Made available in DSpace on 2017-06-01T18:08:33Z (GMT). No. of bitstreams: 1 Gustavo Rihl.pdf: 1161766 bytes, checksum: 434112402fce63218fe8a48e6005343f (MD5) Previous issue date: 2005-03-31 / It is intended through this research to understand how the clinic psychologist interacts with the homosexuality brought by clients during the therapeutic process. The homosexuality, which until recently was considered as a disease or a behavioral deviation, is gaining special attention from the Psychology professionals not only because its incidence is rising among adolescents, but also because under the contemporary cultural configurations it is a phenomenon that needs to be revaluated. Taking the homosexuality historical and cultural evolution as reference - including some of its theoretical approaches - and also reviewing the authors that studied the establishment and development of Psychology as science and profession, it was possible to draw a map allowing us to come closer to the psychologist s proceeding, his/her role, his/her difficulties and contributions, and the influence of culture upon the therapist s practice. Also, taking the phenomenological method as theoretical reference, and performing individual interviews, a qualitative research was developed, aiming to unveil the experience and resonance of therapists working with clients that face homosexual issues. Reports full of reflections and contributions lead to a surprising picture: under solving/curative demands, along with psychological theories openly biased to pathological concepts, therapists relate a clinical intervention directed to a perception of man as an entire being, allowing them a critical theoretical and social attitude regarding this growing occurrence in their offices. On the other hand, therapists reveal an unassisted theoretic/professional position when dealing with this issue and with the family/social background of their clients. On calling attention to this situation we hope to contribute to the need of further reflection and also to offer a point of view that set in motion a critical thinking regarding this matter, and to find the place of the psychologist as a professional exploring this panorama / Buscou-se, através deste trabalho de pesquisa, compreender como o psicólogo clínico interage com a homossexualidade trazida pelo seu cliente no processo terapêutico. Esta, considerada até recentemente como doença/desvio do comportamento do indivíduo, vem demandando especial atenção de profissionais da Psicologia não só porque vem se revelando, com maior incidência, sobretudo entre adolescentes, como também por se tratar de um fenômeno que, face às configurações culturais da contemporaneidade, necessita ser re-visitado. Através de autores que estudam a constituição e o desenvolvimento da Psicologia enquanto ciência e profissão, bem como tomando como referência a própria evolução histórico-cultural da homossexualidade, inclusive em algumas de suas abordagens teóricas, procurou- se fazer uma cartografia que viabilizasse aproximações à prática do psicólogo clínico, ao seu papel, suas contribuições, suas dificuldades e os atravessamentos da cultura em seu clinicar. Concomitantemente, realizou-se uma pesquisa qualitativa sob o referencial do método fenomenológico em que, através de entrevistas individuais, pretendeu-se conhecer a experiência e as ressonâncias nos terapeutas que trabalham com clientes que vivenciam a questão da homossexualidade. As narrativas que emergiram nesta pesquisa, ricas em contribuições e reflexões, apontam para um quadro surpreendente: frente às demandas sociais solucionadoras/curativas, juntamente com teorias psicológicas com vieses abertamente patologizantes, relatam uma intervenção clínica voltada a uma concepção de homem em sua totalidade, o que lhes permite uma postura crítica, teórica e social, frente a este fenômeno crescente em seus consultórios. Paralelamente, revelam o desamparo teórico- profissional sentido ao lidar com esta questão no confronto de seu cliente com sua realidade sócio-familiar. Esperamos que as reflexões, aqui levantadas, possam contribuir para a necessidade emergente de aprofundamento acerca desta temática, bem como ofereçam indicativos que oportunizem uma reflexão crítica acerca do lugar do psicólogo como profissional frente a este panorama

Made available in DSpace on 2017-06-01T18:08:38Z (GMT). No. of bitstreams: 1 Dissertacao_ rafael_nobrega.pdf: 954555 bytes, checksum: db6d7b7e32b00198c9fd3ae8e1c20521 (MD5) Previous issue date: 2006-01-01 / This Work intends to interrogate how Psychology achievements contemplate places for the student to perceive his own appropriation in his métier knowledge as well as his legitimacy. Departing from some considerations about the history of Psychology and its academic path, we approach themes as significative learning and tacit knowledge. Through the existential phenomenological perspective, we develop a research with Psychology undergraduate students, coming from two of the most important Universities of Pernambuco State in Brazil. Such investigation permitted, through a narrative mode, to comprehend the students experiences concerned to their modes of incorporating, appropriating and legitimating the métier knowledge of such profession. Finally, those comprehensions directed some reflexions about how Psychology achievements occur and what are the places for such legitimacy, besides to offer new proposes that may contribute for professional developments, either within or out the academic endeavors / Este Trabalho se propôs problematizar como a formação em Psicologia contempla espaços para o aluno de Psicologia perceber sua apropriação do saber de ofício, bem como sua legitimação. Partindo de considerações sobre a História da Psicologia e da formação de Psicólogos, chegamos a abordar temas como Aprendizagem Significativa e Conhecimento Tácito. Através da perspectiva Fenomenológica Existencial, desenvolvemos uma pesquisa com alunos de Graduação em Psicologia, oriundos de duas das mais bem conceituadas Instituições de Ensino Superior do Estado de Pernambuco. Tal pesquisa proporcionou, através de suas narrativas, compreender suas experiências acerca de seus modos de incorporação, apropriação e legitimação do saber de ofício desta profissão. Por fim, estas compreensões nortearam reflexões sobre a formação em Psicologia e seus espaços de legitimação, além de sugerir novas propostas que possam contribuir para a formação profissional, dentro e fora do circuito acadêmico

The effects of note-taking on self-disclosure during a clinical interview among prisoners were investigated. Participants consisted of 60 male and female inmates incarcerated in a minimum security prison. Subjects within each gender were randomly assigned to either high note-taking, low note-taking or no note-taking conditions. Subjects were asked to discuss intimate information during an interview while varying levels of notes were taken. Self-disclosure was assessed using items from the Rotter Incomplete Sentences Blank. A 3 x 2 ANOVA was conducted. No significant main effects were found. However, a significant interaction was found. Further analysis revealed that females in the high note-taking condition disclosed less than females in the no note-taking condition. Some theoretical and clinical implications are suggested.

This qualitative study aimed to trace the psychotherapeutic development of clinical and counselling psychologists across the careerspan within the South African context. Through purposive sampling 34 psychologists were recruited according to the inclusion criteria of the study. Five distinct career levels were explored, namely, student (n=10), intern (n=7), early career (n=7), experienced (n=5), and senior (n=5) psychologists in relation to the Society of Psychotherapy Research’s international model of psychotherapist development. By means of semi-structured interviews, couched in the social constructionist position, participants’ experiences were thematically analysed from over 600 pages of transcription. Additionally, the researcher’s personal journey of developing as a psychotherapist was reflected upon. The current study found that a number of aspects fostered the development of psychotherapists. Participants reflected on personal and familial wounding events that influenced them choosing a career as a psychologist; this awareness was gradual over their development. Across theoretical orientations, participants resisted adhering to one way of working in light of the diverse South African context. However, the need to limit the number of theoretical orientations taught within the first months of training was proposed. Professional sources of influence highlighted by participants were personal therapy and peer supervision or reading groups. Qualified professionals to a lesser extent made use of individual supervision which when pursued needed to be a ‘felt’ collaboration. Participants found as they developed they became more comfortable being a psychotherapist however the complexity of cases still kept them humble. Limitations of the study, potential future research directions as well as recommendations for practicing clinical and counselling psychology were outlined. / Psychology / Ph. D. (Psychology)

Die swart kind in Suid-Afrika is weens die proses van akkulturasie blootgestel aan die westerse kultuur. Die veranderende sosiale omgewing waarin hy hom bevind, ontwrig sy bestaanswyse sodanig dat sy geestesgesondheid in gedrang kom. 'n Tekort aan swart opvoedkundige-sielkundiges gee aanleiding tot kruiskulturele betrokkenheid om in die behoefte aan pedoterapeutiese begeleiding in die swart gemeenskap te kan voorsien. Kruiskulturele terapie staan in die brandpunt van die swart kleuter se geestesgesondheidsorg. Die taalprobleem, 'n kultuurvakuum, rassevooroordeel, sosiale verskille en selfs lewensopvatlike verskille, kan kommunikasieprobleme meebring. Daar is bevind dat kennis aangaande die swart kind se kultuur en sy sosiale strukture kan bydra tot begrip van die kind. Akkulturasie verminder kultuurverskille in afwykings in Suid-Afrika. 'n Universele benadering in terapie, wat oor die grense van kultuurinhoud strek, word aanbeveel om die afwykenheid op te hef. Speel as kommunikasiemedium is aan die hand gedoen om die swart kind se betekeniswereld aan die orde te stel. Die speelgoed, speletjies en speelwyses van die swart kind is beskou ten einde die speelmateriaal vir kruiskulturele terapie te kon saamstel. Verder blyk dit dat die speelterapeut se houding van warmte, empatie en opregtheid van deurslaggewende belang kan wees om rapport met die kind te stig. Terapeutiese verandering berus op 'n leerproses; 'n ervaring en verkenning waarvan die kwaliteit daarvan afhang van die interaksie tussen twee persone in die hier-en-nou en nie soseer deur hulle kulturele agtergrond nie. Voortspruitend uit die navorsingbevindinge word bepaalde aanbevelings gemaak ten aansien van die rol van die terapeut as die fasiliteerder van die speelgebeure en ook ten aansien van kruiskulturele terapie. Verder is aanbevelings gedoen omtrent die toerusting van die speelruimte, speelmateriaal, speelgoed en speelwyses van die swart kind. Dit blyk dat daar ruimte is vir verdere navors1ng op die gebied van die onderskeie pedagogiek-dissiplines ten opsigte van kruiskulturele bemoeienis met die kind. Die terapeut het 'n professionele verantwoordelikheid teenoor die swart kind met probleme wat op hom aangewys is vir hulp. Verder het die terapeut ook 'n verantwoordelikheid teenoor die samelewing deur die uiteenlopenheid van die menslike natuur te erken, te aanvaar en te respekteer. Dit is nie die verskille tussen mense nie, maar dit is die houding wat die individu teenoor daardie verskille inneem, wat as struikelblokke in die weg le tot sinvolle kultuurkontak. Verskille sal daar altyd wees, maar houdings kan verander. ENGLISH : The black child in South-Africa is exposed to the western culture. Due to the process of acculturation he finds himself in a changing social environment which disrupts his existing social security in such a way, that his mentality becomes affected. A shortage of black Educational Psychologists in the community, leads to cross-cultural involvement to provide in the need for pedotherapeutical guidance. Cross-cultural therapy seems to be the centre of attention concerning the mentality of the black child. The language problem, a cultural vacuum, racial discrimination, social differences and even differences concerning view of life, may cause communication problems. Knowledge concerning the black culture as well as social structures in the community of the black child, contribute to a relationship of understanding. In South-Africa the cultural differences concerning deviation decreases due to acculturation. An universal approach in therapy, which extend the boundaries of the con tense of a culture, is recommended to abolish deviation. Play as a medium of communication is advocated to put right the experiences of the black child. The toys, games and ways of playing of the black child is studied in order to compile the equipment necessary for cross-cultural therapy. The warm, sincere and empathic attitude of the therapist plays a vital part in the therepeutical relationship. Therapeutical changes submit to a learning process: experiencing and exploring a relationship from which the quality depend upon the two persons involve in the here-and-now and not upon their cultural background. The relationship and interaction between the therapist and the child is of greater importance than their cultural differences. From the research results certain recommendations are done with regard to the role of the therapist as well as with regard to cross-cultural therapy. Further recommendation concern the equiping of the playroom, playthings, toys and games of the black child. The final conclusion of this study is that the therapist has a proffesional responsibility to the black child in need. Further more the therapist carries a responsibility towards the society to acknowledge, to accept and to respect the divergence of human nature. It is not the differences between people, but their attitudes towards these differences, which stand in the way of closer cultural contact. There will always be differences, but attitudes are adaptable. / Dissertation (MEd)--University of Pretoria, 1991. / Educational Psychology / unrestricted

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Philosophiae Doctor - PhD / The deliberate and sometimes unwitting complicity of psychology with apartheid social formations has received little attention in the psycho-historical literature. This, study in an attempt to break the silence, offers a descriptive characterization of South African psychology by tracing its origins, evolution, formalization and development to its ethnoscientific, colonial and apartheid roots. The study begins with an examination of the globalization of Euro-American psychology. The proliferation and domination of Euro-American psychology closely correlates with the emergence and globalization of colonial power that is intimately connected to the missionary discourses of conquest and conversion and to the doctrines of scientific racism. Western explorers, soldiers, missionaries, and social scientists are among the figures who participated in the occupation and conversion of the 'Dark Continent' of Africa. Within the context of colonialism, psychology became an enterprise of conquest and conversion that endeavoured to understand how people of colour, 'marginal beings', could be transformed into active subjects The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry and objects of Western racial and economic exploitation. The history of South African psychology provides an illuminating illustration of how psychological discourse and practice may be employed for the purposes of oppressive social engineering. Besides projecting psychological intervention as vital to the alleviation of economic, social and industrial problems, psychologists utilized their expert roles in the Carnegie Poor White Study, in the Air-force and in industry to rationalize and bolster White economic and political hegemony. The racial overtones that characterized the establishment of a professional association represents a startling example of how apartheid ideology was reproduced within the profession itself Unfortunately, oppressive discourse appears to continue to inform the research agenda, practices and theoretical concerns of many South African psychologists, thereby creating the impetus for the present crisis within the discipline. The crisis relates to, among other issues, the failure of Euro-American psychology to represent the psychological experiences of people of colour. Attempts at resolving the crisis are stymied by the production and reproduction of conceptual paradoxes within the fields of family therapy, community psychology and cross-cultural psychology, fields that are often portrayed as the solution to the crisis. Despite the increasing levels of theoretical complexity and ideological scrutiny each of these fields offer, South African psychology still faces various epistemological challenges and communieentric biases. A content analysis of 977 articles that appear in the South African Journal of Psychology, Psychologia Africana, the Journal of Behavioural Science, Psychology in Society, Humanitas. Psygram and the South African Psychologist confirms that the crisis in psychology continues. Details obtained from the analytical review show South African psychology, between 1948 and 1988, to be characterized by five features. First, Whites and males affiliated to the open liberal universities and Afrikaans universities dominate knowledge-production in the discipline. Blacks and women authors, especially those affiliated to the historically Black universities, tend to occupy mainly co-authorship positions at the level of publication. Second, the majority of articles reviewed are written in English. Third, whereas the bulk of articles analysed are empirical in nature, there is an increasing trend towards theoretical articles that examine the ideological and philosophical premises of the discipline. Fourth, empirical studies tend -to select subjects from both male and female gender groups, who are mainly White, and mostly affiliated to institutional settings. Fifth, research is dominated by an emphasis on conventional areas such as psychometrics, research methodology, industrial psychology and educational psychology. The more recently evolved fields such as community psychology and the psychology of oppression receive little attention. By moving to a point beyond critique and characterizations, the study concludes with an exploration of the dynamic quest for liberatory psychology, central to which is the formulation of an emancipatory agenda. An emancipatory agenda may well propel progressive psychologists towards systematically addressing the silences within the field, securing the centralization of Blacks and women at the levels of knowledge production and political representation and creating liberatory epistemologies.

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