Made available in DSpace on 2016-04-04T18:27:36Z (GMT). No. of bitstreams: 1 Amanda Wechsler.pdf: 545089 bytes, checksum: b6ee599561813755b87945a15b093a48 (MD5) Previous issue date: 2008-02-12 / Verbal correspondence can be defined as the relationship between verbal and non verbal individual s behaviors. Researches in the literature about verbal correspondence used correspondence trainings, without observing if correspondence already exists naturally, with no training need. This study had as objective to describe correspondence behaviors of mothers and sons in a natural situation in a medical context. Seven mother-child pairs (children with ages between five and eight years-old) and one physician participated in the research. With each pair, there were three moments: 1) an interview with the mother and child separately before the medical examination, 2) filming of the examination and 3) interview after the examination with mother and son, separately. The results demonstrated that, from the categorized behaviors, most children showed total verbal correspondence saydo- say (33,33%). However, the mothers had most of their behaviors categorized as noncorrespondence (35,13%). In addition, most mothers did not instruct their sons on how to behave in the medical context, and the mothers who did so, showed incomplete rules. Variables such as age, social- economical level, life history, educational level and context must be better investigated about their influence in the occurrence of natural verbal correspondence. In conclusion, verbal correspondence has a great importance in the health context because it is related to self-control and self-knowing. / Correspond?ncia verbal pode ser definida como a rela??o entre o comportamento verbal e o comportamento n?o-verbal de um indiv?duo. As pesquisas encontradas na literatura sobre correspond?ncia verbal utilizaram-se de treinos de correspond?ncia, sem se preocupar em observar se a correspond?ncia j? existe naturalmente, sem necessidade de treino. Este estudo teve como objetivo descrever os comportamentos de correspond?ncia de m?es e filhos em uma situa??o natural no contexto m?dico. Sete d?ades m?es-crian?a (crian?as com idades entre cinco a oito anos) e uma m?dica participaram da pesquisa. Com cada d?ade, houve tr?s momentos: 1) entrevista com m?e e crian?a separadamente antes do exame m?dico, 2) filmagem do exame e 3) entrevista ap?s o exame com m?e e crian?a, separadas. Os resultados mostraram que, dentre os comportamentos categorizados, as crian?as apresentaram em sua maioria correspond?ncia verbal total, dizer-fazer-dizer (33,33%). J? as m?es tiveram a maioria de seus comportamentos categorizados como n?o-correspond?ncia (35,13%). A maior parte das m?es tamb?m n?o instruiu seus filhos a como se comportar no contexto m?dico, e as m?es que instru?ram, apresentaram regras incompletas. Vari?veis como idade, n?vel s?cio-econ?mico, escolaridade, hist?ria de vida devem ser melhor investigadas quanto ? influ?ncia na ocorr?ncia da correspond?ncia verbal natural. Conclui-se sobre a import?ncia da emiss?o de correspond?ncias verbais para o contexto da sa?de, pois estas est?o relacionadas a autocontrole e autoconhecimento.

Made available in DSpace on 2016-04-29T13:18:12Z (GMT). No. of bitstreams: 1 Clarissa Moreira Pereira.pdf: 1514649 bytes, checksum: b0c2f013c0bba99af8bfeae86e872f2c (MD5) Previous issue date: 2009-05-12 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Chronic Mild Stress (CMS) is an experimental model that attempts to reproduce, in laboratory, real life stressing conditions in rats, by using a stress protocol to study the effects of the exposition to these stressors in the subjects behavior. In the present experiment, the purpose was to identify if whole protocol, and not some of the stressor stimuli specifically (water and food deprivation) are responsible for producing the effects frequently described in literature (decreased sweet substance ingestion and preference and body weight when submitted to the protocol). It was also verified the influence of operant concurrent schedule sessions (water-sucrose) in all the effects considered. The results were described on (a) body weight, (b) food and water consumption, (c) sucrose ingestion and preference, and (d) concurrent schedule performance. Deprivation itself and incomplete protocol (with no deprivation conditions) produced effects on body weight, food and water consumption, and sucrose preference and ingestion. However, the two together complete protocol showed itself to be critical to produce these results. Some operant behavior features differ depending on whether the subjects are deprived or not before the session, but they don t among subjects that are submitted to the other stressors (other than deprivation). According to these results, there are two possible suggestions: (a) neonatal handling can be responsible for the inexistency of the common effects of the protocol in the subjects behavior; and (b) the continuous exposure to sucrose can have similar effects to analgesia, making it possible that effects of the protocol are not produced. One issue is considered important, considering these results: measures, other than just sucrose ingestion and preference, must be taken into account in CMS studies / O Chronic Mild Stress (CMS), ou estresse crônico moderado, é um modelo experimental que tenta reproduzir, em laboratório, através do uso de um protocolo de estressores, condições da vida real, em ratos, para estudo dos efeitos da exposição a esses estressores no comportamento dos sujeitos. No presente estudo, pretendeu-se verificar se o protocolo completo, e não apenas alguns estressores apresentados isoladamente (privação de água e privação de alimento), seriam responsáveis pelos efeitos comumente descritos na literatura (diminuição na ingestão e preferência por substância doce e no peso pela submissão ao protocolo). Foi verificada também a interferência de sessões operantes em esquema concorrente (água-sacarose) em todos os efeitos considerados. Os resultados encontrados foram analisados com relação a (a) peso corporal, (b) consumo de alimento e água, (c) ingestão de líquidos nos testes da gaiola viveiro e (d) desempenho em esquema concorrente. Tanto a privação isoladamente quanto o protocolo incompleto (sem privação) produziram efeitos no peso dos sujeitos, no consumo de alimento e água e na ingestão e preferência de líquidos. Porém, a junção de ambos o protocolo completo se mostrou crítica na produção dos resultados com relação a essas medidas. Alguns aspectos do desempenho operante diferem a depender dos sujeitos estarem privados ou não previamente às sessões, mas não diferem entre sujeitos que passam ou não pelo restante dos estressores. Com relação aos resultados, duas sugestões são colocadas: (a) a manipulação neonatal pode ser uma variável responsável pela não produção de todos os efeitos do protocolo no comportamento dos sujeitos; e (b) a exposição prolongada à sacarose pode ter efeitos similares à analgesia nos sujeitos, fazendo com que os possíveis efeitos do protocolo de estressores não sejam produzidos. É levantado um ponto considerado importante, a partir dos resultados: outras medidas, que não apenas a ingestão de líquidos, devem ser consideradas para análise em estudos com o CMS

Submitted by Franciele Moreira (francielemoreyra@gmail.com) on 2017-09-05T16:49:32Z No. of bitstreams: 2 Dissertação - Neubher Fernandes Nunes - 2017.pdf: 4888671 bytes, checksum: a9b954198baf8d5883879f44520bd20d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2017-09-15T15:11:07Z (GMT) No. of bitstreams: 2 Dissertação - Neubher Fernandes Nunes - 2017.pdf: 4888671 bytes, checksum: a9b954198baf8d5883879f44520bd20d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-09-15T15:11:07Z (GMT). No. of bitstreams: 2 Dissertação - Neubher Fernandes Nunes - 2017.pdf: 4888671 bytes, checksum: a9b954198baf8d5883879f44520bd20d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-06-09 / A proposal of functional analysis of decision behavior was constructed, based on the Behavioral Decision Model (BDM). Because it is generic, it is expected that the BDM will be used in the functional analysis of decision-making behavior in public and private organizations, in the areas of finance, production, marketing and human resources. Initially, in the public sphere, referring to human resources management, the BDM was used to verify the influence of the type of contingency scenario and previous history of resolution of managerial problems in the decision-making behavior of coordinators / sub-coordinators in a undergraduate course of a public higher education institution. Therefore, in this experimental study with a quantitative and qualitative approach, a data collection instrument was developed, called the Online Socio Demographic Profile Form, Instructional Repertory and Contingency Scenarios, which was applied specifically to professors of the Universidade Federal de Goiás (UFG), who already acted or acted at the time of data collection, in the position of coordinator or sub-coordinator of undergraduate course. This instrument allowed to collect data to verify if the type of contingency scenario (closed and open), experience in the position and self-observation (reporting) of knowledge of regulations (previous history of resolution of managerial problems), influences on decision-making behavior of these coordinators / sub-coordinators in the face of simple, routine, well-defined, known problem situations (closed contingency scenario - scheduled decisions) and singular, specific, complex, ill-defined, unknown problem situations (open contingency scenario - unscheduled decisions). The results found by means of the analyzes, chi-square test, correspondence analysis, bidirectional Gower distance matrix scaling, Pearson coefficient correlation, absolute and percent frequency analysis, Fisher LSD test and tree map, demonstrated that the type of contingency scenario and previous history of resolution of management problems, influenced the decision-making behavior of the coordinators / sub-coordinators of undergraduate courses. The results found by means of the analyzes, chi-square test, correspondence analysis, bidirectional Gower distance matrix scaling, Pearson coefficient correlation, absolute and percent frequency analysis, Fisher LSD test and tree map, demonstrated that the type of contingency scenario and previous history of resolution of management problems, influenced the decision-making behavior of the coordinators / sub-coordinators of undergraduate courses. The results also showed inconsistency in the relationship between saying (verbal behavior - self-observation report) and the doing (non-verbal behavior - decisions made) of the coordinators / sub-coordinators, related to the experience in the position and / or knowledge of regulations (instructional repertoire) In the decisions taken, in the face of closed and open contingency scenarios. Based on the results found, it is noticed that most of the teachers who have already acted or were acting as coordinator or sub-coordinator at the time of data collection are not properly prepared to act in the position, they need training, since decisions taken Inadequate (without legal support), can cause losses to students, to the institution (UFG) and to the coordinators / sub-coordinators themselves, who can respond to Administrative Disciplinary Process (ADP) and be held responsible for such decisions. Researchers, behavior analysts, managers, among others interested in decision-making, administration, public administration, behavioral psychology, etc., are expected to use BDM in future research, for example to verify the influence of reinforcing stimuli (positive reinforcement, negative reinforcement) and aversive (positive punishment, negative punishment) in decision behavior, element of the model that was not used in the research. / Foi construída uma proposta de análise funcional do comportamento de decisão, a partir do Modelo Comportamental de Decisão - MCD. Por ser genérico, espera que o MCD seja utilizado na análise funcional do comportamento de decisão, em organizações públicas e privadas, nas áreas de finanças, produção, marketing e recursos humanos. A princípio, no âmbito público, referente à gestão de recursos humanos, o MCD foi utilizado com o objetivo de, verificar a influência do tipo de cenário de contingência e história prévia de resolução de problemas gerenciais, no comportamento de decisão de coordenadores / subcoordenadores de curso de graduação de uma instituição de ensino superior pública. Em vista disso, neste estudo experimental com abordagem quantitativa e qualitativa, foi elaborado um instrumento de coleta de dados, denominado Formulário online Perfil Sócio Demográfico, Repertório Instrucional e Cenários de Contingência, o qual foi aplicado especificamente em docentes da Universidade Federal de Goiás (UFG), que já atuaram ou atuavam no momento da coleta de dados, no cargo de coordenador ou subcoordenador de curso de graduação. Esse instrumento, permitiu coletar dados para verificar se, o tipo de cenário de contingência (fechada e aberta), experiência no cargo e auto-observação (relato) de conhecimento de regulamentos (história prévia de resolução de problemas gerenciais), influencia no comportamento de decisão desses coordenadores / subcoordenadores, diante de situações problemas simples, rotineiras, bem definidas, conhecidas (cenário de contingência fechada - decisões programadas) e situações problemas singulares, específicas, complexas, mal definidas, desconhecidas (cenário de contingência aberta - decisões não programadas). Os resultados encontrados mediante as análises, teste qui-quadrado, análise de correspondência, escalonamento bidimensional da matriz de distâncias de Gower, correlação pelo coeficiente de Pearson, análise de frequência absoluta e percentual, teste LSD de Fisher e mapa de árvore, demonstraram que o tipo de cenário de contingência e história previa de resolução de problemas gerenciais, influenciou no comportamento de decisão dos coordenadores / subcoordenadores de cursos de graduação. Os resultados também mostraram, inconsistência na relação entre o dizer (comportamento verbal - relato de auto-observação) e o fazer (comportamento não-verbal - decisões tomadas) dos coordenadores / subcoordenadores, relativo a experiência no cargo e/ou conhecimento dos regulamentos (repertório instrucional) nas decisões tomadas, diante dos cenários de contingência fechada e aberta. Com base nos resultados encontrados, percebe-se que a maior parte dos docentes, que já atuaram ou estavam atuando como coordenador ou subcoordenador no momento da coleta de dados, não estão devidamente preparados para atuarem no cargo, necessitam de treinamento, uma vez que decisões tomadas de forma inadequada (desprovida de respaldo legal), pode acarretar em prejuízos aos discentes, a instituição (UFG) e aos próprios coordenadores / subcoordenadores, que podem responder à Processo Administrativo Disciplinar (PAD) e se responsabilizarem por essas decisões. Espera que pesquisadores, analistas do comportamento, gestores, dentre outros interessados no estudo da decisão, da administração, administração pública, psicologia comportamental etc., utilizem o MCD em pesquisas futuras, por exemplo para verificar a influência de estímulos reforçadores (reforço positivo, reforço negativo) e aversivos (punição positiva, punição negativa) no comportamento de decisão, elemento do modelo que não foi utilizado na pesquisa.

M.A. (Clinical Psychology) / Please refer to full text to view abstract

This study focuses on the therapeutic interventions by mental health practitioners when faced with rebellious youths. Rebelliousness refers to the act of defying lawful authority or a resistant way of relating to authority or convention. It is manifested in, amongst others, withdrawal, deviance, delinquency, antisocial behaviour, and suicide. To date there are no interventions for rebellious youths per sé. Rebellious youths are often treated with traditional strategies which are often ineffective and show little promise for eliminating rebellious behaviour. Research has revealed that teen problem behaviours stem from "life-problems" such as psychosocial stressors. Therefore treating the adolescent for substance abuse, for example, is treating him/her for the wrong reasons. It is no surprise that many adolescents who have undergone intervention programmes for specific behaviour problems relapse soon after they are released from the programmes. The study focuses on integrating different strategies in order to combat rebelliousness in adolescence and beyond. This holistic approach argues that all treatments share certain curative processes. Therefore each treatment works best when it is combined with other aspects of treatment. For this reason, individual, family and group therapy were combined together with school strategies. The results of this study indicate that combining procedures that are designed to improve problematic behaviour in teenagers are viable forms of treatment. / Educational Studies / D.Ed.(Psychology of Education)

This study focuses on the feasibility of inculcating resilience skills in adolescents using the forum of group therapy. Resilience equals the ability to surmount life's obstacles and continue towards self-actualisation, regardless. The study was initiated by the writer's masters thesis, which delineated the profile and characteristics of resilient adolescents. The writer believed that an intervention programme to effect resilience was overdue. Adolescents were generally afforded therapy re-actively. If intervention was to be an exercise in wellness, rather than in repair, a pro-active intervention programme targeting resilience had to be designed. This study focuses on the provision of such a programme. The intervention programme is semi-structured and spans twelve one hour sessions. The intervention programme specifically targets adolescents, given the amplified vulnerability associated with this developmental phase. Should resilience be sabotaged during this phase of life, the repercussions are thought to be lasting. Group therapy was chosen as the forum for intervention, given its suitability to adolescents. Adolescents are peer-group-minded, suggesting that therapeutic intervention by means of group work, would be ideal, if competently lead. The personal attributes impacting on the ability to surmount life's challenges are targeted as an interrelated whole by the group therapy intervention programme involving an experimental group of six adolescents, who appear to have turned their backs on self- actualisation. A control group, which receives no intervention, provides a contrasting profile. The study aims to provide educational psychologists with an intervention programme and an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study suggest the feasibility of inculcating resilience skills. Four of the six group members in the experimental group show marked improvement. Of the remaining two members, one shows some amelioration of vulnerability. Furthermore, results suggest that personal choice underlies resilience, implying that resilience can be coached. Additionally, it would seem that schools can play a leading role in this coaching by facilitating intervention groups. / Psychology of Education / D. Ed. (Psychology of Education)

The purpose of this study was to investigate whether a psycho-educational intervention program could support traumatised people to increase their mental toughness. Mental toughness is a well proven phenomenon in sports psychology as well as in leadership in the corporate world. I wanted to apply the use of mental toughness in trauma. Literature was consulted to understand the phenomena of mental toughness and trauma respectively. The corresponding aspects of mental toughness and trauma were selected for the literature review and many similarities between mental toughness and trauma were discovered. The corresponding aspects included action taking, the importance of the “self”, facing negativity and adversity, the importance of support systems, flexibility and adjustment, dealing with guilt and self-blame, the role of self-talk, people’s perceptions, goal-setting, commitment, helplessness / learned helplessness and dealing with stress. I used the corresponding aspects to compile a psycho-educational intervention programme to support traumatised persons to develop increased mental toughness that will support them to better deal with trauma. A valid and reliable psychometric instrument, the MTQ48 (Mental Toughness Questionnaire 48), has been successfully used to determine people’s mental toughness in sports psychology and in corporate management, but has never been tested before in supporting traumatised people. An action research design was employed, where both qualitative as well as quantitative methods were used. This is also known as a mixed research design. Eight traumatised people took part in the research which was presented weekly, as individual sessions, over eight weeks. Data collection methods included questionnaires, observation and individual therapy. The results of the study indicated that seven of the eight participants’ overall mental toughness increased after the intervention program, and four of the eight participants’ mental toughness components increased. As an additional benefit, all respondents indicated that they could better deal and cope with their trauma after the intervention program. The conclusion could be drawn that the psycho-educational intervention program was successful in supporting the traumatised participants to increase their mental toughness. / Psychology of Education / D. Ed. (Psychology of Education)

Thesis (DPhil (Psychology))—University of Stellenbosch, 2006. / This study has two purposes which are complementary: Firstly, an alternative prevention intervention was developed in order to introduce narrative group therapy as a therapeutical practice within preventative interventions in South Africa. Secondly, a training protocol was developed which can be used to train psychologists, counsellors, social workers, teachers and relevant persons to apply narrative group therapy as an alternative preventative intervention in their communities. In the context of this study, the personal stories of the adolescents who took part in this study reflect the problem stories of the Jamestown and Cloetesville community near Stellenbosch. After identifying 20 adolescents who experience problem stories with high-risk themes at two secondary schools in the respective communities, ten narrative group sessions were held, with social constructionism as philosophical approach. The training protocol was primarily of an experiential nature, consisting of 40 hours of training and 12 hours of supervision, with special focus on the personal stories of the four master’s degree psychology students who underwent training and facilitated the group therapy with the adolescents. For the purpose of this study qualitative research was done. During the development of the alternative preventative intervention, a qualitative description was given of the content of the personal stories of the adolescents within the interactional space of narrative group therapy and personal stories. The focus during this qualitative description was the following: • to establish whether the therapeutic process facilitated change, • to develop a new understanding of the therapeutic process by specifically focusing on applying narrative therapy in a group, and • to train and empower narrative-group-therapy facilitators to facilitate the narrative- group-therapy process. In this study two narrative-analytical research methods were used. Firstly, a qualitative narrative-analysis method was used to evaluate the psychotherapeutical transcripts. A part of these sessions was dedicated to this purpose and is presented in transcribed format. Secondly, the content-analysis method was applied: session data was examined, categories of the adolescents’ and students’ narratives were defined and thematic statements were extracted from the text, classified and sorted into categories or groups. This study provides supportive evidence that narrative group therapy as an alternative preventative intervention can be introduced as a therapeutic practice in South Africa. In addition, an effective training protocol was developed which can be used to train psychologists, counsellors, social workers, teachers and other relevant individuals to use narrative group therapy as an alternative preventative intervention in their communities.

This study focuses on the therapeutic interventions by mental health practitioners when faced with rebellious youths. Rebelliousness refers to the act of defying lawful authority or a resistant way of relating to authority or convention. It is manifested in, amongst others, withdrawal, deviance, delinquency, antisocial behaviour, and suicide. To date there are no interventions for rebellious youths per sé. Rebellious youths are often treated with traditional strategies which are often ineffective and show little promise for eliminating rebellious behaviour. Research has revealed that teen problem behaviours stem from "life-problems" such as psychosocial stressors. Therefore treating the adolescent for substance abuse, for example, is treating him/her for the wrong reasons. It is no surprise that many adolescents who have undergone intervention programmes for specific behaviour problems relapse soon after they are released from the programmes. The study focuses on integrating different strategies in order to combat rebelliousness in adolescence and beyond. This holistic approach argues that all treatments share certain curative processes. Therefore each treatment works best when it is combined with other aspects of treatment. For this reason, individual, family and group therapy were combined together with school strategies. The results of this study indicate that combining procedures that are designed to improve problematic behaviour in teenagers are viable forms of treatment. / Educational Studies / D.Ed.(Psychology of Education)

This study focuses on the feasibility of inculcating resilience skills in adolescents using the forum of group therapy. Resilience equals the ability to surmount life's obstacles and continue towards self-actualisation, regardless. The study was initiated by the writer's masters thesis, which delineated the profile and characteristics of resilient adolescents. The writer believed that an intervention programme to effect resilience was overdue. Adolescents were generally afforded therapy re-actively. If intervention was to be an exercise in wellness, rather than in repair, a pro-active intervention programme targeting resilience had to be designed. This study focuses on the provision of such a programme. The intervention programme is semi-structured and spans twelve one hour sessions. The intervention programme specifically targets adolescents, given the amplified vulnerability associated with this developmental phase. Should resilience be sabotaged during this phase of life, the repercussions are thought to be lasting. Group therapy was chosen as the forum for intervention, given its suitability to adolescents. Adolescents are peer-group-minded, suggesting that therapeutic intervention by means of group work, would be ideal, if competently lead. The personal attributes impacting on the ability to surmount life's challenges are targeted as an interrelated whole by the group therapy intervention programme involving an experimental group of six adolescents, who appear to have turned their backs on self- actualisation. A control group, which receives no intervention, provides a contrasting profile. The study aims to provide educational psychologists with an intervention programme and an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study suggest the feasibility of inculcating resilience skills. Four of the six group members in the experimental group show marked improvement. Of the remaining two members, one shows some amelioration of vulnerability. Furthermore, results suggest that personal choice underlies resilience, implying that resilience can be coached. Additionally, it would seem that schools can play a leading role in this coaching by facilitating intervention groups. / Psychology of Education / D. Ed. (Psychology of Education)