Mestre -- Escola Nacional de Saude Publica, Rio de Janeiro, 2002. / SAUDE PUBLICA.

Mestre -- Escola Nacional de Saude Publica, Rio de Janeiro, 1999. / SAUDE PUBLICA.

Mestre -- Escola Nacional de Saude Publica, Rio de Janeiro, 2001. / SAUDE PUBLICA.

Mestre -- Escola Nacional de Saude Publica, Rio de Janeiro, 2001. / SAUDE PUBLICA.

Anxiety in young people with Asperger's syndrome (AS) is of serious concern. With a greater prevalence of girls with AS than previously considered, there is a paucity of research into experiences of anxiety in this population. Girls with AS and their parents may seek help through professional Western Herbal Medicine (WHM), the practice of which has little research evidence. The aim of this study is to explore experiences of girls in Scotland with AS and anxiety during a course of WHM treatment, described by the girls, their mothers and the herbalists. A Hermeneutical or Interpretive Phenomenological longitudinal case-study approach included a purposive sample of 3 girls, their mothers and 3 Western Medical Herbalists (WMH) (n=9). Innovative methods developed to address specific needs of the girls comprised of licensed computer interview software ‘In My Shoes' and an online diary facility. Individual interviews took place with all participants, second interviews held with girls and mothers, were transcribed verbatim and thematic analysis carried out. The study was endorsed by Edinburgh Napier University Faculty of Health, Life and Social Sciences Research Ethic and Governance Committee and the National Autistic Society. Informed consent was given by all participants. Where can we be what we are? was identified as a theme within a narrative of marginalisation in which individuals whose needs are marginalised turn to a treatment marginalised within the prevailing biomedical health care model. Anxiety manifests in girls with AS in a number of ways including chronic insomnia, emotional outbursts and school refusal. The WHM treatment had beneficial effects. However, access to, and compliance with, the treatment, may be inequitable. There is an urgent need for greater support for girls with AS and families, with an evidence base underpinning appropriate intervention. Diagnosis needs to be accompanied by acceptance in society and the availability of future opportunities. Further qualitative research in this area would increase insight and understanding and provide support for the development of larger scale studies. The creation of ‘best practice' guidelines in WHM for the treatment of girls with AS is recommended as is a pragmatic clinical trial of WHM for girls with AS and anxiety. key terms: Girls, Asperger's, anxiety, Western Herbal Medicine, hermeneutic interpretive phenomenology, methods, In My Shoes

In order to understand and interact with the world, our brains must integrate information from multiple sensory modalities to create coherent representations of scenes and events. The integration of visual, tactile and proprioceptive inputs underpins the subjective sense of self and body ownership. This, in turn, underlies the development of social processes including self-awareness, imitation and empathising, which are impaired in autism spectrum disorders (ASD). Evidence suggests that the social functioning deficits characterising ASD could contribute to atypical sensory integration underlying body representation. However, the exact mechanisms underlying sensory integration difficulties have not been specified. Moreover, it is not clear when, and how, visual, tactile and proprioceptive integration matures in typical development. This is important to establish, in order to compare how and why this integration may differ in ASD populations. This thesis firstly aimed to investigate the typical development of multisensory integration underlying body representation. Experiment One found that the ability to optimally integrate visual and proprioceptive inputs during hand localisation increases with age from very little integration in 4-year-olds to almost adult-like in typically developing 10- to 11-year-olds. Experiments Two and Three showed that sensitivity to the spatial constraints of visuo-proprioceptive integration, and sensitivity to the temporal constraints of visuo-tactile integration, develops with age in 4 to 11-year-olds. Together these studies suggest that the maturation of adult-like multisensory integration for body representation follows a protracted time course over childhood. The second aim of this thesis was to investigate the evidence for two prominent theories of atypical sensory integration underlying body representation in ASD. These are 1) an over-reliance on proprioception and 2) temporally extended sensory binding. Experiment Four examined whether trypically developing (TD) adults with a high number of autistic traits exhibit an over-reliance on proprioception. No evidence was found for this, which could indicate that atypical sensory integration is only present in individuals with a clinical diagnosis of ASD. Experiments Five and Six found evidence for temporally extended visuo-tactile integration in children with ASD, compared to TD control participants. Though no evidence was found for a fundamental over-reliance on proprioception, extended binding may have led to reduced processing of temporal synchrony over modality-specific information (i.e. proprioception). Experiment Seven and Eight found no evidence of proprioceptive over-reliance or temporally extended sensory binding in adults with ASD, relative to a TD control group. I conclude that children with ASD demonstrate temporally extended visuo-tactile binding. This represents a developmental delay rather than a life-long deficit; however, it could have a life-long impact on sensory sensitivities and social processing.

Infant regulatory problems (crying, sleeping, feeding) are a common concern for parents and practitioners. Although there is now good evidence of the long-term adverse influences of infant regulatory problems on mental health, in particular if they co-occur together (multiple regulatory problems), important gaps remain regarding the precursors of regulatory problems. In particular, it is unclear whether and how sensitive parenting and/or neurodevelopmental vulnerability are involved in the development of multiple regulatory problems. Furthermore, do regulatory problems impair the development of the infants’ relationship to their mothers, i.e. attachment? This thesis explores neurodevelopmental vulnerability and sensitive parenting as precursors of multiple regulatory problems, and whether multiple regulatory problems increase the likelihood of insecure and/or disorganised attachment. The thesis consists of four studies and uses preterm birth as a natural model to assess neurodevelopmental vulnerability due to the interruption caused by preterm birth on the key processes of brain development. Study 1, a meta-analysis, explored the relationship between neurodevelopmental vulnerability and maternal sensitivity by comparing maternal sensitivity in preterm and full-term infants. Findings indicate that having an infant with neurodevelopmental vulnerability does not alter mothers’ sensitive parenting. In Study 2, using the Growth of at risk Infants (GAIN) study, the effect of neurodevelopmental vulnerability on regulatory problems across the first 18 months was investigated. Very preterm/very low birth weight infants experienced more multiple regulatory problems at term and 18 months compared to full-term infants. In Study 3, the longitudinal relationship between neurodevelopmental vulnerability, maternal sensitivity and multiple regulatory problems across infancy was explored allowing for reciprocal associations between maternal sensitivity and multiple regulatory problems across infancy. Both maternal sensitivity and multiple regulatory problems were moderately persistent from term to 18 months. Consistent with our previous findings, it was revealed that neurodevelopmental vulnerability had an enduring impact on multiple regulatory problems. On the other hand, maternal sensitivity at term had only a short-term negative impact on multiple regulatory problems at 3 months. No evidence for a reciprocal influence of maternal sensitivity and multiple regulatory problems was found. Finally, Study 4 examined whether early multiple regulatory problems at 3 and 6 months increase the likelihood of insecure and/or disorganised attachment. Findings revealed that multiple regulatory problems as early as 3 months increased the risk of both insecure and in particular, disorganised attachment at 18 months. In conclusion, neurodevelopmental vulnerability increases the risk of multiple regulatory problems, which are moderately persistent across the first 18 months of life. Furthermore, multiple regulatory problems do not impair maternal sensitivity but have adverse effects on the infants’ relationship with their mothers by increasing the risk of insecure and disorganised attachment. Clinicians should be aware that multiple regulatory problems are a significant potential risk factor for poorer infant-mother relationship.

SALVADOR, Heloisa Hernandez de Fontes. Uma história do ensino primário em tempos de modernização, Vassouras 1950-1969, 2012, xv, 104f.: il.; 29,7cm. Dissertação (Mestrado Profissional em Educação Matemática) – Universidade Severino Sombra, Vassouras, 2012. / Submitted by David Antonio Costa (david.costa@ufsc.br) on 2015-08-31T18:28:50Z No. of bitstreams: 2 Heloisa_VersaoFINAL_dissertacao_corrigidas(1).pdf: 20435694 bytes, checksum: e7f009d752812a3ea52c59ab6f27d828 (MD5) livro_impressao_Heloisa.pdf: 4752042 bytes, checksum: 8e5b0651fcde2ebb822a007c3ef73341 (MD5) / Made available in DSpace on 2015-08-31T18:28:50Z (GMT). No. of bitstreams: 2 Heloisa_VersaoFINAL_dissertacao_corrigidas(1).pdf: 20435694 bytes, checksum: e7f009d752812a3ea52c59ab6f27d828 (MD5) livro_impressao_Heloisa.pdf: 4752042 bytes, checksum: 8e5b0651fcde2ebb822a007c3ef73341 (MD5) Previous issue date: 2012 / A presente dissertação está inserida no projeto “A Matemática do Ensino Primário de Vassouras, RJ: Estudando um século de provas de alunos (1869 – 1969)”, financiado pela FAPERJ, coordenado pela professora Lúcia Maria Aversa Villela. Baseou-se no aporte teórico-metodológico da História Cultural e, como indica o título, localiza parte da história da educação matemática, em um espaço geográfico – Vassouras, cidade histórica localizada na região centro-sul fluminense – no período de 1950 a 1969. Teve como objetivo geral analisar as transformações sofridas pelo ensino da matemática no curso primário, neste espaço temporal, a partir de provas de alunos encontradas no Arquivo Público da Secretaria Municipal de Educação de Vassouras (APSMEV), sob a salvaguarda da seção do Instituto de Pesquisa Histórica do Arquivo Nacional (IPHAN). Estas fontes foram cotejadas com livros didáticos, que segundo indícios, provavelmente foram utilizados pelos professores do município nesta época, além de legislações, depoimentos orais e outros dados. A pesquisa mostra que o ensino primário de Vassouras neste período apresentava uma diversidade quanto às metodologias utilizadas, percebendo-se a presença do modelo tradicional caracterizado pelo ensino intuitivo ou lição das coisas e o ensino baseado nas experiências das crianças que tem a Escola Nova como precursora. Por estar vinculada a linha de pesquisa História da Educação Matemática do Mestrado Profissional em Educação Matemática, a presente pesquisa disponibiliza como produto um livreto - “Dividindo histórias e opiniões- Compartilhando e polemizando a operação de divisão” - que partilha “histórias” sobre a operação de divisão, encontradas nos livros didáticos analisados durante a pesquisa, além de alguns de Arithmetica do século XIX e de História da Matemática.

Raising a child is not easy for any parent, however for those whose child also has a disability, the process is even more complex. The papers presented here explore the experiences of parents who have a child with a disability. From understanding parents’ experiences in more details, it is hoped that support can be tailored to serve the needs of parents better and improve the outcomes for children. Chapter one details a meta-synthesis, reviewing qualitative articles which address the experience of parents’ with a child with congenital heart disease. Twelve overarching themes are presented, capturing parents’ responses, the parent-child attachment and parental resilience. Recommendations are made for how to support parents and areas of development for healthcare professionals are identified. Chapter two details a qualitative study examining the experiences of eight fathers of children with autism. Interpretative Phenomenological Analysis is used to provide an in-depth account of their lived experiences and three superordinate themes are presented. The results identify resilience and challenges fathers experience, both within themselves and within their relationships. Clinical implications and future directions are discussed. Chapter three provides a reflective account of the research process. It addresses the issue of reflexivity, considering how the researcher’s position may have influenced the research and how the process of undertaking the research influenced the researcher.

Developing trust and security with a new primary caregiver may be particularly difficult for children who have experienced trauma, separation and loss within their birth families and through the care system. However, the development of a secure attachment can protect against future psychosocial and emotional difficulties, prevalent in fostered and adopted children. It is important to better understand the influences upon, and experiences of, attachment relationships that develop within this context, in order to inform policy and practice in promoting attachment security within new families. Chapter one is a systematic review of the literature exploring the links between maternal sensitivity, mind-mindedness and attachment security in children who are adopted and fostered. Twelve studies were included in the review following database and manual searches. In line with studies in birth families, maternal sensitivity was shown to have a partial influence on attachment security. Stronger relationships were found in foster care and longitudinal adoption studies. The impact of mind-mindedness may be related to the developmental stage of the child. Methodological limitations are suggested to have limited the strength of findings, and are considered in addition to future research, policy and practice implications. Chapter two is an in-depth exploration of the lived experiences of seven mothers who adopted an older child, aged four to seven. The study focuses upon the experience within the first years after placement of developing mother-child relationships, using an Interpretative Phenomenological Analysis approach. Three overarching themes emerged from the data. These pertained to the sense of fragility experienced within relationships as a consequence of children_ïs rejection and challenging behaviours; mothers_ï commitment to their children; and the process of acceptance. Implications for future research, clinical practice and policy are discussed with particular regard to the need for increased support and training. Chapter three is a reflective account of experience during the research process. The reflexive process is explored, and parallels are drawn between the researcher and the participant ïs experience, and issues of reflexivity as a researcher and clinician. Attention is given to the process of developing acceptance across the journey of research.