Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 118-128).

Thesis (Ph. D.)--State University of New York at Binghamton, Department of Psychology, 2007. / Includes bibliographical references (leaves 87-93).

Objetiva-se nesta pesquisa identificar os gap´s de competências do apenado para o ambiente produtivo. O Sistema Penitenciário Brasileiro e, por consequência, o Paranaense, são regidos pela Lei de Execução Penal, que trata das penas e seus regimes de cumprimento. A Gestão de Recursos Humanos utiliza a sistemática de descrição de cargos; recrutamento e seleção; indicadores de gestão; treinamento e desenvolvimento; avaliação de desempenho e recompensas. O ambiente produtivo no Sistema Penitenciário, denominado laborterapia, acontece nos três setores de atividade econômica, e promove disciplina, espiritualidade, dignidade, autoestima, cidadania, valores e liberdade. A formação profissional é promovida pelo Programa e Projetos Profissionais através do PDI – Cidadania/DEPEN. As competências possuem um conjunto de conhecimentos, habilidades e atitudes, requeridos pelo cargo e possuídos pelo apenado. A auditoria de competências busca verificar se as competências exigidas no cargo são apresentadas pelo apenado. E os gap´s de competências são as lacunas, as ausências de conhecimento, habilidades e atitudes, identificados na auditoria, do apenado. O delineamento metodológico classifica-se como método dedutivo, aplicado, qualitativo, exploratório-descritivo e estudo de caso. A conclusão é que os gap’s de competências do apenado são de ordem atitudinal, com déficit também nos conhecimentos e habilidades. Contudo, o programa de laborterapia traz a oportunidade do desenvolvimento pessoal, não apenas na aquisição de competências técnicas, hábitos laborativos e aptidões, mas também, para competências sociais e pessoais. / The objective in this research is to identify the convict's gaps skills for the production environment. The Brazilian Penitentiary System, and consequently the “Paranaense”, are governed by the Criminal Sentencing Act, which deals with penalties and their enforcement regimes. The Human Resource Management uses the system of job descriptions; recruitment and selection; management indicators; training and development; performance evaluation and rewards. The productive environment in the prison system is called work therapy, occurs in three sectors of economic activity, and promotes discipline, spirituality, dignity, self-esteem, citizenship, values and freedom. The training is sponsored by the Program and Professional Projects by “PDI - Citizenship/DEPEN”. The skills have a set of knowledge, ability and attitudes required for role and owned by the convicts. The skills auditing seeks to verify if the skills required in the job are presented by the convict. And the gaps in competence are the gaps, the absences of knowledge, skills and attitudes, identified in the convict’s auditing. The methodological delimitation is classified as deductive method, applied, qualitative, exploratory - descriptive and a case study. The conclusion is that the convict's skills gaps are attitudinal order, also with deficit in knowledge and ability. However, the program work therapy brings the opportunity for personal development, not only in the acquisition of technical skills, work habits and capability, but also for social and personal skills.

Dans la modernité contemporaine, les médias constituent une source fondamentale de connaissance pour les individus. Cette recherche a été menée à partir d’un corpus de séries animées télévisées destinées aux enfants afin d’analyser les contenus liés au handicap. Quatre-vingt-quatre épisodes issus de sept séries coproduites en France dans les années 1990-2010 (Les Pastagums, Atout 5, Foot2Rue, Les Minijusticiers, Titeuf, Bali, Milo) ont permis d’identifier huit personnages ayant une limitation chronique, ne pouvant pas marcher ou ne pouvant pas voir. Ils sont observés au regard des situations successives dans lesquelles ils sont mis en scène, des problèmes rencontrés et des solutions proposées. Ce sont en majorité des garçons qui se déplacent en fauteuil roulant et qui participent à des activités physiques. Dans la plupart des cas, ils font l’objet d’un traitement différencié par rapport aux autres personnages coprésents dans les mondes sociaux virtuels respectifs, à travers une participation héroïsée, que ce soit au sens du super-infirme ou du superhéros. Ils sont à la fois performants physiquement et compétents socialement. Ce type de traitement contient les traces figées d’une injonction normative de performance comme modalité légitime et hégémonique de participation, de construction de soi et des rapports sociaux. / Within contemporary modernity, media stand as a fundamental source of knowledge for individuals. This research has been conducted to analyze disability related content in a corpus comprising children animated television series. Eight characters with a chronic limitation, i.e. not being able to walk or not being able to see, have been identified within eighty-four episodes from seven series coproduced in France during the period 1990-2010 (Les Pastagums, Atout 5, Foot2Rue, Les Minijusticiers, Titeuf, Bali, Milo). They have been observed through the successive situations they appear in, the problems they encounter and the proposed solutions. They are mainly boys using a wheelchair and involved in physical activities. Most of them are treated differently in comparison to other characters in the same social virtual worlds and are portrayed through heroized participation, either as a supercrip or as a superhero. They are both physically powerful and socially skilled. Such treatment contains the frozen remains of a normative injunction of performance as a legitimate and hegemonic modality with respect to participation, the construction of self and social relations.

The main intent of the research study is to find out about social skills of registred nurses working at specialized wards - anaesthesiology, resuscitation and other wards of intensive care. In the theoretical part the article looks into the question of vocational preparation and professional education of registred nurses in the Czech Republic, who all are registred nurses and how they prepare for their profession. What differences there are in the profession of a nurse. The article is also concerned with the vocational preparation of nurses in the European Union. We address the question of nurse's personality, the question of her formation and creation, and also the differences with nurse's profession in relation to gender and role characteristics. The article inquires into the character features of a registred nurse and special skills of registred nurses and especially above mentioned social skills, which are the main topic of our research work. The article covers the development and formation of social skills in the course of a person's lifetime, in our case a nurse, and factors that influence them. The article also follows up the risks of devaluation of social skills like stress, burnout syndrome as well as insufficient psychic hygiene. An important place in the field of social skills belongs...

O tema deste estudo é a relação entre a prática do judô e o desenvolvimento de comportamentos socialmente competentes através do aprendizado de habilidades sociais em crianças em idade escolar. Buscamos verificar como se estabelece essa relação, quais os aspectos da prática do judô que podem influenciar no aprendizado de habilidades sociais dos praticantes e a influência das relações interpessoais que se estabelecem nas aulas, focando na perspectiva do Projeto “Bugre Lucena: Iniciação ao Judô” da ESEFID/UFRGS, através do olhar de seus professores. Assim, utilizando o método qualitativo, foram realizadas entrevistas semiestruturadas com 8 professores de judô, ex-integrantes e integrantes do Projeto, observando os seguintes critérios: formação em educação física e atuação por dois ou mais anos no Projeto. A interpretação dos materiais obtidos nas entrevistas foi através do método de análise de conteúdo proposto por Bardin (2011), com as informações coletadas sendo organizadas e categorizadas em cinco categorias: 1) relevância do aprendizado de habilidades sociais na infância; 2) indicadores da conexão entre prática do judô e desenvolvimento de comportamentos socialmente competentes; 3) relação entre prática do judô e o aprendizado de habilidades sociais; 4) a influência das relações interpessoais para o desenvolvimento de comportamentos socialmente competentes; 5) relação entre o tempo de prática e o aprendizado de habilidades sociais para o desenvolvimento de comportamentos socialmente competentes. Com as informações fornecidas pelos entrevistados, verificamos que, mesmo com o processo de esportivização, o judô manteve muitos elementos da tradição e cultura japonesas compondo a estruturação das aulas até hoje. Como característica marcante destaca-se a hierarquia, podendo ser considerada como o diferencial do judô para fazê-lo potencial contribuidor do aprendizado de habilidades sociais. A figura do sensei (professor) é de fundamental importância pela sua representação (o faixa preta) e influência para os alunos mais novos. Concluímos, assim, que o judô pode ser potencial contribuidor para o desenvolvimento de comportamentos socialmente competentes quando sua prática estiver alinhada aos princípios filosóficos e pedagógicos preconizados pelo seu criador, Professor Jigoro Kano. / The theme of this study is the relation between the practice of Judo and the development of socially competent behaviors though the learning of social skills in school children. We sought to verify how this relation is established; which aspects of Judo practices can influence the students’ social skills learning and the influence of the interpersonal relation that are established in the classes, focusing on the perspective of “Bugre Lucena: Iniciação ao Judo” project from ESEFID/UFRGS, though the view of its teachers. Thus, using the qualitative method, semi-structured interviews were conducted with eight Judo teachers, former and current members of the project, observing the following criteria: formation on physical education and acting for two or more years in the project. The interpretation of the materials obtained in the interviews was though the method of content analysis proposed by Bardin (2011), and the collected information were organized and categorized into five categories: 1) relevance of the learning of social skills in childhood; 2) indicator of the connection between Judo practice and the development of socially competent behaviors; 3) relation between Judo practice and social skills learning; 4) the influence of interpersonal relationship for the development of socially competent behaviors; 5) relation between the time of practice and the learning of social skills for the development of socially competent behaviors. Though the information provided by the interviews, we verified, even with the process of sportivization, Judo maintained many elements of Japanese tradition and culture, composing the structuring of classes until today. As a remarkable characteristics stands out the hierarchy, being able to considered as the differential of Judo to make it potential contributor of the learning of social skills. The figure of sensei (teacher) is of fundamental importance for its representation (the black belt) and influence for the younger students. We conclude, therefore, Judo can be a potential contributor to the development of socially competent behaviors when its practice is aligned with the philosophical and pedagogical principles advocated by its creator, professor Jigoro Kano.

Submitted by Catiele Paixão (cpaixao.psi@gmail.com) on 2016-08-25T15:25:17Z No. of bitstreams: 1 Dissertação de Mestrado _ Catiele Paixão.pdf: 1696050 bytes, checksum: 08a685e9328b9dba92f25132600abfed (MD5) / Approved for entry into archive by Oliveira Santos Dilzaná (dilznana@yahoo.com.br) on 2017-05-29T14:21:16Z (GMT) No. of bitstreams: 1 Dissertação de Mestrado _ Catiele Paixão.pdf: 1696050 bytes, checksum: 08a685e9328b9dba92f25132600abfed (MD5) / Made available in DSpace on 2017-05-29T14:21:17Z (GMT). No. of bitstreams: 1 Dissertação de Mestrado _ Catiele Paixão.pdf: 1696050 bytes, checksum: 08a685e9328b9dba92f25132600abfed (MD5) / FAPESB / Os prejuízos imediatos e tardios decorrentes tanto do adoecimento quanto do tratamento para tumor cerebral na infância, com frequência, acarretam agravos no desenvolvimento da competência social de crianças sobreviventes. Este estudo teve como objetivo adaptar uma intervenção individual para favorecer a competência social de crianças sobreviventes de tumor cerebral e avaliar o padrão de mudanças na competência social de cada um dos casos submetidos à intervenção, por meio de um delineamento de estudo de casos múltiplos. Participaram do estudo duas díades mãe-criança, que receberam três visitas domiciliares, para a avaliação pré-intervenção e outras três visitas domiciliares, dois meses após o término da intervenção, para a avaliação pós-intervenção. Foram utilizados uma ficha de dados sociodemográficos, uma ficha de informações clínicas da criança, o formulário para pais do Sistema de Avaliação da Habilidades Sociais (SSRS-BR), entrevistas com a mãe e com a criança sobre o ajustamento social infantil e o Inventário de Comportamentos da Infância e Adolescência de 6 a 18 anos (CBCL/6-18 anos). A intervenção, que foi iniciada logo após a avaliação pré-intervenção, teve em média oito sessões semanais, para o treinamento de habilidades sociais e o acolhimento psicológico individual para a mãe e para a criança, visando a abordar situações desafiadoras, não previstas nas sessões do tratamento que já estavam predefinidas. Os dados foram submetidos à técnica analítica de modelo lógico de nível individual. Os resultados revelaram uma melhora na competência social de ambos os casos, bem como em cada um dos componentes desse construto, a saber: processamento da informação social, interação social e ajustamento social. Além disso, foi também constatada uma redução dos problemas emocionais e comportamentais. Discutem-se as características idiossincráticas de cada caso ao longo da intervenção e as implicações das sequelas do adoecimento no desenvolvimento da competência social. / The immediate and late damages due to both the illness and the treatment for brain tumor in childhood, often, cause losses in the development of social competencies of the surviving kids. The goal of this study was to adapt an individual intervention in order to develop social competence of the surviving children of brain tumor and evaluate the pattern of changes in social competence of each case before the intervention, by means of a multiple cases study design. The study involved two mother-child dyads, who received three home visits for the pre-intervention assessment and three home visits, two months after the intervention, for the post-intervention assessment. It was used a form of socio-demographic data, a form of clinical information of the child, the form for parents from Social Skills Rating System (SSRS-BR), interviews with the mother and the child on child social adjustment and Child Behavior Checklist for child of 6-18 years (CBCL / 6-18 years). The intervention, which was immediately initiated after pre-intervention assessment, had an average of eight weekly sessions for social skills training and individual psychological care for the mother and the child in order to cover challenging situations not foreseen in treatment sessions that were already predefined. The data were submitted to analytical technique of logic modelo on individual basis. The results have shown an improvement of the social competence in both cases, as well as each of the components of this constructo: processing of social information, social interaction and social adjustment. Furthermore, it was also observed a reduction in emotional and behavioral problems. It is discussed the idiosyncratic characteristics of each case during the intervention and the implications of illness consequences in the development of social competence.

abstract: The population of intellectually gifted youth encompasses a wide range of abilities, talents, temperaments, and personality characteristics. Although generalizations are often made outside of the empirical literature regarding the interpersonal skills of these children, much remains to be understood about their social behavior. The aim of this study was to examine the within-group differences of gifted children, and it was hypothesized that subgroups of the gifted population would differ from each other in terms of interpersonal skill development. Gifted education teachers within a large K-12 public school district in the Southwestern United States completed the Devereux Student Strengths Assessment (DESSA) regarding the social-emotional competence of 206 elementary and middle school students classified as gifted. Correlational analyses and factorial analysis of variance were conducted to compare interpersonal skills (as measured by DESSA ratings) and students' level of giftedness, area of identification as gifted, gender, and age. Results indicated that interpersonal skills were significantly related to gender, area of identification, and level of giftedness. Female children were described as having significantly higher levels of interpersonal skills overall, and children identified as gifted with both nonverbal and quantitative measures exhibited significantly higher levels of interpersonal skills than those identified with verbal or nonverbal measures alone. Significant correlations were also observed between the level of children's estimated gifted abilities and their interpersonal skills. Trends in the data suggested that as children's cognitive abilities increased, their interpersonal skills also increased, placing profoundly gifted children at social advantages over their moderately gifted peers. However, it was also noted that although the two variables were significantly related, they were not commensurate. While children presented with above-average cognitive abilities, their interpersonal skills were within the average range. This suggests that gifted children may benefit from interventions that target interpersonal skill development, in an effort to bring their social skills more in line with their cognitive abilities. / Dissertation/Thesis / Ph.D. Educational Psychology 2012

Background: Autism Spectrum Conditions are associated with difficulties in core social communication and social interaction (American Psychiatric Association, 2013) and comorbid psychopathology (Simonoff, Pickles, Charman, Chandler, Loucas & Baird, 2008). These problems are often exacerbated in middle childhood and adolescence owing to the increased complex social milieu for children on the spectrum. The present study aimed to evaluate the effectiveness of a short-term LEGO®-based therapy for children and adolescents with high functioning Autism Spectrum Conditions. Another interesting and novel aspect of this study is the application of repertory grid technique (Kelly, 1955) to explore psychological changes in construing over the course of the LEGO®-based therapy. Methods: Twenty-five high functioning children and adolescents with Autism Spectrum Conditions (M =12.40, SD = 2.02) took part in an eight-week, clinic based LEGO®-based therapy sessions within an outpatient, mental health setting. Baseline, pre- and post-intervention outcome measures, including parent- and self-reports and repertory grid technique, were administered to assess changes during the eight-week baseline period with that during the eight-week intervention period in the area of autism specific social behaviours, adaptive functioning, psychopathology, and construing. Results: On average, participants made significant gains across autism specific social behaviours, adaptive social and maladaptive behaviour, psychopathology, and coping following LEGO®-based therapy but not during the baseline period. In addition, participants also showed some changes in construing, including the way they viewed themselves and person with ASC, a loosening of construing and an overall change in construing from pre- to post- intervention. Effect sizes (Pearson's r) for these statistical significant results ranged from medium to large. Correlations between construing and psychopathology were also noted but not for autism-specific social behaviours or adaptive functioning. Conclusions: Overall, LEGO®-based therapy was a highly attended group (M = 89.5%) and well received by participants and their parents. These findings suggest that LEGO®-based therapy is feasible, cost-effective and can be set up in mental health services as part of the treatment plan for children and adolescents with high functioning Autism Spectrum Conditions. Future studies should focus on the effectiveness of LEGO®-based therapy with girls on the spectrum or children with social related conditions and conduct large scale randomised controlled trials.