Thesis (Ph. D.)--University of Wisconsin--Madison, 1944. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 361-371).

Thesis (Ph. D.)--Florida State University, 2004. / Advisor: Dr. Richard L. Tate, Florida State University, College of Education, Dept. of Educational Psychology and Learning Systems. Title and description from dissertation home page (viewed June 16, 2004). Includes bibliographical references.

Thesis (M. Ed.(Opvoedkundige sielkunde))-Universiteit van Pretoria, 2007. / Includes bibliographical references (leaves 139-?) - (Not included in copy) Available on the Internet via the World Wide Web.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2007. / Title from second page of PDF document. Includes bibliographical references (p. 155-160).

Made available in DSpace on 2016-04-04T18:29:52Z (GMT). No. of bitstreams: 1 Sueli Regina Gallo Belluzzo.pdf: 5629341 bytes, checksum: 40989d713633aed2844cc5ac37b42f19 (MD5) Previous issue date: 2011-02-16 / This research aims at investigating the collective imaginary of Psychology students on the first clinical care, which is usually at the beginning of a psychodiagnosis process. We believe that the pedagogical work in the context of the psychologist s academic development, is a complex process which articulates scientific knowledge transmission and changes in imaginative activity which we conceive, adopting the concrete Psychology s perspective of Jos? Bleger such as conducts. As a research strategy, the Thematic Story-Drawing Procedure was used as the organizer of a group interview to approach to collective personality. The narrative about the clinical event and story-drawing approach, produced through the psychoanalytical method, allowed for the apprehension of affective-emotional sense fields, according to which organizes the collective imaginary. Four fields were created/found, called "I came, I saw, I conquered", "I know that I know nothing", I survive and I ll save" and "I am and I do". Based on these fields, we see the outlines of a collective subject that will require assistance to start the clinic activity. Their fears, their anguish and their demands reveal suffering, but also clarity about the difficulty they will encounter in this task, besides the ability to play spontaneously and good-humored with his own omnipotence. / Esta pesquisa tem como objetivo investigar o imagin?rio coletivo de estudantes de Psicologia sobre o primeiro atendimento cl?nico, que usualmente consiste no in?cio de um processo psicodiagn?stico. Consideramos que o trabalho pedag?gico no contexto da forma??o do psic?logo ? um processo complexo que articula transmiss?o de conhecimentos cient?ficos com mudan?as na atividade imaginativa que concebemos, adotando a perspectiva da Psicologia concreta de Jos? Bleger, como condutas. Como estrat?gia investigativa, o Procedimento de Desenho-Est?ria com Tema foi utilizado como organizador de uma entrevista grupal para abordagem de pessoalidade coletiva. O registro do acontecer cl?nico foi realizado a partir dos desenhos-est?rias e de uma narrativa sobre a entrevista. O conjunto das produ??es foi psicanaliticamente considerado, em busca de capta??o de campos de sentido afetivo-emocional, segundo os quais se organiza o imagin?rio coletivo. Foram criados/encontrados quatro campos de sentido, denominados: vim, vi e venci , sei que n?o sei , sobrevivi e salvarei e sou e fa?o . Com base nesses campos, percebemos os contornos de um sujeito coletivo que necessitar? de aux?lio para iniciar a atividade cl?nica. Seus medos, suas ang?stias e suas exig?ncias revelam sofrimento, mas tamb?m lucidez sobre a dificuldade que encontrar?o nessa tarefa, al?m de capacidade de brincar espont?nea e bem humoradamente com a pr?pria onipot?ncia.