Thesis (Psy. D.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 104-106).

Thesis (Ph.D. in Nursing) -- University of Colorado, 2005. / Typescript. Includes bibliographical references (leaves 225-249). Free to UCDHSC affiliates. Online version available via ProQuest Digital Dissertations;

Thesis (Ph.D.)--Ohio University, August, 2008. / Abstract only has been uploaded to OhioLINK. Includes bibliographical references (leaves 151-160)

This work is a descriptive phenomenological study of the experience of conflict that is lived by black teachers in the Bantu Education context. Subjects are teachers from the East Rand and Eastern Cape who have high school teaching experience that ranges from 1 to 15 years. The conflict researched was defined as those situations in which the teacher faced demands or expectations from different interest groups which were incompatible or negated each other. The Subjects of this research were six teachers who were interviewed for case material. The phenomenological case study design was used. Data collection consisted of in-depth interviews while analysis followed the phenomenological method developed at Duquesne University. This was an exploratory study which identified two major forms of conflict. The first exists between the teacher's expectation of teaching and the education authorities' expectation of how and what the teacher should teach in lessons. The second form of conflict identified is that in which the teacher's allegiance to one social group or ideology is violated by the teacher's participation in a system of education that negates his/her view about the South African sociopolitical situation. In the latter case the teacher is forced to comply with commitments or demands placed on him/her which negate each other. Van den Berg's theory of plural existence was used to inform data analysis and so was the theory of cognitive change and inconsistency.

Introdução: A gerência no nível local da atenção básica (AB) busca promover condições propícias para atenção integral à saúde de usuários, com a participação destes, dos trabalhadores e gestores e inclui a gestão de conflitos no cotidiano de trabalho. Objetivo: O estudo teve como objetivo compreender a emergência e o manejo de conflitos que ocorrem na interação entre trabalhadores e coordenadores de unidade básica de saúde (UBS) e suas relações com os processos de reconhecimento mútuo e desrespeito. Método: A pesquisa foi realizada em duas fases. Na primeira, exploratória, foram caracterizados o perfil dos coordenadores e os instrumentos gerenciais utilizados, a partir de um questionário semiestruturado, aplicado aos coordenadores de 108 UBS de 21 municípios da região norte do Paraná, Brasil. Os resultados dessa fase possibilitaram compreender o contexto da atuação gerencial e definir o campo de pesquisa da segunda fase: um município de médio porte cujos gerentes das UBS eram todos enfermeiros, apresentavam experiência na gerência de UBS e utilizavam, com certa regularidade, instrumentos para a gestão do trabalho. Na segunda fase foi desenvolvido um estudo de caso, de caráter compreensivo e interpretativo de abordagem critico-hermenêutica. As técnicas de coleta foram: grupo focal com coordenadores, observação do cotidiano de trabalho e entrevista semiestruturadas com trabalhadores. Na análise utilizou-se o quadro teórico-conceitual do processo de trabalho em saúde, das teorias do agir comunicativo de Jürgen Habermas e do reconhecimento de Axel Honneth e a triangulação dos resultados. Resultados: O conflito foi compreendido como fenômeno relacionado ao trabalho e permeado pela interação social; se manifesta no contexto organizacional como obstáculos que tensionam ou levam ao rompimento da contratualidade prevista nas relações de trabalho. Os conflitos foram provocados por situações de desrespeito em três esferas de relações: primárias; jurídicas; ou da solidariedade. Foram tipificadas seis modalidades de conflitos, relacionados à: falta de colaboração no trabalho; desrespeito por relações assimétricas entre os trabalhadores; comportamento do funcionário-problema; problemas pessoais; assimetria com outros níveis de gestão e infraestrutura deficitária dos serviços do SUS. Na gestão dos conflitos, observou-se a referência também aos usuários, por serem os destinatários da atenção à saúde, e a menção ao coordenador como mediador de conflitos que utiliza como recursos de manejo: reconhecimento, atitude dialógica, sabedoria prática e sua autoridade, articulando ações técnico-científicas e comunicativas. Conclusão: O estudo mostrou que os conceitos de processo de trabalho em saúde e as teorias do agir comunicativo e do reconhecimento, ao serem articulados, constituiu quadro teórico com potência explicativa e de compreensão do fenômeno estudado. Os resultados mostraram complementaridade da ação instrumental e comunicativa na gestão de UBS e, em particular, dos conflitos, evidenciando uma modalidade de gestão comunicativa. Também permitiram identificar que a ausência de reconhecimento nas esferas das relações primárias, do direito e da solidariedade está na origem dos conflitos no trabalho, bem como construir uma tipologia de conflitos que pode subsidiar o seu entendimento e manejo. A pesquisa aponta para a necessidade de estudos futuros sobre o caráter interprofissional da gerência na AB e a presença expressiva de enfermeiras nessa atuação. / Introduction: The management at the local primary care (PC) setting seeks to promote conducive conditions to provide comprehensive health care, with the participation of workers, managers and udders. It includes conflict management in everyday work. Objective: This study aims to understand the emergence and handling of conflicts that occur in the interaction between workers and coordinators of the basic health unit (BHU) and their relations with the processes of mutual recognition and disrespect. Method: The study was conducted in two phases. First, the exploratory study characterized the profile of coordenatores and the management tools appling a semi-structured questionnaire to the managers of 108 BHU of 21 municipalities in northern Paraná, Brazil. The results of this phase enabled to understand the context of managerial performance and to define the field of search of the second phase. It was chosen a medium-sized city whose BHUs managers were all nurses, had experience in the management of BHU and used tools for managing the work process. In the second phase we developed an understanding and interpretive case study of critical-hermeneutics approach. The techniques used were: focus group with coordinators, observation of daily work and semi-structured interviews with workers. In the analysis was used the theoretical and conceptual framework of the work process in health, of Jürgen Habermas theories of communicative action and Axel Honneth\'s recognition. Addionnaly was used triangulation of results. Results: The conflict was understood as a phenomenon related to the work process and permeated by social interaction. It is manifested in the organizational context as obstacles that stress or lead to disruption of contractually established labor relations. The conflicts were caused by situations of disrespect in three levels of relationships: primary relations, juridical, or mutual solidarity. Six modes of conflict were specified: lack of collaboration at work; disrespect for asymmetric relations between workers; behavior of the \"problem employee\"; personal problems; asymmetry with other levels of management and infrastructure deficit of the services of the Health System. In the area of conflict management were observed references to the users, because they are the health care recipients; and the mention of the coordination as mediatorI in conflicts using as management resource: recognition, dialogical attitude, practical wisdom and its authority, articulating technical-scientific and communicative actions. Conclusion: The study showed that the concepts of work process in health and theories of communicative action and recognition, when articulated, have composed a theoretical framework with explanatory power and understanding of the phenomenon under study. The results showed complementarity of instrumental and communicative action in managing a BHU and, in particular, the conflicts, showing a communicative management approach. Findings have identified that the lack of recognition in the spheres of primary relations, of law and of mutual solidarity is at the origin of the conflicts at work. The study allows to build a typology of conflicts that may improve their understanding and management. The research also points to the need for future studies on the interprofessional nature of management in PC and on the expressive presence of nurses in this role

Orientador: Lucas Angioni / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Filosofia e Ciências Humanas / Made available in DSpace on 2018-08-21T02:37:04Z (GMT). No. of bitstreams: 1 Rugnitz_NataliaCosta_M.pdf: 1276909 bytes, checksum: 814352108cd312e47f306d4251d0675d (MD5) Previous issue date: 2012 / Resumo: O objetivo do presente trabalho é expor criticamente os traços principais da doutrina da alma tripartida tal como Platão os apresenta em República. Para isto se estudarão: (i) o Princípio de Partição e os "casos" que o filósofo trás para defender o caráter composto da psique; (ii) a concepção de "parte" da alma e a natureza de cada uma das mesmas e (iii) os modos nos quais as partes se vinculam entre si no interior da psique. Procurar-se-á por em relação a psicologia assim desenhada com a filosofia moral e a concepção da felicidade expostas no mesmo diálogo. Neste contexto, se prestará especial atenção a certos fatores que parecem impedir a realização da unidade interna do sujeito, e, com ela, a consecução da felicidade e o exercício da ação verdadeiramente moral. Entre tais fatores se tratarão, em particular, as "falhas" plausíveis de afetar a cada uma das partes e o fenômeno do conflito psíquico (stasis). Perguntar-se-á se estes fatores constituem, respectivamente, condições imodificáveis e iniludíveis. Na proximidade de uma resposta afirmativa se vislumbrará, por fim, um "espírito pessimista" subjacente à psicologia platônica de República e, a partir dela, ao âmbito moral e eudeimonológico / Abstract: In the following dissertation we intend to offer a critical account on the theory of the tripartite soul as Plato presents it in the Republic. In order to accomplish this, we will study: (i) the Principle of Partition and the "cases" that the philosopher brings to defend the composite character of the soul, (ii) the concept of "part" of the soul and the nature of each one of the three that Plato distinguishes, and (iii) the possible relationships between such parts within the soul. We intend, as well, to relate the psychology thus designed with the moral philosophy and the theory about happiness exposed in the dialogue. In this context, we will pay particular attention to certain facts that seem to prevent the individual from achieving internal unity - unity required both for happiness and for truly moral action; among these, we will concentrate particularly on the "flaws" that appear to affect each part and on the phenomenon of psychic conflict (stasis). We will ask whether these two factors are, respectively, unavoidable and unchangeable conditions for the soul. Finally, once close to an affirmative answer, we will glimpse a "pessimistic spirit" behind the psychology of Plato's Republic and, consequently, behind the moral and eudeimonologic sphere / Mestrado / Filosofia / Mestra em Filosofia

Family businesses are considered to be among the most important contributors to wealth and employment in virtually the world. This qualitative study looked at farming family businesses. Farming family businesses present certain unique features that discern them from other family businesses and are worthy of investigation. Two domains are identified in the literature and research about conflict in family business: The business and the family. The researcher postulated that the domain of the family is too broadly drawn and that farming family systems in the Sibling Partnership Stage, with their unique way of life and functioning, consist of several sub-systems which impact on the business. Conflict develops in and between the sub-systems. This study looked at conflict within farming family businesses from a systemic viewpoint, particularly focusing on the process aspects, the interactional dynamics in and between the sub-systems. Four active types of subsystems were identified in the case studies: Couples subsystems, parent child subsystems, sibling subsystems, in-law subsystems or subsystems of which at least one member is an in-law. The research aim was to explore the circular patterns in the two cases as systems and to uncover the function of the conflict in these systems. In both cases, circular conflict patterns came to the fore with the subsystems part of the feedback loops. The conflict escalation happened between the subsystems as elements and the conflict paths were circular, not linear. Sub-themes around family scripts, communication and perceptions about fairness were also uncovered in the research. Both cases were family businesses in the two-generational development stage. The function of the conflict in both systems could only be hypothesised due to the exploratory nature of the research. The researcher hypothesized that the function of the conflict in the systems centred around conflict as an attempt in the system to shake loose from entrenched restricting family scripts. The important themes that presented themselves in the research not envisaged in the planning stage. These themes are part of the systemic patterning in both the cases: Perceptions of fairness or rather unfairness feed into the conflict loop. Rewards and compensation are sensitive matters in all families. The more there are perceptions of unfairness in a subsystem, the more entrenched that belief becomes, the more the conflict in the system escalates and the bigger the emotional distance gets from the assumed beneficiaries of benefits.

Orientador: Telma Pileggi Vinha / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-27T09:21:54Z (GMT). No. of bitstreams: 1 Silva_LiviaMariaFerreirada_D.pdf: 4102044 bytes, checksum: 8442c3c5e7cacf8c1dcffbe8cb7ea0d4 (MD5) Previous issue date: 2014 / Resumo: Fundamentado na teoria piagetiana, este trabalho se constitui de um estudo qualitativo e quantitativo, que tem como objetivos identificar as causas, as estratégias empregadas e as finalizações dos conflitos interpessoais entre os alunos de oito e nove anos, bem como investigar diferenças nas formas como essas crianças resolvem os conflitos vividos e como julgam solucioná-los. Objetiva, ainda, comparar essas mesmas variáveis entre os alunos de três e quatro, e cinco e seis anos, participantes de um estudo anterior, análogo. A amostra foi constituída por 30 alunos do terceiro ano do Ensino Fundamental I de uma escola municipal do interior paulista, escolhidas por conveniência. Os dados foram coletados por meio de sessões de observação da rotina escolar no decorrer de um semestre letivo, totalizando 92 horas, sendo encerrado por saturação. Para avaliar como os alunos julgavam resolver conflitos, foram apresentadas, por meio de entrevistas clínicas, histórias em que se apresentavam conflitos hipotéticos, elaboradas com base na identificação das principais causas das desavenças entre as crianças. Foram encontradas diferenças significativas (P<0.001) entre os grupos etários pesquisados, sendo a disputa física a principal causa de conflito entre as crianças de três e quatro anos e de cinco e seis anos, porém, ela declina, significativamente, aos oito e nove anos, cedendo lugar à provocação e à reação ao comportamento perturbador. As estratégias físicas e impulsivas predominam nos grupos de três e quatro anos e no de cinco e seis anos, diminuindo, significativamente (P<0.001), aos oito e nove anos. Os participantes de oito e nove anos empregaram mais estratégias unilaterais do que os participantes dos outros dois grupos etários (P<0.001). Tais resultados indicam que as estratégias apresentam uma evolução no que se refere à tomada e coordenação de perspectiva, bem como maior autorregulação dos impulsos. Nas três faixas etárias estudadas, os conflitos foram principalmente abandonados, indicando a limitação das estratégias empregadas. Quanto à comparação entre o juízo e a ação, os alunos de três e quatro anos e de cinco e seis anos apresentaram estratégias mais sofisticadas na vivência dos conflitos reais, quando comparadas com as respostas emitidas nas entrevistas. Contudo, no grupo de crianças de oito e nove anos, as estratégias de resolução de conflitos mais evoluídas, em termos de competências psicossociais, foram apresentadas com maior frequência na resolução de conflitos hipotéticos do que nos conflitos reais vivenciados. Tais achados são coerentes com a teoria piagetiana a respeito da precocidade da ação em relação ao juízo nas crianças pré-operatórias e, paulatinamente, pelo processo de tomada de consciência, o juízo antecipa-se em relação à ação. A contribuição do estudo caracteriza-se, portanto, no detalhamento das evoluções da compreensão e da vivência dos conflitos interpessoais, oferecendo subsídios para o planejamento de intervenções mais afinadas com as necessidades próprias de cada faixa etária, favorecendo o desenvolvimento de estratégias de resolução de conflitos mais cooperativas / Abstract: Based on Piaget¿s theory aims at identifying the causes, this research is a qualitative and quantitative study, wich aim is to identify the causes, the strategies employed and the outcomes of interpersonal conflicts of students of 8th and 9th grades as well as investigating the differences in the ways these children solve them and how they understand their resolution. It also aims at comparing these variables among 3, 4, 5 and 6 year old students who were part of a similar previous study. The sample group was made of 30 students of the 3rd grade of Elementary School of a municipal school in the state of São Paulo, chosen by convenience. Data were collected in 92 hours of observation sessions of the school routine throughout a semester and were concluded by saturation. Evaluations were carried through clinical interviews, during which stories containing hypothetical conflicts were told based on identification of the main cause of conflict among children. Significant differences (P<0.001) were found among the age groups researched: among 3 and 4, and 5 and 6 year-olds, physical dispute is the main cause of conflict; there is a significant (P<0.001) decline in this data in 8 and 9 year-olds, being replaced by teasing and reaction to disturbing behavior. Physical and impulsive strategies were prevalent in the groups of 3 and 4 and 5 and 6 year olds decreasing significantly (P<0.001) in 8 and 9 year old participants. This group used more unilateral strategies than the participants of the two other age groups. These results indicate there is a development in the strategies concerning taking and coordination of perspective, as well as better self regulation of impulses. In the three age groups studied, conflicts were mainly abandoned, which indicates the limitation of strategies used. As to the comparison between judgment and action, 3 and 4, and 5 and 6 year old students showed more sophisticated strategies in the actual living of conflicts when compared to the answers given during interviews. However, in the 8 and 9 year-old group, solution strategies for conflicts were more developed in terms of psychosocial capacity in the resolution of hypothetical conflicts than in real ones. Such findings are coherent to Piaget¿s theory about action taking previous to judgment in pre-operational children who, gradually, as they develop self-awareness, let judgment precede action. Therefore, the contribution of the study was to detail the development of the understanding and living of interpersonal conflicts, which may help the planning of interventions that are more accurate for each age group, aiding the development of strategies for more cooperative conflict resolution / Doutorado / Psicologia Educacional / Doutora em Educação

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