Thesis (M.S.W.)--Smith College School for Social Work, Northampton, Mass., 2007 / Thesis submitted in partial fulfillment for the degree of Master of Social Work. Includes bibliographical references (leaves 77-80).

Thesis (M. Soc. Sc.)--University of Waikato, 2007. / Title from PDF cover (viewed April 30, 2008). Includes bibliographical references (p. 149-156)

Thesis (M.A. (Health Social Science))--Mahidol University, 2007. / LICL has E-Thesis 0024 ; please contact computer services.

Thesis (M.A. (Health Social Science))--Mahidol University, 2007. / LICL has E-Thesis 0024 ; please contact computer services.

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (M.A.)--University of Wyoming, 2008. / Title from PDF title page (viewed on August 7, 2009). Includes bibliographical references (p. 37-42).

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 68 p. Includes bibliographical references.

Given the limited empirical evidence to guide support for romantic functioning in Autism Spectrum Disorder (ASD), this research aims to explore how closeness is managed in romantic relationships when one member is diagnosed with ASD. 8 participants, 3 couples and 2 individuals aged between 26 and 80 took part in the study. Of these 5 (3 male and 2 female) were autistic and 3 (1 male and 2 females were non-autistic). Participants were recruited using a specialist nationwide organization and they were interviewed individually or conjointly, as well as observed during a 15- minute interaction. Constructivist grounded theory was used to analyse the data and a framework was produced to describe processes of managing closeness in ASD. The core concept to emerge from the analysis was entitled “reaching towards the unknown”. It consisted of three categories, termed “encountering the other”, “reaching for understanding” and “managing uncertainty”. The framework captured processes of joining with and adapting to someone very different, of stretching beyond familiar bounds in order to understand the other and manage uncertainty. This research offers an inter-subjective perspective of ASD. It frames socio-emotional reciprocity and adaptability within romantic relationships as relational phenomena, which are contingent upon factors outlined within the framework. The model considers pre-existing theories about romantic closeness in order to assist counselling psychologists in accommodating ASD within their couple therapy practice.

Orientador: Silvio Donizetti de Oliveira Gallo / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-24T23:21:09Z (GMT). No. of bitstreams: 1 Bagetti_Aline_D.pdf: 2274386 bytes, checksum: 2250873a29a6930ab88080d640abf691 (MD5) Previous issue date: 2014 / Resumo: A tese tem a intenção de acionar funcionamentos da palavra mulher. Encontros e entrevistas abrem espaço para a escuta daquilo que ainda não foi dito. A cartografia auxilia na medida em que quer riscar em mapas já prontos, rasgar, atear fogo e sair por aí a inventar mapas. Para isso convido algumas pessoas para fazer parte de encontros que desejam mexer, movimentar pensamentos e ações, como mexer em um vespeiro. Numa produção de vida em que as multiplicidades estejam acordadas, vivas, pois nada está dado. Como num quebra-cabeça, que deseja unir algumas peças múltiplas, espalhadas na diversidade de modos de vidas. Sendo a escrita uma possibilidade para abrir caminhos na construção de um outro jeito de ser mulher, um jeito que ainda não existe, mas que pode ser criado e inventado a todo instante / Abstract: The thesis intends to trigger workings of the word "woman". Meetings and interviews open space for listening to what has not been said. The mapping assists in that want to scratch in ready maps, tear, fire and go around inventing maps. To some people I invite to take part in meetings wishing move, move thoughts and actions, as playing with a hornet's nest. Production of a life in which multiplicities are awake, alive, because nothing is given. Like a puzzle, you want to join some multiple pieces scattered in the diversity of ways of life. Being written a possibility to open paths in the construction of another way of being a woman, a way that does not yet exist, but that can be created and invented all the time / Doutorado / Filosofia e História da Educação / Doutora em Educação

Orientador: Afira Vianna Ripper / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-26T20:07:53Z (GMT). No. of bitstreams: 1 Damin_MariaAparecidadaSilva_D.pdf: 1865892 bytes, checksum: 2d6ab6e119e9b1799b0f86e208f538ac (MD5) Previous issue date: 2015 / Resumo: Este estudo mapeia produções de professores e gestores, da Secretaria Municipal de Educação de Campinas, SP, no curso de Especialização "A Pesquisa e a Tecnologia na Formação Docente", da Faculdade de Educação da Unicamp, nos anos de 2008 e 2009. Ao seguir os fluxos de desejo, na contingência cotidiana, problematizando e teorizando práticas, gera-se um processo educativo caótico, constituído por campos intensivos, que denominei "Processo Educação Caos", caracterizado pela instabilidade e incerteza. Na tentativa de encontrar rastros de campos intensivos detonadores da educação como devir a impulsionar a experimentação de outras maneiras de se atuar na escola, transito nas produções escritas dos professores, gestores e em teorizações de alguns filósofos como Gilles Deleuze & Félix Guattari, Michel Foucault, Silvio Gallo, Baruch Spinoza, Antonin Artaud, Jaques Derrida, dentre outros. Alguns campos intensivos gerados nos encontros se mostram a aumentar a força de ação à maneira de Spinoza tais como: "a potência do desejo", "os encontros alegres", "o exercício da escrita" de forma livre. O seguir fluxos de desejo na problematização e teorização da pratica cotidiana pelo professor e gestor, no apreender via problematização de temas de interesse no dia a dia da sala de aula por alunos e professores. Os "encontros", que podem ser com qualquer coisa que aumente a força de existir e o exercício da escrita como o vento a soprar registros castradores da razão, marcados em nossos corpos por certa maneira de escrita vivida na escola. A produção de saberes nesse processo pedagógico se dá de forma transversal, portanto um currículo, aberto, em constante devir. No processo de escrita o que está naturalizado na escola passa a ser visto por outros ângulos, questões são postas a nu, o que pode impulsionar a busca por outras maneiras de fazer na escola, vida / Abstract: This study maps the production of teachers and school administrators from the Campinas Department of Education, São Paulo of a specialization course "The Research and Technology in Teacher Education", given by the Faculty of Education at UNICAMP during 2008 and 2009. Following the flows of desire in the daily contingency, discussing and theorizing practices generates a chaotic educational process, consisting of intensive fields which I have called "Process Education Chaos", characterized by instability and uncertainty. In an attempt to find traces of intensive fields of detonators of education as obligation, capable of boosting other experiments of acting in school, I go back and forth between the teachers and managers¿ written productions and the theories of philosophers; such as, Gilles Deleuze, Félix Guattari, Michel Foucault, Silvio Gallo, Baruch Spinoza, Antonin Artaud, Jacques Derrida, among others. Some intensive fields generated during meetings showed a growing rise on its action force similar to Spinoza¿s theories, for example, "the power of desire", "the gay encounters", "the exercise of writing" in a free manner. It follows the flow of desire on the discussion and theorization about the daily school practice, both by teachers and managers. The "encounters" which may be related to anything that increases the strength of existence and the exercise of writing, which, as the wind blows away castrating records of reason, our minds have been marked by the certain way that Writing was taught in school. The knowledge production on such an educational process goes across the board and in a transversal manner. It happens in the curriculum, which is open, and is constantly changing. The process of writing, that which is taken for granted in school, comes to be seen from different angles. It begins to see questions that be put openly which can boost the search for different ways of facing what has to be done at school / Doutorado / Psicologia Educacional / Doutora em Educação