Made available in DSpace on 2016-04-04T18:29:49Z (GMT). No. of bitstreams: 1 Thais de Assis Antunes Baungart.pdf: 1541957 bytes, checksum: 3be4b3d9dab674e5fd528b4a4b87eb2e (MD5) Previous issue date: 2010-02-19 / Assuming that work with growth groups could contribute to the formation of priests, this research aimed to describe and understand the process of psychological and educational development of Catholics pre-seminarians related to the practice of the growth group. A growth group is the space provided for promotion of personal development in which participants can reflect and discuss issues related to everyday experiences according to the psychological point of view. It s important to highlight that this research had a qualitative approach and a theoretical humanist grounding. The study included three groups of Catholic pre-seminarians during the years 2006, 2007 and 2008. The performance of the groups was inspired by the seven steps proposed by Amatuzzi. For data collection were used felt meaning expressions, notes in field diaries and a questionnaire assessing the work completed by the participants. Data analysis was based on the following steps: 1) narrative describing the process for each group based on information from field diaries, felt meaning expressions and evaluation questionnaire, 2) search of the essential elements experienced in each group report concerning personal and educational development, 3) understanding of the meaning of the growth teamwork for the psychological development of pre-seminarians and the contribution of this work to the process of priestly formation. The research result showed that the work of the growth group has made contributions to the participants in relation to psychological and educational development, as it offered new assignments of meanings to different areas of psychological and educational process. We conclude that the practice of the growth group mobilized participants in some aspects such as greater contact with their motivations for entering the seminary, reflections on their stories of life and its relation with the choice of the priesthood, deepening the meaning of religious/ sacerdotal life, finding new ways to understand what it means to live in community and new mechanisms to deal with external pressures and expectations from the training as well as new meanings that were attributed to academic difficulties. / Partindo do pressuposto de que o trabalho com grupos de crescimento poderia contribuir para a forma??o de sacerdotes, esta pesquisa teve como objetivo descrever e compreender o processo de desenvolvimento psicol?gico e formativo de pr?seminaristas cat?licos com a pr?tica do grupo de crescimento. Entende-se por grupo de crescimento um espa?o destinado ? promo??o de desenvolvimento pessoal no qual os participantes podem refletir e discutir sobre quest?es relacionadas ?s viv?ncias cotidianas dentro do prisma psicol?gico. ? importante destacar que esta pesquisa teve um enfoque qualitativo e uma fundamenta??o te?rica humanista. Participaram do estudo tr?s grupos de pr?-seminaristas cat?licos durante os anos de 2006, 2007 e 2008. A realiza??o dos grupos inspirou-se nos sete passos propostos por Amatuzzi. Para a coleta de dados, foram utilizadas Vers?es de Sentido, anota??es em di?rios de campo e um question?rio de avalia??o do trabalho respondido pelos participantes. A an?lise de dados foi baseada nos seguintes passos: 1) narrativa descritiva do processo de cada grupo, baseada nas informa??es dos di?rios de campo, vers?es de sentido e question?rio de avalia??o; 2) busca dos elementos essenciais do vivido em cada relato de grupo no que diz respeito ao desenvolvimento pessoal e formativo; 3) compreens?o do sentido do trabalho de grupo de crescimento para o desenvolvimento psicol?gico dos pr?-seminaristas e a contribui??o deste trabalho para o processo de forma??o sacerdotal. O resultado desta pesquisa revelou que o trabalho de grupo de crescimento trouxe contribui??es para os participantes no que se refere ao desenvolvimento psicol?gico e formativo na medida em que este proporcionou novas atribui??es de significados a diversas ?reas do processo formativo e psicol?gico. Conclu?mos que a pr?tica do grupo de crescimento mobilizou os participantes em alguns aspectos tais como: maior contato com suas motiva??es para entrada no semin?rio, reflex?es sobre suas hist?rias de vida e as rela??es destas hist?rias com a escolha pelo sacerd?cio, aprofundamento sobre o significado da voca??o religiosa/sacerdotal, busca de novas maneiras de compreender o que significa viver em comunidade e novos mecanismos para lidar com as expectativas e press?es externas em rela??o ? forma??o, al?m dos novos significados que foram atribu?dos ?s dificuldades acad?micas.

Made available in DSpace on 2014-06-11T19:28:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-09-21Bitstream added on 2014-06-13T19:58:26Z : No. of bitstreams: 1 mesquita_am_me_arafcl.pdf: 1363942 bytes, checksum: 4fbbe1d23de9ae7ee7d35d17c974381a (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / O debate em torno da motivação para a aprendizagem remonta às críticas da Escola Nova à Escola Tradicional. Para a primeira, a educação deveria ser funcional, o que equivale a dizer que deve ser fundada nas necessidades dos alunos. O processo pedagógico verdadeiro é o que toma como ponto de partida, eixo e referência central, as necessidades espontâneas dos aprendizes. O ensino torna-se não-diretivo, pois a escola exime-se dessa função. A instrução dos alunos é orientada por eles mesmos, de acordo com suas inclinações e interesses pessoais. Os escolares não devem mais aprender, mas “aprender a aprender”. A Pedagogia Histórico-Crítica revela o que está escondido detrás dessa aparente democratização do ensino. Os métodos escolanovistas questionavam a própria validade do ato de ensinar. Contribuindo assim, para o rebaixamento da qualidade do ensino. A Pedagogia de orientação marxista retoma a transmissãoassimilação dos conhecimentos clássicos como centro do processo pedagógico. A questão é que isso não implica na renúncia à motivação para a aprendizagem. Ao contrário, ela é considerada um elemento importante do processo pedagógico. Trazemos contribuições da Psicologia Histórico-Cultural nesse sentido, para demonstrar como a motivação se desenvolve ao longo da ontogênese. Partindo da teoria da atividade de A. N. Leontiev, vemos que os motivos para qualquer atividade humana são edificados socialmente. A força motora de seu desenvolvimento encontra-se nas relações sociais do indivíduo, isto é, a chave para a compreensão da motivação (o aparecimento dos motivos) é a natureza social do psiquismo. Isso significa que os motivos para aprender, bem como todo e qualquer motivo, não são dados invariáveis da vida individual, mas dependem em grande medida da qualidade das relações sociais e dos processos educativos vividos ao largo... / The debate around motivation for school learning makes us return to the criticism of New School for Traditional School. The first one thinks that education should be functional, which means that it should be founded on students needs. The true teaching process is the one that takes as starting point, axis and central reference, the spontaneous needs of learners. Teaching becomes non-directive, since the school refuses itself to perform this task. Students’ instruction is guided by them, according to their personal interests. Scholars should no longer learn, but “learn to learn”. Historical-Critical Pedagogy reveals what is ridden behind this apparent democratization of school. The New School methods questioned the very validity of the act of teaching. Thus contributing to the depreciation of educational quality. The Marxist-oriented Pedagogy retakes the transmission and assimilation of classical knowledge as center of pedagogical process. The point is that it doesn’t imply on renouncement of motivation to learn. Rather, it is considered an important element of the pedagogical process. We bring contributions from Historical and Cultural Psychology to demonstrate how motivation develops along ontogeny. Starting from activity theory of A. N. Leontiev, we see that reasons to any human activity are socially edified. Reasons’ development driving force lies in person’s social relationships, that is, the key to comprehend motivation (the rise of reasons) is the social nature of psyche. This means that reasons to learning, as any reason, are not invariable on a person’s life, but depend largely on the quality of social relationships and educational processes experienced offshore development. Wherefore, to be motivated to learn is, first of all, to be in school. Besides this condition, knowledge must be the object that stimulates the activity of the learner... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:29:02Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-12-17Bitstream added on 2014-06-13T19:58:34Z : No. of bitstreams: 1 simili_mfc_me_assis.pdf: 349582 bytes, checksum: b193273eed4e3bbc323b1f0c8396a453 (MD5) / Os estudos desenvolvidos sobre o papel dos jogos regrados tem sido alvo de inúmeras discussões e pesquisas nas mais varias áreas do saber, principalmente no tocante ao processo de ensino e de aprendizagem. Em razão disso, desenvolvemos esta pesquisa cujos objetivos foram: analisar a concepção docente sobre as contribuições do emprego dos jogos de regras no processo educativo e no desenvolvimento psicológico; investigar a importância dada por ele ao emprego do jogo regrado na sala de aula; verificar a existência e a avaliação que os docentes fazem sobre o jogo em seu planejamento pedagógico e a relação entre os jogos de regras e o brincar do professor na infância. Para tanto, empregamos a teoria de Jean Piaget e de colaboradores, acerca das relações entre a psicologia genética, os processos de ensino e de aprendizagem e os jogos regrados. Os informantes foram professores, escolhidos aleatoriamente, dentre aqueles que lecionavam no Ensino Fundamental do ciclo I ao IV, de Escolas Municipais localizadas na Região Sudoeste do Estado de São Paulo. Para a coleta de dados, utilizamos um questionário e a entrevista semi-estruturada. Seu conteúdo versou sobre a representação dos professores acerca dos jogos regrados. Os resultados obtidos, mostraram que a) os professores mencionam como importante o emprego dos jogos de regras como instrumento facilitador do processo de ensino e aprendizagem; b) não os relacionam ao desenvolvimento psicológico, isto é, não conseguem ver os referidos jogos como meio que pode contribuir para o desenvolvimento cognitivo, afetivo e moral das crianças e c) apesar de considerar os jogos positivos, a maioria deles não os empregam em sala de aula, embora vários estudos tenham demonstrado a sua importância para a concretização do processo educativo e como instrumento de desenvolvimento psicológico / The studies developed about the role of rules games have been frequently discussed in many researches in the wider knowledge areas, mainly on the education field. In spite of it, this research was developed with the aim to analyze the academic conceiving about the contributions of the application of the rules games in the education process and in the psychological development. Besides, the importance gave by the teacher to the use of the games in the classroom and the presence and the evaluation of the game in their pedagogic planning were still analyzed. To achieve this propose, there was used the theory of Jean Piaget et al of the relations among the genetic psychology, the teaching and learning processes and the rules games. The informers were teachers, chose at random, among others that work for the fundamental schooling from the cycles I to IV of municipal colleges in the southeast of the state of São Paulo. For the assessment dice, there were used a questionnaire and a half-structured interview with the content of the representation of the teachers about the rules games. The results show the following aspects: a) Teachers give importance to the use of the rules games as a tool for the teaching and learning processes; b) They do not associate them to the psychological development, in other words, they can not relate this games as a way to contribute for the cognitive, affective and moral development of the children; c) In spite of considering the games positive, the great number of them do not use it in the classroom, even with may researches showing it is importance to the resolution of the educational process and the psychological development

Title: Psychological and pedagogical factors that influence player performance in youth football Objectives: The objective of the theoretical part is to analyze the psychological development of the player and the pedagogical aspects influencing the performance from the point of view of the educational activities of the coaches and parents. The selected theoretical starting points are then linked to the player's game play and its sporting development. The content of the research section is to examine the emotional reactions of the players of the preparatory and pupil categories in the clubs AC Sparta Praha and FK Dukla Praha. We analyzed the results of the emotional experience of the players and then we analyzed the differences of factors in the developmental stages of the sporting development and the results of the differences of emotional reactions of the players of both clubs. Methods: In this work we used a questioning method, namely a standardized DEMOR emotional reaction questionnaire examining emotional reactions of pupils. We have adapted it to the sport training environment and piloted. The research was conducted in seven teams of the AC Sparta Prague Football Club and seven teams of FK Dukla Prague in the U9-U15 category. Results: The results showed high values of positive emotional...

In order to have a thriving business, tennis coaches on all levels need to keep players in their program. Coaches who tend to have the most influence on the game of tennis are developmental coaches. Developmental coaches are coaches who work with starter-beginner tennis players. The first impression that an aspiring player has of the game will ultimately predict their future participation. Usually the first introduction to any sport is through a coaching lesson (Gilbert & Trudel, 2004). The quality, therefore, of coaching that developmental coaches produce in their lessons will have a significant bearing, not only on their own program, but also the game of tennis. It may be assumed that developmental coaches should be proactive in making sure they have the right skills to coach players. This would entail attending a course staged by their respective National Tennis Federation. Unfortunately, this is not the case as the image of tennis coach education courses is somewhat negative; participants of courses are of the feeling that they are not receiving the required knowledge to deliver high quality service tennis coaching (McCullick, Belcher, & Schempp, 2005). Researchers have proven a positive influence between coach education courses and a coach’s confidence and efficiency (Vargas-Tonsing, 2007). Considering the globalization of sports, including tennis, coach education and the demand for qualifying coaches, has been on the rise (Vargas-Tonsing 2007). In light of this information, tennis has stepped up its efforts to provide a better education to their coaches through adopting coaching courses that have the most updated coaching information and matching educative resources (Crespo, McInerney, & Reid, 2006). Santos, Mesquita, Garca, and Rosado (2001) have concluded that the quality of coaching has a direct relationship to the success and satisfaction of its participants and ultimately in their willingness to stay in the sport. There has been a change in focus by researchers in coach education from coaches’ behaviours and performance towards thoughts and knowledge that form the basis of coach’s actions (Gilbert & Trudel, 2004). Many developed tennis federations have established their own unique models of coach education and certification to ensure that those individuals working with a country’s top young players are employing both current coaching practices and working with these players with a methodology and philosophy that is player-centred where the health and well-being of the athlete is put first (Crespo et al., 2006). The International Tennis Federation (ITF) is the world governing body of tennis and is responsible for the overall development of the game worldwide. Its structure comprises of five departments: Presidential and Communications, Commercial, Finance and Administration, Professional Tennis, and Tennis Development. The Tennis Development benefits from the Grand Slam Development Fund, a fund comprising of equal donations from the four grand slam nations: Australia, France, Great Britain, and the United States of America (ITF, 2011). ITF’s Development Department’s objective is to help developing countries grow the game. Tennis is known as a sport that is very good at attracting players to the sport, however, very poor at retention (USTA, 2008). Therefore, if the ITF could get coaches to coach starter-beginner tennis players in such a way that would entice them to stay in the sport, this would go a long way in guaranteeing the game’s future. One of the ITF’s development programs is the availability to developing countries of a coach education syllabus, should they not already have one in place. A large majority of developed countries have their own curriculum and, therefore, do not require the ITF’s assistance. Currently, there are 80 nations that use, in some form or other, the ITF’s coach education syllabus (Miley, 2011). The ITF, therefore, influences a great number of coaches worldwide by way of developing countries using the ITF’s coach education syllabus. It is for this reason that the ITF’s coach education syllabus should be the cutting edge in coach education design, ultimately to fulfill its objective of developing the game worldwide. A major component of participation in the sport of tennis falls on the shoulders of the tennis coach. In most cases, the first port of call of any interested starter-beginner tennis player is the coach. Researchers have shown that the quality of coaching has a direct relationship to the success and satisfaction of its participants and ultimately their willingness to stay in the sport (Santos et al., 2001). Although quality of coaching is not the only intervening variable in the continued involvement in tennis, it is recognized as a significant, contributing factor to the development and retention of players (Santos et al., 2001, Misener & Danylchuk, 2009). 13 Evaluating the quality of service of tennis coaches’ courses as a service, therefore, become fundamental to the sustainable development of tennis as a sport. From an educational point of view the development of sports coaches is a complex process that requires not only an individualized program, but in many cases random learning pathways (Nelson & Cushion, 2006). It is the requirement of coach education syllabi to recognize this and to comply with the demands of the coach as they play a critical role in tennis participation and retention. Misener and Danylchuk (2009) justify the importance of the coach when they say, “Coaches are influential figures in the social, physical, psychological and emotional development of athletes” (Misener, & Danylchuk 2009:1). The requirement for effective coach education certification programs is becoming increasingly important worldwide for many reasons (McCullick et al., 2005). First, the number of children who participate in youth and interscholastic sport are increasing dramatically (McCullick et al., 2005). In addition, female participation, older people playing the sport, and newer sports forms are also on the increase which has created a demand for more qualified coaches and sports instructors, thus, making the education and certification of coaches essential, particularly at the entry level (McCullick et al., 2005). Most of the developing countries using the ITF coach education syllabus have a policy that all coaches need to be affiliated and be certified in order to coach. Ensuring that all coaches go through the certification system, the need for coaching courses, particularly at the developmental level to transfer the appropriate knowledge to the coaches in order to retain players, is paramount. The findings of this research emphatically point towards the ITF’s Starter-Beginner Coaching course providing a high level of quality of service. Considering the worldwide perspective of the sample generated to make this research’s analysis and interpretations, the ITF is doing its best to impact coaches in a positive way. The implementation of the modified rules program into the ITF’s Coach Education Syllabus has been positively received by the participants of this research. This provides the confidence to the coaches in their attempt to attract and retain tennis players in this program. If every coach who takes the ITF’s course is receiving the appropriate knowledge and doing their best to retain players, this will have a worldwide impact on the game of tennis. This would be the ultimate goal of the ITF as the status and future of the game falls in their hands. From a coach’s educational point of view, the ITF is fulfilling its objective. / Dissertation (MA)--University of Pretoria, 2014. / gm2014 / Biokinetics, Sport and Leisure Sciences / unrestricted

Sexual abuse of children has profound negative effects on psychological development. This study examined the effects of sexual abuse on object relations functioning by using the Mutuality of Autonomy Scale (MAS, Urist, 1977) to score Rorschach protocols of 63 abused children and 60 non-abused clinical controls. The hypothesis that abused children would have less developed object relations than their non-abused counterparts was not supported. Neither was the hypothesis that children who experienced greater severity of sexual abuse would exhibit more malevolent object relations. The hypothesis that mean and modal MAS scores would be highly intercorrelated and interchangeable as research variables was supported. Comparisons of this sample to a normative sample are discussed.

Introdução: O Transtorno mental e comportamental devidos ao uso de substância psicoativa (TUSP) é um grave problema social e de saúde pública em diversos países do mundo. No Brasil o consumo de crack tem sido nos últimos 20 anos um dos principais problemas de saúde pública. O objetivo deste estudo é avaliar o desenvolvimento psicológico-moral, autonomia e autodeterminação em pacientes com TUSP internados em um Hospital Universitário.Fundamentação Teórica: A bioética complexa é definida como “uma reflexão compartilhada, complexa e interdisciplinar sobre a adequação das ações que envolvem a vida e o viver”. Dentro desta perspectiva, estudar os aspectos do desenvolvimento psicológico-moral em usuários de crack faz-se necessária para se ter uma compreensão adequada a respeito da capacidade de tomada de decisão destes pacientes. Diversos pesquisadores trabalharam com a perspectiva do desenvolvimento psicológicomoral. Nesta pesquisa serão abordados os seguintes autores: Jean Piaget, Laurence Kohlberg e Jane Loevinger. Métodos: Foi aplicado um instrumento para avaliação do desenvolvimento psicológico-moral que tem como objetivo verificar a capacidade de tomada de decisão dos indivíduos. A abordagem qualitativa utilizouse do método etnográfico e da observação participante. Resultados: 50% dos pacientes (n=9) foram classificados na fase de conformista, 39% (n=7) e 11% (n=2) na fase autônoma. Quanto às observações do trabalho de campo, foi possível verificar dinâmicas relacionadas a aspectos do pertencimento social, aspectos simbólicos do tratamento, a distinção entre autonomia e autodeterminação e a ressignificação do sentido da autonomia para estes pacientes. Conclusões: Todos os pacientes avaliados por esta pesquisa foram considerados capazes de tomar decisão no seu melhor interesse, com relação ao seu nível de desenvolvimento psicológico-moral. Podemos perceber também a preservação da autonomia destes pacientes, no sentido de capacidade de decisão baseada em argumentos morais, a partir da participação destes pacientes na produção e construção das regras da Unidade de internação. / Introduction: Mental and behavioral disorder due to multiple drug use and use of other psychoactive substances (MPSU) is a serious social and public health problems in many countries worldwide. In Brazil, the use of crack cocaine has for the last 20 years been one of the major public health problems. The aim of this study is to evaluate the moral-psychological development, autonomy and self-determination in patients with MPSU admitted in a university hospital. Theoretical Foundation: Complex bioethics is defined as "a shared reflection, interdisciplinary and complex on the appropriateness of actions that involve life and living." Within this perspective, studying psychological and moral development in crack users is necessary to have a proper understanding of the patients decision-making capacity. Several researchers have worked with the prospect of moral-psychological development. This research will address the following authors: Jean Piaget, Laurence Kohlberg and Jane Loevinger. Methods: An instrument was used for assessing the moral-psychological development that aims to determine the ability of individuals decision-making. A qualitative approach was used with the ethnographic method through participant observation. Results: 50% of patients (n = 9) were placed in conformist stage, 39% (n = 7) in conscientious stage and 11% (n = 2) in autonomous stage. In the field notes, specific cultural dynamics were observed relating to aspects of social belonging, symbolic aspects of treatment, distinctions among autonomy and selfdetermination and redefinition of the meaning of autonomy for these patients. Conclusions: All patients in this study were considered able to make decisions in their best interest, in relation to their level of moral-psychological development level. We can observe also the patients preservation of their autonomy, in the sense of their capacity to make decisions based on moral arguments and from the participation of these patients in the production and their construction of the rules of the hospital unit.

Orientador: Nelson Pedro Silva / Banca: Rita Melissa Lepre / Banca: Alessandra de Morais Shimizu / Resumo: Os estudos desenvolvidos sobre o papel dos jogos regrados tem sido alvo de inúmeras discussões e pesquisas nas mais varias áreas do saber, principalmente no tocante ao processo de ensino e de aprendizagem. Em razão disso, desenvolvemos esta pesquisa cujos objetivos foram: analisar a concepção docente sobre as contribuições do emprego dos jogos de regras no processo educativo e no desenvolvimento psicológico; investigar a importância dada por ele ao emprego do jogo regrado na sala de aula; verificar a existência e a avaliação que os docentes fazem sobre o jogo em seu planejamento pedagógico e a relação entre os jogos de regras e o brincar do professor na infância. Para tanto, empregamos a teoria de Jean Piaget e de colaboradores, acerca das relações entre a psicologia genética, os processos de ensino e de aprendizagem e os jogos regrados. Os informantes foram professores, escolhidos aleatoriamente, dentre aqueles que lecionavam no Ensino Fundamental do ciclo I ao IV, de Escolas Municipais localizadas na Região Sudoeste do Estado de São Paulo. Para a coleta de dados, utilizamos um questionário e a entrevista semi-estruturada. Seu conteúdo versou sobre a representação dos professores acerca dos jogos regrados. Os resultados obtidos, mostraram que a) os professores mencionam como importante o emprego dos jogos de regras como instrumento facilitador do processo de ensino e aprendizagem; b) não os relacionam ao desenvolvimento psicológico, isto é, não conseguem ver os referidos jogos como meio que pode contribuir para o desenvolvimento cognitivo, afetivo e moral das crianças e c) apesar de considerar os jogos positivos, a maioria deles não os empregam em sala de aula, embora vários estudos tenham demonstrado a sua importância para a concretização do processo educativo e como instrumento de desenvolvimento psicológico / Abstract: The studies developed about the role of rules games have been frequently discussed in many researches in the wider knowledge areas, mainly on the education field. In spite of it, this research was developed with the aim to analyze the academic conceiving about the contributions of the application of the rules games in the education process and in the psychological development. Besides, the importance gave by the teacher to the use of the games in the classroom and the presence and the evaluation of the game in their pedagogic planning were still analyzed. To achieve this propose, there was used the theory of Jean Piaget et al of the relations among the genetic psychology, the teaching and learning processes and the rules games. The informers were teachers, chose at random, among others that work for the fundamental schooling from the cycles I to IV of municipal colleges in the southeast of the state of São Paulo. For the assessment dice, there were used a questionnaire and a half-structured interview with the content of the representation of the teachers about the rules games. The results show the following aspects: a) Teachers give importance to the use of the rules games as a tool for the teaching and learning processes; b) They do not associate them to the psychological development, in other words, they can not relate this games as a way to contribute for the cognitive, affective and moral development of the children; c) In spite of considering the games positive, the great number of them do not use it in the classroom, even with may researches showing it is importance to the resolution of the educational process and the psychological development / Mestre

Introdução: O Transtorno mental e comportamental devidos ao uso de substância psicoativa (TUSP) é um grave problema social e de saúde pública em diversos países do mundo. No Brasil o consumo de crack tem sido nos últimos 20 anos um dos principais problemas de saúde pública. O objetivo deste estudo é avaliar o desenvolvimento psicológico-moral, autonomia e autodeterminação em pacientes com TUSP internados em um Hospital Universitário.Fundamentação Teórica: A bioética complexa é definida como “uma reflexão compartilhada, complexa e interdisciplinar sobre a adequação das ações que envolvem a vida e o viver”. Dentro desta perspectiva, estudar os aspectos do desenvolvimento psicológico-moral em usuários de crack faz-se necessária para se ter uma compreensão adequada a respeito da capacidade de tomada de decisão destes pacientes. Diversos pesquisadores trabalharam com a perspectiva do desenvolvimento psicológicomoral. Nesta pesquisa serão abordados os seguintes autores: Jean Piaget, Laurence Kohlberg e Jane Loevinger. Métodos: Foi aplicado um instrumento para avaliação do desenvolvimento psicológico-moral que tem como objetivo verificar a capacidade de tomada de decisão dos indivíduos. A abordagem qualitativa utilizouse do método etnográfico e da observação participante. Resultados: 50% dos pacientes (n=9) foram classificados na fase de conformista, 39% (n=7) e 11% (n=2) na fase autônoma. Quanto às observações do trabalho de campo, foi possível verificar dinâmicas relacionadas a aspectos do pertencimento social, aspectos simbólicos do tratamento, a distinção entre autonomia e autodeterminação e a ressignificação do sentido da autonomia para estes pacientes. Conclusões: Todos os pacientes avaliados por esta pesquisa foram considerados capazes de tomar decisão no seu melhor interesse, com relação ao seu nível de desenvolvimento psicológico-moral. Podemos perceber também a preservação da autonomia destes pacientes, no sentido de capacidade de decisão baseada em argumentos morais, a partir da participação destes pacientes na produção e construção das regras da Unidade de internação. / Introduction: Mental and behavioral disorder due to multiple drug use and use of other psychoactive substances (MPSU) is a serious social and public health problems in many countries worldwide. In Brazil, the use of crack cocaine has for the last 20 years been one of the major public health problems. The aim of this study is to evaluate the moral-psychological development, autonomy and self-determination in patients with MPSU admitted in a university hospital. Theoretical Foundation: Complex bioethics is defined as "a shared reflection, interdisciplinary and complex on the appropriateness of actions that involve life and living." Within this perspective, studying psychological and moral development in crack users is necessary to have a proper understanding of the patients decision-making capacity. Several researchers have worked with the prospect of moral-psychological development. This research will address the following authors: Jean Piaget, Laurence Kohlberg and Jane Loevinger. Methods: An instrument was used for assessing the moral-psychological development that aims to determine the ability of individuals decision-making. A qualitative approach was used with the ethnographic method through participant observation. Results: 50% of patients (n = 9) were placed in conformist stage, 39% (n = 7) in conscientious stage and 11% (n = 2) in autonomous stage. In the field notes, specific cultural dynamics were observed relating to aspects of social belonging, symbolic aspects of treatment, distinctions among autonomy and selfdetermination and redefinition of the meaning of autonomy for these patients. Conclusions: All patients in this study were considered able to make decisions in their best interest, in relation to their level of moral-psychological development level. We can observe also the patients preservation of their autonomy, in the sense of their capacity to make decisions based on moral arguments and from the participation of these patients in the production and their construction of the rules of the hospital unit.

Introdução: O Transtorno mental e comportamental devidos ao uso de substância psicoativa (TUSP) é um grave problema social e de saúde pública em diversos países do mundo. No Brasil o consumo de crack tem sido nos últimos 20 anos um dos principais problemas de saúde pública. O objetivo deste estudo é avaliar o desenvolvimento psicológico-moral, autonomia e autodeterminação em pacientes com TUSP internados em um Hospital Universitário.Fundamentação Teórica: A bioética complexa é definida como “uma reflexão compartilhada, complexa e interdisciplinar sobre a adequação das ações que envolvem a vida e o viver”. Dentro desta perspectiva, estudar os aspectos do desenvolvimento psicológico-moral em usuários de crack faz-se necessária para se ter uma compreensão adequada a respeito da capacidade de tomada de decisão destes pacientes. Diversos pesquisadores trabalharam com a perspectiva do desenvolvimento psicológicomoral. Nesta pesquisa serão abordados os seguintes autores: Jean Piaget, Laurence Kohlberg e Jane Loevinger. Métodos: Foi aplicado um instrumento para avaliação do desenvolvimento psicológico-moral que tem como objetivo verificar a capacidade de tomada de decisão dos indivíduos. A abordagem qualitativa utilizouse do método etnográfico e da observação participante. Resultados: 50% dos pacientes (n=9) foram classificados na fase de conformista, 39% (n=7) e 11% (n=2) na fase autônoma. Quanto às observações do trabalho de campo, foi possível verificar dinâmicas relacionadas a aspectos do pertencimento social, aspectos simbólicos do tratamento, a distinção entre autonomia e autodeterminação e a ressignificação do sentido da autonomia para estes pacientes. Conclusões: Todos os pacientes avaliados por esta pesquisa foram considerados capazes de tomar decisão no seu melhor interesse, com relação ao seu nível de desenvolvimento psicológico-moral. Podemos perceber também a preservação da autonomia destes pacientes, no sentido de capacidade de decisão baseada em argumentos morais, a partir da participação destes pacientes na produção e construção das regras da Unidade de internação. / Introduction: Mental and behavioral disorder due to multiple drug use and use of other psychoactive substances (MPSU) is a serious social and public health problems in many countries worldwide. In Brazil, the use of crack cocaine has for the last 20 years been one of the major public health problems. The aim of this study is to evaluate the moral-psychological development, autonomy and self-determination in patients with MPSU admitted in a university hospital. Theoretical Foundation: Complex bioethics is defined as "a shared reflection, interdisciplinary and complex on the appropriateness of actions that involve life and living." Within this perspective, studying psychological and moral development in crack users is necessary to have a proper understanding of the patients decision-making capacity. Several researchers have worked with the prospect of moral-psychological development. This research will address the following authors: Jean Piaget, Laurence Kohlberg and Jane Loevinger. Methods: An instrument was used for assessing the moral-psychological development that aims to determine the ability of individuals decision-making. A qualitative approach was used with the ethnographic method through participant observation. Results: 50% of patients (n = 9) were placed in conformist stage, 39% (n = 7) in conscientious stage and 11% (n = 2) in autonomous stage. In the field notes, specific cultural dynamics were observed relating to aspects of social belonging, symbolic aspects of treatment, distinctions among autonomy and selfdetermination and redefinition of the meaning of autonomy for these patients. Conclusions: All patients in this study were considered able to make decisions in their best interest, in relation to their level of moral-psychological development level. We can observe also the patients preservation of their autonomy, in the sense of their capacity to make decisions based on moral arguments and from the participation of these patients in the production and their construction of the rules of the hospital unit.