This thesis argues that although the anorexic patient is subjugated in the medical encounter, subjects find ways to resist and disrupt this subversion. The analysis is largely based on life history interviews with teenage girls with a medical diagnosis of anorexia. Other data sources include interview field-notes, my research journal and selected popular magazines. The data was analysed using a discourse analytic methodology to explore how girls constituted hospitalisation, anorexia, doctors and patients, among other issues. The analysis draws on insights from poststructuralist theory. In the earlier chapters, an analysis of the complex medical, psychological and feminist theories of anorexia nervosa; and a description of the hospitals where girls are treated is developed to situate the study in its socio-historical context. The analysis consists of three main arguments. The first is that clinical notions of food, eating and embodiment are in direct contrast to social discourses on these topics. Girls draw on this discrepancy in their resistance to hospital practices. The second argument is that girls are aware they are positioned as irrational because of their malnourished state and are also aware that if they blatantly resist treatment they will be subjected to further surveillance. Girls take up medical discourses in different ways and to different effects in constituting themselves as agenetic subjects. The third argument focuses on the shifting construction of the anorexia subject in the clinic. Although discourses of anorexia and psychiatry have a powerful impact on the girls; girls resist these positionings, finding other ways to constitute themselves. The contention of this thesis is that clinical constructions of anorexia work to form the subject and provide the possibilities for the creation of other subjectivities. On the basis of this research, some suggestions for how inpatient treatment regimes may work differently are provided. / Doctor of Philosophy (PhD)

This thesis is a study that has its beginning in Jan Grimells book När identiteter förändras. Grimell uses a method that is called “psychological exegesis”, to find out something about the human identities in biblical stories. This thesis tries this method on female characters in the Gospel of Luke to find out if the method can show us something new about these characters.In addition to the method, this thesis also uses the theory “Dialogical Self Theory”, which is the same theory as Grimell uses. The theory is focused on how a person’s identity operates, and suggest that a person is a collection of “I-positions” that create a me-community, which is the self or the persons identity. An “I-position” is something that a person is, or something that an externally factor makes a person; for example: me as someone who is stressed, me as a mom, or me as a car owner. A person can be all of these things and it is the dialog between the positions that create the identity.The thesis focuses on the Gospel of Luke and especially on two narratives about women; the haemorrhaging woman in Luke 8:40-48 and the woman who anoints Jesus in Luke 7: 36-50. It is on these to characters that the psychological exegesis is made, and the I-positions are analysed and discussed from the theory Dialogical Self Theory. In addition to the Dialogical Self Theory, these women and their I-positions are discussed from a gender, masculinity and intersectionality perspective to find out the women’s contexts and how they affect their I-positions.The aim in this thesis is to see if this way of doing exegesis may help us find new things abouts these characters in the Gospel of Luke, and the discussion concludes that the method and the theory requires a lot from the reader or the interpreter. It also requires making a lot of assumptions, and it is hard to know if they are correct or not. But it also concludes with the help from theories about the world around the text and its context, you may come closer to the characters and the meaning of their stories.

Adapting useful knowledge to the individual and unique mathematical needs of each student in the midst of an entire classroom, and evaluating the outcome of this endeavor are the scope of the web philosophy - the didactic-mathematic strategy explored in this work. This dissertation aims to construct a didactic learning culture of mathematics, of a constructivist nature, that articulates in a personalized way learning and evaluation, which can be experienced in classroom and online educational practice, with and without digital technologies, much Although it is only with these tools that the elements of this evaluative style are fully utilized. Based on the assumptions that the model of the web is a new conception of didactic strategy in which the learning and evaluation of the student generated by psychological theories are articulated, which both compose it and gain new meanings during such interlacing; And that the pedagogical proposal embedded in this style of evaluation gives the mathematical educator flexibility and updating in the teaching-learning-evaluation process; And also that the web can favor the interest in learning Mathematics, it offers in this research a brief history of the evaluation of human learning, the articulation of the psychological and statistical elements of this evaluative philosophy and, through action research, the working hypotheses were validated. In addition to four scientific articles published in qualified journals, this dissertation resulted in the assimilation of intelligences: (in the teaching dimension) in the establishment of which to evaluate with adaptability is synonymous with intelligence in the group view, and (in the student dimension) the intelligence of the understanding of That can have its cognitive peculiarities assisted in the process teaching-learning-evaluation in Mathematics. The resulting educational product is the Web Manual, where the Math teacher finds the step-by-step to build his own web and use it daily with his students. / Adaptar conhecimento útil às necessidades matemáticas individuais e peculiares de cada estudante em meio à coletividade de uma sala de aula inteira, e avaliar o resultado desse empreendimento são o escopo da filosofia da teia – a estratégia didático-matética explorada neste trabalho. Nesta dissertação objetivou-se construir uma cultura didática de aprendizagem da matemática, de natureza construtivista, que articula de modo personalizado aprendizagem e avaliação, a qual pode ser vivenciada na prática educativa em sala de aula e online, com e sem as tecnologias digitais, muito embora somente com estas ferramentas se usufrua plenamente o conjunto de elementos desse estilo avaliativo. Com base nas premissas de que o modelo da teia é uma nova concepção de estratégia didática na qual se articulam a aprendizagem e a avaliação do educando gerada a partir de teorias psicológicas, as quais tanto a compõem quanto ganham novos significados durante tal entrelaçamento; e que a proposta pedagógica embutida nesse estilo de avaliação oportuniza ao educador matemático flexibilidade e atualização no processo ensino-aprendizagem-avaliação; e também que a teia pode favorecer o interesse por aprender Matemática, se oferece nesta pesquisa um breve histórico da avaliação da aprendizagem humana, a articulação dos elementos psicológicos e estatístico dessa filosofia avaliativa e, através da pesquisa-ação se validou as hipóteses de trabalho. Além de quatro artigos científicos publicados em revistas qualificadas, esta dissertação resultou na assimilação de inteligências: (na dimensão docente) no estabelecimento de que avaliar com adaptabilidade seja sinônimo de inteligência na visão de grupo, e (na dimensão discente) a inteligência do entendimento de que se pode ter suas peculiaridades cognitivas assistidas no processo ensino-aprendizagem-avaliação em Matemática. O produto educacional resultante é o Manual da Teia, onde o professor de Matemática encontra o passo a passo para construir sua própria teia e usá-la cotidianamente com seus estudantes.

Mens Rea is a figure of Criminal Law which is very difficult to determine, especially if it is intended to appreciate the intention that a person has while commiting a crime, as well as the difference between intent and guilt is not clear in many cases.For that reason, the author of this article explains different theories that aim to determine when intent exists. Some of these theories are centered in objective factors (normative), which come from the law; and other theories are centered in internal, subjective factors (psychological). Then, the author presents the problems that affect each of the mentioned theories and explains what should be taken into account to elaborate a more efficient theory of Mens Rea. / El dolo es una figura de difícil determinación en el Derecho Penal, en especial si se pretende valorar la intención que tiene una persona al momento de cometer un delito, así como la diferencia entre el dolo y la culpa no es clara en muchos casos.Por ese motivo, el autor del presente artículo explica distintas teorías que pretenden establecer cuándo existe dolo; algunas centradas en factores objetivos, provenientes de la norma (normativas); y otras orientadas a factores internos, subjetivos (psicológicas). Luego, plantea los problemas que afectan a cada una de las teorías planteadas y explica lo que se debería tomar en cuenta para elaboraruna teoría del dolo más eficiente.

Made available in DSpace on 2015-09-25T12:19:41Z (GMT). No. of bitstreams: 1 Maria Jose Cabral de Oliveira.pdf: 655223 bytes, checksum: 22696fd4f1490e3d4ae03064b3a94781 (MD5) Previous issue date: 2007-12-13 / The infantile education received a private treatment according to the Law 9.394/96, to the being considered the first stage of the basic education, with purpose of promoting the child's integral development in their aspects physicist, psychological, intellectual and social. That historical circumstance and the presupposition that the ones that work with the zero children's education to five years, they have ideas of the infantile development, they took to the subject of this expressed research in the objective: to analyze conceptions of infantile development that they permeate the pedagogic practice and the educators' speech, identifying theoretical sources that they subsidize them. Their theoretical foundations were Genetic Epistemology of Piaget and Freud's Psychoanalysis, in what they concern to the infantile development. According to the methodology, this qualitative research was a study of case. The data were collected through free observation from November to December in 2006 and semi-structured interviews from March to April in 2007, respectively, at a municipal day care in Campina Grande - PB. Four teachers and twenty-eight students were observed, concluding a total of sixty six, being twenty-eight in the Maternal II and thirty eight in the Preschool I, and eleven teachers were interviewed. The analyzed situations were: music with dramatization; cut out, collage and painting; construction; stick manipulation; taste experience; draw and paintings; work with blocks; learning outside activities; representation of signs; counting; circle with music and inference; discussion about the social behavior; infantile stories; manifestation of the sexuality; sources of the infantile sexuality. The interviews were interpreted by the content analysis, according to the categories: day care as development space; child; notions related to Piaget; practical approaches to the theory of Piaget; Freud s notions; practical approaches to the Freud s theory. The results showed that the speech and the teachers' practice signaled notions of the infantile development related to Piaget and Freud. On the cognitive development, in spite of the educational speech not to demonstrate consistence theoretical explanations, some teachers enunciated relative elements to the pré-operational apprenticeship with traces of the apprenticeship sensorial-motor. The teachers also signaled to know the development of the infantile sexuality and typical manifestations of the phase that the children live. Finally, the teachers enunciated elements of the theories of Piaget and Freud on the development cognitive, social and emotional, although such notions lack of clarity and go deeper into it. We recommended the institution of politics of continuous formation for better subsidize the teachers' of the infantile education practice. / A educação infantil recebeu um tratamento particular na Lei 9.394/96, ao ser considerada a primeira etapa da educação básica, com finalidade de promover o desenvolvimento integral da criança em seus aspectos físico, psicológico, intelectual e social. Essa circunstância histórica e o pressuposto de que os que lidam com a educação de crianças de zero a cinco anos, têm idéias do desenvolvimento infantil, levaram à questão desta pesquisa expressa no objetivo: analisar concepções de desenvolvimento infantil que permeiam a prática pedagógica e o discurso das educadoras, identificando fontes teóricas que as subsidiam. Seus fundamentos teóricos foram a Epistemologia Genética de Piaget e a Psicanálise de Freud, no que concernem ao desenvolvimento infantil. A metodologia utilizada é qualitativa, estudo de caso. Os dados foram coletados através da observação livre de novembro a dezembro de 2006 e entrevistas semi-estruturadas de março a abril de 2007, respectivamente, em uma creche municipal de Campina Grande PB. Quatro professoras e vinte e oito alunos foram observados, perfazendo um total de sessenta e seis, sendo vinte e oito no Maternal II e trinta e oito no Pré-escolar I, e onze professoras foram entrevistadas. As situações analisadas foram: música com dramatização; recorte, colagem e pintura; construção; manipulação de varetas; experiência gustativa; desenho e pinturas; trabalho com blocos; aprendizagem com passeio; representação de signos; contagem; roda com música e surpresa; discussão sobre o comportamento social; contos infantis; manifestação da sexualidade; fontes da sexualidade infantil. As entrevistas foram interpretadas pela análise de conteúdo, segundo as categorias: creche como espaço de desenvolvimento; criança; noções piagetianas; aproximações práticas à teoria de Piaget; noções freudianas; aproximações práticas à teoria freudiana. Os resultados mostraram que o discurso e a prática das professoras sinalizaram noções do desenvolvimento infantil relacionadas a Piaget e Freud. Sobre o desenvolvimento cognitivo, apesar de o discurso docente não demonstrar consistência nas explicações teóricas, algumas professoras enunciaram elementos relativos ao estágio pré-operacional com resquícios do estágio sensório-motor. As professoras também sinalizaram conhecer o desenvolvimento da sexualidade infantil e manifestações típicas da fase que as crianças vivenciam. Enfim, as professoras enunciaram elementos das teorias de Piaget e Freud sobre o desenvolvimento cognitivo, social e emocional, ainda que tais noções careçam de clareza e aprofundamento. Recomendamos a instituição de políticas de formação continuada para melhor instrumentalizar a prática das professoras da educação infantil.

Youth sex offenders are not a homogenous population. They differ in terms of race, social class, victim preferences (both in terms of age and in terms of whether the victim is known to the offender or not), their modus operandi to gain compliance, levels of aggression and physical violence, the types (“hands on” or “hands off”) and levels (level 1, 2, or 3) of offences and lastly their motivations for committing a sex offence. The motivations are linked to the risk factors to which an individual is exposed, for example, a youth that was previously sexually victimised could sexually act out his experiences. A qualitative approach was used in this study. The researcher aimed to gain a holistic comprehension of the risk factors that youth attribute to their sex offending behaviour and thus this was the most appropriate approach to use. A semi-structured interview schedule was used as the data collection method as this allowed the researcher the freedom to change the sequence and forms of the questions in order to follow up on responses. The function of this interview schedule was to direct the researcher to ensure that she covered all the themes needed to obtain the necessary data. The interview schedule was made up of nine categories, namely: biographic characteristics, academic performance, extramural activities, substance use, family substance use problems, family and community violence, emotional status, caring and attachment to family and peers, sexual abuse and knowledge about sex. After the interviews were conducted, the data was transcribed, analysed and interpreted. The researcher made use of interpretative phenomenological analysis (IPA) to determine the emergent themes. The researcher eliminated the emergent themes that were impossible to label, or those deemed to be irrelevant to the study. Thereafter, the researcher clustered the emergent themes into sub-ordinate themes and validated these main and sub-ordinate themes. The researcher then provided a textural description to depict the experience and a structural description to depict the possible explanation of the experience of the respondents. Finally, a composite description provided the structure for the interpretation of the data. The researcher interpreted the main and sub-ordinate themes with relation to the literature review and the theories deemed useful in explaining the risk factors associated with youth sex offending, namely: Sigmund Freud’s psychoanalytic theory, Erik Erikson’s psychosocial theory of personality development, Albert Bandura’s social cognition theory, William Marshall and Howard Barbaree’s integrated theory, and Neil Malamuth’s confluence model of sexual aggression. The analysis and interpretation of the data revealed certain possible risk factors that could contribute to the phenomenon of youth sex offending in South Africa. The researcher provided possible methods of addressing these risk factors. The dearth of knowledge regarding the phenomenon of youth sex offending highlights the need for further research and the researcher made several recommendations regarding future research prospects in order to address this social problem and to give youth sex offenders the best chance of adopting pro-social behaviour. Copyright / Dissertation (MA)--University of Pretoria, 2010. / Social Work and Criminology / unrestricted

Both substance abuse and suicidal behavior are global public health concerns. Much of the progress made in addressing problematic substance use and suicidal ideation and behavior stems from the notion of alleviating pathological factors. Positive psychological characteristics, such as forgiveness, have received much less attention from empirical investigators. We review the extant literature pertaining to the value and role of forgiveness as an effective resource for clinicians when treating individuals struggling with substance abuse and suicidal behavior. We discuss relevant theory and research (i.e., definitions, processes, and linkages) regarding similarities in models of forgiveness, substance abuse, and suicidal behavior and conclude with an overview of various means of using the process of forgiveness as a positive psychotherapy; whether through stand-alone forgiveness interventions, infusion with Twelve-Step Facilitation Therapy, or application through acceptance-based treatment modalities. In sum, forgiveness may be an important factor in the facilitation of change in the difficult often existangst-derived struggles (i.e., emotionally and philosophically driven psychological distress) inherent to substance abuse and suicidal behavior.