Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-04-17T10:43:12Z No. of bitstreams: 1 Daniel de Olival Pestana.pdf: 1597259 bytes, checksum: a98c147fdf7b9ad4134b13bf607af509 (MD5) / Made available in DSpace on 2017-04-17T10:43:12Z (GMT). No. of bitstreams: 1 Daniel de Olival Pestana.pdf: 1597259 bytes, checksum: a98c147fdf7b9ad4134b13bf607af509 (MD5) Previous issue date: 2017-03-31 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / The Psychoeducational Duty Inspired by Psychological Attendance, is a modality of psychological care that has been (im)planted in formal and non-formal education equipment. In these deployments, it has also been constituted as a psychoeducational practice through researches and actions of psychologists engaged in psychology and education. It is understood that, in order to improve the attendance, it is necessary to reflect on it so that improvements can be generated. Thus, this research sought to broaden the knowledge and practice regarding this modality with the objective of identifying how the teachers of a public school perceived the psychoeducational stance based on their experiences with it. For that, a period of intervention was carried out on duty, and then a Reflective Interview (SZYMANSKI, 2002) with two teachers of an EMEF, located on the outskirts of the northern part of the city of São Paulo. The method of investigation and analysis was based on the existential phenomenological orientation, where it was possible to identify the psychoeducational work as listening and looking that promote reflection. Specialized listening and gazing were essential tools in the constitution of reflection and in the invitation to action, as they brought different perspectives of professional action for the teachers. Because it did not depend on a traditional setting, the Duty was kept in transit, happening in the institution's settings. So it was perceived as places, moments and expectations. The places were the environments of the school where the Duty happened and the moments (calls) happened. The need for psychological care at school on other days, in addition to those on duty, generated expectations among the teachers. The Duty was also perceived as legitimation of speech, the testimony, in which the words of the teachers, in the attendances, gained another importance. It is considered that there is a need for specific psychological care (such as the Psychoeducational Duty), in the school context, that allows comprehensive and joint understandings with the teaching staff. The teaching also demonstrated that it needs spaces that promote new reflections on its practice / O Plantão Psicoeducativo, inspirado no Plantão Psicológico, é uma modalidade de atendimento psicológico que tem sido (im)plantada nos equipamentos de educação formal e não-formal. Nessas (im)plantações, ele tem se constituído também como prática psicoeducativa por meio de pesquisas e atuações de psicólogas(os) engajadas(os) com a Psicologia e com a Educação. Entende-se que, para haver melhora nos atendimentos, são necessárias reflexões a seu respeito para que sejam gerados aperfeiçoamentos. Assim, esta pesquisa buscou ampliar o conhecimento e prática referente a essa modalidade com o objetivo de identificar como as professoras de uma escola pública perceberam o Plantão Psicoeducativo a partir de suas experiências com ele. Para tanto, foi realizado um período de intervenção em Plantão e, depois uma Entrevista Reflexiva com duas professoras de uma EMEF, localizada na periferia da zona norte da cidade de São Paulo. O método de investigação e análise teve como base a orientação fenomenológica existencial, onde foi possível o Plantão Psicoeducativo com escuta e olhar que promovem a reflexão. A escuta especializada e o olhar foram ferramentas imprescindíveis na constituição da reflexão e no convite à ação, pois trouxeram perspectivas diferentes de atuação profissional para as professoras. Por não depender de um setting tradicional, o Plantão se manteve em trânsito, acontecendo nos ambientes da instituição. Assim ele foi percebido como lugares, momentos e expectativas. Os lugares eram os ambientes da escola por onde o Plantão passava e em que aconteciam os momentos (atendimentos). A necessidade de atendimento psicológico na escola em outros dias, além daqueles que o Plantão estava presente, geraram expectativas nas professoras. O Plantão também foi percebido como legitimação da fala, o testemunho, no qual as palavras das professoras, nos atendimentos, ganhavam outra importância. Considera-se que existe uma necessidade de atendimento psicológico pontual (como o Plantão Psicoeducativo), no contexto escolar, que possibilite compreensões abrangentes e conjuntas com o corpo docente. A docência também demonstrou que precisa de espaços que promovam novas reflexões sobre sua prática

Made available in DSpace on 2014-12-17T15:38:38Z (GMT). No. of bitstreams: 1 PabloSS_TESE.pdf: 1766714 bytes, checksum: 68dee0bbc26a2b796428f492c6dc9adc (MD5) Previous issue date: 2014-01-31 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / Criticism done to the undergraduate training process of the psychologist in Brazil raised debates known as "dilemmas of training". In recent years the classic training model, based on the Minimum Curriculum has undergone a series of changes after the National Curriculum Guidelines (DCN), modifying the context of courses. Thus, this paper aimed to investigate, in a post- DCN context how undergraduate courses in Psychology in Brazil have been dealing with the dilemmas of training. So, we decided to analyze the Course Pedagogical Projects (CPPs) of Psychology in the country. Forty CPPs, selected by region, academic organization and legal status were collected. The data was grouped into three blocks of discussions: theoretical, philosophical and pedagogical foundations; curriculum emphases and disciplines; and professional practices. The results were grouped into four sets of dilemmas: a) ethical and political; b) theoreticalepistemological; c) professional practice of the psychologist and d) academic-scientific. Courses claim a socially committed, generalist, pluralistic training, focusing on research, non-dissociation of teaching-research-extension, interdisciplinary training and defending a vision of man and of critical and reflective and non-individualistic psychology. The curriculum keeps the almost exclusive teaching of the classical areas of traditional fields of applied Psychology. Training is content based. The clinic is hegemonic, both in theory and in application fields. The historical debate is scarce and themes linked to the Brazilian reality are missing, despite having social policies present in the curricula. Currently, DCNs have a much greater impact on courses due to the influence of the control agencies, fruit of current educational policy, and the result is felt in the homogenization of curriculum discourses / As cr?ticas feitas ao processo formativo graduado do psic?logo no Brasil fizeram surgir debates conhecidos por dilemas da forma??o . Nos ?ltimos anos o modelo formativo cl?ssico, baseado no Curr?culo M?nimo passou por uma s?rie de transforma??es ap?s as Diretrizes Curriculares Nacionais (DCN), modificando o contexto dos cursos. Assim, esse trabalho objetiva investigar, em um contexto p?s-DCN, como os cursos de gradua??o em Psicologia no Brasil tem lidado com os dilemas da forma??o. Para tanto, optou-se por analisar os Projetos Pedag?gicos de Curso (PPCs) de Psicologia no pa?s. Foram coletados 40 PPCs, selecionados por regi?o, organiza??o acad?mica e natureza jur?dica. As informa??es coletadas foram agrupadas em tr?s blocos de discuss?es: fundamentos te?ricos, filos?ficos e pedag?gicos; ?nfases curriculares e disciplinas e; pr?ticas profissionais. Os resultados foram agrupados em quatro conjuntos de dilemas: a) ?ticos e pol?ticos; b) te?rico-epistemol?gico; c) pr?tica profissional do psic?logo e d) acad?mico-cient?ficos. Os cursos reivindicam uma forma??o compromissada socialmente, generalista, pluralista, foco em pesquisa, defesa da indissociabilidade entre ensino-pesquisa-extens?o, forma??o interdisciplinar e defesa de uma vis?o de homem e de Psicologia cr?tica e reflexiva e n?o-individualizante. Os curr?culos mant?m o ensino quase que exclusivo das ?reas cl?ssicas, dos campos tradicionais da Psicologia aplicada. A forma??o ? conteudista. A cl?nica ? hegem?nica, tanto na teoria como nos campos de aplica??o. O debate hist?rico ? escasso e s?o ausentes os temas ligados ? realidade brasileira, apesar das pol?ticas sociais estarem presentes nos curr?culos. Atualmente, as DCNs t?m um impacto muito maior nos cursos devido ? influ?ncia das ag?ncias de controle, frutos da pol?tica educacional atual, e o resultado disso ? sentido na homogeneiza??o dos discursos dos curr?culos

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-12-21T11:28:12Z No. of bitstreams: 1 Luane Neves Santos.pdf: 2173879 bytes, checksum: 2e95d8f77f461ce9146a3324e5489175 (MD5) / Made available in DSpace on 2017-12-21T11:28:12Z (GMT). No. of bitstreams: 1 Luane Neves Santos.pdf: 2173879 bytes, checksum: 2e95d8f77f461ce9146a3324e5489175 (MD5) Previous issue date: 2017-12-12 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This work is a historiographical study developed with the aim of analyzing the social commitment of Brazilian psychology in the light of its development and understood as a critical project. The historiographical writing was based on dialectical historical materialism as a perspective for the production of historical reading, including the categories proposed by Antonio Gramsci: organic intellectuals, relations of force and hegemony. The documents analyzed in this work were gathered from literature review, including articles, books, dissertations, theses as well as from the mapping of events of the area of psychology such as the Mostras Nacionais de Práticas (National Exhibits of Practices) and editions of the Congresso Nacional da Psicologia (National Congress of Psychology), produced by Sistema Conselhos. Professional projects express principles of society projects and can be constructed by any category from an ideal image about itself and the effect it wishes to produce in the world. As a professional project, social commitment presents three dialectically interwoven dimensions: it is at the same time the condition of the project by providing the philosophical base in the sense of an organic ideology to the interests of the working classes, evidencing the alignment to a society project, as an alternative to the capitalist order; an element of the project, its public face, when it presents itself as a motto subsidized by the representative entities; and the broad designation of the project, which aggregates different political strategies to consolidate this perspective. Social commitment indicates the critical perspective as transversal stance to different personages and historical moments: initially, criticism towards type of population served and workplace; subsequently, towards instruments, theoretical models and methods used; and most recently in the discussion of the feasibility and risks taken by its adoption as a project in psychology. The constitution of the historical course of social commitment enabled us to conclude that this project intends to contribute to the transformation of society and, in its development, substantially transforms psychology / O presente trabalho apresenta-se como um estudo historiográfico que tem por objetivo analisar o compromisso social da psicologia brasileira sob a ótica do desenvolvimento desse projeto profissional, entendido como um projeto crítico. A escrita historiográfica baseou-se no materialismo histórico dialético como perspectiva para a produção da leitura histórica, incluindo as categorias propostas por Antonio Gramsci: intelectuais orgânicos, relações de força e hegemonia. Os documentos analisados foram reunidos a partir de revisão de literatura, incluindo artigos, livros, dissertações, teses e do mapeamento de eventos da área da psicologia como as Mostras Nacionais de Práticas e as edições do Congresso Nacional da Psicologia, produzidos pelo Sistema Conselhos. Os projetos profissionais expressam princípios de projetos societários e podem ser construídos por qualquer categoria a partir de uma imagem ideal sobre si mesma e do efeito que deseja produzir no mundo. Como projeto profissional, o compromisso social apresenta três dimensões dialeticamente imbricadas: é, ao mesmo tempo, a condição do projeto, por fornecer a base filosófica no sentido de uma ideologia orgânica aos interesses das classes trabalhadoras evidenciando o alinhamento a um projeto societário alternativo à ordem capitalista; um elemento do projeto, sua face pública, quando se apresenta como um lema subsidiado pelas entidades representativas; e a designação ampla do projeto, agregadora de diferentes estratégias políticas para a consolidação dessa perspectiva. O compromisso social indica a perspectiva crítica como postura transversal aos diferentes atores e momentos históricos: inicialmente, uma crítica ao tipo de população atendida e ao local de trabalho; posteriormente aos instrumentos, modelos teóricos e métodos utilizados; e mais recentemente, na discussão sobre a viabilidade e os riscos colocados pela sua adoção como projeto na psicologia. A constituição do percurso histórico do compromisso social possibilitou-nos concluir que ele pretende contribuir para a transformação da sociedade e, em seu desenvolvimento, transforma substancialmente a psicologia

The study reports on the development of a photo therapy tool for educational psychologists within the South African context. A literature study explores the nature, advantages, characteristics and the application of photo therapy with clients in a therapeutic setting. The developmental intervention research design guided the practical development of an electronic photo therapy tool that can be applied by educational psychologists in a therapy setting with clients. The empirical research is qualitative in nature, as the effectiveness of the newly developed photo therapy tool is evaluated by emerging adults and educational psychologists as an intervention strategy. In order to accomplish this purpose, emerging adults, as well as educational psychologists shared their perceptions of the newly developed photo therapy tool. Thus the usefulness of the photo therapy tool was investigated as an intervention approach. Qualitative data generation techniques, focus group interviews and photographs were utilised. The research results show that the newly developed electronic photo therapy tool has the potential, as a modern therapeutic tool, to be used by educational psychologists as an intervention strategy. The developmental intervention research design is a continuous process, and as the life world is forever changing, improvements to the photo therapy tool can always be added according to new suggestions and ideas. The findings allow theorisation about the significance of the photo therapy tool. The study further determines that there is definite potential in the electronically created photo therapy tool, as both the young adults and the educational psychologists perceived the photo therapy tool as a possible and valuable tool in the therapeutic intervention process. / Psychology of Education / D. Ed. (Educational Psychology)

Archived data was utilized for the present study which examined self-injurious behaviors in a college population. College students, who engage in non-suicidal self-injury, or NSSI, were expected to evidence a higher knowledge base for the behavior than those who do not. The demographic variables of gender and sexual orientation were predicted to be over represented in the NSSI group. Further, this study examines the perceived riskiness of the behavior in individuals who self-injure, as well as their perceptions of others who engage in NSSI. The survey consisted of four sections: demographics, knowledge ofNSSI, experience with NSSI, and perceptions ofNSSI. Individuals who engage in or have a history of NSSI evidence a higher mean score or better knowledge of the behavior than those who do not. The NSSI population evidences disproportionate numbers of females and individuals with gay, lesbian, and questioning sexual orientations. Further, when examining the perceived riskiness of self-injury, the NSSI group views the behavior as less risky than the non self-injury group. Results are discussed in relation to the need for accurate knowledge about NSSI and additional research directions.

Consultation is a crucial role for school psychology practitioners. Psychologists routinely use consultation within the schools and actually wish they could spend more of their work hours on this activity. However, when authors write about consultation in the school psychology literature, they use numerous terms and phrases, which cause confusion as to what models of consultation are prominent in the field. The focus of the current study is to examine the articles that mention consultation in School Psychology Review (Digest) in order to determine whether the three traditional models (behavioral, mental health, and organizational consultation) are still prominent in consultation research and school psychology literature. Analyses of all articles containing the word "consultation" and all words preceding the word "consultation" were done to find the most frequently mentioned consultation terms. Analyses were then done on just the consultation research articles as well as other sources in order to find which terms are most frequently mentioned as part of studies and how the most prominent terms originated. The findings revealed that while behavioral consultation seems to be the traditional model still dominating the literature, mental health and organizational are beginning to fall behind in a shift from using specific models to more frequently using generic terms such as school, school-based or teacher consultation.

This study investigated Black African female psychologists’ lived experiences of career development. The purpose was to describe the influences of the community on the career development of Black female psychologists. It also aimed to explore the challenges and successes of these women’s career lives in order to generate knowledge to understand Black female psychologists’ career development dynamics. This qualitative study was informed by narrative/hermeneutic approaches and Black feminist thought frameworks. Semi-structured interviews were conducted with 10 Black African female psychologists. Results show that Black African female psychologists faced numerous challenges such as lack of family and community support in some cases; limited understanding of psychology in their communities and health sectors, as well as financial problems and discourses of inferiority throughout their professional training. The lack of relevance of their academic training to the multicultural society, in which they have to practise, was emphasised. The intersection of gender, race and class was evident in most of the narratives. The role of emotion and spirituality in the career development of some of the participants was highlighted. The results are discussed in relation to the literature. / Thesis (M.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2010.

This study was an investigation into the clinical judgments made by counseling psychologists when faced with a patient who had major depression and AIDS. Two hundred and eighty one counseling psychologists evaluated one of four vignettes depicting an individual with major depression. In three of the vignettes the individual also had AIDS but the vignette varied on how the virus was contracted (unprotected gay sex, IV drug abuse, hemophilia). In the fourth vignette (the control group) the individual did not have AIDS. Results of the study suggested, that the presence of AIDS overshadows the evaluation and treatment decisions made by counseling psychologists when their patient has major depression and AIDS. Three factors-counseling psychologists' general experience with people who have AIDS, their clinical experience with AIDS patients and how the AIDS virus was contracted-were investigated for possible moderating effects of the overshadowing bias. How the AIDS virus was contracted was used as an indirect measure of clinician attitude toward people with AIDS. Neither general or clinical experience with AIDS patients appeared to have an effect on the diagnostic or treatment decisions made by counseling psychologists when evaluating depressed patients with AIDS. As with experience, method of contracting the AIDS virus did not have a moderating effect on the overshadowing bias. Implications of these results for the evaluation and treatment of depression in AIDS patients, as well as future research are discussed. / Department of Counseling Psychology and Guidance Services

This auto-ethnographic study (i.e. an autobiographical genre of writing and research, written in the first-person voice, where the workings of self are expressed both cognitively and emotionally) qualitatively explores the changing assumptions of a training therapist. It shows how various therapies were negotiated during the training period, and explores how meaning was constructed according to basic, underlying epistemological assumptions. Significant experiences and therapies are presented, showing how the therapist's most basic, linear assumptions, were directly challenged by eco-systemic training. The study produces an in-depth, thick description of both the emotional and the cognitive journey of a training therapist, and traces the therapist's movement away from the stability and certainty of a linear epistemological 'way of knowing' to the instability and uncertainty characteristic of an eco-systemic 'way of knowing'. Conclusions are idiosyncratic and are not intended for generalization. / Psychology / M.A. (Clinical Psychology)

Family Therapy training programmes have recently come to appreciate the importance of addressing the personal growth of the trainee-therapist, in addition to the traditional focus on skill development. Suggestions in the available literature on how this "person-of-the-therapist" issue could best be addressed, represent almost exclusively the ideas of authorities (authors, clinicians and trainers) in the field of systemic therapy. Constructivist thought endorsed by the UNISA training programme, encourages and values different viewpoints. According to this view, students and faculty co-construct the training process. The aim of this study is therefore to present the voice of the trainee. Several training contexts, the essential qualities of the different supervisory relationships and difficulties encountered, are explored from the trainee's perspective. It is hoped that this "inside story" about the author's experiences on her journey toward becoming a psychotherapist, will engender sensitivity for and a deeper understanding of the complexity involved in training the person of the therapist. / Psychology / M.A. (Clinical Psychology)