Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-07-28T12:37:58Z No. of bitstreams: 1 Ana Paula Rodrigues Lupo.pdf: 900355 bytes, checksum: 28fc926ecabc71f99153bbba60f58c6a (MD5) / Made available in DSpace on 2017-07-28T12:37:58Z (GMT). No. of bitstreams: 1 Ana Paula Rodrigues Lupo.pdf: 900355 bytes, checksum: 28fc926ecabc71f99153bbba60f58c6a (MD5) Previous issue date: 2017-06-13 / Introduction: The incidence of mental health changes has increased considerably and the consequences of this tend to be tragic if the subject is not very well taken care of. In Brazil, the psychiatric reform is in full development. Children's Psychosocial Care Centers (CAPSi) are structures responsible for organizing the mental health services network in their territory, providing support and supervising mental health care in the basic health network. In Itu-SP there is a single CAPSi in the municipality. It was created in 2011 and has been showing a constant increase in the number of visits. We carried out a study about the perception of the care of both the employees and the mothers of the children served in this service.Objectives:1. To analyze how the professionals of the Child Psychosocial Care Center (CAPSi) "NeideBeneditaZacariasTasca" of Itu /SP perceive the needs and their collaboration in the education of mothers of children with mental disabilities; 2. Analyze how mothers with mentally handicapped children perceive the education they received from CAPSi professionals. Methodology: This is a descriptive, exploratory research with a qualitative approach, which presents as a theoretical reference the Discourse of the Collective Subject and was carried out at the NeideBeneditaZacariasTasca Children's Psychosocial Care Center "(CAPSi) de Itu / SP. The effectiveness of a group spontaneously created by the mothers of the children also researched. All employees and all mothers were invited and accepted to participate in the study 10 of the 13 employees and 30 of the 103 mothers.Results: For Employees, forty percent of them do not feel fully safe at work and suggest that they should be better trained; Eighty percent believe that their guidelines are ineffective and justify that the effectiveness of the guidelines depends on other factors and suggest that the demand for children is reduced. Regarding the conclusion of the mothers' interviews, all the mothers interviewed had some difficulty in getting to the service; Seventy percent believe that CAPSi is the best place to treat serious children; Sixty percent do not feel safe in relation to the guidelines received; Forty percent feel safe, but assigns this security to the group of mothers; All mothers suggest decreased demand in Itu'sCAPSi and establishment of other referral centers. Conclusions: Although more studies are needed to confirm the complaints pointed out in our research, the current survey may contribute to measures being taken to improve care in the ItuCAPSi / Introdução: A incidência de alterações da saúde mental tem aumentado consideravelmente e as consequências disso tendem a ser trágicas se o assunto não for muito bem cuidado. No Brasil, a reforma psiquiátrica está em pleno desenvolvimento. Os Centros de Atendimento Psicossocial infantis (CAPSi) são estruturas responsáveis em organizar a rede de serviços de saúde mental de seu território, dando suporte e supervisionando a atenção a saúde mental na rede básica de saúde. Em Itu-SP existe um único CAPSi no município. Ele foi criado em 2011 e vem apresentando constante aumento do número de atendimentos. Realizamos um trabalho sobre a percepção do atendimento tanto dos funcionários quanto das mães das crianças atendidas nesse serviço. Objetivos: 1. Analisar como os profissionais do Centro de Atenção Psicossocial Infantil (CAPSi) “Neide Benedita Zacarias Tasca” de Itu/SP percebem as necessidades e a sua colaboração na educação de mães de crianças com deficiência mental; 2. Analisar como as mães portadoras de crianças com deficiência mental percebem a educação que receberam dos profissionais do CAPSi. Metodologia: Trata-se de pesquisa descritiva, exploratória, com abordagem qualitativa, que apresenta como referencial teórico o Discurso do Sujeito Coletivo e que foi realizada no Centro de Atenção Psicossocial Infantil“ Neide Benedita Zacarias Tasca”(CAPSi) de Itu/SP. A efetividade de um grupo criado espontaneamente pelas mães das crianças também pesquisada. Todos os funcionários e todas as mães foram convidados e aceitaram participar do estudo 10 dos 13 funcionários e 30 das 103 mães. Resultados: Em relação aos Funcionários, quarenta por cento deles não se sente plenamente seguro no trabalho e sugerem que deveriam ser melhor capacitados; Oitenta por cento acredita que suas orientações não são efetivas e justificam que a efetividade das orientações depende de outros fatores e sugerem diminuir a demanda de crianças. Em relação a conclusão das entrevistas das mães, todas as mães entrevistadas tiveram alguma dificuldade de chegar ao serviço; Setenta por cento acredita que o CAPSi é o melhor lugar para o atendimento de crianças graves;Sessenta por cento não se sente segura em relação as orientações recebidas; Quarenta por cento se sente segura, mas atribui essa segurança ao grupo das mães; Todas as mães sugerem diminuição da demanda no CAPSi de Itu e estabelecimento de outros centros de referências. Conclusões:Embora mais estudos sejam necessários para comprovar as queixas apontadas em nossa pesquisa, o atual levantamento pode contribuir para que medidas sejam tomadas para melhorar o atendimento no CAPSi de Itu

If a social service shall reach its goal as a targeted and individual one it must respond to real needs of the mentally disabled individual. Social workers are active participants in integration processes of mentally disabled people. What role does the social worker play in the integration process? In what items and how can he assist the mentally disabled person in accomplishing his/her social role in corresponding and worthy way? What tools and skills does he need for it? The dissertation thesis tries to work with those questions and to discuss them in more details. An attempt is made to outline theoretic and practical grounds and possibilities for activities of the social worker in the process of integration of mentally disabled people into the common society. Motivated by an effort to understand activities of the social worker comprehensibly and unambiguously, a concept of three-level periodic operation was defined as ``Identification {--} Support {--} Opportunity``. The goal of the research is to form an evaluation scale (of the ``Identification`` tool) that could help the social worker in identification of substantial handicaps but also in recognition of advantages of mentally disabled individuals, and to plan focusing of provided social services on individual and effective incorporation of a mentally disabled person into his/her common life or to remove obstacles hindering from his/her incorporation. Usability and functionality of the evaluation tool entitled ``3P {--} Profil Potřebné Podpory`` (the Support Intensity Profile) were tested in a real environment. 20 users of social services and employees of protected workshops were included in a research set of studied persons with mild and moderate mental retardation in the age from 19 to 46 years.

<p>Härtill 5 uppsatser.</p><p></p>

Made available in DSpace on 2016-06-02T19:46:06Z (GMT). No. of bitstreams: 1 2393.pdf: 2878771 bytes, checksum: 60edc7769d54f45410a34348a5e06355 (MD5) Previous issue date: 2009-03-19 / Universidade Federal de Sao Carlos / Animal-assisted therapy (AAT) is used by health professionals to promote emotional, affectivity, cognitive, social and phisical development by animal-human interaction. AAT can use different animals and be indicated for several needs, as Mental Deficiency (MD). The objective of this study was to verify the effect of animals intervention (AAT) in the psychomotor development of children with MD. The used drawing was the experimental type with control groups. Twelve children ranging from 9 to 13 years of age were divided into two groups, separate in two groups at random, control group (CG) and experimental group (EG), that frequent the same specialized school institution. The established criteria for formation of the groups were: diagnosis of MD, the same economic level and do not present animals fear. The psychomotor development was evaluated by the following instruments: Motor evaluation of Rosa Neto; structured interview for survey of the participants' emotional aspects; structured interview for survey of the psychomotor and emotional aspects directed to the responsible individuals; and field diary. The procedure for the data collection was developed in the following stages: a- groups formation (experimental group-animals and professional intervention A group; and control group: 1- professional intervention without animals B group; 2- without intervention- C group); b- initial evaluation (motor evaluation and interviews with participants and responsible individuals from the three groups); cintervention with post-fact recordings (field diary) and d- final evaluation (motor revaluation and interviews with participants and responsible individuals). AAT was executed with two small dogs. The data were analyzed in a quantitative way and represented in graphs and tables. For the qualitative analysis, it was accomplished through the recordings obtained in the field diary and analysis of the answers of the interviews. The data were analyzed in an individual way and a comparison between control and experimental groups was made. It was concluded that AAT brings benefits to individuals with MD regarding the motor development, motivation and care with living beings. / A Terapia Assistida por Animais (TAA) é realizada por profissionais da área da saúde visando promover o desenvolvimento emocional/afetivo, cognitivo, social e físico através da interação homem-animal. A TAA pode ser realizada com diferentes animais e sendo indicada para necessidades variadas, como a Deficiência Mental (DM). Este estudo teve por objetivo verificar o efeito da intervenção com animais (TAA) no desenvolvimento psicomotor de crianças com DM. O delineamento utilizado foi do tipo experimental com grupo controle. Participaram deste estudo 12 crianças de 9 a 13 anos de idade, separadas em dois grupos aleatoriamente, grupo controle (GC) e grupo experimental (GE), que freqüentavam a mesma instituição escolar especializada. Os critérios estabelecidos para formação dos grupos foram: diagnóstico de DM, mesmo nível econômico e que não apresentassem medo de animais. O desenvolvimento psicomotor foi avaliado pelos instrumentos: Avaliação Motora de Rosa Neto; roteiro de entrevista estruturado para sondagem dos aspectos emocionais dos participantes; roteiro de entrevista estruturado para sondagem dos aspectos psicomotor e emocional encaminhado aos responsáveis; e diário de campo. O procedimento para a coleta de dados foi desenvolvido nas seguintes etapas: a- formação dos grupos (grupo experimental-intervenção com animais e profissional grupo A; e grupo controle: 1- intervenção com profissional e sem animais- grupo B; 2- sem intervenção- grupo C); avaliação inicial (aplicação da avaliação motora e entrevistas com participantes e responsáveis dos três grupos); c- intervenção com anotações cursivas pós-fato (diário de campo) e d- avaliação final (reaplicação da avaliação motora e entrevistas com participantes e responsáveis). A TAA foi executada com dois cães de pequeno porte. Os dados foram analisados de forma quantitativa apresentados sob a forma de gráficos, quadros e tabelas. A análise qualitativa foi realizada através dos registros cursivos obtidos no diário de campo e análise das respostas das entrevistas. Os dados foram analisados de forma individual e foi realizada comparação entre os grupos controle e experimental. Concluiu-se que a TAA traz benefícios às pessoas com DM em relação ao desenvolvimento motor, motivação e cuidado aos seres vivos.

MPM / Oliver Tambo Institute of Governance and Policy Studies

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This thesis discusses the issues of public guardianship in the current practical and legal context. It deals with human rights, the question of the limitation of incapacitation, and the conditions that must be met. I present here, what the different types of guardians are, or what are the rights and obligations of a guardian. I think about the ethical issues in conjunction with guardianship, that relate to human dignity and freedom. In conclusion, through talks I'm trying to look into practice of public guardianship and determine what problems the public guardians deal with.

Text in Afrikaans / Ten einde 'n kurrikulum relevant en doeltreffend te kan hou, is di t noodsaaklik om die kurrikulum gereeld te evalueer en dienooreenkomstig die bevindinge aan te pas, indien nodig. Spesiale skole in Suid-Afrika beskik oor 'n eiesoortige kernkurrikulum wat hoofsaaklik ontwikkel is vir leerders wat primer verstandelik matig gestrem is. Om verskeie redes, waarvan die belangrikste is, dat die meerderheid leerders wat hulle tans in spesiale skole bevind nie verstandelik matig gestremd is nie, word die werklike doeltreffendheid en relevansie van hierdie kurrikulum bevraagteken. Die doel van hierdie navorsing was derhalwe om die doeltreffendheid en relevansie van die kernkurrikulum wat vir die meerderheid spesiale skole in Suid-Afrika van toepassing is, te bepaal. 'n Sekondere doel van die ondersoek was om 'n kurrikulumevalueringsmodel te ontwikkel aan die hand waarvan kurrikulumevalueerders 'n kurrikulum vanuit 'n literatuurperspektief sou kon evalueer. Ten einde die ondersoek teoreties te fundeer, is 'n li teratuurondersoek onderneem na die grondslae en komponente van 'n kurrikulum. Op grond van die navorsingsresultate is die kurrikulumevalueringsmodel ontwikkel. Twee van die kurrikulumgrondslae wat by wyse van die navorsing blootgele is, is die leerder en die gemeenskap. By wyse van 'n li teratuur- en dokumentasie-ondersoek is bepaal wat die eise is wat spesialeskoolleerders en die gemeenskap aan die kernkurrikulum vir spesiale skole stel. Aan die hand van hierdie bevindinge is kurrikulumevalueringskriteria ontwikkel waarmee die kernkurrikulum vir spesiale skole toe geevalueer is. By die toepassing van hierdie kriteria is gevind dat die kernkurrikulum vir spesiale skole in vele opsigte nie behoorlik aan die eise van die leerders en die gemeenskap voldoen nie. Die gevolgtrekking kon derhalwe gemaak word dat die kernkurrikulum vir spesiale skole oor die algemeen nie doel treffend en relevant genoeg is nie. Aanbevelings is gemaak oor hoe die kernkurrikulum moontlik meer doeltreffend en relevant gemaak kan word. / Sustaining curriculum relevance and effectiveness, necessitates regular curriculum evaluation and adjustment in concurrence with the evaluation results. Special schools in South Africa have at their disposal their own · peculiar curriculum which was developed mainly for learners who are primarily mildly mentally disabled. For various reasons, the most important of which is that the majority of learners currently in special schools are not mildly mentally disadvantaged, the relevancy and effectiveness of this curriculum are questioned. The primary aim of this research was therefore to determine if the core curriculum for special education, which is applicable to the majority of special schools in South Africa, is relevant and effective. A secondary aim of this investigation was to develop a model for curriculum evaluation by means of which curriculum evaluators would be able to evaluate a curriculum from a literature perspective. With a view to founding this research theoretically, literature research was conducted into the foundations and components of the curriculum. On the basis of the research findings, the model for curriculum evaluation was developed. Two of the curriculum foundations that were disclosed by means of the research, were the learner and the community. By means of an investigation of literature and other relevant documentation, the demands made on the curriculum by the learner and the community, were determined. On the basis of these findings, criteria were developed by means of which the core curriculum for special schools was then assessed. When the above criteria were applied, it was found that in many respects the core curriculum for special schools did not completely comply with the demands of the learners and the community. The conclusion could therefore be drawn that the core curriculum for special schools are in general not effective and relevant enough. Proposals were made on how the core curriculum could possibly be made more effective and relevant. / Curriculum and Instructional Studies / D. Ed. (Didaktiek)

This thesis deals with the protection of human rights of users of the social services, namely in relation to the users of the institutions for disabled people. The theoretical part characterizes mentally disabled people who are the target group for the present thesis. Furthermore, it describes the above-mentioned social services institutions and the way and the mechanisms for the provision of the protection and control of human rights of the users in such institution. The examples of the possible infringement of human rights in the institution for disabled people form a constituent part of the thesis. The practical part focuses on the possibility of the enhancement of the situation as far as human rights in such institutions are concerned. It considers the situations where the violation of rights can occur, dealing with education in social services and it sums up concrete procedures how to act in case of this violation has already happened.

The report is about participatory action research with caregivers at the 'Tsoga 0 ltirele" centre for the mentally disabled. It was a process where the caregivers were involved in a series of action, plan and reflection in researching their situation. The facilitation process assisted the caregivers to look at their problems at the centre and improve service delivery in caring for the mentally disabled children. Several meetings were held where action, plan and reflection took place. Caregivers decided on their own when to meet and discuss issues that concerned them. They planned what needed to be dealt with and took collective action to address these needs. The facilitation process enabled caregivers to research their own problems, embrace errors experienced and recognise progress. People Centred Approach, Community Development and Participatory Action Research complemented one another in capacitating caregivers. Through it they learned to improve their own programmes and to run their meetings, improve marketing skills and fundraising. / Social Work / M.A. (Social Science (Mental Health))