<p> This study investigated the patterns of collaboration and communication related to maternal educational attainment and familiarity with Learning by Observing and Pitching In (LOPI) among Indigenous children whose mothers had 9 years or less of schooling, Indigenous children whose mothers had 12 years or more of schooling, and middle-class Mexican children. Study participants were 256 children who participated in groups of four. The children played a computer game called &ldquo;Marble Blast&rdquo; on two computers and were videotaped to see how they collaborated and communicated within their groups. Indigenous children whose mothers had 9 years or less of schooling were more likely to engage in collaborative behaviors in which the entire group worked as a unit to accomplish the objective of the game as opposed to the other groups. They were also more likely to engage in varied forms of communication as opposed to middle-class Mexican children who were more likely to both collaborate and communicate exclusively verbally. These findings are consistent with research showing that greater familiarity with Indigenous practices leads to more collaboration and varied forms of communication as opposed to more reliance on verbal communication which is seen in communities less familiar with Indigenous practices or non-Indigenous communities with an extensive history in Western schooling.</p><p>

<p> Resilience is defined as the ability to respond adaptively and maintain a high quality of life even after adversity or trauma. Research conducted in Western cultures has identified multiple factors that correlate with resilience for survivors of childhood trauma, including social support, the presence of a stable adult, internal locus of control, supportive spiritual beliefs and lack of self-blame regarding the trauma (Crenshaw, 2013; Brooks &amp; Goldstein, 2004; Goldstein, Brooks, &amp; Devries, 2013). This study explored whether the factors that previous research has identified as predictive of resilience have a similar predictive value when applied to another culture. This research found that the presence of a stable adult, social support, supportive spiritual beliefs and a minimal amount of self-blame all correlated with resilience in the examined population of adolescent Bolivian street girls. However, no correlation was found between internal locus of control and resilience among this population. Implications of these findings and suggestions for further research are discussed.</p><p>

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-05-07T12:58:47Z No. of bitstreams: 1 Thiago Sant_ Anna Pereira.pdf: 3090666 bytes, checksum: 649f615b56ee9f5f65ee78aabe53f807 (MD5) / Made available in DSpace on 2018-05-07T12:58:48Z (GMT). No. of bitstreams: 1 Thiago Sant_ Anna Pereira.pdf: 3090666 bytes, checksum: 649f615b56ee9f5f65ee78aabe53f807 (MD5) Previous issue date: 2018-03-16 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / We are defending the thesis that it is possible to deduce from Martin-Baró´s textual work an outline of an ethic-political project for Psychology. The general goal was to critically learn - through historical research - the process and development of the author's propositions about the theme. Our primary sources were his writings (scientific articles published in newspapers, books, poems, etc.) and some of his prominent interlocutors in contemporaneity. Regarding the method, we relied on historical-dialectical materialism to gather units of analysis and data exposure. The first part of the research contains an essay on the relations between method and its historicity, in terms of Concrete Psychology. We have also presented the central categories of this study, praxis and historicity. The second presents a panel of socio-historical and political-economic conditions in Latin America between the 1960s and 1990s, specifically the class struggle and the civil war in El Salvador. We have also considered the ethical and political meanings that we have used throughout this thesis. In the third and fourth chapters, we are discussing how the debaters of Ignacio Martín-Baró's work portray him from the standpoint of a revolutionary theorist to a submissive and unrecognizable post-social constructionist. We are finishing with a more critical incursion of the central aspects that are the original traits of how he had related psychological science and political praxis, namely: the rise of the party that has been exploited by capitalism, the centrality of historicity to scientific method in the human sciences; the apprehension of class struggle as part of the “what makes of” Psychology and the articulation between ideology, science and ethics. The research concludes that, at the beginning of the 21st century, there were no consensus amongst researchers who had touch around what had been proposed by the Jesuit - a psychology that prevailed for revolutionary praxis. It hangs between divergences ranging from the use of certain concepts / categories to the discussion that shows if the set of ethical-political and professional orientations should have been as a horizon to the human emancipation or politics / Defendemos a tese de que é possível depreender da obra textual de Martín-Baró o esboço de um projeto ético-político para a Psicologia. O objetivo geral foi apreender criticamente – por meio de pesquisa histórica – o processo e o desenvolvimento das proposições desse autor acerca da temática. Nossas fontes primárias foram seus escritos: artigos científicos e publicados em jornais, livros, poemas etc., estabelecendo diálogo com a obra de alguns de seus proeminentes interlocutores na contemporaneidade. Com relação ao método, amparamo-nos no materialismo histórico-dialético para a apreensão das unidades de análise e exposição dos dados. A primeira dobra da pesquisa contém um ensaio sobre as relações entre método e historicidade, nos termos de uma Psicologia Concreta. Apresentamos também as categorias centrais deste estudo, a práxis e a historicidade. A segunda expõe um painel das condições sócio-históricas e político-econômicas da América-Latina entre as décadas de 1960 e 1990, especificamente a situação da luta de classes e da guerra civil em El Salvador. Ponderamos ainda acerca da acepção de ética e de política de que nos valemos ao longo da tese. No terceiro e quarto capítulos, discorremos sobre como os debatedores da obra de Ignacio Martín-Baró o retratam desde o posto de um teórico revolucionário a um submisso e irreconhecível pós-construcionista social. Encerramos com uma incursão crítica mais detida dos aspectos centrais que constituem traços originais de como ele relacionava ciência psicológica e práxis política, quais sejam: a assunção do partido dos explorados pelas relações sociais capitalistas, a centralidade da historicidade para o método das ciências humanas, a apreensão da luta de classes como parte do quefazer da Psicologia e a articulação entre ideologia, ciência e ética. A investigação conclui que, já no início do século 21, não existe consenso entre pesquisadores que se acampam ao redor do proposto pelo jesuíta – uma Psicologia que primava pela práxis revolucionária. Pendula-se entre divergências que vão desde o emprego de determinados conceitos/categorias à discussão que evidencia se o conjunto de orientações ético-políticas e profissionais deve ter como horizonte a emancipação humana ou a política

Increasingly, war and armed conflict are having devastating effects on the psychological and social well-being of civilian survivors throughout the world. There is a serious shortage of practitioners and culturally-appropriate models for assisting victims of psychological trauma with their healing and recovery. Educational settings, be they formal or nonformal, are appropriate places for psychotherapeutic interventions. This dissertation focuses on the intentional use of a nonformal educational setting for psychosocial healing of those exposed to war-induced trauma. A participatory education program designed to teach Central American community mental health workers the basic concepts and techniques of trauma treatment also served as a healing environment for the trainees. Individual psychological trauma as well as war-related intra-group conflict were addressed. Using an integrative model of healing and recovery, the intervention combined cognitive, emotional, spiritual, social, and physical approaches. The educational setting provided a larger interactional framework for the social contextualization of intrapsychic wounds, thus supporting healing. The case illustrates the importance of self-care for professionals and para-professionals working with the psychologically traumatized, which is rarely mentioned in the literature. This is a qaulitative study that combines a literature review on the nature of trauma and recovery, a case study with Central American community mental health workers, interviews with practitioners, and personal experience. The literature review takes into consideration cultural and Latin American perspectives, the importance of community-based approaches, and the linkage of individual and social dimensions. It includes a critique of posttraumatic stress disorder as a conceptual framework. The inquiry examines the viability of intentional incorporation of psychosocial healing into an educational setting, and indicates which components of participatory nonformal education best lend themselves to interfacing with psychological healing. Findings from both the literature and case study point to a need to question long-held assumptions of psychotherapy when working with trauma survivors. Self-care, safe container-building, peer support, mentoring, and a heightened role for para-professionals are recommended. The training and preparation of community mental health workers is seen as an effective response to the proliferation of war-related trauma.