The recent changes in legislation and codes of practice expand the role of the educational psychologist to a wider age range: 0-25. Moreover, surveys suggest an increasing number of children and young people experience difficulties with mental health, including depression. A systematic literature review of what narratives young people use to communicate depression was undertaken in the first paper. Despite an abundance of literature about depression in clinical settings, only eight studies met the inclusion criteria and were incorporated in the synthesis. A number of issues were identified including ways and methods of communicating depression and the impact of normative pressures and gendered experiences. Findings have implications for practitioners working with young people and have been used to develop a tentative framework for effective practice. The second paper reports on qualitative research, adapting a phenomenological approach. The self-selected participant sample (three university students, aged 19-21) had experiences of living with depression. Each participant was interviewed three times, using focused semi-structured interviews. The data were subsequently transcribed and analysed using a framework of Interpretative Phenomenological Analysis (Smith, Flowers & Larkin, 2009). The themes were grouped into superordinate themes and interpreted in the light of researcher's own experiences and knowledge. Two reported themes 'the weariness of the world was upon me' and 'it all fell down to chance' discuss embodied experiences of living with depression and barriers and facilitators to accessing help, which was mostly coincidental. Finally, the third paper discusses evidence-based practice, ways of achieving impact in research, and dissemination of research at individual, organisational and academic level. Overall, the present research suggests that educational psychologists can play an important role in raising awareness of children and young people living with depression, as well as promoting mental health, wellbeing and resilience in a variety of educational settings and amongst practitioners working with children and young people.

O objetivo deste estudo foi compreender como psicólogos porto-alegrenses estão vivenciando as tarefas evolutivas do desenvolvimento de carreira inerentes ao estágio de estabelecimento, de acordo com a teoria de Donald Super. Além disso, buscou-se verificar as diferenças percebidas entre a realização das tarefas do desenvolvimento de carreira de psicólogos com relação ao tipo de vínculo empregatício, seja ele público, privado ou autônomo e, também, conhecer como os profissionais relacionam a atual conjuntura sócio-econômica na inserção do psicólogo no mercado de trabalho. Foram entrevistados 15 trabalhadores psicólogos (12 mulheres e 3 homens) com idades entre 30 e 38 anos, escolhidos de modo a contemplar a forma de seu contrato trabalhista (público, privado ou autônomo). A entrevista considerou as tarefas do desenvolvimento de carreira que dizem respeito ao estágio de estabelecimento: estabilização, consolidação e progresso. Os dados coletados foram analisados qualitativamente. Os resultados apontaram seis categorias relacionadas ao estabelecimento de carreira dos psicólogos participantes: a rede de relacionamento, o processo desenvolvimental, a realização profissional, a legalização do vínculo de trabalho, a preocupação com o desempenho e a busca constante por qualificação. / The objective of this study was to understand how psychologists from Porto Alegre are experiencing developmental tasks of career establishment stage, according to Donald Super’s theory. In this research there were interviewed 15 psychologists (12 women and 3 men) aged between 30 and 38 years old, chosen to reflect the form of their labor contract (public, private or autonomous). In addition, we attempted to verify the perceived differences between the tasks of the career development of psychologists regarding the type of employment relationship, whether public, private or autonomous, and also know how professionals relate to current socio- economic configuration in the placing of psychologists in the labor market. The interview included career development tasks related to establishment stage: stabilization, consolidation and progress. Data collected were analyzed using qualitative research methods. The results showed six categories associated with participant’s career establishment: relationship network, developmental process, professional achievement, work contracts’ legalization, performance concern and constantly seeking qualification.

A presente dissertação fundamenta-se na psicologia analítica, criada pelo psiquiatra e psicanalista suíço Carl Gustav Jung. Partindo deste referencial e tomando como base os pilares da pesquisa qualitativa foi realizado um grupo vivencial de sonhos com estudantes ingressantes no 1º ano de graduação em Psicologia de uma universidade pública, com o objetivo de compreender como os estudantes estão vivenciando esse momento específico. Por meio do estudo do movimento grupal nos encontros, de uma análise do material obtido e da elaboração simbólica a respeito do desenvolvimento do grupo e dos encontros foi possível identificar e observar símbolos que apontam para um período de mudanças e enfrentamento de angústias e medos, encontrando sustentação e significação no grupo. O grupo vivencial com a utilização de recursos expressivos artísticos revelou-se também como meio de autoconhecimento, possibilitando o exercício da alteridade e seu manejo, indicando seu uso durante a formação do psicólogo em diversos momentos / The present dissertation is based on analytical psychology, created by the Swiss psychiatrist and psychoanalyst Carl Gustav Jung. Starting from this framework and based on the pillars of qualitative research, an experiential dream group was realized with incoming students in the first year of graduation in Psychology from a public university, in order to understand how the students are experiencing this moment. Through the study of the group movement in the meetings, an analysis of the material obtained and the symbolic elaboration of the same and of the encounters, it was possible to identify and observe symbols that refer to a process of change and confrontation of fears that found support in the group. The experiential group with expressives artistcs resources revealed itself also as a tool for self-knowledge, allowing the exercise of alterity and its management, its use being indicated for the training of psychologists, in several moments

Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-05-20T15:59:56Z No. of bitstreams: 1 Dissertação- Andréa Leão Leonardo Pereira de Freitas.pdf: 1308849 bytes, checksum: a890eb7960c3ae25e4bcedf02009f503 (MD5) / Made available in DSpace on 2015-05-20T15:59:56Z (GMT). No. of bitstreams: 1 Dissertação- Andréa Leão Leonardo Pereira de Freitas.pdf: 1308849 bytes, checksum: a890eb7960c3ae25e4bcedf02009f503 (MD5) Previous issue date: 2013-07-19 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aims at investigating an array of possible interventions of psychologists in antenatal intensive care units (ICU) involving preterm babies and their relatives. A comprehensive and qualitative methodology was applied to an interview-based data set obtained from people's opinions and perceptions about their own life experiences. The theoretical scope of this paper is based on a psychoanalytic perspective, hence the great number of scientific inquiries dealing with issues concerning mother-baby bonding. In this pursuit, six mothers of preterm babies who had already been hospitalized in antenatal ICUs were interviewed, together with four family members and two psychologists who worked in a public maternal care facility in Manaus. The data obtained through the semi-structured interview questions has been submitted to content analyses, through which thematic categories were indicated: 1- preterm births and maternal affective experiences; 2- the importance of the psychologists' interventions with mothers; 3- the importance of the psychologist’s interventions with relatives and parents; 4- the importance of the psychologist’s interventions according themselves. The most common sentiments reported by the mothers were: shock/denial; fear; guilt; sadness and impotence. The techniques and guidance used by the psychologist were shown to be interventions pertinent to the three groups interviewed (mothers, family members and psychologists). Aside from the interviews, the participant observation technique was employed in order to confront their discourse or responses with the subject's behavior, leading to the realization that the presence of the psychologist in the ICU did not occur in a systematic manner, despite the fact that all interviewees recognized the importance of this professional in the neonatal intensive care unit (NICU), demonstrating that their visits should occur more often. Individual and group interventions were held only with the group of mothers. In light of these facts, other possible interventions have been suggested, including parents, grandparents and health care staff. This research contributes positively to clarifying a professional attitude that may strengthen affective ties among preterm babies and their families, facilitating reductions in mortality levels and baby abandonment, and resulting evidently in better well-rounded developed individuals in the future. / Esta pesquisa teve como objetivo investigar as possibilidades de intervenção do psicólogo em Unidades de Terapia Intensiva neonatais com bebês pré-termos e seus familiares. O método utilizado foi o qualitativo/compreensivista, que se aplica ao estudo das opiniões e percepções das pessoas, a partir de suas vivências. O enfoque teórico da pesquisa foi o psicanalítico, haja vista o grande número de trabalhos científicos existentes que abordam questões relacionadas ao vínculo mãe-bebê pré-termo. Para tanto, foram entrevistadas seis mães de bebês pré-termos que já estiveram internados em UTI neonatal, quatro familiares e dois psicólogos que trabalham em uma maternidade pública de Manaus. Os dados obtidos por meio de entrevistas semi-estruturadas foram submetidos à análise de conteúdo, a partir da qual foram levantadas as seguintes categorias temáticas: 1) Nascimentos pré-termo e sentimentos vividos pelas mães; 2) Importância da atuação do psicólogo para as mães; 3) Importância da atuação do psicólogo para os familiares e 4) Importância da atuação do psicólogo segundo os próprios profissionais. Os sentimentos mais comuns relatados pelas mães foram: choque/negação; medo; culpa; tristeza e impotência. As técnicas de acolhimento psicológico e orientação apareceram como intervenções relevantes para os três grupos entrevistados (mães, familiares e psicólogos). Além das entrevistas, a observação participante foi utilizada para poder confrontar o discurso ou a fala com as ações dos sujeitos. Foi percebido que a presença do psicólogo no ambiente intensivista não ocorreu de modo sistematizado, apesar de todos os entrevistados terem reconhecido a importância da atuação desse profissional na unidade de UTI neonatal, o que mostra a necessidade de que suas visitas ocorram com maior regularidade. As intervenções individuais e em grupo ocorreram apenas com o grupo de mães. Diante disso, outras possibilidades de intervenção foram sugeridas, a fim de incluir os pais, avós e irmãos e a própria equipe de Saúde. Essa pesquisa contribui positivamente para o esclarecimento de posturas profissionais que podem fortalecer laços afetivos entre os bebês pré-termos e seus familiares, favorecendo a diminuição dos índices de mortalidade neonatal e de abandonos de bebês, além de possibilitar a constituição de indivíduos que futuramente terão um desenvolvimento global mais sadio.

Made available in DSpace on 2016-04-28T20:38:48Z (GMT). No. of bitstreams: 1 Larissa Zanelato Campagnone.pdf: 909483 bytes, checksum: d87ec467eadb3fe75dc66f16de75187e (MD5) Previous issue date: 2013-12-03 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to understand the connection between yoga and psychotherapy. This work wants to comprehend the relationship between these two areas, there are few studies addressing this approach. It was organized in two stages: ( a) theoretical and empirical literature review and ( b ) qualitative research , resulting in analysis of great authors works of psychology, including , Jung (1996 ) and Lowen (1977 .) This methodology was chosen because the literature review opens the possibility of studying to understand what other authors present on the subject matter and explain theoretically the results of the analysis. Moreover, qualitative research enables understanding subjective and affective aspects of each participant. Participated in the survey, six therapists yoga practitioners. Questionnaires were open, trying to understand what they perceived approaches between these two areas. From the questionnaires, it was found that all participants believe that: yoga teachers would benefit greatly if they learned some techniques of psychotherapy to thus be more efficient in accommodating their students when they come in contact with some feeling in their yoga classes. All participants reported changes in their behavior after beginning to practice yoga, thus showing that this philosophy has helped them feel: more tolerant, less anxious, healthy and in balance. Through this study, it was realized that yoga techniques such as meditation, physical postures, breathing and some can be a tool used by psychotherapists. Suggest to discussions in forums about the study of professional associations on psychotherapeutic practice. Supported by CNPq / O presente trabalho se propôs a compreender aproximações entre a psicoterapia e a ioga. Tal trabalho visa contribuir para a compreensão da relação entre essas duas áreas, uma vez que existem poucos trabalhos na literatura. Para isso, foi organizado em duas etapas: (a) revisão bibliográfica teórica e empírica, resultando em análise de trabalhos de grandes autores da psicologia que abordam esse tema, dentre eles, Jung (1996) e Lowen (1977) e (b) pesquisa qualitativa. Essa metodologia foi escolhida, pois a revisão teórica abre a possibilidade de o estudo compreender o que outros autores apresentam sobre este tema e fundamentar teoricamente os resultados da análise. Além disso, a pesquisa qualitativa possibilita entender aspectos subjetivos e afetivos de cada participante. Participaram da pesquisa, seis psicoterapeutas, praticantes de ioga. Foram aplicados questionários abertos, buscando entender o que percebiam de aproximações entre essas duas áreas. A partir dos questionários, analisou-se que todas as participantes acreditam que: professores de ioga se beneficiariam muito se aprendessem algumas técnicas da psicoterapia para, assim, serem mais eficientes no acolhimento de seus alunos quando estes entrarem em contato com algum sentimento durante suas aulas. Todas as participantes relatam mudanças em seus comportamentos depois que passaram a praticar ioga, mostrando assim que essa filosofia as ajudou a se sentirem: mais tolerantes, menos ansiosas, mais saudáveis e em equilíbrio. Por meio deste estudo, percebeu-se que técnicas de ioga, como, meditação, respiração e algumas posturas físicas podem ser uma ferramenta usada por psicoterapeutas. Sugerem-se discussões a respeito em fóruns de estudo de associações profissionais sobre a prática psicoterapêutica. Apoio CNPq

The United Kingdom (UK) is becoming increasingly diverse (Office for National Statistics, 2013). Educational psychologists in the UK will need to feel competent in providing services to an increasingly multicultural population. This research study used a mixed method, two-phase, sequential, explanatory study design to explore the self-perceived intercultural competence of UK educational psychologists and trainee educational psychologists (EP/Ts). The study also explored EP/Ts experiences of working with culturally diverse populations. The first phase of this research study used an online adapted version of the MCCTS-R (Holcomb-McCoy & Myers, 1999; Munoz, 2009), and the second phase built upon the first phase with follow-up semi-structured interviews, analysed using Braun & Clarke's (2006) thematic analysis. The results of this research study present a breadth and depth of information. EP/Ts generally perceived themselves to be competent to work cross-culturally with particular areas of competence including knowledge of assessment bias, poverty effects, and positive attitudes towards diverse cultures. EP/Ts also reported areas of lower competence including theories of racial/ethnic identity development, limited experiences of community work and limited knowledge of community resources. However, EP/Ts perceptions about development needs depended upon their awareness. The process of participating in the study raised awareness of gaps in knowledge and limitations in practice. The study concludes with a discussion of implications for the practice of EP/Ts.

O objetivo deste trabalho foi avaliar se estudantes de graduação em Psicologia demonstram compreensão crítica em relação ao secular debate entre hereditariedade e ambiente, sobretudo a partir de temas que fazem parte do campo da Psicologia do Desenvolvimento. Para tanto foi elaborado um questionário com 12 situações-problema, com quatro opções de respostas, sendo três referentes às concepções de desenvolvimento inatista, ambientalista e interacionista e uma indicativa do desconhecimento da resposta (não sei ou não tenho ideia a respeito). Participaram do estudo 462 graduandos em Psicologia, de 1º e 5º anos, de quatro Instituições de Ensino Superior privadas, localizadas no Estado de São Paulo. Os resultados foram analisados em função das variáveis sexo, idade, fase do curso, outro curso superior, Psicologia no Ensino Médio e das interações entre as variáveis sexo x fase do curso, idade x fase do curso, fase do curso x IES e IES x fase do curso. A análise inferencial dos resultados foi realizada por meio da estatística não paramétrica, calculando-se o qui-quadrado e o coeficiente de contingência. Os dados sugerem que a variável idade foi a mais influente e as interações mais relevantes foram entre IES x Fase do curso; Fase do curso x IES e sexo x fase do curso. Os dados do coeficiente de contingência indicaram que o grau de associação entre as variáveis analisadas variou de fraco a moderado. A concepção interacionista predominou na maior parte dos resultados, mas nem sempre influenciada pela fase do curso, como era a hipótese inicial. Além disso, a depender do tema da questão, as respostas ambientalistas chegaram a superar as interacionistas e, em alguns casos, a concepção inatista também se mostrou relevante para os participantes. Ou seja, houve certa variabilidade nas escolhas das concepções em função dos problemas apresentados, sugerindo que o estudante de Psicologia provavelmente tende a escolher a explicação para o problema de acordo com o contexto e não com uma base epistemológica (ou paradigma) coerente. Sendo assim, pode-se concluir que o graduando ainda precisa aprimorar sua capacidade de transferir o conhecimento adquirido em um paradigma para outras situações que não são comumente associadas a ele, desenvolvendo maior flexibilidade de pensamento. A presença de resultados contraintuitivos em algumas questões também demonstra que existem fatores ideológicos que interagem com a aquisição do conhecimento científico pelo estudante. Finalmente, a pluralidade de epistemologias/paradigmas no campo da Psicologia, bem como a própria diversidade de concepções a respeito do conceito de interação, podem ser fatores que dificultam o posicionamento crítico do graduando, uma vez que a explicitação do conhecimento e a relação da teoria com a base epistemológica pode não estar clara. Concluise, portanto, que, na formação do psicólogo é preciso articular melhor a relação entre epistemologia, prática e pensamento crítico, nos cursos de graduação / This thesis aims at assessing whether undergraduate Psychology students indicate critical thinking in relation to the continuous debate between heredity and environment, especially from the developmental psychology perspective. To that end, we devised a questionnaire with twelve problem situations and four possible answers each. Three of these answers referred to three distinct perspectives of development: innatism, environmentalism, and interactionism. A fourth answer indicated that the subject did not know how to respond the question. Four hundred and sixty-two undergraduate Psychology students participated, in their first to their fifth year in the course, from four private universities from the State of São Paulo. The results were analyzed based on a series of variables: gender, age, stage of the course, having other undergraduate degree, Psychology in high school, and on the interactions among the variables gender x stage of the course, age x stage of the course, stage of the course x university, and university x stage of the course. Inferential analysis of the results was conducted by means of non-parametric statistics, by calculating the chi-square and the contingency coefficient. Data suggest that the variable age was the most influential, and the most relevant interactions were among university x stage of the course, stage of the course x university, and gender x stage of the course. Contingency coefficient data indicate that the grade of interaction among the analyzed variables varied from weak to moderate. The interactionist conception predominated in most of the results, although not always influenced by the stage of the course, which was the initial hypothesis. Furthermore, depending on the topic of the question, the environmentalist answers outnumbered the interactionist ones and, in some cases, the innatist conception was also relevant to the participants. In other words, there was certain variability in the choices of conception according to the problems presented, suggesting that the Psychology student tends to choose the explanation of the problem according to the context and not under a coherent epistemology (or paradigm). Thus, it might be argued that the undergraduate student still needs to improve his capability of transferring knowledge acquired under a paradigm to other situations uncommonly associated to it, leading to the development of a more flexible reasoning. The presence of counterintuitive results in some of the questions also shows that there are ideological factors that interact with the students acquisition of scientific knowledge. Lastly, the plurality of epistemologies/paradigms in the field of psychology, as well as the very diversity of understandings of the concept of interaction might be factors that make the students critical positioning more challenging, since externalizing knowledge and the relation between theory and its epistemological grounds might not be clear. Therefore, the psychologist education, namely the undergraduate courses, should require a better relation between epistemology, practice, and critical thinking

Nationally, it has been estimated that 10 to 21% of children with psychosocial concerns are seen in primary care settings (Jellinek et al., 1999; McInerny, Szilagyi, Childs, Wasserman & Kelleher, 2000; Palermo et al., 2002). Often, however, children go undiagnosed with/treated for psychosocial concerns in pediatric primary care due to lack of physician time and poor referral rates to mental health providers. Evaluations of integrated care models, in which a behavioral health consultant is present in primary care practices, has shown to increase the availability of mental health services (Stancin, Perrin, & Ramirez, 2009). Using extant data from patient records extracted by a trained nurse, this study aims to assess practice scheduling habits and seasonal variation in behavioral health consultant (BHC) usage on days when a BHC is present versus non-BHC days in one rural pediatric office over the course of four years. This study aims to evaluate economic efficiency based on the number of patients scheduled per day. It is hypothesized that the presence of an onsite BHC will increase patient volume and, thus, economic efficiency. Information gathered from the clinic’s electronic scheduling system included: 1) the number of patients scheduled on a BHC day and 2) the number of patients scheduled on a non-BHC day for each week of the BHC’s employment. These data—both overall and by year and season—were analyzed using one-way ANOVA and post hoc Tukey testing. There were no significant differences in scheduled patient volume found between the day types overall. However, yearly analysis revealed significant differences between 2010 and 2012, 2013, and 2014 on BHC days and between 2010 and 2014 on non-BHC days. When examined by season, significant differences were found between Fall/Winter and Spring/Summer on both day types in post hoc Tukey testing. These findings have important implications for the trajectory of benefits provided by a BHC in a rural integrated care model.

The landscape of education and the students served in schools has changed over the last few decades and is becoming more diverse (National Center for Education Statistics, 2017). Methods of special education evaluation in schools are also changing to meet the needs of a dynamic population. Best practices for specific learning disability (SLD) identification recommend the use of effective evaluation methods that inform educational decisions. Many models of SLD identification have been proposed throughout the history of SLD classification. Though many school psychologists have relied on the discrepancy model of learning disability identification, many alternative evaluation methods are coming into popularity. Best practices for SLD identification are changing to meet the needs of a culturally and linguistically diverse student population. Experts in administering culturally appropriate assessments for English language learners (ELLs) recommend that the areas of culture, language, and schooling be examined in order to ensure a valid and fair evaluation for this population (U.S. Department of Education, 2000). This study specifically examined current assessment practices of Utah school psychologists when assessing ELLs for learning disabilities by examining the most essential components of language proficiency, acculturation, academic skills, and intellectual functioning. This study additionally examined the barriers and recommendations of school psychologists when assessing ELLs. A sample of 84 Utah school psychologists completed a survey about assessment practices as part of assessing an ELL for a suspected SLD. Findings from this study indicate school psychologists' responses align with the guiding principles that surround the assessment of ELLs. Participants indicated the importance of standardized measurements when assessing all areas except acculturation. Additionally, participants identified time, lack of resources, incomplete assessment instruments, and limited training and competency as major barriers for professionals working with ELLs. Results from this study can be used to inform and improve practice based on the respondents' recommendations, which included more resources allocated to acculturation assessment and more training from school districts and university training programs in the areas of ELL assessment.

Notre thèse porte sur les troubles des comportements alimentaires (TCA). Ces derniers ont certaines spécificités représentatives des nouvelles formes de symptômes. La dimension de jouissance y est prédominante et a tendance à étouffer la dimension d’appel propre à toute formation symptomatique. Au regard de ces particularités, les traitements dits « habituels » sont fréquemment inopérants, ce qui peut amener certains patients à entrer dans un protocole de soin hospitalier. Lieu, offrant de multiples scènes de soins qui œuvrent de façon convergente pour vider le symptôme d’une partie de sa jouissance.La thèse montre que la démarche clinique auprès de ceux qui souffrent de TCA, doit amener le psychologue clinicien, à faire preuve de créativité et prendre une posture active, s’il veut permettre au sujet de s’ouvrir à sa division subjective / Our research dealt with eating disorders. They have specific characteristics that represent new forms of symptoms. The ‘Jouissance’ dimension is predominant and tends to overwhelm the ‘address dimension’ corresponding to any symptomatic formation. In view of these particularities, treatments called ‘usual’ are frequently ineffective, leading some of the patients to medical care. The clinical environment allows a multidisciplinary team to meet and work together under certain conditions in order to remove part of the ‘jouissance’ in the symptoms. This work aims to show that the clinical procedure addressed to those who suffer from eating disorders must provide a clinical psychologist who will have to prove creativity and an active behaviour in order to give the subject the possibility to access his unconcious