Text in Afrikaans / Die doel van hierdie studie was om vas te stel of kunsterapie wei suksesvol aangewend kan word met die anorexia nervosa-lyer. Daar is spesifiek gefokus op die verbetering van die selfkonsep van die adolessent met anorexia nervosa. Anorexia nervosa en kunsterapie is bespreek. Daar is aandag gegee aan die spesifieke kenmerke wat kuns geskik maak vir terapeutiese aanwending in die bebandeling van die anorexia nervosa-lyer. Die praktiese toepassing van kunsterapie is uiteengesit met die Jdem op kunsterapeutiese tegnieke wat fokus op die verbetering van die selfkonsep van die adolessent met anorexia nervosa. Twee adolessente wat met anorexia nervosa gediagnoseer is, is as proefpersone vir die studie gebruik. Die Adolessente-Selfkonsepskaal (ASKS) en die Sacks Sinsvoltooiingsmedium is as voor- en natoetse ingeskakel om die stand van die twee proetpersone se selfkonsep te bepaal. Kunsterapie is vir twaalf sessies met die proefpersone gedoen. Uit die navorsingsresultate is tot die gevolgtrekking gekom dat kunsterapie gelei het tot 'n verbetering rakende aspekte van die seltkonsep van die adolessent met anorexia nervosa. Kunsterapie is positief beleef deur die proefpersone. Gevoelens kon op 'n nie-bedreigende manier geeksploreer word en onopgeloste situasies kon met vrymoedigheid aangespreek word. / The aim of this study was to assess and describe the potential value of art therapy as an intervention strategy for the treatment of adolescents suffering from anorexia nervosa. Anorexia nervosa was described and defined. Diagnostic criteria, the manifestation and contributory causes, as well as the treatment and the prognosis for recovery, were discussed. Art therapy, as well as specific therapeutic techniques suitable for the anorexia nervosa sufferer were explained. The specific objective of the study was to determine the influence of certain art therapy techniques on the self-concept of two adolescents suffering from anorexia nervosa. The results indicated that there were significant changes in the self-concept of the two adolescents. Art therapy can be an effective therapeutic intervention strategy for the adolescent suffering from anorexia nervosa and gives the client the opportunity to come to tenns with the self in a non-threatening way. / Psychology of Education / M. Ed. (Sielkundige Opvoedkunde)

The HIV and AIDS pandemic is arguably the greatest threat facing the world today. The pandemic has a far-reaching impact on society, including the workplace. The effect in the workplace is observed in various areas including a reduction in certain skills levels, mortality and declining job performance of employees living with HIV or AIDS. In addition, the fear of discrimination and stigmatisation prevents infected employees from disclosing their HIV status, thus driving the pandemic underground. Despite the potential negative impact that is looming, many employers still do not have any workplace support programmes in place to manage HIV and AIDS in their organisations. However, some employers have implemented workplace support programmes. This research thus explored the influence of workplace support programmes on the job performance of employees that were living with HIV or AIDS. The findings suggest that job performance is positively influenced where workplace support programmes have been implemented. / Industrial and Organisational Psychology / M.Comm. (Industrial and Organisational Psychology)

Text in Afrikaans / The young learner is in the developmental phase where he wants to master tasks successfully. When the learner experiences problems at school it influences his motivation and how he views himself. Learning disabled learners are exposed to academic failures and form negative views about their abilities and functioning. The effect of Gestalt play therapy on the self-esteem of the learning disabled learner was explored. The study was done through a baseline consisting of an adjusted Rosenberg's Self-esteem Questionnaire that was completed by educators and learners before and after the therapeutic program. Because of the learners' learning disability, they used an aid namely "Talking-Mats". Although learning disabilities influenced the learners' self-evaluations substantively, the learners' circumstances at home further substantively influenced their self-esteem. It seems that Gestalt play therapy did have a positive effect on the self-esteem of learning disabled learners. / Social work / M. Diac.

The aim of this study was to explore the self-concept of battered South African women. The ecosystemic approach was used to ground the battering experience. This qualitative framework was exploratory and also included an in-depth analysis of the battering experiences as narrated by abused women. Semi-structured interviews were conducted, and the data obtained were analysed through the use of the hermeneutic method. The following were the themes that emerged out of the narratives: dominance, control versus loss of control, connection versus disconnection, security versus insecurity, and feelings of degradation. The study provides a holistic understanding of battering and its impact on women’s selfconcept. / Psychology / M.A. (Clinical Psychology)

The aim of the research was to establish how accurate an Objective Thematic Apperception Test can measure typical behavioral constructs of adolescents such as anxiety, stress, aggression, interpersonal relations and self-concept. An empirical investigation was carried out using a newly developed questionnaire, the Structured Objective TAT (SOTAT) as well as a control questionnaire (CQ). The items of the SOTAT were based on a selection of TAT cards and the CQ measured certain affective variables in the traditional way. Both questionnaires were completed by 378 adolescents. The SOTAT was found to be reliable but not construct valid since low correlation coefficients between the SOTAT and CQ were obtained. There is the possibility that projection did not occur during completion of the SOTAT. / Psychology / M. Ed. (Voorligting)

Summaries in English and Afrikaans / Text in English / Children with learning disabilities often exhibit emotional problems. Conversely, children experiencing emotional upsets cannot achieve scholastically. The exact nature of the relationship is difficult to elucidate. Most aid programmes deal with one aspect of the problem, placing little or no emphasis on the child in totality. This study focuses on the learning disabled child as a whole from a relation theory perspective. The aim is to ascertain how the child's difficulties affect his relation structures. Once the interaction between the relation structures had been established a programme was devised to assist the child emotionally and scholastically. Play therapy has proved one of the most successful methods of child psychotherapy. This study attempts to incorporate the essential elements of play therapy into a remedial programme. It was found that the children benefitted from both components of the programme and that it had a positive influence on their relation structures / Kinders met leerprobleme toon dikwels ook emosionele probleme. Omgekeerd kan kinders met emosionele versteurings dikwels nie skolasties presteer nie. Die presiese aard van hierdie verwantskap is nie duidelik nie. Die meerderheid hulpprogramme fokus op enkele aspekte van die probleem, ,met min of geen klem op die kind·in-totaliteit nie. Hierdie studie is daarop gerig om die leergestremde kind vanuit die relasieteorie waar te neem en van hulp te wees. Die doel is om te bepaal hoe die kind se probleme sy relasies be"invloed. Nadat die interaksie vasgestel is, is 'n hulpprogram ontwerp om emosionele sowel as skolastiese hulp te verleen. Spelterapie. blyk een van die mees geslaagde metodes in kinderpsigoterapie te wees. Die studie poog om die essensiele elemente van spelterapie by 'n remedierende hulpprogram in te sluit. Daar is bevind dat die proefpersone by hierdie program gebaat het en dat hulle relasies positief be"invloed is. / Psychology of Education / M. Ed. (with specialisation in Guidance and Counselling)

Die doel van voorligting is om 'n persoon tot selfaktualisering te lei, of anders gestel, om hom te help om sy volle potensiaal te verwesenlik. Die doel wat ook op 'n leersituasie van toepassing is, word moeilik bereik indien 'n leerling onbewus van of onrealisties oar sy potensiaal is. So 'n leerling sal baat vind by 'n voorligtingsprogram waarin realistiese prestasievlakke bepaal word. 'n Empiriese ondersoek waarby 124 graad 11- leerlinge betrek is, is uitgevoer. Veranderlikes soos intelligensie, aanleg, selfkonsep, motivering, belangstelling (brein voorkeur) en studieorientasie is met betroubare instrumente gemeet en deur middel van regressie-analises gekombineer ten einde variansie in prestasie te verklaar. Regressievergelykings is opgestel waarmee realistiese punte in die vernaamste vakke bepaal kan word. / The aim of guidance is to lead a person to self-actualisation or stated differently, to help him to develop his full potential. This aim, which is also applicable to a learning situation, is difficult to attain if a pupil is unaware of, or unrealistic about his potential. Such a pupil will benefit from a guidance programme in which realistic achievement levels are determined. An empirical investigation which involved 124 grade 11 pupils was carried out. Variables such as intelligence, aptitude, self­ concept, motivation, interest (brain preference) and study orientation were measured with reliable instruments, and by means of regression analyses combinations were found to explain the variance in achievement. Regression equations were formulated with which realistic scores could be determined in the most important subjects. / Psychology of Education / M. Ed. (Voorligting)

Esta dissertação tem como objetivo identificar, através de um estudo transversal, associações entre as características demográficas, comportamentos de risco sexual e por drogas, sintomatologia psiquiátrica e autoconceito em uma amostra de adolescentes, comparando-os pela soropositividade HIV. Foram entrevistados 388 adolescentes entre 13 e 20 anos que procuraram espontaneamente o Centro de Triagem e Avaliação (CTA) Paulo César Bonfim para realizar o teste anti-HIV. Foram utilizados os questionários CRA (Comportamentos de Risco para AIDS), SCL-90-R (The Symptom Check-List-90-R) e EFA (Escala Fatorial de Autoconceito). A média da idade foi de 17,7 anos (±2,0). A maioria da amostra era do sexo feminino, solteiro ou sem companheiro/a fixo/a, sem trabalho, com baixas escolaridade e renda familiar. Em relação ao teste sorológico, 73% estavam realizandoo pela primeira vez, e a soropositividade geral da amostra foi de 6,2%. A escolaridade foi significativamente mais baixa em soropositivos (OR= 7,8) e não houve diferença estatística entre os grupos nas demais variáveis demográficas. Houve associação direta entre soropositividade e precocidade de início da vida sexual (OR= 3,6), história de gravidez (OR=4,7), prática de aborto prévio (OR= 5,9) e relação sexual com parceiro sem preservativo (OR=3,2). Do total da amostra, 8% dos adolescentes recebeu dinheiro em troca de relação sexual, e isto foi associado à soropositividade (OR=4,5). O mesmo ocorreu nos 13,2% que tiveram relação sexual com paceiro/a possivelmente soropositivo (OR=8,3). Apenas 18,9% da amostra afirmaram usar preservativos nos 6 meses prévios à coleta e 81,4% da amostra não haviam usado preservativo nas relações sexuais ao longo da vida. A prevalência geral de uso de drogas no mês anterior à coleta foi alta, com relato freqüente de uso de múltiplas drogas, sendo as mais freqüentes o álcool (71,6 %), maconha (24,7%), cocaína intranasal (12,4%) e solventes (9,3 %). A soropositividade foi mais alta nos usuários recentes de maconha (OR= 2,8), estimulantes (OR=2,9) e solventes (OR= 7,5). A freqüência a local específico para uso de drogas ocorreu em 22,5% do total da amostra e foi estatisticamente maior nos soropositivos (OR=2,6). Os adolescentes soropositivos apresentaram siginficativamente mais sintomatologia psiquiátrica em todas as dimensões avaliadas. Não houve diferença nas dimensões de autoconceito. O Tamanho de Efeito Padronizado foi maior nas variáveis da sintomatologia psiquiátrica do que nas do autoconceito. Os resultados indicam que os adolescentes estudados ainda não possuem cuidados preventivos suficientes para diminuir o contágio pelo vírus da AIDS. São indivíduos sob risco constante por apresentarem maior freqüência de exposição ao HIV associada à baixa escolaridade, comportamento sexual, uso de drogas e sintomatologia psiquiátrica. A falta de diferenças no autoconceito dos adolescentes soropositivos e soronegativos pode estar associada ao senso de invulnerabilidade próprio da faixa etária. Os achados apontam para a necessidade de programas específicos de prevenção para adolescentes. Medidas de intervenção futuras deverão levar em conta a interação de fatores individuais, ambientais, comportamentais e psicológicos, com o objetivo de implementar mudanças efetivas no comportamento de risco para que se detenha o avanço da epidemia nessa faixa etária. / This dissertation aims at identifying, by means of a cross-sectional study, the association between demographic characteristics, sexual and drug risk behaviors, psychiatric symptomatology and self concept versus HIV seropositivity in a sample of adolescents. 388 adolescents between 13 and 20 years old were interviewed at the Centro de Triagem e Avaliação (CTA) Paulo César Bonfim, which they had sought to have free HIV testing. The Risk Behavior Assessment (RAB), the Symptom Check-List-90-R (SCL-90-R) and the Factorial Scale for Self-concept (EFA) were used to collect data. Their mean age was of 17.7 (±2.0), and the majority of the sample was comprised of single, female subjects, with no work and with low schooling and income. With regard to the HIV test, 73% were taking it for the first time, and the overall seropositivity of the sample was 6.2%. Schooling was significantly lower in the seropositives (OR= 7.8) and there was no statistical difference between groups in the other demographic variables. A direct association was found between seropositivity and early beginning of sex life (OR= 3.6), history of pregnancy (OR=4,7), previous abortions (OR= 5.9) and sex without a condom (OR=3.2). Out of the total sample, 8% of the adolescents received money in exchange of sex, which as associated to seropositivity (OR=4.5). The same happened with the 13.2% who had had sex with a potentially seropositive partner (OR=8.3). Only 18.9% of the sample reported using condoms in the six months prior to interview and 81.4% had not used condoms in their lifetime. The overall prevalence of drug use in the month prior to interview was high, with frequent reports o multiple drug use, among them alcohol (71.6 %), marijuana (24.7%), snorted cocaine (12.4%) and solvents (9.3 %). Seropositivity was higher among recent users of marijuana (OR= 2.8), stimulants (OR=2.9) and solvents (OR= 7.5). Being at a drug-using place occurred in 22.5% of the sample and was statistically higher among the seropositives (OR=2.6). Seropositive adolescents presented significantly more psychiatric symptomatology in all dimensions ascertained. There were no differences in the dimensions of self-concept. The standard effect size was higher in psychiatric symptom variables, when compared to self-concept. The data suggest that these adolescents still do not have enough preventive care to lower their potential contact with the AIDS virus. They are individuals under constant risk, and are exposed to risk due to their low schooling, sexual behavior, drug use and psychiatric symptomatology. The lack of differences in the self-concept variables may be associated to a sense of being invulnerable that is typical of this age group. The findings point toward the need for specific preventive programs for adolescents. Future intervention approaches will have to take into account the interaction between individual, environmental, behavioral and psychological factors, aiming at implementing effective change in these risk behaviors so that the development of the epidemic in this age group could be stopped.

This research was mainly based on my experiences along with the students of Pedagogy and Special Education course. Such knowledge has become the focal point for me to return to the essential questioner role in the risky world of research. Therefore, I propose to investigate the adolescents construction of self-image with Characteristics of High Ability / Gifted, which was constituted in this doctoral thesis, linked to the Graduate Program in Education, in the search line LP3: Special Education, UFSM - Santa Maria Federal University -RS Brazil. To help in this clash and list some possible solutions it was outlined as general aim to investigate, through the Narcissus Myth, as one builds his/her self-image on educational relationships as a reflection on the other. To advise, it was pointed out some specific objectives, such as: understanding the conception that one has of oneself; identify as the other, from educational space he sees and reveals oneself; and finally describes how he from the (intra / inter) relationship with the reflection of the other, builds one s self-image. The participants who contributed were three teenagers, one of them a 15-year-old teenager with characteristics described previously and two others not having such attributes, besides other testimonials / memorable from this mother, other mothers from the group and other teenagers disposal here, too, as objects of study. The criteria used for selecting this target corresponded to some inclusion and exclusion insights. Related to the teenage X, 15 and his characteristics were considered the identification made by the TIP - Talent Incentive Program, developed by UFSM (Santa Maria Federal University); being within the age group of 12 to 18 years old, according to the Child and Adolescent Statute and being male, as the central character of the Narcissus Myth belongs to this genre. Moreover, the other participants should be appointed by the Teenage X and legitimized by the members who make up their (inter) personal relationships. One of them, the Teenager Y, aged 17, is part of the acquaintanceship cycle that expresses a positive attitude toward to order and proximity, and another, codenamed Z, aged 16, reflecting a negative image reflex, because he is considered an opponent for attending the same educational spaces, which will outline the adolescent self-image construction, central focus for this investigation. Therefore, to present possible solutions to the aim and the Thesis problematization it was used descriptive research with case study interpretation, because the variety and searching of nexus with the object in question. For a better data explanation, It was used the qualitative method because it gave information of reality that could not be quantified. To study the declarations and contents, it was aimed to support the narrative analysis, since the stories and reports are commonplace in the investigated participants everyday life. For the subsidies collection and recording were used instruments such: semi-structured interview, notes in the logbook or observations and recordings field. Considering the statements and records of these observations, It was chosen to make the data analysis in the course of the chapters juxtapose prominent theorists. Narcissus still roams the societies today, equivalent to the ego in its difficult struggle to be born, to firm up and strengthen. The adolescence stage is marked by conceptual confusion and loss of certain references in the meeting of equals in the world of unequals. At no time is so urgent and so hard to become one. It is at school that this teenager experiences the moment of confrontation of various conceptions of what being an adolescent is, in his parents view, himself, his peers and the professionals working in education. The study of the adolescent self-image construction compared to others in the educational space gave origin to the defense of this thesis considering it as ontologically human, central to his eternal development. Finally, educational theoricals, High Ability / Gifted, multiple intelligences, psychological theories and the Narcissus Myth will be key references for the central corpus of this Doctoral Thesis. / Esta pesquisa teve como embasamento principal as experiências vividas do meu fazer pedagógico junto aos alunos dos cursos de Pedagogia e Educação Especial. Tais conhecimentos se tornaram ponto fulcral para eu me voltar ao papel essencial de inquiridor no mundo arriscado da investigação. Logo, propus-me pesquisar a construção da autoimagem do adolescente com Características de Altas Habilidades/Superdotação, a qual se constituiu nesta tese de doutorado, vinculada ao Programa de Pós-Graduação em Educação, na linha de pesquisa LP3: Educação Especial, da UFSM Universidade Federal de Santa Maria-RS - Brasil. Para ajudar nesse embate e elencar algumas possíveis soluções, delineei como objetivo geral investigar, pelo viés do Mito de Narciso, como esse constrói sua autoimagem, nas relações educacionais como reflexo no outro. Para assessorar, assinalei alguns objetivos específicos como: compreender a concepção que esse tem de si mesmo; identificar como o outro, do espaço educacional, o vê e o revela; e, por último, descrever como ele, a partir da (intra/inter)relação com o reflexo do outro, edifica sua autoimagem. Os participantes que contribuíram foram três adolescentes, dos quais um, com 15 anos de idade, apresenta tais característica e os outros dois não têm tal atributo; além de outros depoimentos/memoriáveis da mãe deste, outras mães do grupo e outros adolescentes que aqui disponho, também, como objetos de estudo. O critério usado para a seleção desse público alvo correspondeu a alguns discernimentos de inclusão e exclusão. Quanto ao adolescente X, de 15 anos e com as características, foram consideradas a identificação realizada pelo PIT Programa de Incentivo ao Talento, desenvolvido pela UFSM; estar dentro da faixa etária de 12 a 18 anos, conforme o ECA Estatuto da Criança e do Adolescente e ser do gênero masculino, visto que o personagem central do Mito de Narciso pertence a esse gênero. Quanto aos demais participantes, deverão ser indicados pelo próprio Adolescente X e legitimados pelos membros que compõem as suas relações (inter)pessoais. Um deles, o Adolescente Y, com 17 anos, é do ciclo de convivência que exprime um espelhamento de ordem positiva e proximidade; e o outro, de codinome Z, com 16, traduz uma imagem reflexa negativa, por se tratar de um oponente seu a frequentar os mesmos espaços educacionais, os quais configurarão a construção da autoimagem do adolescente, foco central desta investigação. Assim, para apresentar possíveis soluções aos objetivos e à problematização da Tese, foi utilizada a pesquisa descritiva, com interpretação de estudo de caso, visto a variedade e a busca de nexo com o objeto em questão. Para melhor explicação dos dados, utilizei o método qualitativo, pois conferiu informações da realidade que não puderam ser quantificadas. Para fazer o estudo das declarações, dos conteúdos, buscou-se suporte na Análise da Narrativa, visto que as histórias e os relatos são lugares comuns na vida diária dos participantes investigados. Para a coleta e registro dos subsídios foram usados instrumentos como: entrevista semi-estruturada, anotações em diário de bordo ou de campo, observações e gravações. Considerando as falas destes e os registros das observações, optei por fazer a análise dos dados no decorrer dos capítulos ao justapor os teóricos proeminentes. Narciso ainda perambula pelas sociedades hodiernas, equivalendo-se ao ego na sua árdua luta para nascer, firmar-se e se fortalecer. O adolescer é marcado por confusão de conceitos e perda de certas referências no encontro dos iguais no mundo dos desiguais. Em nenhum outro momento é tão urgente e tão difícil tornar-se pessoa. É no espaço escolar que o esse adolescente vivencia o momento do confronto de várias concepções do que é adolescer, na visão dos pais, dele próprio, dos seus pares e dos profissionais que atuam na educação. O estudo da construção da autoimagem desse adolescente a partir da relação espelhar com o outro no espaço educacional deu procedência à defesa dessa Tese que a entende como ontologicamente humana, fulcral para o seu eterno desenvolver-se. Enfim, teóricos sobre educação, Altas Habilidades/Superdotação, inteligências múltiplas, teorias psicológicas e do Mito de Narciso serão referenciais fulcrais para o corpus central desta Tese de Doutorado.

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No. of bitstreams: 1 TeseAKCO.pdf: 3353856 bytes, checksum: 9e7f857dfa5b996da0faf6f7e98d5bc1 (MD5) Previous issue date: 2016-02-26 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / For the group of children with physical disabilities, beyond the motor impairments their own health condition and contextual factors, at how the child self-assesses, as the own self-concept and own self-efficacy, may lead to repercussions in learning, behavior and the child feature. Among the contextual factors, points out the influence of family caregivers in the development of self-concept and self-efficacy of their children, from how guide their children's behavior in daily life, also called as practices and parenting styles. Considering the importance of selfconcept and self-efficacy in the child development process in general and, specifically, the physically disabled children, to use their skills in daily activities and as a motivational element for the acquisition of new functional skills, it is understood as relevant to identify how these children consider themselves at different domains and the possible relationship between parenting styles and children's self-assessments. This study aimed to compare the parenting styles of family caregivers, the self-concept and self-efficacy of children with physical disabilities (PD) and children with typical development (TD), and evaluate relations among these self-assessments and parenting styles of their caregivers relatives. In this study 112 participants were grouped as follows: 20 children with PD, boys and girls, aged 8 and 12, from all motor impairment levels (mild, moderate and severe), inserted into regular school setting; 36 children with CP and 56 main family caregivers of children targeted in the study Data collection was carried out in public schools located in Natal, in the state of Rio Grande do Norte, Brazil. The instruments used with the children in both groups were the Self-Perception Profile for Children (SPPC) and Perceived Efficacy and Goal Setting System (PEGS), and among the caregivers of both groups one Characterization Data Sheet for the Caregiver and Family Group, one Characterization Data Sheet of Child and the Parenting Styles Inventory (IEP), and also the Gross Motor Function Classification System (GMFCS) - Family Report Questionnaire, used to classify the motor level only in children with PD along with their caregivers. The data were analyzed from the normative tables of each instrument of descriptive and inferential way, and for the comparative analyzes were used the t-test, chi-square, Fisher's exact test, ANOVA-one way and hoc-LSD post, and the correlation analysis, the Pearson Test. Among the results, there was a significant difference in the comparison of self-efficacy and self-concept in the dimension of 'physical appearance', in which the TD group showed higher average of these selfassessments than the PD group. It was also identified significant correlations between parenting practices and child's self- concept, both in the group of children with CP, as in children with mild PD subgroup, as well as between parenting practices and self-efficacy of children only in the TD group. It is considered that this study contributes adding to the knowledge produced in the area of education and health, allowing an analysis of risk and protective factors to human development, focusing simultaneously on families and their children with physical disabilities. The study brings contributions to direct professional performances that largely consider the development contexts, attention to family caregivers involved and active involvement of children with disabilities in investigations about their children's development process, through self-assessment. / Em crianças com deficiência física, além dos comprometimentos motores da própria condição de saúde e dos fatores contextuais, a forma como a criança se autoavalia, como seu autoconceito e sua autoeficácia, podem levar a repercussões na aprendizagem, no comportamento e na funcionalidade infantil. Dentre os fatores contextuais, aponta-se a influência dos cuidadores familiares no desenvolvimento do autoconceito e da autoeficácia de suas crianças, a partir da forma como orientam o comportamento dos filhos no cotidiano, também denominadas como práticas e estilos parentais. Considerando a importância do autoconceito e da autoeficácia no processo de desenvolvimento da criança em geral e, especificamente, da criança com deficiência física, ao utilizarem suas habilidades nas atividades diárias e como elemento motivacional para a aquisição de novas habilidades funcionais, compreende-se como relevante identificar o modo como estas crianças se percebem em diferentes domínios e as possíveis relações existentes entre os estilos parentais e as autoavaliações infantis. O presente estudo teve como objetivo comparar os estilos parentais de cuidadores familiares, o autoconceito e a autoeficácia de crianças com deficiência física (DF) e crianças com desenvolvimento típico (DT), e verificar relações entre estas autoavaliações e os estilos parentais de seus cuidadores familiares. Nesta investigação 112 participantes foram agrupados da seguinte forma: 20 crianças com DF, meninos e meninas, com idade entre 8 e 12 anos, de todos os níveis de comprometimento motor (leve, moderado e grave), inseridas em contexto escolar regular; 36 crianças com DT e 56 cuidadores familiares principais das crianças focalizadas no estudo. A coleta de dados foi realizada em escolas públicas localizadas no munícipio de Natal, no estado do Rio Grande do Norte, Brasil. Os instrumentos utilizados com as crianças de ambos os grupos foram o Self-Perception Profile for Chidren (SPPC) e o Perceived Efficacy and Goal Setting System (PEGS), c m os cuidadores dos dois grupos foi utilizada uma Ficha de Caracterização do Cuidador e Grupo Familiar, uma Ficha de Caracterização da Criança e o Inventário de Estilos Parentais (IEP) e, ainda o Gross Motor Function Classification System (GMFCS) - Family Report Questionnaire, utilizado para classificar o nível motor apenas das crianças com DF por seus cuidadores. Os dados foram analisados a partir das tabelas normativas de cada instrumento e de análise descritiva e inferencial, sendo que para as análises comparativas foram usados os Testes t, qui-quadrado, exato de Fisher, ANOVA-one way e post hoc-LSD, e para as análises de correlação, o Teste de Pearson. Dentre os resultados, verificou-se que houve diferença significativa na comparação da autoeficácia e do autoconceito na dimensão de ‘aparência física’, na qual o grupo DT apresentou maior média nestas autoavaliações do que o grupo DF. As médias das práticas parentais ‘monitoria negativa’ e ‘abuso físico’ também foram maiores significativamente no grupo DT do que no grupo DF, embora não tenham sido reveladas diferenças significativas na comparação entre as médias do estilo parental dos cuidadores. Foram encontradas correlações significativas entre a autoeficácia e dimensões do autoconceito das crianças de ambos os grupos investigados, e entre o estilo parental e a autoeficácia das crianças no grupo DT. Também foram identificadas correlações significativas entre as práticas educativas parentais e o autoconceito infantil, tanto no grupo de crianças com DT, como no subgrupo de crianças com DF leve, assim como entre as práticas educativas parentais e a autoeficácia das crianças somente no grupo DT. Considera-se que o presente estudo acrescenta ao conhecimento produzido na área da educação e saúde, permitindo uma análise dos fatores de risco e proteção ao desenvolvimento humano, com enfoque simultâneo sobre as famílias e suas crianças com deficiência física. O estudo traz contribuições para direcionar atuações profissionais que considerem implamente os contextos de desenvolvimento, a atenção aos familiares cuidadores e o envolvimento ativo de crianças com deficiência nas investigações sobre seu processo de desenvolvimento infantil, por meio de autoavaliação.