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Made available in DSpace on 2016-04-28T20:37:39Z (GMT). No. of bitstreams: 1 Joao Laurentino dos Santos.pdf: 3682206 bytes, checksum: 7984e0433101d074427aac04177a219c (MD5) Previous issue date: 2011-06-03 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This is a quanti-qualitative study of the nature of a participative intervention with low-income families (IPVS 4) carried out within the NGO Associação Meninos do Morumbi (Boys from Morumbi Association), located in the Southern District of the city of São Paulo Brazil. It had as its objective to understand the meaning attributed by parents from low-income families to the participation in Grupos Reflexivos (Reflective Groups), and also how this experience impacted the transformations of meanings, values and practices of educating children in the family. The theoretical framework employed was that of the New-Paradigmatic Systemic Thinking, which takes into account the dimensions of complexity, intersubjectivity, and unpredictability of phenomena. The study was conducted in several stages with different methodological procedures, and consisted in (1) reflection groups, whose objective was of constituting an intervention context for the study; (2) focal groups with the objective of discussing in greater depth the most significant themes that emerged from the reflection groups concerning the changes perceived in the education of their children, and (3) Inventory of parental styles, which aimed at assessing how the meetings were influencing the change in frequency of some kinds of behavior regarded as important by the parents. Results point to the decrease in violence between parents and their children, to improvements in communication and affective ties, reduction of pressure and stress, and also to the significant learning of values, competences and psychosocial skills. These results argue in favor of the idea of constituting community group spaces to stimulate reflection about the issues involving the difficulties of educating children nowadays, under a dialogical proposal of coconstruction, in a climate of exchange of experiences and sharing. It made possible the development of conscience as a process of transformation of education practices, based on the free expression of differences, and on reflectivity as an identity process to face up to the crisis of values and to the challenges presented by post-modernity / Trata-se de uma pesquisa quanti-qualitativa de natureza participativa interventiva com famílias de baixa renda (IPVS 4), realizada na ONG Associação Meninos do Morumbi, localizada na Zona Sul da Cidade de São Paulo Brasil. Teve como objetivo compreender o significado atribuído por pais de famílias de baixa renda à participação em Grupos Reflexivos e como esta experiência interferiu nas transformações dos significados, valores e práticas de educar filhos na família. Utilizou-se o referencial teórico do Pensamento Sistêmico Novo-Paradigmático que considera as dimensões de complexidade, intersubjetividade e imprevisibilidade dos fenômenos. O estudo foi realizado em várias etapas com procedimentos metodológicos diversos, que consistiu em (1) grupos de reflexão, cujo objetivo foi constituir um contexto interventivo para o estudo; (2) grupos focais com o objetivo de discutir de modo mais aprofundado os temas mais significativos nas mudanças que perceberam na educação dos filhos que emergiram nos grupos de reflexão e (3) Inventário de estilos parentais que objetivou avaliar como os encontros estavam refletindo na mudança de freqüência de alguns comportamentos considerados como importantes para os pais. Os resultados apontam para a diminuição das violências entre pais e filhos, melhora da comunicação e dos vínculos afetivos, diminuição da pressão e do estresse, bem como a aprendizagem significativa de valores, competências e habilidades psicossociais. Tais resultados falam a favor de se constituir espaços grupais comunitários para permitir a reflexão sobre as questões que envolvem as dificuldades de educar filhos hoje, numa proposta dialógica de co-construção, em um clima de troca de experiências e compartilhamento. Isto possibilitou o desenvolvimento da consciência como processo de transformação das práticas educativas, baseado na livre expressão das diferenças e na reflexividade como processo identitário para enfrentar a crise de valores e os desafios impostos pela pós-modernidade

Parents of children with autism spectrum disorder (ASD) face many challenges which lead to low levels of psychological well-being, partly caused by inability to parent in accordance with one’s values. Child-directed play, a moment of being fully attentive and responsive to one’s child, has the potential to increase parental values. A non-concurrent multiple-baseline experimental design investigated whether daily exercises of child-directed play improved valued parenting and parental perspective-taking. Eight parents of children with diagnosed or suspected ASD were followed daily for six weeks. The intervention comprehended daily practice of child-directed play and video supervision. Child-directed play increased ratings of parental values for all but one participant (Hedges’ g* = 1.67) with effect maintained at follow-up, and increased ratings of parental perspective-taking. A gradual effect indicates the need for greater difference in baseline length between participants. No effects on children, nor on parental well-being were investigated in the present study.