Submitted by PPG Psicologia (psicologia-pg@pucrs.br) on 2018-01-25T17:46:26Z No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-01-31T13:08:50Z (GMT) No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) / Made available in DSpace on 2018-01-31T13:12:02Z (GMT). No. of bitstreams: 1 MARIANA_GOMES_FERREIRA_PETERSEN_DIS.pdf: 4151939 bytes, checksum: 06998220f5fcf3e748ea4f739f093b71 (MD5) Previous issue date: 2017-12-19 / This article aims to perform a systematic review of the literature about cognitive behavioral therapy protocols (CBT) for psychological treatment of women in situations of domestic violence. Method: A search was conducted on those data bases: Scielo, Pepsic, PubMed, PsycINFO, Scopus and Web of Science with the following descriptors: "clinical trial" or "therapy" or "psychotherapy" or "psychological treatment" AND "violence" or "mistreatment 15 "or" domestic violence "or" conjugal violence "AND" women". There were identified 1.329 articles in the initial search and after application of inclusion and exclusion criterias, remained 11 articles. Those were analyzed from those methodological aspects, those technical elements and the results. Results: Nine articles reported randomized clinical trials. All studies focused on symptoms of trauma, anxiety and depression. Conclusions: The articles focused on the avaliation of the results. It was identified the need for studies that detail the psychotherapeutic process, mainly in the national context, to promote practices based on evidences. / Este artigo teve como objetivo realizar uma revis?o sistem?tica da literatura sobre protocolos de terapia cognitivo-comportamental (TCC) para tratamento psicol?gico de mulheres em situa??es de viol?ncia dom?stica. M?todo: A busca foi realizada nas bases Scielo, Pepsic, PubMed, PsycINFO, Scopus e Web of Science com os seguintes descritores: ?clinical trial? or ?therapy? or ?psychotherapy? or ?psychological treatment? AND ?violence? or ?mistreatment? or ?domestic violence? or ?conjugal violence? AND ?women?. Foram identificados 1.329 artigos e, ap?s aplica??o de crit?rios de inclus?o e exclus?o, restaram 11 artigos. Estes foram analisados a partir de aspectos metodol?gicos, elementos de interven??o e resultados alcan?ados. Resultados: nove artigos relataram estudos cl?nicos randomizados. As interven??es tiveram como foco sintomas de trauma, ansiedade e depress?o. Conclus?es: Os artigos focaram a avalia??o de resultado. Identifica-se a necessidade de estudos que detalhem o processo psicoterap?utico, principalmente no contexto nacional, para qualificar as redes de atendimento com pr?ticas baseadas em evid?ncias.

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-06-02T21:42:58Z No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-06-07T19:10:33Z (GMT) No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) / Made available in DSpace on 2017-06-07T19:10:34Z (GMT). No. of bitstreams: 1 MarianaQueirozOrricoDeAzevedo_DISSERT.pdf: 1282636 bytes, checksum: 28ac23704681fc8a2212a38d560e2213 (MD5) Previous issue date: 2017-02-10 / O Transtorno do Espectro do Autismo (TEA) ? um dist?rbio do neurodesenvolvimento, caracterizado por preju?zos nas ?reas sociocomunicativas e comportamentais. Com essas especificidades e, tamb?m, perante os n?meros expressivos de educandos assim diagnosticados matriculados em escolas regulares, ? primordial que o professor fa?a uso de pr?ticas interventivas que, de fato, favore?am o desenvolvimento acad?mico e funcional dessa popula??o. Nesse contexto, o objetivo do presente estudo ? identificar, com base na Revis?o Integrativa da Literatura (RIL), estrat?gias de ensino e de aprendizagem implementadas por professores regentes, que atuam em classes regulares de ensino, com essa clientela especial. Como fonte de an?lise, foi rastreado um acervo de teses e de disserta??es publicadas no Brasil, no per?odo 2008-2013. Os dados coletados em vinte estudos foram, atrav?s de procedimentos da An?lise de Conte?do, organizados em categorias e em subcategorias. A seguir, com base em crit?rios estabelecidos por duas ag?ncias de pesquisa (National Autism Center e o National Professional Development Center), essas estrat?gias foram classificadas, tendo como crit?rio a validade cient?fica. Os resultados desse estudo revelaram a necessidade de instala??o de programas de forma??o continuada, para aquisi??o de compet?ncias, por parte dos professores, no sentido de se tornarem capazes de implementar pr?ticas empiricamente validadas, no cotidiano das escolas brasileiras. / Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder characterized by social-communication and behavior impairments. With these specificities and considering the expressive number of students with ASD enrolled in regular schools, it is critical that teachers implement intervention strategies that truly favor the academic and the functional development of this population. In this scenario, the purpose of this study is to identify, based on an Integrative Literature Review (ILR), teaching and learning strategies implemented by regent teachers, who work in regular classes with these students. Theses and dissertations published in Brazil between 2008 and 2013 were used as source of analysis. Data collected in twenty studies were, through Content Analysis, organized into categories and subcategories. Based on criteria established by two research agencies (National Autism Center and National Professional Development Center), these strategies were, then, classified in terms of scientific validity. The results of this study revealed the need for teacher education programs capable of developing competencies to implement empirically validated practices in Brazilian schools.