Este trabalho teve como objetivo tentar compreender, conceituar e apresentar o trabalho psicológico realizado com pacientes neurológicos por meio da clínica do acompanhamento terapêutico (AT), orientado psicanaliticamente. Esta intervenção clínica, ainda inédita na literatura especializada em acompanhamento terapêutico, foi desenvolvida junto às minhas atividades como docente em um curso de graduação em Psicologia. Em função deste outro aspecto inerente ao trabalho, também abordei a atividade de supervisão e procurei enfocar as particularidades do ensino de AT a estudantes de Psicologia, em um estágio profissionalizante. A orientação teórica a sustentar a atividade clínica e docente foi psicanalítica, tendo como principal chave de leitura as produções da Teoria dos Campos, por sua contribuição ao resgate do método psicanalítico. Esta orientação teórica nos levou a outras questões, relativas ao ensino da técnica psicanalítica e sua adequação à prática do AT. Com isso, investigamos certos parâmetros técnicos, discutidos segundo a clínica do AT, como o setting terapêutico, a atenção flutuante, a postura em reserva, o uso da transferência e da contratransferência, além da pertinência do brincar no acompanhamento terapêutico. A abordagem dessas questões clínicas partiu da análise do filme O escafandro e a borboleta e de dois casos clínicos. O tratamento dado ao filme, bem como aos pacientes atendidos, foi o mesmo: uma discriminação dos aspectos psicanalíticos e próprios à técnica do AT, relacionados à experiência de supervisão dos alunos. Nesse sentido, os casos trabalhados foram abordados em três planos simultâneos: teórico, clínico e didático. A partir da análise desse corpus de trabalho, surgiram algumas recomendações técnicas aos acompanhantes terapêuticos que utilizam a psicanálise, não sendo possível fazer uma transposição direta da técnica psicanalítica à clínica do AT. Além disso, formamos uma apreensão em conjunto de certos aspectos do trabalho dos acompanhantes terapêuticos com os pacientes neurológicos, indicando a necessária relação interdisciplinar em uma clínica na qual as questões corporais requerem, simultaneamente, um cuidado analítico. Por seu caráter híbrido, em que articula um manejo do vínculo e uma escuta à subjetividade no cotidiano do paciente, o AT mostrou-se uma ferramenta bastante útil no trabalho de reabilitação dos pacientes neurológicos, constituindo-se, assim, um novo e promissor campo de intervenção a esses profissionais / The purpose of this research is to understand, conceptualize and present the psychological work done with neurological patients by means of psychoanalytically oriented therapeutic accompaniment (TA). This clinical intervention, still unheard of in the specialized literature on therapeutic accompaniment, was developed simultaneously with my activities as lecturer at an undergraduate course in Psychology. Due to this other feature inherent to TA work, I also started work as clinical supervisor, focusing on the teaching of the specificities of TA work to Psychology students, in a professionalizing internship. The theoretical orientation on which the clinical and professorial work was based on was psychoanalytical, using the works of Multiple Field Theory as the main reading key, given its contribution to the recovery of the psychoanalytic method. This theoretical orientation led us to other issues, regarding the teaching of psychoanalytic technique and how to adapt it to TA practices. As such, we investigated certain technical parameters, discussed in view of clinical TA work, such as the therapeutic setting, free floating attention, a reserved posture, the use of transference and counter-transference, and also the pertinence of play in therapeutic accompaniment. The discussion of these issues was based on the analysis of a film and two clinical cases. The treatment given to the film The diving bell and the butterfly and to the patients cases was the same: a discrimination of the psychoanalytical aspects specific to TA technique, in regards to the students supervision experience. In this sense, the cases analyzed were approached in three simultaneous planes: the theoretical, the clinical and the didactic. From the analysis of this body of work, we were able to reach some technical recommendations for those working with TA in a psychoanalytical context, given the impossibility of directly transposing psychoanalytical technique to clinical TA work. Furthermore, we achieved a more global understanding of certain aspects of TA work with neurological patients, pointing towards the necessary interdisciplinary relations in a clinic in which physical issues also require simultaneous subjective care. Given its hybrid nature, in which one must articulate a management of the therapeutic bond with a listening of the subjectivity in the patients everyday life, TA has shown itself to be a useful tool in the rehabilitation of neurological patients, asserting itself as a new and promising field of intervention to these professionals

Esta pesquisa tem como tema a construção de uma experiência no campo do Acompanhamento Escolar de uma criança com deficiência. Apesar de ter ganhado destaque nos últimos anos, é um campo relativamente novo e, portanto, não possui bibliografia extensa, ainda que muitos estudos estejam surgindo na área com as últimas mudanças na legislação brasileira aplicada ao caso, tornando a discussão sobre a função do acompanhante escolar cada vez mais essencial e urgente. Através de uma análise sobre o Acompanhamento Escolar e utilizando o método cartográfico, os relatórios realizados em todo o período de trabalho no ensino fundamental I de uma escola particular de São Paulo foram organizadas em formato de narrativas, que contam sobre momentos da experiência de maior tensão, transformação e inquietação. Com isso, buscou-se dar visibilidade e discutir sobre os impasses, as ambiguidades e os obstáculos no processo de inclusão escolar, bem como promover reflexões acerca de possíveis mudanças e intervenções que podem facilitar o trabalho na escola com a criança com deficiência. As discussões apontam para a potência do Acompanhamento Escolar no sentido de propiciar o reconhecimento e fortalecer a criança com deficiência para o enfrentamento e transformação das barreiras atitudinais presentes no ambiente escolar / The subject of this research is the development of an experience in the field of School Accompaniment of a child with disabilities. Even though its relevance has increased in recent years, it is a relatively new field and therefore does not have extensive bibliography, although there has been an increse in the number of studies in this field due to the latest changes in Brazilian laws regarding these cases, that turned the discussion about the School Accompaniment increasingly essential and urgent. Through an analysis of School Accompaniment and using the cartographic method, the reports carried out throughout the entire period of work in elementary school of a private school in São Paulo, were organized in a narrative format that highlights moments of the experience of greater tension, power and that raised questions. The aim was to give visibility to and discuss about the impasses, ambiguities and obstacles in the process of school inclusion, as well as to promote reflexions about possible changes and interventions that may facilitate work within the school environment and with children with disabilities. The discussions point to the power of School Accompaniment in order to promote the recognition and strengthening of the child with disabilities to confront and transform the attitudinal barriers present in the school environment

Este trabalho, apoiado na estrategia metodologica da Analise Institucional do Discurso elaborado por Marlene Guirado, investiga o discurso dos acompanhantes terapeuticos (doravante ats) sobre sua pratica profissional, bem como alguns estudos escritos sobre esta mesma pratica. Nossa tese visa ampliar a discussao sobre espaco social ocupado pelo Acompanhamento Terapeutico como agente de saude. A analise das entrevistas revela a indeterminacao e amplitude do Acompanhamento Terapeutico e de seus atores e permite a abertura de variadas discussoes relevantes: a flexibilizacao dessa pratica, a identidade profissional do acompanhante, a profissionalizacao e a formacao em AT. De inicio fizemos um historico do Acompanhamento Terapeutico e analisamos parte da bibliografia existente sobre o tema. Em seguida, foram entrevistadas nove acompanhantes terapeuticas cujas formacoes de origem sao variadas e que estao ainda atuantes no campo do AT. Finalmente realizamos as analises das entrevistas e pudemos constatar os lugares assumidos pelas ats na cena institucional da pratica do Acompanhamento Terapeutico. Nossa tese pode, assim, sustentar que ha duas linhas mestras desenhando o AT e percorrendo o discurso dos ats: uma dessas linhas desenha a vocacao interdisciplinar do AT e a outra, a contradicao interna ao proprio discurso do AT, no qual a ausencia de fronteiras teoricas e delimitacao de tecnicas surge tanto como a possibilidade de ter forca instituinte, criativa, quanto determinante da limitacao do espaco de trabalho dos ats. Nossa pesquisa situa o AT no momento atual, buscando a compreensao deste momento pelas falas das ats e por isso na conclusao fazemos uma comparacao entre a situacao do Acompanhamento Terapeutico ontem (1995) e hoje (2008-2010) / Under the guidelines of Marlene Guirados methodology on the Institutional Analysis of Discourse, this work is a research about the Therapeutic Accompaniment (TA) practice as it is presented by the discourses of the therapeutic accompaniers (tas) and in some studies related to this practice. Our thesis intend to enlarge the discussion about the social space of the Therapeutic Accompaniment as an agent of Public Health. The analysis of those discourses shows the indetermination and large range of the Therapeutic Accompaniment and its actors and opens many relevant discussions such as the flexibilization of this practice, the professional identity of the accompaniers, the education and professionalization of the Therapeutic Accompaniment. We start with a historical presentation of the Therapeutic Accompaniment (TA) and an analysis of the bibliography concerning this subject matter. Next we have interviewed nine therapeutic accompaniers (tas) whose education and origins are different from one another. Finally we have analyzed these interviews in order to present and understand the institutional locus occupied by the therapeutic accompaniers. It is our thesis that there are two main lines drawing the AT and the ats discourses: the first one presents de interdisciplinary vocation of the AT while the other shows the internal contradiction between this interdisciplinary situation and the actual limitation of the works field of the therapeutic accompaniers. In the conclusion we made a comparison between the TAs situation in the past (1995) and nowadays (2008-2010)

Sistemas de acompanhamento musical automatizado são de grande utilidade como ferramentas didáticas. Com eles, um aluno de música consegue ensaiar uma peça musical sendo acompanhado pelo computador, com a liberdade de tocar na velocidade em que desejar e, além disso, de cometer erros acidentais ou desvios intencionais em relação ao esperado (definido em partitura). Um sistema de acompanhamento musical deve ter as habilidades de analisar a execução ao vivo de um músico (pré-processador da entrada), comparar os eventos recebidos com os de uma partitura pré-carregada (rastreador), gerar o acompanhamento conforme o andamento inferido (acompanhador) e sintetizar os sons relativos a esse acompanhamento (sintetizador). O trabalho apresentado neste texto consistiu em estudar diversas técnicas relativas ao problema de acompanhamento musical, implementar alguns algoritmos baseados na literatura abordada, validar a qualidade obtida com tais algoritmos e disponibilizar um sistema de código aberto modular com mais de uma alternativa de algoritmo para cada módulo. Além disso, foi desenvolvido um elemento adicional para o sistema - o MetaRastreador - que combina todas as técnicas de rastreamento implementadas, executando-as em paralelo e obtendo uma maior confiabilidade nas informações extraídas da entrada, considerando diversas opiniões diferentes sobre a posição do músico na partitura. / Automated musical accompaniment systems are very useful as didactic tools. With them, a music student can rehearse a musical piece being accompanied by the computer, with the freedom to play at the desired speed and, moreover, to perform accidental errors or intentional deviations from the expected (defined by a musical score). A musical accompaniment system should have the skills to analyze the live performance of a musician (input preprocessor), compare the events received with those of a preloaded score (matcher), generate the accompaniment according to the inferred tempo (accompaniment), and synthesize the sounds related to this accompaniment (synthesizer). The work presented in this text consisted of studying several techniques related to the musical accompaniment problem, implementing some algorithms based on the literature, validating the quality obtained with such algorithms, and providing a modular open source system with more than one alternative algorithm for each module. Furthermore, an additional element was developed for the system - the MetaMatcher - that combines all the tracking techniques implemented by running them in parallel and obtaining a greater reliability in the information extracted from the input, considering several different opinions about the position of the musician in the musical score.

Este trabalho tem como objetivo compreender a percepção e os sentidos que portadores de sofrimento psíquico, familiares deles e agentes comunitários, que os atendem, têm do Acompanhamento Terapêutico para tratamento da pessoa em sofrimento mental. Colaboraram nesta pesquisa seis indivíduos que foram atendidos por um acompanhante terapêutico, um familiar de cada um desses indivíduos e cinco agentes comunitárias que visitaram as casas dos colaboradores. Foi realizado por meio de entrevista com uma questão norteadora. Os relatos foram gravados e transcritos na íntegra e analisados sob a perspectiva da metodologia qualitativa fenomenológica, fundada na Fenomenologia de Martin Heidegger, por autores que se aprofundaram nesse enfoque filosófico e estudiosos da Psicologia Fenomenológico-Existencial. Como resultados, os colaboradores mostraram um aumento qualitativo nas interações dos pacientes com os familiares, com a equipe de saúde e com a comunidade e, também, menor isolamento e maior independência em comportamentos de autocuidado, cuidado com seu espaço doméstico, maior adequação à sua proteção e desenvolvimento de habilidades. Com este estudo é possível reafirmar a importância do Acompanhamento Terapêutico para o tratamento de pessoas em sofrimento psíquico, bem como da equipe, no Programa de Saúde da Família. / This study\'s objective is to understand the perception and the feeling of persons enduring psychic suffering, their family, and community carer agents about Therapeutic Accompaniment it stops treatment of a person in mental distress. Six individuals that were seen to by therapeutic carers, one family member of each of these individuals and five community agents that visited the collaborator\'s houses collaborated in this research. It was carried out through an interview guided by a guiding question. The answers were recorded and fully transcribed and analyzed under the perspective of the phenomenological qualitative methodology, based on the Martin Heidegger\'s Methodology, by authors that specialized in this philosophical focus and followers of the Phenomenological-Existencial Psychology. As results, the collaborators showed that there was a qualitative raise in patients interactions with family members, with health team and with the community and, as well as a less isolation and more independence in self-care behaviors, care with their domestic space, more adequate behaviors regarding their protection, and development of abilities. Through this study, it is possible to reaffirm the importance of Therapeutic Accompaniment for the treatment of people in psychic distress, as well as the team, in the Family Health Program.

Orientadores: Mauricy Matos Martin, Luiz Ricardo Basso Ballestero / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-23T12:51:40Z (GMT). No. of bitstreams: 1 Silva_NathaliaYuriKatoda_M.pdf: 44739470 bytes, checksum: 341b345c4ba9381f95f3676a9d512ad1 (MD5) Previous issue date: 2013 / Resumo: O objetivo deste trabalho é abordar o desenvolvimento técnico-artístico do pianista através do gênero da canção de câmara romântica. Para isso, a metodologia utilizada foi a seleção de parte do repertório de Lied organizada de acordo com as dificuldades técnicas. Durante o trabalho, são sugeridas soluções para as dificuldades apontadas baseadas em princípios da Escola pianística de Dorothy Taubman. Neste trabalho, também são abordadas qualidades e habilidades artísticas baseadas na acepção de Martin Katz. Ao final do trabalho, pôde-se observar que as canções de câmara apresentam diversas dificuldades técnico-artísticas, demonstrando-se que é possível se desenvolver pianisticamente também através de outro repertório que não seja o solístico / Abstract: The objective of this work is to address the pianist's technical-artistic development through the genre of the romantic Lied. For this, the methodology used was the selection of examples from the Lied repertoire organized according to pianistic difficulties. Solutions to the difficulties found are suggested based on principles of Dorothy Taubman's Approach. In this work, artistic qualities and abilities demanded from the pianists are discussed using the writings of Martin Katz. As a conclusion, it was observed that the songs have various technical and artistic difficulties, thus, demonstrating that it is possible to develop as a pianist through other than the solo repertoire / Mestrado / Praticas Interpretativas / Mestra em Música

Orientadores: Ricardo Goldemberg, Luiz Ricardo Basso Ballestero / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-19T21:29:30Z (GMT). No. of bitstreams: 1 Costa_JoseFranciscoda_D.pdf: 7884743 bytes, checksum: 2e59a2cefbda738d63004504eeffd3e1 (MD5) Previous issue date: 2011 / Resumo: Durante sua formação, um pianista pode receber treinamento para atuar em diversos campos profissionais: concertos e recitais, música de câmara, ensino e pesquisa, entre outras. Especialmente para algumas atividades relacionadas à música feita em conjunto, o pianista precisa ter a habilidade de ler à primeira-vista com desenvoltura e conseguir, através de uma leitura eficiente, preparar repertório em pouco tempo. Entretanto, leitura à primeira-vista é considerada por muitos jovens pianistas como uma habilidade inata, exigindo grandes esforços para adquiri-la. O fato é que os estudantes de piano, em sua maioria, não recebem o devido treinamento em leitura ao longo dos anos de sua formação, criando-se uma lacuna entre o nível de dificuldade do repertório solo e o da capacidade de reconhecimento, durante a leitura à primeira-vista, das informações contidas na partitura. Esta pesquisa, dividida em três etapas, procurou, inicialmente, a constatação deste fato através de testes de leitura à primeira-vista, aplicados a estudantes de graduação em piano. A segunda etapa tratou da criação de um laboratório experimental de leitura à primeira-vista aplicada à colaboração pianística, com o intuito de fornecer subsídios para a formação dos jovens pianistas nesta área. Contando com a participação voluntária de estudantes de graduação em piano, foi possível aplicar e avaliar esta proposta, utilizando-se como base o repertório para canto e piano. Por fim, buscou-se a confirmação desta deficiência em pianistas experientes e atuantes profissionalmente na área da colaboração pianística, através de entrevistas de caráter biográfico. Diferentemente de outros trabalhos, cujo foco principal é o levantamento bibliográfico, esta pesquisa se propôs a extrair dos sujeitos suas impressões, vivências e observações, através da coleta de dados contidos em depoimentos. A metodologia que mais se adequa a este tipo de abordagem é a qualitativa, tendo como ferramenta de tratamento dos dados a análise de conteúdo, a fim de organizar, categorizar e analisar os discursos. Comprovou-se, ao mesmo tempo, a deficiência na formação dos pianistas em leitura à primeiravista e as inúmeras contribuições que este treinamento, devidamente orientado, pode trazer em sua atuação profissional, especialmente na colaboração pianística / Abstract: During their formative years pianists can receive extensive training to act in several professional fields: concerts and recitals, chamber music, teaching and research, among others. Especially in activities related to ensemble playing, pianists need to develop the ability to sight-read with ease and should be able to prepare repertoire on short notice. However, sight-reading is regarded by many young pianists as either an innate ability or a very hard skill to acquire. The fact that the majority of the students do not receive specific training in sight-reading throughout their musical education creates a gap between the level of their solo piano repertoire and their capacity to recognize musical information on the score during their sight reading. This research is divided into three parts. The first one aimed to verify this fact by applying sight-reading assessment tests to undergraduate piano students. The second step dealt with the creation of an experimental laboratory of sight-reading applied to the collaborative piano in order to provide tools to improve undergraduate piano students' sight-reading skills. Using diverse vocal repertoire, it was possible to apply and evaluate this plan with volunteer undergraduate students. Finally, we sought to confirm similar absence of specific training in experienced and professional pianists, who are active in the collaborative piano field, through biographical interviews. Unlike other studies, whose primary focus is the literature, this research set out to assimilate the impressions, experiences and observations from the respondents, by collecting data in interviews. The methodology most suited to this type of approach is the qualitative one, and as a tool for data processing, we have used the content analysis (procedures) in order to organize, categorize and analyze speeches. The research demonstrated both the deficiency in the training of pianists in sightreading and the many contributions that a well oriented training can bring in their professional practice, especially in collaborative piano / Doutorado / Fundamentos Teoricos / Doutor em Música

As nursing is a practice-based profession it is essential that pre-graduate students are socialised in the clinical learning environment from the start of their training. Consequently, clinical accompaniment is regarded as a vital component of nursing training to offer the necessary support to pre-graduate students. This study aimed to evaluate clinical accompaniment of pre graduate students in a specific Nursing Education Institution (NEI) in Gauteng as part of the four year comprehensive programme by means of Appreciative Inquiry (AI). The AI approach focuses on the positive aspects of an organisation and aims to enhance what could and should be valued rather than focusing on the problems. A qualitative, contextual, explorative and descriptive research design was utilised. Data was collected from second-, third- and fourth-year comprehensive programme pre-graduate nursing students in a specific NEI by means of semi-structured self-report interview guide. The data was analysed according to the four objectives of this study, guided by the 4-D cycle of AI, utilizing content analysis and verified by the co-coder. The results were categorized into four main themes. For the first objective, “the best of what is”, nurse educator support, registered nurse support, students’ professional development, and multidisciplinary team members’ support, were themed. The second objective intended to enhance the best of what is by indicating “what could be” the ideal clinical accompaniment. The third objective indicated “what should be” addressed during clinical accompaniment to move towards excellence and enhance the clinical learning experiences of students and the following themes emerged: inadequate support from nurse educators, lack of resources, inadequate support from registered nurses, and disregard for student status. The respondents recommended “what must be” as an action plan to enhance clinical accompaniment based on the findings, and the following themes emerged: nurse educator’s responsibility, registered nurse’s responsibility, and availability of resources for students. / Dissertation (MCur)--University of Pretoria, 2013. / gm2014 / Nursing Science / unrestricted

La loi du 5 mars 2007 a fait de la question de protection de la personne et de son autonomie le point d'ancrage de la réforme. Pourtant en agissant de la sorte, le législateur a consacré une double injonction paradoxale – protéger et rendre autonome – positionnant ainsi le protecteur comme agent d'une contrainte et à la fois garant des libertés de la personne : tenu lui-même de respecter le libre-arbitre du majeur mais également de le faire respecter (P. Bouttier, 2012). Dans ces conditions, on s'interroge sur la façon dont s'agence la relation entre le protecteur et la personne protégée. Comment le « tuteur » peut-il en effet rendre sa capacité au majeur tout en le protégeant ? Favoriser l'expression de la volonté, et donc l'autonomie du majeur ne conduirait-il pas à un désengagement de l’organe de protection ? Les modes de protection traditionnelles ont-ils alors encore leur place dans le système tutélaire ? Ou l’autonomie impose-t-elle de les reconsidérer ? On devine derrière ces interrogations les traces d'une nouvelle figure juridique attribuée à l'organe chargé de protection. Il ne s'agirait plus pour lui de faire fi du sujet mais bien de l'intégrer dans le processus décisionnel. En définitive, la protection se rénove et se transforme pour admettre une autre alternative : un accompagnement. L'accompagnement n'est pas qu'un phénomène de mode. Il est symptomatique de notre société post-moderne où le modèle paternaliste laisse place à un modèle collatéral (fraternel). Il constitue à cet égard une posture professionnelle avérée, reconnue et revendiquée par le milieu « tutélaire », en particulier chez les MJPM. Pourtant, le législateur ne l'a pas considéré, ni même défini. Sans doute n'a-t-il pas pris toute la mesure de cette pratique quotidienne ? Sans doute aussi se cache derrière ce vocable singulier, une posture plurielle difficilement saisissable par le droit. / The law of March 5th, 2007 made the issues of protection and autonomy of the person the anchor point of the reform. Yet in doing so, the legislature has developed a paradoxical order - to protect and give autonomy to protected adults - thus positioning the guardian at the same time as a constraint for the protected adults and as the guarantor of their freedoms. The guardian has to respect the freewill of the major while also enforcing it (P. Bouttier, 2012). In such circumstances, one wonders how the agency relationship between the guardian and the protected person can work. Indeed, how can the guardian render the protected adult his/her capacity while protecting him/her ? Does promoting the expression of the will, and therefore the autonomy of the protected adult, lead to a disengagement of the protective body ? Do the traditional protective methods still have their place in this tutelary system ? Or does the autonomy rendered to the protected adult require to reconsider it ? We guess behind these questions the traces of a new legal figure attributed to the body in charge of their protection. This body should no longer ignore the protected adult’s will as it would have to integrate it into the decision-making process. Ultimately, the protection system is renewed and transformed to admit another alternative : the accompaniment of the protected adult. The accompaniment is not a trend. It is symptomatic of our post-modern society in which the paternalistic model is gradually replaced by a collateral model (fraternal). It is in this respect a proven and recognized professional posture claimed by the "tutelary" professional environment, especially by the judicial representatives for protected adults. However, the legislature has not considered such accompaniment, nor even defined it. Certainly, it did not take the full measure of this daily practice. Probably that behind this strange term is also hidden a plural posture that is hardly comprehensible to the law.

Background After the 2010 earthquake in Haiti, there was a significant need for basic services such as health, water, food, sanitation, school, protection and security in the largest camp in Port-au-Prince, Park Jean Marie Vincent (PJMV). PJMV IDP camp was located in the commune of Cité Soleil; a slum in Haiti labeled as a red zone and widely regarded as the most insecure place on earth. As a result, the camp residents were left to live on their own contradicting the humanitarian principle of humanity and impartiality. Strong solidarity developed amongst camp residents leading them to organize themselves in order to decrease structural violence. Zanmi Lasante (ZL), a healthcare and human rights organization that works with poorest and most vulnerable communities in Central Plateau, would cross the red zone to accompany the camp residents by providing training, materials, and resources to set up aid activities. Using a qualitative methodology, this study will describe the activities ZL completed and present the outcomes of those activities. This study will argue that the ZL accompaniment helped to decrease structural violence and chaos and allowed the camp residents to persevere. Methods This study is based on a personal story and experience of the researcher in PJMV IDP camp after the 2010 Haitian earthquake. We collected data from semi-structured interviews with 5 ZL staff, 7 camp leaders, and 5 camp residents. The researcher conducted a narrative analysis to recreate a collective memory from four viewpoints: 1) Zanmi Lasante staff; 2) camp leaders; 3) IDP camp residents and 4) the researcher. The researcher used processual methods of qualitative research to identify themes and exemplar narratives to compare and contrast these multiple viewpoints. Results The interviews offered multiple viewpoints on the activities in the camp both before and during the time ZL was active. Activities included creating and staffing a health clinic, training community health workers, establishing a nutrition center, ensuring HIV-AIDS care, and launching a response to the cholera outbreak. In addition, ZL conducted other kinds of activities that put health in the social context, including building a water purification system, establishing a tent village, creating a school program, launching an initiative to protect women from sexual violence, and advocating for food and sanitation. The researcher finds that those additional activities generated good outcomes such as health, security, job creation, capacity building, community engagement and participation, and community empowerment. ZL used a collaborative approach, integrating accompaniment into all activities by working with local residents, leaders and other organizations. This accompaniment decreased structural violence and helped camp residents to be more self-sufficient. The study also explores the challenges of accompaniment as responsibilities for these activities were shifted from ZL to the camp residents and local leaders. Conclusions The goal of this study is to describe the activities conducted by ZL in PJMV from January 2010 to January 2012 and how the approach of offering aid using the accompaniment model impacted the social context in the camp. The researcher recommends that humanitarian aid from within and beyond a disaster affected community be geared toward supporting and partnering with local communities and local organizations. In this way, humanitarian aid will strengthen local communities in a way that may be sustained once these organizations leave.