Made available in DSpace on 2016-08-03T16:34:29Z (GMT). No. of bitstreams: 1 MARIO APARECIDO VALLE CRUCES.pdf: 720676 bytes, checksum: e356d50297eb4de10bd7c5b7a4d785fd (MD5) Previous issue date: 2006-03-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present study has a the objective to investigate Criminal Reincidence by means weans of three exploratory studies. In the first study, Criminal Profile was to be used as an experiment in the state São Paulo, 2003. This document elaborated by the Prision Administration Secretary, was the extract a certain group of from a population of 1.280 inmates from Presidium Desembargador "Adriano Marrey " - Guarulhos as a sample for this first stage of the project. Reasonable association tips to criminal Reincidence were found in the next following fact: age number of crimes committed and scholarity. In the study, several other subjets were picked out at ransom, with the help of inmates registration numbers, about 11% of registered and classified total population in 2004. Data from criminal files on 182 subjects from that population was later compared to the data obtained in the first study and it showed association of some tendency with: age, number of crimes and with criminal Reincidence. Thirty other of the Draw-A-Person Test (DAP) drausing analysed on masculine subjects from 18 to 35 years old, convicted by Art 157§ 2º Brazilian Penal Code (CPB) armed robbery in iniacially-closed regime. This investigation aims to know more about personality tips of who committed such crime. Consequently, some personality traces were found to be closely associated to criminality and or to Reincidence according to the Draw-A-Person Test. On likely, psychotic characteristics, perturbations with emotions, immaturity, misleading sexuality and or sexual behaviour, agressives, and great difficulty in dealing with frustration were net found in any of the case. By using a projective technic test social reinsertion can reinforced making inclusion interviews much stronger. For thais purpose, the use of the Draw-A-Person Tests by Machover (1949) the analysis proposed by Lorenção Van Kolck (1984). In discussing of tea to Reincidence were of certain relevance. It also showed of relative in priest for further investigation in the fields of crime psychology or penitentiary psychology. It was to find subsides through more knowlegement to contribute in any way to preventing Reincidence on a baseviour always under the look of Health Psychology / Este estudo teve como objetivo pesquisar a reincidência criminal por meio de três estudos exploratórios. No primeiro foi utilizado o Perfil do Detento no Estado de São Paulo, ano de 2003, documento elaborado pela Secretaria da Administração Penitenciaria, selecionando-se dele a população de 1.280 sujeitos do gênero masculino do Presídio Desembargador "Adriano Marrey" de Guarulhos. Foram encontradas prováveis associações à reincidência criminal nos seguintes fatores: idade, número de delitos cometidos e escolaridade. No segundo utilizou-se um levantamento aleatório, através do número de matrícula dos presos, que atingiu 11% dos 1.654 registrados e classificados em 2004. Os dados dos prontuários criminológicos dessa população carcerária, que foi de 182 sujeitos, foram comparados aos do primeiro estudo. Os resultados corroboraram tendências de associação entre idade, escolaridade, números de delitos e reincidência criminal. No terceiro estudo foram analisados 30 protocolos do Teste do Desenho da Figura Humana (DFH) aplicados em sentenciados do gênero masculino que tinham entre 18 e 35 anos de idade, condenados pelo artigo 157§2° do Código Penal Brasileiro (Assalto a Mão Armada), em regime inicialmente fechado. Esta investigação teve como objetivo conhecer as características de personalidade das pessoas que cometeram crimes. Encontraram-se alguns traços de personalidade que podem estar associados à criminalidade ou a reincidência.Não foram detectadas características psicóticas, mas perturbações e desvios na sexualidade, agressividade, imaturidade, dificuldade de elaboração de frustrações. Estes resultados podem alicerçar o uso das técnicas projetivas nas entrevistas de inclusão. Para tanto se propõe o uso do Desenho da Figura Humana de Machover (1949), com análise proposta por Lourenção Van Kolck (1984). Na discussão dos resultados e nas conclusão foram retomados os fatores que se apresentaram associados à reincidência e alguns temas que se mostraram de interesse para outras pesquisas no campo da psicologia criminal ou penitenciária. Pretendeu-se buscar subsídios que pudessem contribuir para a prevenção da reincidência, com base numa compreensão psicossocial do comportamento criminoso e sempre sob o enfoque da psicologia da saúde. As pessoas envolvidas na execução da pena deverão dar mais ênfase à entrevista de inclusão para cumprir o que determina a Lei de Execução Penal, executando o exame de classificação

O objetivo principal deste trabalho foi estabelecer normas para o Desenho da Figura Humana, especificamente para o Desenho do Homem, avaliado pelo Teste Goodenough-Harris (1963) e pelos Indicadores Maturacionais de Koppitz (1973), bem como obter dados relativos à precisão e à validade. A amostra foi composta por 1540 crianças, de 5 a 11,5 anos, de ambos os sexos, sorteadas de modo a ser representativa de escolares da cidade de São Paulo. Foram controladas as variáveis: idade, sexo e tipo de escola que a criança freqüenta, este último como indicativo do nível socioeconômico. As crianças foram avaliadas individualmente, tendo sido solicitado o Desenho de um Homem e depois aplicado o Teste R-2. Foram realizadas análises de variância, considerando como variáveis a idade, o sexo e o tipo de escola. Foi constatado que as faixas etárias com amplitude de seis meses não discriminavam os grupos. Outra análise com faixas com amplitude um ano se mostrou satisfatória e as médias de pontos mostraram crescimento progressivo com a idade pelos dois sistemas de avaliação. Para a avaliação Goodenough-Harris, foram obtidas diferenças significantes entre os sexos apenas na Educação Infantil e não houve diferenças entre os tipos de escola, mostrando que o desenho pode estar associado em maior grau a fatores maturacionais do que a ambientais. As normas em percentis são apresentadas por idade, com amplitude de um ano e separadas por sexo apenas aos 5 e 6 anos. O mesmo ocorreu na avaliação Koppitz, e as normas estabelecidas por idade e separadas por sexo apenas para 5, 6 e 7 anos. As correlações entre os pontos do Desenho do Homem nas duas avaliações e o teste R-2 foram significantes, sendo para a amostra total de 0,575 (Koppitz) e 0,606 (Goodenough-Harris). A correlação entre as duas avaliações do desenho foi de 0,899 para a amostra total, que é significante e alta. Os coeficientes de precisão pelo reteste foram satisfatórios, sendo de 0,808 na avaliação Goodenough-Harris e 0,708 na Koppitz, para a amostra total. A precisão pelo Método das Metades para a amostra total foi de 0,923 e 0,857, respectivamente. Foram obtidas as freqüências de cada item, por idade e para a amostra total nas duas avaliações, e calculadas as correlações ponto-bisserial dos itens por idade e amostra total. Os resultados foram comparados com os de Harris (1963), Alves (1979), Koppitz (1973), Hutz e Antoniazzi (1995) e Sarti (1999). Concluiu-se que os dois sistemas de pontuação do Desenho do Homem são adequados para avaliação cognitiva das crianças escolares da cidade de São Paulo, podendo ser empregados na triagem e avaliação psicológica infantil. / The purpose of this work was to establish norms for the Human Figure Drawing, specifically for the Man’s Drawing, evaluated by Goodenough-Harris Test (1963) and by the Koppitz Maturity Indicators (1973), as well to get data relating to reliability and validity. The sample was composed by 1540 children, from 5 to 11½ years old, both sexes and school type and it was designed to be a representative sample of students from São Paulo city. Variables aspects age, sex and school type was controlled, this last one as a socioeconomic level indication. Children were assessed individually, and it was asked to Draw a Man and then was applied the R-2 Test. It was performed a Variance Analysis, considering as variables age, sex and school type. It was found that age levels with six months range did not discriminate groups. Another Variance Analysis indicated that age groups with one year range could discriminate age groups and the means scores increased with age in both assessment systems. For Goodenough-Harris system it was found sex differences only in preschool children, but it was not found school type differences, showing that drawing is more associated to maturational factors than environmental factors. Norms were presented in percentiles scores by age, and separated by sex only for 5 and 6 years old. Similar results were found in Koppitz assessment and norms are presented by age and separated by sex only for 5, 6 and 7 years old children. Correlations coefficients between two assessment systems of Man Drawing scores and the R-2 Test for global sample were significant (r= 0,575 to Koppitz and r= 0,606 to Goodenoough-Harris). Correlations between two assessment systems of drawing were high and significant (0,899). Reliability retest coefficients were satisfactory (r= 0,808 to Goodenough-Harris and 0,708 to Koppitz to global sample). The Split-Half reliability to total sample was 0,923 to Goodenough-Harris and 0,857 to Koppitz. It was calculated passing items frequencies and point-biserial correlations for age and for total sample in both systems. Results were compared with researches of Harris (1963), Alves (1979), Koppitz (1973), Hutz & Antoniazzi (1995) and Sarti (1999). It was concluded that both scores systems of Man’s Drawing were adequate to cognitive assessment of São Paulo city children and can be used to screening and psychological diagnostic.

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)

The thesis deals with the developmental period of preschool-aged and early school- aged children and their drawing of a figure. The theoretical part describes the children's development at this time and also their developmental oddities and determinants that influence the development. It follows up the children's drawing, its developmental stages and especially the drawing of a human figure. The practical part focuses on the drawing of a human figure created by children in kindergartens and elementary schools. It's divided into two stages. At the first stage there is the drawing evaluated according to the Draw-a-person Test written in 1982 by J. Šturm and M. Vágnerová. The discovered values are interpreted from the qualitative and quantitative point of view. The attention is paid to remarkable events at the second stage. The practical part validates or disproves given hypotheses. The whole dissertation, its contribution to research and use for pedagogical workers are summarized in the conclusion. Key words: Preschool-age, early school-age, children's development, development of a drawing, drawing of a human figure, draw-a-person test, evaluation, case study

During her theoretical training as an educational psychologist, the researcher was intrigued and fascinated by the expositions on the functioning of the self. With this study she pursued her goal to gain a clearer understanding of the formation and development of the self in a child, with the focus on the child in middle childhood (6 -12 years). In this study, she mainly focused on understanding the connection between the three crucial components of the self, self-concept and self-esteem. Her passion for art inspired her to be inventive and apply artistic creative methods of drawing, painting and clay human modelling as projective means to access the child’s unconscious mind, revealing pivotal experiences and emotions, revealing how the child relates to his or her self. According to this qualitative arts-based research study, the DAP (Draw a Person) and variations of PAP (Paint a Person) and CAP (Create a Person) with the use of appropriate DAP, PAP and CAP questionnaires, seem relevant therapeutic projective measures to assist in educational psychology in exploring the child’s self. / Further Teacher Education / M. Ed. (Guidance and Counselling)