Orientador: Paulo Rennes Marçal Ribeiro / Banca: Ana Claudia Bortolozzi Maia / Banca: Andreza M. Castro Leão / Banca: Lilian Claudia Urlian Junqueira / Banca: Maria Cristina Zampieri / Resumo: O Psicólogo é chamado a contribuir para a compreensão sobre a sexualidade e educação sexual, que envolve a construção da subjetividade humana através de um processo sócio histórico e cultural. O presente trabalho teve por objetivo realizar um Estado da Arte sobre a produção acadêmico/científica dos Congressos Nacionais de Psicologia Escolar (CONPEs) promovidos pela ABRAPEE de 2007 a 2017, nas temáticas sexualidade e educação sexual. Buscou-se, nos resumos publicados em Anais dos congressos, as palavras Sexualidade, Educação Sexual e Orientação Sexual, tanto nos títulos como no corpo dos resumos ou em palavras-chave. A análise dos dados foi realizada de forma quantitativa e qualitativa, seguindo os critérios de Minayo para a análise qualitativa. Foram localizados 42 artigos nos seis CONPEs analisados, o que corresponde a 1,09% do total de resumos, tendo sido apresentado em todos os CONPEs. Houve oscilação quanto ao percentual de resumos relacionados à temática em cada um dos anos, não havendo regularidade entre eles. A maior parte dos trabalhos são provenientes da região sudeste do Brasil, há um predomínio de autoras e quase a totalidade dos trabalhos tem entre os autores ao menos um graduado em Psicologia. A análise de conteúdo foi agrupada em dois eixos: Relato de Experiência (aproximadamente 47% dos trabalhos) e pesquisas cientificadas (aproximadamente 53% dos trabalhos). No eixo de Relato de Experiência, pudemos observar que há um predomínio de trabalhos sendo realizados c... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The psychologist is to contribute about sexuality and sexual education, involving the construction of the subjectivity of the human being, through a cultural and social-historic process. This paper tried to analyze the State of Art about the academic/scientific production of the National Congresses of School Psychology (CONPE), promoted by ABRAPEE from 2007 to 2017, in the sexuality and sexual education thematic. It was searched in the abstracts published in the annals of the congresses the words Sexuality, Sexual Education and Sexual Orientation in the abstract title, as well as in the scope and key words. The analysis of the data was made in a qualitative and quantitative way, using the Minayo criteria for the qualitative one. The 42 articles were found on the six CONPEs analyzed, which correspond to 1,09% of the total of abstracts, being presented in all the CONAPEs. There was an oscillation regarding the percentage of abstracts related to the thematic in each of the years, without a regularity between them. The biggest part of the papers was from the southeast of Brasil, and there is a predominance of female authors and almost all the papers have, among the authors, one person graduated in psychology. The analysis of the content was grouped in two axes: experience report (around 47% of the papers) and scientific research (around 53% of the papers). In the axe of experience report, we could observe that there was a predominance of works being done with teenagers in a pedag... (Complete abstract click electronic access below) / Doutor

A research report submitted to the Department of Psychology in the School of Human and Community Development in partial fulfilment of the requirements for the degree of Master in Education (Educational Psychology) in the Faculty of Humanities, University of the Witwatersrand, Johannesburg, March 2017 / Currently there is a growing interest around the world in exploring mental health from a systemic perspective. A qualitative, exploratory, descriptive study using semi-structured interviews was conducted in order to explore the experiences and perceptions of 8 practicing educational psychologists who have worked in a systemic reflecting team. The research aimed to ascertain whether this type of training has been perceived as influencing the educational psychologists’ way of thinking in terms of the importance of working systemically within the South African context. Findings suggest positive perceptions of systemic intervention, although various challenges hinder implementation. The reflecting team was perceived as being useful in terms of supervision and training. The educational psychologists perceived their training on a reflecting team as being beneficial for their own development and in terms of their current practice. While this was the case the educational psychologists perceived being observed by the reflecting team during their training on the reflecting team as anxiety provoking. The findings suggest the need for more practical training and an in-depth theoretical foundation of systemic family therapy. Future research which explores other methods of family therapy as well as the effectiveness of family therapy within the school system has been recommended. / XL2018

Dynamic assessment represents an opportunity for educational psychologists to utilise a play-based approach for assessing the functional behaviour of children who struggle to perform in formal testing situations (Tzuriel, 2000; Hill, 2015). A systematic literature review aims to evaluate available empirical research on the use of dynamic assessment approaches within the early years to provide a clearer view of the evidence for their use and to support educational psychologists' development of such approaches within their professional practice. The review of this evidence indicated mixed results for the usefulness of dynamic assessment in the early years phase and warranted closer inspection of the use of dynamic assessment by educational psychologists. In the empirical project, a purposive convenience sample was used. Two practising educational psychologists were interviewed using semi structured interview schedules and observed delivering dynamic assessment in the Early Years Foundation Stage. Interviews were analysed using thematic analysis and a content analysis was used to analyse the videoed observations. The findings of this empirical project highlight the type and level of mediation required for dynamic assessment of children in the Early Years Foundation Stage; how educational psychologists evaluate the usefulness of dynamic assessment for assessing and identifying the needs of children in the Early Years Foundation Stage; and the implications of dynamic assessment for intervention for children in the Early Years Foundation Stage. Implications are discussed for promoting the use of dynamic assessment among educational psychologists as a useful tool for assessment of children in the early years age phase.

Social skills interventions for students with autism spectrum disorders (ASD) are needed as the number of students with ASD are increasing in educational settings. The purpose of this study was to investigate school psychologists ' perceptions on the effectiveness and generalization of social skills interventions for students with ASD. Training and confidence of providing services to students with ASD was also examined in the study. A survey was administered to a sample of school psychologists from the National Association of School Psychologists (NASP). In total, 221 responses were received and 136 of those responders indicated that they have implemented or organized a social skills intervention for a student(s) with ASD. It was found that the majority of school psychologists were implementing, organizing or recommending Social Stories and Pivotal Response Training /Direct Instruction interventions. It was also discovered that Pivotal Response Training / Direct Instruction was perceived as one of the most effective social skills interventions. Peer mediated interventions were perceived to be better at generalizing social skills interactions outside of training. School psychologists rated their confidence in providing direct/indirect social skills interventions as moderate.

The purpose of this correlational study was to determine if specific personality characteristics existed between groups of psychologists who identified themselves as operating within behavioral (N = 14) or psychoanalytic (N = 13) theoretical principles.Previous studies of this nature have resulted in mixed findings regarding Personality-theory relationships. Major weaknesses in these studies were found to include the use of theoretically immature psychologist-subjects, poor deliniation of subject theoretical orientation and one-sided (i.e. continuous or categorical) treatment of Myers-Briggs type Indicator data. The present study attempted to improve on these three weaknesses in order to provide stronger evidence for theory-Personality relationships.The subjects in the present study were randomly selected from two theoretically oriented professional directories. All of the subjects held doctorates in psychology for at least two years. The settings from which the subjects were drawn varied widely while the study itself was conducted from a midwestern university of approximately 19,000 students.Subject personality variables were measured using the Myers-Briggs Type Indicator - MBTI (Form G). A Theoretical Orientation Form was developed to assess the psychological theory from which subjects operated. This form required subjects to 1) endorse theoretically-bound techniques in response to case vignettes, and 2) endorse one of two labels of theoretical orientation. Only those subjects who endorsed all the vignettes and the respective label were included in the experimental group.Four null hypotheses were posed for those subjects meeting criteria: 1) no statisticallysignificant (p. <.05) differences would be found between groups (beavioral versus psycholanalytic) on the MBTI measure of extraversion - introversion, 2) no statistically significant differences would be found between these groups on the MBTI measure of sensing-intuition, 3) no statistically different differences would be found between these two groups on the MBTI measure of thinking-feeling, and 4). no statistically different differences would be found between these two groups on the MBTI measure of judgement-perception.Continuous scores of those subjects meeting criteria were examined via desriptive and inferential statistical procedures. Beyond the more common descriptive findings (i.e., means and standard deviations) the use of multidimensional scaling allowed for appreciation of both the categorical and continuous properties of the MBTI data.The data was also subjected to a MANOVA which yielded both multivariate and univariate F tests. The multivariate F (2,27) = p. < .10 allowed for further analysis with univariate F tests. A significant difference was found on only the third test of group comparisons on the thinking feeling dimension where F (2,27) = p..025.The analysis desribed above allowed for rejection of only the third null hypothesis which questioned group differences on the thinking-feeling dimension. In this group of psychologists, behaviorists were much more likely to prefer the thinking mode of judgement while psychoanalytic psychologists showed definite preference for the feeling dimension. This finding is supported by previous research as well.A secondary finding of the present study was that the perceptive process of intuition did not prove do be as important to this sample of psychologists as previous writers would contend. Although the presence of the intuitive preference was found in the majority of the subjects, its level of importance was of an auxiliary nature to most of these individuals.

The primary purpose of this study was to determine whether or not the reported educational level and occupation of a child's parents affects school psychologists' judgments about the child. Specifically, given data which might support recommendations for either inclusion in or exclusion from programs for the learning disabled, the question is, would the parents' socioeconomic status significantly affect conclusions reached by school psychologists about placement in learning disability classes? A secondary purpose of the study was to determine the affects of implied socioeconomic status on psychologists' recommendations for integration in regular classes and prognosis for future school success, with and without provision of special help to the child.Three hundred subjects were selected from the 1979 Membership Directory of the National Association of School Psychologists. The Ss were selected randomly by assigning a number to each and drawing the numbers at random from a box. One hundred subjects were randomly assigned to each of three groups, two for experiemntal and one for control purposes. In February of 1980 all subjects were mailed psychological reports which included identifying and background information, referral reasons, and test results. Three versions of this report were used. These reports were identical in every respect except for information on parental education and occupation. The report provided to subjects in one experimental group indicated that the parents of the child in question had attained relatively high educational and occupational status. The report provided to subjects in the second experimental group indicated that the parents of the child in question had not finished high school and had public assistance as their main source of income. The subjects in the control group were given no information on parental education or occupation.The subjects in all three groups were asked to make judgments on four Likert-type affirmative statements. These pertained to the subjects' judgments regarding the appropriateness of placement in programs for the learning disabled, the likelihood of future academic success with and without the provision of special services, and the desirable percentage of integration in regular classes. The subjects were also asked to provide information on their own age, experience, education, certification status, and state where employed.172 of the 300 subjects (57.) returned usable response forms. Inspection of the demographic information revealed similar characteristics among the subjects in the three groups on mean age, mean years of experience, education certification status, and geographic location.Chi-Square and one-way analysis of variance were used to determine significant relationships and differences among the three groups' judgments or the Likert-type scales. Hypothesis I, which stated no significant relationship existed between the subjects' recommendations for placement in classes for the learning disabled and the parents' education and occupation, was not rejected.Hypothesis II, which stated that no significant relationship existed between the subjects' judgment regarding the likelihood of future academic success without the provision of special help and the parents' education and occupation, was not rejected. No significant relationship was found between the subjects' judgment regarding future academic success with the provision of special help and the parents' education and occupation. Thus, Hypothesis III was also not rejected.A one-way analysis of variance indicated no significant differences between the three groups on the mean percentage of integration in regular classes; thus, Hypothesis IV was not rejected.Within the limitations of the present study, several conclusions were made based on the statistical analyses of the data. In the present study parental education and occupation did not influence school psychologists' judgments regarding placement of a child in classes for the learning disabled, prognosis for future academic success with or without special help, and percentage of integration in regular classes.Recommendations were made for further research on the effects of bias caused by socioeconomic status and other variables. These included research utilizing similar designs in vivo studies, and matched group comparison of children already placed in classes for the learning disabled.

Thesis (MA (Clinical Psychology))--University of Pretoria, 2003. / Includes bibliographical references.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

In 1914, James Leuba surveyed the eminent psychologists of the United States with regard to their belief in God and immortality (Leuba, 1916). In 1933, he replicated the survey (Leuba, 1934). His results affirmed, he stated, "that, in general, the greater the ability of the psychologist as a psychologist [sic], the more difficult it become [sic] for him to believe in the continuation of individual life after bodily death" (1921a, p. 279). He concluded that eminent behavioral scientists were least likely of all scientists to believe, and that psychological learning made belief in an "interventionist God... almost impossible" (1934, p. 294). He further stated, "If knowledge is, as it seems, a cause of the decline of the traditional beliefs, that decline will presumably continue as long as the increase in knowledge" (1934, p. 300). In 1958, Mayer (1959) replicated Leuba's survey. The results of the initial survey and the two replications of the survey were consistent with Leuba's hypotheses. However, no one had replicated that survey of eminent psychology scholars in almost fifty years (from 1958-2006)--until now. The current study replicated Leuba's original survey, as well as collecting additional qualitative data via questionnaires and interviews. The response rate was over 61%. Not one of the respondents expressed a belief in immortality, and only one person expressed a belief in God--and then only with this caveat: "when desperate." As a matter of fact, of all the groups that have been surveyed using this questionnaire during the last 93 years, this is the first time that 0% of the respondents in a group expressed a belief in immortality. Only very few of the respondents indicated they engaged in activities that could be deemed in some way religious, spiritual, or contemplative. Suggested further research would question whether or not substantial nonverbal differences exist between religious people and scientists. Also, although psychology rests on the presumption that the individual human being exists, this study's respondents found defining the individual to be a complex or impossible task.

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