Researchers and consultants alike agree that coaching is a stressful job and coaches are not well-equipped to handle the stress (Frey, 2007; Giges et al., 2004). Furthermore, coaches themselves admit they are not always able to shield their athletes from their stress and may even transfer it to their athletes (Olusoga et al., 2010). Mindfulness training has been shown to increase well-being, namely by reducing stress and burnout, while increasing emotional regulation, attention, and satisfaction, among other benefits (Baer, 2003; Chiesa & Serretti, 2009). The Mindfulness Training for Coaches (MTC) program has shown promise as an intervention to increase well-being and reduce stress in coaches (Longshore & Sachs, 2015). The current study aimed to replicate the positive impacts on well-being of the MTC as well as determine if athletes of MTC-trained coaches also benefit. Sixteen Division I and III collegiate coaches attended an initial MTC training session, with eight coaches going on to complete the program. Pre- and Post- measures of mindfulness, emotion regulation, coaching issues, and coaching behavior were taken at the start and end of training. State measures of stress, sport emotion, and mindfulness were taken bi-weekly. Coaches who completed the training were also interviewed about their experiences following the training, while those who dropped out completed a follow-up survey. Thirty-four DI and III athletes completed pre-test measures of satisfaction, burnout, and coaching behavior, with 11 responding at post-test. Repeated-measures ANOVAs were conducted and results showed that coaches who completed the MTC had significantly improved trait emotion regulation, while also reporting generally stable emotions, improved curiosity and decentering, and significantly less perceived stress throughout the training. In contrast, sport mindfulness, coaching issues stress, and coaching behaviors did not see significant change. Interviews revealed two categories (Program Process and Program Experience), four concepts (Motivation and adherence, Mechanics, Outcomes, Impacts) and multiple themes for each concept. Coaches who dropped out after the initial session did not significantly differ from completed training coaches at the start of the MTC. Follow-up surveys revealed one category (Program Involvement) with three concepts (Motivation and adherence, Mechanics, and Experience) and multiple themes. Limitations, including small sample size and lack of a control group, were discussed, along with recommendations for researchers and practitioners, as well as future directions. The current study suggests that the MTC program is an effective intervention to help coaches manage their emotions, reduce stress, and positively impact their coaching and life. / Kinesiology

The current research explored the thesis that cognitive self-recognition might have an executive function in 3- and 4-year-olds. Although it is well established that children recognise themselves in mirrors by the end of infancy, the cognitive and behavioural impact of this capacity has yet to be elucidated. Experiments 1 to 6 showed that preschool children could form and maintain a cognitive link between the self and external stimuli, as a result of which, self-referent stimuli were given mnemonic priority. Experiments 4 to 8 indicated that in tasks involving self-recognition, 3- and 4-year-olds’ ability to process other-referent stimuli was compromised by self-focus. Finally, Experiments 9 and 10 demonstrated that mirror self-recognition increased preschoolers’ tendency to self-regulate, leading them to behave in line with socially accepted standards. Together, these experiments provide novel evidence to confirm that cognitive self-recognition has a role in preschoolers’ performance on tasks requiring memory, attention, inhibition, and planning. This implies that when salient, the self may become the ultimate executer of behaviour. By observing 3- and 4-year-olds’ differential processing of self- and other-referent stimuli we infer the existence of a functionally active, self-reflective agent. Moreover, the role of the self is temporally extended, influencing children’s cognition and behaviour in the past (Experiment 1 to 3), present (Experiments 4 to 8) and future (Experiments 9 to 10). This implies that preschool children may have developed the foundations necessary to build the experience of personal identity.

A comprehensive programme evaluation can provide rational, credible data to support the decision to implement a new programme, to improve an existing one or to discontinue an ineffective one. The main aim of a formative evaluation is to offer suggestions for programme improvement. A qualitative study was conducted to explore how the introduction of a team effectiveness programme provided a process that individuals in the organisation were exposed to that linked the constructs of self-awareness and interpersonal sensitivity as a way to empower individuals with tools for effective team communication and collaboration. The main findings indicate that individuals who are more self-aware make an effort to understand and adapt their behaviour to accommodate others. By contrast, there are individuals who use this as a defence mechanism or as an excuse for not adapting their behaviour. The polar opposite results in a breakdown of trust, team cohesion and communication that counteracts the effectiveness of the programme. In the absence of effective leadership to drive and continually reinforce desired behaviour, the individual tends to revert back to old behavioural practices. / Industrial and Organisational Psychology / M.A. (Industrial and Organisational Psychology)

Humans’ emotions have the ability to take over, which might end up with responses inappropriate to the situation. The solution to inappropriate responses is to have a better awareness. Great team-work, calm employees, and rational decision making are all qualities that derive benefit from emotional self-awareness. However, studies show that only 36 percent can identify their emotions as they happen. This paper takes on the opportunity to raise emotional self-awareness by designing a prototype that enables the users to reflect and anonymously share their emotion through an audience response system. Forty-eight participants, in various group sizes, did within-subjects tests. They started by writing down their answer to the question: How do you feel?. They later answered through the prototype. Whether or not the participants managed to be more specific through the prototype was measured, as well as their perceived anonymity. The results revealed that the prototype was useful in both helping the users to learn emotion definitions and further specify their emotion. In regards to the perceived anonymity, it showed that the design was favoring a larger group size around 20 participants.

xiv, 168 p. : ill. (some col.) / The call for multicultural awareness is a somewhat recent phenomenon. Institutions of higher education in the United States have developed multicultural general education courses to address rapidly changing demographics, and growing globalization trends in the U.S. Essential outcomes include developing culturally competent citizens. Key questions revolve around how institutions have implemented multicultural courses and whether the approaches actually impact student cultural awareness, or increase cultural competency. There is little evidence that shows a relationship between participating in these undergraduate courses and a greater capacity to engage across cultural differences. One of the cornerstones of cultural competency is the capacity to understand one's own cultural context. Some multicultural education programs implement self-reflective processes to develop increased levels of self-awareness as a foundation for the development of diversity knowledge and cultural competency. This study investigates an approach utilizing arts engagement to foster greater self-awareness as a potential stage in the development of cultural competency. / Committee in charge: Kathleen Scalise， Chair； Paul Yovanoff， Member； Linda M. Forrest， Member； Karen Sprague， Outside Member

La philosophie de Socrate selon Platon se structure autour de six termes : la Forme, l'âme, l'ignorance, la science, la vertu et la dialectique. En effet, l'âme, immortelle, est la source de tous les biens et de tous les maux, parce qu'elle est le principe du mouvement spontané et par conséquent la cause première de tous les mouvements aussi bien intellectifs que sensitifs et physiques. Cela étant, rendre justes la cité et les citoyens, c'est avant tout rendre juste leur âme. Or, comment rendre meilleure une âme, si l'on ne connaît pas la cause même des biens et celle des maux ? Dans les premiers dialogues, Socrate philosophe contre l'ignorance qui est la cause du vice, lequel prive l'âme de la vertu. Dans les dialogues tardifs, Socrate philosophe pour la science, c'est-à-dire la connaissance de ce qui est, qui est la source même de la vertu. Or comment connaître ce qui est, si la réalité ou l'être ne cesse de changer? De là vient la nécessité de l'existence des réalités intelligibles qui sont universelles et immuables auxquelles participent les réalités sensibles qui sont particulières et changeantes. Une question se pose : si la réfutation est le moyen, à travers le dialogue, de faire apparaître l'ignorance, quel est le moyen de connaître ce qui est ? Ce moyen, c'est la dialectique qui permet, à travers le dialogue, de se remémorer des réalités véritables que l'âme eut jadis contemplées. / According to Plata, the philosophy of Socrates is structured around six terms: Form, soul, ignorance, knowledge, virtue, and dialectics. The soul, which is immortal, is the source of all goods and all evils, since it is the principle of spontaneous movement, and consequently the first cause of all movements, whether intellective, sensitive, or physical. Therefore, to make the city and its citizens just means, above all, making their soul just. Yet how can a soul be made better if one does not know the very cause of what is good and what is bad? ln the first dialogues, Socrates philosophizes against ignorance as the cause of vice, which deprives the soul of virtue. ln the late dialogues, Socrates philosophizes in favor of knowledge, that is, the knowledge of that which is, which is the very source of virtue. Yet how can one know that which is, if reality or being never cease changing? Hence the need for the existence of intelligible realities that are universal and immutable, in which sensible realities, which are particular and changing, participate. A question arises: if refutation is the means of revealing ignorance through dialogue, what is the means for knowing that which is? The answer is dialectic, which, through dialogue, allows one to recall the genuine realities which the soul once contemplated.

Made available in DSpace on 2016-04-27T16:32:42Z (GMT). No. of bitstreams: 1 Isabel da Silva Amaral.pdf: 904173 bytes, checksum: 930177e2ae3fec48f395a4a8587c96f1 (MD5) Previous issue date: 2012-10-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This research aims to investigate the potential of poetic literature in the formation of critical consciousness among young people and is based on the concepts of Critical Theory of Society. The guiding hypothesis is that the subjects with higher poetic reception also tend to have a higher level of selfawareness. To verify this hypothesis was constructed and validated a scale of attitude, called Art, Education and Self-consciousness, which is divided into subscales: Self-consciousness and poetic reception. The scale and a questionnaire informative history of life were applied in 120 high school students in a public school located in the outskirts of São Paulo. The results indicate that is not possible to establish a direct correlation between selfassessment and poetic, although some important associations have been verified. Among them stands out the relationship between the average of the subjects with high levels of self-awareness and appreciation of poetry and the habit of reading poetry literature, and the insertion of the subject in the aesthetic universe. We highlight the socioeconomic status as a decisive factor for these little contact of these young subjects with the aesthetic, and the importance of offering the most diverse artistic activities, in regular courses and extracurricular, schools and public spaces / Esta pesquisa tem como objetivo investigar a potencialidade da literatura poética na constituição da consciência critica dos jovens e tem como base conceitual a Teoria Crítica da Sociedade. A hipótese norteadora é a de que os sujeitos com maior recepção poética tendem a ter também um maior nível de autoconsciência. Para a verificação dessa hipótese construiu-se e validou-se uma escala de atitude, denominada Arte, Educação e Autoconsciência, que se divide nas subescalas: Autoconsciência e Recepção poética. A escala e um questionário informativo da história de vida dos sujeitos foram aplicados em 120 estudantes do ensino médio, de uma escola pública, localizada na periferia da cidade de São Paulo. Os resultados indicaram não ser possível estabelecer uma correlação direta entre autoconsciência e apreciação poética, ainda que tenham sido verificadas algumas associações importantes. Dentre elas, a relação entre a média dos sujeitos com altos níveis de autoconsciência e de apreciação poética e o hábito da leitura em literatura poética, e a inserção no universo estético. Destaca-se a condição socioeconômica como fator decisivo para o pouco contato desses jovens com o universo estético, e a importância de se oferecer as mais diversas atividades artísticas, em cursos regulares e extracurriculares, nas escolas e espaços públicos

As explicações centradas em discursos sobre o cérebro ganham cada vez mais espaço em nosso coletivo, produzindo uma multiplicação no prefixo “neuro” nas mais diversas áreas, como neuropsicologia, neurolinguística ou neuroeducação. A prevalência das explicações neurocientíficas sobre outras perspectivas parece estar relacionada à criação de um plano biológico capaz de conectar objetos das Ciências Humanas e das Ciências Naturais produzindo um apagamento das fronteiras entre as duas através de uma sobreposião do Natural. Essa tese se insere no debate das relações entre psicologia e neurociências cognitivas. Nosso objetivo é propor através de conceito de políticas cognitivas uma forma de discutir as relações entre psicologia e neurociências evitando uma hierarquia pré-definida. Divimos a tese em duas partes. A primeira opera uma discussão histórica a respeito da temporalidade moderna e do progresso como forma de pensar a relação entre teorias, bem como discute a institucionalização das ciências da cognição. Sugerimos bifurcação e acontecimento como conceitos que nos permitem pensar a trajetória científica em outros termos, assim como mostramos que como campo multidisciplinar as ciências cognitivas só foram possíveis por uma oscilação entre a unidade e a multiplicidade da cognição. A segunda parte desenvolve o conceito de políticas cognitivas e o contraste com outras formas de pensar a multidisciplinaridade nas ciências da cognição e em seguida, apresenta diferentes políticas que se organizam ao redor da consciência de si, considerando por fim, como a relação entre essas políticas não precisa se estabelecer a partir da objetividade. Nas conclusões propomos algumas condições para relacionar diferentes políticas, bem como sugerimos uma postura ética necessária para a discussão. / Explanations centered on concepts about the brain gain more and more space in our collective, producing a multiplication in the prefix "neuro" in the most diverse areas, such as neuropsychology, neurolinguistics or neuroeducation. The prevalence of neuroscientific explanations over other perspectives seems to be related to the creation of a biological speech capable of connecting objects of the Human Sciences and Natural Sciences producing a blurring of the boundaries between the two through an overlap of the Natural. This thesis is inserted in the debate of the relations between cognitive psychology and cognitive neurosciences. Our objective is to propose through concept of cognitive politics a way of discussing the relations between psychology and neurosciences avoiding a pre-defined hierarchy. We divided the thesis into two parts. The first operates a historical discussion on modern temporality and progress as a way of thinking the relation between theories, as well as discusses the institutionalization of the cognitive sciences. We suggest bifurcation and event as concepts that allow us to think the scientific trajectory in other terms, just as we showed that as a multidisciplinary field the cognitive sciences were only possible by an oscillation between the unity and multiplicity of cognition. The second part develops the concept of cognitive politics and the contrast with other ways of thinking the multidisciplinarity in the sciences of cognition and then presents different politics that are organized around the self-awareness, considering finally how the relationship between these politics need not be established from objectivity. In the conclusions we propose some conditions to relate different politics, as well as we suggest a necessary ethical stance for the discussion.

Made available in DSpace on 2016-03-15T19:45:41Z (GMT). No. of bitstreams: 1 Juliana Vilar Rodrigues Cardoso.pdf: 3687764 bytes, checksum: bc551d05b01bc005918918610d65d400 (MD5) Previous issue date: 2012-08-15 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The relationship between literature and the visual arts is very old and can be found in recreations such as the images made by Delacroix for Goethe s Faust and by Flaxman for Dante s The Divine Comedy. Lasar Segall s lithographs inspired by the short story A gentle creature, by Fyodor Dostoevsky, show that this relationship is still relevant in the twentieth century. The objective of this research is to analyse Dostoevsky s short story and Segall s lithographs and observe the language that each of these artists used to create characters who express their own inner world. Based on the concept of self-awareness developed by Mikhail Bakhtin, we will observe the construction of the short story s main character, which is a man who is distant from reality but finally realizes the truth about himself. We will also discuss the way in which Lasar Segall, who at the time was part of the German Expressionist movement, uses Dostoevsky s text to produce his lithographs, or more specifically, we will analyze the graphic elements used by him to convey the inner world of the characters and the tragic aspect found in the short story. / A relação entre a literatura e as artes visuais é muito antiga e pode ser observada em recriações como as imagens feitas por Delacroix para Fausto, de Goethe, e por Flaxman para A divina comédia, de Dante. As litografias de Lasar Segall, inspiradas na novela Uma criatura dócil, de Fiódor Dostoiévski, demonstram que essa relação continua de forma marcante no século XX. O objetivo desta pesquisa é, a partir da análise dialógica entre a referida novela de Dostoiévski e as litografias de Segall, observar a linguagem que cada um desses artistas utilizou para criar personagens que expressassem seu próprio mundo interior. Nesse processo investigativo, será examinado como ocorre a passagem de uma linguagem para outra, tendo, como fundamentação teórica, os estudos da Intermidialidade. Partindo do conceito de autoconsciência elaborado por Mikhail Bakhtin, observaremos a construção da personagem principal da novela, que é um homem que se encontra no limiar, bem como sua trajetória, que passa pela confissão e pelo arrependimento, para, finalmente, chegar à verdade sobre si mesmo. Discutiremos, ainda, a maneira como Lasar Segall, que nesta época fazia parte do movimento Expressionista alemão, utiliza o texto-fonte de Dostoiévski para produzir suas litografias, ou mais especificamente, iremos analisar os elementos gráficos por ele utilizados para transmitir, imageticamente, o mundo interior das personagens e o caráter trágico encontrados na novela.

Les situations de contact interpersonnel participeraient à la construction d’un sens basique du soi durant l’enfance, et de nos représentations de soi tout au long de la vie. Bien que l’on retrouve cette hypothèse de manière répandue dans la littérature, elle n’a été que très peu investigué expérimentalement. Cette thèse teste cet effet potentiel chez l’adulte. Deux études combinant mesures électrophysiologiques et comportementales montrent une augmentation d’une forme minimale de conscience de soi –des informations afférentes provenant du corps– suite à un contact social. Cet effet est reproduit dans 3 modalités sensorielles (contact social visuel, auditif et tactile). Une 3ème étude en magnétoencéphalographie teste l’effet d’un contexte de contact interpersonnel multisensoriel accru (vs réduit), entre un expérimentateur et des participants, sur la connectivité fonctionnelle des réseaux cérébraux dits de repos, et sur le contenu des pensées des participants. Nos résultats mettent en évidence une augmentation des processus cérébraux et cognitifs orientés sur le soi sous une forme hautement intégrée, associée à une diminution des processus sensoriels orientés sur l’environnement extérieur, à la suite d’un contact social accru. Dans l’ensemble, nos résultats suggèrent que le contact social améliore plusieurs facettes de la représentation de soi, aussi bien des aspects corporels, que des aspects plus haut-niveau et intégrés du soi narratif. Nos interactions sociales tout au long de la vie pourraient ainsi induire un contexte cérébral et cognitif centré sur un soi multifacette qui favoriserait la conscience de soi, et la construction d’un sens de l’identité incarné et situé. / Situations of interpersonal contact could contribute to the construction of a basic sense of self during childhood and to self-representations through lifespan. Although this hypothesis is widespread in the literature, the effect of social contact on self-awareness has been rarely been investigated experimentally. The aim of this PhD thesis is to investigate such an effect in human adults. In two studies combining electrophysiological measurements and behavioural responses, we show an enhancement of a minimal form of self-awareness – i.e. of the afferent information arising from the body – following social contact. This is reproduced across three sensory modalities (visual, auditory and tactile social contact). In a third study, we use magnetoencephalography to test the effect of an increased (vs reduced) multisensory interpersonal contact context between an experimenter and participants, on the functional connectivity of resting-state networks and on the participants’ thought contents. Our results revealed an enhancement of self-oriented cognitive and brain processes in a highly integrated form, associated to a decrease in externally oriented sensory processes, as a result of the social context of increased interpersonal contact. Together, our results suggest that social contact enhances multiple facets of self-representation, including basic bodily aspects of a minimal self, as well as higher level and integrated aspects of a narrative self. Our social interactions throughout lifespan may thus induce a cerebral and cognitive context centred on a multifaceted self, which would foster self-awareness and the construction of an embodied and embedded sense of identity.