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Ethical and competent professional counselors are needed to provide quality counseling services to the public. Counselor educators and supervisors have the responsibility of training competent counselors. Furthermore, counselors and counselors-in-training have the responsibility of continually assessing their own development and implementing measures to increase their competency. Assessment instruments have sought to measure counseling competencies through evaluating counseling skills. However, a paucity of research exists that examines counseling competencies in a comprehensive manner using a psychometrically sound approach. Therefore, a need exists for a psychometrically sound assessment instrument that measures the construct of counseling competencies in a holistic manner. Thus, the purpose of this study was to assess the psychometric properties of the Counseling Competencies Scale© (CCS; UCF Counselor Education Faculty, 2009), an instrument designed to measure counseling competencies, within the areas of counseling skills, professional dispositions, and professional behaviors. The sample included 81 counseling practicum students and 21 counseling practicum supervisors from two graduate counselor education programs at public institutions accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) within the United States (one program in the southeast and another in the northwest). The practicum supervisors evaluated the counseling competencies of the counseling practicum students per the CCS at the semester midpoint and conclusion. Additionally, the counseling practicum students evaluated their own counseling competencies per the CCS at the semester midpoint and conclusion. Furthermore, the counseling practicum students and supervisors both iv completed a demographic questionnaire developed by the researcher. The data analysis procedures employed to test the research hypotheses were: (a) factor analysis, (b) Pearson product-moment correlation (two-tailed), and (c) Cronbach‟s alpha. The exploratory factor analyses yielded five midterm CCS factors ([a] Factor 1: Assessment and Application, [b] Factor 2: Professional Behaviors and Dispositions, [c] Factor 3: Beginning Counseling Skills, [d] Factor 4: Advanced Counseling Skills, [e] Factor 5: Directive Counseling Skills) and four final CCS factors ([a] Factor 1: Professional Dispositions and Behaviors, [b] Factor 2: Counseling Skills, [c] Factor 3: Assessment and Application, [d] Factor 4: Growth). Additionally, the CCS exhibited strong internal consistency reliability for both the individual factors and the overall models. The interrater reliability among raters yielded a low correlation (Skills [r = .436], Dispositions [r = .515], Behaviors [r = .467], and Total [r = .570]). Furthermore, an assessment of criterion-related validity yielded a high correlation (r = .407) between the final total score on the CCS and the students‟ final grade in the counseling practicum course. The results of the statistical analyses support the development of the CCS, a promising assessment instrument for evaluating counseling competencies within counselors-in-training. Through the further development of the CCS, counselor educators and supervisors will have a sound method for assessing their students‟ levels of counseling competencies and learning outcomes. Additionally, the CCS may support counselor educators and supervisions in their ethical and legal responsibilities as teachers, evaluators, and gatekeepers for the counseling profession. Furthermore, the CCS offers counselors-in-training a tool to assist them in understanding and developing their level of comprehensive counseling competencies.

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Made available in DSpace on 2016-04-28T20:39:53Z (GMT). No. of bitstreams: 1 Rita Helena Cuce Nobre Gabriades.pdf: 737342 bytes, checksum: b07c08b4d810de238d4f54bc2ce2dd74 (MD5) Previous issue date: 2008-08-27 / The present work has originated from the researcher professional experience as an university professor of the Psychology Graduation Course, supervising the beginning of clinic practice probationary period for many years. It casts light in the possibility to reflect about the passage ritual of the first clinical consultations, that embraces the psychologist profession. The work consists of addressing the meaning of this experience on clinical consultation beginner trainees. The method has a phenomenological approach, aiming to address the feelings related to the clinical practice beginning. The trainee has been considered as an actor of a historic-socio-political context in which he/she lives, stressing the process of their continuous formation present on their experience perceptions discourse. Four trainee-therapists from a private university Applied Psychology Center in the City of Sao Paulo have been interviewed. They were on the 4th and 5th year of the Psychology Graduation Course, taking care of the Service School users for the first time. The study has focused the complexity of the trainees strategies to deeply live the passage ritual and its importance for the profession beginning. In the individual plan, it has been noticed the influence of supervisors and professors models as an endorsement to face this moment. Finally, it has concluded that is important to think the psychologist on his/her formation as compromised agents with the social reality / Iniciou-se esse trabalho a partir da experiência profissional do pesquisador como professora universitária no curso de Psicologia e que acompanha há vários anos estagiários no inicio da prática clinica, trazendo à luz a possibilidade de refletirmos sobre o ritual de passagem dos primeiros atendimentos clínicos, e que abraça ser psicólogo com profissão. O trabalho consiste em evidenciar o significado dessa experiência de estagiários iniciantes em atendimentos clínicos. O método teve a perspectiva fenomenológica, visando destacar os sentimentos relacionados ao inicio da prática clínica como participante do contexto histórico-político-social em que vive. Destacando o processo de formação contínua do estagiário no discurso de suas percepções desta vivência. Foram entrevistados quatro estagiários-terapeutas de um Centro de Psicologia Aplicada de uma universidade particular da cidade de São Paulo, que freqüentavam o 4º e o 5º ano do curso de Psicologia, atendendo pela primeira vez os usuários do Serviço - Escola. O estudo focaliza a complexidade dos recursos utilizados pelos estagiários para vivenciar o ritual de passagem e a importância do refletir sobre essa entrada na profissão. A importância no pensar o psicólogo e a formação como agentes compromissados com a realidade social. No plano individual pôde-se notar a influência de modelos dos supervisores e professores como respaldo para enfrentar esse momento

Made available in DSpace on 2016-03-15T19:43:04Z (GMT). No. of bitstreams: 1 Gabriela Davila Ribeiro.pdf: 2062953 bytes, checksum: ec9d7031c8006d4d7dd657f84ce7b76b (MD5) Previous issue date: 2015-08-21 / Instituto Presbiteriano Mackenzie / This research describes and analyses the program of projeto natureza & criança: aprendendo com animais e plantas (nature & child project: learning with animals and plants), developed by Universidade de Taubate, aiming contribute to the process of teaching and learning in the sciences fields for children from elementary school and to the formation of biosciences (agronomy, biology and pedagogy) undergraduation trainees that participated on the project. Using an exploratory qualitative nature methodology, interviews were made from the application of questionnaires with the project coordinators, as well as scholars and voluntary trainees that participated on it in 2007 and 2008. The data obtained were treated and discussed from the Bardin s method. The analysis of questionnaires answers enabled a discussion about the perceptions of research individuals, as well as awareness of environmental issues form them. The research demonstrates satisfactory results related to effectiveness of actions and activities developed by project, indicating that the used subjects and strategies contributed to the construction of knowledge on environmental education and entomology on the formation of undergraduation and elementary school students. / A presente dissertação descreve e analisa o programa do projeto natureza & Criança: aprendendo com animais e plantas , desenvolvido pela universidade de Taubaté, visando contribuir para o processo de ensino-aprendizagem na área de Ciências para as crianças das séries iniciais do ensino fundamental e formação de Estagiários de graduação das áreas de biociências (agronomia, biologia e Pedagogia) que participaram do projeto. Utilizando-se da metodologia de natureza Qualitativa do tipo exploratória, efetuaram-se entrevistas a partir da aplicação de questionários com as coordenadoras idealizadoras do projeto, como também com os estagiários bolsistas e voluntários que participaram do projeto nos anos de 2007 e 2008. Os dados obtidos foram tratados e discutidos utilizando-se do método de Bardin. A análise das respostas dos questionários possibilitou uma discussão sobre as percepções dos sujeitos da pesquisa, sobre a conscientização das mesmas na Temática ambiental. A pesquisa, demonstrou resultados satisfatórios com relação a efetividade das ações e atividades desenvolvidas pelo projeto, indicando que os temas e estratégias utilizados contribuíram para a construção de conhecimentos de educação ambiental e entomologia na formação dos graduandos e para os alunos do ensino fundamental.

Η ανεπαρκής εκπαίδευση των εκπαιδευτών αποτελεί ένα ζήτημα που διαχρονικά τίθεται στο πεδίο της Εκπαίδευσης Ενηλίκων στην Ελλάδα. Με δεδομένο πως η τυπική και μη-τυπική εκπαίδευση στην Ελλάδα χαρακτηρίζεται από έντονη προσκόλληση στο δασκαλοκεντρικό πρότυπο, στις περισσότερες των περιπτώσεων η διδακτική παρέμβαση των εκπαιδευτών ενηλίκων δομείται κατά τρόπο ασύμβατο με τα επιστημονικά δεδομένα της Εκπαίδευσης Ενηλίκων, τις αρχές μάθησης, τα χαρακτηριστικά και τις προϋποθέσεις αποτελεσματικής μάθησης των ενηλίκων εκπαιδευομένων. Στην εργασία αυτή διερευνάται ο βαθμός στον οποίο η υλοποίηση εξειδικευμένων προγραμμάτων, όπως εν προκειμένω το Εθνικό Πρόγραμμα Εκπαίδευσης Εκπαιδευτών, μπορεί να συνεισφέρει στην απόκτηση εκείνων των ικανοτήτων και προσόντων που θεωρούνται απαραίτητα για την αποτελεσματική παρέμβαση των εκπαιδευτών ενηλίκων / The inadequate training of trainers constitutes an issue which ages since has been reckoned in the field of Adult Education in Greece. Given that the formal and non formal education in Greece is characterized by intense adherence to the teacher-centered model, in most cases the teaching intervening of adult trainers is constructed incompatibly to the scientific facts of Adult Education, the principles of learning, the characteristics and the prerequisites of the Adult trainees’ effective learning. The present study aims to investigate the degree in which the materialization of specific programs, as in this case the “National Program of Trainers training” can contribute to the acquirement of those skills and qualifications which are considered to be essential to the effective intervening of adult trainers

Submitted by Anderson Alex De Assis Vieira (anderson.assisvieira@gmail.com) on 2018-03-24T00:54:17Z No. of bitstreams: 1 Dissertação_Anderson_Vieira.pdf: 1196919 bytes, checksum: 9899b496a4232f0d1fee002d8747cdd6 (MD5) / Approved for entry into archive by Debora Nunes Ferreira (debora.nunes@fgv.br) on 2018-03-27T19:30:09Z (GMT) No. of bitstreams: 1 Dissertação_Anderson_Vieira.pdf: 1196919 bytes, checksum: 9899b496a4232f0d1fee002d8747cdd6 (MD5) / Approved for entry into archive by Suzane Guimarães (suzane.guimaraes@fgv.br) on 2018-03-28T14:21:03Z (GMT) No. of bitstreams: 1 Dissertação_Anderson_Vieira.pdf: 1196919 bytes, checksum: 9899b496a4232f0d1fee002d8747cdd6 (MD5) / Made available in DSpace on 2018-03-28T14:21:03Z (GMT). No. of bitstreams: 1 Dissertação_Anderson_Vieira.pdf: 1196919 bytes, checksum: 9899b496a4232f0d1fee002d8747cdd6 (MD5) Previous issue date: 2018-02-28 / Este trabalho tem como objetivo entender o processo de identificação organizacional dos trainees com as suas empresas por meio da entrevista etnográfica. Utilizando este método de Spradley (1979) através do qual é possível conhecer mais profundamente a identificação destes jovens profissionais com a empresa na qual trabalham, a partir da visão deles. Este método abrange desde o processo de coleta de dados à sua análise. Foram entrevistados 17 trainees de diferentes empresas para alcançar o objetivo proposto. A definição de identificação organizacional utilizada como base é a de Pratt (1988) que a define como o processo pelo qual o indivíduo se autodefine tendo em vista as crenças, objetivos e valores da empresa. Neste trabalho é mostrado todo o processo da identificação trainee-organização, e dele foi possível destacar alguns pontos importantes. Primeiro ponto, as atividades de recrutamento e seleção e a integração do trainee na empresa propiciam uma maior aproximação entre ambos antes dele entrar e no início da sua carreira na companhia, respectivamente. Outro destaque é algo que não é do processo, mas sim uma consequência de o indivíduo estar identificado que é o sentimento de dono, que diz respeito à situação na qual o profissional tende a agir como se ele fosse dono da organização, assumindo mais responsabilidades e fazendo o máximo possível para gerar resultados e para proteger a organização na qual trabalha. Todos estes pontos têm em comum a questão do status do trainee, quando a empresa o torna um profissional diferenciado dos demais, nesse caso ele se sente no dever de justificar este tratamento especial, bem como se sente importante e pode retribuir a organização com atitudes que a beneficiem. Conclui-se que o status do trainee é um fator relevante tanto para o processo de identificação organizacional como para os impactos da identificação organizacional. / This work aims to understand the process of organizational identification of trainees with their companies through ethnographic interview. Using this method by Spradley (1979) through which it is possible to know more deeply the identification of these young professionals with the company in which they work, from the vision of them. This method ranges from the process of data collection to its analysis. We interviewed 17 trainees from different companies to achieve the proposed goal. The definition of organizational identification used as a basis is by Pratt (1988) who defines it as the process by which the individual defines himself in view of the company's beliefs, goals and values. In this work is shown the whole process of trainee-organization identification, and it was possible to highlight some important points. Firstly, the recruitment and selection activities and the integration of them into the company allows a closer approximation between both before it enters and at the beginning of its career in the company, respectively. Another highlight is something that is not of the process, but rather a consequence of the individual being identified is the ownership, which refers to the situation in which the professional tends to act as if he owns the organization, taking on more responsibilities and doing as much as possible to generate results and to protect the organization in which you work. All these points have in common the question of trainee status, when the company makes it a professional differentiated from the others, in this case he feels the duty to justify this special treatment, as well as feels important and can reciprocate the organization with attitudes that the benefit. We conclude that trainee status is a relevant factor both for the organizational identification process and for the impacts of organizational identification.

Submitted by Lara Cristina Santos Talhaferro null (lara.talhaferro@hotmail.com) on 2018-03-07T01:06:11Z No. of bitstreams: 1 Dissertação_LaraCSTalhaferro_2018.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-03-07T15:46:44Z (GMT) No. of bitstreams: 1 talhaferro_lcs_me_sjrp.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) / Made available in DSpace on 2018-03-07T15:46:44Z (GMT). No. of bitstreams: 1 talhaferro_lcs_me_sjrp.pdf: 4550332 bytes, checksum: 634c0356d3f9c55e334ef6a26a877056 (MD5) Previous issue date: 2018-02-26 / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O processo da globalização, que tem promovido crescente circulação de informações multilíngues em escala mundial, tem proporcionado notáveis mudanças no mercado da tradução. No contexto globalizado, para manterem-se competitivos e atenderem à demanda de trabalho, a qual conta com frequentes atualizações de conteúdo e prazos reduzidos, os tradutores passaram a adotar ferramentas de tradução assistidas por computador em sua rotina de trabalho. Duas dessas ferramentas, utilizadas principalmente por tradutores das áreas técnica, científica e comercial, são os sistemas de memórias de tradução e as tecnologias de tradução automática. O emprego de tais recursos pode ter influências imprevisíveis nas traduções, sobre as quais os tradutores raramente têm oportunidade de ponderar. Se os profissionais são iniciantes ou se lhes falta experiência em determinada ferramenta, essa influência pode ser ainda maior. Considerando que os profissionais novatos tendem a utilizar cada vez mais as ferramentas disponíveis para aumentar sua eficiência, neste trabalho são investigados os possíveis efeitos do uso de sistemas de memórias de tradução e tecnologias de tradução automática, especificamente o sistema Wordfast Anywhere e um de seus tradutores automáticos, o Google Cloud Translate API, nas escolhas de graduandos em Tradução. Foi analisada a aplicação dessas ferramentas na tradução (inglês/português) de quatro abstracts designados a dez alunos do quarto ano do curso de Bacharelado em Letras com Habilitação de Tradutor da Unesp de São José do Rio Preto, divididos em três grupos: os que fizeram o uso do Wordfast Anywhere, os que utilizaram essa ferramenta para realizar a pós-edição da tradução feita pelo Google Cloud Translate API e os que não utilizaram nenhuma dessas ferramentas para traduzir os textos. Tal exame consistiu de uma análise numérica entre as traduções, com a ajuda do software Turnitin e uma análise contrastiva da produção dos alunos, em que foram considerados critérios como tempo de realização da tradução, emprego da terminologia específica, coesão e coerência textual, utilização da norma culta da língua portuguesa e adequação das traduções ao seu fim. As traduções também passaram pelo exame de profissionais das áreas sobre as quais tratam os abstracts, para avaliá-las do ponto de vista de um usuário do material traduzido. Além de realizarem as traduções, os alunos responderam a um questionário, em que esclarecem seus hábitos e suas percepções sobre as ferramentas computacionais de tradução. A análise desses trabalhos indica que a automação não influenciou significativamente na produção das traduções, confirmando nossa hipótese de que o tradutor tem papel central nas escolhas terminológicas e na adequação do texto traduzido a seu fim. / Globalization has promoted a growing flow of multilingual information worldwide, causing significant changes in translation market. In this scenario, translators have been employing computer-assisted translation tools (CAT Tools) in a proficient way to meet the demand for information translated into different languages in condensed turnarounds. Translation memory systems and machine translation are two of these tools, used especially when translating technical, scientific and commercial texts. This configuration may have inevitable influences in the production of translated texts. Nonetheless, translators seldom have the opportunity to ponder on how their production may be affected by the use of these tools, especially if they are novice in the profession or lack experience with the tools used. Seeking to examine how the work of translators in training may be influenced by translation memory systems and machine translation technologies they employ, this work investigates how a translation memory system, Wordfast Anywhere, and one of its machine translation tools, Google Cloud Translate API, may affect the choices of Translation trainees. To achieve this goal, we present an analysis of English-to-Portuguese translations of four abstracts assigned to ten students of the undergraduate Program in Languages with Major in Translation at São Paulo State University, divided into three groups: one aided by Wordfast Anywhere, one aided by Google Cloud Translate API, and one unassisted by any of these tools. This study consists of a numerical analysis, assisted by Turnitin, and a comparative analysis, whose aspects examined are the following: time spent to perform the translation, use of specific terminology, cohesion and coherence, use of standard Portuguese, and suitability for their purposes. Apart from this analysis, a group of four experts were consulted on the translations as users of their content. Finally, the students filled a questionnaire on their habits and perceptions on CAT Tools. The examination of their work suggests that automation did not influence the production of the translations significantly, confirming our hypothesis that human translators are at the core of decision-making when it comes to terminological choices and suitability of translated texts to their purpose. / 2016/07907-0