Cette thèse vise à apporter des éléments de compréhension sociologique des particularités alimentaires des enfants présentant des troubles autistiques. Ce sujet est encore peu étudié dans la littérature, alors même que les particularités alimentaires et les comportements problématiques à table associés aux troubles autistiques ont des conséquences sur la santé et la vie sociale de l’enfant ainsi que sur celles de l’entourage familial. À travers l’analyse d’entretiens avec des experts et des parents, de questionnaires, d’observations ethnographiques et de témoignages publiés de parents, ce travail observe les tensions qui jalonnent la construction du répertoire alimentaire. Sur un fonds biologique et psychologique commun, les analyses montrent comment l’écart autistique à la norme donne à voir des identités alimentaires qui se construisent et se diversifient au fil de l’âge et au gré des contextes. La thèse fait alors apparaître que des phénomènes, souvent identifiés comme spécifiques à la socialisation alimentaire en population autistique, relèvent en partie de déformations de la construction de la néophobie alimentaire et de son processus, au point qu’il soit nécessaire de parler de néophobies alimentaires au pluriel. L’alimentation particulière des enfants permet de souligner la dimension éminemment sociale du processus d’individualisation alimentaire. L’analyse des pratiques alimentaires spécifiques éclaire enfin la redéfinition des rôles et donne à voir les ajustements sociaux ainsi que le travail domestique, parental et de care pour y faire face. De la sorte, les perturbations liées aux troubles autistiques sont l’occasion d’observer les processus de néophobie sous un angle nouveau et de mettre au jour les enjeux individuels, familiaux, sociétaux et sanitaires de la socialisation alimentaire chez l’enfant. / This thesis aims at bringing elements for a sociological understanding of autistic children’s eating particularities. The scientific literature remains limited on that subject even though eating particularities and problematic behaviours associated with autism spectrum disorders have consequences on the child’s health and social life, as well as on the family circle’s. Through the analysis of interviews with experts and parents, a quantitative survey, ethnographic observations and published testimonies, this research explores the strains of the building process of alimentary repertories. On a biological and psychological common basis, the autistic deviation from the standard reveals the construction and diversification of eating identities throughout aging and the different contexts in which children evolve. The dissertation shows that some phenomena, often identified as specific of the food socialization in autistic population, are partly due to distortions of the food neophobia construction and its process, so that it is necessary to talk about neophobias in the plural. The eating particularities emphasize the eminently social dimension of children’s eating individualization process. Furthermore their understanding highlights the redefinition of parents’ roles and the social adjustments implemented to cope with them, resulting in a combination of domestic, parental and care strategies. Thus, perturbations linked with autism disorders are the opportunity to study the neophobia process from a new angle and to uncover individual, familial, societal and health stakes implied in children’s food socialisation.

Esta pesquisa trata dos processos de formação e transmissão de valores, condutas e comportamentos relacionados ao mundo da política entre moradores do bairro Ferrazópolis, na cidade de São Bernardo do Campo (SP), bairro popular de tradição operária que tem passado por diversas alterações em sua configuração ao longo do tempo, parte delas em função das transformações ocorridas no mercado de trabalho da região do ABC Paulista. O objetivo central da pesquisa é, então, compreender os processos de socialização política, ou seja, processos de transmissão de valores, percepções, atitudes e comportamentos em relação à política entre duas gerações de moradores nesse bairro: a primeira geração, constituída por trabalhadores migrantes nascidos entre as décadas de 1940 e 1960; e a segunda, constituída por seus filhos, nascidos no ABC entre as décadas de 1970 e 1990. Para cumprir os objetivos da pesquisa, a metodologia mobilizada foi executada nas seguintes etapas: i) realização de observações no bairro; (ii) aplicação de questionário em uma amostra dos domicílios do bairro sobre a trajetória da família e de suas posições políticas; (iii) mapeamento e análise de tendências percebidas entre as famílias no que tange aos seus modos de se relacionar com a política, classificadas entre tendências de militância, engajamento pontual e desinteresse por política; (iv) realização de entrevistas em profundidade com famílias representantes das tendências encontradas na fase anterior, ferramenta por meio da qual pudemos observar a existência de diferentes tipos de transmissão intergeracional de política, que variam entre sólidas e porosas. / This research deals with the processes of formation and transmission of values, conducts and behaviors related to the world of politics among residents of the Ferrazópolis neighborhood,in the city of São Bernardo do Campo (SP), a popular neighborhood with a working tradition that has been passing through various changes in its configuration over the time, part of them due to the changes occurred in the labor market in the ABC Paulista region. The main goal of the research is to understand the processes of political socialization or processes of transmission of values, perceptions, attitudes and behaviors related to politcs, between two generations of residents. The first generation is mainly composed by migrant workers who were born between the 40s and the 60s, the second is composed by their children, who were born in the ABC region between the 70s and the 90s. In order to fulfill the objectives of the research, the methodology was executed in the following stages: i) observations in the neighborhood; (ii) the application of a questionnaire in a sample of the households in the neighborhood about the trajectory of the family and its political positions; (iii) mapping and analyzing perceived \"tendencies\" among families regarding their ways of relating to politics, classified among militancy tendencies, punctual engagement and disinterest in politics; (iv) interviews with families representing the \"trends\" found in the previous phase, a tool through which we could observe the existence of different types of intergenerational politics transmission, ranging from solid to porous.

Introdução: As pessoas idosas têm preocupação com a perda da memória considerada como um sinal de alarme para declínio cognitivo. O fato é que a falta de memória compromete o cotidiano da pessoa idosa, sua auto-estima e seu relacionamento social. Baltes desenvolveu uma teoria onde preconiza que o desenvolvimento para toda a vida inclui otimização seletiva com compensação e permite que as pessoas envelheçam sem traumas. Isso prevê o engajamento em tarefas que sejam importantes. Num programa de treinamento da memória há espaço para a criação de condições de preparar e manter as pessoas idosas ativas e participantes. Objetivo: Sistematizar um programa de treinamento da memória para pessoas idosas incorporando a auto-avaliação. Método: O estudo é quase experimental - tipo antes e depois, realizado na Faculdade de Saúde Pública/USP, com a população idosa que demanda programas de atividades relacionadas à Universidade Aberta à terceira idade. Constou, na primeira fase, de um programa de treinamento da memória desenvolvido em dez sessões. Após definição do perfil da população alvo, o repertório sistematizado foi caracterizado segundo a função mental a ser estimulada. Resultados: O programa definitivo resultou de ajustes do Programa desenvolvido na primeira fase realizados a partir da análise das fichas de auto-avaliação de desempenho nas estratégias e exercícios e da análise das fichas de auto-relatos sobre a aplicação no dia-a-dia dos participantes, dos conteúdos aprendidos. As observações do pesquisador sobre vários aspectos comportamentais do grupo também foram importantes para os ajustes realizados. O tema atenção e concentração foi o mais citado nas auto-avaliações e auto-relatos. Evidenciou-se que o processo de socialização dos participantes deve merecer a atenção do monitor ao programar o elenco de atividades do grupo de participantes / Introduction: Aged persons are concerned wit loss of memory considered as an alarm sign for cognitive decline. The fact is that the loss of memory jeopardizes the aged person\'s daily life, his/her self-esteem and social relationship. Baltes developed a theory stating that the development for the whole life includes selective optimization with compensation and allows persons to age without traumas. This foresees the engagement in tasks which are important. In a memory training program there is room for the creation of conditions that prepare and maintain aged persons active and participating. Objective: To set up a memory training program for aged persons incorporating self-evaluation. Methodology: The study is almost experimental - before and after, conducted at the Public Health School/USP, with an aged population requiring activity programs related to the Open University for aged persons. The first place consisted of a memory training program developed in ten sessions. After defining the target population\'s profile the systematized repertory was broken down according to the mental function to be stimulated. Results: The final program resulted from adjustments of the program developed in the first phase from the analysis of self-evaluation cards in the performance of strategies and exercises and from the analysis of performance cards of training activities and from the analysis of self-reports on the application on a daily basis of the learned contents. The researcher\'s observations on the group\'s daily behavioral aspects were also important for the effected adjustments. Attention and concentration were the most mentioned subjects in the self-evaluations and self-reports. It was underlined that the socialization process of the participants should receive attention from the facilitator when programming the range of activities of the participants

Essa dissertação tem como principal objetivo analisar os efeitos da passagem de alunos de camadas populares por um projeto de escolarização concebido por uma escola de elite, que desenvolveu uma unidade escolar para atendimento exclusivo e gratuito de moradores de regiões periféricas da cidade de São Paulo. A análise das relações entre família e escola constitui um tema já clássico da Sociologia da Educação, que assume, em um país desigual como o Brasil, uma dimensão ainda mais importante para a compreensão da transmissão de vantagens e desvantagens de uma geração a outra. Nessa pesquisa, tal discussão foi feita por meio da compreensão de diferentes aspectos de um projeto de escolarização atípico, ou seja, uma escola concebida por um colégio de elite para alunos moradores da periferia de São Paulo. Interessamo-nos, principalmente, entender tanto os efeitos concretos, quanto aqueles subjetivos dessa experiência na vida desses jovens estudantes. Analisamos as trajetórias de ex-alunos dessa instituição escolar utilizando a metodologia qualitativa de pesquisa, tendo em vista compreender, por meio da realização de entrevistas semiestruturadas com os ex-alunos e familiares, como a família se relaciona com a escola em uma situação tão pouco comum, além de discutir como esses vêm constituindo, após a saída da instituição, seus projetos de futuro. Também entrevistamos colegas e/ou parentes próximos desses jovens que foram escolarizados em escolas públicas para tecer comparações na tentativa de desvendar a (potencial) influência do Colégio nas trajetórias de seus ex-alunos. Algumas perguntas norteadoras da pesquisa poderiam ser assim sintetizadas: Qual seria a natureza dos conflitos e/ou alianças entre essas duas instâncias socializadoras na formação das trajetórias de vida desses jovens? Como, na constituição dos seus projetos de futuro, sobretudo, no que tange a sua inserção sócio ocupacional, essa relação afetou suas escolhas? Em que consiste e como se expressa a presença familiar nessas trajetórias escolares atípicas? Quais os sentidos da escolarização para esses pais e filhos? Os resultados indicam uma variedade de possibilidades de relação entre família e escola, das mais próximas e/ou concordantes às mais conflituosas e/ou discordantes, embora esses conflitos, em geral, não se concretizassem em ações de confrontação, sobretudo por parte das famílias. Os dados permitiram concluir que essa escola teve destacada influência sobre as trajetórias dos ex-alunos, e que o alcance dessa influência dependeu, em grande medida, dos arranjos possíveis entre família e escola, que variavam desde uma forte integração até a desconexão entre objetivos e modos de conceber o futuro desses jovens por parte dessas duas instâncias socializadoras. / This dissertation main objective is to analyse the effect of the experience of lower classes students in a school project created by an elite school, which developed a school unit that offered free and exclusive service to the people who live at outskirts in the city of São Paulo. The analysis of the relationship between family and school is a classical subject of the Sociology of Education, which is, in an unequal country like Brazil, really important to understand the transmission of advantages and disadvantages from one generation to the other. In this research, such discussion was made through the comprehension of different aspects in an unusual school project, which is a school for students who lived in the outskirts of São Paulo created by an elite school. We were interested mainly in understanding the concrete and subjective effects of this experience in the life of these young students. We analysed the trajectories of former students of this institution in a qualitative research in order to understand, by conducting semi-structured interviews with former students and their families, how was relationship between school and families in a such unusual situation, besides discussing how they are building, after leaving the school, their projects for the future. We also interviewed some of these young people colleagues and or close relatives who had been educated in public institutions to make comparisons trying to discover the (potential) influence of the school in the paths of its former students. Some guiding questions can be summarized this way: What would be the nature of the conflicts and or alliances between these two socializing institutions in the path of these young people\'s lives? How, in the creation of their projects for the future, mostly in regard to its socio-ocupational insertion, has this relationship affected their choices? What is the family presence made of and how is it expressed in these unusual school paths? What is the meaning of educating for these parents and their children? The results indicate a variety of \"possibilities\" in the relationship between family and school, from the very close and agreeing to the most conflicting and disagreeing, although these conflicts, in general, didn\'t become confrontation actions, mainly from the families. The data lead to the conclusion that this school had a huge influence in the former students\' paths and the range of this influence depended largely on the arrangements between family and school, which varied from a strong integration to the disconnection between objectives and ways to conceive the future of those young people by these two socializing institutions.

Contextualização: Existe a necessidade de educar comportamentos agressivos em ambiente escolar. Intervenções com atividades corporais e intelectuais podem ser utilizadas proporcionando efeitos similares ou complementares. Massagem proporciona benefícios físicos, cognitivos e emocionais. Tocar e ser tocado envolve aceitação, confiança e proporciona agradável troca de experiência e interação social. Contação de histórias infantis facilita o relacionamento, a diminuição de tensão, ansiedade e proporciona confiança. Objetivo: Avaliar o efeito da prática de massagem clássica e da contação de histórias infantis na socialização de crianças em ambiente escolar. Método: Estudo experimental, realizado com 105 crianças de 6,5 a 8,1 anos de idade, alunos do segundo ano do ensino fundamental, divididas em três grupos: classe massagem (CM), classe história (CH) e classe controle (CC), que participou da prática de massagem, contação de histórias infantis e não sofreu intervenção, respectivamente. O comportamento foi coletado por meio de diário e registro de intercorrências. O desempenho escolar foi avaliado utilizando a média de todas as notas dos alunos, por classe. Resultados: Reduções no número de agressões verbais, discussões, encaminhamentos à coordenação por comportamento inadequado, queixas dos pais, aumento de atitudes de ajuda e carinho e maior nota média no período das intervenções. As notas do 1º, 2º (intervenções) e 3º trimestres das classes foram, respectivamente, CM = 6.8, 7.4 e 6.9; CH = 6.5, 7.0 e 6.6 e CC = 6.6, 6.2 e 5.6. Conclusão: A prática de massagem e a de contação de histórias infantis afetaram de forma positiva o comportamento e desempenho escolar dos alunos / Background: There is a need to educate aggressive behaviors in the school environment. Interventions with bodily and intellectual activities can be used providing similar or complementary effects. Massage provides physical, cognitive and emotional benefits. Touch and be touched involves acceptance, trust and provides pleasant experience and social interaction. Storytelling facilitates relationships, decrease stress, anxiety and provides confidence. Objective: To evaluate the effect of sweeden massage practice and storytelling in socialization of children in the school environment. Method: An experimental study, involving 105 children 6.5 to 8.1 years old, second year students of the fundamental school, divided into three groups: massage class (CM) history class (CH) and control class (CC), that participated in practice of massage, storytelling and no intervention, respectively. The behavior was collected by diary and recorded intercurrent events. School performance was assessed using the average of all the notes of students by each class. Results: Reductions in the number of verbal discussions, referral of inappropriate behavior, parents\' complaint, increase attitudes of help and affection and highest average notes in the period of intervention. The notes of the 1st, 2nd (intervention) and 3rd periods of the classes were, respectively, CM = 6.8, 7.4 and 6.9, CH = 6.5, 7.0 and 6.6 and CC = 6.6, 6.2 and 5.6. Conclusion: The practice of massage and the routine of storytelling positively affect children \'s behavior and school performance

Scholars have largely overlooked philosopher Soren Kierkegaard’s thoughts on occupational, vocational, and work topics, although he did concern himself with occupational topics. This theoretical piece explores Kierkegaard’s concept of “leveling” (Nivelleringen), connecting it to human resource development (HRD) and organizational socialization processes, which are often conducted by HRD departments. Organizational socialization is important as it provides newcomers with functional and cultural information. Similar to the concept of leveling, however, organizational socialization can provide employees with taken-for-granted socially constructed definitions of the self. This article proposes expanding edification and capability for individuals in the workplace via Kierkegaardian indirect communication in HRD and organizational socialization practices.

abstract: Biculturalism embodies the degree to which individuals adapt to living within two cultural systems and develop the ability to live effectively across those two cultures. It represents, therefore, a normative developmental task among members of immigrant and ethnic-racial minority groups, and has important implications for psychosocial adjustment. Despite a strong theoretical focus on contextual influences in biculturalism scholarship, the ways in which proximal contexts shape its development are understudied. In my dissertation, I examine the mechanisms via which the family context might influence the development of bicultural competence among a socio-economically diverse sample of 749 U.S. Mexican-origin youths (30% Mexico-born) followed for 7 years (Mage = 10.44 to 17.38 years; Wave 1 to 4). In study 1, I investigated how parents’ endorsements of values associated with both mainstream and heritage cultures relate to adolescents’ bicultural competence. Longitudinal growth model analyses revealed that parents’ endorsements of mainstream and heritage values simultaneously work to influence adolescents’ bicultural competence. By examining the effect of multiple and often competing familial contextual influences on adolescent bicultural competence development, this work provides insights on intergenerational cultural transmission and advances scholarship on the culturally bounded nature of human development. In study 2, I offer a substantial extension to decades of family stress model research focused on how family environmental stressors may compromise parenting behaviors and youth development by testing a culturally informed family stress model. My model (a) incorporates family cultural and ecological stressors, (b) focuses on culturally salient parenting practices aimed to teach youth about the heritage culture (i.e., ethnic socialization), and (c) examines bicultural competence as a developmental outcome. Findings suggest that parents’ high exposure to ecological stressors do not compromise parental ethnic socialization or adolescent bicultural competence development. On the other hand, mothers’ exposures to enculturative stressors can disrupt maternal ethnic socialization, and in turn, undermine adolescents’ bicultural competence. By examining the influence of multiple family environmental stressors on culturally salient parenting practices, and their implications for adolescent bicultural competence development, this work provides insights on ethnic-racial minority and immigrant families’ adapting cultures and advances scholarship on the family stress model. / Dissertation/Thesis / Doctoral Dissertation Family and Human Development 2019

Mathematics students often define themselves by their grades, test scores, how they compare to other people, how comfortable they feel in mathematics class, and so on. These experiences are all part of a student's mathematical life story. Students assume positions with particular rights and duties for themselves and for the actors in the stories they tell. Those positions reflect certain types and levels of status. Those types and levels of status have been shown to either inhibit or open a student's access to learning mathematics. Thus, a student's status in mathematics education is an issue of equity. Mathematics educators and mathematics education researchers alike have argued that equity is a critical issue to their field. This serious issue has motivated me to study status and associated positions from a student's perspective. Thus, I have analyzed students' mathematical life stories of two high school students for positions with concomitant rights and duties and associated these with types of status. Positions, which are situated in storylines (or larger narratives about interactions), have been identified which add to the field's definitions and understanding of status. Both student participants focused on different types of status in sharing their experiences, one focusing on academic status and the other focusing on peer status. Therefore, the positions for each student illuminate the relationship between positions and types of status. Contributions to the research which reflect this relationship are discussed as well as what teachers can learn from these stories to shape access to mathematics learning and to students' mathematical socialization.

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Graduate teaching associates (GTAs) maintain a prominent presence in higher education institutions nationwide, warranting our attention to both their instructional effectiveness and well-being. Though they remain an integral part of higher education, the training practices implemented for GTAs often fall short in addressing all of the needs posed by the role GTAs fulfill. The shortcomings in training often stem from an overemphasis of basic teacher preparation skills (such as syllabus creation, lesson planning, and grading) and university/departmental policies, as well as a lack of attention to teaching effectiveness and skills on managing uncertainties and identity concerns in their unique role. In the hopes of filling existing gaps in the training of GTAs, offered here is a supplemental guide that seeks to satisfy the needs of GTAs, regardless of the discipline within which they teach. The salient needs of GTAs can be classified as either task or self concerns. The GTA task concerns identified in this work stem from the want to be "good" and effective teachers, who are not only well-liked by students, but who are also successful at promoting learning, motivating students, and managing the classroom effectively. In addressing these task concerns, this work introduces readers to instructional communication-based concepts/constructs, specifically teacher immediacy and behavior alteration techniques (BATs) and messages (BAMs), along with practical means by which GTAs can utilize them in the classroom. Self concerns experienced by GTAs, such as role conflict due to managing multiple identities, impostor phenomenon, and teacher self-efficacy, are also addressed here, in addition to practical means by which GTAs can reduce uncertainties through taking an active role in the socialization process.