Made available in DSpace on 2016-07-27T14:21:27Z (GMT). No. of bitstreams: 1 Liliane Costa Antunes Machado Orsoni.pdf: 748686 bytes, checksum: 877f0ec87923005338e16888415cef06 (MD5) Previous issue date: 2007-07-25 / In this study we search to understand and to explain the production of the subjective of deafness and of deafness in children of different families, based on Vygotsky s historic cultural boarding, on González Rey s subjectivity theory and on Morin s complexity theory. The study was developed with two families and the procedure used was the interview with the goal of reconstructing their histories and the relations processes of the deaf children. The investigation allowed the construction the senses gauges of the historic relations within the family such as: 1) the level of awareness and the frustration of the mother due to the limitation as she faced the need to seek the necessary resources for the development of her daughter, 2) recognition of the gravity of the meningitis and of the relief perceiving the possibility of his child development. The explanation of the families processes in the production of the news sense of the auditory deficiency, allowed the parents to recognize the children like citizen and to help in constitution of a new social subjectivity in relation to deafness. Among the most conclusions, we emphasize the following: the shock the family goes through when they find out their son is deaf is common; and the use of Libras, although it helps in the communication between the hearing and deaf members should not be an exclusive method when searching for development. / Neste estudo buscou-se compreender e explicar a produção de sentidos subjetivos da surdez e de filhos surdos em diferentes famílias, baseando-se na abordagem histórico cultural de Vygotsky, na teoria da Subjetividade de González Rey e na teoria da Complexidade de Morin. Participaram do estudo duas famílias e o procedimento utilizado foi a entrevista semi-estruturada com a qual buscou-se reconstruir suas histórias e seus processos relacionais com os filhos surdos. A investigação permitiu a construção de indicadores de sentidos das relações históricas nas famílias tais como: 1) a conscientização e a frustração materna pela limitação mediante a falta de recursos para o desenvolvimento da filha, 2) o reconhecimento da gravidade da meningite e o alívio pela percepção das possibilidades do desenvolvimento do filho. A explicação dos processos das famílias na produção de novos sentidos da deficiência auditiva, possibilitou aos pais reconhecer os filhos como sujeito e auxiliar na constituição de uma nova subjetividade social sobre a surdez. Dentre as conclusões mais significativas, destacamos as seguintes: o impacto da família com a descoberta da surdez do filho não é algo incomum; e o uso da Libras na família, embora auxilie na comunicação dos membros ouvintes e surdo (a), não deve ser exclusivo quando se visa o desenvolvimento.

Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention leading to positive behaviour change when used with parents and their children. The aim of this paper is to explore the processes of Video Interaction Guidance (VIG). Utilising a case study methodology it explores some of the key processes within the video intervention through in-depth analysis of shared review sessions. It also examines what parents and EPs perceive as significant and helpful within the process of VIG. Results reveal that the interplay between the visual image and the nature and content of discussions appears to be qualitatively different when parents are more actively engaged in video review sessions. Parents perceived the intervention in different ways, which appeared to correspond with their level of engagement in shared review sessions. The limitations of the study and suggestions for future research are discussed and the direct implications are dealt with in the overall conclusion in Paper 2 (pg. 93). Abstract Evidence suggests that Video Interaction Guidance (VIG) is an effective intervention that leads to positive behaviour change when used with parents and their children. This paper aims to evaluate the perceived impact of VIG when used with four parents and their children. Utilising a mixed methods case study methodology, it explores parents’ views of their experiences of the video intervention and examines whether any changes are maintained over time. Findings indicate that parents perceived some positive attitudinal and emotional changes. However, it was not clear that any changes were maintained over time and whether they could be solely attributed to the impact of VIG but were perhaps a result of a combination of other factors. A number of common themes emerged across cases that related to barriers and enablers of successful outcomes in VIG as perceived by parents and EPs. The direct implications of this study, suggestions for further research, and for Educational Psychology are discussed.

This diploma thesis deals with behaviour and relationships on summer integrational camp, where children raised in family and children raised in residential care meet with each other. The aim of this thesis is to describe the difference between these groups from the viewpoint of unit counsellors (in the area of behaviour at the camp, relationship with the authority of counsellor and relationships between children) and explore mutual relationships in units, primarily ascertain the position of the children who were raised in residential care. The thesis is divided into theoretical and empirical part. In the first chapter of the theoretical part potential differences between children raised in family and children raised in residential care are analysed. The second chapter deals with summer camps and which aspects have influence on children's stay at camp. In the empirical part the qualitative research itself is presented, with the questionnaires for counsellors as the main data source. These questionnaires provide the information about observed areas regarding all the children on the camp, who are participants of the research. Mutual relationships between children and position of the children raised in residential care inside units are examined using sociometry. The information obtained about both...

Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2008. / Typescript. Includes bibliographical references (leaves 92-94).

Objective: To describe the design of the Feel4Diabetes-intervention and the baseline characteristics of the study sample. Design: School- and community-based intervention with cluster-randomized design, aiming to promote healthy lifestyle and tackle obesity and obesity-related metabolic risk factors for the prevention of type 2 diabetes among families from vulnerable population groups. The intervention was implemented in 2016–2018 and included: (i) the ‘all-families’ component, provided to all children and their families via a school- and community-based intervention; and (ii) an additional component, the ‘high-risk families’ component, provided to high-risk families for diabetes as identified with a discrete manner by the FINDRISC questionnaire, which comprised seven counselling sessions (2016–2017) and a text-messaging intervention (2017–2018) delivered by trained health professionals in out-of-school settings. Although the intervention was adjusted to local needs and contextual circumstances, standardized protocols and procedures were used across all countries for the process, impact, outcome and cost-effectiveness evaluation of the intervention. Setting: Primary schools and municipalities in six European countries. Subjects: Families (primary-school children, their parents and grandparents) were recruited from the overall population in low/middle-income countries (Bulgaria, Hungary), from low socio-economic areas in high-income countries (Belgium, Finland) and from countries under austerity measures (Greece, Spain). Results: The Feel4Diabetes-intervention reached 30 309 families from 236 primary schools. In total, 20 442 families were screened and 12 193 ‘all families’ and 2230 ‘high-risk families’ were measured at baseline. Conclusions: The Feel4Diabetes-intervention is expected to provide evidencebased results and key learnings that could guide the design and scaling-up of affordable and potentially cost-effective population-based interventions for the prevention of type 2 diabetes.

Darbe atlikta teorinė ekologinio vaiko pažinimo ir vertinimo modelio sampratos, raiškos dokumentuose, vaikų raidos ypatingumų ir specialiųjų ugdymo(si) poreikių įvertinimo pokyčių analizė. Empirinėje darbo dalyje nagrinėjami prioritetai, kuriuos teikia specialistai vertindami ir ugdydami vaiką, tėvų pasirengimas teikti informaciją apie savo vaiką, ekologinio požiūrio taikymo prioritetai ir teorinių nuostatų į vaiko pažinimą raiška praktikoje. Iškeltos hipotezės, kad specialistų teorinės nuostatos į vaiko pažinimą ir ugdymą grindžiamos ekologinio sisteminio modelio elementais, kurie praktikoje gali būti keičiami tradiciniu vaiko vertinimo modeliu bei, kad specialistų diskusijos grupėje, refleksijos bei tinkamas teorinis ir praktinis pasirengimas leidžia pažinti vaiką šeimos kontekste. Anketinės apklausos bei sutelktos grupės metodais atliktas tyrimas, kurio tikslas – įvertinti specialistų nuostatas į vaiko pažinimą, vertinimą ir ugdymą, šių nuostatų raišką praktikoje bei jų sąsajas su ekologiniu sisteminiu požiūriu, ir pateikti vaiko pažinimo šeimos kontekste praktinį modelį. Atlikta statistinė (aprašomoji dažnių, vidurkių, Kruskal- Wallis neparametrinio testo) duomenų analizė. Tyrime dalyvavo 112 darželių ir 39 ankstyvosios reabilitacijos tarnybų specialistai bei 106 specialiųjų ugdymosi poreikių turinčių vaikų tėvai. Svarbiausios empirinio tyrimo išvados: 1. Vertindami ir ugdydami ankstyvojo ir ikimokyklinio amžiaus vaiką, turintį specialiųjų poreikių, specialistai... [toliau žr. visą tekstą] / Theoretical analysis of the ecological systemic model conception and it‘s expression in the official documents, as well as the changes in the process of identification and assessment of children special needs/special educational needs have been analyzed and presented in the master thesis. In the empirical part of the paper the professional priorities in childs‘ assessment and education, parents preparedness to share information with professionals about their child, priorities of ecological approach used, as well as attitudes towards the child in a practice have been analyzed and described. Hypothesis has been formulated that theoretically the professionals‘ attitudes towards a child, towards the recognition of his/her developmental peculiarities as well as towards the training are based on the elements of ecological systems approach. However in the educational practice the elements of ecological model can be combined with the elements of traditional child‘s estimation model. Discussions in a focus groups, reflections and relevant theoretical and practical preparedeness enable professionals to know the child in the context of his/her family. The research has been based on the methods of questioning in written as well as on focus group method. The main purpose of the inquiry was to evaluate professionals’ attitudes towards the assessment and the education of the child as well as the expression of these attitudes in the practice and their links with ecological systemic... [to full text]