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Background: The Global Postural Re-education (GPR) method seems to be an effective method for the treatment of musculoskeletal disorders. However, no study has examined its effects on a group of musicians with musculoskeletal pain. Additionally, infrared thermography (IRT) has been widely used in the field of medicine as a monitoring a diagnostic tool, which can provide empirical data about the effectiveness of the GPR method. Objective: To examine the effects of GPR using scales and questionnaires and IRT. Methods: This thesis enclosed two articles. In the first, musicians with (N=6) and without (N=6) musculoskeletal pain underwent a thermographic evaluation to examine the skin temperature asymmetry (STA) between both groups as a representation of musculoskeletal pain. The second article was a randomized control trial and examined the effects of the GPR on a group of 13 participants with musculoskeletal pain (7 experimental, 6 controls) after receiving 8 sessions of GPR. Pain, disability and quality of life data was collected using the VAS, MPIIQM, SF-36. A thermographic assessment was also conducted to examine the correlation between pain severity and degree of STA, and changes in contralateral skin asymmetries before and after the intervention. Results: The first article revealed no significant differences in STA between groups. Results from the second article showed statistical significant improvements in pain, disability and quality of life on the group who received the GPR intervention. Results from the IRT analysis were not significant. Conclusion: Results from the self-report questionnaires suggest that GPR is effective in treating musculoskeletal pain in the targeted group of musicians. Pain changes did not correlate with thermal outcomes. Further studies are needed to confirm the results obtained with IRT.

This thesis focuses on the possibilities for influencing the motivation of pupils with specific learning disabilities during special pedagogical interventions conducted at schools. The aim of this study is to determine which of the approaches used by specialised pedagogues within the field of specialised pedagogical practice are most effective in increasing the motivation of pupils with learning disabilities and why. One of the sub-goals of this work is to describe the principles for strengthening motivation in special pedagogical interventions. This thesis is divided into two parts: the teoretical and the research part. The theoretical part deals with specific learning disabilities, terminological definitions, etiology and reeducation. It also focuses on motivation, its types, influencing factors and its application. The research part with the use of qualatitive research methods seeks to explore perception of special pedagogues on the role of motivation and support of pupils with specific learning disabilities motivation during the intervention. Key words Learning disabilities, etiology, re -education, motivation, supporting motivation.

Nossa Dissertação teve sua origem no contato com as idéias e com o trabalho clínico de Michael Wernet, nosso professor na Universidade de Freiburg-Alemanha e supervisor dos estágios que realizamos na instituição na qual é o psicólogo responsável. A apresentação do referencial teórico que embasa nosso trabalho inicia-se com a abordagem gestaltista de Wernet acerca do desenvolvimento do ato de perceber (Affolter, apud Wernet), o que implicou a exposição de conceitos básicos da Teoria da Gestalt (Wertheimer, Köhler, e comentadores como Castilho-Cabral, Engelmann, Ramozzi-Chiarottino). Tal perspectiva foi complementada com a apresentação da abordagem de Ayres acerca da Integração Sensorial e com o estabelecimento de relações entre o desenvolvimento do ato de perceber, segundo Affolter, e a construção do real segundo Piaget. O método utilizado em nossa dissertação foi o “estudo de caso". Analisamos comportamentos de cinco sujeitos (entre 22 e 44 anos), todos com transtornos severos do comportamento e danos no funcionamento cerebral. Nosso objetivo foi mostrar o sentido dos atos dos sujeitos, que compreendemos ser expressão da lei da pregnância de Max Wertheimer, e a tentativa de reorganizá-los visando a socialização dos sujeitos. A partir dessa compreensão, a intervenção que pudemos produzir tornou-se conseqüentemente pregnante, uma vez que cada etapa foi “requerida" pela anterior, representando uma mudança qualitativa em nossa relação com os sujeitos em questão. Os resultados mostram o sucesso de nosso intento: de um modo geral, constatamos uma diminuição na freqüência de surtos, uma substituição de comportamentos com seqüelas negativas para o sujeito por condutas alternativas sem as seqüelas anteriores, bem como uma melhoria na possibilidade de interação com o outro. / Our dissertation sprung from the contact with the ideas and the clinical work of Michael Wernet, our Professor in the University of Freiburg – Germany, and supervisor of the courses which we attended in the institution where he is the psychologist in charge. The theoretical basis of our work is compounded by the gestaltic approach of Wernet to the development of the act of perceiving (Affolter, apud Wernet), which led us to the basic concepts of the Theory of the Gestalt and latter commentaries on it (Wertheimer, Köhler, Castillo-Cabral, Engelmann, Ramozzi-Chiarottino). Such point of view was complemented by the approach of Ayres concerning the Sensorial Integration as well as by the establishment of connections between the development of the act of perceiving, according to Affolter, and the construction of the reality, according to Piaget. The methodology of our work is based on five case-studies. We examined the behaviour of five subjects (between 22 and 44 years-old), all of them with severe prejudices of behaviour and damaged cerebral functions. Our purpose was to show that their actions had a constructive meaning, which we believe to be the expression of the “law of pregnancy" of Max Wertheimer. It was also our objective to try to reorganize the subjects, aiming at their further socialization. Following this point of view, the result was that our intervention became pregnant, since each stage was demanded by the previous one. That represented a change of quality in our relationship with the subjects. The results point to the achievement of our goal: generally speaking, we obtained a decrease in the frequency of break-downs as well as a substitution of the so called “self aggressive behaviour" for other ways of response without negative sequels. Another result was the improvement of the possibility of the subjects to interact with other people.

Quels sont les postulats de l'éducation? Il y en a plusieurs, le plus important étant celui du changement, c'est-à-dire celui qui pose que l'individu éduqué est susceptible de changer. Penser les présupposés du changement en éducation tend à engager la réflexion sur le terrain de la métaphysique. Or, la métaphysique semble avoir mauvaise presse en éducation. Il faut donc s'intéresser à la question des postulats afin de comprendre sa nécessité et l'engager légitimement. Il s'agira de comparer différents postulats à l'oeuvre actuellement en éducation, à savoir: l'éducabilité, la perfectibilité et la malléabilité. Par là, nous aurons une idée de ce que peut l'homme. / What is the most important principle of education? Can we think education without supposing that we are able to change? To answer to this question, it's not enough to admit that somebody can change. We must know what kind of changes he is supposed to make. But, this enquiry should say its name. It seems to be a metaphysical question. But, Metaphysics is not a permitted way of studying education. Because of several reasons, we must justify our research,in order to explain why we can but moreover we must precise our conception of change in education. Then we will be able to compare different kind of principles of education, for example: educability, plasticity or perfectibility. Actually, we want to know how much someone can change.

This master thesis deals with the problems of Specific Learning Difficulties such as dyslexia, dysgraphia and dysorthography that show especially in the Czech language. The theoretical part concentrates on the personality of the student with Specific Learning Difficulties. It explains the term "Specific Learning Difficulties". The difficulties (mentioned above) and their symptoms are defined there too. It focuses on the aetiology of Specific Learning Difficulties, their diagnostics and re-educational principles. It also contains a short chapter about sense perception which is closely related to the re-education of Specific Learning Difficulties. The practical part offers the list of re-educational tools, methods and activities for the re-education of dyslexia, dysgraphia and dysorthography. This list is supplemented by the set of worksheets that can be used for example during the correction of Specific Learning Difficulties.

The diploma thesis is focused on a specific learning disability, so called dyslexia. The thesis is divided into theoretical and practical part. Basic characteristics, symptoms and causes of specific learning disabilities, such as dyslexia, dysgraphia, dysortographia and dyscalculia, are desctibed in the theoretical part of the thesis. Special attention is devoted to the differences in terminology of the specific learning disabilities. The practical part analyses time aspect of dyslexia diagnosis, re-education process, and further-more, the frequency of incidence according to the gender issues.

The theoretical part of the thesis describes problems of diagnoses of specific disorders of learning, especially dyslexia, dysgraphia and dysortographia. It establishes the notions, describes the manifestations, etiology and diagnostics of learning disorders. Afterwards, the re-education of dyslexia is described in more detail. The practical section contains learning aids for students who suffer from specific disorders of learning in the subject of Czech langueage in grade 5, term 1. This regards the use of working lists and flash cards designed for use with the given age group. Also included are systematic instructions with which, through the use of these aids, characterizes and offers their use during teaching.

Thesis: "Remedial approaches to students with discalculia" defines the term of specific learning disability, individual specific learning disabilities with an emphasis on discalculia (mathematics disorder). It gives a brief overview of the methods, forms, aids (tools), individual re-education practices and affects the possibilities to integrate these students into current elementary school. The practical part deals with the integration of dyscalculia students into the teaching process and to identify forms, methods and aids (tools) that are provided by the teacher. It consists of three casuistries and questionnaire results

Orientadores: Viviane Herrmann, Paulo César Rodrigues Palma / Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Ciências Médicas / Made available in DSpace on 2018-08-17T02:53:51Z (GMT). No. of bitstreams: 1 Fozzatti_MariaCelinaMartins_D.pdf: 4656341 bytes, checksum: eb6677485cb09dbe79185403e87167c4 (MD5) Previous issue date: 2010 / Resumo: A incontinência urinária de esforço é uma das queixas clínicas mais comuns de mulheres em consultório médico e o desequilíbrio postural tem sido considerado como possível causa deste sintoma. Estudos demonstram que disfunções posturais como a hiperlordose, a anteversão da bacia pélvica, dores lombares e fraqueza dos músculos abdominais estão associados às disfunções dos músculos do assoalho pélvico. Objetivo: Comparar o efeito da Reeducação Postural Global com o treinamento dos músculos do assoalho pélvico no tratamento da incontinência urinária de esforço feminina a curto e a longo prazo. Metodologia: Cinquenta e duas mulheres com queixa clínica de incontinência urinária de esforço foram divididas em dois grupos: o Grupo 1 (G1) recebeu tratamento pela Reeducação Postural Global em 1 sessão semanal de 50 minutos por três meses e o Grupo 2 (G2) recebeu treinamento dos músculos do assoalho pélvico quatro vezes por semana, uma vez supervisionada em sessão individual de 50 minutos e três não supervisionadas, por três meses. Ao final do tratamento, após 6 meses, e em dois anos, foi realizada avaliação subjetiva (cura, melhora, inalterada e piora), diário miccional, avaliação funcional do assoalho pélvico (AFA) e questionário de qualidade de vida. Resultados: Concluíram o tratamento 25 pacientes do G1 e 17 do G2. A avaliação subjetiva do G1 ao final do tratamento apresentou 16% cura e após seis meses, 24%. No G2, no final do tratamento, nenhuma paciente considerava-se curada, 69% referiram melhora e 31% encontravam-se inalteradas. Após seis meses, 19% referiram cura, 37,5% melhoram, 31% inalteradas e 12,5% que haviam referido melhora ao final do tratamento, apresentaram piora dos sintomas. O número de episódios de perda e o número de troca de absorventes diminuiram significativamente nos dois grupos (p<0,001), sendo significativamente menor no G1. A Avaliação Funcional do Assoalho Pélvico (AFA) melhorou significativamente nos dois grupos (p<0,001), sem diferença entre eles. A avaliação da Qualidade de Vida demonstrou melhora significativa nos dois grupos, em todos os domínios. Após dois anos foram reavaliadas 21 pacientes no G1 e 12 no G2. O G1 apresentou 47,6% de cura e o G2, 16,7%, sendo que neste grupo, 33,3% das pacientes referiram piora com relação ao final do tratamento. O número de perdas e o número de absorventes diminuíram significativamente nos dois grupos (p=0,0001), sem diferença significativa entre eles (p=0,0787 e p=0,0579, respectivamente). A AFA melhorou significativamente no G1, porém no G2, apresentou melhora significativa ao final do tratamento e mante-se inalterada no seguimento de dois anos (p=0,045). Conclusão: A RPG mostrou-se uma alternativa eficaz no tratamento da Incontinência Urinária de Esforço Feminina, com resultados comparáveis ao treinamento dos músculos do assoalho pélvico, a curto e a longo prazo / Abstract: Stress urinary incontinence (SUI) is one of the most common complains of women and postural unbalances have been considered as a possible cause. Studies have shown that postural disequilibrium such as hiperlordose, pelvis anteversion, lumbar pain and weakness of the abdominal muscles are associated to pelvic floor muscles dysfunctions. Objective: To compare the effect of Global Postural Re-education (GPR) and Pelvic Floor Muscle Training (PFMP) for the treatment of female stress urinary incontinence at short and long term. Methodology: Fifty-two women with SUI complain were distributed into two groups: Group 1 (G1) was submitted to 50 minutes weekly sessions of GPR for three months and Group 2 (G2) performed PFMT four times a week for three months, being one time in individual session under professional supervision and the other three times at home, for three months. Patients were evaluated at the end of the treatment and after six months and two years on subjective evaluation (cure, improvement, no change and recurrence), voiding diary, functional evaluation of pelvic floor (FEPF) and through a questionnaire of quality of life. Results: The number of patients completing the treatments was 25 in G1 and 17 in G2. The subjective evaluation of G1 showed cure in 16% women at the end of the treatment and 24% after six months. In G2 no women reported cure at the end of the treatment, 69% indicated improvement and 31% reported no change. After six months, the reports of cure, improvement and no change in G2 were, respectively, 19%, 37.5% and 31%. Additionally, 12.5% of the women in this group, who had referred to improvement at the end of the treatment, reported symptom recurrence after six months. The urine leakage episodes reduced significantly in both groups (p<0.001), being significantly lower in G1. PAD use reduced significantly in both groups (p<0.001) and was significantly lower in G1. FEPF improved significantly in both groups (p<0.001), with no difference between them. The evaluation of Quality of Life had shown significantly improvement in both groups, in all domains. Two years after the end of the treatment, 21 patients of G1and 12 of G2 were reevaluated. The amount of women reporting cure in G1 and G2 were, respectively, 47.6% and 16.7%. In G2, 33.3% of the patients referred to symptoms recurrence in comparison with the end of the treatment. Episodes of urine leakage and PAD use reduced significantly in both groups (p=0.0001), without significant difference between groups (p=0.0787 and p=0.0579, respectively). FEPF had shown improvement in G1 in the evaluation at six months and two years; however, in G2 it had shown improvement at the end of the treatment but it did not change in the evaluation at two years. This shows that the behavior of the groups was different throughout the time (p=0.045). Conclusion: GPR has proven to be an efficient alternative to treat SUI in women when compared to PFMT, either on short term or long term follow-up / Doutorado / Fisiopatologia Cirúrgica / Doutor em Ciências