A partir da análise de 10 Trabalhos de Conclusão de Curso (TCC) de egressos do Curso de Ciências Biológicas Licenciatura da Universidade Federal do Rio Grande do Sul foi possível compreender e problematizar os discursos sobre a ideia de lúdico e a ludicidade utilizadas para indicar metodologias de ensino e recursos didáticos a serem empregadas na melhoria do ensino e aprendizagem de Ciências no ensino fundamental e Biologia no ensino médio. Trata-se de uma investigação qualitativa que utilizou os pressupostos teórico-metodológicos da pesquisa documental e dos Estudos Culturais para a discussão do objeto de investigação. Analisou-se TCC defendidos no período de 2011 a 2013. Os discursos apresentados pelos egressos trazem a ideia do lúdico e da ludicidade como alternativa salvacionista para a execução de melhores aulas de Ciências e Biologia. Os egressos expõem que atividades lúdicas tornam as aulas mais dinâmicas, alegres e criativas. As metodologias de ensino apontadas pelos egressos do Curso de Ciências Biológicas Licenciatura como lúdicas se configuram como potentes ferramentas a serem utilizadas no ensino de Ciências e Biologia no intuito de garantirem aulas mais competentes para a comunicação do conhecimento e para o desenvolvimento de um processo ensino-aprendizagem visto como mais eficiente. Exercitou-se a problematização e o estranhamento do monumento no qual a ludicidade se transformou. Os discursos dos egressos expõem uma fragilidade conceitual acerca do que seja o lúdico. Além disso, percebeu-se contradições quanto ao uso das ferramentas didáticas classificadas como lúdicas. Alguns egressos deixam evidente a dificuldade e complexidade da operacionalidade didática das atividades lúdicas. Entende-se que aulas lúdicas são importantes, mas não são as que determinam uma aprendizagem mais significativa de Ciências e Biologia. A discussão realizada expõe que a ideia de aulas lúdicas como sendo as ideais no ensino de Ciências e Biologia deve ser repensada. É importante que o professor de Ciências e Biologia iniciante compreenda os fundamentos, as vantagens e desvantagens de metodologias que usam a linha de pensamento da ludicidade. Nos cursos de formação de professores é importante que se faça discussões aprofundadas e relativizantes sobre determinadas linhas de pensamento que ancoram a prática docente na escola, como as teorizações acerca do lúdico e ludicidade. / From the analysis of 10 works of course completion (tcc) of graduates of Biological sciences, i.e. degree of the Federal University of Rio Grande do Sul (a Brazilian State) it was possible to understand and discurse the discourses on the idea of ludicus and the playfulness used to point out teaching methodogies and didactic resourses in order to be implayed as to the improvement of teaching and learning of Sciences in the fundamental schooling and Biology in the in the ensino médio (high school). It deals with a qualitative investigation which used the theoretical – methodological assumption of the documentary inquiry and of the cultural studies to the discussions of the investigation goal, It was analysed tcc‟s defended in the period from 2011 to 2013, the discourses, presented by the graduates, bring the idea of ludicus and playfulness like redeemer alternative to the execution of better classes of scienses and Biology. The graduates expose that playful performances make the classes more dynamic, glad and creative. The methodogies pointed out by the graduates of the courses of Biologycal Scienses degree like playful, represent powerful tools to be used in the teaching of scienses and Biology in order to assure more competent classes to the knowledge communication and to the development of a teaching – learning process seen like the most efficient. It was exercised the discussion and the queerness of the monvment in which the playfulness has become. The graduates‟ discourses expose a conceptual fragility on the could be ludicus. Besides it perceived contradictions as to the use of didactic tools classified like ludicus, some graduates put into evidence the difficult and complexity of didactic operacional ness of the playfull classes are important, but they are not those ones which determine a more significant learning of Sciences and Biology and must be thinked again. It‟s important that the teacher of Scienses and Biology, who is a beginner, understand the fundamentals, the advantages and misadvantages of methodologies which use a thinking line of the playfulness. In the courses of teaching formation it is important that one gets discussions, deep and pertaining to relativism, on the determined lines of thinking which arechor the teaching practice at school, like the theorizations on the ludicus and playfulness.

A partir da análise de 10 Trabalhos de Conclusão de Curso (TCC) de egressos do Curso de Ciências Biológicas Licenciatura da Universidade Federal do Rio Grande do Sul foi possível compreender e problematizar os discursos sobre a ideia de lúdico e a ludicidade utilizadas para indicar metodologias de ensino e recursos didáticos a serem empregadas na melhoria do ensino e aprendizagem de Ciências no ensino fundamental e Biologia no ensino médio. Trata-se de uma investigação qualitativa que utilizou os pressupostos teórico-metodológicos da pesquisa documental e dos Estudos Culturais para a discussão do objeto de investigação. Analisou-se TCC defendidos no período de 2011 a 2013. Os discursos apresentados pelos egressos trazem a ideia do lúdico e da ludicidade como alternativa salvacionista para a execução de melhores aulas de Ciências e Biologia. Os egressos expõem que atividades lúdicas tornam as aulas mais dinâmicas, alegres e criativas. As metodologias de ensino apontadas pelos egressos do Curso de Ciências Biológicas Licenciatura como lúdicas se configuram como potentes ferramentas a serem utilizadas no ensino de Ciências e Biologia no intuito de garantirem aulas mais competentes para a comunicação do conhecimento e para o desenvolvimento de um processo ensino-aprendizagem visto como mais eficiente. Exercitou-se a problematização e o estranhamento do monumento no qual a ludicidade se transformou. Os discursos dos egressos expõem uma fragilidade conceitual acerca do que seja o lúdico. Além disso, percebeu-se contradições quanto ao uso das ferramentas didáticas classificadas como lúdicas. Alguns egressos deixam evidente a dificuldade e complexidade da operacionalidade didática das atividades lúdicas. Entende-se que aulas lúdicas são importantes, mas não são as que determinam uma aprendizagem mais significativa de Ciências e Biologia. A discussão realizada expõe que a ideia de aulas lúdicas como sendo as ideais no ensino de Ciências e Biologia deve ser repensada. É importante que o professor de Ciências e Biologia iniciante compreenda os fundamentos, as vantagens e desvantagens de metodologias que usam a linha de pensamento da ludicidade. Nos cursos de formação de professores é importante que se faça discussões aprofundadas e relativizantes sobre determinadas linhas de pensamento que ancoram a prática docente na escola, como as teorizações acerca do lúdico e ludicidade. / From the analysis of 10 works of course completion (tcc) of graduates of Biological sciences, i.e. degree of the Federal University of Rio Grande do Sul (a Brazilian State) it was possible to understand and discurse the discourses on the idea of ludicus and the playfulness used to point out teaching methodogies and didactic resourses in order to be implayed as to the improvement of teaching and learning of Sciences in the fundamental schooling and Biology in the in the ensino médio (high school). It deals with a qualitative investigation which used the theoretical – methodological assumption of the documentary inquiry and of the cultural studies to the discussions of the investigation goal, It was analysed tcc‟s defended in the period from 2011 to 2013, the discourses, presented by the graduates, bring the idea of ludicus and playfulness like redeemer alternative to the execution of better classes of scienses and Biology. The graduates expose that playful performances make the classes more dynamic, glad and creative. The methodogies pointed out by the graduates of the courses of Biologycal Scienses degree like playful, represent powerful tools to be used in the teaching of scienses and Biology in order to assure more competent classes to the knowledge communication and to the development of a teaching – learning process seen like the most efficient. It was exercised the discussion and the queerness of the monvment in which the playfulness has become. The graduates‟ discourses expose a conceptual fragility on the could be ludicus. Besides it perceived contradictions as to the use of didactic tools classified like ludicus, some graduates put into evidence the difficult and complexity of didactic operacional ness of the playfull classes are important, but they are not those ones which determine a more significant learning of Sciences and Biology and must be thinked again. It‟s important that the teacher of Scienses and Biology, who is a beginner, understand the fundamentals, the advantages and misadvantages of methodologies which use a thinking line of the playfulness. In the courses of teaching formation it is important that one gets discussions, deep and pertaining to relativism, on the determined lines of thinking which arechor the teaching practice at school, like the theorizations on the ludicus and playfulness.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-29T14:49:56Z No. of bitstreams: 2 Patrícia_Junges2018.pdf: 1465384 bytes, checksum: 4ba260413d9122dde6049cd4d8b9b770 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-29T14:49:56Z (GMT). No. of bitstreams: 2 Patrícia_Junges2018.pdf: 1465384 bytes, checksum: 4ba260413d9122dde6049cd4d8b9b770 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-04-17 / The present work is about a study concerning the contributions and difficulties of the undergraduate thesis (UT) for the formation of the pedagogue. On the basis of the experiences and academic perceptions of the Pedagogy course graduates from the West Paraná University, Cascavel campus, from 2011 to 2015/2016, it is analysed the disciplines that support in the development of the senior thesis research, the relation to the researched topic and with the supervisor, and still the academic profile, formed by the institution. The study classifies itself as qualitative and discusses as methodology the bibliographical research, field work and the documents analyses, such as the Pedagogical Political Project and Teaching Plans in order to substantiate the insights obtained in the field research. For the theoretical basis it was used several authors being Saviani (2007), Libâneo (2001), Bardin (1977), Campos (2009) and Fontana (2006) some of them. According to the data collection, developed by questionnaires means, it is possible to show results in relation to the little use of the Pre-Research Project developed previously to the UT production. It also displays the lack of involvement of the graduate, as an academic, with scientific articles readings and writings, with the counselors and the scientific initiation projects contributions to the development of the senior thesis. It is evidenced the need for improvements in some cases that subsidize the development of the research in the undergraduate thesis, but, in general, the UT has been evaluated positively by the graduates for the pedagogues education. / O presente trabalho trata-se de um estudo acerca das contribuições e dificuldades do Trabalho de Conclusão de Curso (TCC) para a formação do pedagogo. A partir das vivências e percepções acadêmicas dos egressos do curso de Pedagogia da Universidade Estadual do Oeste do Paraná, campus Cascavel, dos anos 2011 a 2015/2016, analisou-se as disciplinas que dão suporte na elaboração da pesquisa no TCC, a relação com o tema pesquisado e com o orientador, e ainda o perfil do acadêmico formado pela Instituição. O estudo classifica-se como qualitativo e aborda como metodologia a pesquisa bibliográfica, pesquisa de campo e ainda a análise de documentos, como o Projeto Político Pedagógico e Planos de Ensino, a fim de fundamentar as percepções obtidas na pesquisa de campo. Para o embasamento teórico buscou-se a contribuição teórica de diversos autores dentre eles Saviani (2007), Libâneo (2001), Bardin (1977), Campos (2009) e Fontana (2006). De acordo com a coleta de dados, desenvolvida por meio de questionários, evidenciou-se os resultados em relação ao pouco aproveitamento do Pré-Projeto de Pesquisa desenvolvido anteriormente à produção do TCC, a falta de envolvimento do egresso, enquanto acadêmico, com leituras e escritas de artigos científicos, com os orientadores e as contribuições dos projetos de iniciação científica ao desenvolvimento do TCC. Evidencia-se a necessidade de aprimoramentos em alguns processos que subsidiam o desenvolvimento da pesquisa no TCC, mas, de maneira geral, o TCC foi avaliado de forma positiva, pelos egressos, para a formação do pedagogo.

4 mal im Jahr erscheinende Zeitschrift über aktuelle Themen der TU Chemnitz

Comment les thérapies cognitives et comportementales, techniques issues du laboratoire, provenant d’Afrique du Sud et des États-Unis, ont-elle été importées en France comme assemblage thérapeutique ? À partir d’une enquête ethnographique, cette recherche retrace la trajectoire des thérapies cognitives et comportementales et la façon dont celles-ci se sont progressivement diffusées dans le champ de santé mentale, pour s’inscrire dans le paysage contemporain de l’intervention psychothérapeutique. Elle éclaire les conditions historiques et sociales dans lesquelles les thérapies cognitives et comportementales ont progressivement émergé comme outil thérapeutique pour les patients, les acteurs de la santé publique, les importateurs historiques, les médecins et les psychologues. Alliant observations (de consultations individuelles et de thérapies de groupes), entretiens ethnographiques (auprès d’importateurs « pionniers », de patients, de psychiatres, de psychologues, d’acteurs de la santé publique et d’acteurs associatifs), et collecte d’archives (scientifiques, institutionnelles, historiques), la démarche combinatoire de cette enquête a permis de recueillir le point de vue d’acteurs variés et d’éclairer les tensions qui surgissent entre des mondes de soin hétérogènes, aux conceptions de la pratique et de l’humain parfois antagonistes.À cette entreprise de diffusion, menée par des professionnels et des intermédiaires culturels, ont répondu bientôt des patients, entrepreneurs de leur trouble. À la rencontre des mouvements d’émancipation de ces patients et de leurs revendications en matière d’autonomie, qui associent de nouvelles compétences à la figure émergente du patient, les TCC proposent un modèle aisé à prendre en main et libre d’usage : il semble offrir de multiples prises pour l’action à destination de patients désireux d’outils pratiques rapides à utiliser, whatever works. / How did cognitive and behavioral therapy, coming from both South Africa and United States, have traveled to France as a therapeutic assemblage? Based on a field study, this research aims to trace the trajectory of cognitive and behavioral therapy and the way they progressively broadcast through the mental health field to be part of the contemporary mental health scene.My inquiry sheds light on the historical and social conditions in which CBT emerged as a therapeutic tool for patients, public health policy actors, historical importers, doctors and psychologists. Dealing with ethnographic observations (individual consultations and groups), interviews (with historical pioneers, both psychiatrists and psychologists from hospital and private practice, patients, public health policy and community-based organizations workers) collecting historical, scientific, institutional archives, the plural approach of the inquiry aims to gather various actors stakeholder’s perspectives in order to enlight tensions brought in heterogeneous worlds of care, where several conceptions of practice, human being’s antagonist ontologies cohabitate. Researchers, experimenters, translators, doctors, psychologists, public health policy professionals all contributed to translate and make cognitive and behavioral therapy intelligible in France. They came to participate, in some various ways, to promote them in the field of French psychotherapy.To this broadcasting collective enterprise, leaded by professionals and culture-brokers, patients soon responded, also becoming the stakeholders who contributed to mediate CBT. Crossing values such as self- reliance movements associated with new emerging patient-driven figure, CBT seems to offer a comfortable grip, easy to handle and to fit-in as a tool for everyday life. CBT stakeholders, driven by a pragmatist impetus in their collective enterprise, seem to be unified by the willing to find ways – whatever works – which can be used as resources for action, paying attention to singularity of objects in action to help patients .

Le traumatisme crânio-cérébral (TCC) précoce (c.-à-d. subi pendant la petite enfance) constitue l’une des blessures les plus énigmatiques, car il touche à un organe complexe et survient lors d’une période sensible du développement. Or, malgré des données épidémiologiques indiquant une incidence particulièrement élevée du TCC en bas âge, et en dépit des préoccupations grandissantes concernant son impact potentiel sur le fonctionnement et le bien-être, le TCC précoce demeure un problème de santé publique peu connu en comparaison à celui subi chez les enfants d’âge scolaire et dans les contextes sportifs. Aussi, plus souvent qu’autrement, les objectifs, hypothèses, construits et théories étudiés chez le jeune enfant sont extrapolés de ceux utilisés chez les individus plus âgés. Ainsi, ils ne sont pas toujours choisis en prenant en considération les enjeux développementaux particuliers de la petite enfance limitant notre compréhension globale et affinée des conséquences suivant un TCC précoce. Alors, qu’en est-il des tout-petits? L’objectif général de la thèse était de recenser la littérature empirique qui documente les conséquences d’un TCC en bas âge et d’étudier les effets d’une telle blessure sur un domaine de fonctionnement clé de la petite enfance, notamment le tempérament. Le premier article de la thèse est une revue systématique de la littérature dont l’objectif était de recenser et synthétiser les trouvailles concernant les conséquences cognitives et comportementales suivant un TCC subi durant la petite enfance. Quatre bases de données ont été examinées de 1990 à 2019 en utilisant des termes clés relatifs au TCC et à la petite enfance. Sur 12 153 articles identifiés lors de la recherche initiale, 43 ont été inclus. Cette revue met en lumière qu’un éventail de difficultés peut survenir à la suite d’un TCC précoce lesquelles sont généralement plus importantes et néfastes lorsque la blessure a été subie à un jeune âge, que sa sévérité est plus grave et que les causes de cette blessure sont non-accidentelles. Le deuxième article est une étude empirique qui visait à explorer l’effet d’un TCC précoce sur le tempérament, lequel représente la tendance comportementale du jeune enfant, c.-à-d. sa façon de réagir et de s’adapter à son environnement. Ce construit constitue un facteur prédictif important du devenir de l’enfant dans plusieurs domaines de fonctionnement et pourrait ainsi être particulièrement approprié afin d’approfondir et de préciser les connaissances quant aux conséquences d’un TCC durant la petite enfance. Les parents de 173 jeunes enfants (âge: 36 ± 12 mois) ayant subi un TCC léger simple (n = 83), un TCC plus sévère (léger complexe, modéré ou sévère, n = 21) ou une blessure orthopédique (n = 69) ont rempli un questionnaire reflétant les profils de tempérament de leur enfant avant la blessure (rétrospectivement) et à 6 et 18 mois suivant la blessure. Les résultats révèlent que les enfants qui ont subi un TCC plus sévère présentent une évolution plus lente de la trajectoire développementale de la dimension Dynamisme du tempérament. En d’autres mots, ces enfants manifestent un niveau d’activité réduit se traduisant par un niveau d’énergie plus faible, une recherche de plaisir à haute intensité diminuée, ainsi qu’une timidité plus importante face à la nouveauté. De façon générale, cette thèse met en évidence que la survenue d’un TCC au cours de la petite enfance, une période sensible pour l'émergence d’habiletés cognitives et sociales de base, peut occasionner un large éventail de conséquences, et ce, même au plan de la trajectoire du tempérament. Étant donné l’importante prévalence du TCC durant la petite enfance, ainsi que le potentiel de conséquences défavorables, il est essentiel que la recherche, la gestion clinique, l’intervention et les efforts de prévention soient davantage développés de manière à tenir compte des caractéristiques uniques de la petite enfance. / Pediatric Traumatic Brain Injury (TBI) constitutes one of the most enigmatic insults, as it affects a complex organ and occurs at a sensitive period in the developmental course. Despite epidemiological data indicating a particularly high incidence of TBI during early childhood and growing concerns regarding its potential impact on child functioning and well-being, early TBI remains a poorly studied public health problem, especially compared to TBI sustained by schooledaged children and in sports settings. Also, all too often, the objectives, hypotheses, constructs and theories studied in young children with TBI are extrapolated from those used in older individuals and therefore rarely chosen in consideration of the developmental concerns specific to early childhood. These issues limit a comprehensive and refined understanding of the consequences of early TBI. So, what about the little ones? The general objective of the thesis was to review the current state of the empirical literature pertaining to children who have sustained TBI during early childhood, and to study the impact of early TBI on a key domain of this developmental period, namely temperament. The first article presented in the thesis is a systematic review of the literature aiming to identify and synthetize the findings concerning cognitive and behavioral consequences following early TBI. Four databases were searched from 1990 to 2019 using key terms related to TBI and early childhood. Of 12,153 articles identified during the initial search, 43 were included. This review of the literature highlights that children who sustain early TBI display a range of difficulties which are generally more pronounced and detrimental when injury is more severe, sustained at a young age, and the cause is non-accidental. The second article constitutes an empirical study aiming to explore temperament after early TBI. Temperament refers to young children’s behavioral tendencies, that is, their way of reacting and adapting to their environment. Besides constituting an important predictor of outcome in several areas of functioning, this construct also takes into account the developmental reality of the young child and could thus be particularly suited to investigate and clarify the consequences of early childhood TBI. Parents of 173 young children (age: 36 ± 12 months) with simple mTBI (n = 83), more severe TBI (mild complicated, moderate or severe, n = 21) or orthopedic injury (n = 69) completed a questionnaire reflecting their child's temperament profile before the injury as well as at 6 and 18 months following the injury. The results reveal that children who sustain more severe TBI experience a slower evolution of the developmental trajectory of the Surgency dimension of temperament. In other words, these children exhibit a reduced activity level which is reflected by less energy, a reduced desire for high-intensity pleasure-seeking, as well as greater shyness in the face of novelty. In general, the thesis highlights that the occurrence of TBI during early childhood, a sensitive period for the emergence of basic cognitive and social skills and a time when environmental influences are particularly salient, can cause a large range of consequences, even affecting the trajectory of temperament. Given the high prevalence of TBI in early childhood and the potential for adverse outcomes, it is essential that research, clinical management, intervention and prevention efforts be further developed based on the empirical literature, and in a manner that takes into account the unique characteristics of early childhood.

This two part thesis investigates the lack of definition of the wording “all necessary means” and how it ultimately impacts a decision making gap between the Security Council and the troop contributing countries regarding the use of force in UN peace operations. The assumptions are based on Reus-Smit’s constructivist theory, emphasizing that both politics and international law needs to be studied with a holistic approach in order to understand how the two realms shape each other. The assumption of this thesis is that “all necessary means” is not providing enough guidance to constrain the TCCs to behave as sovereign, equal actors in an anarchical structure. The second part of the thesis is a within-case-study of MONUC/MONUSCO, and the Security Council resolution 2098 that established the Force Intervention Brigade.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Denna rapport är en del av byggingenjörsutbildningen på Högskolan i Borås som avslutande examensarbete för utbildningen. Prefabricerade elementen kan tillverkas efter kundens behov och förkortar byggtiden då tillverkningen sker inomhus utan påverkan av väder och utomhustemperatur. En nackdel kan vara att projekteringen innan tillverkningen av elementen kan börja måste i stort sett vara klar, vilket gör att flexibiliteten av ändringar under produktionsskedet begränsas. Rapporten ger alternativa lösningar på olika sorts sammanfogningar av prefabricerade bjälklagselement tillverkade av företaget HEDA; Hedareds sand och betong AB, som tillämpas på en typbyggnad. I rapporten ingår även lösningar på problem som uppkommer efter sammansättningen av konstruktionen. Sammanfogning av de prefabricerade bjälklagselementen är en nödvändighet för att bjälklaget som elementen tillsammans bildar skall kunna ses som en sammanhängande enhet, det vill säga att sammanfogningar måste förhindra att elementen bland annat separerar, förskjuts och förflyttas från varandra. Typbyggnaden räknas på för att skapa en uppfattning av de krafter, moment och spänningar som uppkommer på grund av de laster som bjälklaget påverkas av. Beräkningarna som görs i rapporten utgår främst ifrån beräkningsmodeller i Eurocode. Under de områden där Eurocode ej varit tillräcklig används andra källor för tillvägagångssätt, bland annat fib. Bland de alternativa lösningarna för att sammanfoga elementen ingår beräkningar för att kontrollera  så att fogen mellan elementen klarar av skjuvspänningen, mothålla separationen av elementen och förankring av bjälklaget i väggen. Problemlösningar för ofrivillig inspänning  samt att ta upp tvärkraften då elementen inte har någon tvärkraftsarmering. För samtliga sammanfogningar och problem hittades en lösning. / This report is apart of the structural engineering program at the University of Borås as a final bachelor thesis for the program. The precast elements can be made by the demands of the customer and reduces the time of construction because the manufacturing is indoors without the effects of weather and outside temperature. A downside can be that the projection, before the manufacturing of the elements can begin, needs to be almost completed, which limits the flexibility of being able to make changes during the construction. The report offers alternative solutions for different kind of connections between precast elements, manufactured by HEDA; Hedareds sand och betong AB, designed for an example of a building. The report also includes solutions for problems that arises after the construction is put in place. Connecting the precast elements together is necessity for the slab, that the elements form, to be seen as one unit, which means that the connections need to prevent the precast elements from separating, dislocate and move away from each other.   The example of a building is used for calculations to get a perspective of the forces, moments and stresses that occur from the loads that affects the slab. The calculations made in the report is mainly from Eurocode, under the sections where Eurocode lack of information about the subject other sources were used, for example fib. The alternative solutions for connecting the elements together includes; make sure that the insitu between the elements can handle the shear stress, prevent separation of the elements from happening and anchoring the slab to the walls. Solutions for the problems of unintended restraint and handle the shear force without any stirrups in the elements. A solution was found for all of these problems and connections of the elements.

Submitted by Cristiane Chim (cristiane.chim@ucpel.edu.br) on 2018-10-23T12:03:01Z No. of bitstreams: 1 Gessyka Wnaglon Veleda.pdf: 1641786 bytes, checksum: fcc4d51b17c8f41056d82f3ec8d5cec9 (MD5) / Made available in DSpace on 2018-10-23T12:03:01Z (GMT). No. of bitstreams: 1 Gessyka Wnaglon Veleda.pdf: 1641786 bytes, checksum: fcc4d51b17c8f41056d82f3ec8d5cec9 (MD5) Previous issue date: 2018-08-09 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Behavioral Cognitive Therapy (CBT) has been indicated as first-line treatments for Major Depressive Disorder (MDD), due to its effectiveness and effectiveness. However, little is known about the maintenance of these results in the medium and long term. These findings are of particular importance in view of the high rates of relapse and recurrence of depressive episodes throughout the subjects' lives. . The objective of this study is to investigate the efficacy and effectiveness of psychotherapeutic treatment from CBT for the response of post-follow-up depressive symptoms, indicating related clinical and social aspects. From a quasi-experimental study nested to a randomized clinical study, 94 patients were evaluated through the Beck Depression Inventory (BDI-II), 6 and 12 months post intervention of 16 sessions with CBT. There were significant differences between the median depressive symptoms of the baseline with the scores of all other follow-up moments (p <0.001). There were no differences in the scores of depressive symptoms at the end of treatment when compared to 6 (p <0.486) and 12 months (p <0.098). Only the initial BDI score was associated with a decrease in depressive symptoms (p <0.001). The findings indicate that CBT significantly reduces depressive symptoms by maintaining this condition for up to 12 months after the intervention. The intensity of depressive symptoms at the beginning of the therapeutic process is associated with a decrease in post-intervention depressive symptoms. / A Terapia Cognitiva - Comportamental (TCC) tem sido indicada como tratamento de primeira linha para o Transtorno Depressivo Maior (TDM), devido sua eficácia e efetividade. Contudo, pouco se sabe sobre a manutenção desses resultados a médio e longo prazo. Esses achados têm especial importância, tendo em vista, as altas taxas de recidivas e recorrência de episódios depressivos ao longo da vida dos sujeitos. O objetivo deste estudo é pesquisar a eficácia e efetividade do tratamento psicoterápico a partir da TCC para a resposta dos sintomas depressivos um ano pós-acompanhamento, indicando aspectos clínicos e sociais relacionados. A partir de um estudo quase experimental aninhado a um clínico randomizado, 94 pacientes foram avaliados, através do Inventário Beck de Depressão (BDI- II), 6 e 12 meses pós intervenção de 16 sessões com TCC. Houve diferenças significativas entre as medianas de sintomas depressivos do baseline com os escores de todos os momentos de acompanhamento (p < 0,001). Não houve diferenças em relação aos escores de sintomas depressivos do final do tratamento quando comparados com aos 6 (p < 0,486) e 12 meses (p < 0,098). Apenas o escore de BDI inicial estava associado à diminuição dos sintomas depressivos (p < 0,001). Os achados indicam que a TCC reduz significativamente os sintomas depressivos mantendo essa condição até 12 meses após a intervenção. A intensidade dos sintomas depressivos no início do processo terapêutico está associada a uma diminuição dos sintomas depressivos pós intervenção.