Объектом исследования является психологическая готовность к освоению возрастно-возрастных изменений у студентов. Предметом исследования стали личностные предикторы у студентов к освоению временно-возрастных изменений. Магистерская диссертация состоит из введения, двух глав, заключения, списка литературы (60 источников), 75 страниц, 6 рисунков, 1 таблицы (без приложений) и трех приложений. Во введении раскрывается актуальность проблемы исследования, разработанность проблематики, ставятся цель и задачи исследования, определяются объект и предмет исследования, формулируются основная и дополнительные гипотезы, указываются методы и эмпирическая база, а также этапы проведения исследования, научная новизна, теоретическая и практическая значимость работы. Первая глава включает в себя обзор иностранной и отечественной литературы по теме личностных предикторов готовности к освоению возрастно-временных изменений у молодежи. Представлены разделы, посвященные представлению молодежи о будущем, психологической характеристики молодости. Выводы по первой главе представляют собой итоги по изучению теоретического материала. Вторая глава посвящена эмпирической части исследования. В ней представлено описание организации и методов проведенного исследования и результатов, полученных по всем использованным методикам: методика многофакторного исследования личности Р.Кэттелла, уровень субъктивного контроля (УСК), опросник «Готовность к возрастным изменениям». Также в главе представлен корреляционный и сравнительный анализ результатов исследования. Выводы по главе 2 включают в себя основные результаты эмпирического исследования. В заключении в обобщенном виде изложены результаты теоретической и эмпирической частей работы, а также выводы по выдвинутым гипотезам, обоснована практическая значимость исследования и описаны возможные перспективы дальнейшей разработки данной проблематики. / The object of the study is the psychological readiness for the development of age-related changes in students. The subject of the study was the personal predictors of students to the development of time-age changes. The master's thesis consists of an introduction, two chapters, a conclusion, a list of references (60 sources), 75 pages, 6 figures, 1 table (no attachments) and three attachments. The introduction reveals the relevance of the research problem, the development of the problem, sets the goal and objectives of the study, defines the object and subject of the study, formulates the main and additional hypotheses, indicates the methods and empirical base, as well as the stages of the study, scientific novelty, theoretical and practical significance of the work. The first chapter includes a review of foreign and domestic literature on the topic of personal predictors of readiness for mastering age-time changes in young people. The sections devoted to the idea of youth about the future, the psychological characteristics of youth are presented. The conclusions on the first chapter are the results of the study of theoretical material. The second chapter is devoted to the empirical part of the study. It presents a description of the organization and methods of the study and the results obtained by all the methods used: the method of multivariate personality research by R. Cattell, the level of subjective control (SCC), the questionnaire "Readiness for age-related changes." The chapter also presents a correlation and comparative analysis of the results of the study. Chapter 2's conclusions include the main findings of the empirical study. In conclusion, the results of the theoretical and empirical parts of the work, as well as conclusions on the hypotheses put forward, are summarized, the practical significance of the study is substantiated, and possible prospects for further development of this issue are described.

Made available in DSpace on 2016-01-26T12:51:21Z (GMT). No. of bitstreams: 1 ledaravagnani_dissert.pdf: 406508 bytes, checksum: 8f26d3c0c1b70a9355d7d3bcc7052283 (MD5) Previous issue date: 2002-10-07 / A qualidade de vida tem sido freqüentemente estudada em pacientes crônicos e as estratégias por eles utilizadas para lidar com a doença e tratamento parecem influenciar seu bem estar geral. Este estudo teve como objetivo comparar a percepção do paciente sobre qualidade de vida em dois momentos diferentes, pré e pós-transplante renal, e identificar as estratégias de enfretamento utilizadas por ele após o transplante. Foram objetivos específicos do estudo: 1. Caracterizar pacientes submetidos à transplante renal; 2. Comparar qualidade de vida de pacientes transplantados com enxerto funcionante nos pré e pós cirurgia; 3. Identificar principais estressores e estratégias de enfretamento nesses pacientes. Métodos: no período de outubro de 1999 a janeiro de 2002, foram estudados 17 pacientes (nove do sexo feminino), com idade entre 23 e 55 anos (im: 38 anos; dp: 8,12), submetidos a transplante renal (doadores vivos e cadáver) que evoluíram com enxerto funcionante, com segmento no período de 3 m- 29 meses. Nota de Resumo Foram utilizados na avaliação o inventário de qualidade de vida sf-36, inventário de enfretamento e um roteiro de entrevista (pré pós-transplante). Resultados: não houve diferença significante entre avaliação de qualidade de vida nos períodos pré pós-transplante para as variáveis investigadas pelo sf-36. Os principais fatores de estresse/preocupações foram: efeitos colaterais das medicações, consulta médica, alterações da imagem corporal e o tempo de hospitalização. Os pacientes tiveram tendência a utilizar mais estratégias de enfrentamento centradas na emoção, isto é, formas mais subjetivas de lidar com as dificuldades. Reavaliação positiva da situação foi a estratégia de enfretamento mais utilizada. As menos utilizadas foram fugas e esquiva do problema. Conclusão: o transplante renal não pareceu influenciar a qualidade de vida dos pacientes, havendo indicação que a qualidade de vida pode ser comprometida mesmo após o transplante, pelo estresse em relação à saúde e aos efeitos colateria do tratamento.

Cette thèse porte sur l’adaptation des étudiants en période de transition. Elle repose sur une comparaison franco-canadienne entre étudiants primo-entrants et étudiants internationaux vietnamiens. Dans l’objectif d’apporter un éclairage nouveau sur les processus de leur adaptation, nous avons intégré deux modèles théoriques permettant de distinguer deux niveaux d’adaptation, l’un dit « local » commun à tous les étudiants, l’autre dit « international » spécifique aux Vietnamiens (Black, Mendenhall & Oddou, 1991), dans lesquels viennent s’imbriquer deux dimensions du processus : l’adaptation psychologique et l’adaptation socioculturelle (Ward & Searle, 1991). La personnalité anxieuse, suivie de l’attachement adulte et des tracas quotidiens, apparaissent comme le fondement explicatif de l’adaptation des étudiants, quels qu’ils soient, tant à un niveau psychologique que socioculturel. A ces aspects « locaux » pour les Vietnamiens, s’ajoutent deux enjeux interculturels : l’identification à la culture d’origine et les différents réseaux de socialisation. Les résultats soulignent également pour les différents groupes d’étudiants une fragilisation des modèles internes de l’attachement, des différences culturelles dans leurs potentialités à former un corps étudiant et à se socialiser au sein de l’université ainsi que la présence d’individus à risques : ces derniers seraient dans l’incapacité de faire face efficacement au stress induit par la période de transition. / This dissertation focuses on students’ adaptation in transition. It is based on a French-Canadian comparison between freshmen students and international Vietnamese students. With the aim to shed a new light on the process of their adaptation, we integrated two theoretical models which allowed us to distinguish two levels of adaptation, one considered as “local” and common to all students, the other as “international” and specific to Vietnamese students (Black, Mendenhall & Oddou, 1991), in which are embedded two dimensions: psychological adaptation and sociocultural adaptation (Ward & Searle, 1991). Anxious personality, followed by adult attachment and daily hassles, appeared as the root of students’ adaptation both at a psychological and sociocultural level. In addition to these “local” aspects, Vietnamese have to deal with two cross-cultural issues: their identification with culture of origin and the different social networks in their environment. Results also highlighted for all students a weakening in their working models of attachment, cultural differences in their potential to form a student body and to socialize within the university and, the existence of individuals “at risk”: these students appeared to be unable to cope effectively with the stress induced by the transition. / Lu?n án này d? c?p d?n s? h?i nh?p c?a sinh viên trong quá trình chuy?n d?i. Lu?n án du?c th?c hi?n d?a trên m?t so sánh Pháp và Canada gi?a nh?ng sinh viên m?i vào d?i h?c và sinh viên qu?c t? Vi?t Nam. V?i mong mu?n dem l?i m?t cái nhìn m?i m? v? qúa trình h?i nh?p c?a h?, chúng tôi dã trình bày hai mô hình lý thuy?t nh?m phân bi?t hai m?c d? h?i nh?p, m?t « mô hình c?c b? » chung cho m?i sinh viên và m?t « mô hình qu?c t? » d?c trung cho sinh viên Vi?t Nam (Black, Mendenhall & Oddou, 1991). Trong hai mô hình này, hai m?t c?a quá trình dan xen l?n nhau : s? h?i nh?p tâm lý và s? h?i nh?p van hóa xã h?i (Ward & Searle, 1991). Tính cách hay lo, ti?p d?n là s? g?n bó sâu s?c và nh?ng khó khan trong cu?c s?ng thu?ng ngày là co s? lý gi?i cho s? h?i nh?p c?a sinh viên c? v? m?t tâm lý và van hóa xã h?i. ? khía c?nh « c?c b?», sinh viên Vi?t Nam còn ph?i d?i phó v?i hai v?n d? mang tính ch?t liên van hóa : s? d?ng nh?t v?i n?n van hóa g?c và các m?ng xa h?i khác nhau. K?t qu? c?a lu?n án dã nh?n m?nh r?ng d?i v?i nh?ng nhóm sinh viên khác nhau, có s? không b?n v?ng c?a các m?u bên trong c?a các m?i liên h? (working models of attachment), c?a s? khác bi?t v? van hóa trong xu hu?ng hình thành m?t t?p th? sinh viên (student body) và xu hu?ng xã h?i hóa trong tru?ng d?i h?c cung nhu là s? t?n t?i nh?ng cá nhân thu?ng xuyên có v?n d?, nhi?u tâm : nh?ng sinh viên này du?ng nhu không th? d?i phó m?t cách hi?u qu? v?i nh?ng cang th?ng trong quá trình chuy?n d?i này.

De nombreux cliniciens œuvrant en périnatalité constatent que l’activité onirique est plus foisonnante et perturbée durant la grossesse. Certains croient d’ailleurs que le caractère plus vif, réaliste et marquant des rêves de cette période permette aux femmes d’avoir une plus grande accessibilité à leur monde intrapsychique, ce qui faciliterait la résolution d’enjeux relationnels laissés jusqu’alors en suspens. D’autres avancent aussi que les rêves permettent aux futures mères d’intérioriser leur rôle maternel grâce au développement de représentations mentales ayant trait, entre autres, à la future relation mère-bébé. Or, bien que ces notions soient fortement ancrées dans la littérature clinique, elles demeurent, en revanche, peu étudiées sur le plan empirique. Le premier objectif de cette thèse visait à offrir une meilleure description de l’activité onirique au troisième trimestre (≥26 semaines) d’une première grossesse, incluant le rappel onirique, la prévalence des rêves dysphoriques et le contenu des rêves. Nos résultats montrent pour la première fois que, lorsqu’ils sont collectés prospectivement, les rêves des femmes enceintes ne sont pas plus fréquents, mais ils sont nettement plus perturbés (article 1) et globalement plus négatifs (article 2) que ceux d’un groupe témoin constitué de femmes non enceintes et sans enfant. Le deuxième article montre aussi que, sur le plan thématique, les rêves de la grossesse incorporent, en plus des préoccupations typiques de cette période, des images de la femme en relation avec un enfant. Les processus plus généraux de la formation d’imageries oniriques, tels que le développement de la trame narrative et la valence des interactions entre personnages, se montrent quant à eux similaires entre les femmes enceintes et non enceintes. Le deuxième objectif de cette thèse visait à évaluer le rôle prédictif des rêves de la grossesse dans l’adaptation psychologique à la maternité, via l’étude de caractéristiques oniriques affectives et représentationnelles bien spécifiques (article 3). Nous montrons pour la première fois que les rêves qui dépeignent négativement la rêveuse et ceux qui incorporent la relation de la rêveuse avec sa propre mère prédisent indépendamment, et au-delà des symptômes dépressifs prénataux, l’adaptation de la femme aux chamboulements affectifs et relationnels que suscite la venue d’un premier enfant. Les résultats de cette thèse appuient l’hypothèse de la continuité onirique, qui stipule que les préoccupations de l’éveil transparaissent dans les rêves. Ce travail s’inscrit également dans la lignée des conceptions théoriques voulant que les rêves occupent une fonction adaptative pour l’équilibre psychologique. / According to many perinatal health care professionals, dreams are more frequent and disturbed during pregnancy. Some suggest that in being more vivid, realistic and impactful than during any other period of life, pregnancy dreams might increase women’s awareness to their intrapsychic world and therefore facilitate the resolution of past relational issues. Other clinicians suggest that dreams during pregnancy might help women to integrate their maternal role through the elaboration of various mental representations, such as the future mother-baby relationship. While these notions have been frequently mentioned in the clinical literature, empirical evidence is lacking. The first objective of this thesis was to provide a better description of changes occurring in the dreams of the third trimester (≥26 weeks) of a first pregnancy, using measures of dream recall, dysphoric dreams prevalence, and dream content. Our results show—for the first time—that when pregnant women’s dreams are prospectively collected, they are not more frequent, but they are more disturbed (study 1) and generally more dysphoric (study 2) than non-pregnant women’s dreams. The second study also reveals that during pregnancy, dreams do not only express typical concerns of pregnant women, but they also depict the elaboration of representations of the woman’s relationship with her unborn child. However, more general dream attributes, such as development of the dream’s narrative and interactions between dream characters, are similar between pregnant and non-pregnant women. The second objective of this thesis was to assess the predictive role of pregnancy dreams in the psychological adaptation to motherhood through the evaluation of specific affective and representational characteristics (study 3). Our results show for the first time that more frequent masochistic dreams and dreams about mother-daughter relationships predict independently, and above and beyond prenatal depression symptoms, better maternal adaptation to affective and relational changes concurrent with the arrival of a new baby. The results of this thesis thus support the view that dreams are continuous with emotionally important waking life concerns. The work also supports theoretical conceptions suggesting that dreams have an adaptive function in maintaining psychological equilibrium.