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This study was designed to determine the effectiveness of filial therapy training in: (a) increasing immigrant Korean parents' empathic behavior with their children; (b) increasing immigrant Korean parents' acceptance level toward their children; and (c) reducing immigrant Korean parents' stress related to parenting.The experimental group, consisting of 17 immigrant Korean parents in the United States, received 10 weekly 2-hour filial therapy training sessions and participated in weekly 30-minute play sessions with one of their children. The control group, consisting of 15 immigrant Korean parents in the United States, received no treatment during the ten weeks. All the parents were videotaped playing with their child before and after the training as a means of measuring change in empathic behavior. The two written self-report instruments completed for pretesting and posttesting purposes were the Porter Parental Acceptance Scale and the Parenting Stress Index. Analyses of covariance revealed that the immigrant Korean parents in the experimental group had significant changes in 10 of 12 hypotheses, including (a) a significant increase in their level of empathic interactions with their children; (b) a significant increase in their attitude of acceptance toward their children; and (c) a significant reduction in their level of stress related to parenting. This study supports the use of filial therapy for promoting the parent-child relationship in immigrant Korean families in the United States. Filial therapy helps immigrant Korean parents to be therapeutic agents for their children. It helps them regain their own power as parents and restore positive relationships with their children.

Made available in DSpace on 2016-04-28T20:56:36Z (GMT). No. of bitstreams: 1 Renata Capeli Silva Andrade.pdf: 851957 bytes, checksum: f24e280c6a1ed335309ac005f24eaea7 (MD5) Previous issue date: 2013-05-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study refers to a doctoral research intervention on psychoeducational practice for educators, developed in educational institutions and called psychoeducational Duty. The study objectives were to understand the revealed meaning of psychoeducational Duty to educators and the institutions managers participants and investigate the way how the psychoeducational Duty was shown as a practice of psychoeducational attention for educators. We found that many studies point to the need to develop studies that show the relationship of this with his professional work, and the impact on their personal lives. In research method assume an existential phenomenological orientation, following as reference intakes of Arendt about meaning and narrative. The word "teacher" is not just a concept, because being an educator reveals a person in its entirety, since it can be said that the existence of the educator is formed by the intersections between the personal and professional relationships by establishing, as an existential plot. The sense revealed in the study points to the value of that space both by educators as the heads of the institutions where it happened, because it is seen as a rare moment in which teachers, who seek, can be heard and consider other perspectives to the difficulties faced . It is also shown as a place of understanding that allows the resumption of his own place in the world, and narrative, co-authoring the unique history of each educator and history of the institution. From what proved to emphasize that this practice can indeed contribute to educators in their work, to be able to strengthen these professionals to consider them as subjects of attention and care. This practice, according to the participant was relevant to the health and development of the work / O presente estudo refere-se a uma pesquisa-intervenção de doutorado sobre a prática psicoeducativa para educadores, desenvolvida em instituições educativas e denominada Plantão psicoeducativo. O estudo teve como objetivos: compreender o sentido revelado do Plantão psicoeducativo para educadores e gestores das instituições que dele participaram e investigar de que modo o Plantão psicoeducativo se mostra como uma prática de atenção psicoeducativa para educadores. Verificamos que muitas pesquisas apontam para a necessidade de desenvolvermos estudos que evidenciem a relação desse profissional com seu trabalho e as repercussões em sua vida pessoal. No método de investigação assumimos uma orientação fenomenológica existencial, seguindo como referencial os aportes de Arendt sobre sentido e narrativa. A palavra educador não é apenas um conceito, ser educador revela uma pessoa em sua totalidade. Posto isto, podemos dizer que o existir do educador é constituído pelas intersecções entre os aspectos pessoais e profissionais, pelas relações que estabelece, como uma trama existencial. O sentido revelado no estudo aponta para a valorização desse espaço tanto pelos educadores quanto pelos responsáveis das instituições onde aconteceu, por ser entendido como um momento raro em que os professores que o procuram podem ser ouvidos e pensar em outras perspectivas para as dificuldades enfrentadas. Mostra-se também como lugar de compreensão que permite a retomada do próprio lugar no mundo, e de narrativa, de coautoria da história singular de cada educador e da história da instituição. A partir do que se revelou destacamos que essa prática pode, sim, contribuir para o trabalho dos educadores, por poder fortalecer esses profissionais ao considerá-los como sujeitos que necessitam de atenção e cuidado. Essa prática, segundo os participantes foi relevante para sua saúde e o desenvolvimento de seu trabalho

Book Summary: Volume 2 of Group Work Experts Share Their Favorite Activities for Supervision is a follow-up to the first volume of this handy resource. This second volume contains more than 50 additionalactivities for the supervision of group work. Activities are organized into four sections: Multicultural and Social Justice Awareness, Supporting Process in Task and PsychoeducationalGroups, Setting and Population Specific interventions, and Developing Skills and the Coleader Relationship in Group Supervision of Group Leaders. Each section begins with adetailed introduction by an expert who reviews the current literature. The multicultural andsocial justice activities identify and address the ways in which identity affects the group as-a-wholeexperience, and also provide a model for supervisor competence. The activities in the Supporting Process in Task and Psychoeducational Groups section are designed to help supervisors more effectively develop and intentionally intervene in these types of groups. The Setting and Population Specific section offers activities for supervisors’ use with unique types of groups across varied contexts, and the development skills and coleader relationship activities support both beginning and more advanced group counselors in their work.

Made available in DSpace on 2016-08-03T16:34:35Z (GMT). No. of bitstreams: 1 NathaliaBrandolimSantos.pdf: 1235220 bytes, checksum: 64ba1673fd22ecdd77f0ccd0ad822823 (MD5) Previous issue date: 2014-11-28 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Diabetes is a chronic disease known for about 3,500 years and that affects, currently, about 18.8 million people in the world, have being, therefore, of great interest to many researchers from different fields. This disease results from a shortage of insulin, which plays a key role in the metabolic processes of the body. The incidence of type 2 Diabetes Mellitus has shown considerable growth in recent decades, mainly due to the high life expectancy and also the result of destructive health behaviors such as substance abuse, poor diet and a sedentary lifestyle. The present study aimed to evaluate the Quality of Life, the psychological dynamic, adaptive efficacy and to verify blood glucose levels of people with type 2 Diabetes Mellitus in a psychoeducational group. The study included 14 people with this chronic disease. The instruments used were: 1. Scale of the Brazilian Association of Market Research Institutes (ABIPEME); 2. Adaptive Operational Diagnostic Scale (EDAO); 3. Test of Object Relations of Phillipson (TRO); and 4. WHOQOL-bref. The results showed that some patients had a significant improvement in their glucose levels after the performed of the psychoeducational group, even noting that some have not yet achieved good control of their blood sugar. The quality of life of participants showed very good levels. To evaluate the efficacy and adaptive psychological dynamics of these participants, it was found that it is difficult to accept that one has a chronic illness and have attitudes to perform the appropriate treatment. We conclude that for these people with diabetes can adhere to the treatment, is necessary for them to present a good ability to resolve conflicts, and showcase your inner world related to the depressive position. If these factors are balanced, the lifestyle and welfare of these patients will be positive, so that they can thus present a good prognosis with fewer complications from the disease for longer life. / O diabetes é uma doença crônica conhecida há aproximadamente 3.500 anos e que atinge, atualmente, cerca de 18,8 milhões de pessoas no mundo, sendo, portanto, de grande interesse a diversos pesquisadores das mais variadas áreas. Esta doença é resultante de uma insuficiência de insulina, que desempenha papel fundamental nos processos metabólicos do organismo. A incidência do Diabetes Mellitus tipo 2 tem apresentado um considerável crescimento nas últimas décadas, principalmente decorrente da elevada expectativa de vida e, também, pelo resultado de comportamentos destrutivos a saúde, como o abuso de substâncias, dieta inadequada e um estilo de vida sedentário. O presente estudo teve por objetivos avaliar a Qualidade de Vida, a dinâmica psíquica, a eficácia adaptativa e verificar os níveis glicêmicos de pessoas com Diabetes Mellitus tipo 2 participantes de um grupo psicoeducativo. Participaram deste estudo 14 pessoas com Diabetes Mellitus tipo 2. Os instrumentos utilizados foram: 1. Escala da Associação Brasileira de Institutos de Pesquisa de Mercado (ABIPEME); 2. Escala Diagnóstica Adaptativa Operacionalizada (EDAO); 3. Teste das Relações Objetais de Phillipson (TRO); e, 4. WHOQOL-bref. Os resultados mostraram que alguns pacientes apresentaram uma melhora significativa em seus níveis glicêmicos após a realização do grupo psicoeducativo, mesmo verificando que alguns não atingiram ainda bom controle de sua glicemia. A qualidade de vida destes participantes apresentou-se com níveis muito bons. Ao avaliar a eficácia adaptativa e a dinâmica psíquica destes participantes, verificou-se o quanto é difícil aceitar que se tem uma doença crônica e ter atitudes para realizar o tratamento adequado. Concluímos que para estas pessoas com diabetes poderem aderir ao tratamento é necessário que ele apresente uma boa capacidade de solucionar conflitos, e, apresente seu mundo interno ligado à posição depressiva. Se estes fatores estiverem equilibrados o estilo de vida e o bem-estar desses pacientes serão positivos, de modo que eles possam apresentar consequentemente um bom prognóstico com menos complicações da doença durante mais tempo de vida.

abstract: The popularity of response-to-intervention (RTI) frameworks of service delivery has increased in recent years. Scholars have speculated that RTI may be particularly relevant to the special education assessment process for culturally and linguistically diverse (CLD) students, due to its suspected utility in ruling out linguistic proficiency as the primary factor in learning difficulties. The present study explored how RTI and traditional assessment methods were integrated into the psychoeducational evaluation process for students suspected of having specific learning disabilities (SLD). The content of psychoeducational evaluation reports completed on students who were found eligible for special education services under the SLD category from 2009-2013 was analyzed. Two main research questions were addressed: how RTI influenced the psychoeducational evaluation process, and how this process differed for CLD and non-CLD students. Findings indicated variability in the incorporation of RTI in evaluation reports, with an increase across time in the tendency to reference the prereferral intervention process. However, actual RTI data was present in a minority of reports, with the inclusion of such data more common for reading than other academic areas, as well as more likely for elementary students than secondary students. Contrary to expectations, RTI did not play a larger role in evaluation reports for CLD students than reports for non-CLD students. Evaluations of CLD students also did not demonstrate greater variability in the use of traditional assessments, and were more likely to rely on nonverbal cognitive measures than evaluations of non-CLD students. Methods by which practitioners addressed linguistic proficiency were variable, with parent input, educational history, and individually-administered proficiency test data commonly used. Assessment practices identified in this study are interpreted in the context of best practice recommendations. / Dissertation/Thesis / Doctoral Dissertation Educational Psychology 2014

Les recherches actuelles sur la résilience s’intéressent à l’intervention psychoéducative sur les facteurs de risque, en vue de passer d’une résilience naturelle à une résilience assistée : nous considérons la promotion des pratiques de résilience comme un facteur de développement des capacités psychologiques des enfants. Dans ce sens, le milieu scolaire peut constituer un espace d’interactions sociales et avec le soutien de la famille favoriser l’émergence de ressources socio-affectives, cognitives et conatives. Comment les pratiques scolaires peuvent-elles promouvoir la résilience ? Pour répondre à cette question, nous avons travaillé auprès d’un échantillon de 119 enfants à haut risque fréquentant des écoles défavorisées du Pérou. Notre approche méthodologique a pris en compte la perception qu’ont les enseignants et les élèves du climat social scolaire, en particulier des relations entre élèves, des relations entre enseignants, des relations entre élèves et enseignants, de l’organisation, de l’établissement des règles, et du développement d’activités périscolaires. En outre, nous avons identifié les besoins psychosociaux des élèves sur la base de leurs déclarations. Ces analyses nous ont apporté des éléments de réponse qui nous servent à proposer des pratiques psychoéducatives de résilience.Les pratiques psychoéducatives sont réparties en quatre catégories : la salle de classe et l’école, l’école et la famille, les parents et l’enfant, et les besoins psychosociaux de l’enfant/élève. / The research on resilience has focused mainly on psycho educational intervention on risk factors in children. Studying not only "natural resilience" but how "assisted resilience" helps children deal with trauma. This change of strategy suggests that promoting practices of resilience may be a means of developing psychological skills of resilience into children. To that respect, the schools’ social environment, with the help of the family, can be used as a place of interaction that promotes the emergence of social, emotional, cognitive and volitional skills whitin the students. The key question of this study is how schools can include practices that enhance the development of resilience skills into children? To answer this question, we used a sample of 119 high-risk children attending disadvantaged Peruvian schools. Our methodology takes into account the teachers’ and students’ perceptions of the school’s social climate, in particular the relationship among students, among teachers, and between students and teachers, the school’s organization, the establishment of rules, and the development of extracurricular activities. The study also includes the students’ thoughts about their psychosocial needs. The analysis of these elements provides a basis to suggest psychoeducational practices to promote resilience. These psychoeducational practices come into four categories: practices related to the classroom and the school, to the school and the family, to the parents and their children, and to the psychosocial needs of the child/student.

Previous research has indicated the importance of providing marriage education to ethnic minority couples who are struggling with their marital relationships. Despite this known importance, significantly fewer resources are available for Latino couples, who have a high rate of divorce. The purpose of this quantitative, randomized, wait-list control group trial design was to determine whether Couples in Contact, a culturally-based, psychoeducational intervention group program for Latino couples, increases marital satisfaction, as measured by the Marital Satisfaction Inventory, Revised (MSI-R). This study drew on cognitive behavioral therapy applied to couples, and the supportive theories underlying family systems theory and Gottman's theory. This study included 50 Latino married couples who were primarily Spanish speaking and either first- or second-generation immigrants. They were randomly assigned to the experimental or wait list control condition. Marital satisfaction was assessed before and after the experimental group participated in the intervention. A 2-way ANOVA was used to analyze the data. Results indicated that Couples in Contact yielded significant results for 3 out of the 4 of the research questions assessed. The findings suggest positive changes in the individual couple level, and an effective tool for mental health providers to use when working with Latino couples. This evidence-based program can be used to help reduce the divorce rate, foster the quality of married life, promote a healthier family life, and build a stronger community.

La dépression chez les jeunes est fréquente et entraîne une détresse et un handicap pour les individus et leurs familles/aides-soignants. Les lignes directrices en matière de traitement et de prévention soulignent la nécessité d'informations de qualité et d'interventions psychosociales fondées sur des données probantes. Récemment, on s'intéresse de plus en plus aux interventions psychopédagogiques, qui fournissent généralement des informations précises sur les problèmes de santé et sur l'auto-gestion au client et à ses aides-soignants. L'objectif de cette revue systématique est de déterminer si les interventions psychopédagogiques peuvent être utilisées pour prévenir et traiter la dépression chez les jeunes adultes. Des recherches systématiques ont été effectuées dans MEDLINE Ovid, PsycInfo, et les listes de références. Aucune étude ne répondait aux critères d'inclusion de cette revue. Quatorze études issues d'une édition spéciale du Psychiatric Rehabilitation Journal (Davis et al., 2018) ont été discutées. Ce numéro met l'accent sur les besoins et les services efficaces pour les personnes souffrant de graves problèmes de santé mentale pendant leur transition vers l'âge adulte. Les populations ciblées par ces études sont les suivantes : les étudiants universitaires bénéficiant d'un soutien éducatif, les jeunes adultes blancs et latino- américains bénéficiant d'une aide pour trouver un emploi, les jeunes et les jeunes adultes impliqués dans le système judiciaire, les jeunes adultes souffrant de troubles de l'humeur et les prestataires de services destinés aux jeunes en transition vers l'âge adulte. L'accent mis sur la diversité des échantillons met en lumière certains des progrès réalisés dans le domaine. Les interventions psychopédagogiques peuvent jouer un rôle dans la prévention et la prise en charge de la dépression chez les jeunes, en tant qu'approche principale ou complémentaire. Le nombre limité d'études, le manque d'hétérogénéité dans les formats et les évaluations, ainsi que le manque de cohérence dans la définition des interventions psychopédagogiques rendent difficile la comparaison des programmes et la mesure de l'efficacité globale. Les études futures doivent établir une définition commune des interventions psychopédagogiques, développer/évaluer les interventions psychopédagogiques conformément aux cadres d'interventions complexes et analyser leurs composantes actives. / Youth depression is common and leads to distress and impairment for individuals and their families/caregivers. Treatment and prevention guidelines stress the need for good information and evidence-based psychosocial interventions. Increasingly, there is a growing interest in psychoeducational interventions (PIs), which broadly deliver accurate information about health issues and self-management to the client and his/her caregivers. The aim of this systematic review is to investigate whether psychoeducational interventions can be used to prevent and treat youth depression. Systematic searches were undertaken in MEDLINE Ovid, psycINFO, and reference lists. No studies met the inclusion criteria for this review. Fourteen studies from a special edition of the Psychiatric Rehabilitation Journal (Davis et al., 2018) were discussed. This issue focuses on the needs of, and effective services for individuals with serious mental health conditions as they transition into adulthood. The populations of focus in these studies are: college students receiving educational supports, White and Latino young adults receiving employment supports, youth and young adults with justice system involvement, young adults with mood disorders, and service providers for youth in transition to adulthood. The focus on diverse samples highlights some of the progress in the field. PIs can have a role in preventing and managing youth depression, as a primary or complementary approach. The limited number of studies, heterogeneity in formats and evaluation, and inconsistent approach to defining PI, make it difficult to compare programmes and measure overall effectiveness. Future studies need to establish an agreed definition of PI, develop/evaluate PIs in line with frameworks for complex interventions, and analyse their active components.

This study investigated some of the causes of marital pathology of Zulu couples. Through a questionnaire, the study investigated factors which affect Zulu marriages. It was found, according to thi~ research, that communication and infidelity by Zulu husbands are serious causes of marital pathology. The research also revealed that the historical and cultural nature of the Zulu marriage contributes to marital pathology. The second aim of the research was to investigate the marital therapy of Zulu couples. The question was whether marital therapy works among the Zulus, given the unwillingness of Zulu husbands to be counselled. The researcher found that Zulu husbands are resistant to being counselled. A therapeutic model was designed and used with two case examples. In both cases divorces were averted. This seems to indicate that marriage counselling can restore most of the Zulu marriages if husbands could cooperate in being counselled with their wives. / Psychology of Education / M. Ed.