Orientador: Elizabeth Piemonte Constantino / Banca: Claudia Aparecida Valderramas Gomes / Banca: Matheus Fernandes de Castro / Banca: Nilza Sanches Tessaro Leonardo / Banca: Solange Pereira Marques Rossato / Resumo: A Política Nacional da Assistência Social (PNAS) aborda o percurso legal para a constituição da política e a instituição do Sistema Único da Assistência Social (SUAS) por meio da implementação e garantia de direitos promovidos pelas proteções básica e especial, com destaque para o equipamento dos Centros de Referencias da Assistência Social (CRAS) por meio dos serviços do Programa de Atendimento Integral às Famílias (PAIF). A centralidade das políticas públicas sociais no atendimento às famílias se refere à mesma como núcleo social fundamental para a efetividade de todas as ações e serviços da política de assistência social. A política social, especificamente o SUAS, requisitou a participação do profissional de psicologia para compor a equipe multidisciplinar e atribuiu-lhe a responsabilidade, junto com outros profissionais, pelas ações de acolhimento, empoderamento dos membros familiares e, ainda, dirimir as vulnerabilidades diagnosticadas no território de abrangência no qual está atuando. Diante dessas considerações, o objetivo principal da presente pesquisa foi investigar as relações entre a prática dos psicólogos no CRAS e as diretrizes estabelecidas pela Política Pública da Assistência Social. Trata-se de um estudo empírico, de cunho quanti-qualitativo, tendo como participantes oito (8) profissionais da área da Psicologia que atuam nos CRAS da região oeste do Estado de São Paulo. A coleta de dados foi feita por meio da aplicação de questionários individuais, seguidos de ... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The National Policy for Social Assistance (PNAS) discusses the legal route to the formation of policy and the establishment of the Unified Social Assistance System (SUAS) through the implementation and guarantee of rights promoted by basic and special protections, especially for equipment references of Social assistance centers (CRAS) through the services of Integral Assistance Program for Families (PAIF). The centrality of social policies on family care refers to it as a fundamental social nucleus for the effectiveness of all actions and services of the social welfare policy. Social policy, specifically the SUAS, has requested the participation of professional psychology to form the multidisciplinary team and assigned to it the responsibility, along with other professionals, the actions of acceptance, the empowerment of family members and also to resolve the vulnerabilities diagnosed in coverage territory in which it is acting. Given these considerations, the main objective of this research was to investigate the relationship between the practice of psychologists in CRAS and the guidelines established by the Public Policy for Social Assistance. This is an empirical study of quantitative and qualitative nature, with the eight participants (8) professionals psychology working in CRAS the western region of São Paulo. Data collection was done through the application of individual questionnaires, followed by insightful interviews and were treated in thematic categories, according... (Complete abstract click electronic access below) / Doutor

A obesidade vem aumentando em crianças e adultos, o que traz sérias conseqüências para a saúde física e mental do indivíduo. Muitos estudos têm demonstrado que o excesso de peso tende a diminuir a expectativa de vida e predispõe à morbidade. A obesidade está relacionada com a redução das atividades motoras, fadiga e problemas psicológicos. É um problema de difícil tratamento. Assim, medidas de intervenção devem ser incentivadas para obter controle em fase precoce. O objetivo deste estudo foi de descrever e analisar os resultados das avaliações psicológicas de crianças que vieram para atendimento no Programa de Atenção Multiprofissional a Obesidade da Universidade de São Paulo nos anos de 2001 e 2002, ao iniciar o atendimento proposto pelo programa e ao final do mesmo, e também analisar peso, altura e IMC iniciais e finais dessas crianças. Os sujeitos desse estudo foram 19 crianças com percentil do IMC igual ou acima de 95, com idades entre 10 e 12 anos, participantes do programa. O Programa de Atenção Multiprofissional a Obesidade da Universidade de São Paulo tinha duração de um ano letivo e contava com uma equipe integrada por psicólogos, professores de educação física, nutricionistas e enfermeiros. O estudo foi realizado por meio da análise dos protocolos das avaliações psicológicas realizadas no início do trabalho e no final, durante os anos de 2001 e 2002. Em 2001 os testes aplicados foram: Teste do desenho da Figura Humana, IDATE – Inventário de Ansiedade Traço-Estado Forma C e Escala Infantil Piers-Harris de Auto-conceito. Em 2002 os testes aplicados foram: Teste do desenho da Figura Humana, Escala de Ansiedade “O que penso e sinto”, Escala de Lócus de Controle para crianças e Escala Infantil Piers-Harris de Auto-conceito. Os protocolos das avaliações psicológicas foram analisados de acordo com as normas de padronização de cada instrumento utilizado e foi verificado que, em sua maioria, as crianças deste estudo encontram-se dentro da média, com relação aos aspectos do seu funcionamento psicológico. Foi realizada uma comparação dos resultados dos instrumentos psicológicos de cada criança no início do trabalho e no final, em cada um dos anos, e não foram encontradas diferenças estatisticamente significantes mostrando que, de maneira geral, não houve alteração em relação aos aspectos do funcionamento psicológico das crianças após o trabalho realizado. Com relação ao peso inicial e final, não foi encontrada diferença estatisticamente significativa para o ano de 2001. Já para o ano de 2002 houve diferença, mostrando que as crianças tiveram aumento de peso na avaliação final. Com relação à altura inicial e final, foi encontrada diferença estatisticamente significativa nos dois anos, houve aumento na altura final das crianças. Com relação ao IMC inicial e final não foi verificada diferença estatisticamente significativa nos dois anos. Enquanto grupo, as crianças, ao final do programa, tenderam a manter seus índices de massa corporal (IMC), permanecendo na faixa do percentil 95 e, portanto indicando quão difícil é tratar o problema em crianças. / Obesity has been increasing in children and adults, entailing serious consequences for people’s physical and mental health. Many studies have demonstrated that excess weight tends to decrease life expectancy and predispose to morbidities. Obesity is related to a reduction in motor activities, to fatigue and psychological problems. As it is difficult to treat, intervention measures must be encouraged to get it under control at an early stage. This study aims to describe and analyze the psychological evaluation results of children attended in the Multiprofessional Obesity Care Program offered by the University of São Paulo in 2001 and 2002, at the beginning and end of the assistance proposed by the program, as well as to analyze these children’s initial and final weight, height and BMI. Subjects were 19 children between 10 and 12 years old, with a BMI percentile of 95 or higher, who participated in the program. This Multiprofessional Obesity Care Program by the University of São Paulo took one school year and its team included psychologists, physical education teachers, nutritionists and nurses. We analyzed the children’s psychological evaluation records, realized at the beginning and end of this program, in 2001 and 2002. In 2001, we applied the Human Figure Drawing Test, STAI-C – State-Trait Anxiety Inventory for Children and the Piers-Harris Children’s Self-Concept Scale. In 2002, we used the Human Figure Drawing Test, the Anxiety Scale “What I think and feel”, the Locus of Control Scale for Children and the Piers-Harris Children’s Self-Concept Scale. The psychological evaluation records were analyzed according to the standards of each instrument. We verified that most children in this study scored within average levels for the aspects of their psychological functioning. For each child, we compared the results of the psychological instruments at the beginning and end of the work in each year and could not find any statistically significant differences. This shows that, in general, the aspects of the children’s psychological functioning did not change after the program. With respect to initial and final weight, we did not find any statistically significant difference for 2001. The difference found for 2002, on the other hand, shows an increase in the children’s weight on the final evaluation. In terms of initial and final height, we found a statistically significant difference in both years, with an increase in the children’s final height. We did not find any statistically significant difference between initial and final BMI in both years. At the end of the program, this group of children tended to maintain their BMI within the 95 percentile range, which indicates how hard it is to treat this problem in children.

Discute a formação do psicologo e como o tema da morte e contemplado nessa formação, na medida em que, como profissional de saúde, tem a morte no seu cotidiano profissional. Discute a inserção do tema da morte na graduação em psicologia, tracando um histórico de algumas experiencias entrangeiras. Descreve a criação e implantação de um curso de psicologia da morte no instituto de psicologia da USP, como disciplina optativa, apresentando objetivo, programa, estrategias e bibliografia, seguidos de reflexões e duvidas surgidas nesse processo. Analisa os discursos orais e escritos de 41 alunos que frequentaram o curso, apresenta suas representações de morte, motivos de escolha do curso e expectativas de seu trabalho diante da morte. Avalia o curso junto com os alunos, salientando os pontos positivos e negativos e as sugestões de modificação. Conclui que o curso psicologia da morte deve ser mantido devido a sua importância para a formação dos psicólogos da USP, e sugere que outros cursos de psicologia e os demais da área de saúde tomem esta experiencia como exemplo para a formação de um profissional mais sensível as necessidades de seus clientes / Death is one of man\'s basic worries as it is to Psychology, whose subject is the human being. If death is a social interdict, it can\'t be for the psychologist, that as a health professional, has death in his everyday work. The absence of the subject death in the Psychology Undergraduate Pro­ gram is pointed out. This issue is analysed and experiences of Death Education Courses in the EUA are referred. We suggest the creation of an optative course \"Psychology of Death\" in the Psychology Course at University of São Paulo, to sensibilize and stimulate reflection and discussion about death. The purposes, program, strategies and bibliography of the course are presented. Based on the analysis of oral and written accounts of 41 students that attended the course, we present their representations of death, the reasons for their choice of the course, and their expectations of dealing with death in their work. The course was evaluated by the teacher and students, being emphasized the positive and negative points, as well as, the modifications suggered. The conclusion was for the maintenance of the course \"Psychology of Death\" for two reasons. Firstly it has shown itself to be important in the formation process of the undergraduates in Psychology at the USP. Secondly, due to the need for both Psychology courses and others in the area of Health to take this experience as an example to prepare professionals more sensible to the needs of their clients

This research investigates the impact of collaborative work between an Educational Psychologist (EP) and teaching assistants (TAs) delivering a wave 3 National Numeracy Strategy (NNS) intervention. The aim was to decipher whether EPs can play a distinctive role in addressing the stubborn and significant tail of underachievement in numeracy and, indirectly, the associated risks to an individual’s life opportunities, health, employability and social cohesion by providing consultative support for TAs. A multiple case study approach was adopted involving three case studies, each comprising one TA and three underachieving children, at different schools in the North of England. The EP modelled the use of the wave 3 NNS materials and supported/trained TAs in delivering this and other jointly agreed input over one academic term. Initial consultations were held with TAs to explore their experiences of mathematics and delivering numeracy interventions. Thereafter, joint planning and discussions took place on a fortnightly basis to identify what was working well and what input from an EP may be of use; EP input was provided as and when appropriate. Outcomes from the research were assessed using a standardized numeracy test, attitude questionnaires completed by TAs and children, interviews with TAs before and after the intervention and a research diary. The quantitative data gathered through the numeracy test and attitude questionnaires were compared pre and post intervention using descriptive statistics. The qualitative data from interviews and the research diary was analyzed using a thematic analysis approach. The results indicate that consultative support from EPs is welcome by TAs and schools and can be associated with positive outcomes for the children involved. TAs felt EP support was reassuring and acknowledged that it increased their knowledge and confidence and this directly affected the way they thought, felt and behaved in relation to the children’s numeracy difficulties. TAs reported positive observable changes in the children’s attitudes to numeracy lessons and there was a positive correlation between children’s scores on the numeracy test and the final attitude scores allocated to them by TAs, indicating that the intervention had a substantial impact on children’s attitudes and attainment in numeracy. TAs, parents and teachers attributed the positive changes seen in children to participation in the intervention and children’s progress was clearly linked to the numeracy topics covered by the NNS materials. A model for EP-TA collaboration with NNS interventions is proposed and significant factors include: consultation; modelling resources; conducting diagnostic assessments; shaping TAs’ pedagogical practice and providing training on instructional psychology methods. The research indicates that there is a potential distinctive role for EPs in raising the numeracy attainment and attitudes of children working with TAs on NNS interventions. The key element is successive EP consultations that target specific numeracy needs, effectively consider contextual factors and provide ongoing support for TAs. The proposed model could be applied to other numeracy interventions and provides an economical alternative to expensive SEN provision that EPs could usefully contribute to. Further research will be needed to ascertain more precisely the value added by the factors identified in this study to be associated with positive outcomes for children.

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As technological and medical advances have allowed for more effective medical treatment of individuals in the United States, many patients live extended periods of time with progressive, and, often, co-morbid chronic illnesses. This in turn leads to exponentially higher numbers of patients requiring end of life care within hospice and palliative care systems. Few individuals in any healthcare profession choose to specialize in end of life care, and education and training in this field are not integrated sufficiently into general professional training. As such, the general health care workforce is not being prepared in the basic competencies in working with patients at the end of life. The most promising avenue for end of life care is in integrated delivery systems that operate with the goal of coordinating palliative and hospice care across settings to provide comprehensive advocacy, information, assistance, and management from diagnosis through disease progression and end of life to bereavement care. Two national systems have established the most progressive and integrated approaches to end of life care: the Veteran's Administration (VA) health system and the United States Department of Corrections and Federal Bureau of Prisons health systems. To meet the complex goals of end of life care, a multidimensional, integrated approach with multiple health care professionals, including psychologists, must be applied. Of professionals currently providing end of life care as part of an integrated team, psychologists have been notably absent. Little evidence suggests that mental health oriented disciplines have considered end of life issues to be an important area. More troublesome is the evidence that other professions do not generally view psychologists as central to end of life decision-making and care. The process of dying, from diagnosis to death, is a complex phenomenon causing physical, psychological, existential, interpersonal, and spiritual distress. No profession is better equipped to working with this complexity at the individual, provider, and system levels than psychologists. Grounded in the review of current end of life care models and protocols, a proposal for the potential role of the psychologist will be defined at patient, family, and system levels including roles within provision of care, the healthcare team, providing education, research and program development. Psychologists have the ability to transform the way we care for people at the end of their lives because of the unique skills and expertise the profession can add to the existing foundation of care.

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Diploma thesis Professional Identity of the School Psychologist, shows a profession of a school psychologist through the demands that are set before this profession, relationships in which the school psychologist is and a role in which he/she is engaged. The text is divided into a theoretical part, which contains information from the literature on the topic, part of the methodology, which shows the reader how to obtain research data and a practical part, which presents results of analysis of interviews with the school psychologists. In the first part we learn about issues of professional identity mainly from the perspective of social psychology. The text describes theoretically, on the basis of Czech and foreign literature, the profession of the school psychologist since its inception in foreign countries to the current forms. The theoretical part describes activities that characterize the profession of the school psychologist. Based on the work of several authors we specify the roles of the school psychologist. In the theoretical part we arise from the knowledge of professional identity of the school psychologist. Defining the profession of the school psychologist in the theoretical part provides basic understanding of the research chapters. The practical part is based on interpretation of...

Investiga a possibilidade de uma inspiração pelo referencial psicanalítico na prática do psicólogo escolar. Parte da narrativa e problematização de uma intervenção realizada entre os anos de 1996 e 1997, junto a um grupo de 10 professores de primeiro grau em uma escola pública. Em 2002, retorna a essa unidade escolar e efetua pesquisa com os professores que participaram da experiência, fazendo uso de entrevistas abertas. Por meio desses testemunhos, analisa as conseqüências desse modelo de intervenção, a viabilidade dessa inspiração pelo referencial psicanalítico e a amplitude da possibilidade da extensão dos conceitos psicanalíticos na Cultura. Conclui, com base nos dados obtidos, articulando-os com a sustentação teórica dos pesquisadores do campo da intersecção entre psicanálise e educação, que a experiência possibilitou desvelar aspectos que devem ser tomados como objeto de reflexão: a formação do psicólogo para além da repetição de técnicas; a possível relação do psicólogo com a psicanálise, as implicações da transmissão dessa teoria na graduação de psicologia e as questões subjetivas de cada psicólogo que podem estar ligadas às suas escolhas. Por fim, sugere alterações na forma de transmissão de saber que ocorre nos cursos de psicologia. / It investigates the possibility of an inspiration by the psychoanalitical reference at the practice of the school psychologist. Part of the narrative and problems involved which took place between 1996 and 1997, with a group of 10 teachers from elementary school in a public school. In 2002 there is a return to this school and a research with the teachers who took part in such experience is made, by means of interviews. Through these witnesses, there is an analysis of the consequences of this type of survey, the viability of this inspiration by the psychoanalitical reference and the amplitude of the possibility of the extension of the psychoanalitical concepts in Culture. It concludes that, based on data that we obtained by articulating them with the theorical backup of the field researchers of the intersection between psychoanalysis and education, which the experience made it possible to find out variables that must be taken as an objective of reflection: the background of the psychologist to the repetition of these techniques; the possible relationship between the psychologist and the psychoanalysis, the implications of the transmission of this theory at the graduation of psychology and the subjective issues of each psychologist that may be connected with their choices. Finally, is suggests changes in the ways of transmitting knowledge, which occurs in the courses of psychology.

Concerns relating to the management of externalising and internalising behaviour are prevalent within UK educational policy and practice and represent a key domain for Educational Psychologist (EP) support. EP practice has been subject to change over time, following shifts in legislative approaches to managing behaviour in schools and changes to the contexts and systems within which EPs work, such as increased service trading. A systematic literature review (SLR) sought to represent EP behaviour practices within the existing literature. 12 papers, published between 2000-2017 were identified using a PRISMA framework and evaluated for methodological quality, appropriateness and relevance of focus. An empirical investigation, utilising the Research and Development in Organisations (RADIO) model within a single-case design, was also conducted within a north-west local authority educational psychology service. A focus group with 5 EPs and the Principal EP (PEP), and an interview with the PEP, were carried out and thematically analysed. The SLR identified a range of behavioural practices at individual, group and organisational levels, exemplifying the core functions of the EP role. Single and integrated psychological paradigms were applied, within relational and social constructionist approaches. The empirical investigation identified a range of behavioural practices, and underlying psychological paradigms, alongside ideas for future developments in behaviour service delivery and the possible facilitators and barriers to achieving this were considered. Reflections on the utility and experience of EP involvement in action research were also facilitated, with content analysis findings presented. Links to theory and practice, and implications for future research are considered, including empirical investigation of EP practice within local contexts. The application of psychology within local contexts and service development processes, are also considered. Finally, following an exploration of the concepts of evidence-based practice and practice-based evidence, and their implications for practitioner psychologists, a dissemination strategy for sharing findings with participants and the wider EP community is proposed.