Evidence suggests that people with mental illness experience discrimination by being stigmatised both by the general public and by healthcare professionals. The experience of stigma may result in a delay in seeking professional help, loss of self-esteem and is a serious inhibitor to recovery and social inclusion. Stigma and discrimination are pervasive and despite a number of UK based campaigns, there appears to be no reduction in prevalence. This research compared public attitudes towards mental illness and the mentally ill with mental health service users' perceptions of stigma, identified perceptions of stigma by mental health service users, quantified and qualified these perceptions alongside reported accounts of being stigmatised and made recommendation for strategies to reduce the stigma experienced by people with mental illness. A cross-sectional survey was undertaken and involved the use of a 35-item attitude scale, employed with 132 members of the public and 132 self-selecting service users. Semi-structured interviews and Personal Construct Psychology Repertory Grid techniques were employed with subsets of the sample. Qualitative data was subjected to Interpretative Phenomenological Analysis. Quantitative data was analysed using inferential statistical tests and Principal Component Analysis. The perception of stigma amongst service users was relatively high and appeared to be pervasive. Male service users reported higher perceptions of stigma than females. The combination of being stigmatised by mental health professionals and the general public appeared to result in self stigma and social exclusion. Recommendations include addressing the causes and mechanism of stigmatisation, the inclusion of service users' perspectives in research and raising awareness, amongst mental health professionals, on how their practice may impact on service users. Further research should address why there is a higher perception of stigma amongst male service users.

Made available in DSpace on 2016-04-28T18:23:04Z (GMT). No. of bitstreams: 1 Luciana Siqueira Rosseto Salotti.pdf: 2748983 bytes, checksum: af7ac29dbf58100ad95baf0094f7cb7f (MD5) Previous issue date: 2015-07-08 / In this research, we aim at describing and understanding negotiation in collaborative writing process in order to produce a blog for a Spanish as a foreign language hybrid course. Theoretically, this study is based on Morin (2004, 2005 e 2010) and Moraes (2008) complexity, and on Santa-Cecilia (1996) and Donnino, Platero and Weigel (2013) mainly in teaching Spanish in Brazil, on among others, Zamel (1992) and Lerner (2002), who describe writing and collaborative writing and others. It is also based on Moraes (2008) and Valentini and Fagundes (2005) concept of negotiation. 9th grade students from a private school inland São Paulo state took part of this study. Besides their regular Spanish classes, they took a hybrid (on line and face-to-face) course which is the object of this study. The texts analyzed here were produced during this extra course. Students had to choose films as subject for the blog to be created by them, so discussions on those texts took place on Moodle and WhatsApp and reflections were written on Moddle s diary. Concerning methodology, we used Ricoeur (1986/2002), van Manen (1990) and Freire (2010/2012a) hermeneutic phenomenology approach. Our investigation showed that the focused phenomenon is built from the topics in the Forum: call, organization and teasing; in WhatsApp: agreement, trick, organization, teasing and complaining; and in the Diary: finding, expectation, anger and prudence. Each tool had its own progress and ramifications / Nesta pesquisa, objetivo descrever e interpretar, o fenômeno negociação no processo de escrita colaborativa para a produção de um blog em um curso semipresencial de Espanhol LE. Teoricamente, este estudo se fundamenta na complexidade pano de fundo para esta tese, a partir de Morin (2004, 2005 e 2010) e Moraes (2008), principalmente; no ensino de Espanhol no Brasil, com base em Santa-Cecilia (1996) e Donnino, Platero e Weigel (2013), entre outros; nos conceitos de escrita e escrita colaborativa, apoiada em Zamel (1992) e Lerner (2002), entre outros e na noção de negociação, a partir de Moraes (2008) e Valentini e Fagundes (2005). Participam do estudo alunos do nono ano do Ensino Fundamental II de uma escola particular do interior do estado de São Paulo que, além das aulas de Espanhol LE da matriz curricular, fizeram o curso semipresencial, objeto do presente estudo. Os textos que interpreto foram gerados no curso semipresencial que, para a escolha de filmes como assunto do blog a ser criado e elaborado pelos participantes, centralizou discussões no Fórum da plataforma Moodle e no WhatsApp, além de reflexões feitas no Diário, na referida plataforma. Metodologicamente, este estudo se orienta pela abordagem hermenêutico-fenomenológica, com base em Ricoeur (1986/2002), van Manen (1990) e Freire (2010/2012a). A investigação realizada revela que o fenômeno em foco se constitui, no Fórum a partir dos temas: chamado, organização e provocação; no WhatsApp a partir dos temas: acordo, artimanha, organização, provocação e reclamação e no Diário a partir dos temas constatação, expectativa, irritação e prudência, cada um dos instrumentos com seus desdobramentos

Made available in DSpace on 2016-04-28T20:40:04Z (GMT). No. of bitstreams: 1 Melina Serra.pdf: 2242068 bytes, checksum: 30be35b07de632805e2a2638dce6d946 (MD5) Previous issue date: 2009-04-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The vaginismus is characterized by ICD-10 (1993) as a spasm of muscles surrounding the vagina, causing occlusion of the vaginal opening, making possible the penetration of the penis or painful. Since 1990, the World Health Organization says the sex as one of the pillars for ensuring the quality of life. This study sought to understand how women, with vaginismus diagnoses and living in the city of São Paulo experience quality of life, from Psychology phenomenological approach. Four women participated in this research, aging between 34 and 43 years. The instruments used were: WHOQOL-bref, Instrument of Self-Perceived Quality of Life (Serra and Bassani) and open interview. Data were analyzed from the features of human existence - being in the world, temporalizing, and choose spatialization (Forghieri, 2004). The data indicated that sexual disorders affect any of the participants. The vaginismus seems to underline the world of these women, in their relationships with the environment, with others or with themselves. Most of the participants can live with keeping their experiences, expanding their temporalizing. They reported having lived alternatives ways of existence, with a prevalence of concerned and focused; information about sexual disorders and treatment options can provide a better understanding of the vaginismus, in order to facilitate the achievement of choices. This study indicates that: 1) the vaginismus affects all areas of life of these participants, with more intensity: health, sexual and emotional ones. 2) Health, sexual, family and social affairs, are the areas most directly affected on the overall assessment of quality of life. 3) getting information, understanding of the disorder and being able to attend to properly treatment, can promote the welfare of participants. 4) The resolution of the complaint of vaginismus influences the improvement and new meanings for quality of life / O vaginismo é caracterizado pela CID-10 (1993) como um espasmo dos músculos que circundam a vagina, causando oclusão da abertura vaginal, tornando a penetração do pênis impossível ou dolorosa. Desde 1990, a Organização Mundial de Saúde ressalta o sexo como um dos pilares para garantia de qualidade de vida. O presente estudo buscou compreender, a partir de um olhar fenomenológico, como mulheres moradoras no Estado de São Paulo e diagnosticadas com vaginismo, vivenciam a qualidade de vida em seu dia-a-dia. Participaram quatro mulheres, entre 34 e 43 anos. Os instrumentos utilizados foram: Questionário de Qualidade de Vida (WHOQOL-bref), Instrumento de Auto-Percepção de Qualidade de Vida (Serra e Bassani) e entrevista aberta. Os dados foram analisados a partir das características do existir humano ser-no-mundo, temporalizar, espacializar e escolher (Forghieri, 2004). Os dados obtidos ressaltam que a disfunção sexual afeta o existir das participantes. O vaginismo parece permear o ser-no-mundo dessas mulheres, seja nas relações com o ambiente, com outras pessoas ou consigo mesmas. A maioria das participantes consegue vivenciar com sintonia suas experiências, expandindo o temporalizar. Alternam as maneiras de existir, com prevalência das preocupada e sintonizada; Informações sobre a disfunção sexual e opções de tratamento proporcionam uma melhor compreensão do vaginismo, facilitando a realização de escolhas. Este estudo indica que: 1) O vaginismo afetou todos os âmbitos da vida das participantes, com mais intensidade os de saúde, sexual e emocional. 2) Os âmbitos que influenciaram diretamente a avaliação geral de qualidade de vida variaram para cada participante, destacam-se os âmbitos: saúde, sexual, familiar e social. 3) Obter informações, compreender a disfunção e ter a possibilidade de fazer tratamento, favorecem o bem-estar das participantes. 4) A resolução da queixa de vaginismo influencia na melhoria e na avaliação da qualidade de vida

Made available in DSpace on 2016-04-28T18:22:33Z (GMT). No. of bitstreams: 1 Andrea Braga Cazerta de Souza.pdf: 3909458 bytes, checksum: 899c8984e82cba4507a93c5e9622e217 (MD5) Previous issue date: 2012-08-10 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The objective of this research is to describe and interpret the phenomenon the practice of an English teacher/course designer in two courses for the hotel market, searching for subsidies to better understand it. In this study, the theoretical principles of complexity (Morin, 2005, 2008, 2009, 2010; Mariotti, 2002, 2007; Moraes, 2008,2010) are articulated with the theoretical bases provided by: English for Specific Purposes (Hutchinson & Waters,1987; Dudley-Evans & St John,1998); the design of specific courses (Graves, 2000); teacher education (Pineau, 1988; Pineau & Michéle, 1983; Freire, 2009); experiences and reflective thought (Dewey,193); and reflective practice (Schön, 1992). The hermeneutic-phenomenological approach (van Manen, 1990; Freire,1998, 2006, 2007, 2008, 2010, forthcoming) also establishes a steady dialogue with complexity, thus offering support to this research. The interpretation of the two courses investigated is made from the perspective of the researcher/teacher/course designer, considering the texts produced by all participants of this study. The articulation between my reflections and the participants texts make it possible for me to reflect upon and understand the phenomenon. The two lived experiences are described and interpreted separately to be articulated subsequently. Although the experiences are distinct, in both courses, the texts reveal three themes: necessity, difficulty and satisfaction, which are related to learning, change, balance, motivation, security, maintenance, interaction, overcoming, achievements and involvement ─ described in details in this study. The experiences lived in both courses have main points in common; nevertheless, each context has its own peculiarities which generate the gradual (trans)formation of my practice and promote my self-hetero-ecoformation (Freire, 2009) in a specific context / O objetivo desta dissertação é descrever e interpretar o fenômeno a prática docente de um professor de inglês/course designer em dois cursos para a área da hotelaria, buscando subsídios para melhor compreendê-la. Neste trabalho, os operadores da complexidade (Morin, 2005, 2008, 2009, 2010; Mariotti, 2002, 2007; Moraes, 2008,2010) são articulados ao embasamento teórico do estudo: o ensino de inglês para fins específicos (Hutchinson & Waters,1987; Dudley-Evans & St John,1998); o design de cursos (Graves, 2000), a formação de professores (Pineau, 1988; Pineau & Michéle, 1983; Freire, 2009), as experiências e o pensamento reflexivo (Dewey,1938), e prática reflexiva (Schön, 1992). A abordagem hermenêutico-fenomenológica (van Manen, 1990; Freire,1998, 2006, 2007, 2008, 2010, no prelo), também estabelece interlocução com a complexidade, oferecendo suporte metodológico à pesquisa. A interpretação da vivência em dois cursos foi feita sob a ótica da pesquisadora, professora/course designer, por meio da utilização de instrumentos de registro textual, produzidos por mim e pelos demais participantes, meus alunos. A articulação entre minhas reflexões e a fala dos participantes me possibilitou refletir e compreender minha experiência. As duas vivências do fenômeno foram descritas e interpretadas separadamente para serem então articuladas, revelando três temas: necessidade, dificuldade e satisfação. Estes, por sua vez, estão relacionados à aprendizagem, mudança, equilíbrio, motivação, segurança, manutenção, interação, superação, conquistas e envolvimento ─ desdobramentos descritos e interpretados neste trabalho. A vivência nos dois cursos possui diversos pontos de interlocução; contudo cada contexto possui suas particularidades que geram a (trans)formação de minha prática e promovem a minha auto-heteroecoformação (Freire, 2009) docente em um contexto específico