Investiga a possibilidade de uma inspiração pelo referencial psicanalítico na prática do psicólogo escolar. Parte da narrativa e problematização de uma intervenção realizada entre os anos de 1996 e 1997, junto a um grupo de 10 professores de primeiro grau em uma escola pública. Em 2002, retorna a essa unidade escolar e efetua pesquisa com os professores que participaram da experiência, fazendo uso de entrevistas abertas. Por meio desses testemunhos, analisa as conseqüências desse modelo de intervenção, a viabilidade dessa inspiração pelo referencial psicanalítico e a amplitude da possibilidade da extensão dos conceitos psicanalíticos na Cultura. Conclui, com base nos dados obtidos, articulando-os com a sustentação teórica dos pesquisadores do campo da intersecção entre psicanálise e educação, que a experiência possibilitou desvelar aspectos que devem ser tomados como objeto de reflexão: a formação do psicólogo para além da repetição de técnicas; a possível relação do psicólogo com a psicanálise, as implicações da transmissão dessa teoria na graduação de psicologia e as questões subjetivas de cada psicólogo que podem estar ligadas às suas escolhas. Por fim, sugere alterações na forma de transmissão de saber que ocorre nos cursos de psicologia. / It investigates the possibility of an inspiration by the psychoanalitical reference at the practice of the school psychologist. Part of the narrative and problems involved which took place between 1996 and 1997, with a group of 10 teachers from elementary school in a public school. In 2002 there is a return to this school and a research with the teachers who took part in such experience is made, by means of interviews. Through these witnesses, there is an analysis of the consequences of this type of survey, the viability of this inspiration by the psychoanalitical reference and the amplitude of the possibility of the extension of the psychoanalitical concepts in Culture. It concludes that, based on data that we obtained by articulating them with the theorical backup of the field researchers of the intersection between psychoanalysis and education, which the experience made it possible to find out variables that must be taken as an objective of reflection: the background of the psychologist to the repetition of these techniques; the possible relationship between the psychologist and the psychoanalysis, the implications of the transmission of this theory at the graduation of psychology and the subjective issues of each psychologist that may be connected with their choices. Finally, is suggests changes in the ways of transmitting knowledge, which occurs in the courses of psychology.

Submitted by Jean Medeiros (jeanletras@uepb.edu.br) on 2017-10-25T12:12:56Z No. of bitstreams: 1 PDF - Maria do Socorro Roberto de Lucena.pdf: 42562355 bytes, checksum: a5fc9fcc0060781d04d838aeedf234e1 (MD5) / Approved for entry into archive by Secta BC (secta.csu.bc@uepb.edu.br) on 2017-10-26T16:55:55Z (GMT) No. of bitstreams: 1 PDF - Maria do Socorro Roberto de Lucena.pdf: 42562355 bytes, checksum: a5fc9fcc0060781d04d838aeedf234e1 (MD5) / Made available in DSpace on 2017-10-26T16:55:55Z (GMT). No. of bitstreams: 1 PDF - Maria do Socorro Roberto de Lucena.pdf: 42562355 bytes, checksum: a5fc9fcc0060781d04d838aeedf234e1 (MD5) Previous issue date: 2017-03-17 / Psychologists are officially included in basic care through their role in the Family Health Support Centers (Núcleos de Apoio à Saúde da Família - NASF). Against this backdrop, these professionals start to experience a different and complex work environment, which distances itself considerably from the traditional spaces of action, such as clinics and offices. In this sense, the psychologist is also confronted with working in the scenario of public health, which sometimes occurs under precarious conditions and puts workers in contact with suffering and social problems on a daily basis. Thus, considering this context and understanding that the work can influence positively or negatively the health of these workers, this dissertation has as general objective to analyze the relation between work and health of psychologists at the NASFs. As theoretical approach used in this paper, the Psychodynamics of work was discussed, since it allows to investigate the subject through subjective experiences in a contextual and dynamic way. As for the method, this research is a qualitative study. The instruments used were a sociodemographic questionnaire, and a semi-structured interview script. Observations of the work were also made. The perspective adopted for the analysis of the data was the category content analysis. Seven psychologists aged between 2 9 and 53 years, the majority being female, took part in the survey. The results were organized and presented in four thematic categories: work organization of the supportive psychologist; The activity of the NASF psychologist; Intersubjective relationships: with colleagues, hierarchical supervisors, and users; And work-health-disease process. These categories reveal the reality of the work of these professionals, as well as the health conditions of the workers. In summary, the development of practical intelligence, subjective mobilization, and cooperation are seen as necessary for psychologists to achieve the objectives in their activity. Moreover, it is observed that the relationship of psychologists with the obstacles in their work is sometimes experienced pleasantly, sometimes as a source of suffering, depending on organizational conditions. Thus, we highlight the spaces for inventiveness and autonomy, the intersubjective relations based on solidarity and recognition, as fundamental conditions for not breaking the subjective mobilization and also as ways of promoting health in the activity of these professionals. / Os psicólogos são inseridos oficialmente na atenção básica, através da atuação nos Núcleos de Apoio à Saúde da Família-NASF. Com tal situação passam a vivenciar uma diferente e complexa conjuntura laboral, que se distancia consideravelmente dos espaços de atuação tradicionais, como clínicas e consultórios. Nesse sentido, estes profissionais se confrontam com o cenário do trabalhar na saúde pública, que, por vezes, se dá sob condições precárias e que, diariamente, coloca os trabalhadores em contato com o sofrimento e problemas sociais. Considerando esse contexto e entendendo que o trabalho pode influenciar positivamente ou negativamente a saúde dos trabalhadores, esta dissertação tem como objetivo geral analisar a relação trabalho e saúde de psicólogos dos NASFs. Utilizou-se da Psicodinâmica do trabalho como referencial teórico, visto que, possibilita investigar o tema, pelas vivências subjetivas, de forma contextual e dinâmica. Quanto ao método, esta pesquisa trata-se de um estudo qualitativo. Os instrumentos usados foram questionário sóciodemográfico, e roteiro de entrevista semiestruturado. Também foram feitas observações do trabalho. A perspectiva adotada para a análise dos dados foi a análise de conteúdo categorial. Participaram desta pesquisa, sete psicólogos, com idades variando entre 29 e 53 anos, a maioria do sexo feminino. Os resultados encontrados foram organizados e apresentados em quatro categorias temáticas: organização do trabalho do psicólogo apoiador; a atividade do psicólogo do NASF; relações intersubjetivas: com colegas, supervisores hierárquicos e usuários; e processo trabalho-saúde-doença. Estas categorias revelam a realidade de trabalho desses profissionais, bem como, o estado de saúde dos trabalhadores. Em síntese verifica-se que o desenvolvimento da inteligência prática, da mobilização subjetiva, e da cooperação se apresentam como necessárias para que os psicólogos alcancem os objetivos de sua atividade. Além disso, constata-se que à relação dos psicólogos com os entraves de seu trabalho, ora é vivenciada de forma prazerosa, ora como fonte de sofrimento, a depender das condições organizacionais. Assim, destacamos os espaços para a inventividade e autonomia, as relações intersubjetivas pautadas na solidariedade e no reconhecimento, como condições fundamentais para não quebrar a mobilização subjetiva e como vias de promoção da saúde no trabalho desses profissionais.

Esse trabalho circunscreve-se nas discussões referentes à formação de psicólogos/as para atuarem no campo da Psicologia Escolar e Educacional, em uma perspectiva crítica. Para tanto, toma como locus privilegiado as práticas formativas, mais especificamente, aquelas exercidas nos estágios e supervisões e oferecidas nos serviços-escola dos cursos de graduação em Psicologia. O objetivo da pesquisa é conhecer a constituição de propostas de formação de psicólogos/as para o atendimento às demandas escolares e educacionais, desenvolvidas nos serviçosescola, com base em referenciais críticos de Psicologia Escolar e Educacional. Para consecução desse estudo, realizamos entrevistas com seis psicólogas que atuam em serviços-escola de Psicologia inseridos em Instituições de Ensino Superior públicas, referências na construção de propostas de intervenção no campo da Psicologia Escolar e Educacional. A partir do trabalho de análise dos dados foram propostos três eixos sob os quais buscamos abarcar as questões tratadas nas entrevistas, são eles: os serviços-escola de Psicologia; a formação em Psicologia Escolar e Educacional e a atuação profissional frente às questões educacionais. No primeiro eixo analisamos a finalidade dos serviços-escola de Psicologia, suas relações com o projeto pedagógico do curso de Psicologia e importância para a formação profissional. No segundo, a formação em Psicologia Escolar e Educacional, discutimos questões sobre a supervisão em Psicologia Escolar e Educacional, a importância de pesquisas para o desenvolvimento da área e os avanços, entraves e desafios encontrados no caminho que almeja alcançar uma formação para uma prática crítica. O terceiro eixo teve como foco refletir sobre questões relacionadas à atuação profissional em Psicologia Escolar e Educacional abrangendo pontos tais como as modalidades de atuação desenvolvidas pelas entrevistadas, algumas temáticas contemporâneas abordadas por elas e a questão dos limites, possibilidades e desafios postos para a atuação profissional. As análises dos dados dessa pesquisa apontaram para a necessidade de avaliarmos e revisarmos, por meio de um exercício constante de crítica, os pressupostos teórico-metodológicos que embasam a atuação profissional. Além disso, essa pesquisa apontou também para algumas tensões que compõem a articulação entre teoria e prática e formação e atuação em Psicologia Escolar e Educacional. A reflexão sobre os dados explicitou ainda a necessidade de construirmos espaços de diálogo, discussão e circulação dos saberes construídos pela área, bem como a importância de que haja, por parte dos profissionais, uma maior apropriação desses espaços existentes. Dessa forma, percebemos como essencial para o avanço da Psicologia Escolar e Educacional que seus profissionais assumam o desafio coletivo de pensar, analisar e refletir sobre suas concepções e práticas psicológicas. Entendemos que essa crítica deve ser desenvolvida tendo em vista uma busca por se apropriar dos avanços obtidos pela área, bem como vislumbrar os novos caminhos que precisam ser trilhados para que possamos construir formas de atuação cada vez mais alinhadas com as reais necessidades da Educação brasileira / This masters dissertation is inserted in the discussion about the training of psychologists to work in the field of Educational and School Psychology based on a critical perspective of intervention. For that, we take as a privileged locus the formative practice, especially those offered in internships and supervisions in services-school from Psychology undergraduate courses. The objective of this research is to determine the constitution of proposals in the psychologists training, based on the above mentioned perspective, that are being developed to meet the educational demands. We have carried out interviews with six school psychologists (professors and technicians) who work in Psychology services-school from public higher education institutions which are models of works in the field of Educational and School Psychology. Three axis were proposed to embrace the themes found on the interviews in the data analysis: the Psychology services-school; the Educational and School Psychology training; and the professional intervention over the educational issues. In the first axis we analyzed the purpose of the Psychology servicesschool, their relations with the pedagogical project of the Psychology undergraduate course, and their importance in the professional training. In the second axis, the Educational and School Psychology training, we discussed issues regarding supervision in the Educational and School Psychology, the importance of researches for the improvement of the area and the innovation, hindrance and challenges found on the path of those who aim a critical education. The last axis had the objective of reflecting about the issues related to the professional exercise in the Educational and School Psychology, encompassing aspects such as the intervention modes developed by the interviewees, some contemporary themes broached by them and the topic of limits, possibilities and challenges placed for the professional exercise. The data analysis shows the need for evaluation and review, through a constant critic exercise, of the theoretical and methodological postulate that supports our professional exercise. Moreover, this research has also pointed to some tension composing the interface between theory and practice and education and exercise in Educational and School Psychology. The reflection on the data showed the need to build spaces for dialog, discussion and circulation of the knowledge in this area, as well as the importance to have a larger appropriation of the existing spaces by the professionals. In that way, we have understood as essential for the advance of the School and Educational Psychology that the professionals take the challenge to think, analyze and reflect as a group about their psychological conception and practice. We understand that this critic has to be developed aiming an appropriation of the improvement already obtained in the area, as well as glimpsing new paths to be trodden so we can build ways of intervention more and more even with the real needs of the Brazilian Educational system

Esse trabalho circunscreve-se nas discussões referentes à formação de psicólogos/as para atuarem no campo da Psicologia Escolar e Educacional, em uma perspectiva crítica. Para tanto, toma como locus privilegiado as práticas formativas, mais especificamente, aquelas exercidas nos estágios e supervisões e oferecidas nos serviços-escola dos cursos de graduação em Psicologia. O objetivo da pesquisa é conhecer a constituição de propostas de formação de psicólogos/as para o atendimento às demandas escolares e educacionais, desenvolvidas nos serviçosescola, com base em referenciais críticos de Psicologia Escolar e Educacional. Para consecução desse estudo, realizamos entrevistas com seis psicólogas que atuam em serviços-escola de Psicologia inseridos em Instituições de Ensino Superior públicas, referências na construção de propostas de intervenção no campo da Psicologia Escolar e Educacional. A partir do trabalho de análise dos dados foram propostos três eixos sob os quais buscamos abarcar as questões tratadas nas entrevistas, são eles: os serviços-escola de Psicologia; a formação em Psicologia Escolar e Educacional e a atuação profissional frente às questões educacionais. No primeiro eixo analisamos a finalidade dos serviços-escola de Psicologia, suas relações com o projeto pedagógico do curso de Psicologia e importância para a formação profissional. No segundo, a formação em Psicologia Escolar e Educacional, discutimos questões sobre a supervisão em Psicologia Escolar e Educacional, a importância de pesquisas para o desenvolvimento da área e os avanços, entraves e desafios encontrados no caminho que almeja alcançar uma formação para uma prática crítica. O terceiro eixo teve como foco refletir sobre questões relacionadas à atuação profissional em Psicologia Escolar e Educacional abrangendo pontos tais como as modalidades de atuação desenvolvidas pelas entrevistadas, algumas temáticas contemporâneas abordadas por elas e a questão dos limites, possibilidades e desafios postos para a atuação profissional. As análises dos dados dessa pesquisa apontaram para a necessidade de avaliarmos e revisarmos, por meio de um exercício constante de crítica, os pressupostos teórico-metodológicos que embasam a atuação profissional. Além disso, essa pesquisa apontou também para algumas tensões que compõem a articulação entre teoria e prática e formação e atuação em Psicologia Escolar e Educacional. A reflexão sobre os dados explicitou ainda a necessidade de construirmos espaços de diálogo, discussão e circulação dos saberes construídos pela área, bem como a importância de que haja, por parte dos profissionais, uma maior apropriação desses espaços existentes. Dessa forma, percebemos como essencial para o avanço da Psicologia Escolar e Educacional que seus profissionais assumam o desafio coletivo de pensar, analisar e refletir sobre suas concepções e práticas psicológicas. Entendemos que essa crítica deve ser desenvolvida tendo em vista uma busca por se apropriar dos avanços obtidos pela área, bem como vislumbrar os novos caminhos que precisam ser trilhados para que possamos construir formas de atuação cada vez mais alinhadas com as reais necessidades da Educação brasileira / This masters dissertation is inserted in the discussion about the training of psychologists to work in the field of Educational and School Psychology based on a critical perspective of intervention. For that, we take as a privileged locus the formative practice, especially those offered in internships and supervisions in services-school from Psychology undergraduate courses. The objective of this research is to determine the constitution of proposals in the psychologists training, based on the above mentioned perspective, that are being developed to meet the educational demands. We have carried out interviews with six school psychologists (professors and technicians) who work in Psychology services-school from public higher education institutions which are models of works in the field of Educational and School Psychology. Three axis were proposed to embrace the themes found on the interviews in the data analysis: the Psychology services-school; the Educational and School Psychology training; and the professional intervention over the educational issues. In the first axis we analyzed the purpose of the Psychology servicesschool, their relations with the pedagogical project of the Psychology undergraduate course, and their importance in the professional training. In the second axis, the Educational and School Psychology training, we discussed issues regarding supervision in the Educational and School Psychology, the importance of researches for the improvement of the area and the innovation, hindrance and challenges found on the path of those who aim a critical education. The last axis had the objective of reflecting about the issues related to the professional exercise in the Educational and School Psychology, encompassing aspects such as the intervention modes developed by the interviewees, some contemporary themes broached by them and the topic of limits, possibilities and challenges placed for the professional exercise. The data analysis shows the need for evaluation and review, through a constant critic exercise, of the theoretical and methodological postulate that supports our professional exercise. Moreover, this research has also pointed to some tension composing the interface between theory and practice and education and exercise in Educational and School Psychology. The reflection on the data showed the need to build spaces for dialog, discussion and circulation of the knowledge in this area, as well as the importance to have a larger appropriation of the existing spaces by the professionals. In that way, we have understood as essential for the advance of the School and Educational Psychology that the professionals take the challenge to think, analyze and reflect as a group about their psychological conception and practice. We understand that this critic has to be developed aiming an appropriation of the improvement already obtained in the area, as well as glimpsing new paths to be trodden so we can build ways of intervention more and more even with the real needs of the Brazilian Educational system

The thesis deals with the profession of school psychologist. We are wondering if there are any reasons that prevent or encourage the introduction of psychologists into schools. The first part of the thesis deals with the concepts of school psychology and school psychologist from the present and historical point of view. We are dedicated to the legislative anchoring of this profession and its ethical standards. We uncover the complex network of the school psychologist, including aspects that can be partaking of teachers' expectations of school psychologists. The second part of the thesis deals with the questionnaire survey which was carried out at the school, where the institution of the school psychologist is already established and where it is not. The data analysis was conducted the analysis. Through her, we found five areas of interest which affect expectations. The first area concerns the role of the school psychologist. The second area concerns of his work. The third is the idea of teachers about the " ideal " school psychologist. The fourth deals with the concerns of teachers and the fifth area concerns the financing of school psychologists. The main findings introduce together with the direct quote. In another part of the main findings offer a comparison between schools, which complement the...

Clinical psychologists’ experiences of training are under-represented in the research area, particularly in the field of transformational and experiential learning and its influence on trainees during their training. Yet, it is a growing topic of interest for training providers and commissioners. Understanding whether the current method of training, using problem-based learning at the University of Hertfordshire (UH), is effective in preparing trainees to work in the NHS as clinical psychologists may have wider implications for clinical psychology training and practice. This thesis aimed at exploring clinical psychologists’ narratives of identity changes through problem-based learning (PBL). For this purpose, I chose to explore their reflective PBL written accounts using a narrative analysis to identify plots and sub-plots of identity changes within their PBL stories. I knowingly took a social constructionist stance to frame this project as it reflects my constructions of clinical psychology and the epistemological choice of the UH course. This means that this research situates itself within a particular context and does not claim any truth, but proposes a constructed view on identity changes during training and their implications for clinical practice. The analysis enabled me to identity three main plots: ‘identity changes through the PBL group’, ‘experimenting with alternative roles and identities’ and ‘Identity changes through PBL & training’. The first plot was characterised by anxiety, vulnerability, tensions between individualism and collectivism and the impact of differences. The second plot was characterised by trainee psychologists finding the balance between process, task and reflections, sharing and connecting with others, changing their relationship with theories; and working to empower themselves. The third plot highlighted the demands of PBL and training and PBL’s place in training. These factors seemed to have influenced and contributed to identity changes in clinical psychologists engaged in PBL during their training at UH. The discussion highlighted which aspects of PBL relate to identity changes and their implications for training and clinical practice. To conclude, I shared my growing interest for further exploration. I also highlighted the ever-evolving nature of PBL and the importance of exploring its use in training and its implications for the professional development of trainee clinical psychologists. Finally, the project ends with reflections about the research process and epistemological considerations.

O presente trabalho teve como objetivo investigar de que formas o tema da saúde comparece nos cursos de graduação em Psicologia da Universidade de São Paulo (IPUSP) e da Universidade Federal de São Paulo (UNIFESP- Campus Baixada Santista). Através da análise de documentos referentes ao histórico desses cursos, suas disciplinas, atividades de estágio e extensão, projetos pedagógicos, planos de metas e relatórios de avaliação e gestão foi possível traçar um perfil de cada um desses cursos, especialmente no que se refere à abordagem do tema saúde. Constatou-se que no curso do IPUSP tem havido nos últimos anos um aumento significativo no número de disciplinas que incluem o tema da saúde, especialmente segundo a leitura de teóricos da Psicologia Social. No entanto, a ausência de disciplinas obrigatórias sobre saúde mostra que, no curso do IPUSP, este ainda não é um te ma tratado como imprescindível à formação do psicólogo. No curso de Psicologia da UNIFESP, que foi criado tendo a saúde como aspecto principal, constatou-se a busca progressiva por conteúdos específicos da Psicologia que não necessariamente incluem o tema da saúde. As reflexões suscitadas permitiram um olhar sobre a formação do psicólogo e a importância da Psicologia se debruçar sobre a saúde, enquanto campo de conhecimentos e práticas, problematizando esse conceito emblemático / The objective of the present study was to investigate how the subject health appears in the undergraduate Psychology academic programs at the Universidade de São Paulo (IPUSP) and the Universidade Federal de São Paulo (UNIFESP - Baixada Santista Campus). Through the analysis of historical documents related to these courses, its subjects, training and outreach activities, educational projects, goal plans, assessments and management reports, it was possible to draw a profile of each of these courses, especially regarding the approach of the subject health. It was found that in recent years, IPUSP course has had a significant increase in the number of subjects that include the topic, especially under the interpretation of theorists of Social Psychology. However, the absence of mandatory health subjects shows that this theme is not yet treated as essential in psychologiststraining in IPUSPs academic program. In UNIFESPs academic program, in wich health was primarialy considered the coursess focus, it was found that there has been a progressive search for specific psychology contents that do not necessarily include the topic of health. The evoked reflections have allowed a deeper look into the training of psychologists and suggest that is important to Psychology to analyse this theme as a field of knowledge and practice, and to reflect and discuss about this emblematic concept

Trata-se de um relato de experiência sobre a inserção da Psicologia no Serviço de Oclusão e ATM, da Faculdade de Odontologia da Universidade de São Paulo, clínica odontológica especializada em tratamento de desordens temporomandibulares. Chegando nessa clínica, a autora já observa algumas situações que poderiam ajudar aos pacientes se os dentistas trocassem mais informações, num diálogo onde houvesse interesse no relato e na observação do paciente. Também observa a relação do quadro tratado e as queixas de pacientes comentadas em conversas na sala de espera da clínica odontológica, queixas muito freqüentes na clínica psicológica, especialmente na área da psicossomática. Os quadros psiquiátricos/psicológicos encontrados naquela clínica odontológica precisam ser tratados para a melhora e alta do paciente. A partir do momento em que a autora é convidada a participar da equipe de saúde dessa clínica odontológica, percebe-se uma diminuição no tempo de permanência dos pacientes que recebem atenção psicológica naquela clínica, diferindo dos pacientes que recebem apenas a atenção dos dentistas. A equipe de saúde nessa época contava com fisioterapeuta, fonoaudióloga, dentistas e psicóloga (autora). Posteriormente, foram convidados também hipnoterapeutas e quiropraxistas, além de um grupo que fazia aplicações de laser especificamente para quadros álgicos. Em nossa observação, os pacientes, de modo geral, apresentavam sinais e sintomas característicos de depressão e suas co-morbidades, tais como fibromialgia, transtorno obsessivo-compulsivo, transtorno de pânico. Também tinham características muito parecidas entre eles: excesso de responsabilidades, exagerada disponibilidade para a família e colegas de trabalho, dificuldade em delegar tarefas, dificuldade para aceitar ajuda e culpa em relação a qualquer atividade prazerosa ou que fosse de cuidado pessoal não-médico. Discute-se a adesão ao tratamento promovida pela psicóloga, que fazia intervenções psicológicas e pedagógicas, uma vez que o paciente não percebia as relações entre as recomendações dos profissionais de saúde e seu problema de desordem temporomandibular. A partir do momento em que havia a intervenção da psicóloga e o paciente compreendia essa relação, havia adesão ao tratamento multidisciplinar e conseqüente melhora do quadro, com alta da clínica. Estão descritas a atuação e as especificidades do atendimento, a análise do papel do psicólogo e a importância da sua inserção na equipe multiprofissional / This is a report on an experience with the insertion of Psychology in the Occlusion and TMA Service of the Faculty of Dentistry of the University of Sao Paulo, a dental clinic specialized in temporomandibular disorder treatment. Arriving at the clinic, the author verifies some situations that might help patients if dentists exchanged more information in a dialogue showing more interest in the patients report and observation. Also verified is the relation between the condition treated and the patients complaints commented in chats at the dental clinic waiting room; these complaints are very frequent in the psychology clinic, especially in the psychosomatic area. It is noticed that psychiatric/psychological conditions found have to be treated for a patients improvement and discharge. As from the moment the author is invited to participate in the health team of that dental clinic, a reduction in the permanence time of patients who receive psychological counseling is observed, differing from patients who only receive attention from dentists. The health team at the time counted on a physiotherapist, speech therapist, dentists and a psychologist (the author). Later, hypnotherapists and chiropractors were also invited, besides a team that made laser applications specifically for algic conditions. In our observation, patients generally presented signs and symptoms characteristic of depression and its co-morbidities, such as fibromyalgia, obsessive-compulsive disorder, panic disorder. Characteristics were also common among patients: excess responsibilities, exaggerated availability to family and colleagues at work, difficulty in delegating tasks, difficulty in accepting aid and guilt towards any pleasurable activity or one of non-medical personal care. A discussion is made on the adhesion to the treatment provided by the psychologist, who conducted psychological and pedagogical interventions, once the patient failed to notice the relations between the recommendations by the health professionals and the temporomandibular disorder problem. As from the moment the psychologist intervened and the patient understood this relation, there was adhesion to the multidisciplinary treatment and a consequent improvement in the condition, with discharge from the clinic. The actuation and counseling specificities, the analysis of the psychologists role and the importance of her insertion in the multiprofessional team are described

The aim of this research was to explore the lived experience of educational psychologists (EPs) working as expert witnesses in the family court and to capture some of their tacit knowledge. The research was conducted during a 'perfect storm' of reforms in family justice, austerity measures and following the publication of 'The Ireland Report' (Ireland, 2012) which was highly critical of the quality of psychological reports prepared for the family courts and captured the attention of the national media at a time when several high profile cases involving expert witness malpractice were also under scrutiny. Adopting Interpretative Phenomenological Analysis (IPA) as the methodology, two EP expert witnesses were interviewed using in-depth conversations based around two semi-structured interview prompts. Interview transcripts were then analysed using IPA, firstly within individual interviews and cases and then across interviews and cases. Superordinate themes emerged as five main focus points: 1) The role of being an EP and an expert witness, 2) Maintaining a phenomenological attitude, 3) Personal and professional identity, 4) The context of court and 5) The experience of the interview. Findings indicate that the widely accepted Fallon, Woods and Rooney (2010) definition of who EPs are and what EPs do also holds in the context of the family court, with the scientist-practitioner identity being further illuminated in this milieu, especially with regard to formulation, maintaining a phenomenological attitude and reflexivity.

The issue of psychotherapists' values in psychotherapy has become increasingly challenging as philosophers have questioned the viability of concepts such as objectivity and relativism. Historically, psychotherapists have relied on notions such as bracketing or suspending their own values to avoid the moral and ethical implications that such values might be active in psychotherapy. Acknowledging that psychotherapists' values are active in psychotherapy raises a host of important issues, including how to appropriately navigate value conflicts. This study explored the experience of psychotherapists as they navigate conflicts between their religious and professional values. Qualitative interviews with eight religiously committed psychologists were transcribed and analyzed using Collaborative Hermeneutic Interpretation. Major themes and findings include: the possibility that one can be a religiously committed psychologist; that research topics are informed by religious values; the strengthening of personal values through conflict; there are a variety of values gained from religious affiliation; feeling out of place in religious and professional communities; having religious and philosophical issues broadened and deepened in complexity; knowing when to defend values and worldview; having quality research and reputation as a defense; and positive and negative experiences with supervisors. Participants also discussed what was helpful in preparing them for value conflicts and the preparation they wished they would have received. The findings in this study emphasize the importance of the supervisory relationship and the impact that supervisors can have on trainees as they work through value conflicts. Training programs are also recommended to provide trainees guidance that will help prepare them to navigate potential value conflicts over the course of their professional development.