A presente pesquisa tem por objetivo inscrever um litoral, uma interface entre os campos da educação especial, da socioeducação e da pesquisa acadêmica, oportunizando, de um lado, a investigação acerca da escolarização de adolescentes acautelados na Fundação de Atendimento Socioeducativo do Rio Grande do Sul (FASE/RS) e, de outro lado, a reflexão aprofundada sobre a escolarização para aqueles com deficiência, especialmente os que apresentam impasses em sua estruturação psíquica. O estudo foi realizado entre os meses de março e maio de 2017, na Escola Estadual de Ensino Médio Senador Pasqualini, localizada no Centro de Atendimento Socioeducativo Padre Cacique, em Porto Alegre/RS. Os seguintes questionamentos norteiam esta pesquisa: como se configura a escolarização de adolescentes que cometem atos infracionais e cumprem uma medida socioeducativa de internação? Dentre os acautelados, há adolescentes considerados da educação especial? Dentre estes, há sujeitos que apresentam impasses em sua estruturação psíquica? Como se estabelecem as relações entre a educação especial e a socioeducação? Trata-se, portanto, de uma pesquisa exploratória, de base qualitativa, em que os procedimentos de pesquisa e análise se sustentaram nos fios éticos da psicanálise, principalmente, no reconhecimento do sujeito em sua singularidade; na possibilidade de criar e preservar espaços de fala e escuta; no entendimento de que aquilo que se fala a respeito do outro é constitutivo das possibilidades de ser e estar no mundo. Entre o texto da lei e a vida na escola, percebemos que as formas organizativas do trabalho pedagógico (a organização curricular, os tempos e os espaços escolares) procuram singularizar o fazer docente, borrando os atos infracionais, a favor da condição de aluno e de professor. No que se refere ao diálogo entre áreas, apesar de o litoral estar posto nos documentos legais, não encontramos formalizada a presença de adolescentes com deficiência que cumprem medida de internação. O silêncio, entretanto, é ruidoso. Através de Marino, um jovem aluno da Escola Senador Pasqualini, encontramos inúmeras alusões e hipóteses sobre o desempenho escolar, capazes de justificar o encaminhamento para o atendimento educacional especializado. O ato infracional, contudo, borra a condição de uma possível deficiência e apaga o direito a recursos previstos, potencialmente eficazes para sustentar o aprender. / The main objective of the present research is to inscribe a coastline, an interface between the fields of special education, social education and academic research propitiating, on one side, the inquiry concerning the schooling of adolescents incarcerated at the Foundation of Social Education Service in the state of Rio Grande do Sul (FASE/RS) and, on the other side, the deepened reflection on the schooling for those with impairments, especially the ones who present impairments in their psychic structure. The study was carried out between March and May 2017 at Senador Pasqualini High School located at the Padre Caquice Social Education Service Center in the city of Porto Alegre/RS. The following questionings guide this research: How is the schooling of adolescents who commit infractions and fulfill social educational measure of incarcaration configured? Amongst the incarcerated ones, are there adolescents who need special education? Amongst those, are there ones who present impairments in their psychic structure? How are the relations between special education and social education established? This is, therefore, an exploratory research of qualitative base where research procedures and analyses have been supported in the ethics of psychoanalysis, mainly, in the recognition of the subject in his/her singularity; in the possibility of creating and preserving spaces of listening and speaking; in the understanding that what is said in regard to the other is constituent of the possibilities of being in the world. Between the law and the life at school, we perceive that organizational forms of pedagogical work (curriculum organization, times and spaces in school) look for making the teacher’s role singular and erasing the infractional acts in favor of the teacher-student condition. As for the dialogue among the areas, although a coastline is present in legal documents, we did not find formally the presence of impaired adolescents who are currently fulfilling measures of incarceration. Silence, however, is noisy. Through Marino, a juvenile student at Senador Pasqualini School, we could find countless alusions and hypotheses on school performance which are capable of justifying the guiding for specialized educational service. Infractional acts, however, smudge the condition of a possible impairment and erase the right to legal resources, potentially efficient to support the learning process.

A presente pesquisa tem por objetivo inscrever um litoral, uma interface entre os campos da educação especial, da socioeducação e da pesquisa acadêmica, oportunizando, de um lado, a investigação acerca da escolarização de adolescentes acautelados na Fundação de Atendimento Socioeducativo do Rio Grande do Sul (FASE/RS) e, de outro lado, a reflexão aprofundada sobre a escolarização para aqueles com deficiência, especialmente os que apresentam impasses em sua estruturação psíquica. O estudo foi realizado entre os meses de março e maio de 2017, na Escola Estadual de Ensino Médio Senador Pasqualini, localizada no Centro de Atendimento Socioeducativo Padre Cacique, em Porto Alegre/RS. Os seguintes questionamentos norteiam esta pesquisa: como se configura a escolarização de adolescentes que cometem atos infracionais e cumprem uma medida socioeducativa de internação? Dentre os acautelados, há adolescentes considerados da educação especial? Dentre estes, há sujeitos que apresentam impasses em sua estruturação psíquica? Como se estabelecem as relações entre a educação especial e a socioeducação? Trata-se, portanto, de uma pesquisa exploratória, de base qualitativa, em que os procedimentos de pesquisa e análise se sustentaram nos fios éticos da psicanálise, principalmente, no reconhecimento do sujeito em sua singularidade; na possibilidade de criar e preservar espaços de fala e escuta; no entendimento de que aquilo que se fala a respeito do outro é constitutivo das possibilidades de ser e estar no mundo. Entre o texto da lei e a vida na escola, percebemos que as formas organizativas do trabalho pedagógico (a organização curricular, os tempos e os espaços escolares) procuram singularizar o fazer docente, borrando os atos infracionais, a favor da condição de aluno e de professor. No que se refere ao diálogo entre áreas, apesar de o litoral estar posto nos documentos legais, não encontramos formalizada a presença de adolescentes com deficiência que cumprem medida de internação. O silêncio, entretanto, é ruidoso. Através de Marino, um jovem aluno da Escola Senador Pasqualini, encontramos inúmeras alusões e hipóteses sobre o desempenho escolar, capazes de justificar o encaminhamento para o atendimento educacional especializado. O ato infracional, contudo, borra a condição de uma possível deficiência e apaga o direito a recursos previstos, potencialmente eficazes para sustentar o aprender. / The main objective of the present research is to inscribe a coastline, an interface between the fields of special education, social education and academic research propitiating, on one side, the inquiry concerning the schooling of adolescents incarcerated at the Foundation of Social Education Service in the state of Rio Grande do Sul (FASE/RS) and, on the other side, the deepened reflection on the schooling for those with impairments, especially the ones who present impairments in their psychic structure. The study was carried out between March and May 2017 at Senador Pasqualini High School located at the Padre Caquice Social Education Service Center in the city of Porto Alegre/RS. The following questionings guide this research: How is the schooling of adolescents who commit infractions and fulfill social educational measure of incarcaration configured? Amongst the incarcerated ones, are there adolescents who need special education? Amongst those, are there ones who present impairments in their psychic structure? How are the relations between special education and social education established? This is, therefore, an exploratory research of qualitative base where research procedures and analyses have been supported in the ethics of psychoanalysis, mainly, in the recognition of the subject in his/her singularity; in the possibility of creating and preserving spaces of listening and speaking; in the understanding that what is said in regard to the other is constituent of the possibilities of being in the world. Between the law and the life at school, we perceive that organizational forms of pedagogical work (curriculum organization, times and spaces in school) look for making the teacher’s role singular and erasing the infractional acts in favor of the teacher-student condition. As for the dialogue among the areas, although a coastline is present in legal documents, we did not find formally the presence of impaired adolescents who are currently fulfilling measures of incarceration. Silence, however, is noisy. Through Marino, a juvenile student at Senador Pasqualini School, we could find countless alusions and hypotheses on school performance which are capable of justifying the guiding for specialized educational service. Infractional acts, however, smudge the condition of a possible impairment and erase the right to legal resources, potentially efficient to support the learning process.

The purpose of this study was to search for relationships of certain personal characteristics (authoritarianism, philosophy of social education, and instructional preferences) of a representative group of social studies student teachers to measures respectively of a) their classroom behavioral traits, b) their classroom teaching activities, and c) their pupils' classroom behavior.

This thesis addresses the use and inclusion of cross-cutting theme of personal and social education in the constructivist-oriented mathematics teaching. The thesis has two main objectives, to describe the scope for personal and social education in mathematics teaching and to suggest learning activities that show interlinking of these regions. The main section is being created by these activities. All have been tested in practice and subsequently evaluated.

<p> Infancy and toddlerhood is an important time for the development of emotion regulation, with interactions between parents and children critical to these processes. Negative parenting behaviors can have a deleterious impact on this development; however, for infants and toddlers in child care, the classroom environment, including teacher-child interactions, provides an important setting for emotional development and may serve as a protective factor when parenting risk at home is high. The aim of the three papers presented in this dissertation was to explore the potential for child care to act as a protective factor for infants and toddlers experiencing different dimensions of parenting risk that threaten emotion regulation development: minimal sensitivity and support, harsh and intrusive behaviors, and physical abuse and neglect. Results confirmed the negative impact of unsupportive, harsh, and intrusive parenting behaviors on emotion regulation, but child care was either insignificant in mitigating these effects or operated as a buffer for certain children only. Additionally, a review of the extant literature suggested that understanding the optimal caregiving experiences in child care that meet the unique regulatory needs of maltreated infants and toddlers is limited. Collectively, implications of these findings include the need to ensure measurement validity when assessing children&rsquo;s experiences within child care, the importance of considering the interactive nature of child, parent, and child care factors, and the pressing need for more research regarding child care teachers&rsquo; roles in facilitating emotional experiences in the classroom that meet the unique regulatory needs infants and toddlers facing risk at home.</p>

<p>Relationship quality has been determined to be a positive factor in the treatment of depression (Brown, 2000; Fagan, 2009). Although the importance of marriage has been broadly studied, little research has investigated correlations among relationship quality, depressive moods, and attachment styles. Although the prevalence of depressive moods has been documented within populations of Taiwanese/Chinese international students and American college students (Wei et al., 2007), Wang and Mallinckrodt (2006) found that definitions of ideal attachment differ in these groups. Furthermore, researchers have not yet investigated the effect of cultural differences and attachment styles on the interactions between relationship quality and depressive moods among Taiwanese and Chinese international students. </p><p> Two-group and four-group comparison (Macready, 2005) methods were applied to answer the following questions: 1) Is there a significant difference between quality of romantic relationships or levels of depressive moods of American college students with anxious or avoidant attachment style and Taiwanese or Chinese college students studying in America with anxious or avoidant attachment style? 2) How does the effect differ between the two groups? A multivariate analysis of variance (MANOVA) was conducted to determine the effect on the linear combination of relationship quality and levels of depressive moods between the American students and Taiwanese/Chinese international students with different attachment categories (secure, preoccupied, dismissive, and fearful). Four follow-up analyses of variance (ANOVAs) were conducted to determine statistical significant differences in levels of depressive moods or relationship quality among Taiwanese/Chinese international students with different attachment categories. </p>

<p> This phenomenological case study of finding meaning explored the developmental nature of Pepperdine University&rsquo;s Doctor of Education in Organization Change (EDOC) program through graduates, who as students, found deep, visceral, and life changing meaning. The primary request of participants, identified as co-inquirers, was to: describe in as much detail as possible how meaning was found through their participation in the EDOC program. Detailed storied descriptions from 10 graduates were gathered through interviews. Anecdotes were gathered by email from other graduates concerning the meaning found, relational experiences, and vivid program experiences. In my analysis of data, I explicated the structure (the relationship among the most invariant constituents of the phenomenon) and meaning (implications) from their lived experience. Though particulars differed, the interview data revealed a structure surrounding each of the ten co-inquirers as being (a) self-aware learners who joined the program with assumptions concerning the challenging nature of the learning experience; (b) a socially constructed environment that facilitates the formation of relational sets and community engagement; (c) deep and rich dialogic relationships among participants within the learning community; (d) co-constructed learning through collaboration with faculty and fellow students; (e) abundant free-space in learning enabling the transcendence of boundaries to personal growth; (f) an immensely helping and caring environment; (g) significant opportunities to challenge and broaden worldviews through program experiences; and (h) consistent validation of progress toward personal, educational and life goals. In coming to understand the phenomenon for finding meaning, I used descriptive phenomenology and given my presence as a student in the program being studied, I offered my own observations. I framed propositions from the study&rsquo;s findings for progressive educators and organization development professions. Meaning found led to life changes such as improved personal and professional effectiveness, a deeper sense of self and self-worth, a clearer view of the world, and an ability to enact what had been taken from the experience; a significant educational outcome in addition to cognitive competencies, field knowledge and application. Those who have experienced the program came away with a deeper sense of purpose and far reaching capabilities to serve.</p>

<p> This dissertation examined the reward system in children with autism spectrum disorders (ASD). I empirically tested the social motivation hypothesis as a potential explanation for social impairments in ASD. </p><p> Chapter 1 investigated typically developing (TD) children's electrophysiological responses to rewards accompanied by incidental social versus nonsocial stimuli. This chapter introduced a paradigm that allows reward anticipation to be measured while controlling for both reward and stimulus properties. TD children had increased activation while anticipating rewards accompanied by social versus nonsocial stimuli, suggesting that TD children find social stimuli more rewarding than nonsocial stimuli. </p><p> Chapter 2 investigated how children with ASD compare to TD children on reward anticipation and processing using the paradigm described in Chapter 1. TD children had larger reward anticipation for social versus nonsocial stimuli, while children with ASD did not. Children with ASD also processed social versus nonsocial stimuli differently than their TD peers. These results suggest that children with ASD have selective deficits in anticipation and processing of social rewards. </p><p> Chapter 3 examined whether familiarity might normalize social reward anticipation for children with ASD. Neither children with nor without ASD had different magnitudes of reward anticipation for familiar versus unfamiliar faces, or scrambled versions of those pictures. However, when collapsing across familiarity, results from Chapter 2 were replicated&mdash;TD children had larger reward anticipation for social versus nonsocial stimuli, while children with ASD did not. Chapter 3 also found evidence for an Nc-like component that occurred prior to social stimuli. This component was larger for TD children versus those with ASD. </p><p> To explore possible mechanisms for these differences in social reward processing, Chapter 4 proposes oxytocin as a potential neuropeptide involved in social motivation. Chapter 4 reviews research on oxytocin's effect on social behavior in individuals with and without ASD, as well as implications for treatment of joint attention deficits in ASD. This chapter makes suggestions for future research that combine pharmacological and behavioral interventions in order to optimize outcomes. </p><p> Collectively, this dissertation provides evidence in favor of the social motivation hypothesis, and important information about the nature of the reward system in children with ASD.|</p>

<p>Colorblind racial attitudes are described as the denial or minimization of race and racism (Neville et al., 2000), which may silence accounts of racial discrimination and lead White Americans to ignore their racial privileges, ultimately supporting and reproducing racial inequality in the US (Bonilla-Silva, 2001). Alarmingly, colorblind attitudes are the dominant racial ideology among White Americans (Lewis, 2004), and inform the way White adults talk to their children about race (Schofeild, 2007). The current study explored the development and maintenance of Whites&rsquo; colorblind attitudes, using ideas from Stephan and Stephan&rsquo;s (1985) theory of intergroup anxiety, Helm&rsquo;s (1995) theory of White racial identity, and concepts underlying Acceptance and Commitment Therapy (ACT; Hayes et al., 2006). Informed by these theories, the study examined the roles of interracial anxiety and psychological flexibility in Whites&rsquo; colorblind racial attitudes. </p><p> Participants were 323 White American adults, consisting mostly of females from the Midwest. The study hypothesized that Whites&rsquo; level of interracial anxiety with Blacks would predict their level of colorblind racial attitudes. The study also hypothesized that Whites&rsquo; level of psychological flexibility, or their ability to remain present with unpleasant experiences without defense, would moderate the relationship between interracial anxiety and colorblind racial attitudes. </p><p> Results indicated that Whites&rsquo; interracial anxiety with Blacks did not significantly predict their colorblind racial attitudes, and that psychological flexibility did not moderate the relationship between interracial anxiety and colorblind attitudes. Results did reveal that psychological flexibility was related to colorblind attitudes, indicating that Whites who reported lower levels of flexibility also reported higher levels of colorblind racial attitudes. </p><p> Results support the notion that psychological flexibility may play an important role in Whites&rsquo; racial attitudes. Specifically, White Americans with high levels of psychological flexibility may be less likely to engage in avoidance or denial when they experience unpleasant thoughts and feelings related to race, allowing them to actively process and integrate racial information, ultimately leading to increased racial awareness. Findings suggest that research and theory on racial attitudes should consider incorporating psychological flexibility in the future, and that diversity interventions focused on increasing psychological flexibility may be beneficial for promoting attitude change. </p>

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: B, page: 7188. Adviser: Dorothy Espelage. Includes bibliographical references (leaves 89-96) Available on microfilm from Pro Quest Information and Learning.