as well as demands and pressure on resources were barriers to implementation. Conclusions: Although preliminary evidence for potential predictors, mediators and moderators is presented, further research with improvements in the design and reporting of explanatory variables on treatment outcome is required prior to informing clinical decision-making. The successful implementation of school-based interventions requires multi-agency integration and collaboration as well as on-going support in managing systemic pressures and skill development.

This exploratory study was inspired by the author’s voluntary work with streetconnected children and youth in Kenya. It develops an understanding of the experiences of young people leaving the street in two provincial Kenyan towns. Although there has been extensive research concerned with street-connectedness, there has been a limited focus on young people’s transitions away from the street. Participants were identified with the help of three organisations: fifty-three young people, aged 12 -28, participated in semi-structured interviews, focus groups, and visual methods, during two field research visits to Kenya, in 2012 and 2013. The study found that their experiences of leaving the street were influenced by their day-to-day interactions with family, friends and other members of the communities into which they transitioned. These interactions influenced how accepted the young people felt and the extent to which they believed they were supported economically, physically and psychosocially, especially with regards to their relationships with family members. The participants’ interactions with school-based peers and teachers were particularly important in schools and training centres, where they struggled to develop a sense of belonging. Being street-connected is an integral part of the identities constructed by young people after they leave the street and establish places for themselves in their families, schools, local communities, and wider society. Such street-connectedness can be a strength: the resilience and skills developed on the street are useful attributes in adapting to new situations, potentially providing income-generating opportunities later on. However, the stigmatisation and resulting marginalisation they experienced on the street can have lasting effects. Barriers to inclusion experienced on the street influence a young person’s ability to develop a sense of belonging to their new situation after leaving the street. This study makes a conceptual contribution. Street-connectedness begins when a young person first arrives on the street, and continues until what could be years after they leave it. This street-connectedness can be characterised by three liminalities. The first is associated with living in the physical space defined as being on the street: a physical embodiment of liminality. The second, describes the process of being in transition as a young person newly arrived on the street, or having recently left the street: each being a liminal phase. The third liminality is described by an identity-forming social space, associated with being, and having been, street-connected: a liminal identity. This liminal identity, associated with being street-connected, impacts upon young people (re)entering home communities and, in particular, education, and highlights a need to consider and address the effects of these impacts.

This thesis is a study of social divisions and an assessment of the impact of neoliberalism upon them. Its purpose is to investigate the nature of contemporary social divisions, and whether or not the ????underclass???? is a useful way of conceiving the social and economic marginalisation of some individuals. The underclass thesis crystallises in a powerful and contentious way some fundamental premises that underpin the neoliberal philosophy, namely that the welfare state is considered a threat to freedom, discourages work, and is socially and economically damaging. Thus there ought to be a reduced role for the state in the provision of welfare. There are two fundamental weaknesses in social democratic critics???? contributions to debates about welfare reform. The first relates to a focus on residual welfare and measurements of poverty, largely neglecting the systems of power that underlie welfare distribution. The second relates to the omission of agency. Critics???? responses have tended to ignore the behaviour of the welfare beneficiaries targeted by current reform. In order to address both of these issues, I have formulated a critical post-traditional paradigm of social divisions. The study comprises three stages. The first is an historical overview of neoliberal policy developments and a quantitative analysis of social divisions. The findings indicate that neoliberal nations have the lowest commitment to welfare, and the highest levels of poverty and widening inequality. In Australia, labour market changes and educational underachievement are likely to contribute to new and emerging divisions, and the cumulative nature of disadvantage is apparent within low socio-economic areas. The second stage of the study examines the policies of the Howard Coalition Government in Australia and focuses on the prevalence of the underclass phenomenon in current welfare reform. Records central to the Government????s welfare reform agenda are analysed to examine policy makers???? normative beliefs. The findings reveal that the underclass thesis is an ideological construct that legitimises a reduction of welfare provision and control of the unemployed. The third stage of the study focuses on the experiences of unemployment among young people, and the views and experiences of welfare providers who work with them. The data show that individuals make decisions about their lives from the range of options they perceive to be available to them at a particular point in time. These options are not limited to those made available by the provisions of the welfare state, nor are they solely the product of inter-generational welfare. The welfare providers enforce the Government????s position on welfare reform by endorsing a version of the underclass thesis in their work and directing their interventions at the individual. Considered together, the findings reveal that a conservative neoliberal social policy fails to capture the complex interaction that occurs between individuals and their social environment, and the impact this has on their labour market activities. By successfully converting the problem of welfare dependency into a private issue, a neoliberal social policy is legitimised and current social arrangements are maintained. / PhD Doctorate

<p>Föreliggande studie handlar om stödinsatser och studieavbrott ur studieavbrytares perspektiv. Syftet har varit att undersöka om de deltagande ungdomarna upplevde att de fick stöd under gymnasietiden i ett försök att förstå varför studieavbrott ändå sker. Avsikten har vidare varit att beskriva och reflektera över ungdomarnas erfarenheter med förhoppning om att det skall vara till nytta för framtida förebyggande arbete. Studien baseras på kvalitativa intervjuer och har inspirerats av tidigare forskning om studieavbrott, stödinsatser samt karriärutvecklingsteorier. Avsikten med intervjuundersökningen har varit att studera studieavbrytarnas skolgång under grund- och gymnasietiden för att få en förståelse för vilket stöd studieavbrytarna upplever att de fått eller hade önskat att de fick medan de ännu befann sig i skolan. </p><p>Resultatet visar att studieavbrytarna bär på olika erfarenheter av skolgången och att tillgången på socialt och pedagogiskt stöd varit bristfällig. Resultatet visar också att studieavbrotten upplevs positiva och frivilliga. Slutsatser som dragits är att studieavbrytare har behov av olika stödinsatser och att skolor brister i sitt ansvar att ge stöd. En annan slutsats är att det, trots stödinsatser, inte går att förhindra att elever ändå avbryter sina studier.</p> / <p>This present essay is about support and dropout from the dropouts' perspective. The purpose of this study has been to examine these participant youngsters' opinions about the support they have been given during their time in upper secondary level in order to understand why dropouts yet attend to happen. The purpose has also been to describe and reflect over the youngsters' experiences with a hope that it will be of benefit to a future preventative work. This essay is based on a qualitative interview study and has been inspired by theories covering the area of dropouts, support and career development. The purpose of the interviews has been to study the dropouts' time in the nine-year compulsory school and in the upper secondary school. The intention has been to obtain an understanding for the support that the dropouts have been given or would have wanted while they still were in school. The result shows that the dropouts have different experiences from their time in school and that the supply of social and pedagogy support have been defective. The result also shows that the experience of the dropout is that the dropout is positive and voluntary.</p><p>Conclusion drawn is that the dropouts have different needs of support during their time in school and that the schools lack in their responsibility of giving support. Another conclusion drawn is that at the same time, in spite of support; it is not possible to prevent students from dropping out.</p>

<p>The purpose of this essay was to study which arguments social workers used in the basis of their estimation concerning young people of the age 13-18 given an aid, a contact person (swe. kontaktperson). The purpose was also to describe how the legal paragraph, regarding contact person, is regulated and then compare the arguments made by the social worker with the intentions expressed by the legislator. To answer our purposes we studied the law and the intentions expressed by the legislator, which is the foundation for the legal paragraph that regulates contact person, 3 chap. 6 §. Through studies of social journals at five local authorities we collected material to make a comparison between the arguments found in the journals with the intentions expressed by the legislator.</p><p>We used legal method and the perspective of sociology of law. The Swedish law, Socialtjänstlagen (2001:453) is a basic law which means that our legal paragraph, 3 chap 6 §, is open for interpretation. It is every local authority's own option how to apply the paragraph. The results showed that the social workers do use the same terms as the legislator. Our results also showed that the social workers to a great extent used arguments that could not be traced to the intentions expressed by the legislator. The essay is a quantitative study. Our data has been processed through a program for statistical analysis, SPSS, version 14.0 (Statistical Package for Social Sciences).</p>

<p>This graduation paper treats e-mobbing via the different communication medias of the mobile phone. The purpose of the research has been to describe student’s experience of e-mobbing via the mobile phone’s different integrated functions as phone calls, sms, mms and e-mail.</p><p>In this poll investigation asked 100 students of 15-20 years of age.</p><p>The interviews made have shown that girls are more exposed to e-mobbing, e.g. indirect mobbing. In my research it is possible to see that girls are more exposed than boys to threats of violence via sms, the spreading of rumours and the danger of being called different things.</p><p>It is also possible to see in the result of the interviews that the mobber wants to experience power, something which is not unusual in all types of mobbing. The mobber feels safe and unreachable, while he or she can reach the victim at any time possible. This is something which is mentioned in the interviews by the young themselves. It is possible to see clearly that an indication of power and control is an important part in this type of mobbing.</p> / <p>Mitt examensarbete handlar om e-mobbning via mobiltelefonens olika kommunikationsmedium. Syftet med min undersökning är att beskriva skolungdomars erfarenheter av e-mobbning via mobiltelefonens olika integrerade funktioner såsom telefonsamtal, sms, mms och email.</p><p>I min enkätundersökning tillfrågades totalt 100 ungdomar i åldern 15-20 år.</p><p>Enkätintervjun har visat att flickorna är mer utsatta för e-mobbning d.v.s. indirekt mobbning.</p><p>I min undersökning kan man se att flickorna utsätts för sms mobbning i form av hot om våld, ryktesspridning och att de blir kallad för olika saker betydlig oftare än pojkarna.</p><p>Något som man även kan utläsa av enkätresultatet är att mobbaren vill känna makt vilket inte i sig något ovanligt beteende vid all typ av mobbning. I mobbning via mobiltelefon känner sig mobbaren säker och inte nåbar men han eller hon kan nå den mobbade när som helst.</p><p>Man kan se ett tydligt tecken på att maktstyrning och kontroll är en viktig ingrediens i denna typ av mobbning.</p>

This graduation paper treats e-mobbing via the different communication medias of the mobile phone. The purpose of the research has been to describe student’s experience of e-mobbing via the mobile phone’s different integrated functions as phone calls, sms, mms and e-mail. In this poll investigation asked 100 students of 15-20 years of age. The interviews made have shown that girls are more exposed to e-mobbing, e.g. indirect mobbing. In my research it is possible to see that girls are more exposed than boys to threats of violence via sms, the spreading of rumours and the danger of being called different things. It is also possible to see in the result of the interviews that the mobber wants to experience power, something which is not unusual in all types of mobbing. The mobber feels safe and unreachable, while he or she can reach the victim at any time possible. This is something which is mentioned in the interviews by the young themselves. It is possible to see clearly that an indication of power and control is an important part in this type of mobbing. / Mitt examensarbete handlar om e-mobbning via mobiltelefonens olika kommunikationsmedium. Syftet med min undersökning är att beskriva skolungdomars erfarenheter av e-mobbning via mobiltelefonens olika integrerade funktioner såsom telefonsamtal, sms, mms och email. I min enkätundersökning tillfrågades totalt 100 ungdomar i åldern 15-20 år. Enkätintervjun har visat att flickorna är mer utsatta för e-mobbning d.v.s. indirekt mobbning. I min undersökning kan man se att flickorna utsätts för sms mobbning i form av hot om våld, ryktesspridning och att de blir kallad för olika saker betydlig oftare än pojkarna. Något som man även kan utläsa av enkätresultatet är att mobbaren vill känna makt vilket inte i sig något ovanligt beteende vid all typ av mobbning. I mobbning via mobiltelefon känner sig mobbaren säker och inte nåbar men han eller hon kan nå den mobbade när som helst. Man kan se ett tydligt tecken på att maktstyrning och kontroll är en viktig ingrediens i denna typ av mobbning.

The purpose of this essay was to study which arguments social workers used in the basis of their estimation concerning young people of the age 13-18 given an aid, a contact person (swe. kontaktperson). The purpose was also to describe how the legal paragraph, regarding contact person, is regulated and then compare the arguments made by the social worker with the intentions expressed by the legislator. To answer our purposes we studied the law and the intentions expressed by the legislator, which is the foundation for the legal paragraph that regulates contact person, 3 chap. 6 §. Through studies of social journals at five local authorities we collected material to make a comparison between the arguments found in the journals with the intentions expressed by the legislator. We used legal method and the perspective of sociology of law. The Swedish law, Socialtjänstlagen (2001:453) is a basic law which means that our legal paragraph, 3 chap 6 §, is open for interpretation. It is every local authority's own option how to apply the paragraph. The results showed that the social workers do use the same terms as the legislator. Our results also showed that the social workers to a great extent used arguments that could not be traced to the intentions expressed by the legislator. The essay is a quantitative study. Our data has been processed through a program for statistical analysis, SPSS, version 14.0 (Statistical Package for Social Sciences).

This dissertation focuses on social interaction patterns between young people in an online chat room, analyzing how social order is displayed and constituted. An overall issue concerns when and how the participants manage to co-create social communities within this setting. The data draw on an ethnographic study, where chat room observations and online recordings were carried out during three years. Methodological guidelines from discursive psychology and conversation analysis have been used in making detailed sequential analyses of chat room interactions. The thesis builds on social practice theories, including sociocultural theorizing and studies of language socialization, and work on positionings. The findings show that familiarity with chat language, including the use of emoticons and leet speak, as well as familiarity with netiquette and conversational routines such as greeting- and parting routines, are vital for the participants in order to become parts of local groups and alignments. Playful improvisation is an important feature in the chat room intercourse. Moreover, full participation requires involvement in the lives of co-participants and extended dialogues over time. In the process of moving from peripheral to more central participation, the participants formed alignments with other participants and positioned themselves and their co-participants in the chat room. Such alignments were often founded on a shared taste in, for example musical genres and everyday consumption patterns. Shared views on school, sex and relationships, as well as age or gender alignments also played a role in the creation of local communities. Conversely, issues of exclusion were recurrent features of chat room interplay. All considered this created participation patterns that formed local hierarchies which were not fixed or static, but rather fleeting and dynamic. And yet, the participants generally did not transcend or challenge contemporary age and gender boundaries.