Exposure to traumatic events has deleterious effect resulting in considerable psychological (cognitive and affective/emotional), physical and social impairments. In contrast to natural disasters, victims of man-made disasters have been reported to be vulnerable to severe psychological and psychiatric disorders affecting a large number of abilities and lasting for many years. Among the most common psychiatric diagnosis associated with violence exposure is the Posttraumatic Stress Disorder (PTSD). Like adults, children and adolescents are not exempt from this situation. In 1994, Rwanda experienced an unprecedented genocide in which about 800.000 Tutsi, for their majority, were atrociously murdered (UN). This genocide generated multiple and massive stressors that may lead to severe and long-lasting PTSD among its survivors, including children and adolescents. Report on traumas exposure and psychological reactions to genocide among young survivors in Rwanda (Dyregrov et al., 2000) unanimously indicate a precarious situation. At the social level, children and adolescents heading household (CHH) are presumably the most vulnerable given their social deprivation. Moreover, the increased number of significant losses (parents, siblings, relatives, family and community cohesion) and the traumatic nature of the death predict traumatic grief among the young orphans of the genocide in Rwanda. The embedment of traumas and bereavement in this population is postulated to increase the likelihood of severe and persistent posttraumatic distress. With regard to the genocide in Rwanda, especially the extent of its damages; it is hypothesized that psychological consequences from such disaster are crucial. Considering social categories of young survivors, CHH are hypothesized to be vulnerable to several psychological sequels given their social and economic living conditions. The trauma exposure history, traumatic bereavement of key caretakers and attachment figures (parents and other relatives), lack of adult guardianship, insecure family structures and precarious social support are risk factors predicting poor outcomes. About the structure, this thesis consists of seven chapters, the general introduction and conclusion excluded. The two first chapters are theoretical and overview the literature related to PTSD (Chapter 1) and the association of trauma and bereavement (Chapter 2) resulting in a conjunction of PTSD and grief. They clarify issues related to symptoms and semiotic concepts, diagnostic and assessment protocols, and demonstrate how PTSD and grief can be embedded on certain aspects but not on others. At the empirical level, findings from PTSD prevalence (chapter 3) and the association of PTSD and grief (chapter 4) among young people survivors of the 1994 genocide in Rwanda are presented. Furthermore, continuous exposure to post-genocide trauma reminders, deleterious socio-economic life conditions, coping strategies and PTSD comorbidity are presented as major risk factors to persistent and complex post-traumatic distress (Chapter 5). Finally, given our findings, a rumination focused cognitive and behavioural therapeutic (RFCBT) protocol is tested in a pilot sample (Chapters 6) and in a Randomized Controlled Trial (RCT) (chapter 7).

Tendo como referência o trabalho desenvolvido em uma instituição de acolhimento para crianças e adolescentes, esta pesquisa faz uma reflexão sobre o cotidiano desses serviços a partir da discussão sobre o lugar no discurso social em que são colocadas as crianças e suas famílias, bem como a instituição e seus agentes. É realizada uma retomada histórica das práticas de assistência à infância, bem como uma contextualização do acolhimento institucional no âmbito político-jurídico e de sua situação atual no Brasil e em São Paulo, de modo a problematizar como esse contexto atravessa a prática diária. A hipótese trabalhada é de que os diversos momentos do cotidiano dessas instituições são constituídos por modelos de práticas que formaram a assistência à infância a caritativa, a filantrópica e a do Estado de Bem-Estar Social-, cada uma atribuindo, em seu discurso, posições e funções específicas às famílias e aos agentes institucionais. A partir de cenas desse dia a dia, é discutida essa hipótese, à luz da psicanálise, de modo a pensar nas implicações subjetivas dessas diferentes posições discursivas, tendo como eixo as relações de reconhecimento, bem como suas fricções. O conceito de narcisismo e a noção freudiana de Inquietante (Unheimlich) ganham destaque nessa análise ao auxiliarem na compreensão dos afetos e complexidades envolvidos nas relações de alteridade desse campo. A partir dessas discussões, procura-se apontar para alguns eixos pelos quais pode se orientar o fazer psicanalítico nessas instituições, ressaltandose a importância da consideração da singularidade, bem como dos impossíveis desse trabalho / This research brings a reflexion on daily children and adolescents care based on the work developed in an institution (shelter). It is based on the emplacement of children and their family, as well as the institution and their agents, into the social discourse. It is carried out a historical resume on the practice of childhood assistence and a political-legal contextualization on institutional care and its current situation in Brazil and São Paulo to discuss how these features affect daily practice. The hypothesis adopted here is that several routine procedures in these institutions consist on practice models that framed childhood assistance the charitable, the philanthropic and the State of Social Welfare -, each one assigning specific positions and functions to families and institutional agents. This hypothesis is discussed from the psychoanalysis point of view using information from these day-to-day events in order to consider the subjective implications of different discursive positions based on recognition relationships and their frictions. The concept of narcissism and the freudian notion of Uncanny (Unheimlich) are highlighted in this analysis as they support the understanding of affections and complexeties involved in alterity relations. As a result, this research aims to point out some psychoanalysis guidelines in these institutions, emphasizing the importance of considering the singularity as well as the impossibilities of this work

Thesis (M.A.)--Dept. of Psychology, Concordia University, 1998. / "June 1998." Includes bibliographical references (leaves 66-74). Available also on the Internet.

Orientador: Ricardo Ribeiro / Banca: Tirsa Ragazzini Perez / Banca: Sebastião Sérgio da Silveira / Resumo: De abordagem qualitativa, a pesquisa realizada para fins desta dissertação caracteriza-se como descritiva, documental, numa dimensão histórica, jurídico-social e educacional. Trata-se de um trabalho fundamentado em textos legais com apoio bibliográfico, que reúne obras sobretudo de cunho jurídico. A exposição em apreço esclarece em que medida o Estatuto da Criança e do Adolescente - ECA, comprometido com a doutrina da proteção integral, constitui um desafio e uma conquista para a educação brasileira (Introdução). Traça o percurso dos direitos da criança e do adolescente no mundo (1), até que se chegasse a uma nova concepção dessa população infantojuvenil, abordando ainda a questão da inimputabilidade (2). Ao considerar a gestão da política de atendimento à criança e ao adolescente focaliza a descentralização político-administrativa e a participação da população por meio de organizações representativas, com ênfase nos Conselhos Federal, Estaduais e Municipais (3). Um rápido enfoque sobre prevenção, geral e especial, dá passagem ao estudo das medidas protetivas e socioeducativas, com seus desdobramentos. Nele, distingue-se a especificidade das respectivas aplicações: a) situação de risco pessoal e social; b) ato infracional praticado por menor de dezoito anos (4). No rol dos direitos assegurados pelo ECA, destacam-se os da educação e cultura, do esporte e lazer (5). Esperamos que o trabalho realizado seja, entre outras, uma contribuição prática principalmente para os educadores envolvidos na complexidade da trama social em que se movimentam crianças e adolescentes. / Abstract: As a qualitative approach this research can be characterized as descriptive, documental, and documental in an educational, socio-juridical and historical dimension. It is a work based on legal texts with bibliographical support, mainly putting together juridical works. The exposition being read, clarifies at what level the Adolescent and Children's Statute, compromised with integral protection, constitutes a challenge and conquer for the Brazilian education (Introduction). It traces the pathway of the adolescent and children's rights in the world (1), until a new conception of this infant-youth population was reached, also addressing the non-imputable question (2). By considering the political management of the adolescent and the children's care policy, it focuses the politics-administrative des-centralization and the participation of the population through representative organizations with emphasis on the federal, state and municipal councils (3). In studying the protective and socio-educative measures with their implications, it is distinguished the specificity of the respective applications as follows: a) social and personal risk situation; and b) infraction act practiced by youth less than 18 years old (4). In the role of the rights assured by the Adolescent and Children's Statute, the right to education and culture, sport and leisure are highlighted (5). We hope this work among others, to be a practical contribution for teachers involved in the complexity of the social context where children and adolescents move up. / Mestre

Made available in DSpace on 2014-06-11T19:24:22Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-08-28Bitstream added on 2014-06-13T19:11:01Z : No. of bitstreams: 1 campos_msvo_me_arafcl.pdf: 372959 bytes, checksum: 5ffa5c74855210e9ea9d5f7d07a3efaa (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / De abordagem qualitativa, a pesquisa realizada para fins desta dissertação caracteriza-se como descritiva, documental, numa dimensão histórica, jurídico-social e educacional. Trata-se de um trabalho fundamentado em textos legais com apoio bibliográfico, que reúne obras sobretudo de cunho jurídico. A exposição em apreço esclarece em que medida o Estatuto da Criança e do Adolescente – ECA, comprometido com a doutrina da proteção integral, constitui um desafio e uma conquista para a educação brasileira (Introdução). Traça o percurso dos direitos da criança e do adolescente no mundo (1), até que se chegasse a uma nova concepção dessa população infantojuvenil, abordando ainda a questão da inimputabilidade (2). Ao considerar a gestão da política de atendimento à criança e ao adolescente focaliza a descentralização político-administrativa e a participação da população por meio de organizações representativas, com ênfase nos Conselhos Federal, Estaduais e Municipais (3). Um rápido enfoque sobre prevenção, geral e especial, dá passagem ao estudo das medidas protetivas e socioeducativas, com seus desdobramentos. Nele, distingue-se a especificidade das respectivas aplicações: a) situação de risco pessoal e social; b) ato infracional praticado por menor de dezoito anos (4). No rol dos direitos assegurados pelo ECA, destacam-se os da educação e cultura, do esporte e lazer (5). Esperamos que o trabalho realizado seja, entre outras, uma contribuição prática principalmente para os educadores envolvidos na complexidade da trama social em que se movimentam crianças e adolescentes. / As a qualitative approach this research can be characterized as descriptive, documental, and documental in an educational, socio-juridical and historical dimension. It is a work based on legal texts with bibliographical support, mainly putting together juridical works. The exposition being read, clarifies at what level the Adolescent and Children’s Statute, compromised with integral protection, constitutes a challenge and conquer for the Brazilian education (Introduction). It traces the pathway of the adolescent and children’s rights in the world (1), until a new conception of this infant-youth population was reached, also addressing the non-imputable question (2). By considering the political management of the adolescent and the children’s care policy, it focuses the politics-administrative des-centralization and the participation of the population through representative organizations with emphasis on the federal, state and municipal councils (3). In studying the protective and socio-educative measures with their implications, it is distinguished the specificity of the respective applications as follows: a) social and personal risk situation; and b) infraction act practiced by youth less than 18 years old (4). In the role of the rights assured by the Adolescent and Children’s Statute, the right to education and culture, sport and leisure are highlighted (5). We hope this work among others, to be a practical contribution for teachers involved in the complexity of the social context where children and adolescents move up.

Tendo como referência o trabalho desenvolvido em uma instituição de acolhimento para crianças e adolescentes, esta pesquisa faz uma reflexão sobre o cotidiano desses serviços a partir da discussão sobre o lugar no discurso social em que são colocadas as crianças e suas famílias, bem como a instituição e seus agentes. É realizada uma retomada histórica das práticas de assistência à infância, bem como uma contextualização do acolhimento institucional no âmbito político-jurídico e de sua situação atual no Brasil e em São Paulo, de modo a problematizar como esse contexto atravessa a prática diária. A hipótese trabalhada é de que os diversos momentos do cotidiano dessas instituições são constituídos por modelos de práticas que formaram a assistência à infância a caritativa, a filantrópica e a do Estado de Bem-Estar Social-, cada uma atribuindo, em seu discurso, posições e funções específicas às famílias e aos agentes institucionais. A partir de cenas desse dia a dia, é discutida essa hipótese, à luz da psicanálise, de modo a pensar nas implicações subjetivas dessas diferentes posições discursivas, tendo como eixo as relações de reconhecimento, bem como suas fricções. O conceito de narcisismo e a noção freudiana de Inquietante (Unheimlich) ganham destaque nessa análise ao auxiliarem na compreensão dos afetos e complexidades envolvidos nas relações de alteridade desse campo. A partir dessas discussões, procura-se apontar para alguns eixos pelos quais pode se orientar o fazer psicanalítico nessas instituições, ressaltandose a importância da consideração da singularidade, bem como dos impossíveis desse trabalho / This research brings a reflexion on daily children and adolescents care based on the work developed in an institution (shelter). It is based on the emplacement of children and their family, as well as the institution and their agents, into the social discourse. It is carried out a historical resume on the practice of childhood assistence and a political-legal contextualization on institutional care and its current situation in Brazil and São Paulo to discuss how these features affect daily practice. The hypothesis adopted here is that several routine procedures in these institutions consist on practice models that framed childhood assistance the charitable, the philanthropic and the State of Social Welfare -, each one assigning specific positions and functions to families and institutional agents. This hypothesis is discussed from the psychoanalysis point of view using information from these day-to-day events in order to consider the subjective implications of different discursive positions based on recognition relationships and their frictions. The concept of narcissism and the freudian notion of Uncanny (Unheimlich) are highlighted in this analysis as they support the understanding of affections and complexeties involved in alterity relations. As a result, this research aims to point out some psychoanalysis guidelines in these institutions, emphasizing the importance of considering the singularity as well as the impossibilities of this work

PAPER COPY ACCOMPANIED BY A DVD OF CHILDREN'S PARTICIPATION IN THE WORKSHOPS. This research project investigated the potential of African drumming to enhance the emotional and social well-being of children in residential care. Sixteen children from the Epworth Children’s Village in South Africa were purposively selected to participate in the study. The majority of participants had been exposed to some form of neglect and/or abuse and displayed high levels of anger, anxiety, depression and/or disruptive behaviour. Mixed in terms of gender and ethnicity, they fell within the middle childhood stage of development. The participants attended weekly sessions of African djembe drumming over a period of four months. Principles and practices of indigenous African music making formed the foundation of the drum circle facilitation approach used. Gestalt theory, as applied in Gestalt play therapy, provided the theoretical framework from which the therapeutic dimensions of African drumming were explored. A mixed methods approach, using both quantitative and qualitative methods of data collection and analysis, was employed. For the quantitative component, participants completed the Beck Youth Inventories, measuring self-concept, anxiety, depression, anger and disruptive behaviour, before and after the project. Concerning the qualitative aspects, focused observations were conducted wherein all video-recorded workshops were regularly and systematically analysed to assess the children’s emotional and social functioning. Furthermore, semi-structured interviews and focus groups were conducted with relevant staff members and children, respectively, in an attempt to explore the value and feasibility of presenting such a programme within the residential care setting. According to the Inventories’ pre- and post-test results, the intervention did not appear to significantly impact upon the participants’ self-concept or levels of depression, anger or disruptive behaviour. Anxiety, on the other hand, increased. Qualitative findings nevertheless suggest that the workshops substantially enhanced the children’s emotional and social functioning, albeit only for the duration of the sessions. The workshops markedly improved participants’ self-esteem and self-confidence, pro-social behaviour, enjoyment, concentration and manifestation of musical capacity (aspects which reflect Gestalt concepts of awareness, contact, self-regulation, self-expression and mastery). Reasons for the failure of these improvements to transfer to the children’s everyday functioning may involve the severity of their socio-emotional difficulties as well as limitations within the drumming intervention itself. / Thesis (DMus)--University of Pretoria, 2012. / Music / unrestricted

Made available in DSpace on 2016-01-26T18:49:36Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 2674662 bytes, checksum: b4823aeeb9c2b5f0441f70767ff0bc8f (MD5) Previous issue date: 2010-08-30 / This dissertation is the result of research developed at the Masters in Education Program, Line of research 2 - Training and Teaching Practice of Professional Teaching, from University of Oeste Paulista. This present study has got as aim to examine, in the school environment, the comprehension of the teachers and elementary school students about citizenship and the Statute of Children and Adolescent. A qualitative methodology was used, the subjects of the research were four teachers and six students from 8th grade, all teenagers, aged between 14 and 15 years old. For data collection we relied on the conversation - both with teachers and with students - and the written production of the students from themes related to citizenship. For analysis, data were grouped into three segments: the perception of school environment; conception of the subjects about citizenship concept, knowledge that subjects reveal to have about the ECA. The results indicated that the analyzed school has got actions of integration among students, teachers and community. The subjects relate to the concept of citizenship rights and duties, and especially the solidarity actions. The Statute of Children and Adolescents (ECA) is partially known, its content is often misunderstood and not very popularized due to the formal language and legal structure. The dissemination and study of the statute were indicated by the subjects as important instrument for building the citizenship. / Esta dissertação é resultado de pesquisa desenvolvida no Programa de Mestrado em Educação, Linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A presente pesquisa teve por objetivo analisar, no ambiente escolar, a compreensão de professores e alunos do Ensino Fundamental sobre Cidadania e o Estatuto da Criança e do Adolescente. Utilizou-se metodologia de natureza qualitativa, foram sujeitos da pesquisa quatro professores e seis alunos de 8ª série, todos adolescentes, com idades entre 14 e 15 anos. Para a coleta de dados recorremos à conversação - tanto com os professores quanto com os alunos e à produção escrita dos alunos a partir de temas relacionados à cidadania. Para a análise os dados foram agrupados em três segmentos: percepção do ambiente escolar; concepção dos sujeitos do conceito de cidadania; conhecimento que os sujeitos revelam ter sobre o ECA. Os resultados indicaram que a escola analisada possui ações de integração entre alunos, professores e comunidade. Os sujeitos relacionam o conceito de Cidadania a direitos e deveres, e principalmente a ações solidárias. O Estatuto da Criança e do Adolescente (ECA) é parcialmente conhecido, seu conteúdo é muitas vezes mal interpretado e pouco popularizado devido à linguagem formal e a estrutura jurídica. A divulgação e estudo do estatuto foram apontados pelos sujeitos como importante instrumento para construção da cidadania.

Made available in DSpace on 2016-07-18T17:54:11Z (GMT). No. of bitstreams: 1 Dissertacao.pdf: 2674662 bytes, checksum: b4823aeeb9c2b5f0441f70767ff0bc8f (MD5) Previous issue date: 2010-08-30 / This dissertation is the result of research developed at the Masters in Education Program, Line of research 2 - Training and Teaching Practice of Professional Teaching, from University of Oeste Paulista. This present study has got as aim to examine, in the school environment, the comprehension of the teachers and elementary school students about citizenship and the Statute of Children and Adolescent. A qualitative methodology was used, the subjects of the research were four teachers and six students from 8th grade, all teenagers, aged between 14 and 15 years old. For data collection we relied on the conversation - both with teachers and with students - and the written production of the students from themes related to citizenship. For analysis, data were grouped into three segments: the perception of school environment; conception of the subjects about citizenship concept, knowledge that subjects reveal to have about the ECA. The results indicated that the analyzed school has got actions of integration among students, teachers and community. The subjects relate to the concept of citizenship rights and duties, and especially the solidarity actions. The Statute of Children and Adolescents (ECA) is partially known, its content is often misunderstood and not very popularized due to the formal language and legal structure. The dissemination and study of the statute were indicated by the subjects as important instrument for building the citizenship. / Esta dissertação é resultado de pesquisa desenvolvida no Programa de Mestrado em Educação, Linha de pesquisa 2 Formação e Prática Pedagógica do Profissional Docente, da Universidade do Oeste Paulista. A presente pesquisa teve por objetivo analisar, no ambiente escolar, a compreensão de professores e alunos do Ensino Fundamental sobre Cidadania e o Estatuto da Criança e do Adolescente. Utilizou-se metodologia de natureza qualitativa, foram sujeitos da pesquisa quatro professores e seis alunos de 8ª série, todos adolescentes, com idades entre 14 e 15 anos. Para a coleta de dados recorremos à conversação - tanto com os professores quanto com os alunos e à produção escrita dos alunos a partir de temas relacionados à cidadania. Para a análise os dados foram agrupados em três segmentos: percepção do ambiente escolar; concepção dos sujeitos do conceito de cidadania; conhecimento que os sujeitos revelam ter sobre o ECA. Os resultados indicaram que a escola analisada possui ações de integração entre alunos, professores e comunidade. Os sujeitos relacionam o conceito de Cidadania a direitos e deveres, e principalmente a ações solidárias. O Estatuto da Criança e do Adolescente (ECA) é parcialmente conhecido, seu conteúdo é muitas vezes mal interpretado e pouco popularizado devido à linguagem formal e a estrutura jurídica. A divulgação e estudo do estatuto foram apontados pelos sujeitos como importante instrumento para construção da cidadania.

Ce présent travail porte sur l’étude des conduites à risques et le Trouble Déficitaire de l’Attention/Hyperactivité chez l’enfant et l’adolescent. Les relations entre les conduites à risques, plus spécifiquement la consommation de substances psycho-actives, et le TDAH constituent un objet d’étude important. Parmi les conduites risques nous avons voulu nous centrer particulièrement sur les jeux dangereux (jeux de non-oxygénation et jeux violents), ces conduites sont encore peu documentées au niveau de la littérature. Toutefois, certaines études mettent en évidence un lien entre ces pratiques et les troubles externalisés. L’objectif de ce travail était d’identifier les facteurs associés voire de vulnérabilité aux conduites à risques, les jeux dangereux, chez les enfants et les adolescents. Nous avons étudié les liens entre les jeux dangereux et le TDAH, puis nous avons mis en évidence l’implication de variables psychologiques et psychopathologiques. Dans notre première étude, notre échantillon est constitué de 746 collégiens. Nous avons utilisé une méthodologie quantitative visant à évaluer : les conduites à risques, la symptomatologie anxieuse, dépressive et hyperactive, les styles motivationnels ainsi que la personnalité en référence au modèle de Cloninger. Notre deuxième étude, réalisée en milieu clinique auprès de 215 enfants présentant un TDAH, nous a permis d’étudier les variables psychologiques et psychopathologiques dans le TDAH. Puis, dans notre troisième étude, nous avons évalué chez les enfants TDAH les conduites à risques et nous avons mis en évidence l’implication de facteurs de vulnérabilité. Les résultats obtenus nous permettent de dégager des profils psychologiques et psychopathologiques distincts selon le type de jeux dangereux. De plus, selon la sévérité du TDAH, les facteurs de vulnérabilité sont différents. / Present study focuses on the risk behaviors and Attention Deficit-Hyperactivity Disorder in children and adolescents. The relationship between risk behaviors, specifically substances use, and ADHD are commonly examined. Among risk behaviors we work particularly on the dangerous games (suffocation games and violent games). In the literature some studies show a link between these practices and externalized disorders. The objective of this study was to identify factors associated to risk behaviors, dangerous games specifically in children and adolescents. We studied the relationship between dangerous games and ADHD, and then we have highlighted the involvement of psychological and psychopathological variables. In the first study, sample consists to 746 schoolboys. We used a quantitative methodology to assess: risk behaviors, anxiety, depression and hyperactive disorder, the motivational styles and personality with reference to the model of Cloninger. In second study, conducted in psychiatric hospital with 215 children with ADHD, we examine the psychological and psychopathological variables in ADHD. Then in the third study, we evaluated ADHD and risks behaviors and we have highlighted the vulnerability factors. The results obtained allow us to identify different psychological and psychopathological profiles by type of dangerous games. Moreover, according to the severity of ADHD, vulnerability factors are different.