Made available in DSpace on 2016-04-04T18:28:18Z (GMT). No. of bitstreams: 1 Larissa Soares Baima.pdf: 944232 bytes, checksum: a725937ad27dc3e3cf228022203be141 (MD5) Previous issue date: 2014-12-17 / The objective of this research is to conduct an evaluation of community social psychology (PSC) in Brazil fro a look on their aspect of training . Understanding that the PSC is an alternative to the hegemonic psychology in Brazil and a possible contribution to societal change. And this is one of the chains that make up the movement of critical psychology in Latin America and Brazil, offering important contributions in the critique of hegemonic psychology. The graduate training in psychology, especially the training for research and intervention in PSC, is problematized in order to identify elements that contribute to the analysis of the overall picture of community social psychology in the country. From the technique of survey research, seized up data regarding the general framework of training in psychology and training in the specific context of PSC in a selection o institutions that offer the course in psychology in the country. A qualitative analysis of type content analysis made the analysis of subjects PSC programs in order to characterize the existing training in the field. The research method was guided by dialectical and historical materialism, understanding that our object is concrete, historically situated and constructed in dialectical relationships between the particular and the universal, between the parts and the whole. The results point to some considerations: training in psychology, in Brazil, is mostly held in private educational institutions in the Southeast. Only minimally complies with the requirements of DCNs, and the presence of PSC in curricula happens within this movement. But the presence of PSC in undergraduate curricula do not correspond to a change in the trend of traditional education in psychology. The PSC in existing curricula is an isolated discipline, not affiliated with the research and practice. The study points to the need to stimulate debate about education in psychology and PSC to analyze more critically the role that grounded PSC has met the Brazilian psychology. / O objetivo desta pesquisa ? o de realizar uma avalia??o da psicologia social comunit?ria (PSC) no Brasil a partir de um olhar sobre seu aspecto da forma??o. Parte-se da compreens?o de que a PSC se apresenta como alternativa ? psicologia hegem?nica no Brasil e como possibilidade de contribui??o para a mudan?a da sociedade. E que esta ? uma das correntes que comp?em o movimento de cr?tica da psicologia na Am?rica Latina e no Brasil, oferecendo importantes contribui??es na cr?tica ? psicologia hegem?nica. A forma??o graduada em psicologia, especialmente a forma??o para a pesquisa e interven??o em PSC, ? problematizada no sentido de se levantar elementos que contribuam para a an?lise do panorama geral da psicologia social comunit?ria no pa?s. A partir da t?cnica de pesquisa de levantamento, apreenderam-se dados referentes ao quadro geral da forma??o em psicologia e ao ?mbito espec?fico da forma??o em PSC em uma sele??o de institui??es que oferecem o curso de psicologia no pa?s. Uma an?lise qualitativa do tipo an?lise de conte?do subsidiou a an?lise de programas de disciplinas de PSC com o intuito de caracterizar a forma??o existente no campo. O m?todo de pesquisa foi orientado pelo materialismo hist?rico e dial?tico, entendendo que nosso objeto ? concreto, historicamente situado e constitu?do de rela??es dial?ticas entre o particular e o universal, entre as partes e o todo. Os resultados apontaram para algumas considera??es: a forma??o em psicologia, no Brasil, ? majoritariamente realizada em institui??es privadas de ensino, no sudeste do pa?s. Obedece apenas minimamente ?s exig?ncias das DCNs, e a presen?a da PSC nos curr?culos acontece dentro desse movimento. Mas, a presen?a da PSC nos curr?culos de gradua??o n?o corresponde a uma mudan?a na tend?ncia tradicional de forma??o em psicologia. A PSC existente nos curr?culos ? uma disciplina isolada, sem v?nculo com a pesquisa e a pr?tica. O estudo aponta para a necessidade de se estimular o debate acerca da forma??o em psicologia e em PSC para a an?lise mais criticamente fundamentada do papel que a PSC tem cumprido na psicologia brasileira.

Made available in DSpace on 2016-04-04T18:30:07Z (GMT). No. of bitstreams: 1 MARIA AUREA PEREIRA SILVA.pdf: 1584876 bytes, checksum: e1fab6a2f7e831f31c91c13bf0ad6e93 (MD5) Previous issue date: 2015-06-24 / The very rare presence of a school psychologist in the Brazilian public teaching school net presents gaps, as the lack of a job, in the professional orientation field, which considers the discussion of both school and the work world as relevant categories of material life in society divided into classes. By mentioning this gap, it was aimed to know better these two categories. In order to do that, it is defended the thesis that psychology is not inserted in the public school day life, therefore, it is not involved with youth, mainly, in its professional orientation practice, which does not face the discussion of education to the work world in the capitalist system. In this perspective, the present study aimed to analyze youths conceptions, students of Adults and Youths Education (EJA), who take the second phase of Fundamental School, about the articulation between school and work as a fundamental element of human life. The methodologic way was based upon a qualitative model, under the light of Historic and Dialect Materialist method; the research was guided by ethics procedures, by an interview guide with the following dimensions: Personal; Schooling; Work; and Future Expectations, and by information which were recorded in Field Rollcalls. The theoretical basis was built starting from four structural axles: 1) The day life and work in contemporaneous Capitalism; 2) Education and Work; 3) Youth; and 4) School Psychology and Professional Orientation. The data were set from the four dimensions that undertook the investigation way and guided the analysis. The outcomes showed that many participants of this research studied and worked, although in poor conditions; and had the acknowledgment of school learning as a tool that enables personal, professional and social growth many of them spoke about their dreams to take a University course. The analysis were performed from each one of the four mentioned dimensions, and conclude that the school psychologist action in public school is relevant because it enables students and the others from school community, the practice of reflections and analysis about concrete reality towards emancipation. / A rar?ssima presen?a do psic?logo escolar na rede brasileira de ensino p?blica, possivelmente apresenta lacunas, como a falta de um trabalho, no ?mbito da orienta??o profissional, que considere a discuss?o da d?ade escola e trabalho como categorias relevantes da vida material em uma sociedade dividida em classes. Ao suscitar essa car?ncia, buscou-se conhecer melhor essas duas categorias. Para tanto, defende-se a tese de que a Psicologia n?o est? inserida no cotidiano da escola, portanto, essa ci?ncia n?o est? envolvida com a juventude de classe popular. Nessa perspectiva, o presente estudo teve como objetivo analisar concep??es de jovens de classe popular, estudantes da Educa??o de Jovens e Adultos (EJA) - Ensino Fundamental, sobre a articula??o entre escola e trabalho como elemento fundamental da vida humana. O percurso metodol?gico baseou-se na modalidade qualitativa, ? luz do m?todo Materialista Hist?rico e Dial?tico; a pesquisa orientou-se por procedimentos ?ticos, por um roteiro de entrevista composto de quatro dimens?es: Pessoal; Escolar; Trabalho; e Expectativas de Futuro, e por informa??es que foram registradas nos di?rios de campo. A fundamenta??o te?rica foi constru?da em quatro eixos estruturantes: 1) A vida cotidiana e o trabalho no Capitalismo contempor?neo; 2) Educa??o e Trabalho; 3) Juventude e Classe Social; e 4) Psicologia Escolar e Trabalho. Os dados foram dispostos a partir das quatro dimens?es que subsidiaram o encaminhamento da investiga??o e orientaram as an?lises. Os resultados mostraram que muitos jovens trabalham, embora em condi??es salariais prec?rias; eles reconheceram a escolaridade como instrumento que possibilita a ascens?o pessoal, profissional e social muitos verbalizaram a vontade de cursar o ensino superior. Os resultados tamb?m sugerem a import?ncia da atua??o do psic?logo no ambiente escolar, de forma integral, especialmente, em programas educacionais, cujos participantes apresentam vulnerabilidades referentes ? sua trajet?ria de vida em ?mbito hist?rico, econ?mico e social.

Made available in DSpace on 2016-04-29T13:30:57Z (GMT). No. of bitstreams: 1 Andre Bruttin.pdf: 1591233 bytes, checksum: 4da52fc8d0402267f98bd1be8820120b (MD5) Previous issue date: 2012-05-18 / This is a social psychology thesis, in the work and organizational psychology area, which has as a main focus to develop a people management system focusing the promotion of health of workers in a recovered factory, based on the critical role of a psychologist inserted in it. For that I have used as a theoretical reference the social psychology of work and organizations and the psychology of sociohistorical perspective and as a methodological reference I have used the proposal of the theme field. The research was done in a recovered factory in Salto, state of São Paulo, Brazil, and had as the main result the implementation of a people management system which inverts the traditional polarity of work organization, leaving the most traditional that focus the capital behind to have the worker as the main focus in the work process. The program focusing the promotion of health implemented at Metalcoop, was based on five main axis. a) putting work to serve the worker, as we search that the management policies have the worker as the focus; b) promoting the human development through work, as we seek for developing actions from the worker´s point of view and not the organization; c) working policies of identity and identity policies searching projects capable of creating a new character, the partner-worker at the same time that we were promoting the identity personal projects within the organization; d) promoting the worker participation in the organization s decision-making process, aiming to widen the democratic participation in the organization at the same time as we were searching for the development of its critical vision in order to better use the already existing democratic spaces; e) occupational health, managing the work process to avoid those as elements to cause illness / Esta é uma tese de psicologia social, dentro do campo da psicologia organizacional e do trabalho, que teve como foco principal desenvolver um sistema de gestão de pessoas com foco em promoção de saúde do trabalhador em uma fábrica recuperada, a partir de uma atuação crítica do psicólogo inserido nas organizações. Para tanto utilizei como referencial teórico a psicologia social do trabalho e das organizações e a psicologia de perspectiva sócio-histórica e como referencial metodológico a proposta do campo-tema. A pesquisa foi realizada em uma fábrica recuperada localizada em Salto, São Paulo, e teve como principais resultados a implementação de um sistema de gestão de pessoas que inverte a polaridade tradicional da organização do trabalho, saindo do direcionador mais tradicional o capital e passando a ter no trabalhador o foco principal dos processos de trabalho. O programa com vistas a promoção de saúde implementado na Metalcoop, foi escorado em cinco eixos principais. a) colocar o trabalho a serviço do trabalhador, em que buscamos que as práticas e políticas de gestão tivessem o trabalhador como foco principal; b) fomentar o desenvolvimento humano através do trabalho, em que buscamos pensar ações de desenvolvimento a partir do trabalhador e não da organização; c) trabalhar políticas de identidade e identidades políticas, em que buscamos projetos que pudessem viabilizar um novo personagem, o sócio-trabalhador ao mesmo tempo em que fomentávamos os projetos pessoais de identidade dentro da organização; d) Fomentar a participação do trabalhador no processo decisório da organização, em que buscamos ampliar os espaços de participação democrática dentro da organização ao mesmo tempo em que buscávamos desenvolver a visão crítica do trabalhador, para que aproveitasse melhor os espaços democráticos existentes; e) saúde ocupacional, em que buscávamos fazer a gestão dos processos de trabalho evitando que fossem elementos geradores de adoecimento

Title from second page of PDF document. Includes bibliographical references (p. 228-234).

The ever-changing demands of working life pose considerable challenges to higher education. The literature indicates that traditional forms of university instruction positioned a deficit model of teaching and learning, which is embedded in a logical positivist paradigm, as authoritative in the production of ‘experts’ who possess legitimate knowledge. However, in professional practice, health practitioners often deal with ill-defined problems. If health practitioners are to be prepared properly for their future careers, the development of reflective thinking should be an integral component of professional education courses. The aim of this study was to explore the public narratives on existing teaching and learning practices in higher education, orthotics/prosthetics and psychology, and to examine the authority of these narratives in the unfolding stories of students and the facilitator in a pilot applied psychology course designed for orthotist/prosthetist professionals. There is a paucity of psychological research in orthotic/prosthetic practice and further research in this domain is needed, particularly from a qualitative approach. A story map was used to integrate the methodology of personal experience methods and narrative analysis into one model that represents the voice of public and private narratives in a specific temporality of past, present and future. The analysis of public and private texts revealed the narrative themes of teaching and learning, co-constructing knowledge, reflection-on-practice, disability, community of concern and agency. A critical psychology and social constructionist approach is proposed to facilitate reflective clinical practice in a psychology module for orthotics and prosthetics. In a collaborative learning community, the lived experiences, knowledge, skills, and desires that invited orthotist/prosthetists into this helping field are honoured. In addition, they are encouraged to reflect on the value of professional interventions by using pragmatic criteria of whether an approach fits or is useful for a client, rather than relying on some abstract notion of ‘truth’. / Thesis (PhD (Psychology))--University of Pretoria, 2007. / Psychology / unrestricted

This thesis consists of a series of analytically independent, but conceptually interrelated studies of language ideologies across a number of different discursive terrains. The overarching objective of these interventions is to illuminate the relationship between language, politics and subjectivity from a number of different historical, philosophical, theoretical and empirical perspectives. This, in turn, is pursued with the aim to critically interrogate the ways in which social psychology has traditionally conceptualised and approached language (and language related phenomena), and to explore some of the conceptual, metatheoretical and theoretical requirements for a reconfigured, critical social psychology of language. Towards this end, the following specific themes are explored: (1) the political role language has historically played in South Africa, especially with regards to the articulation and political embodiment of various ethnically, racially and nationally mediated forms of subjectivity (Chapter 3); the politically productive role language has played in the emergence of nationalism, nation-state societies and the modern political order more broadly (and, vice versa, the role nationalism and the modern nation-state has played in delineating language as an ontologically, epistemologically and politically consistent object of state, academic and popular interest) (Chapter 4); (3) the way in which nationally mediated and state-oriented conceptions of language, politics and political subjectivity have been assumed, naturalised and reproduced by traditional social psychology throughout the twentieth century (Chapter 5); and (4) the way in which ordinary discussions about language in an everyday South African setting contribute (by invoking liberal and nationalist discourses, amongst others) to the continued racialisation of language and public space in this country, and to the further legitimisation of linguistically mediated forms of inequality and marginalisation (Chapter 6). In each instance the focus is on language as both constructed and constructive in relation to the emergence of particular social and political orders and their associated subjectivities. The thesis concludes with a reflection on the limits of discourse and ideology as frameworks for the study of language, politics and subjectivity, and develops a number of tentative ideas about language as a corporeal component of embodied and affective subjectivities (Chapter 7). / Thesis (Ph. D.) (Psychology)

This thesis consists of a series of analytically independent, but conceptually interrelated studies of language ideologies across a number of different discursive terrains. The overarching objective of these interventions is to illuminate the relationship between language, politics and subjectivity from a number of different historical, philosophical, theoretical and empirical perspectives. This, in turn, is pursued with the aim to critically interrogate the ways in which social psychology has traditionally conceptualised and approached language (and language related phenomena), and to explore some of the conceptual, metatheoretical and theoretical requirements for a reconfigured, critical social psychology of language. Towards this end, the following specific themes are explored: (1) the political role language has historically played in South Africa, especially with regards to the articulation and political embodiment of various ethnically, racially and nationally mediated forms of subjectivity (Chapter 3); the politically productive role language has played in the emergence of nationalism, nation-state societies and the modern political order more broadly (and, vice versa, the role nationalism and the modern nation-state has played in delineating language as an ontologically, epistemologically and politically consistent object of state, academic and popular interest) (Chapter 4); (3) the way in which nationally mediated and state-oriented conceptions of language, politics and political subjectivity have been assumed, naturalised and reproduced by traditional social psychology throughout the twentieth century (Chapter 5); and (4) the way in which ordinary discussions about language in an everyday South African setting contribute (by invoking liberal and nationalist discourses, amongst others) to the continued racialisation of language and public space in this country, and to the further legitimisation of linguistically mediated forms of inequality and marginalisation (Chapter 6). In each instance the focus is on language as both constructed and constructive in relation to the emergence of particular social and political orders and their associated subjectivities. The thesis concludes with a reflection on the limits of discourse and ideology as frameworks for the study of language, politics and subjectivity, and develops a number of tentative ideas about language as a corporeal component of embodied and affective subjectivities (Chapter 7). / Thesis (Ph. D.) (Psychology)

In this qualitative study the researcher explores the experiences of various caregivers at a day care centre for developmentally challenged children. This study also attempts to draw a distinction between the experiences of formal and informal caregivers’ experiences. The study is underpinned by two assumptions: 1) that in order to obtain a rich understanding of a phenomenon, the views and voices of a variety of individuals need to be considered and 2) that cultural values and practices play a significant role in the way individuals experience a certain phenomenon. The experiences of both formal and informal caregivers are documented using thematic analysis. An analysis of the participants’ global themes revealed that “education/learning/skills development” and “communication barriers” were common themes among both participant groups. Each participant group also expressed unique experiences such as “being a parent”, “becoming a foster parent” and “being useless as a professional-in-training”. Focal areas for further research are highlighted. / Clinical Psychology / M.A. (Clinical Psychology)

Text in English / The inception of psychology as a practicing profession in 1938 brought with it a continuing scientific struggle geared towards cementing its place as a value-adding health service in the form of psychotherapy. Concepts such as Empirically Supported Treatments (ESTs), Evidence Based Treatments (EBTs) and Evidence Based Practice in Psychology (EBPP) arose out of research attempts to scientifically prove the efficacy of psychological treatment versus psychiatric medications or versus no treatment. This focus on evidence in psychotherapy partly stems from, but also influences public policy in the form of practice and training mandates as well as government and insurance funding policies for psychotherapy. At present ESTs, EBTs and EBPP are the source of polarisation among psychologists who argue for either sides of this controversy, raising questions on a practical/policy level as well as an epistemological level. This thesis differentiates between ESTs, EBTs and EBPP as well as the Common Factors approach and continues to critically investigate the advantages, practical/policy implications and epistemological critiques against these approaches. Some of the identified shortfalls resulting from unwarranted epistemological (empirical) assumptions are addressed by proposing a social constructionist model of therapeutic factors based on social constructionist- and eco-systemic theories. The proposed model allows therapists to employ EBT’s in conjunction with various other (excluded) approaches that are available in their arsenal of treatments. Clinical case studies are used to illustrate the model’s practical operation in therapeutic contexts. / Psychology / Ph.D. (Psychology)

Made available in DSpace on 2016-04-04T18:28:07Z (GMT). No. of bitstreams: 1 Etienne Janiake.pdf: 893829 bytes, checksum: adf272b07e40efe76554b6960534c855 (MD5) Previous issue date: 2012-12-11 / This paper reflects on the introduction of Psychology in the services and programs of the National Social Assistance, conducted by non-governmental entities socioassistenciais the "third sector". The specific objectives of the study are: to expose a critical overview of the development of the National Social Assistance; explain the reasons for the policy, opposing the guidelines expressed in legal frameworks, with observed reality programs and services operating in the country; reflecting on the role historically played by psychology in relation to the social question; introduce Critical Psychology as a perspective that points crucial to professional action on this policy. Based on the methodology Historical Materialist Dialectics, this theoretical work includes the following methodological steps: review of the legal framework underlying the policy of social assistance and predict the performance of psychologists in this policy; literature review of published scientific papers related to the introduction of Psychology in System Unified Social Assistance; reflection and professional practice performed on non-governmental organization. It is observed as a result, the impact of increasing privatization process this policy failures in process support, training, monitoring and control of services provided by the "third sector", by the government. Furthermore, we identified the lack of a theoretical and practical psychologists for this insertion, the result of the fragility own science and profession of psychology, that by placing the individual as the object of study and performance focus, historically brought few contributions understanding the dynamics of social exclusion. We conclude by pointing to the need for strengthening of a new ethical-political project for Psychology, that starting from a critical perspective, and constant liaison with existing public policies, encompassing understanding of the contradictions existing in society and the profession itself, resulting in a practice effectively committed to the transformation of social reality. / O trabalho reflete sobre a inser??o da Psicologia nos servi?os e programas da Pol?tica Nacional de Assist?ncia Social, realizados por entidades socioassistenciais n?o governamentais do terceiro setor . Apresenta como objetivos espec?ficos: expor um panorama cr?tico do desenvolvimento da Pol?tica Nacional de Assist?ncia Social; explicitar os fundamentos dessa pol?tica, contrapondo as diretrizes expressas nos marcos legais, com a realidade observada nos programas e servi?os em funcionamento no pa?s; refletir sobre o papel desempenhado historicamente pela Psicologia na rela??o com a quest?o social; introduzir a Psicologia Cr?tica, como uma perspectiva que aponta elementos fundamentais para a atua??o profissional nessa pol?tica. Baseado na metodologia Materialista Hist?rica Dial?tica, esse trabalho te?rico contempla as seguintes etapas metodol?gicas: revis?o dos marcos legais que fundamentam a pol?tica de assit?ncia social e prev?em a atua??o dos psic?logos nessa pol?tica; revis?o bibliogr?fica de trabalhos cient?ficos publicados, relacionados ? inser??o da Psicologia no Sistema ?nico de Assist?ncia Social; e reflex?o de pr?tica profissional executada em organiza??o n?o governamental. Observa-se, como resultado, o impacto do crescente processo de privatiza??o dessa pol?tica, com falhas no processo de suporte, capacita??o, acompanhamento e controle dos servi?os prestados pelo terceiro setor , por parte do poder p?blico. Al?m disso, identificou-se a car?ncia de um embasamento te?rico e pr?tico dos psic?logos para essa inser??o, fruto da fragilidade pr?pria da ci?ncia e profiss?o da Psicologia, que ao colocar o indiv?duo como seu objeto de estudo e foco de atua??o, historicamente trouxe poucas contribui??es ? compreens?o da din?mica social da exclus?o. Conclui-se, apontando para a necessidade de fortalecimento de um novo projeto ?tico-pol?tico para a Psicologia, que partindo de uma perspectiva cr?tica, e constante articula??o com as pol?ticas p?blicas vigentes, abarque a compreens?o das contradi??es existentes na sociedade e na pr?pria profiss?o, resultando em uma pr?tica efetivamente comprometida com a transforma??o da realidade social.