Made available in DSpace on 2016-03-15T19:40:19Z (GMT). No. of bitstreams: 1 Damiao Michael Rodrigues de Lima.pdf: 968706 bytes, checksum: 15bd1e9ca2ea01645b993b4187e645dc (MD5) Previous issue date: 2015-02-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The school is supposed to provide deaf students with differentiated teaching strategies so that they can develop skills for proper academic performance and adapt to the educational, social and familiar environment. The present study is focused on this context and has the objective of verifying associations between reading skills and performance on standardized tests of specific knowledge in deaf students, as well as characterizing their behavioral profile. The sample was composed of 33 participants: 15 students with hearing impairment, age range 13 to 22 years old (Mean=18,2; SD=3,07), 8 female and 7 male, enrolled in public schools at Iguatu, Ceara; and 18 educators (teachers, sign language translators and interpreters). The tools for data collection were: a) Peabody Picture Vocabulary Test (PPVT); b) Word and Pseudoword Reading Competence Test (WPRCT); c) Sentence Reading Test (SRT); d) Youth Self-Report for Ages 11-18 (YSF); e) Adult Self-Report for Ages 18-59 (ASR); Questionnaire of the Brazilian Association of Population Studies; f) Semi-structured interview; g) average of Portuguese and mathematics. The instructions of the instruments were translated into Brazilian Sign Language - Libras. Qualitative analyses of the interviews and quantitative analyses of the tests were carried out through the use of parametric and non-parametric statistics. The main results were: a) deaf students presented indicators of normal general functioning with significant impairment in socialization and adaptive functioning competences; b) the main critical items of self-reported behavioral problems were difficulties to concentrate, feeling unhappy, alcoholic beverages intake, obsessive thoughts and excessive crying; c) discrepancy between academic performance in Portuguese and Mathematics with the performance on standardized tests of language and receptive vocabulary; d) average academic performance in Portuguese and Mathematics, which expressively differed from the poor results in PPVT, WPRCT and SRT; e) the worst performances at WPRCT were verified in items that assess reading standards of incorrectly spelled words with phonological changes and words phonologically and visually strange; f) oralized students had a better average performance than non-oralized ones in WPRCT and PPVT; g) no significant statistic correlations were verified between the oralization condition and schooling deficit; h) lack of communication between teacher and student in the classroom was one of the most cited aspects related to difficulties in the inclusion process; i) positive average correlations among indicators of performance in vocabulary tests and SRT, behavioral problems indicators and number of schooling deficit years; j) negative average correlations between behavioral problems indicators and performance at reading and vocabulary tests. It is possible to conclude that, although the study had a small sample, participants presented a significant delay in the development of language skills considering their poor test results. Clinical or borderline behavioral problems were not observed. Deaf students, however, mention emotional difficulties (critical items) that are likely to cause future impairments in their psychosocial adaptation if not treated properly. It is probable that impairments in language competences have interfered with the communicative and socialization competences of the sample. Such competences were in fact impaired according to the students self-report. Teachers lack of preparation for the inclusion of deaf students was confirmed again and corroborates a difficulty that has been indicated by previous studies about flaws in the inclusion process of students with special educational needs in the country. / A escola deve possibilitar ao aluno surdo estratégias diferenciadas de ensino para que ele possa desenvolver habilidades de desempenho acadêmico adequadas e se adaptar ao meio escolar, social e familiar. Nesse contexto se localiza o presente estudo cujo objetivo geral foi verificar associações entre a competência de leitura e o desempenho em provas padronizadas de conhecimentos específicos de alunos surdos, assim como caracterizar o perfil comportamental dos mesmos. A amostra foi formada por 33 participantes. Destes, 15 são alunos com deficiência auditiva na faixa etária de 13 a 22 anos (Média=18,2, Desvio Padrão=3,07); 8 do gênero feminino e 7 do gênero masculino, matriculados na rede municipal e estadual da cidade de Iguatu, Ceará; e 18 são educadores (professores, Tradutores e Intérpretes de Língua de Sinais). Os instrumentos de coleta de dados foram: a) Teste de Vocabulário por Imagem Peabody - (TVIP), b) Teste de Competência de Leitura de Palavras TCLP, c) Teste de Compreensão de Leitura de Sentenças TCSE; d) Inventário de Autoavaliação para Adolescentes de 11 a 18 anos (YSR); e) Inventário de Autoavaliação para Adultos de 18 a 59 anos (ASR); f) Questionário da Associação Brasileira de Estudos Populacionais; f) Entrevista Semiestruturada; g) Verificação das médias anuais das disciplinas de Português e Matemática. As instruções dos instrumentos foram traduzidas para a Língua Brasileira de Sinais LIBRAS. Foram conduzidas análises qualitativas das entrevistas e quantitativas dos testes mediantes uso de estatística paramétrica e não paramétrica. Os principais resultados foram: a) nos participantes surdos verificaram-se indicadores de funcionamento comportamental geral dentro da normalidade, porém com prejuízos expressivos em competências de socialização e funcionamento adaptativo; b) Os principais itens críticos de problemas de comportamento autorrelatados pelos participantes surdos foram dificuldades para se concentrar, sentir-se infeliz, ingestão de bebidas alcoólicas, pensamentos obsessivos e chorar muito; c) discrepância entre o desempenho acadêmico em Português e Matemática com o desempenho em testes padronizados de linguagem e vocabulário receptivo; d) os piores desempenhos no teste TCLP foram verificados em itens que avaliavam o padrão de leitura de palavras ortograficamente incorretas com trocas fonológicas e palavras estranhas tanto fonológica quanto visualmente; e) os alunos oralizados obtiveram desempenho médio superior aos que não são oralizados nos testes TCLP e TVIP; f) não foram verificadas correlações estatisticamente significantes entre a condição de oralização e os anos de defasagem de escolaridade; g) A falta de comunicação do professor com o aluno surdo em sala de aula foi um dos aspectos mais citados em termos de dificuldades do processo de inclusão; h) correlações positivas médias entre indicadores de desempenho nos testes de vocabulário e o teste TCSE, entre indicadores de problemas de comportamento e número de anos de defasagem de escolaridade; i) correlações negativas médias entre indicadores de problemas de comportamento e desempenho nos testes de habilidades de leitura e vocabulário. Conclui-se que embora tenha sido um estudo conduzido com um número amostral pequeno, os participantes apresentam atrasos expressivos no desenvolvimento de habilidades de linguagem verificado no desempenho rebaixado destes nos testes. Não foram verificados problemas de comportamento na faixa clínica ou limítrofe. Entretanto, os alunos surdos referem a presença de dificuldades emocionais (itens críticos) que provavelmente poderão causar prejuízos futuros na adaptação psicossocial destes se não forem tratadas. É provável que os prejuízos nas competências de linguagem que foram avaliadas estejam interferindo nas competências comunicativas e de socialização da amostra. De fato essas competências estão prejudicadas de acordo com o autorrelato dos alunos. A falta de preparação dos professores mais uma vez foi confirmada com relação à inclusão dos alunos surdos participantes o que corrobora uma dificuldade já apontada em estudos anteriores com relação às falhas do processo de inclusão de alunos com necessidades educacionais especiais no país.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2018-04-27T11:12:14Z No. of bitstreams: 1 sarahderezendecrolman.pdf: 1111502 bytes, checksum: 3b476a18636162c362822d7e334ecfb0 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2018-09-03T12:12:36Z (GMT) No. of bitstreams: 1 sarahderezendecrolman.pdf: 1111502 bytes, checksum: 3b476a18636162c362822d7e334ecfb0 (MD5) / Made available in DSpace on 2018-09-03T12:12:36Z (GMT). No. of bitstreams: 1 sarahderezendecrolman.pdf: 1111502 bytes, checksum: 3b476a18636162c362822d7e334ecfb0 (MD5) Previous issue date: 2018-02-23 / Este estudo teve como objetivo identificar e descrever estilos e práticas educativas parentais de genitores com filhos com síndrome de Down (SD) e verificar as suas inter-relações com problemas de comportamento. Foram respondentes deste estudo 16 mães e 9 pais de crianças com SD com idades entre 5,7 a 10,7 anos. Os instrumentos utilizados foram: o Questionário de Caracterização do Sistema Familiar, o Inventário de Práticas Parentais, o Questionário de Estilos Parentais (PAQ) e o Inventário de Problemas de Comportamento (BPI-01). Os resultados mostraram que a mãe é a principal responsável pelos cuidados com a casa e com o filho/a com SD. Quanto a rede de apoio social, os membros da família extensa da mãe são os que mais frequentemente oferecem apoio ao grupo e quanto à rede não familiar, destacaram-se vizinhos e amigos e, por último, profissionais e instituições. No que se refere aos estilos parentais, identificou-se que a maioria dos genitores apresenta estilo parental autoritativo, seguido pelo autoritário, sendo que o permissivo não foi evidenciado. Não foram encontradas diferenças significativas entre as práticas parentais de pais e mães, entretanto, verificou-se que ambos realizam mais as práticas da dimensão afeto e menos as práticas de didática. De acordo com os genitores, o problema de comportamento mais frequente apresentado por seus filhos foi o estereotipado e os menos frequentes foram os autoagressivos e agressivos. Foram obtidas correlações moderada e negativa entre o estilo parental autoritário e a prática parental de envolvimento disciplinar e negativa e fraca entre o envolvimento disciplinar e a severidade de comportamentos estereotipados. Obteve-se, ainda, correlação positiva entre o estilo parental autoritário e a severidade de problemas de comportamentos estereotipados. Esses resultados indicam, portanto, que práticas negativas estão relacionadas positivamente com problemas de comportamentos, o que corrobora a literatura. Tendo em vista a escassez de pesquisas desse tipo de investigação, destaca-se a importância de mais estudos nessa área. / This study aimed to identify and describe parenting styles and educational practical from progenitors of Down syndrome (DS) children and verify their relationship with behavioral problems. The study participants were 16 mothers and 9 fathers of children with DS. The instruments used were: Questionnaire of Family System Characteristics, Parenting Practical Inventory, Parenting Styles Questionnaire (PAQ) and the Behavior Problems Inventory (BPI-01). The results have showed that the mothers are the main responsible for home and SD child care. About the social network of social support, relatives from mother’s family are most of time the support to the group. About the non-family network, can be highlighted the neighborhood, friends as well as professionals and institutions. Regarding to parenting styles was seen that most of the progenitors show an authoritative style followed by the authoritarian, whereas the permissive was not demonstrated. Expressive differences were not found between fathers and mothers parenting practices, however it was verified that both have accomplished more the affective practices than didactic practices. According to the progenitors, the most frequent behavioral problem presented by their children was the stereotyped behavior, and the less expressed were the self-aggressive and aggressive behavior. Moderated and negative correlations were obtained from the authoritarian parental style and parental practice of disciplinary involvement, and weakened and negative correlations from the disciplinary involvement and the severity of stereotyped behaviors. Furthermore, were also obtained positive correlation between the authoritarian parental style and the severity of stereotyped behavior problems. Therefore, these results points out that negative practice are related positively with behavioral problems, which corroborate to the literature. As long as researches in this area are limited, the importance of further studies is highlighted.

Syftet med denna essä är att undersöka hur elever med NPF (neuropsykiska funktionsnedsättningar) kan bli inkluderade i skolan och på fritidshemmet, samt öka kunskapen kring hur lärare ska bemöta elever med NPF. Denna uppsats är skriven i essäform. I essän delar jag med mig av händelser där dilemman uppstått från min yrkeserfarenhet gällande en elev med NPF. I början av essän försöker jag, genom att berätta om några konkreta händelser från mitt arbete som assistent till en pojke med NPF, få läsaren att se vad mitt arbete innebär. Essän har fyra frågeställningar som uppsatsen utgår från: Hur ska jag inkludera elever i behov av stöd på bästa sätt på fritidshemmet men även i klassrummet? Vilka kunskaper hade jag behövt för att möta Noel på bästa sätt? Vem ansvarar för Noels skolgång och tillvaro? Vad hade behövts för skapa en hållbar arbetssituation för mig? Essän avslutas med en reflektion kring resultatet som framkommit i essän. Jag har genom denna essä kommit till slutsatsen om att teoretisk kunskap är en viktigt del i arbete med elever med NPF. / The purpose of this essay is to investigate how students with NPF (neuropsychiatric disabilities) can be included in school and at the after-school center, as well as increase knowledge about how teachers should treat students with NPF. This article is written in essay form. In the essay, I share events where dilemmas have arisen from my own professional experience regarding a student with NPF. At the beginning of the essay, by telling a story about my own work with a boy with NPF, I try to involve a readers a wittnes of my work etails. The essay deals with four questions on which the essay is based: How should I include students in need of support in the best way in the after-school center but also in the classroom? What knowledge would I have needed to meet Noel in the best way? Who is responsible for Noel's schooling and existence? What would have been needed to create a sustainable work situation for me? The essay ends with a reflection on the results that have emerged in the essay. Through this essay, I have come to the conclusion that theoretical knowledge is an important part of working with students with NPF.

This essay takes its starting point in two stories where we each describe a self-experienced dilemma. By using the stories as a starting point, the essay aims to find out what the advantages and disadvantages of reward and punishment are and why they have such a significant place in schools.The essay also aims to account for alternative methods in addition to reward and punishment. We are using the essay as our method, which means that, by letting our stories meet research, theories and literature, we reflect on our actions and thus try to create new knowledge. In order to get a historical perspective on reward and punishment we turn to B. F. Skinner and behaviorism. To approach behavioral problems and methods for dealing with them, we have used Ross W. Greene and his motto "children behave if they can" and Bo Hejlskov Elvén's approach low-affective treatment. To explain the presence of reward and punishment in school, we have used Jesper Juul's and Helle Jensen's concept of obedience culture.  We find that reward and punishment are big concepts that include several dimensions and that it is not possible to easily classify them as good or bad and right or wrong. However, we discover that they canlead to objectification of children and that there are methods to deal with behavioral problems that do not include reward or punishment. / Denna uppsats tar avstamp i två berättelser där vi beskriver varsitt egen upplevt dilemma. Genom att använda berättelserna som utgångspunkt syftar uppsatsen till att ta reda på vilka för- och nackdelar som belöning och bestraffning har samt varför de har en så stor plats i skolan. Uppsatsen syftar också till att redogöra för alternativa metoder utöver belöning och bestraffning. Vi använder oss av metoden vetenskaplig essä som innebär att vi, genom att låta våra berättelser möta forskning, teorier och litteratur, reflekterar kring vårt agerande och på så sätt försöker skapa ny kunskap. Vi vänder oss till B. F. Skinner och behaviorismen för att få ett historiskt perspektiv på belöning och bestraffning. För att närma oss beteendeproblem och metoder för att bemöta dem har vi använt oss av Ross W. Greene och hans motto “barn uppför sig om de kan” samt Bo Hejlskov Elvéns förhållningssätt lågaffektivt bemötande. För att förklara belöningens och bestraffningens närvaro i skolan har vi använt oss av Jesper Juuls och Helle Jensens begrepp lydnadskultur.  Vi finner att belöning och bestraffning är stora begrepp som innefattar flera dimensioner och att det inte går att enkelt klassa dem som bra eller dåliga och rätt eller fel. Dock upptäcker vi att de kan leda till objektifiering av barn samt att det finns metoder för att bemöta beteendeproblem som inte innefattar belöning eller bestraffning.

TITLE: Efficiency Consulting Care for Children with Behavior Disorders. The Evaluation of Multisystem Model of Indicated Prevention Implemented in the Pedagogical - Psychological Counseling Center in Prague 6. AUTHOR: PhDr. Mgr. Veronika Pavlas Martanová DEPARTMENT: Department of Psychology SUPERVISOR: PhDr. Lidmila Valentová CSc. This thesis discusses various options for working with children with specific behavioral disorders (ADHD, ADD, PCH). In the theoretical part, the author deals with child psychotherapy and its effectiveness in general, follows the development of research about this topic to be subsequently focused on the treatment of specific disorders in behavior and attention. Summarizes the available foreign studies of treatment effectiveness of these problems and monitors this issue also in the Czech educational - psychological counseling. The theoretical part ends with the text describing the possibilities of evaluation in counseling, which prepares the reader to a gradual shift to the practical part. In the practical part of this thesis is quantitatively and qualitatively evaluated multisystemic therapy model that is implemented in the seven years of PPP Prague 6. Evaluation includes his two-years. The model is described in detail in the work so that it can serve as a practical...

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Le but premier des services de protection de la jeunesse est de mettre fin à une situation de compromission et d’éviter que celle-ci ne se reproduise. Cependant, une meilleure connaissance des facteurs de risque d’incidence LSJPA chez les jeunes pris en charge en raison de leurs comportements problématiques permettrait de mieux identifier et ainsi, d’adapter les interventions chez ceux se révélant être les plus à risque de délinquance juvénile. La présente étude propose donc de décrire l’ampleur et le risque d’incidence c’est-à-dire, l’application d’une sanction ou d’une mesure en vertu de la LSJPA chez ces jeunes et de déterminer, parmi les facteurs associés au jeune et ceux inhérents à l’intervention, quels en sont les meilleurs prédicteurs. Pour ce faire, des données clinico-administratives des 16 centres jeunesse du Québec ont été utilisées. Ainsi, tous les enfants et adolescents dont le dossier a été fermé à la suite d’une première intervention en protection de la jeunesse en raison de troubles de comportement entre le 1er janvier 2005 et le 31 décembre 2009 ont été observés (N = 6 630). Des analyses de survie (modèle Kaplan-Meier) ainsi que des régressions de Cox ont été effectuées. Les résultats indiquent qu’un jeune pris en charge en raison de troubles de comportement a 39,7% de risque de migrer vers les services judiciaires pour adolescents dans les cinq années qui suivent la fermeture de son dossier. Sans grande surprise, les garçons présentent un plus grand risque que leurs homologues féminins. Il appert également que le risque d’incidence varie en fonction du sexe et de la présence de maltraitance lors de la prise en charge initiale. De plus, les facteurs associés à l’usager lui-même semblent avoir un impact plus important sur l’incidence que ceux associés à la prise en charge. Aussi, la récurrence dans les services de protection en raison de troubles de comportement mais également en raison de nouveaux éléments liés à la maltraitance sont au nombre des éléments à surveiller avec beaucoup d’attention puisqu’ils sont fortement liés à une migration vers la LSJPA. Les implications cliniques sont discutées et une ouverture sur de futurs travaux est faite. / Among children and youth who have been maltreated, several studies point to the elevated risk of developmental problems such as delinquency and justice system involvement. Presenting serious behavioral problems is a sufficient condition to receive child protection services (CPS) in the province of Quebec; this offers the opportunity to focus on this condition and on the role it may play or not in the subsequent risk of Youth Criminal Justice Act (YCJA) involvement. The primary role of CPS is to end an abusive situation and to prevent its recurrence. However, a better understanding of the risk factors that lead to an YCJA involvement would help to identify and to adapt interventions for those at greatest risk of juvenile delinquency. The aim of this study is to describe the risk of an YCJA event after a first intervention of CPS due to behavioral problems, and to determine the individual and intervention related factors associated with this YCJA involvement. Administrative data from 16 youth centers in the province of Quebec has been used. Thus, all children and adolescents who have had their file closed after a first CPS intervention due to behavioral problems between January 1st 2005 and December, 31st 2009 were observed (N = 6,630). Survival analysis (Kaplan-Meier model) and Cox regression analyzes were performed. The results indicate that youths in the sample present a 39.7% overall risk of YCJA involvement within the 5-year follow-up period. Boys present a higher risk of YCJA involvement than girls, an unsurprising result. It also appears that the risk varies by gender and the presence of co-occurrence of maltreatment at initial report. Individual risk factors seem to have a greater impact on YCJA involvement than those associated with the CPS intervention. Moreover, recurrences of CPS due to behavioral problems but also because of new information related to child’s maltreatment are particularly important since they are strongly associated with future YCJA involvement. Implications for theory, research, and practice are discussed.

The aim of this thesis is to describe appropriate and threatening educational strategies that have arisen as a result of parental divorce, and based on the theoretical recommendations and research conducted among a selected group of respondents to formulate educational recommendations that minimizes problems of children from divorced families. The survey seeks to answer questions about what respondents selected as their options to manage a period around parents divorce and what made the situation worse. To achieve the objectivity of this thesis were to set partial goals: 1. To find out how the respondent assessed with hindsight suitability and unsuitability of educational strategies used by parents during divorce 2. compare their opinions with the strategies formulated in the theoretical part. The focus of this work is qualitative research, processed by using content analysis of the interview. Semi-structured interviews with selected respondents from single-parent families aged between 19 and 25 years old, reversely maps their view on the appropriate educational strategies of their parents. The interviews were analyzed based on criteria described in theoretical part. Then I individual analyse interviews and match them to accordingly. Most helpful for respondents were supportive persons which they...

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SUMMARY THE NEED OF HEALTH CARE SERVICES AT THE SECONDARY SCHOOLS OF ALYTUS TOWN Author: Daiva Kubiliene Supervisor: Linas Sumskas, PhD, Assoc. Professor, Department of Preventive Medicine, faculty of Public Health, Kaunas University of Medicine Aim of study. To evaluate the need of health care services in the secondary schools of Alytus. Objectives: 1. To assess the health and health behavioral problems in school-aged children. 2. To evaluate the attitudes of parents to the need of health care services at the secondary schools. 3. To evaluate the attitudes of staff of health care services at school about the provision of health care services in school settings. Methods. Questionnaire survey was carried out in parents of school-aged children of 3rd, 7th and 11th grades at the secondary schools in Alytus town in 2004. 216 respondents were selected for the study, 161 (74.5%) of them have filled in the questionnaire forms (response rate – 74.5%). A set of questions was addressed to parents in order to clarify parents’ attitudes about the health care services at schools. Also another questionnaire was developed for health care specialists of secondary schools: 9 from 12 have responded (75.0%). Statistical analysis was carried out using SPSS 10; criterion and p<0.05 confidence level was used for comparison between the variables. Results. Health care services were provided for students at all 18 secondary schools in Alytus. 12 health care specialists were conducting their duties... [to full text]