Submitted by Joana Azevedo (joanad@id.uff.br) on 2017-07-11T14:14:44Z No. of bitstreams: 1 Dissert Andréa Perez Corrêa.pdf: 4474805 bytes, checksum: 99bff722994fb17e0e2bac78d51cb56c (MD5) / Approved for entry into archive by Biblioteca da Escola de Engenharia (bee@ndc.uff.br) on 2017-07-11T17:58:01Z (GMT) No. of bitstreams: 1 Dissert Andréa Perez Corrêa.pdf: 4474805 bytes, checksum: 99bff722994fb17e0e2bac78d51cb56c (MD5) / Made available in DSpace on 2017-07-11T17:58:01Z (GMT). No. of bitstreams: 1 Dissert Andréa Perez Corrêa.pdf: 4474805 bytes, checksum: 99bff722994fb17e0e2bac78d51cb56c (MD5) Previous issue date: 2017-03-30 / Ainda é perceptível nos tempos atuais uma ausência de foco nos aspectos positivos dos indivíduos e uma atenção ainda concentrada numa modelagem de liderança voltada para saneamento de déficits de competências. Nesse contexto, as pesquisas da Psicologia Positiva surgem com seus métodos cientificamente rigorosos, aprofundando o estudo dos aspectos positivos das pessoas e sobre uma vida mais significativa e com maior bem-estar. Diante disso, a área do comportamento organizacional constata a possibilidade de migrar para seu arcabouço teórico as descobertas sobre os benefícios comprovados pela Psicologia Positiva e constrói a modelagem do Comportamento Organizacional Positivo, onde o capital psicológico positivo - PsyCap, com seus quatro componentes – esperança, otimismo, autoeficácia e resiliência- surgem como um desdobramento dos capitais do ambiente organizacional, colaborando com uma abordagem mais positiva no contexto do trabalho. Nesse cenário, o objetivo geral desse estudo é, no contexto organizacional brasileiro, mais especificamente na instituição pública Comissão Nacional de Energia Nuclear – CNEN, identificar qual a opinião dos servidores e terceirizados – líderes ou liderados - sobre os possíveis benefícios, que uma postura voltada para o foco e o desenvolvimento do PsyCap pode trazer para o trabalho, verificando se a teoria sobre o tema se confirma ou diverge ao final deste estudo. Para o atingimento deste objetivo, foi desenvolvida uma pesquisa exploratória, levando-se em consideração a embrionária aplicação do tema capital psicológico positivo no Brasil, o que permitiu uma análise do fenômeno de forma mais investigativa. Por meio de uma pesquisa on line, sugerida com participação voluntária ao universo de 2.959 servidores e terceirizados de todas as unidades da CNEN, foi aplicado questionário de pesquisa com perguntas elaboradas com base na revisão da literatura, tendo sido alcançada uma amostra de 232 respondentes. Os dados estatísticos permitiram chegar a resultados generalizáveis de que há uma percepção positiva por parte dos respondentes sobre a aplicabilidade do PsyCap, no que tange aos benefícios que podem trazer ao trabalho, sobre a geração de benefícios com a aplicação de uma intervenção/treinamento com essa temática e sobre a aptidão de lideres no trato de uma abordagem com PsyCap. Além disso, foram identificados os componentes individuais e do trabalho que podem favorecer o aumento dos índices do Psycap e como o índice de PsyCap dos líderes pode favorecer e em que termos o ambiente de trabalho em algumas variáveis. O presente estudo traz enorme contribuição para: uma possível aplicabilidade de iniciativas no ambiente organizacional da CNEN e provavelmente em outras instituições com perfil similar; conhecimento para a construção de um modelo de intervenção/treinamento customizada aos ambientes do serviço público federal que possam vir a ser generalizáveis em outras empresas com configuração distinta; a geração de novos conhecimentos sobre o PsyCap no contexto nacional e incentivo a novas pesquisas acadêmicas com a temática do PsyCap no Brasil. / A lack of focus on the positive aspects of individuals is still perceptible, and attention is still focused on leadership modeling, aimed at sanitizing skills deficits. In this context, Positive Psychology research emerges with its scientifically rigorous methods, deepening the study of positive aspects of people and a more meaningful and well-being life. Thus, the area of organizational behavior shows the possibility of migrating to its theoretical framework the findings about the benefits of Positive Psychology and builds the Positive Organizational Behavior modeling, where positive psychological capital - PsyCap, with its four components - hope, Optimism, self-efficacy, and resilience-emerged as an unfolding of the capitals of the organizational environment, collaborating with a more positive approach in the context of work. In this scenario, the general objective of this study is, in the Brazilian organizational context, more specifically in the public institution CNEN, to identify the opinion of the servers and outsourced - leaders or commanded - about the possible benefits that a posture focus and development of PsyCap can bring to the work, checking whether the theory on the topic is confirmed or diverges at the end of this study. To achieve this objective, an exploratory research was developed, taking into account the embryonic application of the positive psychological capital theme in Brazil, which allowed an analysis of the phenomenon in a more investigative way. Through an online survey, suggested with voluntary participation to the universe of 2,959 servers and outsourced of all the units of CNEN, a questionnaire of research was applied with questions elaborated based on the literature review, having been reached a sample of 232 respondents. The statistical data allowed us to reach generalizable results that there is a positive perception by the respondents about the applicability of PsyCap, regarding the benefits that can bring to work, about the generation of benefits with the application of an intervention / training with this And on the aptitude of leaders in dealing with a PsyCap approach. In addition, we identified the individual and work components that may favor the increase of the Psycap indexes and how the PsyCap index of the leaders can favor and in what terms the work environment in some variables. The present study presents a great help for: the possible applicability of initiatives in the organizational environment of CNEN and probably in other institutions with similar profile; Knowledge for the construction of a model of intervention / personalized training for the environments of the federal public service that can be generalizable in other companies with different configuration; The generation of new knowledge about PsyCap in the national context and the encouragement of new academic research with PsyCap in Brazil.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-24T17:58:36Z No. of bitstreams: 1 Juliana da Rosa Pureza.pdf: 1746305 bytes, checksum: 1269d0c651ad291f9b63480eddd161e4 (MD5) / Made available in DSpace on 2015-04-24T17:58:36Z (GMT). No. of bitstreams: 1 Juliana da Rosa Pureza.pdf: 1746305 bytes, checksum: 1269d0c651ad291f9b63480eddd161e4 (MD5) Previous issue date: 2013-01-31 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A presente dissertação teve como objetivo estudar as intervenções para o fenômeno bullying na infância. Ela encontra-se composta por dois estudos organizados no formato de artigo. O primeiro deles, apresenta uma revisão sistemática da literatura sobre intervenções para o fenômeno bullying na infância, datadas de 2002 a 2013 e localizadas nas bases MEDLINE, LILACS, SCIELO, ASP (EBSCO), Oxford University Press, PsycINFO, ScienceDirect e Web of Science. Foram analisados 19 artigos, cuja maioria destacou que as intervenções tiveram como objetivo a diminuição dos índices de bullying e ocorreram no ambiente escolar no formato grupal, envolvendo participantes de toda a escola. Também se identificou- a existência de diversos procedimentos de avaliação para o bullying na infância e a escassez de estudos realizados com crianças menores de oito anos, além da falta de clareza acerca dos modelos teóricos que fundamentaram as intervenções e da pouca associação do bullying a outros fenômenos psicológicos. Já o segundo estudo teve como objetivo avaliar uma intervenção baseada na psicologia positiva e na terapia cognitivo-comportamental para o tratamento de crianças envolvidas no bullying. Participaram 40 crianças (10 a 12 anos), matriculadas em escolas estaduais de Porto Alegre-RS, que responderam a instrumentos sobre o envolvimento no bullying, as habilidades sociais e os indicadores de depressão. Dessas, 26 compuseram o grupo de intervenção e 14 o grupo de comparação. A coleta foi realizada nas escolas, coletivamente, em oito encontros semanais. Análises estatísticas revelaram que antes da intervenção o grupo de intervenção era mais deprimido (p<0,00) e o grupo de comparação mais habilidoso socialmente (p<0,02). Porém, depois da intervenção os grupos se mostraram mais homogêneos, somente o grupo de intervenção apresentou um aumento quanto ao papel de testemunha (p<0,01). Esses resultados indicam que a intervenção pode ser considerada efetiva para algumas variáveis relacionadas ao bullying, principalmente para o papel de testemunha e das vítima extrema e. A discussão desses resultados a luz da psicologia positiva é relevante devido à sua importância para a prevenção e promoção da saúde mental na infância. / The present Master Degree thesis aimed to study interventions on bullying in childhood. It is organized in two separated studies in article formats. In the first paper, a systematic literature revision is presented about studies on bullying interventions in childhood, published in the years 2002 to 2013 and taken from MEDLINE, LILACS, SCIELO, ASP (EBSCO), Oxford University Press, PsycINFO, ScienceDirect e Web of Science data bases. Nineteen scientific papers were analyzed and it was possible to observe that the majority of interventions described in these studies aimed to decrease bullying levels or behaviors as well as occurred inside schools, involving participants from the whole the school in a group format. It was also possible to identify the existence of a greater diversity in what refers to the measures about bullying in childhood and a lack of theoretical models as backgrounds to the development of these interventions. Besides that, few studies focused oneight-year-old or younger children and verified the association between bullying and other psychological phenomena. At study 2, the objective was to evaluate the effectiveness of an intervention based on Positive Psychology and Cognitive Behavior Therapy to children involved in bullying. Forty children from 10 to 12 years-old, students of public schools in Porto Alegre city, South Brazil, answered questionnaires about bullying, social skills, and depression symptoms. The intervention group included 26 children and the control group had 14. Data collection was held in schools, collectively, during eight days, one per week. Statistical analysis by Mann Whitney showed that before intervention (T1), the intervention group was more depressed symptoms (p<0,00) and the control group showed higher levels of social skills (p<0,02). After the intervention (T2), the groups were more homogeneous and the intervention group showed an increase of witness role in bullying (p<0,01). These results indicate that intervention can be considered effective to some variables related to bullying, mainly extreme victimzation and 15 bystander. The discussion of these results based on Positive Psychology approach is essential, due to its importance to prevention and mental health promotion in childhood.

Pautada no modelo médico, a Psicologia tem direcionado seus esforços científicos muito mais para o estudo dos aspectos disfuncionais do indivíduo do que para suas potencialidades. Isso gerou um desequilíbrio no campo de estudos dessa ciência que, ao focalizar sua atenção quase que exclusivamente nos problemas humanos, acabou por deixar que temas, como a Felicidade, fossem apropriados pela chamada literatura de auto-ajuda. A partir do referencial teórico da Psicologia Positiva, este estudo busca compreender a felicidade humana a partir de uma abordagem científica, o que julgamos fundamental para a construção de um corpo teórico consistente sobre o tema e capaz de auxiliar no desenvolvimento de programas de saúde mental de caráter preventivo. Sendo assim, investigamos a relação entre felicidade e lócus de controle numa amostra de 106 sujeitos universitários utilizando-nos, para tanto da Correlação de Spearman e do Teste de Kruskal-Wallis. Os resultados indicaram que quanto maior o lócus de controle interno dos sujeitos pesquisados, maior também seus níveis de felicidade. / Developed around the medical model, Psychology has directed its scientific efforts principally toward the study of the dysfunctional aspects of human behavior rather than toward the potential of the individual. This has created a disequilibrium in the field of study of this science which by focusing its attention almost exclusively on human problems has relegated themes such as Happiness to the so-called self-help literature. Based on the theoretical reference of Positive Psychology, this study seeks to understand Human Happiness from a scientific point of view. We judge this approach fundamental to the construction of a body of theory consistent with the theme and capable of helping in the development of preventive mental health programs. Therefore, we research the relationship between happiness and control "locus" in a sample of 106 university students, using the Spearman Correlation and the Kruskal-Wallis test. The results indicate that the greater the internal control locus of the individuals studied, the greater their level of personal happiness.

Book Summary: Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being. Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians.

Book Summary: Positive psychology has become a vibrant, well-regarded field of study, and a powerful tool for clinicians. But, for many years, the research in areas relevant to positive psychology, such as happiness, subjective well-being, and emotional intelligence, has been based on findings from largely White samples and has rarely taken the concerns of the ethnic community into consideration. Now, for the first time, leaders in the field have come together to provide a comprehensive reference that focuses specifically on how a culturally-informed approach to positive psychology can help capitalize on the strengths of racial minority groups and have a greater potential to positively impact their psychological well-being. Acting as a bridge between positive psychology theory and research—largely based on an essentialist view of human behavior—and the realities of practice and assessment in diverse groups, Positive Psychology in Racial and Ethnic Groups focuses on four main ethnic groups: Asian Americans, Latin Americans, African Americans, and American Indians.

A solution is needed to counteract violent news, Internet, and other negative media images and management behaviors in the workplace, in order to boost engagement and prosocial behaviors at work. The purpose of this phenomenological study was to explore the attitudes of working professionals toward prosocial behaviors and employee engagement in the workplace as affected by transpersonal Hollywood films. An organization's ability to survive is directly related to empowerment and innovation. Classic films provide a gateway for transpersonal experiences that could change behavior and thoughts. Peterson and Seligman's transformational typology involving 6 character virtues and 24 strengths was the basis for coding 8 positive films that were viewed by participants. Data collection consisted of 2 in-depth interviews, 8 written film questionnaires, and an exit interview from a criterion-based, purposeful sample of 10 adult working nonmanagerial professionals living in Los Angeles, employed in any industry except the entertainment industry. Six to 10 participants, according to researchers, are an appropriate number for saturation. The most prevalent strengths mentioned were social intelligence and perspective, followed by integrity, hope and open-mindedness. Frequent phrases that corresponded to the 6 virtue categories were wisdom/knowledge and humanity. The results revealed that positive films could be a boon for industrial/organizational issues involving recruitment, training, motivation, and prosocial behaviors. The use of positive transpersonal Hollywood films in human capital development could lead to positive social change in the workplace by reducing worker sick days and promoting a happier workforce with increased innovation and productivity.

Positive psychology emphasizes growth, adaptive functioning, and human potential. The present study contributes to this literature by examining the impact of exposure to a positive psychology curriculum among nontraditional students taking foundational courses in a career college. Mixed methods were utilized to assess changes in student well-being and goal setting quantitatively through pre- and post-tests of the Authentic Happiness Survey and the Satisfaction with Life Scale as well as identifying emergent themes from qualitative analysis of student reflections and written assignments over a 9-week term. Twenty-five students participated in foundational courses, which placed an emphasis on positive psychology. Paired samples t tests, Cohen's d, thematic analysis, and a researcher-designed Likert-scale assessed changes from the beginning of the course to the end among the quantitative and qualitative measures of overall well-being and goal attainment. Some of the notable findings included significantly positive changes in students' reports of authentic happiness, and 76% of students reporting that they had attained an academic, social, and personal goal over the course of the 9-week curriculum. Change in self-reported satisfaction with life approached, but it was not statistically significant. Thus, the implementation of a positive psychology curriculum in a nontraditional student population created positive social change in this particular sector of academia and was associated with increased overall well-being and attainment of goals.

Positive psychological capital (PsyCap), a second-order construct formed from optimism, hope, resilience, and self-efficacy, has predicted the performance and psychological well-being of a variety of full-time workers, and mediators of the relationships between PsyCap and performance and psychological well-being have rarely been examined. Using self-determination theory, broaden-and-build theory, and the conceptual framework of positive psychology, this study was an exploration of (a) the relationships among PsyCap, (b) basic psychological need satisfaction (i.e., autonomy, competence, relatedness), and (c) psychological well-being and performance using a sample of 103 working actors and stunt people. A serial mediation model was proposed whereby PsyCap predicted performance through need satisfaction and psychological well-being. Statistically significant bivariate correlations were found among PsyCap, autonomy, competence, relatedness, psychological well-being, and performance. Multiple regression analyses yielded indirect effects tested for statistical significance using bias-corrected bootstrapping. Results showed a total indirect effect of PsyCap on psychological well-being through need satisfaction and a specific indirect effect of PsyCap on psychological well-being through relatedness. Results showed no total indirect effect for PsyCap on performance through need satisfaction but did show a specific indirect effect of PsyCap on performance through relatedness. No statistically significant indirect effects of autonomy, competence, and relatedness on performance through psychological well-being were found. Theoretical and practical implications for future researchers, independent workers, and organizations supporting independent workers are discussed.

[Truncated abstract] At the commencement of this research project in February 2005, there was a paucity of empirical investigations that focused on understanding the psychological construct of mental toughness in sport (Bull, Shambrook, James, & Brooks, 2005; Fourie & Potgieter, 2001; Jones, Hanton, & Connaughton, 2002). Although impressive, the available literature did little in offering consensus in terms of a definition and operationalising the construct in a consistent manner as well as understanding those factors contributing to its measurement and development. The absence of theoretically guided research, in particular, was noted as a major limitation of this research. The potential significance of mental toughness for performance excellence combined with the conceptual confusion and lack of rigorous empirical research highlighted the need for further research on mental toughness in sport. Accordingly, the purpose of this thesis was to examine issues pertaining to the understanding, measurement, and development of mental toughness in sport, using personal construct psychology (Kelly, 1955/1991) as the guiding theoretical framework. Australian football was chosen as the context to explore these issues. In the opening empirical chapter, two qualitative manuscripts in which Australian football coaches’ perspectives on mental toughness and those factors contributing to its development are reported. Three central themes for understanding mental toughness in Australian football were generated: characteristics (self-belief, motivation, tough attitude, concentration and focus, resilience, handling pressure, personal values, emotional intelligence, sport intelligence, and physical toughness); situations (e.g., injuries, success); and behaviours (e.g., superior decision-makers, consistent performance). '...' In the final empirical chapter, two manuscripts in which the effectiveness of two different psychological skills training programs in enhancing mental toughness among youth-aged (15's) Australian footballers are reported. The first presents a quantitative analysis while the second presents a qualitative analysis. Multisource ratings (self, parent, and coach) of the AfMTI and self-reported resilience and flow indicated more positive changes in mental toughness, resilience, and flow than the control group. Similar patterns in the findings were evident across rating sources. Interviews with several players and one of their parents as well as the coaches generated their perceptions on the benefits of participating in the program (e.g., increased work ethic, tougher attitudes) and the processes by which the program had an effect (e.g., self-awareness; self-monitoring; self-regulation; and multi-perspective discussions) as well as suggestions for program improvement (e.g., parent and coach education programs). In summary, the results of the five studies presented in this thesis provide a comprehensive account of issues pertaining to the understanding, measurement, and development of mental toughness in Australian football. The findings are supportive of several aspects of previous research but also extend this line of inquiry in a number of ways. It is my hope that other researchers will be stimulated to engage in further research extending what is presented here and that practitioners will use this information to inform their professional endeavours.

Thesis (Ph.D. (Psychology))--North-West University, Potchefstroom Campus, 2010.