Made available in DSpace on 2016-06-02T19:44:01Z (GMT). No. of bitstreams: 1 TeseCGP.pdf: 6995198 bytes, checksum: 2362893ce6d74661c57a00d4f64e85f1 (MD5) Previous issue date: 2007-02-27 / Universidade Federal de Sao Carlos / In the last few decades, it seems to be increasing the number of families who find difficulties to educate its children. The most frequent parents concerns are: the difficulty of establishing limits to the behavior of the child or adolescent; how to develop behaviors that they believe to be right; and how to proceed when behaviors problems appears. These difficulties do not restrict to the universe of the families who take care of its own children, but they are also focus of concern on institutions that foster care children victims of domestic violence and those caregivers. The lack of preparation of parents, educators or caregivers of institutions, many times may develop or aggravate problems of development and behavior of these children. For this reason, this study had the aim to develop, implement and evaluate a program of intervention with caregivers that work with sheltered children who had been victims of domestic violence, in order to present a reference on Educative practices, preventing or reducing possible behavior problems of these children. To evaluate the effectiveness of the intervention program, evaluations had been applied before the beginning (pre-test) of the intervention program and soon after its ending (postest), using the following instruments: IEP - Inventory of Educative Practices, CBCL - Child Behavior Checklist and the Script of interview of life and professional background of the caregivers. Also were collected continuous measures of the Interaction between the caregivers and the children in 19 sessions, defined as 3 of base line, 12 taken three days after each Intervention session and 4 of follow-up, applied five months after the ending of the intervention. The results demonstrated a significant reduction of the negative educative practices, mainly in Relaxed Disciplines and Negative Monitoring, with high scores at the pre-test, as well an increase of the positive educative practices. The evaluation using the CBCL demonstrated that the children had presented statistical significant behavior improvement. The continuous measures data had indicated an increase of positive interaction behaviors between caregivers and children, as well a reduction of negative interaction behaviors, and the most significant outcome was that the measured frequencies of good behaviors in follow-up sessions did not return to the measured levels of the base line. The considered intervention program presented can be considered efficient to generate changes in the interaction standards between caregivers and children; however it would need to be applied in different institutions to assure the applicability in distinct environments. / Nas últimas décadas parece vir aumentando o número de famílias que encontram dificuldades para educar seus filhos. Dentre as reclamações mais freqüentes, advindas dos pais, estão: a dificuldade em estabelecer limites ao comportamento da criança ou do adolescente, como desenvolver comportamentos que acreditam ser adequados e como proceder quando problemas comportamentais aparecem. Estas dificuldades não se restringem ao universo das famílias que cuidam de seus filhos, mas também são focos de preocupação das instituições que abrigam crianças vítimas de violência doméstica e das monitoras destas. A falta de preparo de pais, educadores ou monitoras de instituições que cuidam de crianças, muitas vezes faz surgir ou agravar problemas de desenvolvimento e de conduta destas. Por esta razão, este estudo teve como objetivo desenvolver, implementar e avaliar um programa de intervenção junto a monitoras que trabalham com crianças abrigadas, que foram vítimas de violência doméstica, visando apresentar um referencial de práticas educativas, que possa prevenir ou amenizar possíveis problemas de conduta destas crianças. Participaram deste estudo 14 monitoras e 13 crianças de um abrigo localizado em uma cidade litorânea do Estado de São Paulo. Para avaliar a eficácia do programa de intervenção foram feitas avaliações antes do início do programa de intervenção e logo após seu término, utilizando os seguintes instrumentos: IEP Inventário de Práticas Educativas, CBCL Child Behavior Checklist, Roteiro de entrevista sobre história de vida e profissional das monitoras. Além das medidas de pré e pós-teste foram também coletadas medidas contínuas de observação do comportamento de interação da díade monitoracriança, em 19 sessões, sendo três de linha de base, 12 três dias após cada sessão de intervenção e quatro de follow-up, cinco meses após o término da intervenção. Os resultados demonstraram uma redução acentuada das práticas educativas negativas, principalmente Disciplina Relaxada e Monitoria Negativa, com altos escores no pré-teste, bem como um aumento dos escores das práticas educativas positivas. A avaliação obtida com CBCL demonstrou que as crianças apresentaram melhoras comportamentais estatisticamente significativas. Os dados de medida contínua indicaram um aumento dos comportamentos de interação positiva, tanto das monitoras como das crianças, bem como uma diminuição dos comportamentos de interação negativa, sendo que o resultado mais significativo foi que as freqüências de comportamento medidas em follow-up não retornaram aos níveis medidos em linha de base. O programa de intervenção sobre práticas educativas proposto neste trabalho mostrou-se eficaz para gerar mudanças nos padrões de interação entre cuidadores e crianças, entretanto necessitaria de replicações em instituições diferentes para garantir a aplicabilidade em ambientes diversos.

Made available in DSpace on 2016-06-02T19:44:01Z (GMT). No. of bitstreams: 1 TeseGRSM.pdf: 4427126 bytes, checksum: 24de1763ffa95aca870f571e61dd695e (MD5) Previous issue date: 2007-05-22 / The comprehension of written texts continues being one of the most difficult academic practices for students of Basic Education. If comprehending a written material in linguistic terms brings out difficulties for some students, a text written in mathematical language can be even more difficult, because besides the mother language understanding, mathematical concepts are also needed. A lot of research has been done to try to find better ways to help children understand what was asked in mathematical problem-questions. However, there is a lot to be done to understand the difficulties and processes of problem resolution and about basic conceptual comprehension present in mathematical problems instructions. In this sense, the purpose of the present study was to elaborate, apply and evaluate an intervention program performed with children in the fourth year of Elementary School who showed difficulties comprehending and solving mathematical problems, and maximize their cognitive capacity. The methodology chosen was the experimental delineation of comparison between groups, an experimental and a control group. The study consisted of a pretest, an intervention program, a post-test and a delayed post-test. The pretest evaluated the children s performance in resolving arithmetical problems. Next, the teaching program was used with students who showed performance under 40% right in problems. This aimed to develop, in the students, enough knowledge to increase their resolution capacity of mathematical problems. That program sought to teach students to read mathematical problems instructions and find the most appropriate mathematical representation to solve the question. For this, it was necessary to teach the arithmetical operations concepts, since one of the children s difficulties was connected with understanding the meaning of each operation (addition, subtraction, multiplication and division) and its symbolic representation. The post-test and delayed posttest results for the experimental group were superior to the pretest results for the experimental and control groups, indicating an improvement in performance for the students who took part in the program. Those data showed that the intervention utilized was efficient, increasing the cognitive capacity necessary to the task of resolving arithmetical problems, which basically consists of comprehending written instructions and representing them mathematically. / A compreensão de textos escritos mantém-se, atualmente, como uma das práticas acadêmicas mais difíceis para estudantes da Educação Básica. Se compreender um material escrito em termos linguísticos traz dificuldades para alguns alunos, um texto escrito em linguagem matemática pode ser mais difícil, porque, além do entendimento da língua materna, faz-se necessário ter conceitos matemáticos para compreendê-lo. Muitas pesquisas tentaram encontrar formas melhores para ajudar as crianças a entender o que era solicitado em situações-problema de matemática, entretanto, ainda há muito que fazer para se entender os processos e dificuldades envolvidos na resolução de problemas pelos escolares e para se levá-los a compreender os conceitos básicos contidos nos enunciados matemáticos. Nesse sentido, o presente estudo teve como objetivos elaborar, aplicar e avaliar um programa de intervenção com crianças de 4ª série do Ensino Fundamental que apresentavam dificuldades na compreensão e resolução de problemas matemáticos e maximizar as capacidades cognitivas destas crianças. A metodologia escolhida foi o delineamento experimental de comparação entre grupos, um grupo experimental e um grupo controle. O estudo consistiu de um pré-teste, um programa de intervenção, um pós-teste e um pós-teste postergado. O pré-teste avaliou o desempenho das crianças na tarefa de resolução de problemas aritméticos. Em seguida, foi aplicado o programa de ensino nos estudantes que apresentaram um desempenho inferior a 40% de acertos nos problemas propostos. O objetivo foi desenvolver nos alunos o repertório necessário para aumentar a capacidade de resolução de problemas matemáticos. Este programa procurou ensinar os estudantes a lerem os enunciados dos problemas e encontrarem a representação matemática mais apropriada para resolver a questão. Para tanto, foi necessário ensinar os conceitos das operações aritméticas, visto que uma das dificuldades das crianças estava no campo do entendimento do significado de cada operação (adição, subtração, multiplicação e divisão) e sua representação simbólica. Os resultados dos pós-teste e pós-teste postergado do grupo experimental foram superiores aos resultados dos pré-teste do grupo experimental e do grupo controle, indicando melhora no desempenho dos estudantes que participaram do programa. Demonstrou-se, com estes dados, que a intervenção utilizada foi eficiente, desenvolvendo as capacidades cognitivas necessárias à tarefa de resolução de problemas aritméticos, que consiste basicamente, em compreender o enunciado escrito e representá-lo matematicamente.

Made available in DSpace on 2016-06-02T19:44:07Z (GMT). No. of bitstreams: 1 3206.pdf: 4866995 bytes, checksum: ed007ae3e8fdfce0d7dd9ac6cb05a012 (MD5) Previous issue date: 2010-03-30 / Universidade Federal de Minas Gerais / Literature highlights family and school as important agents to the infant development, having special influence on child‟s learning. In this perspective, partnership between scholar and familiar systems has been seen as one of the alternatives to prevent and/or to attenuate difficulties in learning and behavioral problems presented by children at the school. Based on these assumptions and on the theoretical framework of the Bioecological Perspective on Human Development, the present study shows the need to train teachers to work with children with learning difficulties. The goal of this study was to elaborate, implement and assess an intervention program for high school teachers working with students with learning difficulties. This program enables the teachers to work with families and to increase the parental involvement in the academic activities, creating better conditions for the children to learn. In order to control the variables investigated, it was used a quasiexperimental design composed by two groups (Experimental Group GE and Control Group GC). We provided measurement of pre-test, post-test and follow-up. Overall, the study involved 180 participants. The 60 teachers, 60 parents and 60 children were divided in GE and GC groups. The program entitled Intervention Program for Teachers as Agents of Promoting Parental Involvement (PROAPEP) was consisted of 1 lecture per week during 10 weeks. The goal of PROAPEP was to provide information to teachers about the strategies to involve parental in the learning process of their children, mainly through their homework. Teachers developed practical and theoretical activities focused on the involvement of the families with their students. The instruments used to collect data from teachers, children and families were: Questionnaire (pre-test, post-test and follow-up situations, Criterion of Brazil Economic Classification, Protocol of Session Evaluation of the Intervention Program, Protocol of Final Evaluation of the Intervention Program, Parental Involvement Scale Teacher´s Perception, Parental Involvement Scale Teacher´s Practice, Home Environment Resources Scale, Rutter A2 Parent Scale, Parental Involvement Scale Practices of Families and Test of School Performance. The results were analyzed through qualitative criteria, descriptive statistics and ANOVA and MANOVA tests. The scope was to verify differences between the participants of GE and GC. We also used the pair-t test to investigate differences in the teachers‟ repertoire of the GE group between the post-test and follow-up phases. The results indicated: a) the teachers of GE group gave more importance to the parental involvement and implemented more activities than the teachers of GC group; b) the families of GE group practiced more activities related to the learning process of the children than those in GC group; c) the children of GE group had better academic performance and fewer behavioral problems compared to children of GC group; d) there was a major difference between pre-test grades and post-test grades for both groups, which indicated the improvement of the GE teachers‟ repertoire at the end of PROAPEP; and e) there was a significant differences between two of the three questions that were answered by GE teachers in the post-test and follow-up, which pointed to an increase in the repertoire of teachers even after six months elapsed from the end of PROAPEP. This way, it is possible to conclude that PROAPEP program was effective to train teachers as agents of the parental involvement in the learning process of children with difficulties. For future research, we suggest the development of studies with the randomization of participants, the monitoring the effects of long-term program and the selection of stratified samples for possible comparisons. / A literatura destaca a família e a escola como importantes contextos de desenvolvimento infantil, que exercem especial influência sobre a aprendizagem da criança. Nessa perspectiva a parceria entre os sistemas escolar e familiar tem sido vista como uma das alternativas para a prevenção e/ou atenuação das dificuldades de aprendizagem e problemas comportamentais apresentados pelas crianças no âmbito escolar. Embasado nesses pressupostos e ancorado no arcabouço teórico oriundo da Perspectiva Bioecológica do Desenvolvimento Humano, o presente estudo visou investir na formação de professores que atuam com crianças que apresentam dificuldades de aprendizagem. O objetivo do estudo foi elaborar, implementar e avaliar um programa de intervenção dirigido aos professores do ensino regular que lecionassem para alunos com dificuldade de aprendizagem. A meta foi instrumentalizá-los a trabalhar junto às famílias de seus alunos para aumentar as possibilidades de envolvimento parental nas atividades acadêmicas e conseqüentemente favorecer a aprendizagem das crianças. Para um maior controle das variáveis investigadas optou-se pelo emprego de um delineamento quase-experimental composto por dois grupos (Grupo Experimental - GE e Grupo Controle - GC), prevendo medidas de pré, pós-teste e follow-up. Participaram do estudo 180 participantes, sendo 60 professores, 60 familiares e 60 crianças distribuídos entre GE e GC. O programa intitulado Programa de Intervenção para Professores como Agentes de Promoção do Envolvimento Parental - PROAPEP foi ofertado em situação presencial por meio de 10 sessões semanais. O PROAPEP teve como meta fornecer suporte informativo aos professores sobre as estratégias para favorecer o envolvimento parental na aprendizagem de seus filhos por meio principalmente de atividades desenvolvidas em seus lares. Os professores desenvolveram atividades teóricas e práticas voltadas ao envolvimento das famílias de seus alunos. Para a coleta de dados com os professores, crianças e famílias foram utilizados os seguintes instrumentos: Questionário (situação de pré, pós-teste e follow-up, Critério de Classificação Econômica Brasil, Protocolo de avaliação das sessões do programa de intervenção, Protocolo de avaliação final do programa de intervenção, Escala de Envolvimento Parental Percepção do Professor, Escala do Envolvimento Parental Prática do Professor, Inventário de Recursos do Ambiente Familiar, Escala Comportamental A2 de Rutter, Escala de Envolvimento Parental Prática das Famílias e Teste de Desempenho Escolar. A análise dos resultados envolveu o uso da análise qualitativa, estatística descritiva e dos testes estatísticos ANOVA e MANOVA para verificar diferenças entre os escores dos participantes do GE e do GC e do TESTE T PAREADO para verificar diferenças no repertório dos professores de GE entre os momentos de pós-teste e follow-up. Os resultados indicam: a) os professores do GE atribuíram maior importância e implementaram atividades de envolvimento parental com freqüência maior do que os professores do GC; b) as famílias do GE praticaram atividades relacionadas a escolarização das crianças em maior proporção do que as famílias do GC; c) que as crianças do GE apresentam melhor desempenho acadêmico e menos problemas comportamentais quando comparadas as crianças do GC; d) a existência de diferença significativa entre as médias do pré e do pós-teste implementados junto aos professores do GE e do GC, o que indica o aumento do repertório dos professores do GE após a participação no PROAPEP; e e) a existência de diferença significativa entre duas das três questões que foram respondidas pelos professores do GE no pós-teste e no follow-up, o que apontou para um aumento no repertório dos professores mesmo após transcorrido seis meses do término do PROAPEP. Desta forma é possível concluir que o PROAPEP se mostrou eficaz na capacitação dos professores como agentes de promoção do envolvimento parental na escolarização das crianças com dificuldades de aprendizagem. Para futuras pesquisas sugere-se o desenvolvimento de estudos com distribuição randômica de participantes, a monitoração dos efeitos do programa a longo prazo e a seleção de amostras estratificadas para possíveis comparações dos resultados.

Made available in DSpace on 2016-06-02T19:46:32Z (GMT). No. of bitstreams: 1 6682.pdf: 2066305 bytes, checksum: 53fc128292a84adc383af6eaee695657 (MD5) Previous issue date: 2015-03-09 / Universidade Federal de Sao Carlos / Various studies show benefits of family-school relation on development and performance of students that are target audience of special education (TAEE) especially on early childhood education. However, they also show lack of information and training of school professionals to establish such relation with families. Considering such needs, an intervention program was implemented aiming to offer means to favor family-school relation of preschool TAEE students. This study aimed to: (a) identify possible opinion switch of school professionals regarding families , families of TAEE students and family-school relation after attending an intervention program; (b) analyze family-school relation during school professionals attendance in the program and (c) assess structure and social validity of the program. Data collection occurred during the program offered to seven preschool professionals of municipal schools who taught TAEE students. The intervention was held in the university dependencies and comprised nine 2-hour meetings totaling 18 hours. To achieve proposed goals, participants filled in: (a) an identification questionnaire; (b) pre and posttest focal group guides and (c) an intervention program evaluation. Participants also registered contacts made with TAEE students relatives in a biweekly field journal. Content analyses were made with data obtained in focal groups and field journals. Quantitative and qualitative analyses were made with data obtained via program evaluation. Results indicate that participants presented conceptual change regarding proposed topics after attending the program. Participants opinions and perceptions were improved and regarded more positive aspects with reduced frequency of references to demands, stigma, guilt and negative comments towards families. They also cited more aspects related to family involvement and its benefits to students development. Regarding practical relation between participants and TAEE students relatives, no significant changes in quantity, frequency and duration were observed in a general analysis, although positive changes were observed in some cases such as the insertion of topics that are more positive, pleasant, and that evidence progress in students behavior/development/performance, changes in participants evaluation regarding meetings productivity and relatives posture during the intervention, and the withdrawal of barriers and harmful factors to the relation. Regarding program evaluation, positive aspects were (a) manner and strategy used to contact relatives and (b) contributions to the establishment of family-school relation. In addition, participants unanimously reported (a) satisfaction with day, quantity and frequency of meetings, (b) that the program aided their teaching practice, and (c) that they would refer the program to a colleague. Lastly, six participants reported change in their relation with TAEE sutdents relatives. In conclusion, the program reached favorable results to family-school relation in this context and may have its results used to support further research and intervention. / Diversas pesquisas indicam os benefícios da relação família e escola no desenvolvimento e desempenho do alunado público alvo da educação especial (PAEE), principalmente na educação infantil. Contudo, também apontam a carência de informação e formação por parte dos profissionais escolares para o estabelecimento desta parceria com as famílias. Considerando tais necessidades, foi realizado um programa de intervenção visando oferecer alternativas que favorecessem a relação entre família e escola de alunos PAEE pré-escolares. A pesquisa teve como objetivos: (a) identificar as possíveis mudanças nas opiniões de profissionais escolares sobre as temáticas famílias , famílias de crianças público alvo da educação especial e relação família e escola , após a participação em um programa de intervenção; (b) analisar a relação família e escola, ao longo da participação de profissionais escolares em um programa de intervenção e (c) avaliar a validade social e a estrutura do programa de intervenção. A coleta de dados ocorreu durante um programa de intervenção oferecido para sete profissionais escolares pré-escolares municipais que lecionavam para criança(s) PAEE. O programa de intervenção ocorreu nas dependências da universidade e foi composto por nove encontros de duas horas de duração cada, totalizando 18 horas. Para alcançar os objetivos propostos, as participantes responderam: (a) um questionário de dados de identificação; (b) um roteiro de grupo focal pré e pós-teste e (c) um questionário de avaliação do programa de intervenção. As profissionais escolares também descreveram em um diário de campo, os contatos que estabeleceram com os familiares de uma criança PAEE. Foi realizada análise de conteúdo com os dados obtidos nos grupos focais e nos diários de campo e análises quantitativas e qualitativas com os dados obtidos por meio do questionário de avaliação do programa de intervenção. Como resultados, verificou modificações a nível conceitual pelas profissionais escolares sobre as temáticas abordadas, após a participação no programa de intervenção, identificando-se que as opiniões e concepções das mesmas mostraram-se mais aperfeiçoadas e relacionadas a aspectos positivos, com menor frequência de referências à cobrança, estigmatização, culpabilização e atribuições negativas às famílias, além de citarem mais questões relacionadas ao envolvimento com a família e os benefícios ao desenvolvimento do aluno. Quanto à relação prática entre as participantes e os familiares do aluno PAEE, de forma geral, não foram constatadas mudanças significativas na quantidade, frequência e duração dos encontros. Porém, foi possível perceber modificações positivas em alguns casos, como maior frequência de assuntos positivos, agradáveis e que evidenciavam o progresso do aluno em âmbitos desenvolvimentais, comportamentais e/ou de desempenho, além das modificações nas avaliações quanto à produtividade dos encontros estabelecidos e quanto às posturas dos familiares durante o mesmo. Ainda, verifica-se que as barreiras e fatores prejudiciais à relação tenderam a diminuírem. Quanto à avaliação do programa, os aspectos citados como positivos referem-se à possibilidade às e estratégias de contato e a contribuição para o estabelecimento da relação com a família. Além disso, a totalidade das participantes alegou: (a) satisfação quanto ao dia, quantidade e frequência dos encontros, (b) que o programa auxiliou em sua prática docente e (c) que o indicaria para um colega. Por fim, seis das sete participantes afirmaram perceber mudança em seu relacionamento com os familiares do aluno PAEE. Os achados permitiram maior investigação sobre o tema e apresentou resultados favoráveis ao relacionamento entre família e escola na realidade investigada, oferecendo assim, subsídios estruturais e metodológicos a serem utilizados na criação de programas de intervenção e/ou cursos de formação inicial e continuada.

This research concentrates on the developing, implementing, and evaluating of a practical training program for the caregiver of an infant in order to provide in the infant’s primary needs and development. The research problem of quality care for the infant during the time that his mother is working was identified and discussed in chapter 1. Intervention research was used as research methodology. This methodology implies a combined quantitative and qualitative approach. The first part of this research (chapters 2&3) addresses the problem analysis and information gathering linked to the development of a theoretical basis for the intervention model. Infancy as developmental stage is discussed as well as the developmental tasks that the infant must achieve during this phase in order to grow and develop as a self-actualized individual (chapter 2). It is essential for the caregiver to gain knowledge and skills about infancy, the needs and the developmental tasks of this phase. The tasks, roles, and responsibilities of the caregiver were discussed in chapter 3. The second part of this research (chapter 4) is related to the design of the intervention program, the conducting of a pilot test and the refining of the intervention. This in-home care program is theoretically funded, and it is divided practically into the five workdays of the week, in accordance with the five developmental tasks that the infant must achieve in this developmental phase. Ten caregivers willingly participated in this intervention program. In chapter 5, the empirical findings with the development and implementation of the training program for in-home care of an infant are discussed. From the information gathered during the focus groups with the mothers of infants and caregivers as well as the results from the questionnaires from pre-tests and post-tests, the researcher came to the conclusion that the research problem of quality caretaking of an infant for the time his mother is working is addressed. Through internalizing theoretical knowledge and practical skills during the training program, the caregivers are able to care optimally for an infant at home. They are equipped with play techniques and mediums which are adapted within the gestalt approach and supported by relevant aids. The caregiver is able to stimulate the infant’s developmental needs and tasks in this developmental phase. Conclusions and recommendations (chapter 6) of this study are put forward in accordance with the process that was followed in developing and implementing the training program for optimal caretaking of the infant in the safe and familiar environment of his own home. / Thesis (DPhil (Social Work))--University of Pretoria, 2006. / Social Work and Criminology / Unrestricted

A hospitalisation experience is serious for every toddler, and implies physical and emotional trauma of one kind or another. The reaction of the toddler in terms of this trauma in effect is a normal reaction to an unnatural situation, through which he tries to be in control of himself and his unknown environment. His lack of experience, incomplete cognitive reasoning, and lack of insight cause anxiety and stress for the toddler. Misbehaviour because of account of his anxiety and fear which the form part of the toddlers attempts to control and get hold of this unknown situation. The research is primarily aimed at how the therapist, parents and hospital personnel can prepare, assess and support the toddler, in terms of handling the hospitalisation process. Seeing that there is normally no one to blame for the toddlers admission to hospital, the child directs his anger and anxiety at himself, resulting in inner conflict and intense feelings of guilt. The research project aims to focus on preparation of the pre-primary toddler for hospitalisation, by using playtherapeutic intervention, in order to lessen the fear and anxiety of the experience. This goal was achieved by a literature study, an empirical study with the aid of application of a preparatory intervention program, as well as an assessment and an evaluation of the program, in order to make recommendations, regarding the research. Optimal care, and preparation of sick toddlers for admission in hospital, includes more than satisfying the child’s physical needs. It also asks for gratification of the toddler’s psychosocial needs. Support and preparation of both the child and his/her parents form an integral component of the sanitary care process. Therapeutic activities with the child that is going to hospital, can, according to the goals of the research study, be instrumental in reducing fear, promote self-esteem, become acquainted with the medical setting and procedures, as well as providing in the toddlers physical, emotional, psychological and psychosocial needs. A complete and refined play therapeutic preparation program was developed and evaluated through the findings of the empirical and literature study. The process of intervention research was followed in the empirical study, where data was obtained with the aid of a purposive sample, of 20 hospitalised toddler respondents. Creswell’s dominant-less-dominant model was utilised. A dominant quantitative approach was being followed, through witch data was assembled by a self developed structured observation instrument, as a post-test for both the experimental as well as the comparative group. The less dominant, but equally important qualitative approach, that consisted of 9 playtherapeutic sessions with experimental group, field notes and interviews with parents, enrich and verified the quantitative data. According to the integration of the quantitative and qualitative findings, the conclusion can be made that the preparatory playtherapeutic program had a positive impact on the way fear and the toddlers handled anxiety during hospitalisation, with less misbehaviour. The findings show that the developed preparatory playtherapeutic program can be implemented with great success and confidence, with toddlers that are going to be hospitalised. It is recommended that further research can be done on development and evaluation of preparation programmes for toddlers from less fortunate communities. Seeing that individual sessions may due to financial difficulties be less tenable, group sessions and community work can be recommended to reach larger groups of children, as well as creating community awareness for the needs of toddlers, related to hospitalisation. / Thesis (DPhil (Play Therapy))--University of Pretoria, 2005. / Social Work / unrestricted

Adolescent parolee revocations.

En raison de leurs activités criminelles, l’identification de bonnes pratiques pour intervenir auprès des jeunes membres de gangs de rue est essentielle pour assurer la protection du public. Les recherches actuelles ne permettent toutefois pas d’identifier de programmes d’intervention efficaces pour cette clientèle (Boxer et al., 2015; Boxer et Goldstein, 2012; Parker et al., 2008 et Sécurité publique Canada, 2007). Le but de la présente étude est l’analyse logique de la théorie du programme d’intervention offert aux jeunes impliqués dans les gangs de rue et hébergés en centre de réadaptation en vertu d’une ordonnance de mise sous garde et de surveillance, à la suite d’une infraction de la Loi sur le système de justice pénale des adolescents (LSJPA). Le programme évalué, nommé ReZo, a pour objectif de susciter la réflexion des jeunes sur leur position dans les gangs de rue pour ultimement réduire leur risque de récidive. L’analyse logique cible deux aspects de la théorie du programme : la sélection des participants et du contenu des ateliers. Les résultats suggèrent que le processus de sélection des participants pourrait être bonifié (objectif 1) en ajustant les domaines de l’Inventaire des risques et des besoins liés aux facteurs criminogènes (IRBC) utilisés et en y incluant la Mesure d’adhésion à la culture de gang de rue (MACg). L’analyse du guide structuré et du modèle logique de ReZo suggère que le programme respecte la majorité des pratiques prometteuses citée dans la littérature quant au contenu des ateliers (objectif 2). Des modifications telles que le choix de thèmes, l’implication de l’entourage et de la famille et l’ajout de mesures d’évaluation sont recommandées. / to their criminal activities, the identification of effective practices for intervening with youth gang members is essential to ensure the protection of the public. However, current studies do not identify effective intervention programs for this clientele ((Boxer et al., 2015; Boxer et Goldstein, 2012; Parker et al., 2008 and Sécurité publique Canada, 2007). The purpose of this study is to analyze the logical reasoning of an intervention program offered to youth involved in street gangs and housed in rehabilitation centres under custody and supervision order, following an offence under the Youth Criminal Justice Act (YCJA). The objective of the evaluated program, called ReZo, is to encourage youth to reflect on their position in street gangs in order to ultimately reduce their risk of recidivism. The theory-based evaluation has two objectives: the logic analysis of the selection of participants and the content of the workshops. The results suggest that the participant selection process could be improved (objective 1) by adjusting the areas of the Inventaire des risques et des besoins liés aux facteurs criminogènes (IRBC) used and by including the Mesure d'adhésion à la culture de gang de rue (MACg). Analysis of ReZo’s structured guide and logic model validated that it meets most of the criteria for good practice in the literature with respect to workshop content (objective 2). Adjustments such as the choice of themes, the involvement of family and friends and the addition of evaluation measures are recommended.

No description available.

Introduction. La thérapie axée sur la répétition de tâches fonctionnelles est préconisée pour la réadaptation du membre supérieur à la suite d’un accident vasculaire cérébral (AVC). Toutefois, aucun programme d’intervention n’opérationnalise l’ensemble des composantes clés du TOT en une démarche clinique valide de rééducation du membre supérieur post AVC en ergothérapie. Objectifs. 1) Établir la validité de contenu d’un programme de rééducation du membre supérieur post AVC en ergothérapie et 2) proposer un modèle logique de l’intervention qui fait consensus auprès d’experts et d’usagers. Méthodes. Un modèle logique d’un programme de rééducation du membre supérieur post AVC en ergothérapie a été développé, puis soumis à deux méthodes de recherche pour valider le contenu et obtenir un consensus d’experts et d’usagers : 1) Méthode Delphi : 14 experts ont examiné des capsules audiovisuelles illustrant le programme d’intervention et ont répondu à deux questionnaires pour valider les objectifs, la nature de l’intervention, les ressources, les activités et les extrants; 2) Technique de groupe nominal : six usagers ayant un vécu expérientiel de l’intervention ont généré les effets ciblés. L’indice de validité de contenu, deux indices d’accord interjuges et l’analyse de contenu ont été utilisés pour analyser les données. Résultats. Près de 93 % du contenu du programme de rééducation du membre supérieur post AVC en ergothérapie obtient un indice de validité satisfaisant, dont 82 % qui font consensus auprès d’experts et d’usagers dans un modèle logique révisé. Conclusion. Le modèle logique révisé propose une vision commune, quoiqu’incomplète, d’un programme de rééducation du membre supérieur post AVC en ergothérapie basé sur le TOT. Les activités et les extrants de l’évaluation devront faire l’objet de validation lors d’une phase subséquente d’implantation. Un transfert de connaissances sur les moyens pour favoriser le sentiment d’efficacité personnelle est aussi à prévoir pour réévaluer son rôle dans le programme d’intervention. / Background. Task-Oriented Training (TOT) is the recommended approach for upper extremity rehabilitation after a stroke. To date, no program have operationalized all the key components of TOT into a valid upper extremity clinical rehabilitation process post stroke in occupational therapy. Objectives. 1) To determine the content validity of an upper extremity rehabilitation program post stroke in occupational therapy and 2) to propose a logic model reaching consensus among experts and patients. Methods. A logic model of an upper extremity rehabilitation program post stroke in occupational therapy was developed and validated. Two research methods were used to validate the content and to achieve a consensus of experts and patients : 1) Delphi method : 14 experts examined audiovisual capsules of the intervention and completed two questionnaires to validate the objectives, the nature of the intervention, the resources, the activities and the outputs; 2) Nominal group technique : six patients with experience of the intervention generated the outcomes. The content validity index, two interrater agreement statistics and a content analysis were used for data analysis. Results. Almost 93 % of the content of the upper extremity rehabilitation program post stroke in occupational therapy obtained a satisfactory validity index, including 82 % reaching consensus among experts and patients in a revised logic model. Conclusion. The revised logic model now offers a common, albeit incomplete, vision of an upper extremity rehabilitation program post stroke based on the TOT in occupational therapy. Activities and outputs of the evaluation should be validated during a subsequent implementation phase. Knowledge translation on the modalities to promote self-efficacy is also to be planned to reassess its role in the intervention program.