Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2018-04-17T16:38:33Z No. of bitstreams: 1 Roberta Rech Mandelli_.pdf: 41030989 bytes, checksum: e9029cb358f68d4da26a1469f3661707 (MD5) / Made available in DSpace on 2018-04-17T16:38:34Z (GMT). No. of bitstreams: 1 Roberta Rech Mandelli_.pdf: 41030989 bytes, checksum: e9029cb358f68d4da26a1469f3661707 (MD5) Previous issue date: 2018-02-26 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Para além da área de design emocional que trabalha com a evocação e prevenção de emoções efêmeras, destacam-se novas pesquisas que tem como foco a experiência afetiva de uma forma mais abrangente e duradoura. Entre elas, evidencia-se o Design para o Desenvolvimento Humano, campo de estudos que tem como um dos focos entender de que forma o design pode contribuir - por meio de brinquedos e brincadeiras que estimulem o aprendizado de habilidades sociais - para que as crianças manifestem um comportamento socialmente competente. Dentre das habilidades sociais, escolheu-se trabalhar com a empatia, que é definida como uma expressão afetiva que compreende e compartilha as experiências do outro. A proposta deste trabalho foi pesquisar de que forma o design de brinquedos e brincadeiras - a partir de diretrizes de projeto - pode auxiliar no estímulo da experiência empática em crianças na idade escolar. Para isso, utilizou-se o método de pesquisa-ação. Foram efetuadas reuniões com especialistas - designer e psicólogos - para elaboração de diretrizes projetuais. Estas foram utilizadas em uma ação projetual que se concretizou no jogo eu também!. Foram efetuadas oito rodadas de coleta de dados com grupos de quatro crianças do terceiro ano do ensino fundamental interagindo com o jogo desenvolvido. Uma Análise de Conteúdo dessas partidas permitiu a observação de comportamentos empáticos - manifestados pelas falas e ações - das crianças interagindo a partir das dinâmicas propostas pelo jogo. Uma discussão dessas respostas buscou validar a eficácia das diretrizes que nortearam o projeto, das quais as seguintes foram verificadas: projetar considerando o estágio da vida escolar em que as crianças se encontram; se enquadrar dentro da esfera de gênero neutro; promover o engajamento; possuir uma temática lúdica e fantástica; utilizar personagens; estimular a troca de perspectiva; explorar os motivos das revelações que emergirem no jogo; buscar diferentes níveis de complexidade nas dinâmicas; falar sobre emoções e sentimentos; estimular a autorrevelação; e incentivar a colaboração. / Beyond the field of emotional design that studies ways to evoke and prevent ephemeral emotions, it is possible to highlight new research that focus on affective experience in a more embracing and lasting view. Among them is the design for human development, which aims to understand how design may contribute - through toys and games that stimulate the learning of social skills - so that children manifest socially competent behavior. Within social skills, we have chosen to work with empathy, which is defined as an affective expression that enables understanding and sharing experiences of another. The purpose of this work is to investigate how the design of toys and games - from design guidelines - can help to stimulate the empathic experience in children of school age. For that, we used the action research methodology. Meetings were held with specialists - designers and psychologists - to elaborate project guidelines. These were used in a project that resulted in a game called me too! (eu também!). The data was gathered from eight rounds with groups of four children in the third year of elementary school interacting with the developed game. A content analysis of these data allowed the observation of empathic behavior - manifested through speeches and actions - of those children when interacting with each other in the dynamics proposed by the game. A discussion of these responses related to each of the project guidelines sought to validate their effectiveness, of which the following were verified: design considering the stage of school life of children; to fit within the neutral gender sphere; to promote engagement; to have a ludic and fantastic theme; use characters; stimulate the exchange of perspective; explore the reasons of the revelations that emerge in the game; seek different levels of complexity in the dynamics; talk about emotions and feelings; stimulate self-revelation; and encourage collaboration.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-17T16:58:02Z No. of bitstreams: 1 Carina Maria Hilgert Mossmann.pdf: 1622825 bytes, checksum: b1123c243aa65678f19c4a71c0ccdf58 (MD5) / Made available in DSpace on 2015-07-17T16:58:02Z (GMT). No. of bitstreams: 1 Carina Maria Hilgert Mossmann.pdf: 1622825 bytes, checksum: b1123c243aa65678f19c4a71c0ccdf58 (MD5) Previous issue date: 2015-03-27 / Nenhuma / O presente trabalho faz parte de um projeto maior (OSTERMANN, 2013) e procura descrever e sistematizar a empatia por meio da perspectiva interacional. Tendo sido objeto de estudo de várias áreas (filosofia, sociologia, antropologia, psicologia, psicanálise e, mais recentemente, neurofisiologia), há algumas definições para a empatia. Essas definições, no entanto, tendem a possuir caráter teórico e subjetivo, impossibilitando a compreensão de como a empatia se concretiza de fato na prática interacional. Neste estudo, quer-se avançar na descrição de empatia de modo a descobrir as maneiras com que ela se manifesta na prática por meio de análises empíricas realizadas com base nos princípios da Análise da Conversa (SACKS, 1992; SACKS, SCHEGLOFF, JEFFERSON, 1974). Os dados utilizados na realização deste estudo são provenientes de um hospital materno-infantil do Sistema único de Saúde (SUS), localizado no sul do país. Trata-se de exames de ultrassom obstétricos e morfológicos, além de ecocardiografias fetais. Esses atendimentos acontecem no setor responsável por gestações de médio e alto risco gestacional. Os resultados deste estudo demonstram que a escuta ativa costuma ser um elemento-chave nas sequências interacionais em que há empatia. A ação de escuta ativa, por sua vez, está atrelada à agentividade (CLAYMAN, 2012) do/a interagente. Dessa forma, pode-se afirmar que as ações interacionais da paciente durante os atendimentos médicos constituem-se também em elementos fundamentais para que o médico ou a médica tenham a possibilidade de empreender ações empáticas. Percebeu-se que é na sequência de ações interacionais, ou seja, na coconstrução de uma interação, que pode ser estabelecida uma relação empática socialmente efetivada, de modo que a empatia não emerge atrelada a um único formato de turno. Foram encontradas várias recorrências, conforme análise de dados deste trabalho, em que emergem ações potencialmente empáticas, de tal modo que a empatia mostrou-se como um elemento constitutivo ou ausente das diversas camadas que formam uma ação interacional. Desse modo, uma ação interacional pode ser orientada por um “algo a mais” que, dentro de determinado contexto sequencial e interacional, a tornará empática ou não empática. Com base neste estudo, define-se a empatia como um fenômeno subjetivo que se manifesta na interação por meio de diferentes práticas e de forma a permear ações altruístas ou não. / This study is part of a larger project (OSTERMANN, 2013) and aims to describe and systematize empathy by means of an interactional perspective. Having been the subject of several fields of study (Philosophy, Sociology, Anthropology, Psychology, Psychiatry and, more recently, Neurophysiology), there are some definitions to empathy. Such definitions, however, tend to be theoretical and subjective in character, hindering the comprehension of how empathy is realized in interactional practice. In this study, we aim to advance towards the description of empathy so as to reveal the ways it is manifested in practice. Such investigation is carried out by means of empirical analysis and by following the principles of Conversation Analysis (SACKS, 1992; SACKS, SCHEGLOFF, JEFFERSON, 1974). The data used in this study come from a public health system hospital (Sistema Único de Saúde (SUS)), located in the southern Brazil. The data consist of interactions that took place during obstetric and morphological ultrasound exams and fetal echocardiography exams. These exams were carried out at the department of the hospital that is responsible for moderate and high-risk pregnancies. The study reveals that active-listening tends to be a key-element in the interactional sequences in which empathy is observed. The action of active-listening, on its turn, is tied to the interactant’s agentiviy (CLAYMAN, 2012). As a result, we can claim that the patient’s interactional actions during the medical consultations are fundamental elements so as the doctor may have the possibility of undertaking emphatic actions. It is in the sequence of interactional actions, that is, in the co-construction of an interaction, that a socially accomplished empathic relationship may be established. In this sense, it becomes evident that empathy does not emerge tied to a single type of turn design. The data also reveal recurrences in which actions potentially empathic emerge, so that empathy becomes apparent as either a constitutive or an absent element of the several layers that form an interaction action. As a result, an interactional action might be oriented by “something else” which, inside of certain sequential and interaction context, will make it empathic or not. Based on this study, empathy has been defined as a subjective phenomenon that emerges in the interaction by means of different practices and as a way to permeate altruistic or non-altruistic actions.

Bakgrund: Empatisk omvårdnad (EO) är grundpelaren i sjuksköterskans yrkesroll och angerhur omvårdnaden ges, genom att känna medlidande, vara närvarande, äkta och vilja innerligtväl. EO är en förutsättning för att kunna ge god vård och utgör samtidigt en källa till kraft närsjuksköterskan upplever mening och tillfredsställelse av att bidra till medmänniskorsvälmående. EO utmanas av dagens ofta snabbt föränderliga och resultatorienteradevårdmiljöer och sjuksköterskestudenters exponering till dessa vårdmiljöer kan bli påfrestandenär verkligheten inte alltid avspeglar de egna värderingarna. En undran som uppstår är hursjuksköterskestudenter bättre kan förberedas på det kommande yrkeslivet. Syfte: Beskrivasjuksköterskestudenters erfarenheter av EO. Metod: Allmän litteraturöversikt med kvalitativansats. Resultatet från 13 vetenskapliga studier beskrevs i fyra teman. Resultat:Sjuksköterskestudenterna visade på god förståelse kring medlidandets betydelse föromvårdnad. EO uppfattades vara tidskrävande men väldigt givande för vårdaren. Även smågester kan förmedla medlidande. Överlag goda erfarenheter från praktikförlagd utbildning gavsjuksköterskestudenterna större förståelse för patienter och deras behov och stärkte viljan atthjälpa dem. Handledningen under utbildningen ansågs vara viktig. Slutsats: Utvecklingen avempatiska förmågan stöds av välstrukturerad introduktion till vårdmiljöer, kompetenta ochengagerade handledare, erfarna sjuksköterskor som förebilder samt mentorers ochmedarbetares stöd. / Background: Compassionate care (CC) is the cornerstone of the nurse's professional role andstates how nursing is given, by feeling compassion, being present, genuine and willingly well.CC is a prerequisite for providing good care and at the same time constitutes a source of energywhen the nurse experiences meaning and satisfaction from contributing to the well-being offellow human beings. CC is challenged by today's often rapidly changing and result-orientedcare environments and the nursing studens’ exposure to these care environments can becomestressful when reality does not always reflect their own values. A wonder that arises is hownursing students can be better prepared for the upcoming professional life. Purpose: Todescribe nursing students' experiences of CC. Method: General literature review withqualitative approach. The results from 13 scientific studies were described in four themes.Result: The nursing students showed good understanding of the importance of compassionfor nursing. CC was perceived to be time consuming but very rewarding for the carer. Evensmall gestures can convey compassion. Overall, good experience from clinical placementsprovided the nursing students with a greater understanding of patients and their needs andstrengthened their willingness to help them. The guidance during the training was consideredimportant. Conclusion: The development of empathic ability is supported by well-structuredintroduction to care environments, competent and committed supervisors, experienced nursesas role models as well as mentors and employees’ support.

Made available in DSpace on 2016-04-28T20:56:59Z (GMT). No. of bitstreams: 1 Simone Priscila Paludeto.pdf: 1981101 bytes, checksum: 40c0a9203c006913d1ab71e910e22e46 (MD5) Previous issue date: 2016-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The theory of mind and empathy are important socio-cognitive skills whose theoretical boundaries are not clearly defined. These skills develop gradually in children, and are essential to everyday interactions and children's social learning. Thus, we find it relevant to study the relationship between the development of theory of mind and empathy, as these two skills are important dimensions of social-emotional development and children's social-cognitive. The main objective of this research was to investigate the associations between theory of mind and empathic ability in children during early childhood education. Thus, our study aims to investigate the relationship between theory of mind and empathy as integral parts of social cognitive development. Participants in this study included 40 children aged between 3 and 6 years. Children's performance in tasks theory of mind and empathy, quantitatively and qualitatively, was analyzed by age group. Children were considered to be 3, 4, 5 and 6 years, descriptively, and then two groups of 3 and 4 years and 5 and 6 years. The second analysis was performed using the Student T test. Analysis of correlation between theory of mind and empathy with the Pearson test was performed. The results showed the existence of a correlation between empathy and theory of mind, although not statistically significant, except in relation to the false belief task. Also, we could see a correlation in our study between better performance of children in theory of mind and empathy with increasing age of the child / A teoria da mente e a empatia, cujas fronteiras teóricas ainda não estão claramente definidas, são habilidades sociocognitivas importantes, que se desenvolvem gradualmente na infância, sendo fundamentais para interações cotidianas e aprendizagem social da criança. Acreditamos relevante estudar a relação entre o desenvolvimento da teoria da mente e a empatia, visto que tais habilidades são dimensões importantes do desenvolvimento socioemocional e sociocognitivo da criança. O objetivo do presente estudo é investigar associações entre a teoria da mente e a habilidade empática em crianças da educação infantil. Dessa forma, nosso estudo propõe-se verificar a relação entre a teoria de mente e a empatia como partes integrantes do desenvolvimento sociocognitivo. Participaram desta pesquisa 40 crianças com idades compreendidas entre 3 e 6 anos. Foi analisado o desempenho das crianças nas tarefas de teoria da mente e empatia, quantitativa e qualitativamente, por faixa etária. Foram consideradas as crianças de 3, 4, 5 e 6 anos de maneira descritiva e depois dois grupos: de 3 e 4 anos e de 5 e 6 anos. Para essa segunda análise, foi utilizado o teste T de Student. Também foi utilizada a análise de correlação entre teoria da mente e empatia com o teste de Pearson. Os resultados demonstraram a existência de uma correlação entre empatia e teoria da mente estatisticamente significativa, no que diz respeito à tarefa de crença falsa, mas não significativa nas outras tarefas de teoria da mente. Também foi verificado neste estudo um melhor desempenho das crianças em teoria da mente e em empatia conforme o aumento da idade da criança

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-09-25T13:15:37Z No. of bitstreams: 1 Irineu Lopes Trigo.pdf: 1407725 bytes, checksum: 698a65958d69240fd6a5a115ab3763db (MD5) / Made available in DSpace on 2017-09-25T13:15:37Z (GMT). No. of bitstreams: 1 Irineu Lopes Trigo.pdf: 1407725 bytes, checksum: 698a65958d69240fd6a5a115ab3763db (MD5) Previous issue date: 2017-09-14 / Relationship marketing has been the focus of studies and applications in several areas of business and theoretical convergence with others marketing references. However, the competitiveness, amount of offers and customer information level transformed exchange not continued insufficient for many markets. In this way, narrower relationships with customers and business partners have become drivers for the sustainable profitability of business relationships, and customer retention becoming a key concept that demands the identification of ingredients that contribute to its theoretical and practical improvement. Thus, through an exploratory research and statistical process to models that bring together non-measurable variables, this research proposed the empathy construct as relationship quality and commitment predictor and analyze its influences on customer retention. It should be emphasized that the proposed model seeks to fill a gap in relational marketing theory that has not been detected until nowadays in the academic bases. The research covered the relationship marketing literature review as well empathy, relationship quality, commitment and customer retention and the data treatment was done through the structural equation modeling by SmartPLS software. The results from analysis has shown model quality and accuracy suggesting that empathic abilities prove to be useful for managerial action in the presented context / O marketing de relacionamento tem sido foco de estudos e de aplicações em diversas áreas de negócios e de convergência teórica com outras referências do marketing. Todavia, a competitividade, a quantidade de ofertas e o nível de informação dos clientes tornaram a troca não contínua insuficiente a muitos mercados. Nesse contexto, relacionamentos mais estreitos com clientes e parceiros de negócios assumem o papel de direcionadores da rentabilidade sustentável das relações de negócios, com a retenção de clientes passando a ser um conceito-chave que demanda a identificação de elementos que contribuam para seu aprimoramento teórico e prático. Dessa forma, por meio de pesquisa exploratória e processo estatístico adequado à modelos que congreguem variáveis não mensuráveis, esta tese propôs a abordagem da empatia como construto preditor da qualidade do relacionamento e do comprometimento e suas influências na retenção de cliente. Destaque--se que o modelo proposto procura cobrir lacuna nos estudos do marketing relacional que não foram detectadas, até a presente data, junto às bases acadêmicas. A pesquisa abrangeu a revisão da literatura do marketing de relacionamento e dos construtos empatia, qualidade do relacionamento, comprometimento e retenção de clientes, com o tratamento dos dados sendo feito por meio da modelagem de equações estruturais com o emprego do software SmartPLS. Os resultados das análises demonstraram a qualidade e acurácia do modelo, sugerindo que habilidades empáticas se mostram úteis à ação gerencial no contexto apresentado

Made available in DSpace on 2016-04-26T18:18:44Z (GMT). No. of bitstreams: 1 Wagner Francisco da Silva.pdf: 1456885 bytes, checksum: c311ea06fbc164ad31ddb18833fe8f04 (MD5) Previous issue date: 2010-05-17 / This piece investigates the emergence of Environmental Ethics in environmental and psychosocial system using the method of the system. Its approach to the communicative dimension of ecological thinking and systemic. The research proposal has led to an analysis by the Environmental Ethics of metaphysics Peirceana (Ibri, 1992) the concepts of chance and continuity, finding support in the mechanism of action of empathy (Damásio, 1999 and 2004). We emphasize that our interest in this work is governed by ontological issues. Addressing some theories such as (the ontology of Mario Bunge Systemic and that of C. S. Peirce, the theory of Umwelt Jakob von Uexküll and caused a systemic theory of communication) to support the emergence of Environmental Ethics is the path chosen, as they have purpose is to investigate the nature of the systemic and complex reality of the human species. So these theories guide us to think about levels of knowledge, showing that kind of knowledge requires the Environmental Ethics. It was possible to see that the challenges posed by the object - Environmental Ethics - have significant implications on the role (and power) of the media in the implementation of such ethics / Este trabalho investiga a emergência da Ética Ambiental no sistema ambiental e psicossocial utilizando o método do sistemismo. Tem como abordagem a dimensão comunicativa do pensamento ecológico e sistêmico. A proposta da pesquisa conduziu a uma análise da Ética Ambiental através da metafísica peirceana (Ibri,1992) nos conceitos de acaso e continuidade, encontrando suporte no mecanismo de ação da empatia (Damásio,1999 e 2004). Ressaltamos que o nosso interesse, neste trabalho, rege-se por questões ontológicas. Abordar algumas teorias como: (a Ontologia Sistêmica de Mario Bunge e aquela de C. S. Peirce, a teoria do Umwelt de Jakob Von Uexküll e uma decorrente teoria Sistêmica da Comunicação) para sustentar a emergência da Ética Ambiental foi o caminho escolhido, já que elas têm como propósito inquirir sobre a natureza da realidade sistêmica e complexa da espécie humana. Assim tais teorias nos orientam a pensar níveis de conhecimento, evidenciando que tipo de conhecimento a Ética Ambiental exige. Foi possível enxergar que os desafios propostos pelo objeto Ética Ambiental têm implicações significativas quanto ao papel (e poder) dos meios de comunicação na implantação de tal ética

As an academic working in the field of applied theatre with undergraduate students, I became increasingly interested in how their skills, techniques, knowledge and understanding are developed to work in applied theatre settings, particularly those that were unfamiliar to them. I was particularly interested in investigating how important, if at all, are the concepts of empathy and sympathy in the preparation of students to work in applied theatre settings and with different client groups. Research of relevant literature revealed pedagogical parallels with social work, particularly in relation to the client-facilitator relationship. There appeared to be synergy between the work undertaken in applied theatre settings and in social work. The interdisciplinary nature of this research contributes to new professional knowledge and practice. A qualitative case study was undertaken, adopting a constructivist and interpretative approach, to understand the way meanings of empathy and sympathy were constructed and interpreted by the students when working in applied theatre settings. The research took place as part of normal professional practice and consisted of a questionnaire (n=14), two semi-structured interviews (n=4) and a focus group (n=4) with third year students studying a BA(Hons) Drama in the Community degree at a small UK Higher Education Institute (HEI). The findings indicated that the participants found it difficult to define, or describe, the concepts of empathy and sympathy with any clarity. They also found it difficult to distinguish between the concepts. However, there was a consensus of opinion that the ability to distinguish between them was important because of the client-facilitator relationship when working in applied theatre settings. The data highlighted that the concepts had only been taught or considered on the programme of study in an implicit way. From this, I concluded that teaching the students the concepts in a more explicit way would help develop their knowledge and understanding of those concepts, thus enabling them to become more informed applied theatre graduates.

Made available in DSpace on 2016-04-26T18:17:33Z (GMT). No. of bitstreams: 1 Renata Correia Lima Ferreira Gomes.pdf: 13310244 bytes, checksum: 461b70952a77f132a4d560c29c6c5e16 (MD5) Previous issue date: 2008-11-03 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / From the conceptual of character-oriented games and of simulation games the present research draws the idea of narrative games as an immersive simulation , to be experienced by the interactor through his or her traversing the virtual space of the game as an implicated character and through his or her interaction with the autonomous characters of the game. We carry through the hypothesis that the key for the implentation of a dramatic strutucture in the game albeit fundamentally different from that of film or theater is in the design of autonomous characters. These we take to be object inhabiting the space-time of the game, carrying a high degree of autonomy, complexity and intentionality, who, through the possibility of empathy, constitute in themselves a pathway towards a dramatic entity with or against whom the interactor has to act. To demonstrate that, we describe narrative as a evolutionary strategy towards a causal mindframe, which evolves side-be-side with the media that materialize it, from oral narratives to 3D interactive digital pieces. A second step toward demonstrating our hypothesis is to describe autonomous characters through Artificial Intelligence applied to narrative: the believable characters . We take as a reference the work of the research groups Oz and Synthetic Characters, and of Brazilian game designer Marcos Cuzziol. Finally, a third step is to approach the nature of the fiction character, through the work of Aristotle and Fernando Segolin, and the concept of empathy, under the approach of Evan Thompson. Empathy here is understood as pre-condition for the comprehension of the Other and of ourselves as affective, emotional and intentional entities. To illustrate this final view, we analyze a few aspects of the Creatures from the games Black & White I e II, in an attempt to point out how some qualities proposed are instantiated / A partir do universo dos games de personagem e games de simulação , a pesquisa em curso pretende descrever a narrativa nos games como uma simulação imersiva , a ser experimentada pelo interator através de seu percurso pelo espaço virtual do game no papel de um personagem e de sua interação com personagens autônomos, operados pelo software. Levamos adiante a hipótese de que a peça-chave para a implementação de uma estrutura dramática no game ainda que fundamentalmente diferente daquela conhecida no cinema e teatro - jaz no design dos personagens autônomos. Estes entendemos como objetos do espaço-tempo virtual, dotados de alto grau de autonomia, complexidade e intencionalidade, que, através da possibilidade de empatia, constituiriam em si o caminho para a emergência de uma vontade dramática com/contra a qual o interator teria que lidar. Para isto, descrevemos a narrativa como uma estratégia evolutiva de pensamento comunicacional e causal, que se desenvolve de acordo com os meios nos quais se materializa, da oralidade primária ao audiovisual digital interativo 3D. Um segundo passo trata de descrever os personagens autônomos, em sua faceta de Inteligência Artificial voltada para games e narrativas interativas: os agentes verossímeis . Para isso, tomamos como referência o trabalho dos grupo de pesquisa Oz e Sythetic Characters, assim como do game designer brasileiro Marcos Cuzziol. Um terceiro passo consiste em abordar a natureza da personagem de ficção a partir de Aristóteles, Fernando Segolin e do conceito de empatia, sobretudo na visão de Evan Thompson, esta entendida como pré-condição para a compreensão do outro e de nós mesmos como entidades afetivas, emocionais e intencionais. Para finalizar, procedemos a uma análise de alguns aspectos das Criaturas dos jogos Black & White I e II, na tentativa de descrever como se instanciam algumas qualidades das propostas anteriores

Based on recent research concluding that fiction can increase empathy, this project examines how multicultural young adult literature may encourage empathy in Appalachian adolescents. Empathy encourages prosocial behaviors, but evidence suggests that young adults’ ability to empathize has declined in recent decades. In addition, Appalachia in particular is still a relatively homogenous region as it is majority white, protestant Christian, and heteronormative. Because of this, young adults in Appalachia may encounter few diverse perspectives in real life; multicultural young adult literature can provide diverse perspectives with which teenagers can empathize in a region where they might not have similar opportunities in reality. This thesis demonstrates how three multicultural young adult novels (The Absolutely True Diary of a Part-Time Indian (2007), Accidents of Nature (2006), and The Porcupine of Truth (2015)) can be used in a literature unit that encourages students to show emotional understanding despite personal differences.

Après s’être interrogée sur la notion de sens, cette thèse se fixe pour objectif de dégager un certain nombre d’éléments linguistiques allant dans le sens d’une caractérisation abstraite à même de rendre compte des différents emplois du verbe anglais want. Il est proposé que ce verbe conserve aujourd’hui quelque chose de son emploi diachronique initial en tant que « verbe de manque » à partir d’une première opération de localisation par laquelle le sujet grammatical est mis en relation avec un objet ou une propriété non-immédiatement disponible pour lui dans la situation d’énonciation. Cette mise en relation particulière accompagne un processus de subjectivisation culminant dans une tendance forte à la modalisation de l’énoncé en want, en lien avec des effets déontiques et épistémiques. Par ailleurs, les interprétations mixtes associées à l’énoncé en want poussent à proposer d’en rendre compte par une « concentricité notionnelle » centrée sur un état stable p donné comme absent du domaine du sujet et à partir duquel s’élaborent les notions de manque, de désir et de volonté qui se convoquent et s’activent mutuellement à partir du second argument de want. Il semble intéressant de le traiter comme un domaine notionnel organisé autour de p, lequel sert de repère permettant d’envisager une seconde opération de localisation qui autorise le repérage d’une relation permettant d’atteindre p. Ainsi, la distinction désir / volonté est pensable en termes de degrés dans les déterminations que l’on peut construire à partir du manque. Ce travail met donc en relation les constructions syntaxiques possibles du second argument de want et ces déterminations. / After an overview of what underpins the notion of meaning, this thesis intends to identify a number of linguistic features that could serve as an abstract characterisation informing the uses of the English verb want. It is claimed that a vestige of its original use as a verb expressing lack has been kept in its modern uses as a verb expressing desire in that it marks a prime operation of localisation by which the grammatical subject connects to an object or a property p that is not immediately available to him in the speaking situation. It is shown that this relation relies on a subjectification process which culminates in a strong tendency towards the modalisation of the want sentence resulting in both epistemic and deontic effects. Given that want is used in utterances which convey mixed interpretations, it is suggested that those partially overlapping notions are best described in terms of a « notional concentricity » organised around a! n object or stable property which is absent from the dominion of the grammatical subject. It serves as the conceptual basis from which the mutually evocative and mutually activating notions of lack, desire and volition arise. It is argued that this organisation can be described as a notional domain centring on the missing object p, acting as a starting point for a second localisation operation whose aim is to locate a relation to palliate the lack of p. It is thus possible to account for the difference between desire and volition as degrees in the determinations that can be constructed from the missing object. This thesis then correlates the syntactic constructions in the internal argument of want with those types of determination.