This diploma thesis deals with the professional identity of school psychologists. The aim of this thesis is researching of changing the profile of professional identity in last ten years and observing the other variables how and in what way they influence the professional identity of school psychologists. The thesis is divided in a theoretical part, empiric part and a discussion of the research results with the literature. The theoretical part deals with a school psychology at first - its determinations and relations to other disciplines, its historical evolve and also with present situation, the content of a work of a school psychologist and his role in relationship network at school. The next part deals with a profession and professional identity, at first through a general view and lately with a direct view on the professional identity of school psychologists. In the empiric part there are firstly introduced the aims of the research and its questions, used methods for gathering and data processing and it is introduced the research file. For the data gathering there were used interviews and questionnaires which examined the most frequent and the most difficult situations which are the school psychologist dealing with, the frequent clients and their orders, perceiving of their own self-image and...

Approved for public release, distribution is unlimited / Since 1989 the study of democratic civil military relations has undergone a revival of the formation of new theory. These concepts deal with civilian control of armed forces at a national level. Since after the end of the Cold War, the European employment of military forces within a multinational framework became a regularity, it is now pertinent to ask whether and how these concepts fit at the international level. The construction of Europe and the rise of new security challenges raises the issue of democratic civil military relations in the European Union. The present thesis analyses classical and new theories of civil military relations and applies these to the current issue of security policy and the formation of strategy for a supra-national European Union. / Lieutenant Colonel, Austrian Army

El texto completo de este trabajo no está disponible en el Repositorio Académico UPC por restricciones de la casa editorial donde ha sido publicado. / The main objective of this research was to determine the differences among the components of burnout in professors from a private university in Lima according to socio-demographic variables. With this aim in mind, a comparative descriptive research design was used. Also, a specific sample quota was not applied. We collected a total population composed of 260 professors of humanities at said educational institution who teach the following courses: Language, Research, Ethics and Citizenship and Creativity Workshop. In addition, we used the Maslach Burnout Inventory Adaptation and a socio-demographic record handout for university professors as measuring instruments. Finally, from the processing and statistical analysis of the data obtained, we found the following: there are significant differences in the levels of emotional exhaustion by sex and class schedule; also, personal fulfillment according to age, marital status, specialty, highest level of educational attainment and years of teaching experience, among other results. Some results of previous research were corroborated or refuted, especially in relation to the variables sex, age, marital status, level of education and class schedule. Also, from this research, it was identified that the place of undergraduate studies, specialty and years of teaching experience, aspects not studied in depth in the previous studies, could be variables associated with some components of burnout. Finally, in addition to the significant differences mentioned, it was concluded that there are average levels of emotional exhaustion, depersonalization, distortion of the work environment, personal and professional fulfillment in the teachers who formed the study sample. © 2018 Asociacion Interuniversitaria de Investigacion en Pedagogia. / Revisión por pares

Trata-se de uma pesquisa exploratória de cunho quantitativo e tem o objetivo de caracterizar a atuação das(os) profissionais de psicologia no tema de relações étnico-raciais no Brasil. Os dados foram coletados por meio de um WebSurvey e participam, como respondentes, psicólogas/os dos Estados brasileiros do Amazonas, da Bahia e de São Paulo. O formato da pesquisa tem o intuito de fazer um estudo comparativo de atuações nos três Estados, sob um recorte multicêntrico. Buscou-se compreender as associações entre os dados do processo formativo e ocupacionais das/os profissionais. Sobre a formação, por exemplo, houve a investigação sobre o nível de titulação, o perfil da Instituição de Ensino onde tiveram a formação e o interesse no tema das relações étnico-raciais. Sobre os dados ocupacionais, fezse alusão ao tempo, ao número e as áreas de atuação, ao perfil do serviço psicológico, as populações étnico-raciais e socioeconômicas atendidas, as percepções de situações de racismo no cotidiano de trabalho e as intervenções técnicas elaboradas no tema das relações étnicoraciais, dentre outro itens. Tais dados foram processados no software SPSS (Statistical Package for the Social Sciences), versão 20. Também sob o viés quantitativo, são analisadas as crenças das/os respondentes sobre \"atuação e identidade do psicólogo/a\" e sobre \"humano e as categorias étnico-raciais populares no Brasil\" (a saber, Pessoas Orientais, Pessoas Negras, Pessoas Indígenas e Pessoas Brancas). As crenças foram investigadas segundo o método de Evocações Livres e realizada a Analise Lexical de conteúdo, com auxílio do software IRAMUTEQ (Interface de R pour les Analyses Multidimensionnelles de Textes et de Questionnaires), versão 0.7. Nos resultados, o perfil das(os) profissionais são apresentados com a Estatística Descritiva e com a testagem de 12 hipóteses. A partir dos achados concluise com cinco (05) principais argumentos. O primeiro, é que há disparidades formativas e ocupacionais entre profissionais brancas(os) e negras(os). O segundo, é que há também disparidades étnico-raciais no atendimento das populações. O terceiro, acerca da influência política e filosófica cristão-católica na atuação das(os) profissionais de psicologia. Influência cristão-católica também notada no perfil do racismo brasileiro, que também pode ser identificado nas crenças das(os) participantes sobre as categorias étnico-raciais. O quarto diz respeito à prevalência do uso isolado do recurso da habilidade pessoal das(os) profissionais no, que é a Escuta Atenta e Sensível para o tema, alheio a outras ações, técnicas e procedimentos específicos para o tema das relações étnico-raciais. O quinto e o último argumento versa sobre a influência dos históricos institucionais dos respectivos Conselhos Regionais de Psicologia na difusão do tema das relações étnico-raciais, cada estado pesquisado, o que é observada pelas proporções das(os) profissionais quem pautam o tema no seu ambiente de trabalho / It is an exploratory research of quantitative nature and aims to characterize the performance of psychology professionals in the subject of ethnic-racial relations in Brazil. The data were collected through a WebSurvey and as respondents, psychologists from the Brazilian states of Amazonas, Bahia and São Paulo. The format of the research is intended to make a comparative study of performances in the three states, under a multicentric cut. It was sought to understand the associations between the data of the training process and occupational of the professionals. About training, for example, there was research on the level of qualification, the profile of the Institution of Education where they had the training and the interest in the subject of ethnic-racial relations. Regarding the occupational data, the time, the number and the areas of action were mentioned, the profile of the psychological service, the ethnic-racial and socioeconomic populations served, the perceptions of situations of racism in daily work and the technical interventions elaborated on the subject of ethnic-racial relations, among other items. These data were also processed in SPSS (Statistical Package for the Social Sciences) software, version 20. Also under the quantitative bias, the respondents\' beliefs about the \"performance and identity of the psychologist\" and about \"human and categories ethnicracial groups in Brazil \"(namely, Eastern Persons, Black People, Indigenous Peoples and White People). The beliefs were investigated according to the Free Evocations method and carried out the Lexical Analysis of content, using the software IRAMUTEQ (Interface for Multidimensional Analyzes of Textes et de Questionnaires), version 0.7. In the results, the profile of the professionals is presented with Descriptive Statistics and with the testing of 12 hypotheses. rom the findings we conclude with five (05) main arguments. The first is that there are training and occupational disparities between white and black professionals. The second is that there are also ethnic-racial disparities in serving the populations. The third, about the political-philosophical and Christian-Catholic influence in the performance of psychology professionals. Christian-Catholic influence also noted in the Brazilian racism profile, which can also be identified in the participants\' beliefs about ethnic-racial categories. The fourth concerns the prevalence of isolated use of the personal skill of the professionals in the Attentive and Sensitive Listen to the theme, unrelated to other actions, techniques and procedures specific to the theme of ethnic-racial relations. The fifth and final argument concerns the influence of the institutional histories of the respective Regional Councils of Psychology in the diffusion of the subject of ethnic-racial relations, each state being researched, which is observed by the proportions of the professionals who guide the theme in their workplace

Thesis advisor: Mariela Páez / One third of young children in the United States are Dual Language Learners (DLLs), or children who are learning more than one language in their early years (Child Trends, 2014). An increase in the DLL population and a changing sociopolitical context in early childhood education, including an expansion of services for diverse families, has led to a critical need for early childhood educators to understand how to best serve DLL children and their families (McCabe et al., 2013). Previous research has identified promising practices for teaching young DLLs (e.g. Castro, Espinosa, & Páez, 2011; Tabors, 2008), but additional investigations are needed to better understand and elaborate culturally and linguistically responsive approaches. In particular, more information is needed about how teachers support DLL children in English-dominant classroom contexts, and how practices may vary across different types of preschool programs. The present study investigated specific teaching practices for DLLs in six community-nominated exemplary preschool classrooms across three program types (Head Start, public Pre-K, and private university-affiliated preschool programs) in an urban area of Massachusetts. Grounded in theoretical orientations of knowledge-of-practice (Cochran-Smith & Lytle, 1999) and a critical ecology of the early childhood profession (Miller, Dalli & Urban, 2012), the aim of this qualitative multiple-case study was to learn from community-nominated exemplary teachers about their beliefs and practices for teaching young DLL children. Data collection sources included: interviews with teachers, program directors, and parents; classroom observations and videos; and classroom artifacts. Findings from the study demonstrate that exemplary teachers hold asset-oriented beliefs about bilingualism and diversity, viewing DLL children and families as knowledgeable resources to the community. With these beliefs as a foundation, teachers enact a wide repertoire of practices tailored for DLL children, including: fostering relationships and belonging through embedding home languages and cultural practices in the classroom; emphasizing guided play, co-constructed curriculum, and ongoing observational assessment; and focusing on scaffolding and teaching the English language. Implications for teachers, teacher educators, and policymakers are also discussed.

De senaste 20 åren har svensk offentlig verksamhet styrts med resultatstyrning, vilket totalt ändrat statliga organisationers landskap. De som sägs ha påverkats mest av denna förändring är professionsyrken vilka utgör en femtedel av svensk yrkeskår. Denna studie beskriver hur professionella påverkas av resultatstyrning. Med hjälp av kvalitativa intervjuer av respondenter som arbetar inom professionsyrkena lärare och polis har resultat kunnat utrönas ur perspektiv av tre centrala teman: “makt”, “ansvar” och “rationalitet/intellekt”. Resultatet av studien har kunnat utröna tendenser till vissa likheter med tidigare forskning på ämnet resultatstyrning samtidigt som andra delar av dessa studier står motsagda. Till exempel upplevde sig professionella fortsatt ha självständighet i sin yrkesutövning på samma gång som vissa däremot vittnar om minskad tillit och ökad administration. Uppsatsen utmynnade i sju mindre sammankopplade slutsatser där det viktigaste, övergripande är att verksamhetsmål och resultat inte anses vara verklighetsförankrade. Detta spås ha bidragit till det förståelseglapp mellan ledning och profession som respondenterna har tyckts berätta om där resultatstyrning bidrar till dubbla verkligheter: en verklighet berättad i form av resultat och en av profession. En annan insikt är däremot att inget allmänt motstånd mot resultatstyrning uttrycktes hos någon av respondenterna.

Individer med funktionsnedsättning exkluderas ofta från normativa modeller om sexualitet och upplever begränsad tillgång till information och stöd. Vidare visar tidigare forskning att professionella saknar kunskap om hur de kan stötta och samtala om sexualitet i mötet med individen. Professionella erfara således knappt någon vägledning för att möjliggöra främjandet av sexuell och relationell hälsa hos personer med funktionsnedsättning. Syftet med studien är att öka kunskapen om hur professionella inom människobehandlande yrken kan samtala och lyfta frågor kring sexuell och relationell hälsa i mötet med individer med fysiska funktionsnedsättningar. Det empiriska materialet är insamlat via semistrukturerade intervjuer med fyra individer som samtliga har fysiska funktionsnedsättningar. Det empiriska materialet har analyserats via kvalitativ innehållsanalys. Resultatet visar på vikten av att erkännas som sexuell individ och hur omgivningen kan påverka dess utfall. Vidare visar resultatet att professionella inte ska vara rädda för att ställa frågor om sexualitet till individen, utan istället agera med öppenhet inför ämnet. Öppenhet genom att individen i mötet med professionella tillåts tänka, precisera och sätta ord på eventuella tankar som denne har.  Förhoppningen med studien är att den kan komma att bli ett verktyg för professionella och möjliggöra till diskussion och samtal om sexualitet för att stödja sexuellt välbefinnande hos personer med fysiska funktionsnedsättningar.

Syftet med studien är att undersöka hur lärare i fritidshem beskriver professionens utveckling mot en professionalism från starten på sin utbildning tills idag, med särskilt fokus på Lgr:s kapitel fyra. Den teoretiska utgångspunkten inspireras av professionsteorin som studerar yrkens väg mot professionalism. Det är en kvalitativ studie där semistrukturerade intervjuer använts som datainsamlingsmetod. Intervjuerna genomfördes med fem lärare i fritidshem som är verksamma i två olika kommuner. Urvalet grundade sig i en målinriktad och i en ändamålsenlig urvalsmetod då respondenterna som utsågs var tvungna att inneha två krav som studien ställde och dessa innebar att de skulle vara utbildade lärare i fritidshem samt att de skulle ha varit yrkesverksamma före 2015. I resultatet framkommer det att professionens utveckling stått inför många förändringar som på olika sätt har bidragit till att den är på väg mot en professionalism och att kapitel fyra haft en avgörande roll. De främsta förändringar som kapitel fyra fört med sig, enligt studiens respondenter, har varit att statusen för professionen blivit högre och att uppdraget blivit tydligare.

O trabalho tem por objeto de estudo a questão da identidade docente. Focaliza o percurso de formação de um grupo específico: professoras efetivas de sistemas públicos de ensino que frequentaram um programa especial de nível superior, tendo por objetivo principal analisar e caracterizar o processo de desenvolvimento de identidade nessa etapa da vida profissional. Leva em conta, de um lado, os percursos de formação do grupo e, de outro, o contexto no qual emergem as pressões que levam as professoras a buscarem o diploma de nível superior, bem como o papel do Estado nesse processo. Nesse sentido, busca-se identificar possíveis relações entre a obtenção de um diploma de nível superior e as representações que as professoras passam a fazer sobre si a partir da frequência ao programa. A pesquisa é de natureza qualitativa. O corpus de análise é constituído pela escrita de memórias elaborada pelas docentes durante o curso e pelos depoimentos de 12 professoras egressas, obtidos por meio de entrevistas gravadas e transcritas. O referencial empírico foi o PEC Municípios/ São Paulo (2003 2004), caracterizado como um curso presencial com forte apoio de mídias interativas, que teve por finalidade oferecer a licenciatura aos docentes que tinham apenas a formação para o magistério em nível médio. O referencial teórico fundamenta-se no conceito de identidade e identidade profissional, baseados nos estudos de Dubar (2009, 2005). As questões relacionadas à profissionalização docente têm como base os estudos de Bourdoncle (2000) e, para trabalhar especificamente com a problemática da identidade docente, parte-se dos trabalhos de Lawn (2000) e Garcia et al. (2005). As análises indicam que tanto a formação quanto a prática pedagógica são imprescindíveis nesse processo de identificação com a atividade profissional e que a obtenção do título em nível superior elevou a autoestima das docentes e sua segurança para justificar suas práticas. Notamos, também, o caráter provisório e fluido da identidade, visto que muitas das docentes tiveram suas vidas profissionais marcadas pela fragmentação e incerteza e, algumas delas, ainda desejem outro campo profissional. Vale ressaltar, também, a importância da estabilidade financeira proporcionada pelo serviço público na decisão das professoras em permanecerem no magistério, área submetida a um alto nível de desprestígio, tendo em vista seus percursos marcados pela instabilidade financeira. / The work has as its object of study the issue of teacher identity. It focuses on the formative trajectory of a specific group of teachers tenured teachers from public school systems who attended a special higher education training program with the main purpose of analyzing and characterizing the process of identity development at this stage of their professional careers. It takes into account both the formative paths of this group and the context in which emerged the forces that pushed teachers to seek a higher education certificate. In this sense, the work tries to identify possible connections between obtaining a higher education certificate and the representations teachers start to make of themselves as they attend the program. The research is of a qualitative nature. The corpus of the analysis consists of the memoir writing created by the teachers during the course of the program, and of testimonies given by twelve teachers in interviews that were recorded and then transcribed. The empirical framework was the PEC-Municípios program (São Paulo, 2003-2004), described as a presence course with strong support from interactive media, which had as its goal to offer the licentiateship degree to teachers that hitherto had only a secondary school level formation. The theoretical background comes from the concept of identity, based on studies by Bauman (2005) and Dubar (2009, 2005). The questions related to teacher professionalization have as their source the works of Bourdoncle (2000), and to work specifically with the problems of teacher identity the study draws from texts by Lawn (2000) and Garcia et al. (2005). The analyses indicate that both the education and the pedagogical practice are indispensable in the process of identification with the professional activity, and that obtaining a higher education certificate enhanced the teachers self-esteem and their confidence to justify their practices. We have also observed the impermanent and fluid nature of identity, since many teachers had their professional lives marked by fragmentation and uncertainty, and some of them still contemplate other professional choices. Apart from that, the study made clear the importance that the financial security afforded by the public service had in the teachers decision to remain in this profession, a career marred by very low prestige, in view of the financial instability they faced in their life histories.

Assumindo como base teórico-metodológica, os estudos da Arqueologia da Mídia e a perspectiva arqueológica de Michel Foucault, nosso objeto de estudo corresponde à caracterização de um novo perfil profissional no campo da Comunicação, o de blogueira de moda. Estabelecemos, então, como objetivo principal de nossa pesquisa, definir como se deu o processo de profissionalização dos blogs de moda no Brasil. Para tal, ao longo da pesquisa apontamos características próprias das blogueiras de moda e de sua prática, assim como definimos etapas de profissionalização da blogosfera brasileira. A escolha pela pesquisa acerca dos blogs de moda e, mais especificamente, das blogueiras se dá pelo fato de que formatos e modelos de negócio que hoje fazem parte da rotina de outros produtores de conteúdo da internet foram desenhados por essas profissionais-amadoras. Para compreender como se deu esse processo de profissionalização, acompanhamos a produção de 52 blogueiras (por meio de posts nos blogs, vídeos no YouTube e publicações no Instagram), entre os anos de 2014 e 2018, em busca de enunciações sobre sua atividade profissional. Entre os resultados obtidos na pesquisa está a caracterização de quatro etapas de profissionalização da blogosfera de moda: vanguarda, legitimação, institucionalização e profissional. Também pudemos desvelar um ethos profissional das blogueiras que evidencia diferenças entre as profissionais, seus percursos na carreira, motivações e produção. / Assuming as a theoretical and methodological basis the studies of Media Archeology and the archaeological perspective of Michel Foucault, our object of study corresponds to the characterization of a new professional profile in the field of Communication; the fashion bloggers. Therefore, we established as the main objective of our research the definition of how the professionalization process of fashion blogs in Brazil took place. Throughout the research we identified characteristics of the fashion bloggers and their practices, as professionals. This research focuses on fashion bloggers because of their importance in establishing new formats and business models for other internet producers. To understand how this process takes place, we analyzed the discursive enunciation of 52 bloggers (through blog posts, YouTube videos and Instagram publications) between 2014 and 2018, searching for statements about their professional activity. Among the results is the characterization of four stages of the process of professionalization in the fashion blogosphere: vanguard, legitimation, institutionalization and professional. We have also been able to unveil a professional ethos of bloggers that shows differences among professionals, their career paths, motivations and production.