The purpose of this study was to examine the effectiveness of psychoeducational group techniques in reducing an individuals' level of alcohol intake. It was hypothesized that when one is more educated about alcoholism, and how the addictive behavior began, their level of alcohol intake will decrease. To test this hypothesis, the researcher monitored changes in the alcohol involvement of a middle-aged African American woman engaged in psychoeducational group treatment. The researcher monitored these changes by administering the subject a standardized questionnaire developed by Hudson, before intervention, during intervention, and after completion of intervention. The results of the study show that by involvement in psycho-educational groups and cognitive therapy, the subject was able to reduce her overall level of alcohol intake.

This study presents a Therapeutic Assessment-based method of psychological assessment for use in elementary schools. It focuses on work with the assessed student’s teacher in cases in which conflict between the student and teacher results in a “stuck” relationship. It seeks to improve the student-teacher relationship, increase teacher empathy for the student, improve the usefulness of report recommendations, and reduce teacher stress. A multiple-baseline, single-case design is proposed. Visual analysis and effect size estimates will be the primary analyses used. / text

Made available in DSpace on 2016-04-28T20:56:46Z (GMT). No. of bitstreams: 1 Cicero Bezerra Melo Netto.pdf: 671862 bytes, checksum: b4651c0bda43ab45c368a0004d87f2e8 (MD5) Previous issue date: 2014-06-02 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / This study aimed to understand, according to the reference of existential phenomenology, the foundations of psychoeducational duty: as shown your practice and what kind of contributions have brought to the psychoeducational practice. Specific objectives were intended to understand the basic characteristics of psychoeducational duty and practice that inspired it: the psychological duty, moreover, recognize the unique perspective of psychoeducational duty by reference to some of the notions of existential phenomenology. The research methodology used was the type of documentary analysis: 17 in all academic work were studied, ten studies on psychological duty and seven works on psychoeducational duty, the latter being performed by students of Postgraduate Study Programme in Education: Psychology Education of PUC São Paulo, linked to the Research Group on educational Practices and Psychoeducational Attention to Family, School and Community (ECOFAM). The analysis of the work was divided into two thematic topics for the appointment of the main features observed in each study: Topic 1 (constitutive aspects of the psychological duty) and topical 2 (constitutive aspects of psychoeducational duty). In the latter, we tried, beyond to exposure of the main observations of each author on the subject of psychoeducational duty, articulate, when checked, the similarities between the psychoeducational and psychological duty. Finally, we tried to emphasize the peculiarities of psychoeducational duty with the unique practice in education using the notions of existential phenomenology. The final analyzes suggest the possibility of psychoeducational duty as solicitous care and willingness to listen, conversation and reflection as modes of language that favor and take into account its commitment to education with care to be in diverse educational environments / O presente trabalho teve como objetivo principal compreender, segundo o referencial da fenomenologia existencial, as bases do plantão psicoeducativo: como se mostra sua prática e que tipo de contribuições tem trazido para a prática psicoeducativa. Como objetivos específicos pretendeu-se compreender as características básicas do plantão psicoeducativo e da prática que o inspirou: o plantão psicológico, ademais, reconhecer a perspectiva singular do plantão psicoeducativo tomando por referência algumas das noções da Fenomenologia existencial. A metodologia utilizada foi do tipo pesquisa de análise documental: 17 trabalhos acadêmicos ao todo foram estudados, sendo 10 trabalhos sobre plantão psicológico e 7 trabalhos sobre plantão psicoeducativo, sendo estes últimos realizados por alunos do Programa de Estudo Pós-Graduados em Educação: Psicologia da Educação da PUC São Paulo, vinculados ao Grupo de Pesquisa em Práticas Educativas e Atenção Psicoeducacional à Família, Escola e Comunidade (ECOFAM). A análise dos trabalhos foi dividida em dois tópicos temáticos destinados ao apontamento das características principais observadas em cada trabalho: tópico 1 (aspectos constitutivos do plantão psicológico) e tópico 2 (aspectos constitutivos do plantão psicoeducativo). Neste último, procurou-se, além da exposição das principais observações de cada autor sobre o tema do plantão psicoeducativo, articular, quando verificadas, as similaridades características entre o plantão psicológico e o plantão psicoeducativo. Por fim, procurou-se ressaltar as peculiaridades do plantão psicoeducativo como prática singular em Educação utilizando-se de noções da Fenomenologia existencial. As análises finais propõem o plantão psicoeducativo como possibilidade de cuidado e disponibilidade solícita à escuta, à conversação e à reflexão como modos da linguagem que favorecem e levam em conta o compromisso da Educação com o cuidado de ser em ambientes educativos diversificados

Psychiatric recovery-oriented care is aimed at improving patients' quality of care while increasing the efficiency of health care providers. Despite the benefits of recovery-oriented care, this approach is often lacking in health care settings. The purpose of this project was to implement a recovery-oriented training on psychoeducational groups on a 26-bed psychiatric unit. The Iowa model of evidence-based practice and adult learning theory provided the framework for the project. The objectives were to (a) assess training needs, (b) evaluate barriers for recovery-oriented psychiatric nursing, (c) develop strategies to address barriers, (d) train staff in psychoeducational approaches, and (e) evaluate the training effectiveness. Information on knowledge, confidence, training needs and barriers in conducting psychoeducational groups was collected from 24 nursing staff. Open-ended interviews were conducted to ascertain staff perceptions on training needs and barriers. Interview responses were analyzed for common themes. Staff expressed a need for training and perceived a lack of knowledge and time as barriers in conducting psychoeducational groups. A questionnaire was used to collect data on knowledge (8 items) and confidence (5 items) pre and post training. Pre/post responses were analyzed using descriptive statistics and paired sample t test. Results showed a significant increase in staff knowledge, but not confidence in conducting psychoeducational groups from pre to posttest. Results may be used by psychiatric nursing staff to improve the quality of recovery-oriented care, patient satisfaction, and efficiency of the care delivery system. Recovery-oriented psychiatric care implicitly changes social norms by helping individuals with mental health problems integrate back into their communities.

Individuals with Asperger syndrome (AS), an autism spectrum disorder, are characterized by average to superior intelligence while at the same time experiencing severe and pervasive deficits in social interaction. While many individuals with AS report that they keenly desire social relationships, the combination of repeated social failures and intelligence sufficient to appreciate these difficulties increases the risk for developing depression, anxiety, and other mental health concerns (Tantam, 1998; 2000). <p>Emotional intelligence (EI) is a construct that offers potential to understand individual emotional and social characteristics. The broad purpose of the two studies in this project was to examine ability and trait approaches to EI to understand if EI offers enriched understanding of social outcomes in AS. Further, this study explored EI, executive functions (EF), and theory of mind (ToM) to understand whether EI singularly or in combination with other theoretical explanations best accounts for social outcomes in individuals with AS. <p>The participants in this study were 25 young adults (aged 16-21) diagnosed with AS in Alberta and Manitoba. In study 1, trends and differences between AS and normative groups were examined. Further, correlation and multiple regression were employed to explore relationships amongst variables. Results indicated that trait EI was impaired for individuals with AS; however ability EI was intact. Regression analyses revealed that trait and ability EI together predicted 57% the variance for self-reported interpersonal skills and 31% of the variance for parent-reported social skills. Trait EI alone predicted 19% of the variance for self-reported social stress. <p>In study 2, EI, EF, and ToM were explored as predictors of social outcomes. Low correlations between EF and outcome variables precluded further analysis with this particular set of variables. Multiple regression procedures revealed that together ToM and trait EI predicted 33 % of the variance for self-reported Social Stress. The findings suggest that including ToM and EI measures in assessment protocols for individuals with AS provides important information to inform interventions.

This thesis examines how mothers of children labeled ‘learning disabled’ negotiate with educational professionals as advocates for their children. Previous scholarship has not adequately addressed the role that parents, particularly mothers of children labeled ‘learning disabled’ play in the education of their children. Through analyzing the ways in which these educational practices shape people’s experiences and identities, we can gain a deeper understanding of the ways in which labeling processes are experienced, managed, constructed, negotiated and/or resisted. This subject was explored through in-depth interviews with six mothers, using interviewing practices informed by standpoint methodology. My analysis follows two major themes. The first theme deals with the contradictory nature of psychoeducational assessments in the classrooms of the educational system. I demonstrate how psychoeducational assessments act as a set of rules, regulations and rights. I demonstrate how the mothers in my study used these as tools for empowerment and resistance to educational structures and discourses of normalcy. I also demonstrate the limitations of these texts to secure the educational interest and rights of children labeled ‘learning disabled’. The second theme deals with transformation processes. I ask, how do mothers of children labeled ‘learning disabled’ change as a result of negotiating their child or children’s ‘learning disability’. I demonstrate how being a parent of a child labeled ‘learning disabled’ is outside the sphere of ‘regular’ parenting and the sphere of the formal educational system and the economic, social and health-related consequences of such negotiations.

Individuals with Asperger syndrome (AS), an autism spectrum disorder, are characterized by average to superior intelligence while at the same time experiencing severe and pervasive deficits in social interaction. While many individuals with AS report that they keenly desire social relationships, the combination of repeated social failures and intelligence sufficient to appreciate these difficulties increases the risk for developing depression, anxiety, and other mental health concerns (Tantam, 1998; 2000). <p>Emotional intelligence (EI) is a construct that offers potential to understand individual emotional and social characteristics. The broad purpose of the two studies in this project was to examine ability and trait approaches to EI to understand if EI offers enriched understanding of social outcomes in AS. Further, this study explored EI, executive functions (EF), and theory of mind (ToM) to understand whether EI singularly or in combination with other theoretical explanations best accounts for social outcomes in individuals with AS. <p>The participants in this study were 25 young adults (aged 16-21) diagnosed with AS in Alberta and Manitoba. In study 1, trends and differences between AS and normative groups were examined. Further, correlation and multiple regression were employed to explore relationships amongst variables. Results indicated that trait EI was impaired for individuals with AS; however ability EI was intact. Regression analyses revealed that trait and ability EI together predicted 57% the variance for self-reported interpersonal skills and 31% of the variance for parent-reported social skills. Trait EI alone predicted 19% of the variance for self-reported social stress. <p>In study 2, EI, EF, and ToM were explored as predictors of social outcomes. Low correlations between EF and outcome variables precluded further analysis with this particular set of variables. Multiple regression procedures revealed that together ToM and trait EI predicted 33 % of the variance for self-reported Social Stress. The findings suggest that including ToM and EI measures in assessment protocols for individuals with AS provides important information to inform interventions.

Ο σκοπός της παρούσας ερευνητικής εργασίας ήταν η δημιουργία ενός ψυχοεκπαιδευτικού προγράμματος για την πρόληψη και μείωση του άγχους εξέτασης μαθητών της Ε΄και ΣΤ΄τάξης Δημοτικού Σχολείου, το οποίο θα προσέφερε την ευκαιρία σε κάθε εκπαιδευτικό να το εφαρμόσει στην τάξη με τους μαθητές του. Στη συνέχεια το ολοκληρωμένο και σχεδιασμένο πρόγραμμα υλοποιήθηκε και ελέγχθηκε πειραματικά ως προς συγκεκριμένες υποθέσεις με σκοπό αυτή η έρευνα να οδηγήσει στην αξιολόγηση του προγράμματος και της αποτελεσματικότητας του ως προς την πρόληψη/ μείωση του άγχους εξέτασης. Το δείγμα της έρευνας αποτέλεσαν μαθητές της Ε΄και ΣΤ΄τάξης του 1ου 12/θ Δημοτικού Σχολείου Σκάλας Λακωνίας. Ο αριθμός των συμμετεχόντων στο πρόγραμμα ψυχοεκπαίδευσης ανέρχεται συνολικά σε 56 υποκείμενα. Τριάντα (30) μαθητές, εκ των οποίων 15 αγόρια και 15 κορίτσια, χωρίστηκαν σε δύο υποομάδες ως προς την τάξη φοίτησής του με αποτέλεσμα να προκύψει η πειραματική ομάδα Ε΄τάξης και η πειραματική ομάδα ΣΤ΄τάξης με 15 μέλη έκαστη. Οι υπόλοιποι 26 μαθητές (11 αγόρια και 15 κορίτσια) σχημάτισαν την ομάδα ελέγχου. Τα μέλη της πειραματικής ομάδας συμμετείχαν σε οκτώ συναντήσεις (μία συνάντηση/ εβδομάδα), βασισμένες σε συγκεκριμένες θεματικές και με συγκεκριμένους στόχους η καθεμιά, το χρονικό διάστημα Φεβρουάριος 2014- Απρίλιος 2014. Για τη συλλογή των δεδομένων χρησιμοποιήθηκαν κατάλληλα εργαλεία μέτρησης και κλίμακες αξιολόγησης. Σύμφωνα με τις ερευνητικές υποθέσεις, τα μέλη της πειραματικής ομάδας θα δήλωναν λιγότερο άγχος εξέτασης μετά το πέρας της ψυχοεκπαίδευσης εν συγκρίσει με την ομάδα ελέγχου. Επίσης, τα μέλη της πειραματικής ομάδας θα εμφάνιζαν λιγότερο κοινωνικό άγχος/ φόβο αρνητικής αξιολόγησης εν συγκρίσει με την ομάδα ελέγχου μετά τη λήξη του προγράμματος και τα μέλη της πειραματικής ομάδας θα παρουσίαζαν μειωμένα καταθλιπτικά συμπτώματα σε σχέση με την ομάδα ελέγχου. Ως προς το άγχος εξέτασης, βρέθηκε πως τα μέλη της πειραματικής ομάδας εμφάνισαν τάση για μείωση σε δύο υπο-κλίμακες (σωματικά συμπτώματα και άσχετες ως προς το έργο συμπεριφορές ) έως και ένα μήνα μετά το πέρας του ψυχοεκπαιδευτικού προγράμματος ενώ στην υπο- κλίμακα (σκέψεις) δε βρέθηκε στατιστικά σημαντική διαφορά. Τέλος, ως προς το κοινωνικό άγχος και τα καταθλιπτικά συμπτώματα δεν επιβεβαιώθηκαν οι υποθέσεις. / The purpose of this research was the creation of a psychoeducational programme for the prevention and reduction of test anxiety among students in the fifth and sixth year of Primary School. This programme would offer teachers the opportunity to apply it in class with their students. The complete and designed programme was conducted and checked on an experimental basis according to certain suppositions in order for this research to lead to the evaluation of the programme and its efficiency for the prevention of test anxiety The sample of the research were students of the fifth and sixth year of the 1st Primary School in Skala, Lakonia. The number of the participants in the psychoeducational group is totally 56 students. Thirty (30) students of whom 15 were boys and 15 were girls, were divided into two subgroups according to their class. As a result two experimental groups were created the group of the fifth year and with group of the sixth year with 15 members each. The remaining 26 students (11 boys and 15 girls) formed the checking group. The members of the experimental group took part in eight meetings (one meeting per week) based on specific topics and specific goals each, the time being February 2014 to April 2014. For the data collection suitable measurement tools and scales of evaluation were used. According to the research suppositions, the members of the group would show less test anxiety after the end of psychoeducation compared to the checking team. Moreover, the members of the group would show less fear of negative evaluation compared to the checking group after the end of the programme and they would show less symptoms of depression compared with the checking group. As for the test anxiety, it was found that the members of the group showed a tendency of reduction into two sub-scales (autonomic reactions and off- task behaviors) up to one month after the end of the psychoeducational programme while no significant differences were found statistically in the sub-scale (thoughts). Finally concerning the fear of negative evaluation and the symptoms of depression suppositions were not confirmed.

This thesis examines how mothers of children labeled ‘learning disabled’ negotiate with educational professionals as advocates for their children. Previous scholarship has not adequately addressed the role that parents, particularly mothers of children labeled ‘learning disabled’ play in the education of their children. Through analyzing the ways in which these educational practices shape people’s experiences and identities, we can gain a deeper understanding of the ways in which labeling processes are experienced, managed, constructed, negotiated and/or resisted. This subject was explored through in-depth interviews with six mothers, using interviewing practices informed by standpoint methodology. My analysis follows two major themes. The first theme deals with the contradictory nature of psychoeducational assessments in the classrooms of the educational system. I demonstrate how psychoeducational assessments act as a set of rules, regulations and rights. I demonstrate how the mothers in my study used these as tools for empowerment and resistance to educational structures and discourses of normalcy. I also demonstrate the limitations of these texts to secure the educational interest and rights of children labeled ‘learning disabled’. The second theme deals with transformation processes. I ask, how do mothers of children labeled ‘learning disabled’ change as a result of negotiating their child or children’s ‘learning disability’. I demonstrate how being a parent of a child labeled ‘learning disabled’ is outside the sphere of ‘regular’ parenting and the sphere of the formal educational system and the economic, social and health-related consequences of such negotiations.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-09-19T18:18:40Z No. of bitstreams: 1 carloseduardodesouzapereira.pdf: 1246465 bytes, checksum: 5ec620e71f01f5ef8b38da56f61e22bf (MD5) / Approved for entry into archive by Diamantino Mayra (mayra.diamantino@ufjf.edu.br) on 2016-09-26T20:23:31Z (GMT) No. of bitstreams: 1 carloseduardodesouzapereira.pdf: 1246465 bytes, checksum: 5ec620e71f01f5ef8b38da56f61e22bf (MD5) / Made available in DSpace on 2016-09-26T20:23:31Z (GMT). No. of bitstreams: 1 carloseduardodesouzapereira.pdf: 1246465 bytes, checksum: 5ec620e71f01f5ef8b38da56f61e22bf (MD5) Previous issue date: 2010-04-23 / Para comparar as perspectivas de Güenther – Sistema de Observação Longitudinal por Educadores (SOLE) – e de Renzulli – Modelo das Portas Giratórias (RDIM) –, implantou-se um Programa de Identificação de Estudantes Talentosos em um colégio de uma universidade pública. Participaram da investigação 21 educadores e 393 alunos do quinto ao oitavo ano do ensino fundamental, bem como os pais desses estudantes. Para o RDIM, empregaram-se testes de inteligência, escalas e questionários. No caso do SOLE, foi usado somente um roteiro de observação para professores. Constatou-se que a nomeação por testes identifica apenas uma parcela reduzida dos estudantes mais capazes. Houve sobrenomeação, especialmente no caso dos professores. O RDIM é mais inclusivo que o SOLE e tende a abarcar mais domínios de superdotação. As dotações acadêmicas e intelectuais continuam a ser as mais enfatizadas. O uso de múltiplos critérios não evitou que distorções da abordagem tradicional de identificação de talento ocorressem. Estudos adicionais, especialmente aqueles que analisem as evidências de validade dos instrumentos e que contem com amostras mais representativas da população de estudantes brasileiros, são recomendados. / In order to compare Güenther ‟s prospects - Longitudinal Observation System for Educators (SOLE) - and Renzulli „s - Model of Revolving Doors (RDIM) – A program for identification of talented students was implemented in a school at a public university. 21 educators participated in the research and 393 students from fifth to eighth grade of elementary school and their parents. Intelligence tests, scales and questionnaires were employed for RDIM. In the case of SOLE was used only an observation guidelines for teachers. Only a small fraction of the talented students was appointmented by testing identifies. There were over nomination, especially by teachers. The RDIM is more inclusive than the SOLE and tends to cover more areas of high abilities. The academic and intellectual skills remain the most emphasized. The use of multiple criteria did not prevent from distortion of the traditional approach of identifying talents. Further studies, especially those who examine the evidence of validity of the instruments and with samples containing more representative of Brazilian students‟ population are recommended.