Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-16T16:02:23Z No. of bitstreams: 1 CHAIELEN MARCHIOLLI BARBOZA.pdf: 3840582 bytes, checksum: 873a64e4262506fc161b1fec5c032f59 (MD5) / Made available in DSpace on 2018-02-16T16:02:23Z (GMT). No. of bitstreams: 1 CHAIELEN MARCHIOLLI BARBOZA.pdf: 3840582 bytes, checksum: 873a64e4262506fc161b1fec5c032f59 (MD5) Previous issue date: 2017-12-13 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / The Human Figure drawing is a tool widely considered and used in the area of Psychology. There are many controversies regarding its form of interpretation and its validity of the emotional indicators presented by the test. The objective of this study was to investigate the evidences of validity of the Human Figure Drawing (HFD) as an emotional measure. The sample consisted of 310 children, 173 of the regular group, 82 of the clinical group and 55 of the regular / problem group. The regular group comprised of children attending public elementary schools, the clinical group for children attended by two private clinics in the State of S?o Paulo, coming from both public school and private school, and the regular group / problem by school children indicated by those responsible as having behavioral problems, but did not go through psychological care. The instruments used were: Identification card elaborated by the researcher, DFH evaluated by the system of emotional difficulties, Multidimensional Scale of Life Satisfaction for Children (EMSVC) and Positive Affect Scale and Negative. Data were analyzed through Pearson's Correlation, Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA). The results indicated that the variable group was significant only for the emotional indicators in the HFD. The correlations between the emotional indicators in the HFD were negative as expected between the total female figure and the positive self factor of the infant life satisfaction scale (r = -, 174; p?0.01), and with the factor of positive school (r = -, 161; p?0.01). In the total of the male figure, similar significant relationships were found, with positive self factors (r = -, 176, p?0.01) and positive schooling (r = -, 173; p?0.01). In the positive and negative affect scale only the sex/group interaction in the fact of negative affect had a significant influence (F=3,367; p?0,05), and in the income variable in Negative affect (F=3,978; p?0,01). In the Multidimensional Scale of Life Satisfaction for Children and in the Positive and Negative Affect Scale, we can see that the results are affected by income, that is, contextual indicators. It is concluded that the emotional HFD screening system is a valid measure and can be used in children's psychodiagnosis. / O desenho da Figura Humana ? uma ferramenta considerada altamente difundida e utilizada na ?rea da Psicologia. H? muitas controv?rsias em rela??o a sua forma de interpreta??o e sua validade dos indicadores emocionais apresentados pelo teste. O objetivo deste estudo foi de investigar as evid?ncias de validade do Desenho da Figura Humana (DFH) enquanto medida emocional. A amostra foi composta por 310 crian?as sendo 173 do grupo regular, 82 do grupo cl?nico e 55 do grupo regular/problema. O grupo regular formado por crian?as que frequentavam escolas p?blicas do Ensino Fundamental, o grupo cl?nico por crian?as atendidas por duas cl?nicas particulares do Estado de S?o Paulo, provenientes tanto de escola p?blica como de escola particular, e o grupo regular/problema por crian?as de escola p?blica indicadas por seus respons?veis como portadoras de problemas de comportamento, mas n?o passavam por atendimento psicol?gico. Os instrumentos utilizados foram: Ficha de identifica??o elaborada pela pesquisadora, DFH avaliado pelo sistema de dificuldades emocionais, Escala Multidimensional de Satisfa??o de Vida para Crian?as (EMSVC) e Escala de Afeto Positivo e Negativo. Os dados foram analisados por meio da Correla??o de Pearson, An?lise Multivariada da Vari?ncia (MANOVA) e An?lise de Vari?ncia (ANOVA). Os resultados encontrados indicaram que a vari?vel grupo foi significativa somente para os indicadores emocionais no DFH. As correla??es entre os indicadores emocionais no DFH foram negativas significativas como era esperado entre o total da figura feminina com o fator do eu positivo da escala satisfa??o de vida infantil (r=-,174; p?0,01), e com o fator de escola positiva (r=-,161; p?0,01). No total da figura masculina foram encontradas rela??es significativas semelhantes, com os fatores do eu positivo (r=-,176, p?0,01) e escola positiva (r=-,173; p?0,01). Na Escala de afeto positivo e negativo somente a intera??o sexo/grupo no fato de afeto negativo teve influ?ncia significativa (F=3,367; p?0,05), e na vari?vel renda no Afeto Negativo (F=3,978; p?0,01). Na Escala Multidimensional de Satisfa??o de Vida para Crian?as e na Escala de Afeto Positivo e Negativo, nota-se que os resultados s?o afetados pela renda, ou seja, indicadores contextuais. Conclui-se que o sistema de triagem do DFH emocional ? uma medida v?lida e pode ser utilizada no psicodiagn?stico infantil.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-03-27T18:51:02Z No. of bitstreams: 1 LUISA BASTOS GOMES.pdf: 1412598 bytes, checksum: ea727ad18de502ab68a256bc28b9183b (MD5) / Made available in DSpace on 2018-03-27T18:51:02Z (GMT). No. of bitstreams: 1 LUISA BASTOS GOMES.pdf: 1412598 bytes, checksum: ea727ad18de502ab68a256bc28b9183b (MD5) Previous issue date: 2018-02-15 / CNPQ / Considering creativity and resilience as important personal characteristics reported in the scientific literature, especially in the Positive Psychology movement, this research carries out studies focusing on the relationship between the two constructs by applying validated instrument to adults. Two psychometric studies were carried out, both involving the search for evidence of validity based on relationship with external variables, precisely the convergent type. The first study used the instrument Creative and Thinking Styles (2003) with the Pillars of Resiliency Scales test (Cardoso & Martins, 2013) in a sample of 134 subjects, with 64% (n = 86) of female participants, aged between 18 and 65 years (M = 32.27 and DP = 11.75). The second study used once more Pillars of Resiliency Scales test (2013) and the test Thinking Creatively with Words-Torrance Tests (Wechsler, 2006) in a sample of 101 subjects, with 66% (n = 67) of female participants, between the ages of 18 and 65 years old. The results of the study 1 showed positive and significant correlations between all the pillars of resiliency and the Nonconformist-Transformer Style, as well as negative correlations in the majority of the pillars of resiliency with the Cautious-Reflective Style. In study 2, no significant correlations were displayed between the creative measures offered by Torrance and the pillars of resiliency. We discuss the possible relationship found in results between qualitative and quantitative measures of creativity and its affinity with resilience, and finally, we suggest further studies should be conducted with other instruments that assess other resiliency models. / Considerando a criatividade e a resili?ncia como importantes caracter?sticas pessoais relatadas na literatura cient?fica, especialmente dentro do movimento da Psicologia Positiva, essa pesquisa tem como objetivo realizar estudos que investiguem a rela??o entre os dois construtos. Foram realizados dois estudos psicom?tricos, ambos envolvendo a busca por evid?ncias de validade com base na rela??o com vari?veis externas, do tipo convergente. O primeiro estudo utilizou o instrumento Estilos de Pensar e Criar com o teste Escalas Pilares de Resili?ncia em uma amostra de 134 sujeitos, sendo que 64% (n=86) dos participantes eram do sexo feminino, com idade entre 18 e 65 anos (M = 32,27 e DP = 11,75). Os resultados apontaram correla??es positivas e significativas entre todas os pilares de resili?ncia e o estilo Inconformista-Transformador, assim como correla??es negativas de grande parte dos pilares de resili?ncia com o estilo Cauteloso-Reflexivo. O segundo estudo utilizou novamente o instrumento Escala de Pilares de Resili?ncia e o Teste Pensando Criativamente com Palavras de Torrance em uma amostra de 101 sujeitos, sendo que 66% (n=67) eram do sexo feminino, com idade entre 18 e 65 anos (M = 28,83 e DP = 11,63). N?o foram encontradas correla??es significativas entre as medidas criativas proporcionadas pelo Torrance e os pilares de resili?ncia. Discute-se as poss?veis rela??es entre as diferen?as encontradas quando se faz uso de medida qualitativa e quantitativa da criatividade na sua rela??o com a resili?ncia. Por fim, sugere-se novos estudos com outros instrumentos que avaliem a resili?ncia a partir de outros modelos.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-05-04T17:20:58Z No. of bitstreams: 1 ISABEL CRISTINA CAMELO DE ABREU.pdf: 1527148 bytes, checksum: 57b489971932bbea5f08596a31e75a5e (MD5) / Made available in DSpace on 2018-05-04T17:20:58Z (GMT). No. of bitstreams: 1 ISABEL CRISTINA CAMELO DE ABREU.pdf: 1527148 bytes, checksum: 57b489971932bbea5f08596a31e75a5e (MD5) Previous issue date: 2018-02-23 / Conselho Nacional de Pesquisa ? CNPq / Nowadays, the investigation of the creative potential is of extreme importance, not restricting itself in only one area. Creativity, for its positive aspects, has become an aim for scientific studies in various areas, such as schools, organizational environment and on the entire social environment. The objective with this study, was to investigate the relation between styles of thinking and creating and the psychological well being, emotional and social on elder age stress. The sample was obtained from 123 elders with the minimum age of 50 years old and the maximum age of 90 (M=68,35; DP=7,4). The instruments used were the scale of thinking and creating, the scale of noticed stress, the scale of positive mental health and a sociodemographic questionnaire. Analyses of the non-parametric correlations (? de Spearman) were used to investigate the relationship between styles of thinking and creating and health variables, well being and stress conducted a network of regularized partial correlations to identify the most relevant relationship between the variables. The results identified that the styles which were more relatable to other variables were the inconformist-transformer style and emotional-intuition style. The data pointed that this research needs more studies on styles of thinking styles and creating and well being between the elderly population to better clarify how the styles influence the quality of life in maturity / A investiga??o do potencial criativo na atualidade ? de suma import?ncia, n?o se restringindo a uma ?rea somente. A criatividade, por seus aspectos positivos, tem se tornado alvo de estudos cient?ficos em diversas ?reas, como escolas, no ambiente organizacional e em todo meio social. Objetivou-se, com este estudo, investigar a rela??o entre os estilos de pensar e criar e o bem-estar psicol?gico, emocional e social e o estresse na terceira idade. A amostra foi composta por 123 idosos, com idade m?nima de 50 anos e idade m?xima de 90 (M=68,35; DP=7,4). Os instrumentos utilizados foram a Escala de Pensar e Criar, a Escala de Estresse Percebido, a Escala de Sa?de Mental Positiva e o Question?rio sociodemogr?fico. An?lises de correla??o n?o param?tricas (? de Spearman) foram utilizadas para investigar as rela??es entre os estilos de pensar e criar e vari?veis de sa?de, bemestar e estresse. Foi conduzida uma rede de correla??es parciais regularizadas para identificar as rela??es mais relevantes entre as vari?veis. Os resultados indicam que os estilos que mais se relacionaram com as vari?veis de sa?de, satisfa??o de sa?de e estresse s?o os estilos inconformista-transformador e emocional-intuitivo. Os dados apontados nesta pesquisa necessitam de mais estudos sobre o estilo de pensar e criar e os tipos de bem-estar entre o p?blico idoso para melhor esclarecer como os estilos influenciam a qualidade de vida na maturidade.

Made available in DSpace on 2015-12-03T18:33:04Z (GMT). No. of bitstreams: 1 Roberto_Frota_Decourt.pdf: 922146 bytes, checksum: 6a877b3eb69ddbdebdc6dfc951e7943e (MD5) Previous issue date: 2004-12-13 / This research shows investment simulations done with graduate students, MBA students, financial executives and doctors, indicating that the process of making investment decisions is based on the Behavioral Economics theory which uses the fundamental aspects of the Prospect Theory developed by Kahneman and Tversky (1979). The following effects have been testified and identified using an investment simulator in the Internet. 1) endowment, that makes the participants not to sell the received assets, no matter better investment options are available; 2) disposition, that refers to the pattern that people avoid realizing paper losses and seek to realize paper gains; 3) avoiding regret, that makes the participant to invest in rejected assets in the past that had good valorization and 4) framing, that modifies the investment decision depending of problem prospect. The conclusions of this reaserch were: 1) the endowment was effective for financial executives and doctors; 2) the disposition affected only graduate students; 3) the avoiding regret influenced the decisions of MBA students and financial executives, and 4) the framing modified the decisions of doctors, graduate and MBA students. / Este trabalho apresenta simula????es de investimento realizadas com estudantes universit??rios, estudantes de MBA, executivos do segmento financeiro e m??dicos, demonstrando que a tomada de decis??es de investimentos sofre vieses comportamentais, identificados pelas teorias das Finan??as Comportamentais, iniciadas com a Teoria da Perspectiva desenvolvida por Kahneman e Tversky (1979). Foram testados e identificados atrav??s de um simulador de investimentos na Internet os efeitos: 1) doa????o, que faz com que os participantes n??o vendam ativos recebidos, mesmo que existam melhores op????es de investimento; 2) disposi????o, que provoca a venda de ativos vencedores muito cedo e posterga a venda de ativos perdedores; 3) medo do arrependimento, que faz o participante comprar ativos que deixou de comprar no passado e apresentou um bom desempenho e 4) abordagem, que dependendo da perspectiva dada ao problema, modifica a decis??o de investimento. As conclus??es do trabalho foram: 1) o efeito doa????o ocorreu para executivos financeiros e m??dicos; 2) o efeito disposi????o afetou somente os estudantes universit??rios; 3) o medo do arrependimento influenciou as decis??es dos estudantes de MBA e executivos e 4) a abordagem modificou a decis??o dos m??dicos e dos estudantes de MBA e universit??rios.

Made available in DSpace on 2016-04-04T18:27:48Z (GMT). No. of bitstreams: 1 Fabricia Medeiros Sanches.pdf: 436028 bytes, checksum: 8c7d688676aa4a702ade87e22bd12392 (MD5) Previous issue date: 2009-02-27 / The Central Relationship Questionnaire-CRQ is a self-report instrument designed to evaluate the central relationship patterns, specially related to the lovers relationship. As the Core Conflictual Relationship Them- CCRT the CRQ is divided in three subscales: Wishes (W); Responses from Other (RO), and Responses of Self (RS). The aim of this study was to investigate the internal consistency and the convergent and discriminant validities of the Brazilian version of the CRQc6.0 in coronary patients. Method: The Sample included 40 coronary patients (1G) and 30 people of the community (2G). When compared to the 2G participants of 1G were older (average age 58 vs. 37 years old), predominantly composed by men (65% vs. 43,3%), with lower scholarship level (65% - less of 5 years vs. 47% - complete high school). Instruments: The CRQ 6.0 and the Escala de Sintomas Psicopatol?gicos- EAS-40, a measure of psychopathological symptoms according to the following dimensions: psychoticism (F1), obsessivity-compulsivity(F2), somatization (F3) and anxiety (F4).Results: Results suggested: good internal consistency of CRQ 6.0 (?>0,80) in both groups excepting to RO (?=0,58) in 1G; no significant association between the CRQ 6.0 dimensions and the EAS-40 dimensions in 1G p>0,05); significant association between RO and psychoticism, and between RE and psychoticism, RE and obsessivity-compulsivity; RE and somatization and RE and EAS-total (p<0,01). The discriminant validity analyses between the 1G and 2G pointed to significant differences to the W (p=0,018) and RE (p=0,026) dimensions. Future researches should involve more representative and paired samples. It is still suggested that measures of levels of alexithymia and depression are evaluated. / O Question?rio de Relacionamento Central (CRQ) ? um instrumento de autorelato para avaliar o padr?o central de relacionamentos, mais precisamente os relacionamentos amorosos. Originado do m?todo do Tema Central de Relacionamento Conflituoso-CCRT, ? dividido em tr?s subescalas: Desejos (D), Respostas do Outro (RO) e Respostas do Eu (RE). O objetivo foi o de investigar a consist?ncia interna, validade convergente e discriminante da vers?o brasileira do CRQ em pacientes coronarianos. A amostra incluiu 40 pacientes com Doen?a Arterial Coronariana, constituintes do Grupo Um (G1) e 30 acompanhantes do Grupo Dois (G2). Comparado os dois grupos, GC tinha idade m?dia mais elevada (idade m?dia 58 vs.37anos), predomin?ncia do sexo masculino (65% vs. 43,3%) e n?vel mais baixo de escolaridade (62% menor que cinco anos vs. 47% segundo grau completo). Instrumentos: CRQ 6.0 e Escala de Sintomas Psicopatol?gicos-EAS-40 que avalia sintomas psicopatol?gicos segundo as dimens?es: psicoticismo (F1), obsessividade-compulsividade (F2), somatiza??o (F3) e ansiedade (F4). Resultados: Todas as dimens?es do CRQ apresentaram boa consist?ncia interna (?>0,80) em ambos os grupos, com exce??o de RO (?=0,58) no G1. N?o foram encontradas associa??es significantes entre as dimens?es do CRQ 6.0 e as da EAS-40 no G1. No G2 as associa??es foram significantes entre RO e psicoticismo e entre RE e psicoticismo, obsessividade compulsividade e somatiza??o e EAS-40 total (p<0,01). A an?lise de validade discriminante entre G1 e G2 resultou em diferen?as significantes nas dimens?es D (p=0,018) e RE (p=0,026). Pesquisas futuras com o CRQ 6.0 e pacientes com DAC, devem contar com amostras maiores e pareadas. Sugerem-se, ainda, avalia??es dos n?veis de alexitimia e depress?o.

Made available in DSpace on 2016-04-04T18:27:50Z (GMT). No. of bitstreams: 1 Eduardo Khater.pdf: 8953557 bytes, checksum: f52ad4244c6717438f8099cc6c2fe482 (MD5) Previous issue date: 2009-12-02 / The Therapeutic Cycles Model or TCM (Mergenthaler, 1996) is a method of texts analysis by computer that identifies the key-moments in the speech of a patient, the therapist, or both of them interacting. Due to the specific characteristics of communication among adolescents in conflict with the law, concerning the use of slang expressions and unusual verbal sentences; an adaptation of the narrative styles dictionary which is being developed for the Portuguese language is required to use this instrument with this public. Aim - To develop a customized dictionary for TCM to adolescents assisted by a community educational program in Campinas, Brazil. Methods - The same process that has already been applied to develop other standardized dictionaries was adopted: 1. Emotion-abstraction lists of words will be compiled from transcripts of interviews with teenagers and the rap lyrics of songs; 2. The lists of words were classified according to the following categories: positive emotion (1); negative emotion (2); abstraction (3); both, positive and abstraction (4); both, negative and abstraction (5). Four judges assed independently the words in question and reached a degree of agreement among j them. Results: The results suggest that the standard dictionary of the program is able to identify important emotional themes, but the development of custom dictionaries is a relevant contribution to the identification of clinically significant moments of the speech of adolescents in conflict with the law. / O Modelo de Ciclos Terap?uticos ou TCM ? um m?todo de an?lise de textos por computador que identifica os momentos-chave no discurso de um paciente, terapeuta, ou de ambos em intera??o. As an?lises s?o feitas com o aux?lio de um software (CM), que disp?e de listas de palavras com tom emocional e de abstra??es e que permitem a leitura do texto quanto a duas categorias: conte?do emocional e cognitivo do discurso do paciente. Devido ?s caracter?sticas espec?ficas de comunica??o entre os adolescentes em conflito com a lei, referente ao uso de g?rias e express?es verbais incomuns, uma adapta??o do dicion?rio de estilos narrativos que est? sendo desenvolvido para o Portugu?s mostrou-se necess?ria para a utiliza??o v?lida deste instrumento com este estrato da popula??o. O objetivo da pesquisa foi o de desenvolver um dicion?rio para aplica??o do TCM em adolescentes atendidos pelo Programa de medidas s?cio educativas de Presta??o de Servi?os ? Comunidade (PSC). Para tanto, foi utilizado o mesmo processo j? aplicado para desenvolver outros dicion?rios. Listas de palavras relacionadas ? emo??o / abstra??o foram compiladas a partir de transcri??es de cinco entrevistas com adolescentes que cumpriam medida s?cio-educativa de PSC e de letras de m?sica de RAP (Rhythm And Poetry). As listas foram classificadas de acordo com as seguintes categorias: emo??es positivas (1); emo??es negativas (2); abstra??o (3); ambos, emo??es positivas e abstra??o (4); ambos, emo??es negativas e abstra??o (5). As avalia??es foram feitas de maneira consensual por dois ju?zes. Os resultados sugerem que o dicion?rio padr?o do programa ? capaz de identificar temas importantes do ponto de vista emocional, contudo o desenvolvimento dos dicion?rios customizados constitui uma contribui??o relevante para a identifica??o de momentos clinicamente significativos do discurso de adolescentes em conflito com a lei.

Made available in DSpace on 2016-04-04T18:27:56Z (GMT). No. of bitstreams: 1 Juliana Tavares Guzzon.pdf: 1553774 bytes, checksum: 7018a9210b3d18b53715613ea49ac9d5 (MD5) Previous issue date: 2011-02-22 / Pontif?cia Universidade Cat?lica de Campinas / According to World Health Organization, violence is a global problem that affects families of all cultures, ethnicities, politics, economics and political regimes. Women victims of violence are assisted by different institutions with different types of intervention: legal, psychological, social and / or medical. However, the quality and extent of changes that is presented, as a result of assistance provided, are not always recognized. The aim of this study was to evaluate the psychological aspects of women who are victim of violence in relation to the changing stage, the quality of adaptive effectiveness and severity of psychopathological symptoms in women victims of violence before being assisted by SOS Action Woman and Family and compare them to those women who have already been assisted by the institution. Methodologically the study used a randomized cross-sectional type, which is based on a comparison between two groups at different stages of a developmental process. The sample comprised of Group G1 (pre-assistance) with nine women in the initial phase of treatment, average age = 36.7, DP = 8.68, and a Group G2 (pos assistance) of nine women who had already completed treatment, average age=41, DP=11.28. They were evaluated individually with the rating scale of symptoms - EAS-40, Stage of Change Scale - EEM and Operational Adaptive Diagnostic Scale Redefined - EDAO-R. All were victims of repeated physical and psychological aggression, on average 11 years ago, perpetrated by intimate partners. Both groups were in the stages of change Pre-contemplation (lack of awareness of the problem and motivation to face it) and contemplation (acknowledges the problem but has no motivation to face it) according to the EEM. Psychopathological symptoms assessed with the EAS-40 had remained high even after the treatments. The participants of the Group post-assistance displayed adaptation between effective and moderately ineffective, while among the group of pre-assistance predominated severe or serious adaptations. The participants arrived at the institution with multiple impairments, in a confused mental state, not knowing what to do or whom to call, besides feeling skeptical of any possible treatment. The severity of the conflicts they face suggests the need for weekly psychological treatment for the long term (estimated at a minimum of one year) in order to restore self-esteem, self-confidence and overcoming profound cultural values which prevents them from overcoming the condition of victimization to which they are subjected to. / De acordo com a Organiza??o Mundial da Sa?de, a viol?ncia ? um problema mundial que afeta fam?lias de todas as culturas, etnias, pol?ticas econ?micas e regimes pol?ticos. Mulheres v?timas de viol?ncia s?o assistidas por diferentes institui??es com diferentes tipos de interven??o: jur?dica, psicol?gica, social e/ou m?dica. No entanto, a qualidade e extens?o das mudan?as que apresentam, em decorr?ncia do aux?lio prestado, nem sempre s?o conhecidas. O objetivo do presente estudo foi o de avaliar aspectos psicol?gicos de mulheres v?timas de viol?ncia no que diz respeito ao est?gio de mudan?a, a qualidade da efic?cia adaptativa e a severidade dos sintomas psicopatol?gicos em mulheres v?timas de viol?ncia antes de serem assistidas pelo SOS A??o Mulher e Fam?lia e compar?-los com os de mulheres que j? foram assistidas pela institui??o. Metodologicamente o estudo utilizou de delineamento do tipo Cross-Sectional, que se baseia na compara??o entre dois grupos em est?gios diferentes de um processo desenvolvimental. A amostra foi composta por um Grupo G1(pr?-assist?ncia) com nove mulheres em fase inicial de atendimento, idade m?dia=36,7 e DP=8,68; e um Grupo G2 (p?s-assist?ncia) de nove mulheres que j? haviam conclu?do atendimento, idade m?dia=41 e DP=11,28. Foram avaliadas individualmente com a Escala de Avalia??o de Sintomas EAS-40, Escala de Est?gio de Mudan?a - EEM e Escala Diagn?stica Adaptativa Operacionalizada Redefinida EDAO-R. Todas eram v?timas de agress?es f?sicas e psicol?gicas recorrentes, em m?dia h? 11 anos, perpetrada por parceiro ?ntimo. Ambos os grupos encontravam-se nos est?gios de mudan?a pr?-contempla??o (aus?ncia de consci?ncia do problema e de motiva??o para enfrent?-lo) e contempla??o (reconhece o problema, mas sem motiva??o para enfrent?-lo) de acordo com a EEM. Os sintomas psicopatol?gicos avaliados com a EAS-40 mantinham-se elevados mesmo ap?s os atendimentos. As participantes do Grupo p?s-assist?ncia apresentavam adapta??o entre eficaz e ineficaz moderada, enquanto que entre as do Grupo pr?-assist?ncia predominaram adapta??es ineficazes severa ou grave. As participantes chegam ? institui??o com v?rios comprometimentos, com confus?o de pensamento, sem saber o que fazer e a quem recorrer, al?m de se sentirem descrentes de algum tratamento poss?vel. A severidade dos conflitos que enfrentam sugere a necessidade de atendimentos psicol?gicos semanais de longo prazo (estima-se um m?nimo de um ano) para que possam recuperar a auto-estima, auto-confian?a e superar valores culturais profundamente arraigados, que as impedem de superar a condi??o de vitimiza??o ? que est?o sujeitas.

Made available in DSpace on 2016-04-04T18:28:07Z (GMT). No. of bitstreams: 1 Evandro Morais Peixoto.pdf: 1971890 bytes, checksum: aa3ca46eafe7db3c33a633eabf6bea92 (MD5) Previous issue date: 2012-12-18 / Ever since the effective introduction of psychology professionals into sporting teams, they have encountered demands to evaluate the subjects involved in this area, particularly athletes. Accordingly, the need for these professionals to avail themselves of psychological evaluation tools that are capable of assisting them in this task, has become increasingly imperative. However, the lack of valid tools imposes significant limitations on these professionals. This lack is, at the same time, a challenge to psychology as well as a field of investigation that is still open to researchers in this area. In the 1970s, a scale was developed in Brazil by Ryad Simon, known as the Operational Adaptive Diagnostic Scale (EDAO), to evaluate adaptive efficiency. It is based on the concept that adaptive efficiency represents the ability of a subject to cope with life s trials and tribulations. Data on the subject are obtained by way of a clinical interview. The EDAO has already proved to be valid for different strata of the clinical and non-clinical population. A self-report version, to evaluate the effectiveness of adaptation of patients in community clinics, is under development and has been provisionally assigned the acronym EDAO-AR. This study proposes the development of a version of the EDAO-AR for the evaluation of athletes, as well as examining some of its proof of validity. The study has evolved in two stages: a) adaptation of the EDAO-AR and the construction of new items; analysis of content by (specialist) judges; and a semantic analysis of the items by athletes in different sports and with different levels of schooling; b) estimate of the internal consistency of the items, distributed by factor and for the scale as a whole, evaluated using Cronbach s alpha coefficient; the MSA and KMO indices were also evaluated and finally, the dimensionality of the scales was checked by means of exploratory factorial analysis. The sample comprised 219 athletes from the following categories of sport: Athletics, Basketball, Indoor Soccer, Swimming, Rugby and Volleyball, enrolled in their respective federations in the youth and adult categories. Assuming that the adaptation of the subjects is examined based on the suitability demonstrated in the Affection-Relation (AR) and Productivity (Pr) sectors, the items were built and evaluated separately, each set of items being regarded as a different tool. The final scale was made up of 41 items, 19 for the evaluation of the AR sector and 22 for the evaluation of Pr. The results show that the AR scale and the Pr scale both evaluate the quality of adaptation in accordance with three dimensions: Self-control, Interpersonal relationships and Coping. It is suggested that there is a need to develop new items for the AR scale in order to achieve higher indices of internal consistency for the overall scale, as well as for the respective factors. Finally, the need to use both the scales in the evaluation of the adaptive configuration of athletes should be stressed. / Desde a entrada efetiva dos profissionais da psicologia nas equipes esportivas, estes se depararam com as demandas de avalia??o dos sujeitos envolvidos neste contexto, em especial os atletas. Com isto, a necessidade de contarem com instrumentos de avalia??o psicol?gica, capazes de auxili?-los nessa tarefa, tem se mostrado cada vez mais imperativa. No entanto, a car?ncia de instrumentos v?lidos imp?e-se como importante limita??o a estes profissionais. Esta car?ncia constitui ao mesmo tempo um desafio ? psicologia, bem como um campo de investiga??o ainda em aberto para os pesquisadores da ?rea. Desde a d?cada de 70 foi desenvolvida no Brasil, por Ryad Simon, uma escala para a avalia??o da efic?cia adaptativa, conhecida como Escala Diagn?stica Adaptativa Operacionalizada (EDAO). Baseia-se na concep??o de que a efic?cia adaptativa corresponde ? capacidade do sujeito de enfrentar as vicissitudes da vida. Os dados sobre o sujeito s?o obtidos por meio de entrevista cl?nica. A EDAO j? demonstrou evid?ncias de validade para diferentes estratos da popula??o cl?nica e n?o cl?nica. Uma vers?o de autorrelato, para avaliar a efic?cia da adapta??o de pacientes de cl?nicas comunit?rias, est? em desenvolvimento e tem sido provisoriamente identificada pelo acr?nimo EDAO-AR. Prop?e-se nesta pesquisa o desenvolvimento de uma vers?o da EDAO-AR para avalia??o de atletas, bem como a verifica??o de algumas de suas evid?ncias de validade. A pesquisa se desenvolveu em duas etapas: a) adapta??o da EDAO-AR e constru??o de novos itens; an?lise de conte?do por ju?zes (especialistas); e an?lise sem?ntica dos itens por atletas de diferentes modalidades e diferentes n?veis de escolaridade; b) estimativa da consist?ncia interna dos itens distribu?dos por fator e para a escala total, avaliada por coeficientes alfa de Cronbach, foram tamb?m avaliados os ?ndices MSA e KMO, e por fim, verificadas as dimensionalidades das escalas por meio de an?lise fatorial explorat?ria. A amostra foi composta por 219 atletas das seguintes modalidades: Atletismo, Basquete, Futsal, Nata??o, Rugby e V?lei inscritos em suas respectivas institui??es federativas sob a categoria juvenil e adulta. Considerando que a adapta??o dos sujeitos ? verificada a partir da adequa??o apresentadas nos setores Afetivo Relacional (AR) e Produtividade (Pr), os itens foram constru?dos e avaliados de forma separada, tomando cada conjunto de item um como um instrumento diferente. A escala final ficou constitu?da por 41 itens divididos em 19 para avalia??o do setor AR e 22 para avalia??o da Pr. Os resultados demonstram que tanto a escala AR quanto a Pr avaliam a qualidade da adapta??o de acordo com tr?s dimens?es: Autocontrole Rela??es interpessoal e Enfrentamento. Sugere-se a necessidade de desenvolvimento de novos itens para a escala AR a fim de alcan?ar maiores ?ndices de consist?ncia interna para escala geral, bem como para os respectivos fatores. Por fim, destaca-se a necessidade de utiliza??o de ambas as escalas para avalia??o da configura??o adaptativa de atletas.

Made available in DSpace on 2016-04-04T18:28:08Z (GMT). No. of bitstreams: 1 Talita Fernanda da Silva.pdf: 1028974 bytes, checksum: 14ca9b4cdc8533f2d797909be602ef92 (MD5) Previous issue date: 2012-12-14 / Creativity is a trait that has been widely recognized and required in social contexts, highlighting, among these, the educational context. This study aimed to evaluate the creativity of children that attending different contexts of education, being: (1) exclusively context of formal education and (2) both formal and non-formal context, to verify the existence of differences in creative performance groups according to the frequented context and the influence of sex, grade, type of ONG (non-governmental organization) and time in non-formal context. The study included 100 subjects, of both sexes, with 48 females and 52 males, aged between nine and 11 years of age (M = 10.7, SD = 0.80), 3rd to 6th grade of elementary school. The participants were selected by convenience in three contexts of education, being a school, representing the context of formal education (n=51) and two institutions of non-governmental organizations to represent the context of non-formal education (n=49), being 26 by institution 1 and 23 by institution 2). The Creativity Figural Child Test (Nakano, Primi & Wechsler, 2011) was used and consisted of three stimuli incomplete activities that must be answered in the form of drawings. The instrument evaluates 12 creative features grouped in four factors (Enrichment Ideas, Emotionality, Cognitive Aspects and Creative Preparation). The results showed that gender, grade and educational context did not exert significant influence in any of the creative factors. In creative features, the gender variable exerted a significant influence on Unusual Perspective (F = 4,.67, p ? 0,03 ) and Originality (F = 6,79, p ? 0,01) both in activity 2, sex interaction with series on Originality in activity 2 (F = 3,22, p? 0,02), sex x context for Internal Perspective in activity 2 (F = 4,75, p ? 0,03) and Perspective Uncommon in the same activity (F = 5,68, p ?0,01). The interaction between sex and series exerted influence on Internal Perspective (F = 4,40, p ? 0,03) and Originality in activity 2 (F = 5,56; p? 0,02). We also found that the ONG variable exerted a significant influence on the Movement characteristic (F = 6,88; p ? 0,01) in activity 2, time of permanence and ONGs had significant influence on Development (F = 3,32, p ? 0, 04), Use of context (F = 3,68; p ? 0,03) and Movement (F = 10,00, p ? 0,00) in activity 2, and variable time exerted significant influence in Movement (F = 5 , 26, p ? 0,00) and Fluency (F = 3,16, p ? 0,05) in activity 2. These findings allowed to discuss and reflect on the importance of both education contexts for the development of creative performance, although much still has to be done. Conclude how much still has to develop on creativity in educational contexts, as in non-formal education, so little space that is explored in Brazilian research. / A criatividade ? uma caracter?stica que tem sido bastante reconhecida e exigida nos contextos sociais, destacando-se, dentre esses, o contexto educacional. Assim, este estudo buscou avaliar a criatividade de crian?as que frequentam diferentes contextos de educa??o, sendo: (1) exclusivamente contexto de educa??o formal e (2) simultaneamente contexto formal e n?o formal, visando verificar a exist?ncia de diferen?as no desempenho criativo dos grupos de acordo com o contexto freq?entado e a influ?ncia das vari?veis sexo, s?rie, tipo de ONG e tempo de perman?ncia no contexto n?o formal. Participaram deste estudo 100 sujeitos, de ambos os sexos, sendo 48 do sexo feminino e 52 do sexo masculino, com faixa et?ria entre nove a 11 anos de idade (M=10,7; DP=0,80), de 3? a 6? s?rie do Ensino Fundamental, selecionados por conveni?ncia em tr?s contextos de educa??o, sendo, uma escola, representando o contexto de educa??o formal (n=51) e duas institui??es do tipo ONG para representar o contexto de educa??o n?o formal (n=49; institui??o 1: n=26 e institui??o 2: n=23). Para avalia??o da criatividade foi utilizado o Teste de Criatividade Figural Infantil (Nakano, Wechsler & Primi, 2011), composto por tr?s atividades de est?mulos incompletos que devem ser respondidos sob a forma de desenhos. Permite avaliar 12 caracter?sticas criativas agrupadas em quatro fatores (Enriquecimento de Ideias, Emotividade, Prepara??o Criativa e Aspectos Cognitivos). Os resultados mostraram que as vari?veis sexo, s?rie e contexto educacional n?o exerceram influ?ncia significativa em nenhum dos fatores criativos, j? em rela??o as caracter?sticas criativas, a vari?vel sexo exerceu influ?ncia significativa sob Perspectiva Incomum (F=4,67; p?0,03) e Originalidade (F=6,79; p?0,01) da atividade 2, a intera??o sexo x s?rie influenciou Originalidade na atividade 2 (F=3,22; p?0,02), sexo x contexto para Perspectiva Interna na atividade 2 (F=4,75; p?0,03) e para Perspectiva Incomum na mesma atividade (F=5,68; p?0,01), sexo x s?rie x contexto em Perspectiva Interna na atividade 2 (F=4,40; p?0,03) e Originalidade na atividade 2 (F=5,56; p?0,02). Tamb?m verificou que, a vari?vel ONG exerceu influ?ncia significativa sob a caracter?stica Movimento (F=6,88; p?0,01) da atividade 2, tempo x ONG apresentou influ?ncia significativa em Elabora??o (F=3,32; p?0,04), Uso de Contexto (F=3,68; p?0,03) e Movimento (F=10,00; p?0,00) da atividade 2; e a vari?vel tempo exerceu influ?ncia significativa sob Movimento (F=5,26; p?0,00) e Flu?ncia (F=3,16; p?0,05), da atividade 2. Tais achados permitiram discutir e refletir a respeito da import?ncia dos dois contextos de educa??o para o desenvolvimento do desempenho criativo, embora muito ainda tenha que ser trabalhado nesses meios. Conclui-se o quanto ainda se tem para desenvolver a respeito de criatividade em diferentes contextos de educa??o, como em educa??o n?o formal, espa?o que ? t?o pouco explorado em pesquisas brasileiras.

Made available in DSpace on 2016-04-04T18:28:10Z (GMT). No. of bitstreams: 1 Walquiria de Jesus Ribeiro.pdf: 1179237 bytes, checksum: 226dd5d8500031ff1bfbecf3cc0c440e (MD5) Previous issue date: 2013-02-18 / Pontif?cia Universidade Cat?lica de Campinas / The high ability/giftedness is a multidimensional phenomenon, whose evaluation has become a challenge nowadays, especially when it considers the lack of standardized and validated instruments in Brazil for this purpose. This study aimed to look for evidence of validity (construct and criterion) of a Battery for Assessment of High Ability. The sample was composed of students of the 2nd. year of elementary school to 3rd. year of high school, of both sexes, average age eleven (SD=2,02), divided into 470 students in regular education and 118 students participating in the Student Support Services Program with High Ability. The instrument used was composed of six subtests, four of reasoning (verbal, abstract, numerical and logical) one of figural creativity (Completing figures) and other verbal creativity (Creating Metaphors). Through exploratory factor analysis, we found three factors with eigenvalues of 3.737, 1.535 and 1.093, explaining 70.72% of the total variance, with Factor 1 representing measures Verbal Creativity; Factor 2, Intelligence; and Factor 3, Creativity figural. Correlations were found between the factors, more moderate, between Creativity and Intelligence Verbal (r=0.346). Significant effects of the variable group were noted in relation to evidence RV, RA, RN and RL, as well as factor in test preparation Figural Creativity and Quality characteristic Metaphorical Verbal Creativity Test, demonstrating discriminatory power of these measures in the identification of students with high skills. The results showed evidence of construct validity Battery for Assessment of High Ability in assessing Intelligence, Creativity Figural and Verbal and evidence of criterion validity for identifying high ability students from the subtests of intelligence, and partially through some measures of verbal and figural creativity. Other studies are needed to further investigate the psychometric criteria of the instrument under construction. / As altas habilidades/superdota??o ? um fen?meno multidimensional, cuja avalia??o tem se tornado um desafio nos dias atuais, ainda mais quando se constata a falta de instrumentos validados e normatizados no Brasil para tal fim. Este estudo teve como objetivo buscar evid?ncias de validade (construto e crit?rio) de uma Bateria para Avalia??o das Altas Habilidades. A amostra total foi composta por 588 alunos do 2?. ano do ensino fundamental ao 3?. ano do ensino m?dio, de ambos os sexos, m?dia de idade de 11,11 anos (DP=2,02), divididos em 470 alunos de sala de ensino regular e 118 alunos participantes de Programa de Atendimento ao Aluno com Altas Habilidades. O instrumento utilizado foi composto por seis subtestes, sendo quatro de racioc?nio (Racioc?nio verbal, abstrato, num?rico e l?gico), um de criatividade figural (Completando figuras) e outro de criatividade verbal (Cria??o de Met?foras). Atrav?s da an?lise fatorial explorat?ria, foram encontrados tr?s fatores com eigenvalues de 3,737; 1,535 e 1,093, explicando 70,72% da vari?ncia total, com o Fator 1 representando medidas de Criatividade Verbal, o Fator 2, de Intelig?ncia e o Fator 3, de Criatividade Figural. Correla??es foram encontradas entre os fatores, de forma mais moderada, entre Criatividade Verbal e Intelig?ncia (r=0,346). Efeitos significativos da vari?vel grupo foram notados em rela??o ?s provas RV, RA, RN e RL, bem como no fator Elabora??o no teste de Criatividade Figural e na caracter?stica Qualidade Metaf?rica do teste de Criatividade Verbal, demonstrando poder discriminat?rio dessas medidas na identifica??o dos alunos com altas habilidades. Os resultados apontaram evid?ncias de validade de construto da Bateria para Avalia??o das Altas Habilidades na avalia??o da Intelig?ncia, Criatividade Figural e Verbal e evid?ncias de validade de crit?rio para identifica??o de alunos com altas habilidades a partir dos subtestes de intelig?ncia, e, parcialmente, atrav?s de algumas medidas de criatividade figural e verbal. Outros estudos se fazem necess?rios para melhor investiga??o dos crit?rios psicom?tricos do instrumento em constru??o.