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.

Rehabilitation after brain injury is often a process which is spread over several years and runs through different phases. After sub acute in-patient rehabilitation a community based post-acute rehabilitation can follow. In this late phase after injury the rehabilitation focuses on reintegration into the community through a return to work and participation in other occupations in society. The overall aim of this dissertation was to study the long-term outcome of brain injury, with a special emphasis on the return to everyday domestic and productive occupations and the connection these have to life satisfaction as a whole. The aim was also to describe and understand the lived experience of the consequences of brain injury in these areas. This dissertation comprises four studies on different aspects of the long-term outcome of those who have had a brain injury. In a sample of 56 people, the value of occupational therapy assessments as predictors of an eventual return to work was investigated. In a longitudinal follow-up study, the life satisfaction of the participants (n 36) was reported and its correlation to a return to work was evaluated. Interviews were conducted (n 10) to explore the main characteristics of the meaning of work after brain injury in ten respondents. And, finally, in the fourth study, 157 people reported their participation in community activities. The extent of the correspondence between the level of participation and life satisfaction was calculated. The findings showed that occupational therapy assessments were useful in predicting a return to work in the late phase of the recovery after brain injury. A combination of assessments on the level of body function with assessments on activity level appeared to comprise the best predictive model. In two different studies the reported life satisfaction was found to be significantly lower than the level of life satisfaction in a sample of healthy Swedes for almost all domains. When comparing life satisfaction at two points in time with an interval of three years between them in the longitudinal study, no significant improvement was found. There was no difference reported by the participants for their overall life satisfaction regardless of whether they were back at work or in education, or not. On the other hand, participation in daily occupations in a wider perspective was found to have a positive impact on satisfaction with life as a whole. However, half or more than half of the participants claimed that their participation was restricted except for the items self-care and mobility, where a higher degree of participation was reported. The meaning of work after the brain injury had changed: Work had taken on a new place in life and the importance of work had decreased. In contrast, the social dimension of work had expanded in importance. After the brain injury, the perception of the participants’ own competence and work identity had changed and the respondents described their striving to return to normality. To conclude, brain injury has a lasting effect on a person’s life, even many years after the injury; consequently there is need for rehabilitation in this late phase. Life satisfaction, which is often used as an overriding goal for rehabilitation, did not improve over time. This finding raises the question of whether life satisfaction is too broad a concept and/or insufficiently sensitive to improvements. There is need for further research in this area to clarify the factors that have an impact on life satisfaction.

Essa dissertação é um Estudo de Caso, realizado junto a uma capital estadual, no sul do Brasil. Buscou trazer à cena a perspectiva do controle social na implementação da política nacional de Educação na Saúde, ao mesmo tempo em que mostrou a emergência de uma política desta natureza no Conselho Municipal de Saúde em causa. O encadeamento expressivo da dissertação contemplou uma análise sobre a educação na saúde, a integração ensino-serviço, os modelos tecnoassistenciais em saúde, o controle social e a participação no setor sanitário. O percurso metodológico foi estruturado com base na pesquisa documental relacionada e nas publicações oficiais. A base conceitual utilizada na análise foi a do Quadrilátero da Educação na Saúde, formulado por Ceccim e Feuerwerkwer. A abordagem na pesquisa de campo localizou interlocutores de referência identificados com os 4 vértices desse Quadrilátero, deixando ver movimentos de denúncia, conversação, interação, disputa e desenho ou redesenho de resultados. A análise de documentos serviu à composição do contexto político e normativo e entrevistas semiestruturadas serviram à composição de dados qualitativos complexos (opiniões, memórias, impressões). A expressão de um processo em movimento levou à compreensão de uma “perspectiva do controle social no caleidoscópio”, a presença relevante da participação popular e dos conselheiros de saúde como participantes do campo de possibilidades da política de educação e desenvolvimento dos trabalhadores, tendo em vista o interesse coletivo em um sistema de saúde de acesso universal e com características de integralidade da atenção. A ação do controle social esteve fortemente integrada à “politização” de atores do ensino-aprendizagem, como docentes, estudantes, preceptores e residentes; e à condução de lógicas e estratégias à integração universidade-sociedade na saúde. / This dissertation is a Case Study, done in conjunction with the state capital in the south of Brazil. It looked to bring the perspective of social control in implementing national policies on Health Education to the scene, and at the same time, it showed the emergence of a policy of this nature in the Municipal Health Council concerned. The expressive linking of the dissertation contemplated an analysis on health education, teaching-service integration, techno-assistance models in health care, social control and participation in the health sector. The methodological path was structured based on related documentary research and official publications. The conceptual base that was used in the analysis was the Health Education Quadrilateral, created by Ceccim and Feuerwerkwer. The approach on field research located interlocutors of reference identified with the 4 vertices of the Quadrilateral, allowing one to see the movements of conversations, interactions, disputes and design or redesigning of the results. The document analysis was used to compile the political and normative context and semi-structured interviews were used to compile the complex qualitative data (opinions, memories, impressions). The expression of a process in movement led to the understanding of a "perspective of the social control in a kaleidoscope", the inedited presence of popular participation and that of the health care advisors as participants in the field of possibilities on education policy and development of the employees, keeping the collective interest in a health care system with universal access and features of comprehensive care in mind. The social control action was strongly integrated into the "politicization" of the teaching-learning actors, like faculty, students, tutors and residents; and the logical and strategic drive for university-society integration in health care.

Essa dissertação é um Estudo de Caso, realizado junto a uma capital estadual, no sul do Brasil. Buscou trazer à cena a perspectiva do controle social na implementação da política nacional de Educação na Saúde, ao mesmo tempo em que mostrou a emergência de uma política desta natureza no Conselho Municipal de Saúde em causa. O encadeamento expressivo da dissertação contemplou uma análise sobre a educação na saúde, a integração ensino-serviço, os modelos tecnoassistenciais em saúde, o controle social e a participação no setor sanitário. O percurso metodológico foi estruturado com base na pesquisa documental relacionada e nas publicações oficiais. A base conceitual utilizada na análise foi a do Quadrilátero da Educação na Saúde, formulado por Ceccim e Feuerwerkwer. A abordagem na pesquisa de campo localizou interlocutores de referência identificados com os 4 vértices desse Quadrilátero, deixando ver movimentos de denúncia, conversação, interação, disputa e desenho ou redesenho de resultados. A análise de documentos serviu à composição do contexto político e normativo e entrevistas semiestruturadas serviram à composição de dados qualitativos complexos (opiniões, memórias, impressões). A expressão de um processo em movimento levou à compreensão de uma “perspectiva do controle social no caleidoscópio”, a presença relevante da participação popular e dos conselheiros de saúde como participantes do campo de possibilidades da política de educação e desenvolvimento dos trabalhadores, tendo em vista o interesse coletivo em um sistema de saúde de acesso universal e com características de integralidade da atenção. A ação do controle social esteve fortemente integrada à “politização” de atores do ensino-aprendizagem, como docentes, estudantes, preceptores e residentes; e à condução de lógicas e estratégias à integração universidade-sociedade na saúde. / This dissertation is a Case Study, done in conjunction with the state capital in the south of Brazil. It looked to bring the perspective of social control in implementing national policies on Health Education to the scene, and at the same time, it showed the emergence of a policy of this nature in the Municipal Health Council concerned. The expressive linking of the dissertation contemplated an analysis on health education, teaching-service integration, techno-assistance models in health care, social control and participation in the health sector. The methodological path was structured based on related documentary research and official publications. The conceptual base that was used in the analysis was the Health Education Quadrilateral, created by Ceccim and Feuerwerkwer. The approach on field research located interlocutors of reference identified with the 4 vertices of the Quadrilateral, allowing one to see the movements of conversations, interactions, disputes and design or redesigning of the results. The document analysis was used to compile the political and normative context and semi-structured interviews were used to compile the complex qualitative data (opinions, memories, impressions). The expression of a process in movement led to the understanding of a "perspective of the social control in a kaleidoscope", the inedited presence of popular participation and that of the health care advisors as participants in the field of possibilities on education policy and development of the employees, keeping the collective interest in a health care system with universal access and features of comprehensive care in mind. The social control action was strongly integrated into the "politicization" of the teaching-learning actors, like faculty, students, tutors and residents; and the logical and strategic drive for university-society integration in health care.

Esta investigação enfoca processos de ensino, aprendizagem e avaliação na graduação médica, que acontecem em serviços básicos do Sistema Único de Saúde (SUS), com ênfase nos entraves e potencialidades para a transformação das relações entre a formação e a assistência na perspectiva da integralidade, tendo como referência as Diretrizes Curriculares Nacionais para os Cursos de Graduação em medicina, homologadas pelo Conselho Nacional de Educação em 2001. Com uma abordagem metodológica qualitativa que reúne contribuições da etnografia, da pesquisa transdisciplinar e da cartografia, a pesquisadora propõe ao leitor um diálogo com os relatos de suas observações (de experiências formativas na atenção básica) e dados oriundos da sua própria preceptoria de estudantes de medicina envolvidos em atividades em um centro municipal de saúde. Aponta desafios que necessitam ser enfrentados como: a hegemonia da racionalidade biomédica na conformação do modelo tecnoassistencial e a necessidade de efetivar uma política de recursos humanos no setor que incentive a integração universidade-serviço-comunidade, na aproximação da graduação ao cotidiano do trabalho em saúde e à realidade de vida da população. Estas questões estão associadas ao atual debate sobre integração curricular , educação permanente visando uma práxis formativa criativa que envolva o desenvolvimento de competências (técnico-políticas) e o compromisso para com o cuidado no SUS. Conclui que é justamente na trama local cotidiana, na problematização e intercâmbio entre experiências, que afloram caminhos criativos na superação das rotinas e práticas mecanizadas . Estes processos transformadores são matérias de reflexão para que novos projetos de cuidado sejam construídos coletivamente, emergindo novos patamares na assistência e na formação. / This investigation focuses teaching processes, learning and evaluation in medical graduation, which take place in basic services of Single Health System, emphasizing the obstacles and potentialities to the transformation of relations between the creation and the assistance in the integrality perspective, having as reference the National curriculum Strategy to the Medical Graduation Courses approved by the National Education Council in 2001. Basingin a qualitative methodological approach that reunites contributions from ethnography, transdisciplinary research and cartography, there searcher proposes to the reader a dialog with her observations (of formative experiences in basic attention) and data from her own preceptor of medical students involved in activities in a health municipal center . It indicates challenges that should be faced, as: the hegemony of biomedical rationality in the deterining of the technical assistance model and the necessity of university-service-community integration, in the approximation between the graduation course, the working with health and the populations quotidian reality. These questions are associated with the present debate about curriculum integration, permanent education seeking a creative determining praxis that encloses the development of technical and political competencies and the commitment with care in SUS. It concludes that it is just in the quotidian local web in the problematic and exchange between experiences that creative alternatives emerge in the overcome of routines and mechanized practices. These transforming processes are reflection matters to a collective construction of new care projects, emerging new levels in the assistance and formation.

Esta investigação enfoca processos de ensino, aprendizagem e avaliação na graduação médica, que acontecem em serviços básicos do Sistema Único de Saúde (SUS), com ênfase nos entraves e potencialidades para a transformação das relações entre a formação e a assistência na perspectiva da integralidade, tendo como referência as Diretrizes Curriculares Nacionais para os Cursos de Graduação em medicina, homologadas pelo Conselho Nacional de Educação em 2001. Com uma abordagem metodológica qualitativa que reúne contribuições da etnografia, da pesquisa transdisciplinar e da cartografia, a pesquisadora propõe ao leitor um diálogo com os relatos de suas observações (de experiências formativas na atenção básica) e dados oriundos da sua própria preceptoria de estudantes de medicina envolvidos em atividades em um centro municipal de saúde. Aponta desafios que necessitam ser enfrentados como: a hegemonia da racionalidade biomédica na conformação do modelo tecnoassistencial e a necessidade de efetivar uma política de recursos humanos no setor que incentive a integração universidade-serviço-comunidade, na aproximação da graduação ao cotidiano do trabalho em saúde e à realidade de vida da população. Estas questões estão associadas ao atual debate sobre integração curricular , educação permanente visando uma práxis formativa criativa que envolva o desenvolvimento de competências (técnico-políticas) e o compromisso para com o cuidado no SUS. Conclui que é justamente na trama local cotidiana, na problematização e intercâmbio entre experiências, que afloram caminhos criativos na superação das rotinas e práticas mecanizadas . Estes processos transformadores são matérias de reflexão para que novos projetos de cuidado sejam construídos coletivamente, emergindo novos patamares na assistência e na formação. / This investigation focuses teaching processes, learning and evaluation in medical graduation, which take place in basic services of Single Health System, emphasizing the obstacles and potentialities to the transformation of relations between the creation and the assistance in the integrality perspective, having as reference the National curriculum Strategy to the Medical Graduation Courses approved by the National Education Council in 2001. Basingin a qualitative methodological approach that reunites contributions from ethnography, transdisciplinary research and cartography, there searcher proposes to the reader a dialog with her observations (of formative experiences in basic attention) and data from her own preceptor of medical students involved in activities in a health municipal center . It indicates challenges that should be faced, as: the hegemony of biomedical rationality in the deterining of the technical assistance model and the necessity of university-service-community integration, in the approximation between the graduation course, the working with health and the populations quotidian reality. These questions are associated with the present debate about curriculum integration, permanent education seeking a creative determining praxis that encloses the development of technical and political competencies and the commitment with care in SUS. It concludes that it is just in the quotidian local web in the problematic and exchange between experiences that creative alternatives emerge in the overcome of routines and mechanized practices. These transforming processes are reflection matters to a collective construction of new care projects, emerging new levels in the assistance and formation.

Essa dissertação é um Estudo de Caso, realizado junto a uma capital estadual, no sul do Brasil. Buscou trazer à cena a perspectiva do controle social na implementação da política nacional de Educação na Saúde, ao mesmo tempo em que mostrou a emergência de uma política desta natureza no Conselho Municipal de Saúde em causa. O encadeamento expressivo da dissertação contemplou uma análise sobre a educação na saúde, a integração ensino-serviço, os modelos tecnoassistenciais em saúde, o controle social e a participação no setor sanitário. O percurso metodológico foi estruturado com base na pesquisa documental relacionada e nas publicações oficiais. A base conceitual utilizada na análise foi a do Quadrilátero da Educação na Saúde, formulado por Ceccim e Feuerwerkwer. A abordagem na pesquisa de campo localizou interlocutores de referência identificados com os 4 vértices desse Quadrilátero, deixando ver movimentos de denúncia, conversação, interação, disputa e desenho ou redesenho de resultados. A análise de documentos serviu à composição do contexto político e normativo e entrevistas semiestruturadas serviram à composição de dados qualitativos complexos (opiniões, memórias, impressões). A expressão de um processo em movimento levou à compreensão de uma “perspectiva do controle social no caleidoscópio”, a presença relevante da participação popular e dos conselheiros de saúde como participantes do campo de possibilidades da política de educação e desenvolvimento dos trabalhadores, tendo em vista o interesse coletivo em um sistema de saúde de acesso universal e com características de integralidade da atenção. A ação do controle social esteve fortemente integrada à “politização” de atores do ensino-aprendizagem, como docentes, estudantes, preceptores e residentes; e à condução de lógicas e estratégias à integração universidade-sociedade na saúde. / This dissertation is a Case Study, done in conjunction with the state capital in the south of Brazil. It looked to bring the perspective of social control in implementing national policies on Health Education to the scene, and at the same time, it showed the emergence of a policy of this nature in the Municipal Health Council concerned. The expressive linking of the dissertation contemplated an analysis on health education, teaching-service integration, techno-assistance models in health care, social control and participation in the health sector. The methodological path was structured based on related documentary research and official publications. The conceptual base that was used in the analysis was the Health Education Quadrilateral, created by Ceccim and Feuerwerkwer. The approach on field research located interlocutors of reference identified with the 4 vertices of the Quadrilateral, allowing one to see the movements of conversations, interactions, disputes and design or redesigning of the results. The document analysis was used to compile the political and normative context and semi-structured interviews were used to compile the complex qualitative data (opinions, memories, impressions). The expression of a process in movement led to the understanding of a "perspective of the social control in a kaleidoscope", the inedited presence of popular participation and that of the health care advisors as participants in the field of possibilities on education policy and development of the employees, keeping the collective interest in a health care system with universal access and features of comprehensive care in mind. The social control action was strongly integrated into the "politicization" of the teaching-learning actors, like faculty, students, tutors and residents; and the logical and strategic drive for university-society integration in health care.

In South Africa all the major categories of violent crime (homicide, aggravated robbery, serious assault and rape) showed an increase during the early 2000s. More than half of the total offences that were committed in South Africa during 2005 were aggressive offences. The goal of the study was to explore the perception of offenders regarding the triggering and contributing socio-economic factors to aggravated robbery with a view to inform rehabilitation and re-integration programmes for these offenders. Within the context of the interrelatedness of socio-economic factors such as poverty, inequality, unemployment and human rights, developmental social welfare and its underpinning theory of social development was an appropriate theoretical framework for the study. A qualitative research approach was utilised for the study and data was gathered by means of semi-structured interviews. Respondents for the study included maximum-term offenders that were serving an imprisonment sentence for aggravated robbery. The research findings indicate a reciprocal relationship between poverty, inequality, unemployment, intoxicating substances and intra- and interpersonal factors as possible triggering and contributing factors to aggravated robbery. Unemployment, which is exacerbated by a lack of education and skills development and linked to intra- and interpersonal factors, appears to be a dominant socio-economic factor that could contribute to or trigger aggravated robbery. The study concluded that rehabilitation programmes still lack a holistic, integrated developmental approach and hence do not prepare ex-offenders for full integration into society. The Department of Correctional Services was pointed out as a significant role-player in facilitating rehabilitation programmes that include skills development for job creation in a holistic, integrated developmental manner. Recommendations include that the Department of Correctional Services should seek partnerships and closer working relations with external service providers, and develop and implement integrated developmental rehabilitation programmes that will facilitate the creation of productive economic opportunities for offenders while they are still incarcerated and once they have been released back into the community. / Dissertation (MSW)--University of Pretoria, 2012. / Social Work and Criminology / unrestricted

The diploma thesis "New Regionalism and Sub-Saharan Africa" deals with the question of economic integration in Africa and its theoretical reflexion. First chapter deals with the question whether different integration theories are applicable to African reality or not. Author subsequently analyzes Pan-Africanism as a specifically African ideology, classical economic integration theories, classical theories of political science on integration and modern theories of political science, with the conclusion that neither of these theories provides explanation of speeding up African integration in recent years. Chapter two deals with the phenomenon of so-called "new regionalism" as a process in world economy, second part deals with different theoretical conceptions and theories trying to describe and theorize about this process. Chapter three briefly describes evolution of African integration from its colonial starts to the newest initiatives connected with the transformation of Organization of African Unity into African Union. Chapter four offers five case studies of integration in different regional organizations. Each case study outlines starting position in 1991 in the sense of creation of organization, its aims and evolution of integration up to signing of the Abuja Treaty creating African Economic...

La lésion cérébrale acquise (LCA) engendre des séquelles dont la chronicité est à l’origine de difficultés dans les activités familiales, sociales et professionnelles. L’interaction des facteurs lésionnels, personnels de la personne cérébrolésée et ceux de son environnement vont contribuer au handicap. Face à la complexité de ce handicap, des programmes d’aide à l’intégration communautaire (IC), comme les UEROS, ont été développés pour favoriser l’insertion familiale, sociale et professionnelle des patients et améliorer leur qualité de vie (QDV). Mieux connaitre les déterminants de l’IC et l’évolution des processus psychologiques au cours de ces programmes semble nécessaire. Le premier objectif de ce travail vise à améliorer l’évaluation de l’IC après LCA en validant en français le Community Integration Questionnaire-Revised (CIQ-R) de Callaway et al. (2016). Les résultats de l’étude transversale menée auprès 191 patients cérébrolésés montrent les qualités psychométriques du CIQ-R. Celui-ci permet d’évaluer quatre dimensions de l’IC ainsi qu’un score global. Le deuxième objectif de ce travail est double : repérer les déterminants du devenir professionnel des patients 36 mois après leur entrée à l’UEROS-Aquitaine et étudier l’évolution des processus psychologiques, de la qualité de vie (QDV) et de l’IC tout au long de leur participation au programme. Dans le cadre d’une étude longitudinale, 49 patients cérébrolésés ont été inclus à leur entrée à l’UEROS-Aquitaine. Des données psychologiques, de QDV et d’IC ont été recueillies à 5 reprises sur 24 mois et le devenir professionnel a été évalué à 36 mois. Trois facteurs, parmi ceux évalués à l’inclusion, discriminent les patients ayant retrouvé une activité professionnelle (AP) de ceux sans AP 36 mois plus tard: un âge jeune, un faible besoin d’aides en vie quotidienne et l’utilisation de la pensée positive pour faire face aux difficultés liées à la LCA. Des modélisations par équations structurales montrent que la symptomatologie dépressive et le coping « Evitement » diminuent jusqu’à 1 an après l’inclusion puis augmentent au cours de la deuxième année. La dimension « Soi » de la QDV et la satisfaction de vie augmentent jusqu’à 1 an puis diminuent ensuite. La QDV « Physique » augmente tout au long des 2 ans. Enfin, les résultats indiquent une absence d’évolution significative des scores d’estime de soi, de sentiment d’auto-efficacité et d’IC sur 2 ans. L’ensemble de nos résultats suggère des implications cliniques tant pour l’évaluation de l’IC que pour l’accompagnement à long terme des personnes cérébrolésées. / Acquired brain injury (ABI) causes disorders with chronicity at the origin of difficulties in daily, social and professional activities. The interaction of brain-injured people’s lesional, personal and environmental factors will contribute to the resulting disability. Given the complexity of this disability, Community Integration (CI) training programs have been developed, such as the UEROS, to promote family, social and professional integration. A better understanding of the determinants of CI and the evolution of psychological processes during these programs seems necessary. The first objective of this work aims to enhance the evaluation of CI after ABI by validating, for the french language, the Community Integration Questionnaire-Revised (CIQ-R) by Callaway et. al (2016). The results of the transversal study carried out with 191 ABI patients show the psychometric qualities of the CIQ-R. This tool allows evaluation of four dimensions of CI as well as an overall CI score. The second objective of this work is twofold: to identify determinants of the professional outcome of patients 36 months after their entry into the UEROS-Aquitaine program and to study evolution of psychological processes, quality of life (QoL) and CI throughout their participation in the program. In the context of longitudinal study, 49 ABI patients were included upon entry to UEROS-Aquitaine program. Psychological, QoL and CI data were collected at 5 moments during 24 months and professional outcome was evaluated at 36 months. Three factors among those evaluated upon inclusion discriminate patients having found a professional activity (PA) from those with no PA 36 months later: young age, a low need for aids in daily living and use of positive thinking to cope with the difficulties associated with the ABI. Structural equation modeling indicates that depressive symptomatology and avoidance coping decrease until 1 year after inclusion and then increase in the second year. The "self" dimension of QOL and life satisfaction increase up to the first year and then decrease during the second year. Physical QoL increases over 2 years. Finally, the results indicate a lack of significant change in self-esteem scores, self-efficacy and CI over 2 years. The results as a whole have clinical implications both for the evaluation of ABI patients' CI and for their long-term support.