Previous studies have suggested that becoming a counsellor takes place according to stages and that development can be explained through the achievement of specified tasks. The professional training process is also understood to give rise to considerable anxiety with this traditionally conceptualised as a predominately negative experience hindering the learning process. The aims of the current study were: 1) to understand and identify how counselling psychology trainees make sense of and experience their development in becoming counselling psychologists, 2) to understand how anxiety is implicated in trainees’ growth and development into becoming counselling psychologists, and 3) through the application of an empirical existential phenomenological framework to promote an alternative perspective to the dominant medical model in relation to anxiety and the meaning attached to this experience in the process of becoming a counselling psychologist. Five trainee counselling psychologists and two recently qualified counselling psychologists were interviewed for this research project. The phenomenological analysis identified situated structural descriptions with the themes from these individual accounts forming the basis of a general structural description of the phenomenon of anxiety in becoming a counselling psychologist. By means of this existential phenomenological analysis, the multiple meanings attached to the experience of becoming with reference to anxiety were investigated. Two important findings emerged namely; 1) anxiety was not a negative, debilitating process for the trainees and 2) that counselling psychology’s pluralist theoretical affiliations whilst anxiety provoking contributed to the depth of transformation experienced by trainees. By adopting a pluralistic stance ambiguity was found to be prevalent in the experience of anxiety; this opened up the possibilities for becoming for this group of trainees. Therefore a non

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In our sedentary society, physical inactivity has become the biggest public health concern of the 21st century. In addition to physical health promotion, physical activity has been associated with a number of positive psychological and social outcomes. Psychologists are well positioned to provide physical activity counseling and may have ethical obligations to address physical activity with their clients. Training the next generation of psychologists about the role of physical activity and health is critical to ensure best practices in graduate education. Researchers have cited insufficient training as a barrier to integrating physical activity into clinical work, yet little is known about effective training in physical activity counseling. One way to address these barriers is to employ an online-based training program allowing greater accessibility for doctoral psychology students across the United States. This exploratory study evaluated the effectiveness of a constructivist online interactive intervention, and compared it with a more traditional online content intervention and a control group, for enhancing doctoral psychology students’ self-efficacy in using physical activity counseling. It was hypothesized that 1) online interactive intervention would enhance self-efficacy, knowledge, and use of physical activity counseling compared to the online content intervention; and 2) both of these active treatments would yield improvements in physical activity counseling outcomes (e.g. self-efficacy, knowledge of health benefits of exercise, practice of physical activity counseling with clients, and personal level physical activity) compared with a control group. Results partially supported the original hypotheses. Mixed ANCOVA analyses indicated that participants in both intervention groups showed more self-efficacy at post-intervention assessment compared to their control group peers but the interactive intervention was not more effective than the content based intervention. Participants in the intervention groups demonstrated more targeted knowledge of physical activity counseling at post-intervention compared to their control group peers. No differences were found in the practice of physical activity counseling with clients post intervention. This study indicates there may be promise in using online platforms for enhancing physical activity counseling self-efficacy among psychologists in training. Future studies should continue to assess the effectiveness of physical activity counseling and refine training interventions to examine the effects of such interventions among the next generation of psychologists.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-05-22T12:03:24Z No. of bitstreams: 1 Reimy Solange Chagas.pdf: 17867617 bytes, checksum: 998506b0d0df979241cf1de88403888b (MD5) / Made available in DSpace on 2017-05-22T12:03:24Z (GMT). No. of bitstreams: 1 Reimy Solange Chagas.pdf: 17867617 bytes, checksum: 998506b0d0df979241cf1de88403888b (MD5) Previous issue date: 2017-05-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research aims to reflect about the absence of multicultural knowledges in the psychologists training, having as an initial reference the history and development of brazilian psychology, where the predominance of professionals from the medical and human sciences delineated and instituted practices based on psychometric and clinical interventionist models. These, in turn, were consolidated as vigorously disseminated discourses, with the purpose of meeting demands aimed at adequacy and developmental social projects, outlining a panorama politically biased by disputes over scientific monopoly in their teaching. The brazilian historical and sociopolitical conjuncture between the 1960s and the 2000s marked indelibly the psychology training, requiring contextualization in the profession intrumentality, regarding their theoreticalmethodological, technical-operational and ethical-political aspects. However, the exponential development of higher education in accordance with neoliberalist commercial logic compromised the quality of this training, whose implications compose the theoretical-methodological framework included in the polysemic concept of the curriculum. Training and curriculum are imbricated concepts, since they concern the theoretical-methodological approaches of the teaching-learning process and his potency as a political-educational instrument, respectively. Therefore, the psycho-political issues underlying the precept of social commitment of psychology require that the curriculum of this formation be consonant and dialogical with the social reality, since isn’t neutral, enunciates speeches, reveals places and has relations of know-power. Nowadays, the post-critical curricular approach is representative of this perspective because it also guides multiculturalism. This refers to the policies of (re) knowledge of cultural diversity, as well as the asymmetries, hierarchies and inequalities that cover and derive from the concept of culture, intrinsic to the term. In the educational field it is related to the decoloniality of knowledge and as one of the elements of innovation in higher education. Because the concept of culture is relatively absent in the curriculum in a way articulated with praxis in psychology, we try to present ethnopsychiatry as an interdisciplinary approach that studies psychics phenomena and their vicissitudes due to the diverse ethnic-cultural groups to which the individuals belong and through the theoretical-methodological articulation between psychism and culture / A presente pesquisa tem como objetivo refletir sobre a ausência de conhecimentos multiculturais na formação de psicólogos (as), tendo como referência inicial a história e o desenvolvimento da psicologia brasileira, onde a predominância de profissionais das áreas médicas e ciências humanas delinearam e instituíram práticas baseadas em modelos intervencionistas psicométricos e clínicos. Estes, por sua vez, se consolidaram como discursos vigorosamente difundidos, com vistas a atender demandas voltadas à adequação e a projetos sociais desenvolvimentistas, delineando um panorama enviesado politicamente pelas disputas por monopólio científico em seu ensino. A conjuntura histórica e sociopolítica brasileira entre os anos de 1960 até os anos 2000 marcou indelevelmente a formação em psicologia, exigindo contextualização na instrumentalidade da profissão referente aos seus aspectos teóricometodológicos, técnico-operacionais e ético-políticos. Porém, o desenvolvimento exponencial do ensino superior em conformidade com lógicas mercantis neoliberalistas, comprometeu a qualidade desta formação, cujas implicações compõem o arcabouço teórico-metodológico presente na polissemia do conceito de currículo. Formação e currículo são conceitos imbricados, pois dizem respeito às abordagens teórico-metodológicas do processo de ensinoaprendizagem e à sua potência como instrumento político-educacional, respectivamente. Deste modo, as questões psicopolíticas subjacentes ao preceito de compromisso social da psicologia exigem que o currículo da sua formação seja consonante e dialógico com a realidade social, haja vista que não é neutro, enuncia discursos, revela lugares e dispõe relações de saber-poder. Na atualidade, a abordagem curricular pós-crítica é representativa desta perspectiva pelo fato de pautar, além disto, o multiculturalismo. Este se refere às políticas de (re) conhecimento da diversidade cultural, bem como das assimetrias, hierarquizações e desigualdades que abrangem e decorrem do conceito de cultura, intrínseco ao termo. No campo educacional se relaciona com a decolonialidade dos saberes e como um dos elementos de inovação no ensino superior. Pelo fato de o conceito de cultura estar relativamente ausente no currículo de maneira articulada com as práxis em psicologia, busca-se apresentar a etnopsiquiatria como uma abordagem interdisciplinar, que estuda fenômenos psíquicos e as suas vicissitudes em função dos diversos grupos étnico-culturais aos quais os indivíduos pertencem e através da articulação teóricometodológica entre psiquismo e cultura

Made available in DSpace on 2014-12-17T15:38:39Z (GMT). No. of bitstreams: 1 DenisBC.pdf: 1847462 bytes, checksum: b9fd1b22e8134a8d3ae14f471d0f4751 (MD5) Previous issue date: 2007-04-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this thesis I discuss the role of the psychologist as a university professor and as intellectual from a specific context and also from a specific query. The context is the city of Teresina, capital city of Piau? state, which is peripheral in Brazil s northeast region. The defiance here is to build a critical psychological tradition that will deal with the challenges imposed by the reality of poverty and socio-economic backwardness of the region. The greatest difficulty is the lack of a public institution of learning that carries out instruction, research and extension with commitment to social transformation, and with the production of a psychological knowledge that is able to understand local reality. I take it that the undergraduate course in Psychology at UESPI [State University of Piau?] is the only one in Teresina that can take over such mission. The query is confronting violence against children and adolescents that defies us to ethically and politically commit to solidarity toward fragile human beings in need of adult involvement in order to survive this daily inhumanity. The involvement of psychologists from Teresina in this must result from a social commitment and a technical competence to deal with prevention and therapeutic consideration toward the victims. This dissertation is divided into three parts: the first is a study on the curriculum and the performance of psychologists, which revises the academic output in Brazil and envisages new queries to the theme, such as the role of teaching inside the curriculum, and presents social security (including Medicare) as the privileged field in which Brazilian psychologists perform. The second part contains a study on the concepts of childhood, adolescence and violence, which presents a consideration on the strategies to confront violence against children and adolescents. In the last part I discuss the role of the psychologist as teacher and intellectual in the context undergraduate course in Psychology at UESPI [State University of Piau?] from the commitment to the protection of children and adolescents / Nesta tese, discuto o papel do psic?logo como professor universit?rio e como intelectual a partir de um contexto espec?fico e de uma quest?o espec?fica. O contexto ? a cidade de Teresina, capital do Piau? Estado perif?rico da regi?o Nordeste brasileira. O desafio aqui ? construir uma tradi??o psicol?gica cr?tica que possa ser capaz de lidar com os desafios impostos pela realidade de pobreza e atraso s?cio-econ?mico da regi?o. A maior dificuldade ? a falta de uma institui??o de ensino que seja p?blica e que realize ensino, pesquisa e extens?o com o compromisso da transforma??o social e com a produ??o de um conhecimento psicol?gico capaz de entender a realidade local. Defendo que o curso de Psicologia da Universidade Estadual do Piau? ? o ?nico de Teresina que pode assumir tal miss?o. A quest?o ? o enfrentamento da viol?ncia contra crian?as e adolescentes, que nos desafia a um comprometimento ?tico-pol?tico de solidariedade com seres fr?geis que precisam do envolvimento de adultos para sobreviverem a essa barb?rie cotidiana. O envolvimento da Psicologia teresinense nesse enfrentamento deve resultar de um compromisso social e de uma compet?ncia t?cnica para lidar com a preven??o e o acolhimento terap?utico das v?timas. A tese est? dividida em tr?s partes: a primeira ? um estudo sobre a forma??o e a atua??o do psic?logo, que revisa a literatura produzida no Brasil e prop?e novas quest?es para o tema, como o papel do professor na forma??o e apresenta a Seguridade Social (Sa?de e Assist?ncia Social) como o campo privilegiado de atua??o para a Psicologia Brasileira. A segunda parte cont?m um estudo sobre os conceitos de inf?ncia, adolesc?ncia e viol?ncia, apresentando uma reflex?o sobre as estrat?gias de enfrentamento da viol?ncia contra crian?as e adolescentes. Na ?ltima parte, ? discutido o papel do psic?logo como professor e intelectual em Teresina no contexto do curso de Psicologia da UESPI a partir do compromisso com a prote??o da crian?a e do adolescente

Made available in DSpace on 2014-12-17T15:40:35Z (GMT). No. of bitstreams: 1 DenisBC.pdf: 1847462 bytes, checksum: b9fd1b22e8134a8d3ae14f471d0f4751 (MD5) Previous issue date: 2007-04-30 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / In this thesis I discuss the role of the psychologist as a university professor and as intellectual from a specific context and also from a specific query. The context is the city of Teresina, capital city of Piau? state, which is peripheral in Brazil s northeast region. The defiance here is to build a critical psychological tradition that will deal with the challenges imposed by the reality of poverty and socio-economic backwardness of the region. The greatest difficulty is the lack of a public institution of learning that carries out instruction, research and extension with commitment to social transformation, and with the production of a psychological knowledge that is able to understand local reality. I take it that the undergraduate course in Psychology at UESPI [State University of Piau?] is the only one in Teresina that can take over such mission. The query is confronting violence against children and adolescents that defies us to ethically and politically commit to solidarity toward fragile human beings in need of adult involvement in order to survive this daily inhumanity. The involvement of psychologists from Teresina in this must result from a social commitment and a technical competence to deal with prevention and therapeutic consideration toward the victims. This dissertation is divided into three parts: the first is a study on the curriculum and the performance of psychologists, which revises the academic output in Brazil and envisages new queries to the theme, such as the role of teaching inside the curriculum, and presents social security (including Medicare) as the privileged field in which Brazilian psychologists perform. The second part contains a study on the concepts of childhood, adolescence and violence, which presents a consideration on the strategies to confront violence against children and adolescents. In the last part I discuss the role of the psychologist as teacher and intellectual in the context undergraduate course in Psychology at UESPI [State University of Piau?] from the commitment to the protection of children and adolescents / Nesta tese, discuto o papel do psic?logo como professor universit?rio e como intelectual a partir de um contexto espec?fico e de uma quest?o espec?fica. O contexto ? a cidade de Teresina, capital do Piau? Estado perif?rico da regi?o Nordeste brasileira. O desafio aqui ? construir uma tradi??o psicol?gica cr?tica que possa ser capaz de lidar com os desafios impostos pela realidade de pobreza e atraso s?cio-econ?mico da regi?o. A maior dificuldade ? a falta de uma institui??o de ensino que seja p?blica e que realize ensino, pesquisa e extens?o com o compromisso da transforma??o social e com a produ??o de um conhecimento psicol?gico capaz de entender a realidade local. Defendo que o curso de Psicologia da Universidade Estadual do Piau? ? o ?nico de Teresina que pode assumir tal miss?o. A quest?o ? o enfrentamento da viol?ncia contra crian?as e adolescentes, que nos desafia a um comprometimento ?tico-pol?tico de solidariedade com seres fr?geis que precisam do envolvimento de adultos para sobreviverem a essa barb?rie cotidiana. O envolvimento da Psicologia teresinense nesse enfrentamento deve resultar de um compromisso social e de uma compet?ncia t?cnica para lidar com a preven??o e o acolhimento terap?utico das v?timas. A tese est? dividida em tr?s partes: a primeira ? um estudo sobre a forma??o e a atua??o do psic?logo, que revisa a literatura produzida no Brasil e prop?e novas quest?es para o tema, como o papel do professor na forma??o e apresenta a Seguridade Social (Sa?de e Assist?ncia Social) como o campo privilegiado de atua??o para a Psicologia Brasileira. A segunda parte cont?m um estudo sobre os conceitos de inf?ncia, adolesc?ncia e viol?ncia, apresentando uma reflex?o sobre as estrat?gias de enfrentamento da viol?ncia contra crian?as e adolescentes. Na ?ltima parte, ? discutido o papel do psic?logo como professor e intelectual em Teresina no contexto do curso de Psicologia da UESPI a partir do compromisso com a prote??o da crian?a e do adolescente