Submitted by Renata Lopes (renatasil82@gmail.com) on 2015-12-14T11:30:12Z No. of bitstreams: 1 mariadiomaradasilva.pdf: 1683129 bytes, checksum: 1d7d2f1086e3675e5fb98e7ddf56c333 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2015-12-14T15:49:40Z (GMT) No. of bitstreams: 1 mariadiomaradasilva.pdf: 1683129 bytes, checksum: 1d7d2f1086e3675e5fb98e7ddf56c333 (MD5) / Made available in DSpace on 2015-12-14T15:49:40Z (GMT). No. of bitstreams: 1 mariadiomaradasilva.pdf: 1683129 bytes, checksum: 1d7d2f1086e3675e5fb98e7ddf56c333 (MD5) Previous issue date: 2015-04-14 / A minha constituição de espaço de vida e formação durante a infância, adolescência e fase adulta no lugar reconhecido como favela foi a força motriz que gerou em mim inquietações, interesses e motivações para desenvolver esta pesquisa. Neste trabalho, busquei apresentar uma pesquisa que procurou mostrar o desenvolvimento linguístico e a produção dos saberes de crianças e adolescentes moradores do bairro onde vivi, no qual um projeto denominado Curumim está inserido, desenvolvido pela Associação Municipal de Apoio Comunitário – AMAC, da Prefeitura Municipal de Juiz de Fora, no Estado de Minas Gerais. O objetivo foi investigar se as oficinas de teatro, como as do Curumim, ofereciam contribuições efetivas para o desenvolvimento da competência comunicativa dos alunos. O caminho para a coleta de dados durante as oficinas aconteceu por meio das anotações no diário de campo, questionários de crenças, questionário socioeconômico e gravação eletrônica em áudio. Esses materiais instrumentalizaram a coleta dos dados e fizeram parte de uma amostra que constituíram o corpus que compôs essa pesquisa. A oficina de teatro não é uma aula de português tradicional de língua portuguesa, no entanto, enquanto gênero textual, o teatro atende a diversos aspectos que podem auxiliar um trabalho voltado para uma reflexão sobre a língua, por meio dos princípios da Sociolinguística Educacional, principalmente contemplando um trabalho através de uma pedagogia culturalmente sensível (BORTONI-RICARDO, 2004) capaz de levar até as crianças dessa comunidade, possibilidades de ampliar sua competência de linguagem. Além disso, as oficinas trazem consigo características que são essencialmente próprias do contexto sociocultural das crianças, pois, as atividades realizadas partem daquilo que é significativo para elas. / My constitution of life space and my formation during childhood, adolescence and adulthood at a slum was the driving force that created in me concerns, interests and motivation in order to develop this research. In this work, I aimed at presenting the development of a research which sought to show the linguistic development and the production of children’s and adolescent’s knowledge living in the neighborhood where I lived, where there is a social project called Curumim developed by Associação Municipal de Apoio Comunitário – AMAC, by Juiz de Fora Mayor, Minas Gerais. The goal was to investigate whether the acting classes, such as the ones offered by Curumim, would offer effective contributions for the development of the communicative competence of students. The route to collect the data during the classes occurred by the notes on the field diary, beliefs questionnaires; socioeconomic questionnaires and audio electronic recording. These resources equipped the data collection and took part in a sample that constituted the corpus which composed this research. The acting class is not a traditional Portuguese class, however, as a textual genre, it includes several aspects that are able to help to develop a work inclined to reflect about the language, through the principles of Educational Sociolinguistics, mainly contemplating a work through a culturally sensitive pedagogy (BORTONI-RICARDO, 2004) able to take to the children from this community possibilities of enlarging their language competence. Furthermore, the classes bring characteristics that are essentially specific of children’s sociocultural context, because the activities are conducted from what is significative for them.

The present study explored whether use of Spanish language sayings, or dichos, improved group climate within multi-ethnic chronic pain groups. Use of this form of figurative language fits within psychological theory identifying use of metaphor as a means of promoting change and creating new meaning. Further, metaphor use is consistent with the broader aims of experiential therapy. Group climate was measured by group members' self reports using the Group Climate Questionnaire-Short Form. A pilot study involving Latino Americans in medical and non-medical contexts aided in categorizing dichos as high versus low-relevance. It was anticipated that clients would rate high-relevance sessions as involving greater engagement, and less conflict and avoidance than low-relevance groups. Participants were recruited from four multidisciplinary pain management clinics offering similar programs. Once every four to six weeks, group leaders were provided with a list of either high or low-relevance dichos, and were blind to the existence of dichos categories. Three hierarchical regression analyses were employed to determine whether dichos relevance, characterized as low, mixed or highly relevant, contributed to variance in group conflict, avoidance and engagement. Dichos familiarity was the last variable entered into the regression equation, with gender, ethnicity and acculturation score entered in sequential fashion. Consistent with predictions, low-relevance groups yielded higher conflict scores than all groups combined. Also, high-relevance groups predicted lower avoidance when compared to all groups. In contrast to hypotheses, high-relevance groups predicted lower ratings of group engagement when compared to all groups. Post-hoc analysis indicated the mixed-relevance groups yielded significantly higher engagement scores than the low and high-relevance groups. Implications of these findings are discussed in relation to impact on approaches to group therapy with Latino American clients, and within the chronic pain population. Limitations of the study and recommendations for future research are offered.

Background: The pervasiveness of hypertension (HTN), morbidity, and mortality in Haitians immigrants are frightening. Nonadherence with hypertensive medications, disease management, lifestyle modifications, and cultural and spiritual beliefs, including prayer; faith healing; use of herbal teas; and a diet that is deficient in potassium, rich in sodium, high in fat, cholesterol, and carbohydrates result in increased prevalence of HTN and disability in the Haitian community. Purpose: The purpose of this quality improvement project was to examine the existing system for adherence to hypertensive medications, standardized clinical practice guidelines, identify patients at risk for nonadherence to hypertensive medications, disease management, medical follow-up, and incorporate standardized clinical guidelines into existing medical practice at a primary care office. Theoretical Framework: Theory of transnationalism was used. The transnationalism theoretical framework presents the impact of migration and transnational activities on the health of immigrants. Methods: The mixed model research with exploratory design was used. Results: The implementation of the resource guide was effective as evidenced by improved blood pressure readings and increase adherence to hypertensive medications as well as follow-up appointments. Conclusion: The prevalence of HTN in Haitian immigrants necessitate a different approach to health care delivery. Health care providers need to be aware of Haitian culture to deliver culturally competent care to improve health outcomes in Haitian immigrants.

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This dissertation examines the potential congruencies and complementarities of Waldorf education, Culturally Relevant Pedagogy (CRP), Culturally Responsive Schooling (CRS), Critical Pedagogy and Native American and Indigenous education. Waldorf education, a German education reform developed in the early 1920s, is a little researched schooling system, and previous research on this reform has examined its impacts within its traditional contexts, namely, private schools. At the same time, significant literature exists which addresses the importance and efficacy of reforms for students of color such as those in CRP, CRS and Critical Pedagogy. There is also a body of work which points to key pedagogical components which support Native American/Indigenous students in school. This dissertation examines the interplay between all three of these complex systems by examining attempts to integrate them in the classroom. By examining Waldorf education initiatives in three distinct contexts, I demonstrate that these reforms can work in concert without diminishing the efficacy of any of them. I explore three distinct contexts of Waldorf education. The first examined the impacts of Waldorf education on students who participated in the reform in a private Waldorf school, who transitioned to more traditional, mainstream classes. I conducted participant-observation of a local Waldorf school and in-depth interviews with 14 alumni to explore the impact of this reform. In the second context, I examined how students responded to the use of Waldorf-inspired methods in a community college course I taught, and I investigated their experiences of the reform. Seven students who participated were interviewed in order to investigate the impact of these reforms on their experience as college students. These interviews were complemented by teacher-research I conducted while teaching this Waldorf-inspired course. Finally, I explored the potential of Waldorf education as a reform for Native American students, examining my own incorporation of this reform with other pedagogical tools, such as CRP, CRS, and other forms of critical pedagogy. Included in this section of research are my reflections on a course I instructed with Waldorf-inspired reforms. I also explored various accounts of Waldorf-education reforms by tribal communities, like the Lakota Waldorf School in South Dakota. Several findings from the research conducted here are encouraging. Students from Waldorf school environments demonstrate critical skills and critique schooling environments, invoking stances familiar to critical pedagogues. Students from a Waldorf-inspired community college course were also critical of the typical schooling experiences they had encountered, and spoke of the enriching feeling in their Waldorf-inspired course. Investigation into the philosophical tenets of Waldorf education and Native American/Indigenous epistemologies shows several examples of overlap and similarity, the most striking being elements of spiritual belief and practice as foundational to Native American/Indigenous well-being, and the ability of Waldorf education to address this. While these fields may appear unrelated, this study explores the praxis of these seemingly disparate bodies of work, by examining their similarities and differences. Ultimately, I argue that these reforms can work in concert to support the academic success of culturally and linguistically diverse students and Native American/Indigenous students in particular. The research in these three contexts demonstrates need for further investigation into Waldorf education and its potential to support students of all backgrounds.

Background: Kawa is a client-centered and culturally sensitive occupational therapy model. Discussion has aroused if Kawa would be a suitable model for the clientele, which is culturally more diverse than before. Aim: To investigate how occupational therapists have applied Kawa for the occupational therapy process. Material and Methods: This qualitative study involved 15 occupational therapists, who had applied Kawa to their clients. They got selected on social media by ‘snowball sampling’. Data was collected using an electronic questionnaire. Directed content analysis was conducted, guided by The Occupational Therapy Intervention Process Model. Results: Kawa was considered a client-centered model enhancing therapeutic relationships. By using Kawa, therapists gained relevant information through the client’s subjective self-report. However, observation of the client’s occupational performance omitted. Kawa did not provide sufficient tools, and therapists had to apply knowledge from other models. Conclusions: Kawa provided a strong starting point for the occupational therapy process by enhancing the therapeutic relationships and the client’s subjective self-report, but it did not guide the therapist to complete the whole occupational therapy process. Significance: This study proved that Kawa is a useful model for developing therapeutic rapport and gaining information through self-report. The study suggests that Kawa should be developed further or combined with occupation-based models.

Rationale: This study was conducted to help improve mental health care for Black and Minority Ethnic (BME) clients as previous research carried out in non-western countries has suggested that western-developed psychotherapies often need to be culturally adapted to become more effective in treating this client group. The aim of this study was to explore how CBT therapists deliver manualised CBT with BME clients and if they make any adaptations, how and to what extent are they implemented. Method: Interpretative Phenomenological Analysis (IPA) guided the conduct and analysis of one-to-one, semi-structured interviews with six CBT therapists working in an Improving Access to Psychological Therapies (IAPT) service. The inclusion criteria for participants was accreditation with the BABCP, completion of an IAPT programme CBT diploma and to be currently working in an IAPT service, at least two years experience as a CBT therapist and at least four cases of completed therapy with BME clients. Findings: Four master themes emerged (1) CBT is based on western principles, (2) The complex nature of CBT, (3) Changing practice of manualised CBT and (4) The influence of therapist factors. Conclusion: The participants experienced many issues in their practice of manualised CBT with BME clients which led them to make changes including adaptations to manualised CBT. They described their current practice as being integrative as they incorporated therapeutic approaches other than pure manualised CBT, making them more flexible and adaptable. The adaptations involved altering the cognitive and behavioural interventions to better suit the individual needs of the client. The adaptations took into account the client’s culture, religion, language, psychological mindedness, acculturation to their host country, education and age. The participants’ confidence in CBT and their self-identity as therapists also influenced their overall practice of therapy. Recommendations for practice are discussed in relation to therapeutic practice, training of therapists, supervision and policy makers.

The categories of 'ethnicity' or 'Roma' could obscure the whole topic, as they may suggest an idea that the socially excluded are somehow special or unrecognizable. It is therefore very important to use these categories clearly and specifically. That is what I am trying to do in this thesis. The theoretical part is divided into three main parts: the dynamic model of practice, culturally sensitive social work and the chapter entitled Roma. In the first part, the dynamic model, I try to have a look at the practical implementation of social work as described by Karen Healy (from page 10 onwards). I also explore the areas that influence the interactions between the social worker and their client. The dynamic model is focused on professional goals, which are made up of four areas: the institutional context, the needs and expectations of the service users and the community, the professional foundation, and an emerging framework for practice that develops through critical reflection on professional experience. These four elements further interact within the framework of the professional goal. I have also included a subsection where I attempt to define social work and its relationship to social services (p. 19). In the next chapter, I describe the culturally sensitive social work (from p. 25) on which the...

Previous research has indicated the importance of providing marriage education to ethnic minority couples who are struggling with their marital relationships. Despite this known importance, significantly fewer resources are available for Latino couples, who have a high rate of divorce. The purpose of this quantitative, randomized, wait-list control group trial design was to determine whether Couples in Contact, a culturally-based, psychoeducational intervention group program for Latino couples, increases marital satisfaction, as measured by the Marital Satisfaction Inventory, Revised (MSI-R). This study drew on cognitive behavioral therapy applied to couples, and the supportive theories underlying family systems theory and Gottman's theory. This study included 50 Latino married couples who were primarily Spanish speaking and either first- or second-generation immigrants. They were randomly assigned to the experimental or wait list control condition. Marital satisfaction was assessed before and after the experimental group participated in the intervention. A 2-way ANOVA was used to analyze the data. Results indicated that Couples in Contact yielded significant results for 3 out of the 4 of the research questions assessed. The findings suggest positive changes in the individual couple level, and an effective tool for mental health providers to use when working with Latino couples. This evidence-based program can be used to help reduce the divorce rate, foster the quality of married life, promote a healthier family life, and build a stronger community.