Submitted by Izabel Franco (izabel-franco@ufscar.br) on 2016-09-21T18:40:09Z No. of bitstreams: 1 TeseLZR.pdf: 2078747 bytes, checksum: 2b165eaf9c9e2cd9be7554dbf77ff1b4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-28T17:46:25Z (GMT) No. of bitstreams: 1 TeseLZR.pdf: 2078747 bytes, checksum: 2b165eaf9c9e2cd9be7554dbf77ff1b4 (MD5) / Approved for entry into archive by Ronildo Prado (ronisp@ufscar.br) on 2016-09-28T17:46:36Z (GMT) No. of bitstreams: 1 TeseLZR.pdf: 2078747 bytes, checksum: 2b165eaf9c9e2cd9be7554dbf77ff1b4 (MD5) / Made available in DSpace on 2016-09-28T17:56:33Z (GMT). No. of bitstreams: 1 TeseLZR.pdf: 2078747 bytes, checksum: 2b165eaf9c9e2cd9be7554dbf77ff1b4 (MD5) Previous issue date: 2015-09-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Psychometrics began with the investigation of individual differences in the 19th century. Initially, the differences were attributed to sensory acuity; however, soon they were replaced by the mental faculties. Since then, many theories, models and different types of assessment were proposed to enable a better understanding of what is called intelligence. Currently, the Cattell-Horn-Carroll intelligence model is the most widely used and includes the contributions from different theorists in the area. Behaviour Analysts did not consider intelligence an object of study because they regarded it as a mentalistic entity. Additionally, behaviour analysts criticised many crucial elements of Psychometrics such as the use of tests to assess intelligence and statistical criteria to establish behavioural criteria. However, when Stimulus Equivalence Theory and Relational Frame Theory emerged, it became possible to interpret and study language, complex behaviour and cognitive processes as stimulus relations. As correlations between relational tasks performances and the IQ were provided by different tests, Cassidy, Roche e Hayes (2011) investigated whether a relational training could enhance intellectual functioning. These authors found significant improvements in IQ in 12 year-olds following a relational training involving sameness, opposition and comparison relations. The present study replicated Cassidy et al. (2011) with 11 participants ranging from 6 to 9 years, adapting the procedure accordingly to their needs. Only one child was able to finish the training, almost one and a half years after started training. Most children improved their IQ scores; nevertheless, improvements shown by the participants from the experimental condition were equivalent to the ones presented by children from the control condition. The procedure was too complex for younger participants. Future studies should assess and train prerequisite repertoires for relational training, as well as promote alterations in the training structure. Correlation analyses between relational task performance and the intelligence assessment scores were run and results corroborated the literature. The number of sessions and stimulus sets of the contextual cue training were correlated with verbal measures from WISC-III, showing a relationship between relational repertoires and language. A preliminary behavioural interpretation of intellectual abilities described in the Cattell-Horn-Carroll model was proposed, which should be seen as first steps toward planning new relational training protocols which might contain critical features to improve cognitive functioning. Despite their relevance, terminological, theoretical and philosophical differences between Psychometrics and Behaviour Analysis were not in the centre of our analysis. The main objective was to promote a dialogue between both areas. The interchange between them may help in the planning of effective interventions, which is the ultimate goal for both of them. / As investigações das diferenças individuais deram início à Psicometria no século XIX. Inicialmente as diferenças foram atribuídas à acuidade dos sentidos; contudo, logo foram substituídas pelas chamadas faculdades mentais. Desde então, houve a proposição de várias teorias, modelos e tipos de avaliação para compreender melhor o que chamamos de inteligência. Atualmente, o modelo de inteligência de Cattell-Horn-Carroll é o mais popular e reúne a contribuição de diversos teóricos da área. A Análise do Comportamento não considerava a inteligência parte do seu escopo por vê-la como uma entidade mentalista. Mais do que isso, os analistas do comportamento criticaram uma série de aspectos considerados fundamentais para a Psicometria, tais como o uso de testes para avaliar a inteligência e a utilização da estatística para estabelecer critérios comportamentais. Entretanto, com a Teoria de Equivalência de Estímulos e da Teoria das Molduras Relacionais, a linguagem, comportamentos complexos e até mesmo a inteligência puderam ser interpretados e estudados em termos de relações entre estímulos. Quando foram encontradas correlações entre o desempenho em tarefas relacionais e diversas medidas de funcionamento cognitivo, Cassidy, Roche e Hayes (2011) investigaram se treinos relacionais promoveriam melhoras nas habilidades cognitivas. Os autores obtiveram aumentos significativos no QI de crianças de 12 anos após realizarem um treino com relações de similaridade, oposição e comparação. O presente trabalho replicou o estudo de Cassidy et al. (2011) com 11 participantes de 6 a 9 anos, adaptando o procedimento para as demandas das crianças mais novas. Apenas uma criança concluiu o treino, quase um ano e meio após o seu inicio. A maioria das crianças melhorou os escores das avaliações, contudo, as melhoras da condição experimental foram equiparadas àquelas da condição controle. O procedimento se mostrou muito complexo para crianças mais novas, uma vez que o número de erros e repetições de sessões foi alto. Em estudos futuros, recomenda-se a avaliação e treino de repertórios que sejam pré-requisito para o treino relacional, assim como realizar mudanças na estrutura de treino. Foram realizadas análises de correlações entre os resultados das avaliações e o desempenho no treino relacional e os resultados corroboraram os dados da literatura. Houve diversas correlações entre o número de sessões e de conjuntos de estímulos para o treino das pistas contextuais com as medidas verbais do WISC-III, demonstrando a relação entre repertórios relacionais e linguagem. Uma interpretação comportamental preliminar das habilidades que compõem o modelo Cattell- Horn-Carroll de inteligência foi proposta como um primeiro passo em direção ao planejamento de novos protocolos de treinos relacionais que contemplem aspectos críticos para o funcionamento cognitivo. Apesar de relevantes, as diferenças terminológicas e teóricofilosóficas entre a Psicometria e a Análise do Comportamento foram colocadas em segundo plano com o objetivo de somar a contribuição de cada uma das áreas. A interlocução entre elas visa o planejamento de intervenções mais efetivas, o que é visto como o objetivo máximo das duas perspectivas. / FAPESP: 2012/24018-3

In this study a contextual training model for developing leaders in ministry to children is investigated. The training model offers a dynamic training process for the development of effective leadership for the African Church and other Christian organizations in the field of children's ministries. The aim of these children's ministries would be to see holistically developed God fearing children in Africa. This study provided an opportunity to ask deeper questions about one's assumptions on prevailing concepts about children, children ministries, leadership training, African philosophy and what is meant by contextual training models. The complexity of Africa, its people and the challenges for the future are evident from this study. It can be concluded that it is possible and necessary to train effective Christian leadership for children's ministries. To develop effective leadership in the field of children's ministries could prove to be one of the long term answers to the pressing needs of Africa and its people. The model serves the statement "equipped to impact the continent" / Practical Theology / M.Th. (Practical Theology)

In this study a contextual training model for developing leaders in ministry to children is investigated. The training model offers a dynamic training process for the development of effective leadership for the African Church and other Christian organizations in the field of children's ministries. The aim of these children's ministries would be to see holistically developed God fearing children in Africa. This study provided an opportunity to ask deeper questions about one's assumptions on prevailing concepts about children, children ministries, leadership training, African philosophy and what is meant by contextual training models. The complexity of Africa, its people and the challenges for the future are evident from this study. It can be concluded that it is possible and necessary to train effective Christian leadership for children's ministries. To develop effective leadership in the field of children's ministries could prove to be one of the long term answers to the pressing needs of Africa and its people. The model serves the statement "equipped to impact the continent" / Philosophy, Practical and Systematic Theology / M.Th. (Practical Theology)