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Children and adolescents transitioning from partial hospitalization programs-to-schools have both mental health and educational needs. As the leading mental health experts in schools, school psychologists are uniquely suited to address the needs of these students. However, their role in this transition process has yet to be explored. This study begins to fill the gap in the empirical literature by investigating the actual role and function of school psychologists in partial hospitalization program-to-school transitions, the perceived barriers to successful transitions, and the school psychologist characteristics that predict involvement in the transition process. In addition, school psychologists' perceptions of the sufficiency of their training and the effectiveness of their current transition procedures were explored. Seventy-one school psychologists practicing around the country who had at least one student on their caseload attend a partial hospitalization program during the previous two years participated in an anonymous, internet-based survey. Results indicate that school psychologists had high levels of involvement in partial hospitalization program-to-school transitions, most frequently engaging in activities related to special education services (i.e., IEP meetings, psychoeducational assessments) and consultation with teachers. School psychologists with smaller caseloads had significantly higher levels of involvement than those with larger caseloads. The strongest barrier to successful transitions was insufficient communication among schools and partial hospitalization programs. School psychologists who served on a team specifically designed to address the needs of students transitioning from a hospital-to-school setting perceived their procedures to be more effective than non-team members. Overall, school psychologists perceived their training to transition students from partial hospitalization programs-to-school to be moderately sufficient; however, they perceived their current procedures to be moderately ineffective. Recommendations to improve the effectiveness of partial hospitalization program-to-school transitions are provided. / School Psychology

Summary in English / Research was conducted to determine whether the 16-PF can be used as an objective measurement for the selection of prospective educational psychologists. A wellgrounded literature study was performed about the task of the educational psychologist and skills and personality features which make the task of the educational psychologist easier. The task of the educational psychologist is not of an individual nature, directed at individual problems any more, but covers a wide field which demands that the educational psychologist comes forward with new initiatives. The traditional task of diagnosing, assisting, administrating and conducting research must be extended to one which also emphasizes proactive programmes, mental health, prevention of problems and human development. The nature of the task makes high demands on the educational psychologist and requires the mastering of a variety of skills. A large variety of factors have been found in literature which could make the task of the educational psychologist easier. These factors can be grouped together as cognitive factors, factors which contribute to the creation of an educational climate and accompanying interpersonal relations and rapport, factors which indicate the use of an external reference framework, and factors which indicate mental health. These identified factors were related to the factor patterns of the 16-PF and were derived to personality factors. These latter factors which were thus obtained, were used to compile a personality profile for educational psychologists. The following personality profile for educational psychologists was derived from the literature study: outgoing (affectothymia; A+), high intelligence (B+), higher ego strength (C+), higher superego strength (G+), socially venturesome (H+), shrewdness (N+) and self-assuredness (0-). According to literature, withdrawal (A-) and dominance (E+) are regarded as negative features of the educational psychologist. The personality profile was assessed by experts with the use of the Delphi technique. From the results of the Delphi investigation it appears that the experts support the suggested personality profile. The personality features are regarded as extremely important, and comment on the personality profile was positive. The findings of the research contribute to the solution of the problem around the selection of educational psychologists since an objective assessment of the prospective student's abilities can be obtained by means of the 16-PF. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

Made available in DSpace on 2016-04-29T13:32:34Z (GMT). No. of bitstreams: 1 Fabiana Itaci Correa de Araujo.pdf: 2358363 bytes, checksum: ed30866432816576fbb1581467d584cd (MD5) Previous issue date: 2010-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present research aims to analyze the pratical of psychologists of Social Assistance Centers (CRAS) in its implication with the subjectivity as a dimension of action in the Social Security Politics. The qualitative study was developed from the perspective of the Critical Social Psychology Theory, with a historical dialectical materialist basis. In order to accomplish our objective, three psychologists had been interviewed (half-directed interview). They worked at the public, municipal service, servers of the CRAS for, at least, six months. From the stories produced with the interviews, units of sense had been raised. Hence, those units were collated having as reference the norms of Social Security and the principles of Critical Social Psychology. This was done in dialog with others researches of NEXIN that were about similar themes. In this process it is evident the importance attributed to the practical knowledge developed by the Social Service, the daily attendance to the demands of the population, the importance of the group as privileged unit of work and the purpose attributed for the psychologist for its practical professional in this social-occupational space. The results point the character of process in the construction of a proper place of Psychology in the Social Assistance, and demonstrate the political difficulties joined during the formation and organization of the work of accomplishing the objectives of the basic social protection. This construction is crossed by the contradictions that determine the Social Assistance as an area of public politic, understood in the movement of the production and reproduction of the social life, and of the historical constitution of Psychology as an area of knowledge and practical professional / A presente pesquisa tem como objetivo analisar a prática do psicólogo nos Centros de Referência da Assistência Social (CRAS) em sua implicação com a subjetividade como dimensão de ação da Política de Assistência Social. Trata-se de um estudo qualitativo desenvolvido a partir do referencial teórico-metodológico da Psicologia Social crítica, de base materialista histórica dialética. Para tanto, foram entrevistados (entrevista semi-dirigida) três psicólogos, servidores públicos municipais, trabalhadores do CRAS, há, no mínimo, seis meses. A partir dos relatos produzidos com as entrevistas foram levantadas as unidades de sentido de cada sujeito. Essas foram confrontadas tendo como referência as normatizações da Assistência Social e os pressupostos da Psicologia Social Crítica, em diálogo com as pesquisas já desenvolvidas pelo NEXIN com uma temática próxima à desta. Nesse processo destacam-se a importância atribuída aos conhecimentos e práticas desenvolvidas pelo Serviço Social ao atendimento cotidiano às demandas da população, a importância do grupo como unidade de trabalho privilegiada e a finalidade atribuída pelo psicólogo para sua prática profissional neste espaço sócio-ocupacional. Os resultados apontam para o caráter processual da construção de um lugar próprio da Psicologia na Assistência Social e as dificuldades encontradas de ordem política, de formação e de organização do trabalho, na consecução dos objetivos da proteção social básica. Essa construção é atravessada pelas contradições que determinam a Assistência Social como área da política pública, entendida no movimento de produção e reprodução da vida social, e da constituição histórica da Psicologia como área do conhecimento e prática profissional

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2017-02-14T13:55:22Z No. of bitstreams: 1 MHARIANNI CIARLINI DE SOUSA BEZERRA.pdf: 2425826 bytes, checksum: f544bda5fafd02ef25fb51357cf8abe5 (MD5) / Made available in DSpace on 2017-02-14T13:55:23Z (GMT). No. of bitstreams: 1 MHARIANNI CIARLINI DE SOUSA BEZERRA.pdf: 2425826 bytes, checksum: f544bda5fafd02ef25fb51357cf8abe5 (MD5) Previous issue date: 2016-12-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aimed to understand from a phenomenological stand point the experience of psychologists who recently went through a multiprofessional residency course in the healthcare system. It is a qualitative and exploratory investigation inspired in Edmund Husserl?s phenomenology and based on the Person Centered Approach?s psychological perspective. The researcher held dialogical encounters with six participants who attended three different Multiprofessional Residency Programs in the interior of S?o Paulo state. Through the researcher?s empathic attitude, each encounter became a phenomenological experiential field that contributed to the development of the subjective elements of the participant?s experience. The encounters were analyzed through the construction of comprehensive narratives as well as a synthesis narrative that brought together the essential structural elements of the phenomenon. These revealed that the professionals? scheme of total dedication to the residency in their field of action challenges their limits, generating suffering and exhaustion, as well as satisfaction when they are able to overcome the challenges and recognize their capacities. This reality enables personal and professional growth stemming from meaningful learning, promoting human growth. The participant?s experience portrays a reassessment of psychologist?s particular way of integrating a multiprofessional health team. The practice of psychological attention is developed in relationship with a sense of responsibility toward an integrated care promoted in several contexts. As the participants attempt to handle all the complex demands which arise daily, several distinct kinds of psychological attention have been developed. The participants identified the hospital as the place of excellence for the health psychologist to work, manifesting certain affinities with the medical model that privileges care based on sub-specialties. The tension between teaching strategies and health service passes through their experience, in a significant way, interfering in the possibility of an integrated vision about the relationship between university and health system to serve the vulnerable population. It is concluded that the comprehensive nature of this research study made it possible to reveal significant elements of the inservice training process that stimulate reflections about its potentialities and limitations. / Esta pesquisa objetivou compreender fenomenologicamente a experi?ncia de psic?logos que vivenciaram, recentemente, a forma??o profissional num curso de especializa??o em car?ter de resid?ncia multiprofissional em redes de aten??o ? sa?de. Consistiu em pesquisa qualitativa de car?ter explorat?rio com inspira??o na fenomenologia proposta pelo fil?sofo Edmund Husserl e fundamentada na perspectiva psicol?gica da Abordagem Centrada na Pessoa. Foram realizados encontros dial?gicos entre a pesquisadora e seis participantes de tr?s programas de resid?ncia multiprofissional de um munic?pio do interior do estado de S?o Paulo. Por meio da atitude emp?tica da pesquisadora, cada encontro consistiu em campo fenomenol?gico experiencial que contribuiu para o desvelamento dos elementos subjetivos da experi?ncia das participantes. A an?lise dos encontros foi realizada a partir da constru??o de narrativas compreensivas e de uma narrativa s?ntese que reuniu os elementos que comp?em a estrutura essencial do fen?meno em estudo. Revelou-se que a din?mica de dedica??o total do profissional ? resid?ncia leva-o a uma imers?o nos contextos de atua??o que desafia seus limites, gerando sofrimento e cansa?o, mas tamb?m satisfa??o quando consegue superar os desafios e reconhecer suas capacidades. Essa realidade torna-se propiciadora de transforma??o pessoal e profissional a partir de aprendizagem significativa que promove crescimento. A experi?ncia das participantes revelou um processo de apropria??o singular da profiss?o pela via da participa??o em equipe multiprofissional da sa?de. A pr?tica da aten??o psicol?gica desenvolve-se vinculada ao compromisso com a integralidade no cuidado disponibilizado em contextos diversos. Na tentativa de atender ?s demandas complexas que surgem cotidianamente, s?o desenvolvidas distintas modalidades de aten??o psicol?gica. As participantes identificam o hospital como lugar de excel?ncia para o exerc?cio do trabalho do psic?logo na ?rea da sa?de, demonstrando afinidade com o modelo m?dico que privilegia a??es de cuidado pautadas em subespecialidades. A tens?o entre as estrat?gias de ensino e de servi?o atravessaram a experi?ncia das participantes de modo significativo, interferindo na possibilidade de uma vis?o integradora sobre a rela??o entre a universidade e o sistema de sa?de no atendimento ? popula??o vulner?vel. Conclui-se que o car?ter compreensivo desse estudo possibilitou desvelar elementos significativos do processo de forma??o em servi?o que estimulam reflex?es sobre suas potencialidades e limita??es.

Ο σκοπός της παρούσας έρευνας ήταν η διερεύνηση των απόψεων Ελλήνων εκπαιδευτικών και φοιτητών - υποψηφίων εκπαιδευτικών ως προς 1) τις δραστηριότητες, που θεωρούν ότι αντιστοιχούν στο ρόλο του ΣΨ, 2) τη σημασία, που αποδίδουν σε 13 δραστηριότητες του ΣΨ, 3) την επιθυμητή μορφή συνεργασίας ΣΨ- εκπαιδευτικών, 4) το πόσο αναγκαία, θεωρούν, την παρέμβαση του ΣΨ για τη διαχείριση συγκεκριμένων προβλημάτων, των μαθητών και της σχολικής κοινότητας, εν γένει, 5) το χώρο των συναντήσεων ΣΨ - εκπαιδευτικών και 6) το χρόνο παραμονής του ΣΨ στο σχολείο. Το δείγμα της έρευνας αποτέλεσαν 136 εκπαιδευτικοί πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης σχολείων του Νομού Αχαΐας και 136 φοιτητές του Τμήματος Επιστημών της Εκπαίδευσης και της Αγωγής στην Προσχολική Ηλικία του Πανεπιστημίου Πατρών. Οι συμμετέχοντες συμπλήρωσαν αυτοσχέδια ερωτηματολόγια. Τα αποτελέσματα έδειξαν, ότι και οι εκπαιδευτικοί και οι φοιτητές αναγνωρίζουν τις συμβουλευτικές υπηρεσίες του ΣΨ, τη συνεργασία ΣΨ και εκπαιδευτικών εντός του σχολικού χώρου, για 2-3 ημέρες ανά εβδομάδα, διαχειριζόμενος κυρίως συναισθηματικά προβλήματα και προβλήματα συμπεριφοράς των μαθητών. Η έρευνα μας συμβάλλει στην προώθηση των αναγκαίων νομοθετικών ρυθμίσεων για το ρόλο του σχολικού ψυχολόγου μέσα στη δημόσια ελληνική εκπαίδευση. / The purpose of the present survey was the investigation of teachers’ and student teachers’ perceptions of: 1) the actual activities, that school psychologist, have, 2) the importance they attribute to 13 activities of the school psychologist, 3) the desired type of cooperation between SP (school psychologist) and teachers, 4) the necessity of the intervention of SP in a series of problems, concerning students and the whole school community 5) the desired place for meetings between SP and teachers and 6) the preferred time of school psychologist working per week at school. The sample of the study was consisted of 136 teachers at elementary and secondary schools of Achaia and 136 student teachers of University of Patras. The participants completed self-rated questionnaires. The findings showed that both teachers and student teachers acknowledge the counseling services of SP, the cooperation of teachers and SP within the school settings, for 2-3 days per week, in dealing mainly with students’ emotional and behavioral problems. Our study contributes to the promotion of the necessary legislative regulations of the role of school psychologist in the Greek public education.

Summary in English / Research was conducted to determine whether the 16-PF can be used as an objective measurement for the selection of prospective educational psychologists. A wellgrounded literature study was performed about the task of the educational psychologist and skills and personality features which make the task of the educational psychologist easier. The task of the educational psychologist is not of an individual nature, directed at individual problems any more, but covers a wide field which demands that the educational psychologist comes forward with new initiatives. The traditional task of diagnosing, assisting, administrating and conducting research must be extended to one which also emphasizes proactive programmes, mental health, prevention of problems and human development. The nature of the task makes high demands on the educational psychologist and requires the mastering of a variety of skills. A large variety of factors have been found in literature which could make the task of the educational psychologist easier. These factors can be grouped together as cognitive factors, factors which contribute to the creation of an educational climate and accompanying interpersonal relations and rapport, factors which indicate the use of an external reference framework, and factors which indicate mental health. These identified factors were related to the factor patterns of the 16-PF and were derived to personality factors. These latter factors which were thus obtained, were used to compile a personality profile for educational psychologists. The following personality profile for educational psychologists was derived from the literature study: outgoing (affectothymia; A+), high intelligence (B+), higher ego strength (C+), higher superego strength (G+), socially venturesome (H+), shrewdness (N+) and self-assuredness (0-). According to literature, withdrawal (A-) and dominance (E+) are regarded as negative features of the educational psychologist. The personality profile was assessed by experts with the use of the Delphi technique. From the results of the Delphi investigation it appears that the experts support the suggested personality profile. The personality features are regarded as extremely important, and comment on the personality profile was positive. The findings of the research contribute to the solution of the problem around the selection of educational psychologists since an objective assessment of the prospective student's abilities can be obtained by means of the 16-PF. / Psychology of Education / D. Ed. (Sielkundige Opvoedkunde)

This diploma thesis deals with influence of Feuerstein's method of Instrumental Enrichment on didactics of elementary school teacher. The Instrumental Enrichment method is a very sophisticated strategy for developing individual cognitive structures. A person who helps develop cognitive structures acts as a mediator. These mediators are most often parents or teachers. So, according to Feuerstein, the teacher is not merely a knowledge builder, but he tries to develop his / her thinking and teaching potential. The aim of my work is to deepen the general knowledge of the influence of this method on teachers' didactics from the perspective of those teachers who work with it. To clarify in which areas didactics teachers perceive the impact of this method and how concrete changes are reflected. The theoretical part of the thesis introduces the author of the method, Professor Reuven Feuerstein, and the theoretical starting points from which his method is based. In addition, Feuerstein's Instrumental Enrichment Program is introduced, which is an application of mediated learning to pedagogical practice. It further defines the concept of didactics. The last part deals with available research on the influence of the method on teachers' didactics. In the empirical part, which is based on qualitative research...

Críticas à atuação tradicionalmente individualizante do psicólogo na área de Educação iniciaram no Brasil um intenso movimento de revisão das concepções desse trabalho e de busca por novas alternativas de exercê-lo. A compreensão de que as queixas escolares são multideterminadas e produzidas na escola levou à necessidade de construir práticas que tenham como foco a instituição escolar, de forma a intervir no processo de produção dessas queixas. Portanto, esta pesquisa visa identificar práticas de psicólogos desenvolvidas na rede pública de educação, em abordagem institucional, de modo a caracterizá-las, compreender as concepções que as embasam e analisar suas contribuições para a Educação. Com isso, pretende-se oferecer subsídios para o estabelecimento de uma atuação crítica na rede pública de ensino, comprometida com uma educação de qualidade. O método baseou-se na abordagem qualitativa de tipo etnográfico, e os procedimentos adotados foram observações do trabalho de psicólogos de duas equipes, pertencentes às Secretarias de Educação de dois municípios do estado de São Paulo, e a realização de entrevistas semiestruturadas com as equipes. É possível destacar que a inserção de psicólogos se dá tanto em equipes uniprofissionais quanto multiprofissionais, com a tentativa de integrar ações entre profissionais de diferentes áreas e setores em ambos os casos. A participação no dia a dia da escola, o atendimento a público-alvo amplo, o trabalho direto com os educadores e propostas de intervenção junto a grupos mostram a tendência de atuação institucional, embasada na concepção de que, para agir na produção das queixas escolares, é necessário intervir na instituição escolar. Por outro lado, práticas como encaminhamentos para avaliação psicológica e neurológica e para atendimento clínico, pautadas no entendimento de que as dificuldades escolares são decorrentes de transtornos, déficits cognitivos ou culturais, problemas emocionais e falta de estrutura familiar, revelam a propensão de atuar de forma clínica. Ambas as tendências são expressas na atuação dos psicólogos, que, no entanto, elegeram a tendência institucional como norte, e intentam superar a tendência clínica. O atendimento às queixas escolares é uma das principais frentes de trabalho dos psicólogos e consiste em investigar a participação dos diferentes atores escolares e de determinantes sociais e institucionais na produção das dificuldades de escolarização. Contudo, os psicólogos percebem que o atendimento a casos individuais de alunos aumenta a quantidade de encaminhamentos e procuram formas de suplantar isso. Uma dessas formas são projetos, cujo foco é a escola ou a rede de ensino como um todo, nos quais procuram atuar no âmbito coletivo. Identifica-se que uma das principais contribuições da atuação dos psicólogos tem sido a mudança de concepção das escolas sobre o fracasso escolar. O enfrentamento a explicações individualizantes, ações medicalizantes, estereótipos e preconceitos sobre os estudantes pobres e suas famílias tem surtido efeito ao alterar a maneira como a escola se coloca diante das queixas escolares: em vez de delegar ao psicólogo a resolução do problema do aluno, assume sua parte de responsabilidade nesse processo e estabelece uma parceria com o psicólogo para, juntos, criarem estratégias de enfrentamento aos desafios presentes no cotidiano escolar / Criticism towards the traditionally individualizing action of psychologists in the educational field has triggered, in Brazil, an intense movement of revision of this works conceptions, as well as the search for new alternatives to its practice. The understanding that school complaints are determined by multiple factors and produced within the school led to the necessity of building practices that focus on school as an institution, as to intervene in the process of production of such complaints. Therefore, this research intends to identify psychologists practices in the public school system, according to an institutional approach, in order to characterize them, understand the conceptions on which they are founded, and analyze their contributions to Education. The objective is to offer subsidies committed to high quality education for the establishment of critical action in the public school system. The methodology was based on ethnographic research, and the procedures undertaken were the observation of the work of psychologists from two teams from the Departments of Education of two cities within the State of São Paulo, as well as carrying out semi-structured interviews with these teams. Its possible to highlight that psychologists are inserted in teams of both one or multiple professions, with an attempt to integrate actions of professionals from different areas and sectors in both cases. Participation in school routine, assistance to a large target audience, direct work with educators, and group intervention proposals show the trend of institutional action, founded on the conception that, to act on the production of school complaints, its necessary to intervene in the school institution. On the other hand, practices such as referrals to psychological and neurological evaluation and to clinical treatment, based on the understanding that school difficulties result from disorders, cognitive or cultural deficit, emotional problems and lack of family structure, reveal the propensity of acting from a clinical perspective. Both tendencies are expressed in the psychologists action, that have elected, however, the institutional tendency as a guideline, and try to overcome the clinical tendency. Assistance to school complaints is one of the psychologists main work fronts and consists on investigating the role of different social actors at school and of social and institutional determinants in the production of difficulties in schooling. However, psychologists notice that assistance to students individual cases increases the amount of referrals, and so they seek ways of supplanting this. One of these ways is proposing projects that focus on the school or the school system as a whole, and in which they try to act in the collective sphere. Its been identified that one of the main contributions of psychologists action is the change in schools conceptions about school failure. The facing of individualizing explanations, medicalizing actions, and stereotypes and prejudice about poor students and their families has been achieving results by altering the way schools face school complaints: instead of delegating to psychologists the resolution of a students problems, they take their share of responsibility in this process and establish a partnership with the psychologist, so that, together, they can create strategies to confront the challenges of everyday life at school

O ofício do psicólogo numa instituição hospitalar é como uma arte que se modula dia-apósdia de trabalho e revela realidades desafiadoras no que se refere à sua inserção e à sua prática. A proposta deste estudo foi discutir o processo de construção do lugar do psicólogo no hospital geral com inspiração no referencial da psicologia analítica. Adotei a cartografia como metodologia de trabalho, utilizando narrativas obtidas a partir de diários de bordo que descreveram inquietações, questionamentos e reflexões sobre situações vivenciadas ao longo do percurso de minha prática enquanto psicóloga num hospital geral do município de São Paulo. O termo lugar, que transcende o espaço físico, foi entendido como disponibilidade emocional mediante situações diversas que se dão em termos de tempo e espaço no hospital. Refere-se a um jeito próprio de ocupar uma morada e que se configura por uma atitude clínica, no seu sentido etimológico. Apropriar-se de seu lugar é um processo de construção, fundamentação e manutenção, permeado por variáveis tais como: formação, supervisão, análise pessoal, conhecimento sobre a realidade e contexto da instituição e apropriação de uma persona criativa para transitar nesse contexto que corresponde a um self institucional. Essa construção se mostra em sincronia com o processo de individuação do psicólogo, em seus aspectos de desenvolvimento profissional. Considerando-se, inclusive, que, no seu trabalho dentro do hospital, sua individuação se cruza com a dos outros personagens que também transitam neste contexto. Através de sua postura de prontidão, o psicólogo ausculta as demandas que lhe são confiadas, clarificando sentidos e cuidando para que o encontro aconteça como possível o for e num processo percorrido junto e de modo que ao outro seja devolvido seu potencial de responsabilidade e cuidado. Importante atentar, inclusive, para sua atitude dentro da equipe e em relação ao modo pelo qual recebe e dá atenção às solicitações de intervenções. Também se faz necessária uma conciliação e flexibilização entre o tempo kairótico e o cronológico: entre a necessidade emocional do paciente, a disponibilidade pessoal do psicólogo e as emergências e urgências práticas do contexto hospitalar. O mito de Héstia pode inspirar-lhe uma atitude acalentadora ao sofrimento e incômodo humanos. Tal como a disponibilidade emocional do psicólogo, a lareira de Héstia é o lugar da passagem e deve sempre ser mantida acesa; ela proporciona o estar para que se restabeleça um cuidar de ser e de resgatar novos modos de continuar sendo. Já a presença inspiradora de Hermes abre caminhos para a transição rumo ao porvir, encaminhando sentidos aos impasses do cotidiano hospitalar. Um questionamento que também se mostrou relevante, pois embasa o lugar da Psicologia em qualquer contexto, refere-se ao que interpela o lugar que cabe à Psicologia enquanto ciência e a qual convocação esta se dirige, atualmente. O lugar do psicólogo no hospital, assim como em qualquer outro local, existe por sua legitimidade. Precisamos apenas reconhecê-lo e habitá-lo. Para isso, não podemos esperar que nos seja indicado; nós devemos clarificá-lo por uma atitude própria / The profession of a psychologist in a hospital institution is like an art that adjusts with every day of work and reveals challenging realities in relation to its insertion and its practice. The aim of this study was to discuss the process of the construction of the psychologists place in a general hospital inspired by references to analytical psychology. I adopted cartography as the work methodology, using narratives obtained from logbooks which described restlessness, questioning and reflections about situations experienced over the course of my work while I was a psychologist at a general hospital in the municipality of Sao Paulo. The term place, which transcends the physical environment, was understood as emotional availability by means of various situations that occur in terms of time and space in the hospital. It refers to a particular way of occupying a residence and which is shaped by a clinical attitude, in its etymological sense. The appropriation of ones place is a process of construction, foundation, and maintenance, permeated by variables such as: formation, supervision, personal analysis, knowledge in relation to the institutions reality and context and the appropriation of a creative persona to make ones way through this context which corresponds to an institutional self. This construction shows itself to be in synchrony with the psychologists process of individuation, in its aspects of professional development. Also taking into account that in such work for the hospital, ones individuation crosses with that of the other characters that are also making their way through this context. Through a posture of readiness, demands are entrusted to the psychologist who listen to them, clarifying meanings so that the meeting happens as possible it can be and in a process travelled together and in such a way that the other person is given back their potential for responsibility and care. It is also important to pay attention to ones attitude within the team and in relation to the way in which you receive and deal with the requests for interventions. It is also necessary a reconciliation and flexibility between kairotic time and chronological time, between the patients emotional needs, the psychologists personal availability and the practical emergencies and pressures of the hospital context. The myth of Hestia may inspire a soothing attitude to human suffering and discomfort. In the same way as the psychologists emotional availability, Hestias hearth is a place of passage and should always be kept lit; it provides the being in order to reestablish a care to be and to rescue new ways to continue being. Meanwhile Hermes inspiring presence paves the way for the transition towards what is still to come, forwarding meanings to the impasses of daily hospital life. A question that also showed to be relevant, as it lays the foundations for Psychologys place in any whatsoever context, refers to that which challenges Psychologys place as a science and to what calling it is currently directed. The psychologists place in the hospital, as in any other place, exists due to its legitimacy. We need merely recognize it and inhabit it. For this reason, we cannot expect that it is shown to us; we have to clarify it by our own attitude