Orientador: Alessandra Turini Bolsoni-Silva / Banca: Edna Maria Marturano / Banca: Olga Maria Piazentim Rolim Rodrigues / Resumo: A literatura sobre a separação conjugal tem documentado uma série de consequências negativas da separação para o desenvolvimento dos filhos, como a emergência de problemas de comportamento. Porém, as pesquisas também evidenciam que nem todas as crianças são igualmente afetadas pela separação dos pais e que não é a separação em si que pode trazer consequências negativas, mas outras variáveis a ela relacionadas, como as práticas educativas parentais. Pesquisadores sugerem que, quando os pais que têm a guarda da criança são capazes de prover um ambiente de cuidado positivo, podem prevenir o surgimento de problemas de comportamento e favorecer o desenvolvimento de um repertório socialmente habilidoso, sugerindo que muito do que a criança aprende está relacionado às habilidades sociais educativas parentais (HSE-P). Esse estudo teve por objetivo: a) descrever o comportamento de filhos de pais separados em idade pré-escolar quanto à existência de problemas de comportamento e de comportamentos socialmente habilidosos; b) descrever as habilidades sociais educativas parentais e investigar possíveis relações com o comportamento infantil; c) caracterizar o relacionamento da família com o pai da criança, após a separação conjugal. Participaram da pesquisa 43 mães separadas com crianças de ambos os sexos (26 meninos e 17 meninas), na faixa etária entre quatro e seis anos. As mães responderam a um Questionário Sociodemográfico... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Studies about marital separation have documented several negative consequences of separation to child's development, such as behavior problems. However, researchers also have found evidence that not all children are affected by parental separation, and that it's not the separation itself that produces deleterious effects, but others variables as parental practices. Researchers suggest that when a custodial parent can provide a positive parenting environment they can prevent behavior problems and contribute to the development of social skills, linking child's behavior to parental social educational skills (HSE-P). The present study aimed to describe preschool children's behavior problems and social skills after theirs parents' separation, maternal HSE-P and its relations to child's behavior, and characterize nonresident fathers' relationship with the family. The sample includec 43 separated mothers and their preschool children aged 4-6. Mothers answered a Social-Demographic Questionnaire, an interview about the HSE-P, and about the relationship with the Ex-Partner, Rutter's ECI A2 and a Social Skills Responses Questionnaire. Results demonstrated that most children presented evidence of behavior problems but also of social skills. Mothers reported the frequent use of coercion to express negative feelings, promote consequences for undesirable behaviors and establish rules to their children, which in turn reacted presenting mostly behaviors problems. Despite coercive interactions, mothers and children also engaged in... (Complete abstract click electronic access below) / Mestre

O conceito atual de um comportamento socialmente habilidoso deve incluir capacidade de o indivíduo obter satisfação pessoal e, ao mesmo tempo, de desenvolver e manter relacionamentos mutuamente benéficos e sustentadores. No âmbito da educação, identifica-se uma crescente preocupação de pais, diretores de escolas e professores com o desenvolvimento interpessoal dos alunos, com o propósito de reduzir conflitos, aumentar a qualidade das relações entre os alunos e facilitar a aprendizagem. Neste sentido, é necessário que o professor se dedique a desenvolver as próprias habilidades interpessoais para que seja capaz de facilitar o desenvolvimento social e intelectual do aluno. Diante dessas constatações, torna-se relevante identificar que habilidades sociais do professor estão mais relacionadas com o seu desempenho social em sala de aula. Tais constatações fundamentaram esse estudo que avaliou os níveis de habilidades sociais de professores, assim como o desempenho social destes em sala de aula. Participaram da pesquisa oito professoras e dois professores do Ensino Fundamental II (do 6 ao 9 Ano), do Instituto Nossa Senhora Auxiliadora, no Rio de Janeiro. Suas idades variavam entre 24 e 50 anos. Participaram também 198 adolescentes, 100 do sexo masculino e 98 do sexo feminino. Suas idades variavam entre 11 e 15 anos. O desempenho social dos professores em sala de aula foi avaliado pelos próprios professores e pelos alunos, através do Questionário do Desempenho Social do Professor (QDSP). Os professores também responderam ao Inventário de Habilidades Sociais (IHS) e ao Inventário de Empatia (IE). Os resultados das medidas de auto-relato apontaram níveis de assertividade e de empatia acima da média na maioria dos professores dessa amostra, especialmente nos fatores relacionados a: auto-afirmação com risco; conversação e desenvoltura social; auto-exposição a desconhecidos e a situações novas; autocontrole da agressividade; tomada de perspectiva; flexibilidade; altruísmo e sensibilidade afetiva. As medidas de desempenho social dos professores foram satisfatórias, tanto a partir da perspectiva do professor quanto dos alunos. Entretanto, a auto-avaliação dos professores mostraram-se mais favoráveis do que a avaliação feita pelos alunos. Além disso, com base na avaliação dos alunos, apenas quatro professores apresentaram desempenho social assertivo e empático de forma equilibrada. Tais resultados indicam a necessidade de se desenvolver programas de treinamento em habilidades sociais educativas. / The actual concept of a social skilled behavior should include the ability of the individual to obtain self-satisfaction and, at the same time, to develop and keep mutual beneficial and sustainable relationships. In the educational field, a growing worry of parents, school principals and teachers is identified related to the interpersonal development of their students in order to reduce conflicts, to increase the quality of relationships among students and to help the learning process. Therefore, it is necessary that the teacher dedicates him/herself to develop his/her own interpersonal abilities in order to be able to help the student social and intellectual development as well. According to these findings, it becomes relevant to identify which social skills of the teachers are more related with his/her performance in class. Eight teachers and two elementary (from the 6 to the 9 grade) students from Instituto Nossa Senhora Auxiliadora in Rio took part in this research students. They were between 24 and 50 years old. Other 198 eleven to fifteen-year-old teenagers also participated in it, 100 male students and 98 female ones. The social performance of the teachers was both evaluated by themselves and by their students through the Teachers Social Performance Questionnaire. The teachers also answered the Social Skills Inventory and the Empathy Inventory. The results of self-relate measurement point to levels of assertiveness and of empathy above the average in most teachers of this sample, especially in factors related to: self-affirmation with risk; conversation and social development; self-exposure to unknown people and new situations; self- control of aggressiveness; perspective taking; flexibility; altruism and affective sensitiveness. The measurement of the teachers social performance was satisfactory, not only from the teachers, but also from the students perspective. However, the teachers evaluations results were more favorable than the ones done by the students. Besides that, based in the students evaluation, only four teachers showed both empathic and assertive behavior. These results indicate the need to develop training programs in social educational abilities.

O conceito atual de um comportamento socialmente habilidoso deve incluir capacidade de o indivíduo obter satisfação pessoal e, ao mesmo tempo, de desenvolver e manter relacionamentos mutuamente benéficos e sustentadores. No âmbito da educação, identifica-se uma crescente preocupação de pais, diretores de escolas e professores com o desenvolvimento interpessoal dos alunos, com o propósito de reduzir conflitos, aumentar a qualidade das relações entre os alunos e facilitar a aprendizagem. Neste sentido, é necessário que o professor se dedique a desenvolver as próprias habilidades interpessoais para que seja capaz de facilitar o desenvolvimento social e intelectual do aluno. Diante dessas constatações, torna-se relevante identificar que habilidades sociais do professor estão mais relacionadas com o seu desempenho social em sala de aula. Tais constatações fundamentaram esse estudo que avaliou os níveis de habilidades sociais de professores, assim como o desempenho social destes em sala de aula. Participaram da pesquisa oito professoras e dois professores do Ensino Fundamental II (do 6 ao 9 Ano), do Instituto Nossa Senhora Auxiliadora, no Rio de Janeiro. Suas idades variavam entre 24 e 50 anos. Participaram também 198 adolescentes, 100 do sexo masculino e 98 do sexo feminino. Suas idades variavam entre 11 e 15 anos. O desempenho social dos professores em sala de aula foi avaliado pelos próprios professores e pelos alunos, através do Questionário do Desempenho Social do Professor (QDSP). Os professores também responderam ao Inventário de Habilidades Sociais (IHS) e ao Inventário de Empatia (IE). Os resultados das medidas de auto-relato apontaram níveis de assertividade e de empatia acima da média na maioria dos professores dessa amostra, especialmente nos fatores relacionados a: auto-afirmação com risco; conversação e desenvoltura social; auto-exposição a desconhecidos e a situações novas; autocontrole da agressividade; tomada de perspectiva; flexibilidade; altruísmo e sensibilidade afetiva. As medidas de desempenho social dos professores foram satisfatórias, tanto a partir da perspectiva do professor quanto dos alunos. Entretanto, a auto-avaliação dos professores mostraram-se mais favoráveis do que a avaliação feita pelos alunos. Além disso, com base na avaliação dos alunos, apenas quatro professores apresentaram desempenho social assertivo e empático de forma equilibrada. Tais resultados indicam a necessidade de se desenvolver programas de treinamento em habilidades sociais educativas. / The actual concept of a social skilled behavior should include the ability of the individual to obtain self-satisfaction and, at the same time, to develop and keep mutual beneficial and sustainable relationships. In the educational field, a growing worry of parents, school principals and teachers is identified related to the interpersonal development of their students in order to reduce conflicts, to increase the quality of relationships among students and to help the learning process. Therefore, it is necessary that the teacher dedicates him/herself to develop his/her own interpersonal abilities in order to be able to help the student social and intellectual development as well. According to these findings, it becomes relevant to identify which social skills of the teachers are more related with his/her performance in class. Eight teachers and two elementary (from the 6 to the 9 grade) students from Instituto Nossa Senhora Auxiliadora in Rio took part in this research students. They were between 24 and 50 years old. Other 198 eleven to fifteen-year-old teenagers also participated in it, 100 male students and 98 female ones. The social performance of the teachers was both evaluated by themselves and by their students through the Teachers Social Performance Questionnaire. The teachers also answered the Social Skills Inventory and the Empathy Inventory. The results of self-relate measurement point to levels of assertiveness and of empathy above the average in most teachers of this sample, especially in factors related to: self-affirmation with risk; conversation and social development; self-exposure to unknown people and new situations; self- control of aggressiveness; perspective taking; flexibility; altruism and affective sensitiveness. The measurement of the teachers social performance was satisfactory, not only from the teachers, but also from the students perspective. However, the teachers evaluations results were more favorable than the ones done by the students. Besides that, based in the students evaluation, only four teachers showed both empathic and assertive behavior. These results indicate the need to develop training programs in social educational abilities.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2007-07-20Bitstream added on 2014-06-13T20:58:55Z : No. of bitstreams: 1 villasboas_acvb_me_bauru.pdf: 822801 bytes, checksum: c79624f141a26f19b066bd58b935e96d (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A literatura sobre a separação conjugal tem documentado uma série de consequências negativas da separação para o desenvolvimento dos filhos, como a emergência de problemas de comportamento. Porém, as pesquisas também evidenciam que nem todas as crianças são igualmente afetadas pela separação dos pais e que não é a separação em si que pode trazer consequências negativas, mas outras variáveis a ela relacionadas, como as práticas educativas parentais. Pesquisadores sugerem que, quando os pais que têm a guarda da criança são capazes de prover um ambiente de cuidado positivo, podem prevenir o surgimento de problemas de comportamento e favorecer o desenvolvimento de um repertório socialmente habilidoso, sugerindo que muito do que a criança aprende está relacionado às habilidades sociais educativas parentais (HSE-P). Esse estudo teve por objetivo: a) descrever o comportamento de filhos de pais separados em idade pré-escolar quanto à existência de problemas de comportamento e de comportamentos socialmente habilidosos; b) descrever as habilidades sociais educativas parentais e investigar possíveis relações com o comportamento infantil; c) caracterizar o relacionamento da família com o pai da criança, após a separação conjugal. Participaram da pesquisa 43 mães separadas com crianças de ambos os sexos (26 meninos e 17 meninas), na faixa etária entre quatro e seis anos. As mães responderam a um Questionário Sociodemográfico... / Studies about marital separation have documented several negative consequences of separation to child's development, such as behavior problems. However, researchers also have found evidence that not all children are affected by parental separation, and that it's not the separation itself that produces deleterious effects, but others variables as parental practices. Researchers suggest that when a custodial parent can provide a positive parenting environment they can prevent behavior problems and contribute to the development of social skills, linking child's behavior to parental social educational skills (HSE-P). The present study aimed to describe preschool children's behavior problems and social skills after theirs parents' separation, maternal HSE-P and its relations to child's behavior, and characterize nonresident fathers' relationship with the family. The sample includec 43 separated mothers and their preschool children aged 4-6. Mothers answered a Social-Demographic Questionnaire, an interview about the HSE-P, and about the relationship with the Ex-Partner, Rutter's ECI A2 and a Social Skills Responses Questionnaire. Results demonstrated that most children presented evidence of behavior problems but also of social skills. Mothers reported the frequent use of coercion to express negative feelings, promote consequences for undesirable behaviors and establish rules to their children, which in turn reacted presenting mostly behaviors problems. Despite coercive interactions, mothers and children also engaged in... (Complete abstract click electronic access below)

Submitted by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:09Z No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:18Z (GMT) No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2017-08-17T14:13:44Z (GMT) No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) / Made available in DSpace on 2017-08-17T14:13:50Z (GMT). No. of bitstreams: 1 DissTCRL.pdf: 1762722 bytes, checksum: 5fa67257a1edcbb9bcf08e87a665a34e (MD5) Previous issue date: 2017-02-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / With the increasing number of inclusion of students from the target audience of Special Education, there has been an increase in studies related to the topic as well. One of these topics refers to the need to focus on initial and continuing teacher training, which in addition to mastering curriculum knowledge needs to improve their interpersonal skills so that their educational action is more effective. Thus, this study aims to evaluate a curricular activity with experiences in social skills for undergraduate students and Special Education target audience students on their repertoire of social skills and educational social skills and to correlate social skills and abilities of the participants. A total of 19 teachers participated in this study, and the data collection took place in an activity called ACIEPE (Curricular Activities of Teaching, Research and Extension Integration) during 12 meetings, being the first and last meeting destined to apply the measurement instruments for pre and post evaluation – T-Test. As instruments, the Brazilian Criteria Questionnaire, the Social Skills Inventory (IHS-Del Prette), the Inventory of Educational Social Skills for Teachers (IHSE - Prof), the Social Skills Importance Scale, the Evaluation Questionnaire for Social Validation of the Program and Field journal. To the data analysis, the T-Test was performed for the comparison between pre and post-test data, as well as content analysis for the systematization of data from the questionnaires. The data showed that there were no differences in the social skills repertoire in the comparison between pre and post-test, but statistically significant differences were found to two factors related to social educational skills, and regarding to the greater importance attribution of the participants to the Classes of communicative and assertive social skills, advocacy and citizenship. In addition, we found a correlation between some specific items related to the social skills and educational social skills of the participants. In the evaluation of the characteristics of the course, the data pointed to the satisfaction of the participants regarding to the participation and format of the activities. / Com o aumento da inclusão de alunos do público alvo da Educação Especial ocorreu um aumento dos estudos relacionados ao tema. Um desses temas refere-se à necessidade de focar na formação inicial e continuada do professor, que além de precisar dominar os conhecimentos curriculares, necessita aprimorar suas habilidades de relacionamento interpessoal para que sua ação educativa seja mais eficaz. Desse modo, este trabalho teve como objetivos avaliar uma atividade curricular com vivências em habilidades sociais para alunos dos cursos de licenciatura e professores de alunos do Público Alvo da Educação Especial sobre seu repertório de habilidades sociais e habilidades sociais educativas e correlacionar as habilidades sociais e habilidades sociais educativas dos participantes. Participaram da pesquisa 19 professores e a coleta de dados ocorreu em uma atividade denominada ACIEPE (Atividades Curriculares de Integração Ensino, Pesquisa e Extensão) durante 12 encontros, sendo o primeiro e último encontro destinados a aplicação dos instrumentos de medida para a avaliação pré e pós-teste. Como instrumentos utilizou-se o Questionário Critério Brasil, Inventário de Habilidades Sociais (IHS-Del Prette), Inventário de Habilidades Sociais Educativas para Professores (IHSE – Prof), Escala de importância das Habilidades Sociais, Questionário de Avaliação para Validação Social do Programa e Diário de Campo. Para a análise dos dados foi realizado o Teste T para a comparação entre dados de pré e pós-teste e, ainda, análise de conteúdo para sistematização dos dados provenientes dos questionários. Os dados apontaram que não houve diferenças no repertório de habilidades sociais na comparação entre pré e pós-teste, mas foram encontradas diferenças estatisticamente significativas para dois fatores relacionados às habilidades sociais educativas e, ainda, com relação à maior atribuição de importância dos participantes para as classes de habilidades sociais comunicativas e assertivas, de defesa de direitos e cidadania. Também, encontrou-se correlação entre alguns itens específicos relacionados às habilidades sociais e habilidades sociais educativas dos participantes. Na avaliação quanto às caraterísticas do curso, os dados apontaram para a satisfação dos participantes com relação à participação e formato das atividades.

No description available.

Emotions and its effect on the individual’s general functioning are a key concept of humanity. The modern child is confronted with all kinds of emotional developmental tasks with direct influence on his ultimate figuration to adulthood. Emotion is an internal experience in contrast to the fact that various reactions are displayed externally as a result thereof. Children’s behavior demonstrates that which are experienced internally. It might also be a way to conceal especially those emotions. Emotional awareness manifests through demonstration or concealing of inner feelings. The child’s external reactions to inner feelings must be based on knowledge of what is being experienced. Behavior is mostly a reaction to ignorance of the inner experience which might manifest in anxiety attacks, anger and emotional episodes. Empowerment of the child to recognize and experience emotions enables him to gain insight of emotions as a natural part of human nature. This causes him to develop the ability to express emotion in a socially acceptable manner. The process of emotional awareness alerts the child to the fact those specific emotions results in specific bodily experiences. Emotional awareness is an indication of the child’s knowledge of emotions and its impact in emotional, physical and psychological reactions. It provides an explanation for anxieties and fears which enables the child to own these feelings and take control of it. The middle childhood phase is the period that follows the achievement of a mass of developmental skills like the mastery of language, control over bodily functions and cognitive abilities. These abilities are refined in this phase. Emotional awareness and especially concepts of self and the purpose of individuals in the systems that surrounds him evolves. Considerable part of the child’s day during this phase, is spent at school. Emotional wellbeing can thus efficiently be recognized and addressed by the educational system. The educator’s knowledge of emotional awareness will ensure meaningful emotional development of learners. Results obtained from questionaires completed by educators in primary education indicates a need for understanding of problem behavior in children. The need for education on emotional awareness and techniques for development of emotional awareness in learners is also expressed. The focus of this study is thus on the concept of educators regarding the emotional awareness of learners; the role of emotional awareness in the child’s development and the educators knowledge regarding development of emotional skills and promotion of emotional awareness. / Dissertation (MSD (Play Therapy))--University of Pretoria, 2006. / Social Work and Criminology / MSD / unrestricted

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)

A description of the developmental characteristics of adolescents and the effect of deafness, on the cognitive emotional and social development of the Deaf adolescent boy is given. At a stage, when the parents influence is crucial in any child's upbringing, the Deaf child, mainly because of his/her need for special educational services is placed in a school hostel at an early age. The aim of the investigation was two-fold: • Firstly, from thl! literature study, to analyze and describe the educational distress of the Deaf adolescent boy residing in the school hostel. Secondly, to conduct an empirical survey consisting of structured questionnaires in order to ascertain the kind of support rendered to the Deaf adolescent boy in the hostel. From the literature study and the empirical survey a training/educational programme was designed to promote the educational skills of hostel parents at schools for Deaf adolescent boys. / Inclusive Education / M.Ed.(Orthopedagogics)