Thesis (M.Sc.)--University of Alberta, 1997. / Submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Science, Department of Rural Economy. Also available online.

Adolescents in a children’s home are exposed to unique experiences from an early age. These adolescents develop in a system with early deprivation experiences, which may result in developmental and adjustment problems that impact on several spheres of their lives, including their career development. Given the lack of South African career research on adolescents, the present study aimed to explore and describe the career development of adolescents in a children’s home. Specifically, this exploration takes the perspective of the systems theory framework of career development which is comprised of three interrelated systems, namely the individual, social, and the environmental/societal systems. The research approach was exploratory and descriptive in nature and was conducted both within a qualitative and quantitative framework. A workbook titled My System of Career Influences (McMahon, Patton, & Watson, 2003a), was used to collect the data. A non-probability, purposive sampling technique was employed to obtain the sample which consisted of 16 English-speaking adolescents, aged between 13 and17 years. Age, gender and culture were not considered in this study. The qualitative data was subjected to content analysis to identify themes, while frequency counts were used for the quantitative data. The results indicate that the present sample of adolescents is presently in the process of exploring and crystallizing their career choice, therefore fitting well within Super’s (1990) theoretical career stage of Exploration. The majority of the adolescents indicated that their present career situation involves making choices regarding schools, subjects, and participation in activities. Quantitative findings indicate that all influences within the three interrelated career systems have an influence on the career development of adolescents in a children’s home. Based on frequency counts, individual system influences such as personality, health, interests and abilities were identified as prominent influences. Within the social system, prominent xi influences included parents, friends, teachers and reading. Within the environmental/societal system, influences such as financial support, location of universities, availability of jobs, and opportunities to work overseas were identified as prominent influences. In addition, adolescents were able to reflect on their personalized diagram of system influences and thus to examine the inter-relatedness of the three systems. The present study highlights the applicability of both the systems theory framework and the My Systems of Career Influences measure in exploring and describing the career development of adolescents in the unique contexts within which they live. Limitations and recommendations for future research based on the present findings are suggested.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The background experiences of adolescents removed from their families and placed in residential care are often characterised by trauma, abuse and neglect, resulting in significant psychological and developmental implications. However, as a result of their negative past experiences, many of these individuals view other people, including helping professionals, with mistrust or apprehension, influencing their openness to and thus the effectiveness of traditional psychotherapeutic interventions. Equine Assisted Psychotherapy (EAP) is explored within this study as an alternative non-invasive approach which aims to meet the emotional and developmental needs of vulnerable and difficult-to-reach adolescents. Innate characteristics of horses seem to encourage individuals to engage fully in the psychotherapeutic process making them well-suited to the role of co-therapist within the therapeutic team. This study aimed to explore the experiences of adolescents living within residential care who had participated in an EAP program for approximately eight months, and the affects their participation had within their lives. A qualitative study founded within the interpretive paradigm was used to gain insight into the research questions. Participants were selected using purposive and convenient sampling techniques. Following this, data was obtained through semi-structured interviews, the researcher’s reflective journal, and a focus group discussion. Inductive data segmentation and reassembling techniques were utilised to analyse the data. The findings were integrated and presented as a case study. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. They were able to establish connections which led to improved psychological, social, and physical well-being. The implicit integration of the Circle of Courage principles of mastery, belonging, generosity and independence within the EAP process was also explored and documented for the first time within this text. The findings were related to resilience theory in order to depict EAP as a psychotherapeutic approach which serves to foster resilience for vulnerable adolescents, namely those placed within residential care in this study. / AFRIKAANSE OPSOMMING: Die agtergrond ervaringe van adolessente wat verwyder is uit hul ouerhuise en in residensiële sorg geplaas is, word dikwels gekenmerk deur trauma, mishandeling en verwaarlosing, met beduidende gepaardgaande sielkundige - en ontwikkelingsimplikasies. Voortvloeiend uit hul negatiewe ervaringe van die verlede, is dit moeilik vir sommige van hierdie individue om ander mense, en dit sluit professionele mense in die hulp-professies in, te vertrou en sonder bedugtheid te benader. Dit beïnvloed hul openlikheid en dus die effektiwiteit van tradisionele psigoterapeutiese intervensies. Perd-ondersteunde psigoterapie (Equine Assisted Psychotherapy, EAP) word ondersoek in hierdie studie as ‘n alternatiewe, nie-indringende benadering, waarvan die doel is om die emosionele - en ontwikkelingsbehoeftes van weerlose en moeilik-bereikbare adolessente mee aan te spreek. Dit wil voorkom asof ingebore eienskappe van perde individue aanmoedig om ten volle deel te neem aan die psigoterapeutiese proses, en dit maak die perde baie geskik om as hulp-terapeute op te tree binne die terapeutiese span. Hierdie studie beoog om die ervaringe van adolessente in residensiële sorg, en wat vir agt maande deelgeneem het aan ‘n EAP program, te ondersoek, sowel as die effek wat hierdie deelname op hul lewens gehad het. ‘n Kwalitatiewe studie gebaseer op die interpretatiewe paradigma is gebruik om insig te verkry in die navorsingsvrae. Deelnemers is geselekteer deur doelgerigte - en gerieflikheidstegnieke te gebruik. Hierna is data verkry deur semi-gestruktureerde onderhoude, die navorser se reflektiewe joernaal en ‘n fokusgroep onderhoud. Induktiewe data segmentasie en hersamestellingstegnieke is gebruik om die data te analiseer. Die bevindinge is geïntegreer en aangebied as ‘n gevallestudie. Die bevindige van die studie dui aan dat die deelnemers verskeie leer- en ontwikkelingsgeleenthede ervaar het deur hul deelname aan EAP. Hulle was in staat om konneksies te maak wat bygedra het tot sielkundige, sosiale en fisiese welsyn. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. Die implisiete integrasie van die beginsels van die ‘Circle of Courage’, naamlik bemeestering, behoort aan, ruimhartigheid en onafhanklikheid, is binne die EAP proses ondersoek en vir die eerste keer in hierdie teks gedokumenteer. Die bevindinge is vergelyk met veerkragtigheid teorie om EAP as ‘n psigoterapeutiese benadering te beskryf wat veerkragtigheid aanmoedig by weerlose adolessente, naamlik dié wat in residensiële sorg geplaas is en aan hierdie studie deelgeneem het.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-18T11:33:51Z No. of bitstreams: 1 Cláudia Oliveira Sant_Anna.pdf: 2450935 bytes, checksum: c9042b907824925ac174ca0dea9b4ac3 (MD5) / Made available in DSpace on 2018-04-18T11:33:51Z (GMT). No. of bitstreams: 1 Cláudia Oliveira Sant_Anna.pdf: 2450935 bytes, checksum: c9042b907824925ac174ca0dea9b4ac3 (MD5) Previous issue date: 2018-03-20 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation has as objective to know and understand the perception of the users related to their recognition in the attention offered by a Social Assistance Service. It is the approach related to the institutional reception service, understanding the manner the social recognition expressions are made in the trajectory of attention to users, knowing the expressions of social deprotection which leads them to access a special social protection service of high complexity in the social assistance, as well identifying with families the acquisitions recognized as answers to their needs. The analytical route performed in this study demanded deepening about the scope of an institutional reception service to children from their historical evolution in Brazil and particularly the impact of legalization of social rights to the Brazilian people viable through the Federal Constitution of 1988 against the objective of Child and Adolescent Statute (ECA) and the Social Assistance Unique System (SUAS). In the course of this research, with the support of several authors it was possible to show the event which occurred historically in the legal area in overcome the attention to children in Brazil in the field of charity, favor and goodwill, supported by the value judgement for the perspective of attentions in the social right condition. To the interviews and field surveys were selected five families who had as reason of institutional reception of children the negligence or the abandonment. The study plunged in the relationship among the family, the child and the service, and being synthesized in three moments: the triggering situation of the reception: reason, complainant, procedure of the tutelary council and the judge, link with some social assistance service; the time of attention to the child in the reception and the manner of relation to the family made by the service and verified in the file records and the users’ speeches highlighting the records on: the attentions supported by the service and its direct repercussion in the life of the children, teenagers and families; the relation with the families and of their access to the public attentions and services which they would be entitled to; the ways in which social security was ensured to the children and teenagers; of activies that the children had the opportunity to experience during the institutional reception; and finally the moment of post-dismissal of the child of the reception service. It is a qualitative research whose essence was the quest to listen to users, which represents the most important step in this study, which allowed to know the meaning attributed by users to the attention of an institutional reception service / A presente dissertação tem como objetivo conhecer e compreender a percepção e as expressões dos usuários quanto ao seu reconhecimento nas atenções oferecidas por um serviço socioassistencial. Trata-se, em especial, da abordagem em relação ao serviço de acolhimento institucional, compreendendo-se o modo como as expressões de reconhecimento social são construídas na trajetória de atenção aos usuários, conhecendo as expressões de desproteção social que os levaram a acessar um serviço de proteção social especial de alta complexidade na assistência social, bem como identificando junto às famílias as aquisições que são reconhecidas como respostas às suas necessidades. O percurso analítico realizado neste estudo demandou aprofundamento sobre o escopo de um serviço de acolhimento institucional para crianças a partir dos traços de sua evolução histórica no Brasil, e, particularmente, o que diz respeito ao impacto da legalização de direitos sociais aos brasileiros, viabilizada por meio da Constituição Federal de 1988, face ao objeto do Estatuto da Criança e do Adolescente (ECA) e do Sistema Único de Assistência Social (SUAS). No decorrer da pesquisa, com o respaldo de diversos autores, foi possível mostrar a passagem que ocorreu historicamente no campo legal em superar a atenção às crianças no Brasil do âmbito da caridade, favor e benemerência, respaldado no juízo de valor, para uma perspectiva das atenções na condição de direito social. Para as entrevistas e pesquisa de campo, foram selecionadas 05 (cinco) famílias que tiveram como motivo de acolhimento institucional das crianças a negligência ou o abandono. O estudo mergulhou na relação entre a família, a criança e o serviço, sendo sintetizado em três momentos, quais sejam: a situação desencadeante do acolhimento - motivo, autor de queixa, procedimento do Conselho Tutelar e do Juiz, vínculo com algum serviço socioassistencial; o tempo de atenção da criança no acolhimento e o modo de relação com a família, construída pelo serviço e constatada nos registros dos prontuários e nas narrativas dos usuários, destacando-se as menções sobre as atenções prestadas pelo serviço e sua repercussão direta na vida das crianças, adolescentes e famílias, a relação com as famílias e o acesso destas aos demais serviços e atenções públicas que lhes seriam de direito, os modos pelos quais foi garantida a segurança de convívio para as crianças e adolescentes, as atividades que as crianças tiveram a oportunidade de vivenciar no período de acolhimento institucional; e, por fim, o momento atual pós-desligamento da criança do serviço de acolhimento. Trata-se de uma pesquisa qualitativa, que teve em sua essência a busca por ouvir os usuários, o que representa o passo mais importante deste estudo, ou seja, o de possibilitar conhecer o significado atribuído pelos usuários da atenção de um serviço de acolhimento institucional

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-11-09T10:22:56Z No. of bitstreams: 1 Maristela Sousa e Freitas.pdf: 2947668 bytes, checksum: 06d576c74249991fe333ef5a0fb4ed77 (MD5) / Made available in DSpace on 2018-11-09T10:22:56Z (GMT). No. of bitstreams: 1 Maristela Sousa e Freitas.pdf: 2947668 bytes, checksum: 06d576c74249991fe333ef5a0fb4ed77 (MD5) Previous issue date: 2018-09-14 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This study aims to investigate the identity process of young people who have been institutionalized in some period of their lives. By apprehending the meanings which were disclosed, we highlight how much being institutionalized hinders metamorphosis movements toward emancipation and which other emancipatory possibilities, around these young people, allow them to constitute and selfdetermine themselves overcoming the adversities. We stem from the empirical experience, using life trajectory narratives, and historical materialism as method to make a social group visible. From all histories heared which contextualized this work, we chose one to conduct a study on the identity process. The theoretical framework is sustained by the sintagma identity-metamorphosis-emancipation of Ciampa ([1987] 2011), besides other authors such as Goffman (1961), Habermas (1987), Berger and Luckmann (2014) and others who brought contributions aligned to the Critical Social Psychology. In the analysis of one of the histories with emancipatory characteristics, Sofia”s revealed that emancipation and activity are the focus of this study. Sofia”s story made possible to understand that in her narrative, there were many difficulties which produced the process of sameness for a long time. Sameness was only overcome when Sofia began to be heard and recognized by others in her rights. By performing her activities and being recognized, the narrator kept modifying herself, allowing metamorphosis with emancipatory direction. When gathered the possibilities around her, of being loved and cherished by a family, Sofia came to a quality in the metamorphosis indicated as mesmidade, the integration of thinking/doing. The singularity of Sofia”s history, representing the universal, revealed that metamorphosis with emancipatory fragments are possible if there are possibilities around the individual / Este estudo buscou investigar o processo identitário de jovens que passaram pelo acolhimento institucional em alguma fase de suas vidas. Ao apreender os sentidos revelados, trouxemos o quanto ser institucionalizado impede movimentos de metamorfose em direção à emancipação e quais outras possibilidades de caráter emancipatório, ao entorno destes jovens, permitem se constituírem diferentes e se autodeterminarem vencendo as adversidades. Partimos do empírico, por meio das narrativas de história de vida e do materialismo histórico dialético, como método para tornar visível um grupo social. De todas as histórias ouvidas que contextualizaram esse trabalho, escolhemos uma delas para fazer um estudo do processo identitário. O arcabouço teórico está sustentado pelo sintagma-identidade-metamorfose-emancipação de Ciampa (1987; 2011), além de outros autores, Goffman (1961), Habermas (1987), Berger e Luckmann (2014) e outros que trouxeram contribuições alinhadas à Psicologia Social Crítica. Da análise de uma das histórias com características emancipatórias, a história de Sofia revelou-nos que as categorias atividade e emancipação são o foco deste estudo. A história de Sofia possibilitou compreender que em sua narrativa ocorreram várias dificuldades que produziram o processo de mesmice durante muito tempo. A mesmice foi vencida apenas quando Sofia começou a ser escutada e reconhecida pelos outros, em seus direitos. Ao desempenhar suas atividades e se ver reconhecida, a narradora foi se modificando, permitindo metamorfoses com sentidos emancipatórios. Ao ser reunido em seu entorno, as possibilidades de ser amada e querida por uma família, Sofia chegou a uma qualidade na metamorfose indicada como mesmidade, a integração do pensar/fazer. A singularidade da história de Sofia, representando o universal, revelou que metamorfoses com fragmentos emancipatórios são possíveis se houver possibilidades no entorno do sujeito

Acompanha: Proposta pedagógica crítica: articulação entre o teatro do oprimido e o ensino de ciência / Este estudo foi motivado em torno da seguinte inquietação, como o ensino de ciências, em uma perspectiva crítico-problematizadora, no serviço de acolhimento institucional, pode contribuir para a formação científica e educacional de adolescentes em condição de vulnerabilidade? Essa questão tem por objetivo geral analisar a contribuição do ensino de ciências desenvolvido em ambiente de acolhimento institucional, em uma perspectiva crítico-problematizadora freireana, para a promoção do conhecimento científico às adolescentes acolhidas e identificando como o processo de significação conscientizadora, do qual as acolhidas são autoras, colabora para a sua transformação individual e social. A presente investigação busca auxiliar significativamente na preparação e na formação das adolescentes para sua autonomia ao chegarem aos dezoito anos, essa ação educacional vem promover o conhecimento científico, a partir do acesso ao ensino de ciências no acolhimento institucional, como também, apoiá-las no processo de ruptura do ciclo de violência na história de suas vidas. Nessa perspectiva, a pesquisa é embasada na educação problematizadora e transformadora com pressupostos freireanos, com as contribuições da Pedagogia do Oprimido. Como procedimentos metodológicos da pesquisa-ação, utiliza-se o desenvolvimento de duas das técnicas, sendo o Teatro Imagem e o Teatro Fórum, do método teatral conhecido por Teatro do Oprimido, criado por Augusto Boal. Posteriormente, articula-se a promoção do conhecimento científico pautado nos Momentos Pedagógicos, referenciados por Delizoicov, Angotti e Pernambuco. Para analisar os dados e informações trazidos pela pesquisa de campo se recorre à Análise Textual Discursiva, considerando a audiogravação realizada em cada encontro com as adolescentes, destacando-se as categorias a priori e as emergentes manifestadas no estudo. Concluindo com a apresentação dos resultados, nos quais foi possível verificar a contribuição do ensino de ciências, em espaço de educação não formal, como também identificar o processo de significação conscientizadora, em que notou-se a presença da consciência crítica ao final do percurso da pesquisa de campo. / This study was motivated by the following disquiet, how can teaching science, in a critical-problematizing perspective, in the institutional reception service, contribute to the scientific and educational formation of vulnerable adolescents? The general objective of this question is to analyze the contribution of science education developed in an institutional reception environment, in a Freirean critical-problematizing perspective, for the promotion of scientific knowledge to the adolescents and identifying as the process of meaningful awareness, of which the receptions Are authors, collaborates for their individual and social transformation. The present research seeks to help significantly in the preparation and training of adolescents for their autonomy when they reach the age of eighteen, this educational action promotes scientific knowledge, based on access to science education in the institutional reception, as well as support them in the Process of breaking the cycle of violence in the history of their lives. From this perspective, the research is based on problematizing and transformative education with Freirean presuppositions, with the contributions of the Pedagogy of the Oppressed. As methodological procedures of the action research, the development of two of the techniques, being the Image Theater and the Theater Forum, of the theatrical method known as Theater of the Oppressed, created by Augusto Boal. Subsequently, articulates the promotion of scientific knowledge based on the Pedagogical Moments, referenced by Delizoicov, Angotti and Pernambuco. In order to analyze the data and information brought by the field research, we use the Discursive Textual Analysis, considering the audio-recording performed in each encounter with the adolescents, highlighting the a priori and emerging categories manifested in the study. Concluding with the presentation of the results, in which it was possible to verify the contribution of science teaching in a non-formal education space, as well as to identify the process of awareness-raising meaning, in which the presence of critical awareness was noticed at the end of the course field research.