No description available.

No description available.

Objectives: To demonstrate that at 6-months post-cessation of cognitive behaviour therapy (CBT) adapted for acquired brain injury (ABI), (1) patients maintain psychological benefits, (2) coping strategy selection improves, (3) community integration is enhanced, and (4) benefits are observed in both face-to-face and telephone administrations. Methods: Participants. Seventeen ABI patients with elevated psychological distress. Outcome Measures. Pre-treatment, post-treatment and 6-month follow-up performance on the Symptom Checklist-90-revised (SCL-90-R), Depression, Anxiety Stress Scales (DASS-21), Community Integration Questionnaire (CIQ) and the Ways of Coping-Revised Questionnaire (WOC-R). Procedures. Eleven CBT sessions provided in group, face-to-face format or individually by telephone. Results: For face-to-face and telephone groups, psychological distress was significantly reduced from pre-treatment to 6-months follow-up: DASS-21 (t16= 7.32, p <.000); SCL-90-R (t16= 6.22, p <.000). Community integration (t16= -6.15 p<.000) and problem-focused coping (t16= -3.67, p<.01) were also significantly enhanced. Conclusion: CBT adapted for patients with ABI carries robust benefits even 6-months after treatment.

Objectives: To demonstrate that at 6-months post-cessation of cognitive behaviour therapy (CBT) adapted for acquired brain injury (ABI), (1) patients maintain psychological benefits, (2) coping strategy selection improves, (3) community integration is enhanced, and (4) benefits are observed in both face-to-face and telephone administrations. Methods: Participants. Seventeen ABI patients with elevated psychological distress. Outcome Measures. Pre-treatment, post-treatment and 6-month follow-up performance on the Symptom Checklist-90-revised (SCL-90-R), Depression, Anxiety Stress Scales (DASS-21), Community Integration Questionnaire (CIQ) and the Ways of Coping-Revised Questionnaire (WOC-R). Procedures. Eleven CBT sessions provided in group, face-to-face format or individually by telephone. Results: For face-to-face and telephone groups, psychological distress was significantly reduced from pre-treatment to 6-months follow-up: DASS-21 (t16= 7.32, p <.000); SCL-90-R (t16= 6.22, p <.000). Community integration (t16= -6.15 p<.000) and problem-focused coping (t16= -3.67, p<.01) were also significantly enhanced. Conclusion: CBT adapted for patients with ABI carries robust benefits even 6-months after treatment.

This thesis presents four distinct studies of psychological and social integration of homeless and vulnerably housed individuals. The first study presents a predictive model of psychological integration, defined as a sense of belonging and membership to one’s community. The second study presents a predictive model of social integration, defined as how an individual engages with others in the community. The third study presents a mixed methods comparative analysis of homeless and vulnerably housed individuals with “high” and “low” levels of psychological and social integration. The fourth study presents a reflexive analysis of conducting interviews with homeless and vulnerably housed individuals. Data for this research comes from a two-year longitudinal study conducted in Ottawa, Ontario. Participants were men and women, over the age of 18 (Baseline: N = 397; Follow-up 1: N = 341; Follow-up 2: N = 320) who were either homeless or vulnerably housed at the study’s outset. Quantitative data analyses occurred at Follow-up 1 and 2 and utilized hierarchical multiple regression. Qualitative data analyses used a general inductive approach utilizing a First Cycle and Second Cycle coding method (Saldana, 2009). Social support was a significant predictor of both psychological integration and social integration. Individuals with high levels of social support had high levels of psychological and social integration. Social support proved to be the only predictor to be significantly associated with social integration at both Follow-up 1 and 2. Psychological integration was positively associated with several variables at Follow-up 1 and 2: increased age, living in high quality housing, and residing in a neighbourhood that is perceived as having a positive impact. The mixed methods analysis uncovered several salient themes that affected psychological and social integration, including substance use in one’s housing and neighbourhood, neighbourhood safety and location, and housing quality. The reflexive component of the thesis highlighted the importance of location when conducting interviews and the power dynamics of the interview process. The results are discussed in terms of implications for service delivery and policy.

No description available.

No description available.

Submitted by ANDERSON BACCIOTTI null (baccibiologia@hotmail.com) on 2016-04-15T18:33:40Z No. of bitstreams: 1 DISSERTAÇÃO ANDERSON.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-04-18T20:01:16Z (GMT) No. of bitstreams: 1 bacciotti_a_me_bauru.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) / Made available in DSpace on 2016-04-18T20:01:16Z (GMT). No. of bitstreams: 1 bacciotti_a_me_bauru.pdf: 5843399 bytes, checksum: b661475dbf1a15b6378f39e5ebe1c51e (MD5) Previous issue date: 2016-02-22 / Este estudo descreve a construção de um biodigestor e de uma horta que possam ser utilizados em aulas práticas de Biologia, na tentativa de integrar a “Escola Estadual Dr. Avelino Aparecido Ribeiro”, localizada no município de Iaras, Estado de São Paulo, e a sua comunidade. Os participantes deste trabalho foram alunos de duas turmas de primeiro ano do Ensino Médio, cada qual com 25 e 20 alunos, totalizando, portanto, 45 participantes. O fato de a pesquisa ser realizada em duas salas distintas possibilitou o cruzamento de dados obtidos pelo professor pesquisador para que pudéssemos investigar se as aulas práticas no Ensino de Biologia favorece a aprendizagem dos alunos quando comparada às propostas didático-metodológicas referentes ao Ensino Tradicional. A organização desta dissertação fora fundamentada no referencial construtivista de Juan Ignacio Pozo. Este autor descreve a importância do processo de ensino e aprendizagem contemplar três modalidades de conteúdos: procedimentos, conceitos e atitudes e, a partir deste referencial, buscamos alcançar os objetivos propostos nessa dissertação: 1- Investigar a aprendizagem de conceitos científicos por meio de atividades práticas e teóricas e; 2- Comparar a aquisição da aprendizagem entre duas turmas de Ensino Médio cujas aulas ministradas pautaram-se em sequências didáticas organizadas a partir de recursos e estratégias diversas. As ações práticas desenvolvidas nas aulas de Biologia analisadas, quando associadas à teoria, proporcionaram aos alunos a construção de conhecimentos científicos, procedimentos e atitudes, o que caracteriza uma aprendizagem mais sistêmica, a partir da qual os alunos possam apropriar-se desses conhecimentos adquiridos em diferentes contextos, além do espaço escolar. / This study describes the construction of a digester and a garden that can be used in practical lessons in biology in an attempt to integrate the "State School Dr. Avelino Aparecido Ribeiro", located in the municipality of Iaras, State of Sao Paulo, and your community. Participants of this study were students from two classes in first year of high school, each with 25 to 20 students, totaling therefore 45 participants. The fact that the research be carried out in two different rooms allowed for the exchange of data obtained by the research professor so we could investigate whether the practical classes in Biology teaching promotes student learning compared to didactic and methodological proposals for the Traditional Education. The organization of this thesis was based on the constructivist framework Juan Ignacio Pozo. The author describes the importance of teaching and learning process consider three types of content: procedures, concepts and attitudes and, from this framework, we seek to achieve the objectives proposed in this dissertation: 1- Investigate the learning scientific concepts through practical activities and theoretical and; 2- Compare the acquisition of learning between two high school classes whose classes taught were based on didactic sequences arranged from various resources and strategies. The practical actions developed in biology classes analyzed, when associated with theory, gave students the construction of scientific knowledge, procedures and attitudes, which features a more systemic learning, from which students can take ownership of the knowledge acquired in different contexts beyond the school environment.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-01-25T22:00:41Z No. of bitstreams: 1 Disserta??o Rafaela Braga P. Veloso.pdf: 2448438 bytes, checksum: 895c928cb606edd24bb10705ac5a3868 (MD5) / Made available in DSpace on 2018-01-25T22:00:41Z (GMT). No. of bitstreams: 1 Disserta??o Rafaela Braga P. Veloso.pdf: 2448438 bytes, checksum: 895c928cb606edd24bb10705ac5a3868 (MD5) Previous issue date: 2017-02-10 / Funda??o de Amparo ? Pesquisa do Estado da Bahia - FAPEB / The configuration of the care occurs through health care practices based on the principles and guidelines of the Unified Health System (SUS). The federal government started in 2008, the Program of Education through Work for Health (PET-HEALTH), with the sponsorship of learning groups tutorial in strategic areas of SUS. It is relevant to foster discussions about caring, teaching and managing health practices, which requires the qualification of the preceptor. This study aimed to analyze the practices developed by the tutors of the PET-Health and the integration education-service and community in the family health strategy in Feira de Santana, Bahia, Brazil. This is a qualitative study of the type exploratory. The participants were professionals members of the family health team linked to health units that they work as preceptors of the PET - Family Health from 2009 to 2014. The data collection occurred through semi-structured interview, the application of the Technique of Free Association of Words and the analysis of program reports in the period from March to April of 2016, after submission and approval of the project by an Ethics and Research Committee with Human Beings. The method of analysis consists of an approach of the Hermeneutic-Dialectic, which provides a way of the social thinking. The results shows that the approach of health professionals from the family health units of the municipality with the university is favored by the programa. The preceptory is referred to as support and supervision of the activities with users in the service and in the community. The inclusion of students from several undergraduate courses in the health area at USF broadens the range of actions offered in the service and contributes to the process of knowledge production. The actions promoted by the program, stand out from more traditional to fun activities and cultural. The university was pointed as an institution of support to the service. It was emphasized that the clinical practice is privileged rather than the educational activities which shows that activities related to the clinical are central in actions instead of the collective health. In this sense it is imperative to qualify the different social actors involved in the strategies experienced in the program. The important role of the preceptor in strengthening SUS and in the training of health students, makes a permanent education policy necessary for workers. / A configura??o do cuidado ocorre mediante pr?ticas de aten??o ? sa?de a partir dos princ?pios e diretrizes do Sistema ?nico de Sa?de (SUS). O governo federal inicia em 2008, o Programa de Educa??o pelo Trabalho para a Sa?de (PET-SA?DE), com o fomento de grupos de aprendizagem tutorial em ?reas estrat?gicas do SUS. Torna-se relevante incitar discuss?es acerca do cuidar, ensinar e gerir pr?ticas em sa?de, o que perpassa pela qualifica??o do preceptor. Este estudo objetivou analisar as pr?ticas desenvolvidas pelos preceptores do PET-Sa?de e a integra??o ensino, servi?o e comunidade na Estrat?gia de Sa?de da Fam?lia (ESF) em Feira de Santana, Bahia. Trata-se de um estudo de abordagem qualitativa, do tipo explorat?rio. Foram participantes profissionais da Equipe Sa?de da Fam?lia vinculada ?s unidades de sa?de, que atuaram como preceptores do PET - Sa?de da Fam?lia UEFS de 2009 a 2014. A coleta de dados ocorreu atrav?s de entrevista semiestruturada, da aplica??o da T?cnica de Associa??o Livre de Palavras e da an?lise de relat?rios do programa no per?odo de mar?o a abril de 2016, ap?s submiss?o e aprova??o do projeto ao Comit? de ?tica em Pesquisa com Seres Humanos. O m?todo de an?lise consiste em uma aproxima??o da Hermen?utica-Dial?tica, a qual se apresenta como um caminho do pensamento social. Os resultados evidenciam que o programa favorece a aproxima??o dos profissionais de sa?de das unidades de sa?de da fam?lia do munic?pio com a universidade. A preceptoria ? referida como apoio e supervis?o das atividades com os usu?rios no servi?o e na comunidade. A inser??o de estudantes de diversos cursos de gradua??o da ?rea de sa?de na USF amplia o leque de a??es ofertadas no servi?o e contribui no processo de produ??o de conhecimento. As a??es promovidas pelo programa incluem das mais tradicionais at? atividades l?dicas e culturais. Ressalta-se a universidade como institui??o de apoio ao servi?o de sa?de. Enfatiza-se a ?nfase na pr?tica cl?nica, em detrimento das a??es educativas em sa?de, o que revela um enfoque em atividades de cunho cl?nico em detrimento da sa?de coletiva. Neste sentido, ? imperativa a qualifica??o dos diversos atores sociais envolvidos nas estrat?gias vivenciadas no programa. O importante papel do preceptor no fortalecimento do SUS e na forma??o dos estudantes da ?rea da sa?de, torna necess?rio uma pol?tica de educa??o permanente para os trabalhadores.

A pergunta que intitula este trabalho motivou visitas, nos fins de semana, pelo período de todo o ano de 2007 a dez escolas estaduais na cidade de São Paulo (SP) para o acompanhamento do Programa Escola da Família. Descobriu-se um universo paralelo à escola formal, vivo e dinâmico, preso a valores pós-modernos, cujo resultado é uma educação para o exercício da cidadania que, de tão fragmentária e livre de critérios mais rigorosos de execução, acaba por educar, mas não a ponto de formar cidadãos. Trata-se, nesse sentido, do que chamamos de uma ponte educacional construída pela metade ou interrompida no meio. Donde este estudo conduziu a uma segunda pergunta: É possível, então, complementá-la e levá-la ao fim a que se destina: formar a comunidade escolar para o exercício crítico e consciente da cidadania? Com base em significativa coleta de dados pela via presencial, documental e testemunhal, ressaltamos os pontos negativos e positivos desse programa, buscando oferecer também sugestões viáveis para responder a essa outra questão, no que se salienta a importância do programa como espaço para a educação informal, com potencial de alterar para melhor o clima organizacional da escola, o seu currículo oculto. Tudo procurando não perder de vista, na dissertação, o tom poético que o acontecimento educacional num ambiente rústico, como o do programa, inspira. / The question question that entitles this paper (Programa Escola da Familia Is it possible to educate to the citizenship?) motivated visits, on weekends, throughout the year 2007, to ten public schools of the São Paulo State, in the capital city São Paulo, to observe the School of Family Program (Programa Escola da Família PEF). A lively and dynamic parallel universe to formal school was discovered, chained to post modern values, whose consequence is an education for the practice of citizenship which, for being so fragmentary and free of more severe execution criteria, ends up to educate, but not on the point of forming real citizens. Thus, this education for citizenship practice deals with what we called an educational bridge built halfway on interrupted in the middle. This idea has led to a second question: Is it possible, then, to complement and conduct it to the purpose to which it was destined: to form a school community aiming at the critical and conscious practice of citizenship? Basing on significant data collecting, from attendance, papers and testimonies, both the positive and negative aspects of this Program have been emphasized. It was also attempted to offer viable suggestions to answer this second question, in what the importance of the Program, as an opportunitty to the informal education, is pointed out, with potential to change the organizational climate of shool (its invisible curriculum) for the better. And everything, in the dissertation, was done trying not to lose sight of the poetic tone that, the educational happening in a rough environment, as that of the Program, inspires.