Dissertations / Theses on the topic 'Intervention des TIC'
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1
Evans, Gemma. "Parenting skills training as an intervention for tic disorders." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/parenting-skills-training-as-an-intervention-for-tic-disorders(062fa8b4-1398-4200-9882-45f77254dcbd).html.
Abstract:
Tic disorders can have a significant emotional and social impact on children and their families. There is increasing support for the use of parenting programmes in childhood conditions; however research into the applicability of such programmes in tic disorders is limited. This thesis therefore aimed to investigate the topic of parenting interventions in tic disorders. The thesis presents five chapters, written as a series of self-contained papers and prepared in accordance with selected journal submission guidance. Paper 1 is a systematic literature review of the implementation and effectiveness of behavioural parent training programmes across neurodevelopmental disorders. Twenty-two randomised controlled studies were included in the review. Neurodevelopmental disorders included attention deficit hyperactivity disorder, autistic spectrum conditions, intellectual difficulties and developmental disorders and tic disorders. Training programmes included Triple P, Barkley’s Defiant Children, Parent Child Interaction Therapy, New Forest Parenting, Parenting your Hyperactive Preschooler, Parents Plus Children, Preschoolers with Autism, Incredible Years and an idiosyncratic programme. Effects of interventions on child outcomes were examined alongside intervention characteristics and content. Results indicated robust evidence for effects of parent training on attention-deficit/hyperactivity difficulties and externalising difficulties, across neurodevelopmental disorders and training programmes. Evidence to support the effect of parent training on internalising, social and global difficulties across disorders was less robust, with fewer and inconsistent outcomes reported. Clinical and research implications resulting from the findings are discussed. Papers 2 and 3 present empirical studies. Both studies are Q-methodological investigations into opinions on parenting interventions in tic disorders. Q-methodology is a technique which enables participants’ subjective viewpoints to be grouped using by-person factor analysis. Views on the acceptability, effectiveness, feasibility and utility of parenting interventions were explored across parents of children with tic disorders (Paper 2) and professionals (Paper 3). Across both studies, seven main factors were identified (parents four, professionals three). Findings highlighted that interventions were generally considered acceptable, justified and perceived as needed. However, important differences in opinions were found within and between parent and professional groups, highlighting key clinical considerations for possible intervention format, delivery and content. Paper 4 provides a commentary of the clinical implications of these findings when the two studies are considered together, and provides guidance to further develop and implement interventions. Paper 5 presents a critical review, including discussion of the strengths, limitations and implications of the findings, alongside personal reflections on the research process.
2
Henning, Ellen Marie. "A parent-mediated habit reversal intervention for chronic tic disorders in children." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5774.
Abstract:
Chronic tic disorders (CTDs), including Tourette’s disorder and persistent motor or vocal tic disorder, are neurobiological conditions affecting an estimated 3 to 4 percent of children and adolescents. These disorders include the presence of motor and/or phonic tics, which can range in number, frequency, and severity. Although CTDs are typically treated through medications, the available medications have the potential of adverse side effects, do not result in long-term coping strategies, and may not be effective or preferable for all individuals. Habit reversal training (HRT), a behavioral intervention for tics, has been identified as a well-established treatment. The purpose of habit reversal is to build an individual’s awareness of his or her tics and disrupt tics through developing a competing behavioral response.
One avenue or service delivery that has not yet been explored for individuals with CTDs is use of a parent-mediated approach to habit reversal. Parent-mediated interventions have been used successfully with children with challenging behavior and autism. They are based on a triadic model, in which a therapist works directly with a parent to teach the therapeutic techniques. Parents, in turn, work directly with their children while receiving feedback from the therapist.
The current study investigated a parent-mediated habit reversal intervention for the treatment of chronic tic disorders in two children. A delayed multiple baseline design was used. Baseline data were collected for three sessions. Intervention was delivered over six sessions, during which time coaching was faded. Follow up data collection occurred one month after the end of treatment. Based on changes in parental fidelity of implementation from baseline to intervention, this study provides preliminary evidence for parents being trained as therapists and providing habit reversal training strategies to their children. This treatment was reported as acceptable by both parent participants and by one of the child participants. Treatment motivation remained high and stable throughout baseline, intervention, and follow up. Child motivation was more variable during baseline, intervention, and follow up. Tic severity was also variable and more research would be needed to determine the impact of treatment for tics. Limitations and implications for future research are provided.
3
Pascal, Amandine. "Conception d'une solution TIC pour favoriser l'émergence de projets innovants : une approche usage -L'expérience KMP-." Phd thesis, Université de Nice Sophia-Antipolis, 2006. http://tel.archives-ouvertes.fr/tel-00374023.
Abstract:
La question que nous nous posons dans cette thèse est dans quelle mesure les TIC peuvent favoriser l'émergence de projets innovants entre acteurs de la recherche publique et de la recherche privée ? Plus spécifiquement, nous reconnaissons dans cette recherche, à l'instar de nombreux auteurs, que c'est moins la dimension technique que les modalités de mise en œuvre de la solution qui importent [Benghozi, 2001]. Dans le cas où les pratiques sont incertaines et complexes parce que mêlant des acteurs différents, une réflexion sur la notion d'usage nous conduira ainsi à mettre en évidence la nécessité d'une co-conception des solutions TIC et à proposer la mise en œuvre de cette démarche à travers une recherche intervention dans le cadre du projet KMP au sein de Telecom Valley. Cette expérimentation nous permettra alors de mettre en exergue le rôle de la construction d'objets frontières dans la co-évolution de la conception et des usages.
4
García, Sánchez Juan Carlos. "Towards a predictive interface for the specification of intervention tasks in underwater robotics." Doctoral thesis, Universitat Jaume I, 2021. http://dx.doi.org/10.6035/14101.2021.93456.
Abstract:
Robots play a critical role in our everyday lives, performing tasks as diverse as maintenance, surveillance, exploration in harsh environments, or search and rescue operations. Concerning the different environments where they operate, the submarine is one of those that has increased its activity the most. Nowadays, there are three types of robots: ROVs, AUVs and HROVs. Despite the differences in structure and capabilities, there is a problem common to all three: the human-robot interaction has various deficiencies, and the user continues to play a central role from the point of view of decision-making. This thesis is focused on research related to human-robot interaction: the use of algorithms to assist the user during the mission specification (making the user interface easy to use), the exploration of a multimodal interface and the proposal for a robot control architecture (allowing change from autonomous to teleoperated, or vice versa).Los robots desempeñan un papel fundamental en nuestra vida cotidiana, realizando tareas tan diversas como mantenimiento, vigilancia, exploración en entornos hostiles u operaciones de búsqueda y rescate. De entre todos los entornos donde actúan, el submarino es uno de los que más ha aumentado su actividad. Los tipos de robots utilizados son: ROVs, AUVs y HROVs. Existe un problema común a los tres: la interacción hombre-robot presenta diversas deficiencias y el usuario sigue jugando un papel central desde el punto de vista de la toma de decisiones. La presente tesis está centrada en la investigación relacionada con la interacción hombre-robot: el uso de algoritmos para asistir al usuario durante la especificación de la misión (haciendo que la interfaz de usuario sea fácil de usar), la exploración de una interfaz multimodal y la propuesta de una arquitectura de control del robot (permitiendo cambiar desde autónomo a teleoperado, o viceversa).
Programa de Doctorat en Informàtica
5
Moghadas, Zadeh Seyed Omid. "Solutions technologiques pour atténuer la solitude des aidants professionnels et des personnes âgées en perte d’autonomie." Electronic Thesis or Diss., Université Paris sciences et lettres, 2024. http://www.theses.fr/2024UPSLD002.
Abstract:
Cette thèse se compose de trois essais qui contribuent collectivement à notre compréhension de la gestion de la solitude chez les personnes âgées en perte d’autonomie et chez les soignants professionnels grâce à des interventions basées sur la technologie. Le premier essai identifie plusieurs voies de recherche dans la littérature concernant les interventions des TIC pour les personnes âgées bénéficiant de soins à domicile professionnels. Il met en évidence le besoin de recherches supplémentaires et reconnaît le rôle central des soignants professionnels dans ces interventions. Le deuxième essai explore le point de vue des aidants professionnels et révèle leur contribution substantielle à l'atténuation de la solitude des personnes âgées grâce à un accompagnement émotionnel et au soutien cognitif. Dans le troisième essai, des solutions de santé mobile, telles que la musique et la messagerie instantanés, sont tester pour traiter la solitude au travail des aidants professionnels, ouvrant la voie à des solutions pratiques permettant aux organisations d’améliorer le bien-être et la rétention des aidants. Dans l'ensemble, ces essais enrichissent notre compréhension théorique et pratique du potentiel de la technologie pour atténuer la solitude chez les personnes âgées et, dans le contexte des aidants professionnels, fournissent ainsi des perspectives précieuses pour améliorer la qualité des soins et le bien-être globalThis thesis comprises three essays that collectively advance our understanding of loneliness mitigation among the elderly with loss of autonomy and professional caregivers through technology-based interventions. The first essay identifies a literature gap in ICT interventions for elderly recipients of professional home caregiving. It highlights the need for further research and recognizes the pivotal role of professional caregivers in these interventions. The second essay explores the distinctive perspectives of professional caregivers and reveals their substantial contributions to alleviating elderly loneliness through emotional companionship and cognitive support. In the third essay, mHealth solutions, including music and instant messaging, are introduced to address workplace loneliness among professional caregivers, offering practical insights for organizations to enhance caregiver well-being and retention. Collectively, these essays enrich our theoretical and practical comprehension of technology's potential to mitigate loneliness in elderly populations and professional caregiving contexts, thereby providing valuable insights for enhancing the quality of care and overall well-being
6
Maes, Arnaud. "Intervention du triptyque communauté virtuelle, multinationales et techniques d'information et de communication sur la communication virtuelle des masses : enjeux et stratégie de gouvernance de l'internet et rôle des TIC dans la co-régulation société civile et multinationales marchandes : étude de cas : sportmalin.com, le site communautaire d'e-commerce des sports et des loisirs en France." Aix-Marseille 3, 2007. http://www.theses.fr/2007AIX32026.
Abstract:
L’avènement des TIC accentue le phénomène des communautés virtuelles. Privilégiant plutôt l’aspect social que technologique, l’objectif de cette thèse est de comprendre la communication et l’organisation dans ces communautés. Le problème terrain a été d’étudier ce phénomène dans un contexte communautaire. Les investigations se sont alors focalisées sur l’analyse d’un site sportif d’e-commerce primé par de nombreux prix d’innovation en terme de modèle de constitution communautaire: Sportmalin. Com Dès lors sur le plan théorique, nous envisageons les TIC comme « des artéfacts communicationnels ». Le principal intérêt est de révéler que le phénomène communautaire provient majoritairement d’une médiation entre trois objets antinomiques du système mais néanmoins interreliés : les outils communautaires, les enjeux mercantiles et la volonté des membres de faire partager leurs connaissances. Pendant 20 mois, l’analyse nous apprend qu’une adéquation est possible entre une problématique mercantile et communautaire. Tel un rouage, chaque partie (communautés virtuelles, outils communautaires, TIC, marketing et multinationales) se complète tout en restant dépendante les unes des autres. L’ensemble du phénomène de communauté virtuelle résulte de stratégies d’acteurs et de choix rationnels. Bien que les communautés virtuelles semblent être le produit d’efforts délibérément coordonnés d’un ensemble d’acteurs, le facteur humain constitue la variable instable de ce système communautaire. La conclusion révèle que la « communauté virtuelle commerciale », telle que nous allons la décrire au cours de cette étude, constitue le modèle universel de toute communauté virtuelle artefactThe increasing of ICT accentuates the phenomenon of the virtual communities. Rather privileging the social aspect more than the technological aspect, the aim of this thesis is to understand communication and organization in these communities. The ground problem has been to study this increasing phenomenon in a community context. The investigations then focused on the analysis of a community site of e-business in sports awarded by numerous innovation prizes as model of a community constitution: sportmalin. Com. Therefore from a theoretical point of view, it is necessary to understand the ICT as “communicational actefacts”. The principal interest was to reveal that the community phenomenon mainly results from a mediation between three antinomic objects of the system but nevertheless linked together : the community technical tools, the mercantile stakes and the will of the members to share and exchange their knowledge. The survey led during twenty months teaches us that an adequacy is possible between a mercantile and a community problematics. Just like a cog of a system, every part (virtual communities, community tools, the ICT, marketing initiative and the multinationals) completes the other as well as remaining dependent with the others. The analysis grants that the whole phenomenon of virtual community is the sole result of strategy of actors and rational choices. Although the virtual communities seem to be the product of deliberately coordinated efforts of a set of actors, the human factor is the unstable variable of this community system. The conclusion of this research reveals that the “ virtual commercial community ”, such as we are going to describe it in this study, establishes the universal model of any virtual community artefact
7
Oikarinen, A. (Anne). "Effects of risk factor targeted lifestyle counselling intervention on quality of lifestyle counselling and on adherence to lifestyle change in stroke patients." Doctoral thesis, Oulun yliopisto, 2016. http://urn.fi/urn:isbn:9789526211923.
Abstract:
Abstract The purpose of the study was to explain the effects of risk factor targeted lifestyle counselling intervention on quality of lifestyle counselling and on adherence to lifestyle change in stroke patients. Content and characteristics of stroke patient counselling was described (I) with narrative literature review (n=33). Lifestyle habits of hospital-admitted stroke patients were described and explained (II) with cross-sectional design (n=150). Quasi-experimental, nonequivalent control group pretest-posttest design explained (III) the effects of lifestyle counselling intervention on working-age stroke patients’ adherence to lifestyle change (n=75/group). Cross-sectional, explorative between-groups prospective design explained (IV) associations between the quality of counselling and adherence to lifestyle change during the 12-month follow-up (n=98). The literature data was gathered from the databases and analysed with content analysis (I). The empirical data was collected with Lifestyle (II), Adherence to Lifestyle Change (III, IV) and Counselling Quality (IV) instruments. Descriptive statistics, factor analysis, cross-tabulation of variables, logistic regression, and ANCOVA were used for data analysis. Counselling was described with seven themes: information about the disease and concerns regarding stroke, aims of counselling, counselling methods, interaction as a method for counselling, stroke nurse as a counsellor, emotional support and decision making in patient care (I). Patients were overweight or obese (75%) and 86.7% had high waist circumference levels. They generally had rather unhealthy eating habits, were physically inactive and quite highly stressed, and 33.5% drank to excess every month or every week, and 32.9% were current smokers (II). After intervention the experimental group lost their weight at 3 and 6 months, reduced cigarette consumption at 3 months, and increased smoking cessation at 6 months. The experimental group received more support from nurses, family and friends (III). Lifestyle counselling quality was estimated rather good, with the exception of patient-centred counselling, and significantly better by the experimental group. Interactiveness, resources, and advantages of counselling were related to adherence variables (IV). Intervention had effects on lifestyle counselling quality and on adherence to lifestyle change in the short termTiivistelmä Tutkimuksen tarkoituksena oli selittää aivoverenkiertohäiriöpotilaiden (AVH) riskitekijöihin kohdistuvan elintapaohjausintervention vaikutuksia elintapaohjauksen laatuun ja elintapamuutokseen sitoutumiseen. Ohjauksen sisältöä ja ominaispiirteitä kuvattiin (I) narratiivisen kirjallisuuskatsauksen avulla (n=33). AVH-potilaiden elintapoja (n=150) sairaalaan tulovaiheessa kuvattiin ja selitettiin (II) poikkileikkaustutkimuksella. Kvasikokeellinen tutkimus selitti (III) elintapaintervention vaikutuksia työikäisten AVH-potilaiden elintapamuutokseen sitoutumiseen (n=75/ryhmä). Ohjauksen laadun ja elintapamuutokseen sitoutumisen välistä yhteyttä 12 kuukauden seurannan aikana selitettiin (IV) poikkileikkaus- ja pitkittäistutkimuksen avulla (n=98). Kirjallisuuskatsauksen aineisto kerättiin tietokannoista ja analysoitiin sisällön analyysillä (I). Empiirinen data kerättiin elintapamittarilla (II), elintapamuutokseen sitoutumismittarilla (III, IV) ja ohjauksen laatu mittarilla (IV). Aineisto analysoitiin kuvailevin tilastollisin menetelmin, faktorianalyysillä, ristiintaulukoinnilla, logistisella regressiolla sekä varianssianalyysillä. Seitsemän teemaa kuvasi ohjausta: tieto sairaudesta ja siihen liittyvistä tekijöistä, ohjauksen tavoitteellisuus, ohjausmenetelmät, vuorovaikutus ohjausmenetelmänä, sairaanhoitaja ohjaajana, emotionaalinen tuki, sekä potilaan hoitoon liittyvä päätöksenteko (I). Potilaista 75% oli ylipainoisia tai lihavia ja suurella osalla vyötärönympärys oli liian suuri (86.7%). He söivät jokseenkin epäterveellisesti, liikkuivat liian vähän ja olivat stressaantuneita. Potilaista 33.5% joi humalahakuisesti kuukausittain tai joka viikko ja 32.9% tupakoi (II). Koeryhmän potilaiden paino laski kolmen ja kuuden kuukauden kuluttua kotiutumisesta. Savukkeiden määrä väheni kolmen kuukauden kuluttua kotiutumisesta ja tupakoinnin lopettaminen lisääntyi kuuden kuukauden kuluttua. Koeryhmän potilaat saivat enemmän tukea hoitajilta, perheeltä ja ystäviltä (III). Ohjauksen laatu arvioitiin hyväksi, poikkeuksena oli ohjauksen potilaskeskeisyys. Kokonaisuutena ohjauksen laatu arvioitiin paremmaksi koeryhmässä. Vuorovaikutus, resurssit ja ohjauksen vaikutukset olivat selkeimmin yhteydessä elintapamuutokseen sitoutumiseen (IV). Elintapainterventiolla oli vaikutusta elintapaohjauksen laatuun sekä elintapamuutokseen sitoutumiseen lyhyellä aikavälillä
8
Peters, Klaus. "Widerstandsrecht und humanitäre Intervention /." Köln [u.a.] : Heymanns, 2005. http://www.gbv.de/dms/spk/sbb/recht/toc/494336714.pdf.
9
Haglind-Sangré, Martin, and Nilsson Niklas Källänge. "Interventioner för att minska stillasittande på arbetsplatsen : En litteraturstudie." Thesis, Högskolan i Halmstad, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-27700.
Abstract:
Stillasittande framställs allt mer som en oberoende riskfaktor och är ett vanligt förekommande fenomen på arbetsplatsen. Detta är sammankopplat med en förhöjd risk för de stora folksjukdomarna, exempelvis hjärt- och kärlsjukdomar samt olika cancerformer. Syftet var att undersöka interventioner för att motverka långvarigt stillasittande på arbetsplatsen. Detta examensarbete är en litteraturstudie och tio stycken vetenskapliga artiklar inkluderades. Artiklarna hämtades från databaserna Pubmed och Cinahl, genom sökorden ”sedentary behavior”, ”sedentary behaviour”, ”sitting time” och ”workplace”. Vid databearbetningen genomfördes en temaanalys och tre kategorier fastställdes, ”e-hälsa avbryter stillasittande”, ”arbetsstationer reducerar tid i stillasittande” och ”multikomponenta interventioner påverkar stillasittande i större utsträckning”. De huvudsakliga resultaten tyder på att vid interventioner med e-hälsa som tillvägagångssätt, förekom ökningar i antal pauser från långvarigt stillasittande. Vidare kunde olika arbetsstationer tydligare minska tiden i stillasittande och därmed även öka tiden i stående ställning. Slutligen påvisade de multikomponenta interventionerna mest kompletta förbättringar gällande stillasittande beteenden inom flera avseenden. Därmed påvisades multikomponenta interventioner överlag vara mer fördelaktiga och kompletta. I framtiden bör forskningen framförallt inrikta sig på att kartlägga interventioners effektivitet på längre sikt, i syfte att säkerställa bibehållandet av förbättrat stillasittande beteende.
10
Capistran, Julie. "Le transfert intertâche suite à une intervention CO-OP chez les enfants TAC." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31466.
Abstract:
L’approche Orientation Cognitive au Rendement Occupationnel Quotidien (CO-OP) est reconnue pour améliorer le rendement des tâches entraînées chez les enfants avec un trouble d'acquisition de la coordination (TAC). Récemment, son efficacité pour le transfert d’habiletés apprises sur des tâches non entrainées durant les séances d’intervention (transfert intertâche) a été démontrée chez les adultes, ayant subi un accident vasculaire cérébral (AVC). À ce jour, comme aucune étude n’avait exploré le transfert intertache chez les enfants avec TAC, cette étude à cas unique visait à déterminer si CO-OP favoriserait l'amélioration d’une tâche non entraînée, comme chez les adultes. Quatre enfants (7 et 12 ans), avec un TAC, ont reçu 10 séances d’intervention CO-OP, où trois tâches ont été travaillées et une quatrième fut utilisée uniquement pour mesurer le transfert. Le Performance Quality Rating Scale avec définitions (PQRS-OD) a permis de mesurer la performance. Une bande à trois écarts types fut la méthode d’analyse choisie. Contrairement aux adultes, seulement deux des quatre participants ont obtenu un transfert intertâche. Ces résultats indiquent que des recherches supplémentaires sont nécessaires pour déterminer la façon de mieux favoriser un transfert intertâche chez les enfants.
11
Rusu, Lafcadio Robert. "Autoregulation et dependance : Intervention de sevrage tabagique par la sophrologie et les TCC." Thesis, Université de Lorraine, 2012. http://www.theses.fr/2012LORR0358/document.
Abstract:
Le sevrage tabagique classique, pose toujours problème par son efficacité réduite et le nombre important de rechutes. Cette étude longitudinale se propose de mesurer l'évolution des variations de scores du stress professionnel, de l'anxiété, de la dépression, de l'estime de soi, lors d'un sevrage tabagique mené par les TCC et la sophrologie ainsi que la substitution nicotinique, sans utiliser une prise médicamenteuse, par voie orale, et en donner une solution « sur mesure » à long terme qui essaie d'éviter les rechutes. C'est une étude longitudinale avec un suivi d'une année et 29 séances d'intervention. L'échantillon est composé de 166 personnes, dont 134 fumeurs, fumant entre 5 et 40 cigarettes par jour, dont 102 ont consulté pour sevrage tabagique, individuel ou en groupe. De 166 patients ayant participé à l'étude 17 patients ont abandonné. Cette démarche thérapeutique d'une année est plus efficace avec 95 % de maintien de l'arrêt de cigarette après 1 an que la prise en charge classique.Elle permet le maintien de l'arrêt pour un coût de santé moindre mais impose un suivi plus astreignant de la part des intervenants. Une étude partant des observations pratique et ayant essayé de trouver une base théorique pouvant expliquer les observations pratiques recueillies dans la pratique quotidienne du sevrage tabagique, faite par un médecin urgentiste, tabacologue et sophrologueClassic smoking cessation remains a continuous challenge, both with regard to is efficiency and in the number of relapses. This longitudinal study was aimed at verifying the evolution of changes in stress, anxiety, depression and self esteem scores during smoking cessation following cognitive behavior therapy (CBT), sophrology and nicotine replacement therapy, without the use of oral medication. The study was conducted with a follow-up of one year and 29 intervention sessions. The population sample consisted of 166 individuals, including 134 smokers, smoking between 5 and 40 cigarettes per day, of which 102 were admitted for smoking cessation, individually or as a group. The above therapeutic approach, based on "smoker's profile self regulation therapy", was found to be more effective than the classical smoking cessation approach, with 95% maintenance of smoking cessation after one year. Moreover, it allowed maintenance with lower healthcare costs, although necessitated a more onerous monitoring by smoking cessation specialists. This study seems to confirm that a long sustained follow up smoking cessation, based on targeted "smoker's profile" is more effective than any other approach. Several identical studies on more cases are necessary to confirm or to infirm this tobacco cessation way efficiency
12
Fiedler, Hans S. "Jugend und Gewalt : sozialanthropologische Genese, personale Intervention, therapeutische Prävention /." München : Utz, 2003. http://www.gbv.de/dms/bs/toc/365220515.pdf.
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Damrow, Miriam K. "Sexueller Kindesmissbrauch : eine Studie zu Präventionskonzepten, Resilienz und erfolgreicher Intervention /." Weinheim [u.a.] : Juventa-Verl, 2006. http://www.gbv.de/dms/bs/toc/504116541.pdf.
Abstract:
Univ., Diss. u.d.T.: Damrow, Miriam K.: Kritische Analyse von Präventionsprogrammen bei Familien mit sexuellem Missbrauch: konzeptuelle Entwicklung eines Interventionsprogramms--Augsburg, 2005.Literaturverz. S. 225 - 236.
14
Heitkamp, Thorsten. "Die Peripherie von Madrid : Raumplanung zwischen staatlicher Intervention und privater Investition /." Dortmund : IRPUD, 1997. http://www.gbv.de/dms/bs/toc/232007543.pdf.
15
Eijvergård, Vito Eveline, and Sophie Myhr. "Effekten av en utbildnings- och träningsmodell (FaR+) för att öka följsamheten av FaR över tid hos patienter med typ-2 diabetes." Thesis, Mittuniversitetet, Avdelningen för hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-21319.
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Lange-Bertalot, Nils. "Weltbürgerliches Völkerrecht : kantianische Brücke zwischen konstitutioneller Souveränität und humanitärer Intervention /." Berlin : Duncker & Humblot, 2007. http://www.gbv.de/dms/spk/sbb/recht/toc/523594887.pdf.
17
George, Edward. "The Cuban intervention in Angola, 1965-1991 from Che Guevara to Cuito Cuanavale /." London ; New York : Frank Cass, 2005. http://www.loc.gov/catdir/toc/ecip0419/2004013931.html.
18
Hüfner, Felix. "Foreign exchange intervention as a monetary policy instrument : evidence for inflation targeting countries ; with 23 tables /." Heidelberg : Physica-Verlag, 2004. http://www.loc.gov/catdir/toc/fy044/2004298653.html.
19
Hossain, Kamrul. "Limits to power? : legal and institutional control over the competence of the United Nations Security Councin under Chapter VII of the Charter /." Rovaniemi : University of Lapland, 2007. http://www.loc.gov/catdir/toc/fy0802/2007438374.html.
20
Molier, Gelijn. "De (on)rechtmatigheid van humanitaire interventie : respect voor staatssoevereiniteit versus bescherming van mensenrechten? /." Groningen : Boom Juridische Uitgevers, 2003. http://www.gbv.de/dms/spk/sbb/recht/toc/378085093.pdf.
21
Büchler, Andrea. "Gewalt in Ehe und Partnerschaft : polizei-, straf- und zivilrechtliche Interventionen am Beispiel des Kantons Basel-Stadt /." Basel ;Genf ;München : Helbing und Lichtenhahn, 1998. http://www.gbv.de/dms/spk/sbb/recht/toc/29303222X.pdf.
22
SILVA, Monica Aparecida da. "Discalculia e aprendizagem de matem?tica: um estudo de caso para an?lise de poss?veis interven??es pedag?gicas." Universidade Federal Rural do Rio de Janeiro, 2016. https://tede.ufrrj.br/jspui/handle/jspui/1995.
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One of the challenges of today's education is to seek alternatives to quality education. Historically in Mathematics these results are not very good. In the search for causes, there are, among many others, the difficulties of learning, which reach a considerable number of students. Among these, it is possible to emphasize the Discalculia that is a specific difficulty of the area of Mathematics. Researching the subject, it is observed that such difficulty is little known by the teachers and, therefore, it is important to know it in order to help the learning of these students. Due to this scenario, the Discalculia theme was chosen as activity research, through which one can interact with the discalculic student. In order to investigate further the subject, a case study was conducted with a 3rd year elementary school student diagnosed with Dyscalculia, Dysshy and ADHD (Attention Deficit Hyperactivity Disorder) belonging to the Municipal Education Network of the city of Barra do Pira? in the state of Rio de Janeiro and a literature review analyzing some theories about learning, conceptualizing some learning difficulties and, more precisely, the Discalculia. Thus the research is applied and descriptive, having a qualitative approach, since it aims to detect the difficulties presented by a student diagnosed with Discalculia, analyzing possible advances in learning after analyzing the resolutions of the proposed activities. The activities carried out in this research were initiated through a diagnostic evaluation, to verify the prerequisites presented by the student. Games, play activities were carried out, some with concrete materials, tests, problem solving, which were researched and elaborated from researches on published works on the subject. In addition to the daily records, a final evaluation will be carried out to analyze the student's development. Interviews were carried out with people close to the student, such as his mother, a teacher of the 1st year in which he was retained, with the teacher of the Resource Room and the teacher of the years 2015 and 2016. The student in question had already Repeated twice in the first year and once in the second year, and since 2015 and at the moment, is interested in carrying out activities inside and outside the classroom, which is much facilitating its development, Which began with the approval in the 2nd year and performed satisfactorily in the 3rd year that is.
Um dos desafios da educa??o atual ? buscar alternativas para uma educa??o de qualidade. Historicamente em Matem?tica esses resultados n?o s?o muito bons. Na busca por causas, encontram-se, entre muitas outras, as dificuldades de aprendizagem, as quais atingem um n?mero consider?vel de estudantes. Dentre estas, pode-se destacar a Discalculia que ? uma dificuldade espec?fica da ?rea de Matem?tica. Pesquisando sobre o assunto, observa-se que tal dificuldade ? pouco conhecida pelos professores e, portanto, ? importante conhec?-la para poder auxiliar a aprendizagem destes alunos. Devido a este cen?rio, o tema Discalculia foi escolhido como pesquisa de atividades, atrav?s das quais pode-se interagir com o aluno discalc?lico. Para buscar um aprofundamento do assunto, foi realizado um estudo de caso com um aluno do 3? ano do Ensino Fundamental diagnosticado com Discalculia, Disgrafia e TDAH (Transtorno de D?ficit de Aten??o e Hiperatividade) pertencente ? Rede Municipal de Educa??o da cidade de Barra do Pira? no estado do Rio de Janeiro e um levantamento bibliogr?fico analisando algumas teorias sobre aprendizagem, conceituando algumas dificuldades de aprendizagem e, mais precisamente, a Discalculia. Assim a pesquisa ? aplicada e descritiva, tendo uma abordagem qualitativa, pois tem como objetivo detectar as dificuldades apresentadas por um aluno diagnosticado com Discalculia, analisando poss?veis avan?os na aprendizagem ap?s an?lise das resolu??es das atividades propostas. As atividades realizadas nesta pesquisa foram iniciadas atrav?s de uma avalia??o diagn?stica, para verificar os pr?-requisitos apresentados pelo aluno. Foram realizados jogos, atividades l?dicas, alguns com materiais concretos, testes, resolu??o de quest?es, os quais foram pesquisados e elaborados a partir de pesquisas em trabalhos publicados sobre o assunto. Al?m dos registros di?rios, ser? realizada uma avalia??o final para an?lise do desenvolvimento do aluno pesquisado. Foram realizadas entrevistas com as pessoas pr?ximas ao aluno, tais como sua m?e, uma professora do 1? ano, no qual foi retido, com a professora da Sala de Recursos e a professora dos anos de 2015 e 2016. O aluno em quest?o j? havia repetido por duas vezes o 1? ano e uma vez o 2? ano, e desde o ano de 2015 e no momento, encontra-se interessado na realiza??o de atividades dentro e fora de sala de aula, o que muito est? facilitando seu desenvolvimento, que se iniciou com a aprova??o no 2? ano e realiza??o de modo satisfat?rio no 3? ano que se encontra.
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Paton-Walsh, Margaret. "Our war too : American women against the Axis /." Lawrence, Kan : University Press of Kansas, 2002. http://www.loc.gov/catdir/toc/fy032/2002002976.html.
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Pereira, Lucas Rodrigues. "Pr?ticas de ensino em geometria plana." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1691.
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O trabalho que envolve esta disserta??o foi desenvolvido tendo como base os princ?pios da Engenharia Did?tica, com o objetivo principal de propor metodologias de ensino para a disciplina de Geometria Euclidiana Plana do curso de Licenciatura Plena em Matem?tica da Universidade Federal dos Vales do Jequitinhonha e Mucuri, com o aux?lio do software de geometria din?mica GeoGebra. Al?m disso, busca-se detectar as principais dificuldades no ensino e aprendizagem de Geometria Plana e propor metodologias que melhorem o aprendizado dos conceitos de Geometria Plana no ensino superior. Para tanto, como estrat?gia de pesquisa, foram aplicadas quatro interven??es did?ticas com os estudantes da disciplina, referentes aos t?picos Tratamento Axiom?tico da Geometria Plana, Quadril?teros Not?veis, ?rea de figuras planas e ?ngulos na circunfer?ncia, com a finalidade de propiciar aos estudantes conhecimentos necess?rios para trabalhar com a geometria din?mica interativa, sempre interligando-os aos conhecimentos emp?ricos e formais da disciplina, preparando-os para a pr?tica docente deste conte?do espec?fico. Ap?s an?lise detalhada e criteriosa dos resultados obtidos, pode-se observar um not?rio avan?o dos estudantes no que se refere ao entendimento dos conceitos fundamentais matem?ticos dos t?picos abordados.
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.
This work was developed based on the principles of Didactic Engineering, whose objective is to research and propose teaching methodologies for the discipline of Euclidean Plane Geometry of the Mathematic undergraduation course of Federal University of the Jequitinhonha and Mucuri Valleys, with the support of the tools from Geogebra dynamic geometry software. In addition, it seeks to detect the main difficulties in the teaching and learning of Plane Geometry and to propose methodologies that improve the learning of the concepts of Plane Geometry in the university. In order to do so, four didactic interventions were applied with the students, referring to the topics Axiomatic Treatment of Plane Geometry, Notable Quadrilaterals, Area of Plane Figures and Angles in Circumference, whose purpose was to provide the necessary knowledge to work with interactive dynamic geometry, always interconnected with the formal empirical knowledge of the discipline, and also preparing them for the teaching practice of this specific content. After detailed analysis, it was observed a notorious advance of the students in what refers to the understanding of the fundamental mathematical concepts of the topics addressed.
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Gómez, Juanes Rocío. "Eficacia y coste-efectividad de la investigación estilo de vida saludable aplicada por medio de TICS para el tratamiento de la depresión en atención primaria: un estudio controlado." Doctoral thesis, Universitat de les Illes Balears, 2019. http://hdl.handle.net/10803/666968.
Abstract:
[spa] ANTECEDENTES: Las intervenciones psicológicas de baja intensidad aplicadas mediante tecnologías de la información y la comunicación (TICs) constituyen una alternativa terapéutica eficaz y coste-efectiva en el tratamiento de la depresión.
OBJETIVO: Evaluar la eficacia en Atención Primaria de una intervención de baja intensidad de estilo de vida saludable aplicada a través de TICs que ha mostrado previamente mejoras significativas en el tratamiento de la depresión leve y moderada en contextos clínicos especializados.
MÉTODO: Ensayo clínico pragmático multicéntrico aleatorizado en 2 grupos paralelos. Se diseñó la intervención y se adaptó a dispositivos online y posteriormente se realizó el ensayo clínico controlado aleatorizado; se estudió a una muestra de N=120 pacientes con depresión leve a moderada reclutados en AP. Se les asignó aleatoriamente a a) programa psicoeducativo de estilo de vida saludable + Tratamiento Habitual mejorado (Improved Treatment As Usual, ITAU) o b) ITAU. El formato de las intervenciones fue de 1 sesión presencial y 4 módulos online. El diagnóstico de depresión se realizó con la entrevista psiquiátrica MINI. La variable principal de resultado fue la puntuación en el PHQ-9. También se administró el PANAS, (escala de afecto Positivo y Negativo), EuroQol (calidad de vida) y SF-12 Health Survey (estado de salud percibido). Los pacientes fueron evaluados en el momento basal, post, a los 6 y 12 meses post-tratamiento. Se realizó un análisis por protocolo y otro análisis por intención de tratar.
RESULTADO: Valoramos la posible inclusión de 120 pacientes que estarían asignados aleatoriamente a una de las dos ramas de este estudio (estilo de vida vs. ITAU). Fueron reclutados 111. Se asignaron de forma aleatoria 54 pacientes (48.6% de la muestra) al grupo de estilo de vida y 57 al grupo control (51.4%). Incluimos únicamente quienes accedieron al programa y completaron los cuestionarios; 46 y 27 participantes respectivamente (65.77% del total). Tras acabar el tratamiento, continuaron en el estudio 58 de los 73 (79.46%). A los 6 meses eran 49 (67.1%), concluyendo el estudio a los 12 meses 46 participantes (63.02%).
El perfil de la muestra fue de mujer (71.23% de casos) con una edad media de 45 años (desviación estándar 11.21), casada o emparejada (52.1%), viviendo en domicilio propio con su pareja y/o sus hijos (39.7%), con estudios secundarios completados (31.5%) y situación laboral de empleada (42.5%). Únicamente existió diferencia estadísticamente significativa en el estado civil.
En el análisis por protocolo únicamente se obtuvieron diferencias estadísticamente significativas entre ambos grupos en el PHQ-9 tras concluir el estudio (p= 0,012). En el análisis por intención de tratar se obtuvo diferencia estadísticamente significativa tras concluir el estudio en el PHQ-9 (p=0,00), PANAS afecto negativo (p=0,049) y en el SF-12 componente físico (p=0,029), no encontrando diferencias estadísticamente significativas transcurridos 6 y 12 meses.
DISCUSION: Una aportación relevante hallada en el análisis es que, al existir mejoría clínica de los síntomas depresivos tras acabar la intervención, conseguimos acelerar el proceso de recuperación en relación al grupo control. Este hallazgo implicaría disminuir el notable impacto en la calidad de vida del paciente y de su entorno, así como el coste económico al reducir su productividad y actividad laboral.
Sin embargo, no se puede obviar que una de las mayores dificultades para vincularse a la intervención en estos pacientes es la sintomatología que presentan. Por eso parece fundamental seguir motivándoles para que sean constantes en el cambio y reciban un feedback positivo que puede realizarse a través de los auto-registros o disponer de apoyo social, algo de lo que nuestro estudio carece.
El estudio presenta varias limitaciones: mejora solo a corto plazo, escaso tamaño de la muestra estudiada, elevada tasa de abandonos y ausencia de registro de situación basal del paciente en relación a su estilo de vida, así como de qué forma ésta se ha podido implantar a lo largo del tiempo.
CONCLUSIONES: Realizar una intervención de baja intensidad sobre el estilo de vida saludable a través de las TICs mejora más rápidamente los síntomas depresivos, disminuye el afecto negativo y acelera la mejora el estado de salud percibido al acabar la intervención. Sin embargo, la diferencia en la disminución de la sintomatología depresiva entre el grupo de intervención y el grupo control no se ha mantenido en el tiempo. Será necesario considerar para futuras investigaciones cómo favorecer la adherencia al tratamiento y disminuir la tasa de abandonos para poder beneficiar a un mayor número de pacientes.[eng] BACKGROUND: Low intensity psychological interventions applied through information and communication technologies (ICTs) are an effective and cost-effective therapeutic alternative in the treatment of depression. OBJECTIVE: To evaluate the efficacy in Primary Care of a low intensity intervention of healthy lifestyle applied through ICTs that has previously shown significant improvements in the treatment of mild and moderate depression in specialized clinical contexts. METHOD: Multicentric pragmatic randomized clinical trial in 2 parallel groups: a) healthy lifestyle + Improved Habitual Treatment (ITAU) or b) ITAU. The intervention was designed and adapted to be online and then the randomized controlled clinical trial was carried out. A sample of N = 120 patients with mild to moderate depression was recruited in Primary Care Settings. The diagnosis of depression was made with the MINI psychiatric interview. The main outcome variable was the score on the PHQ-9. PANAS was also administered (Positive and Negative Affect Schedule), EuroQol (quality of life) and SF-12 Health Survey (perceived health status). The patients were evaluated at baseline, post, at 6 and 12 months after treatment finished. An analysis by protocol and another analysis by intent to treat was performed. RESULTS: A total of 111 patients were recruited and randomly assigned to one of the two branches of this study. We include only those who accessed the program and completed the questionnaire. In the analysis by protocol, only statistically significant differences were obtained between both groups in the PHQ-9 after concluding the study (p = 0.012). In the intention-to-treat analysis, a statistically significant difference was obtained after concluding the study in the PHQ-9 (p = 0.00), PANAS negative affect (p = 0.049) and in the SF-12 physical component (p = 0.029), finding no statistically significant differences after 6 and 12 months. CONCLUSIONS: Performing a low intensity intervention on healthy lifestyle through ICTs improves the symptoms of depression more quickly. However, this difference has not been maintained over time. It will be necessary to consider for future investigations how to improve the adherence to treatment and decrease the dropout rate in order to benefit a greater number of patients.
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Dantas, Cloacir Gomes. ""Quem sou eu?": uma (re)constru??o do sujeito por meio da narrativa autobiogr?fica - proposta did?tica com um olhar nas intera??es em sala de aula." Universidade Federal do Rio Grande do Norte, 2015. http://repositorio.ufrn.br/handle/123456789/20532.
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Como ? do nosso conhecimento, a sala de aula afirma-se como um ambiente de cont?nua constru??o de aprendizagens e experi?ncias, por?m, para os alunos, al?m disso, funciona como um lugar, tamb?m, para estar em raz?o do conv?vio com os amigos. No entanto, nem sempre esses elementos se completam, assim, t?o harmoniosamente, pois estamos cientes de que existem bastantes dificuldades, tanto no ato de aprender quanto nas rela??es interpessoais entre eles. Partindo disso, entendemos que cabe ? escola buscar meios para contemplar tais quest?es de modo que estes se sintam inseridos tanto no que diz respeito a essa aprendizagem como tamb?m sendo capazes de interagir consigo mesmos e com os outros, de forma participativa, no sentido de conviver bem socialmente. Assim, encontramo-nos diante de uma situa??o semelhante com uma turma de 9? ano onde parte dos alunos apresentava certas limita??es quanto ? maneira de relacionarem-se bem, acarretando, assim, problemas na aprendizagem. Por outro lado, essa dificuldade na forma de interagir afetivamente com o outro, tamb?m, se agravava pela dificuldade que alguns alunos apresentavam de falar de si mesmos e de demonstrar seus sentimentos e emo??es dificultando ainda mais esse conv?vio no ambiente escolar. Diante disso, vimo-nos na obriga??o de agir de forma imediata e precisa para provocar mudan?as nesse quadro. Da? que surgiu a ideia da aplica??o de uma a??o interventiva a qual come?ou tomar forma a partir de um projeto pedag?gico que hav?amos desenvolvido em outras turmas em anos anteriores, desta vez, adaptado para a situa??o vivenciada pela turma. O projeto, moldado na pesquisa qualitativa e caracterizado a partir da abordagem da pesquisa-a??o tomou forma e, elegemos como objetivo maior buscar poss?veis alternativas no sentido de desenvolver a compet?ncia comunicativa dos alunos, raz?o pela qual investimos em exercitar a oralidade (fala e escuta) no intuito de promover, pelo uso da linguagem, esse envolvimento interpessoal facilitando, dessa forma, a participa??o destes tanto na sala de aula quanto na vida social. Para o cumprimento deste objetivo, propusemo-nos a elaborar um caderno did?tico cujo suporte materializou-se atrav?s da narrativa autobiogr?fica (moldado na produ??o escrita) e trabalhado ao longo deuma sequ?ncia did?tica estruturada em tr?s etapas distintas que dialogavam entre si. Para tanto, fundamentamos nosso estudo a partir da concep??o s?cio-hist?rica e dial?gica proposta por Bakhtin em conson?ncia com o interacionismo sociodiscursivo de Bronckart bem como recorremos a outros estudiosos como Dolz e Schneuwly, Marcuschi entre outros. O desenvolvimento de todas as etapas do projeto n?o s? surtiu efeito imediato diante do que nos prop?nhamos como tamb?m rendeu-nos momentos muito gratificantes refor?ando, para n?s, que o ambiente de sala de aula vai muito al?m do fato de ministrarmos conte?dos. E que o trabalho com a oralidade, com vistas na intera??o afetiva desses alunos, resultou num projeto, por assim dizer, apaixonante.
As we are aware, the classroom is emerging as a continuous build learning experiences and environment, however, for students also it functions as a place also to be due to socializing with friends. However, not always these elements complement each other, so as harmoniously as we are aware that there are many difficulties, both in the act of learning as in interpersonal relations between them. From this, we understand that it is for the school to seek ways to contemplate such issues so that they feel inserted both with regard to this learning as well as being able to interact with themselves and with others, in a participatory manner, to live well socially. Thus, we find ourselves facing a similar situation with a 9th grade class where the students had certain limitations to have a good relationship with one another, causing thus problems in learning. On the other hand, this difficulty as affectively interact with each other, also, was increased by the difficulty that some students had to speak for themselves and to show their feelings and emotions, getting even more difficult this interaction at school. Thus, we found ourselves obliged to act immediately and need to bring about change in this picture. So it came out the idea of the application of an intervening action which started taking shapefrom a pedagogical project that we developed in other classes in previous years, this time adapted to the situation experienced by the group. The project, framed in the qualitative research and characterized from the action research approach took shape, and elected as its main objective to seek possible alternatives to develop the communicative competence of students, which is why we invest in exercise oral communication (speaking and listening) in order to promote the use of language, the interpersonal involvement facilitating thus their participation both in the classroom and in social life. To fulfill this goal, we set out to develop a didactic book whose support materialized through the autobiographical narrative (molded in writing production) and worked along a structured instructional sequence in three distinctstages that dialogued with each other. Therefore, we base our study from the socio-historical conception and dialogue proposed by Bakhtin in line with the sociodiscursivo interactionism of Bronckart and resort to other scholars as Dolz and Schneuwly, Marcuschi among others. The development of all stages of the project not only has had an immediate effect on what we proposed ourselves as also yielded us very gratifying moments reinforcing to us that the classroom environment goes far beyond the fact ministering content. And that work with orality, with views on affective interaction of these students resulted in a project, so to speak, exciting.
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Abrahamsson, Zarah. "Mind the gap! : The decision making gap between the Security Council and the Troop Contributing Countries; when "all necessary means" is not enough." Thesis, Försvarshögskolan, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6601.
Abstract:
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.
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Sant'ana, Izabella Mendes. "Projeto pol?tico-pedag?gico, trabalho docente e emancipa??o: a rela??o psic?logo-professor em processo de constru??o." Pontif?cia Universidade Cat?lica de Campinas, 2008. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/392.
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Previous issue date: 2008-02-13The aim of this study is to verify: 1) how the teachers from an Elementary Public School perceived their practice during the development of a political pedagogical project based on an emancipatory conception of Education and during the implementation of two educational policies (Nine-year Elementary School and enlargement of the school schedule); 2) to know the teachers opinions about the policy mentioned; 3) to identify psychosocial processes as alienation and fatalism; and 4) to analyze the psychologist s practice in this context from the School Psychology and Community Social Psychology references. The study was carried out on a group of ten teachers. These teachers were surveyed by the researcher in their meetings for four semesters. The investigation procedures were: individual interviews, analysis of documents, and field notes from a research diary. The results indicated the importance of the educators participation in the discussions about the implementation of an educational policy and the preparation of the school for the proposed changes, the existence of contradictions between the adopted theory and practice carried out in school, the presence of different ways of alienation in the teachers work and ways of the teachers participation (immobilization, critical opinions and actions) concerning the problems, besides the existence of opposite opinions between the psychologists and the teachers about the intervention for students. Though the psychologist s practice was to strengthen the teachers and to develop their awareness about the oppressive conditions that they were submitted to, the group did not advance toward the adoption of emancipatory perspective in teachers professional action and did not recognize their political potential to change the reality.
Este estudo visou conhecer como professores de uma escola p?blica de Ensino Fundamental percebiam sua atua??o durante a efetiva??o de um projeto pol?tico-pedag?gico pautado em uma perspectiva emancipadora de Educa??o e no processo de implementa??o de duas pol?ticas educacionais (Escola de Nove Anos e Amplia??o do hor?rio escolar); conhecer a vis?o dos professores sobre as referidas pol?ticas educacionais, identificar processos psicossociais, como aliena??o e fatalismo, e analisar a a??o do psic?logo nesse contexto, a partir da ado??o de referenciais da Psicologia Escolar e da Psicologia Social Comunit?ria. Foi realizada uma pesquisa participante, na qual um grupo de 10 professoras foi acompanhado em suas reuni?es de trabalho docente ao longo de quatro semestres. Os procedimentos usados envolveram entrevistas individuais, consulta documental e registros em di?rios de campo. As informa??es obtidas indicaram a import?ncia da participa??o dos educadores nas discuss?es sobre a implanta??o dessas pol?ticas e de prepara??o pr?via da escola diante das mudan?as propostas; a exist?ncia de contradi??es entre a concep??o de educa??o adotada e a pr?tica realizada na escola; a presen?a de diferentes formas de aliena??o no trabalho docente e de participa??o das professoras (imobilismo, cr?tica e a??o) frente aos problemas encontrados, al?m da exist?ncia de concep??es divergentes de psic?logos e professores quanto ? interven??o junto aos educandos. Embora a atua??o do psic?logo estivesse voltada ao fortalecimento e ao desenvolvimento da conscientiza??o dos educadores sobre as condi??es de opress?o a que estavam submetidos, o grupo n?o avan?ou em dire??o ? ado??o da perspectiva emancipadora na pr?tica docente e n?o reconheceu a sua for?a pol?tica como instrumento de mudan?a da realidade.
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Janiake, Etienne. "Psicologia e Assist?ncia Social: reflex?es sobre a atua??o no terceiro setor, ? luz da psicologia cr?tica." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/301.
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Previous issue date: 2012-12-11This paper reflects on the introduction of Psychology in the services and programs of the National Social Assistance, conducted by non-governmental entities socioassistenciais the "third sector". The specific objectives of the study are: to expose a critical overview of the development of the National Social Assistance; explain the reasons for the policy, opposing the guidelines expressed in legal frameworks, with observed reality programs and services operating in the country; reflecting on the role historically played by psychology in relation to the social question; introduce Critical Psychology as a perspective that points crucial to professional action on this policy. Based on the methodology Historical Materialist Dialectics, this theoretical work includes the following methodological steps: review of the legal framework underlying the policy of social assistance and predict the performance of psychologists in this policy; literature review of published scientific papers related to the introduction of Psychology in System Unified Social Assistance; reflection and professional practice performed on non-governmental organization. It is observed as a result, the impact of increasing privatization process this policy failures in process support, training, monitoring and control of services provided by the "third sector", by the government. Furthermore, we identified the lack of a theoretical and practical psychologists for this insertion, the result of the fragility own science and profession of psychology, that by placing the individual as the object of study and performance focus, historically brought few contributions understanding the dynamics of social exclusion. We conclude by pointing to the need for strengthening of a new ethical-political project for Psychology, that starting from a critical perspective, and constant liaison with existing public policies, encompassing understanding of the contradictions existing in society and the profession itself, resulting in a practice effectively committed to the transformation of social reality.
O trabalho reflete sobre a inser??o da Psicologia nos servi?os e programas da Pol?tica Nacional de Assist?ncia Social, realizados por entidades socioassistenciais n?o governamentais do terceiro setor . Apresenta como objetivos espec?ficos: expor um panorama cr?tico do desenvolvimento da Pol?tica Nacional de Assist?ncia Social; explicitar os fundamentos dessa pol?tica, contrapondo as diretrizes expressas nos marcos legais, com a realidade observada nos programas e servi?os em funcionamento no pa?s; refletir sobre o papel desempenhado historicamente pela Psicologia na rela??o com a quest?o social; introduzir a Psicologia Cr?tica, como uma perspectiva que aponta elementos fundamentais para a atua??o profissional nessa pol?tica. Baseado na metodologia Materialista Hist?rica Dial?tica, esse trabalho te?rico contempla as seguintes etapas metodol?gicas: revis?o dos marcos legais que fundamentam a pol?tica de assit?ncia social e prev?em a atua??o dos psic?logos nessa pol?tica; revis?o bibliogr?fica de trabalhos cient?ficos publicados, relacionados ? inser??o da Psicologia no Sistema ?nico de Assist?ncia Social; e reflex?o de pr?tica profissional executada em organiza??o n?o governamental. Observa-se, como resultado, o impacto do crescente processo de privatiza??o dessa pol?tica, com falhas no processo de suporte, capacita??o, acompanhamento e controle dos servi?os prestados pelo terceiro setor , por parte do poder p?blico. Al?m disso, identificou-se a car?ncia de um embasamento te?rico e pr?tico dos psic?logos para essa inser??o, fruto da fragilidade pr?pria da ci?ncia e profiss?o da Psicologia, que ao colocar o indiv?duo como seu objeto de estudo e foco de atua??o, historicamente trouxe poucas contribui??es ? compreens?o da din?mica social da exclus?o. Conclui-se, apontando para a necessidade de fortalecimento de um novo projeto ?tico-pol?tico para a Psicologia, que partindo de uma perspectiva cr?tica, e constante articula??o com as pol?ticas p?blicas vigentes, abarque a compreens?o das contradi??es existentes na sociedade e na pr?pria profiss?o, resultando em uma pr?tica efetivamente comprometida com a transforma??o da realidade social.
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Messias, Tatiana Slonczewski Caselli. "Compreens?o psicol?gica das viv?ncias de pais em aconselhamento gen?tico (ag): um estudo fenomenol?gico." Pontif?cia Universidade Cat?lica de Campinas, 2006. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/358.
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Previous issue date: 2006-02-10The research aimed to understand psychologically mother s and couples experiences in a process of Genetic Counseling (CG) on the Perinatal Genetic Ambulatory of CAISM/ UNICAMP after the birth of a child with Neural Tube Defect compatible or not with surviving with the purpose of planning specific actions regarding the attention to mental health in that context. Ten participants were selected among the population of mothers and couples attended during the period from March, 2003 to February, 2004, based on the richness and how representative were the psychological experiences reported. The research descriptive and with an exploratory feature was developed based on the phenomenological method. It began with the researcher s insertion on the studied context as a trainee. Observations were made during the GC consultations and, in a posterior moment, interviews with the participants were conducted, stimulated by some starting questions, in two moments: immediately after the GC and about six months later. The reports, transformed in Narratives, brought elements of the parents psychological experiences both in regard to the malformed children s death and surviving, as well as meaningful interpersonal relationships with relatives, friends and medical staff. The malformation diagnosis, the decisions derived by it and the contact with the baby dead or alive was a painful experience to mothers and couples. The emphasis, however, was given to the mothers experiences because of the considerable personal transformation caused by the existence of a malformed child. All the women participants in the research experienced motherhood even those whose babies didn t survive or the ones who proceeded with early pregnancy interruption given to their babies the status of sons. The surviving of the malformed child altered essentially mother s lives and their plans about the future because demanded intensive care and dedication, many times in detriment of their own needs. In this way, although reporting certain surpass about the initial suffering, they started to live in accord to the child s progresses. Differently, but without less suffering, the mothers whose babies passed way seemed to be able to surpass part of the suffering, dealing with the emptiness derived from the suspension of the exercise of their mother capacity trough the retake of ordinary activities and plans for the future, as they recovered psychologically. Even having the parents limitations for the comprehension of the orientations they received at the GC, it was experienced positively, both in regard to the contact they had with the staff and by the fact it had become an opportunity for relieving guilt, demystification of fantasies about the origins of the pathology and better comprehension of the problem. The possibility of the researcher s insertion on the service added to the study an ethnographic feature that leaded to a wider psychological comprehension about the studied question, making possible the reflection regarding the proper institutional psychological attention to the context and phenomena on focus, generating some strategies of intervention.
A pesquisa teve como objetivo compreender psicologicamente viv?ncias de m?es e casais em processo de Aconselhamento Gen?tico (AG) no Ambulat?rio de Gen?tica Perinatal do CAISM/UNICAMP, ap?s o nascimento de um filho portador de defeito de fechamento do tubo neural - compat?vel ou n?o com a sobrevida - visando ao planejamento de a??es espec?ficas voltadas a aten??o ? sa?de mental nesse contexto. Dez participantes, atendidos naquele contexto no per?odo de mar?o/2003 a fevereiro/2004, foram selecionados tendo como crit?rios a riqueza e a representatividade das viv?ncias psicol?gicas relatadas. O estudo descritivo e de car?ter explorat?rio desenvolveu-se com base no m?todo fenomenol?gico. Iniciou-se com a inser??o da pesquisadora no ambulat?rio, na condi??o de estagi?ria. Foram realizadas observa??es durante as consultas de AG e, posteriormente, entrevistas semi-dirigidas com os participantes, estimuladas por quest?es disparadoras, em dois momentos: imediatamente ap?s o AG e cerca de seis meses depois. Os relatos, transformados em narrativas trouxeram elementos das viv?ncias psicol?gicas dos pais, tanto em rela??o ? morte quanto ? sobrevida do filho malformado, bem como de rela??es interpessoais significativas com familiares, amigos e com as equipes m?dicas. O diagn?stico da malforma??o, as decis?es dela decorrentes e o contato com o filho vivo ou morto - constitu?ram intensas viv?ncias psicol?gicas para m?es e casais. A ?nfase, por?m, foi dada ?s viv?ncias das m?es pela consider?vel transforma??o existencial em fun??o do nascimento de um filho malformado.Todas as participantes do estudo vivenciaram a maternidade, mesmo aquelas cujos filhos n?o sobreviveram ou que procederam ? interrup??o gestacional em etapa precoce do desenvolvimento fetal, e atribu?ram aos beb?s o status de filhos. A sobreviv?ncia do filho malformado, por sua vez, alterou essencialmente a vida das m?es e seus planos para o futuro, demandando delas intensos cuidados e dedica??o, muitas vezes em detrimento de suas pr?prias necessidades. Assim, embora relatassem certa supera??o em rela??o ao sofrimento inicial, passaram a viver de acordo com os progressos do filho. Diferentemente, embora n?o com menos sofrimento, as m?es cujos filhos faleceram parecem ter sido tamb?m capazes de superar parte do sofrimento ao longo do tempo, lidando com o vazio decorrente da suspens?o do exerc?cio da capacidade materna pela retomada de atividades rotineiras e de planos quanto ao futuro. Ainda que tenham existido limita??es por parte dos pais para a compreens?o das orienta??es recebidas no AG, este foi vivenciado positivamente, tanto em rela??o ao contato que tiveram com a equipe quanto ao fato de ele ter-se constitu?do numa oportunidade para al?vio da culpa, desmistifica??o de fantasias quanto ? origem da patologia e melhor compreens?o do problema. A possibilidade de inser??o da pesquisadora no servi?o acrescentou ao estudo car?ter etnogr?fico consideravelmente enriquecedor, levando a uma compreens?o psicol?gica mais abrangente da complexidade da quest?o estudada e possibilitando a reflex?o acerca da aten??o psicol?gica de car?ter institucional adequada ao contexto e ao fen?meno em foco, gerando algumas estrat?gias de interven??o.
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Zini, Renato Luis. "Acolhimento como pr?tica psicol?gica no contexto de um Centro de Aten??o Psicossocial em ?lcool e Drogas." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/449.
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Previous issue date: 2013-02-05This phenomenological research aimed to apprehend the experience of persons who have been attended in a Psychosocial Care Center on Alcohol and Drugs - CAPS - located in a medium size town in S?o Paulo state in the context of the practice of welcoming made effective by a psychologist. This practice has been regarded as one of the facilitator contrivance for the consolidation of the National Health Humanization Program, implemented by the Ministry of Health since 2004. Although, the act of welcoming is recommended as interdisciplinary and inserted into the routine of all professionals and services related to Brazilian Public Health, the purpose was to analyze it from the perspective of a humanistic oriented psychologist. This is a qualitative phenomenological research based on the encounters of the researcher and the participants on the context of a duty care routine service. Thirty-six adults of both sexes were interviewed including those who attended the service for the first time and those who returned to treatment after a period of neglect during the period of September 2011 and August 2012. From these thirty-six people, fifteen were selected to participate in the research. As a strategy for the analysis of the encounters with the participants, there were constructed written narratives that enabled the researcher to approach with elements of the experience of these people from his own impressions on meeting them in a dialogic relationship. The results showed significant elements that emerged from these clinical encounters: 1) self-image: the participants refer to themselves as people who can undertake changes in the way of living towards the physical and psychological health; feel hopeful about the possibility of recovery from treatment adherence; 2) relationship with the body: the experience revealed a split between the physical body and its symbolization leading them to neglect the information transmitted to them by service technicians as to be carriers of serious physical ailments and other health problems; 3 ) selfperception: they preserve the condition of narrating their own life story, relating facts and relevant events that impelled them to be in the present condition; 4) affective relationships: the beginning of the use of chemicals is associated with emotionally relevant people, but it is also, the decision to seek help to get rid of addiction, 5) suffering because of the manner they are living as a trigger for seeking professional help, 6) relationship with drugs consumption: independent of the substance(s) sed, most of the time, consumption was reported by participants as something that they had already stopped when they took the initiative to seek help from CAPS.Participants felt welcomed during the encounters due to the empathic attitude and acceptance of the psychologist. The practice of welcoming performed in this study regarded the well-known institutional practice of psychology on duty care as proposed by Brazilian psychologists as an intervention made effective by the means of some specific attitudes held by the psychologists in order to receive clients psychological emergency demand. Thus, it was possible to realize the importance of a dialogic relationship to engage an experiential process that provides the client with a rescue of his/her subjectivity.
A pesquisa objetivou apreender fenomenologicamente a experi?ncia de pessoas atendidas em um Centro de Aten??o Psicossocial em ?lcool e Drogas, situado em um munic?pio do interior do estado de S?o Paulo, a partir da pr?tica de acolhimento efetivada por um psic?logo. Esta pr?tica tem sido considerada como um dos dispositivos facilitadores para a consolida??o do Programa Nacional de Humaniza??o em Sa?de, implementado a partir de 2004 pelo Minist?rio da Sa?de. Embora o ato do acolhimento seja preconizado como interdisciplinar e inserido na rotina de todos os profissionais e servi?os de sa?de p?blica brasileiros, procurou-se analis?-lo sob a perspectiva da pr?tica de um psic?logo de orienta??o humanista. Trata-se de uma pesquisa qualitativa de inspira??o fenomenol?gica e o contexto escolhido para os encontros do pesquisador com os participantes foi o atendimento rotineiro de plant?o. Foram entrevistadas trinta e seis pessoas adultas de ambos os sexos que compareceram ao servi?o pela primeira vez ou retornaram ao tratamento ap?s um per?odo de abandono, entre os meses de setembro de 2011 e agosto de 2012. Destas, foram selecionadas quinze para participarem da pesquisa. Como estrat?gia para a an?lise dos encontros com os participantes foram constru?das narrativas que possibilitaram ao pesquisador uma aproxima??o com elementos da experi?ncia dessas pessoas a partir de suas pr?prias impress?es ao estar com elas numa rela??o dial?gica. Os resultados evidenciaram elementos significativos que emergiram dos atendimentos: 1) autoimagem: os participantes referem-se a si mesmos como pessoas capazes de empreender mudan?as na forma de viver em dire??o ? sa?de f?sica e psicol?gica; sentemse esperan?osos em rela??o ? possibilidade de recupera??o a partir da ades?o ao tratamento; 2) rela??o com o corpo: revelou-se a experi?ncia de uma cis?o entre o corpo f?sico e sua simboliza??o, levando-os a negligenciarem as informa??es que lhes eram transmitidas pelos t?cnicos do servi?o quanto a serem portadores de mol?stias f?sicas graves e outros agravos ? sa?de; 3) percep??o de si: preservam a condi??o de narrarem sua pr?pria hist?ria de vida, relacionando fatos e eventos relevantes que os impeliram a estar na condi??o atual; 4) rela??es afetivas: o in?cio do uso de subst?ncias qu?micas est? associado a pessoas afetivamente relevantes; da mesma forma em rela??o ? decis?o de procurar por ajuda para livrar-se da depend?ncia; 5) sofrimento face a maneira como se est? vivendo como elemento desencadeador da busca por ajuda profissional; 6) rela??o com o consumo de drogas: independente da(s) subst?ncia(s) usada(s), o consumo era referido pelos participantes na maioria das vezes como algo que j? haviam deixado, assim que tomaram a iniciativa de procurar pelo CAPS. Os participantes sentiram-se acolhidos durante os atendimentos em fun??o da postura emp?tica e aceitadora do psic?logo. Os atendimentos realizados assemelham-se ao plant?o psicol?gico como pr?tica de interven??o cl?nica em institui??es quanto ?s atitudes do plantonista e a sua forma de acolher a demanda do cliente. Foi poss?vel constatar a import?ncia de uma rela??o dial?gica para o desencadear de um processo experiencial que disponibiliza ao cliente um resgate de sua subjetividade.
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Pitombo, Sheila Coutinho Paiva. "A consci?ncia fonol?gica e o ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico: resultados de um programa de interven??o." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/454.
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This dissertation is the result of a research carried out in the Post-Graduate Education in Research Line 2: Culture, Formation and Pedagogical Practices, in the Universidade Estadual de Feira de Santana, which aims to analyze the results of a program intervention consists of phonological awareness activities and educational activities of the letter-sound relationships for understanding the alphabetic principle in students of the 3rd grade of elementary school who failed to ensure the reading and writing learning at the right time. At the end of the literacy cycle, many children don?t even guaranteed basic skills of reading and writing, presenting difficulties in understanding the alphabetic principle. Many researches show that there is influence of phonological awareness on children's performance in the written language appropriation. Other studies suggest that intervention programs in phonological awareness are positive for learning of children with difficulties in reading and writing. Researches have suggested that the development of phonological awareness skills linked to the explicit teaching of letter-sound relationships favors a more effective way, the discovery of the alphabetic principle by the child. Thus, to achieve the established objective, we conducted an experimental nature of research carried out in five phases: pre-test, application of the First Phase of the intervention program, post-test 1, implementation of Second Phase of the intervention program and post-test 2. The data found in the reading and writing tests the children were analyzed in qualitative and quantitative approach. The results revealed that the participation of students in the research group in phonological awareness program, and teaching of letter-sound relationships provided an opportunity a breakthrough in the understanding of the alphabetic principle, highlighting the importance of investing in metalinguistic skills and systematic teaching of grapheme-phoneme correspondences in the literacy process. The data presented in this study suggest important educational implications with regard to teacher formation and the use of metalinguistic skills development activities, such as phonological awareness, in addition to systematic and orderly teaching of grapheme-phoneme correspondences.
Esta disserta??o ? o resultado de uma pesquisa desenvolvida no Programa de P?s-Gradua??o em Educa??o, na Linha de Pesquisa 2: Culturas, Forma??o e Pr?ticas Pedag?gicas, da Universidade Estadual de Feira de Santana, que tem por objetivo analisar os resultados de um programa de interven??o composto por atividades de consci?ncia fonol?gica e atividades de ensino das rela??es letra-som para a compreens?o do princ?pio alfab?tico com alunos do 3? ano do Ensino Fundamental que n?o conseguiram garantir a aprendizagem da leitura e da escrita no momento adequado. Ao final do ciclo de alfabetiza??o, muitas crian?as ainda n?o garantiram compet?ncias b?sicas de leitura e escrita, apresentando dificuldades na compreens?o do princ?pio alfab?tico. In?meras pesquisas realizadas mostram que h? influ?ncia da consci?ncia fonol?gica no desempenho das crian?as na apropria??o da linguagem escrita. Outros estudos sugerem que programas de interven??o em consci?ncia fonol?gica apresentam resultados positivos na aprendizagem de crian?as com dificuldades na leitura e na escrita. Pesquisas t?m sugerido que o desenvolvimento de habilidades de consci?ncia fonol?gica atrelado ao ensino expl?cito das rela??es letra-som favorece, de uma forma mais efetiva, a descoberta do princ?pio alfab?tico pela crian?a. Dessa forma, para alcan?armos o objetivo tra?ado, realizamos uma investiga??o de natureza experimental realizada com um grupo controle (GC) e um grupo de pesquisa (GP), em cinco fases: pr?-teste, aplica??o da I fase do programa de interven??o, p?s-teste 1, aplica??o da II fase do programa de interven??o e p?s-teste 2. Os dados encontrados nos testes de leitura e escrita das crian?as foram analisados nas abordagens qualitativa e quantitativa. Os resultados revelaram que a participa??o dos alunos do grupo de pesquisa no programa de consci?ncia fonol?gica e ensino das rela??es letra-som oportunizou um avan?o na compreens?o do princ?pio alfab?tico, evidenciando a import?ncia do investimento nas habilidades metalingu?sticas e no ensino sistem?tico das correspond?ncias grafema-fonema no processo de alfabetiza??o. Os dados apresentados nesta pesquisa sugerem importantes implica??es educacionais, no que diz respeito ? forma??o de professores e ? utiliza??o de atividades de desenvolvimento de habilidades metalingu?sticas, tais como a consci?ncia fonol?gica, al?m do ensino l?dico, sistem?tico e ordenado das correspond?ncias grafema-fonema.
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Bommer, Felix. "Offensive Verletztenrechte im Strafprozess /." Bern : Stämpfli, 2006. http://www.gbv.de/dms/spk/sbb/recht/toc/50379712X.pdf.
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Cavalcante, Suzanny Bezerra. "A dimens?o educativa do servi?o social: uma an?lise do processo interventivo da profiss?o no ?mbito da pol?tica de assist?ncia social do munic?pio do Natal/RN." Universidade Federal do Rio Grande do Norte, 2010. http://repositorio.ufrn.br:8080/jspui/handle/123456789/17892.
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Previous issue date: 2010-03-26Conselho Nacional de Desenvolvimento Cient?fico e Tecnol?gico
Can be declared that throughout the historical trajectory of the Brazilian Social Work, the men in the Social Work profession, women in the Social Work profession in his/her professional activity, present an educational dimension that runs through various social and occupational spaces, particularly in the area of Social Assistance Policy. Based on this premise, this present Dissertation, problematize the educational dimension present on the interventional process, in Social Work on the ambit of the Social Assistance Policy in Natal / RN city Brazil in the contemporary scene. Having thus, specific objectives that orientate the research of the interventional process of Social Work in the social assistance policy, analyzing of the apprehension of Social Work professionals on the educational dimension, in their daily work professional and the verification of the relationship between the educational dimension, to the professional action of both men in the Social Work profession and women in the Social Work profession and the concretization of social rights on the ambit of the social assistance policy. In this sense, the theoretical and methodological procedures used for this research, are substantiated on a critical-dialectical perspective and a qualitative and quantitative approach, from of the application of field research, of the non-participant observation, of the semi-structure, of the review of literature bibliographic and documental. Thus, considering that both women in the social work profession and men in the social work profession are an organic intellectuals who in their daily professional work promotes an intellectual and moral reform of their users, the results of this research, synthesize and show that the educational dimension in both professional work and social assistance, which have partner-historics, whose imbrication allows, contradictorily, by a side, a reaffirmation of the dominant culture, and by other side, a direction linked to the construction of an emancipatory culture in the pursuit of the materializing of social rights and a new sociability
Afirma que ao longo da trajet?ria hist?rica do Servi?o Social brasileiro, o assistente social em seu fazer profissional, apresenta uma dimens?o educativa que perpassa diversos espa?os s?cio-ocupacionais, sobretudo, no espa?o da pol?tica de assist?ncia social. Com base nessa premissa, o presente trabalho problematiza a dimens?o educativa presente no processo interventivo do Servi?o Social no ?mbito da pol?tica de assist?ncia social no munic?pio do Natal-Rio Grande do Norte (RN), na cena contempor?nea. Teve como objetivos norteadores a caracteriza??o do processo interventivo do Servi?o Social na pol?tica de assist?ncia social; a an?lise da compreens?o dos profissionais de Servi?o Social acerca da dimens?o educativa no seu cotidiano profissional; e a an?lise da rela??o entre a dimens?o educativa do fazer profissional do assistente social e a concretiza??o dos direitos sociais no ?mbito da pol?tica de assist?ncia social. Os procedimentos te?rico-metodol?gicos utilizados se fundamentam numa perspectiva cr?tica-dial?tica e numa abordagem qualitativa e quantitativa, a partir da utiliza??o da observa??o n?o-participativa, de entrevistas semi-estruturadas, da revis?o da literatura e documental. Assim, considerando que o assistente social ? um intelectual org?nico, e que em seu cotidiano profissional, contribui para a reforma intelectual e moral dos seus usu?rios, os resultados desta pesquisa apontam que a dimens?o educativa no fazer profissional no ?mbito da pol?tica de assist?ncia social possuem v?nculos s?cio-hist?ricos, cuja imbrica??o permite, contraditoriamente, de um lado, uma reafirma??o da cultura dominante; e, de outro, uma dire??o vinculada ? constru??o da emancipa??o humana, em articula??o com os movimentos sociais na busca pela universaliza??o e concretiza??o dos direitos sociais e de uma nova sociabilidade
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Esp?rito, Santo Edeil Reis do. "Consci?ncia fonol?gica e pr?tica alfabetizadora: por uma a??o te?rico ? metodol?gica para o ensino da linguagem escrita." Universidade Estadual de Feira de Santana, 2013. http://localhost:8080/tede/handle/tede/257.
Abstract:
Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2015-11-12T21:53:54Z
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El presente estudio tuvo como objetivo central analizar se, al planear sus acciones de ensinagem, las profesoras alfabetizadoras buscan en la conciencia fonol?gica bases te?ricos y metodol?gicos para ser m?s funcional la comprensi?n de los/as alumnos/as sobre la l?gica organizativa del sistema de la escrita. El estudio fue realizado con 8 profesoras de alfabetizaci?n de la Rede P?blica Municipal de Senhor do Bonfim - BA, la pesquisa fue desarrollada en una perspectiva cualitativa, mediante la solicitud de un Plan de Clase Semanal, ben como la realizaci?n del grupo focal con las alfabetizadoras. El procesamiento de datos se realiz? mediante la T?cnica de An?lisis del Contenido. Para orientar la organizaci?n de los datos, fueran listados dos bloques de categor?as. El primer bloque representa el tratamiento de datos relativos a los Planes de Semanales, el segundo toma para an?lisis los discursos registrados durante el grupo focal. Ambos los bloques expresan el conocimiento que las alfabetizadoras tienen acerca de las actividades de alfabetizaci?n de an?lisis y reflexi?n fonol?gica. Los datos revelaran que las habilidades fonol?gicas m?s evidentes en la pr?ctica de las alfabetizadoras son las habilidades de consciencia de la rima y de conciencia de la s?laba. El conjunto de actividades estrategias e encaminamientos did?cticos encontrados en los Planes Semanales de Clase evidencian que algunos planes presentan un mayor n?mero de habilidades fonol?gicas, as? como el hecho de que algunos de estos planes son m?s completos, teniendo en cuenta los objetivos y un conjunto de orientaciones did?cticas se presentan tambi?n m?s concatenadas. Los discursos que surgir?n del grupo focal, junto con los datos recogidos en los planes, dejan claro que la incorporaci?n de las habilidades de reflexi?n fonol?gicas las pr?cticas did?ctica y pedag?gica de las docentes acontecen en un tono de instrumentalidad, pues las alfabetizadoras demostraran un dominio de estas habilidades con base en su saber experiencial, cuando, a trav?s del conocimiento t?cito, reconstruyen y tejer comprensiones que se constituyen como saber te?rico y metodol?gico vigorizado por situaciones inusuales y inherente saber-hacer.
O presente trabalho teve como objetivo central analisar se, ao planejar suas a??es de ensinagem, as professoras alfabetizadoras buscam na consci?ncia fonol?gica bases te?rico-metodol?gicas para tornar mais funcional a compreens?o pelos/as alfabetizandos/as de como se d? a l?gica organizacional da escrita enquanto sistema. O estudo foi realizado com 8 professoras alfabetizadoras da Rede P?blica Municipal de Senhor do Bonfim ? BA; a pesquisa se deu numa perspectiva qualitativa, por meio da solicita??o de um Plano Semanal de Aula, bem como da realiza??o de um Grupo Focal com as alfabetizadoras. O processamento dos dados se deu por meio da T?cnica de An?lise do Conte?do. Para orientar o a organiza??o dos dados, elencamos dois blocos de categorias. O primeiro bloco traduz o tratamento dos dados referentes aos Planos Semanais; o segundo toma por an?lise as falas registradas durante o Grupo Focal. Ambos os blocos expressam o conhecimento que as alfabetizadoras t?m sobre as atividades de an?lise e reflex?o fonol?gica. Os dados revelam que as habilidades fonol?gicas mais evidentes na pr?tica das alfabetizadoras s?o as habilidades de consci?ncia da rima e de consci?ncia da s?laba. O conjunto de atividades estrat?gias e encaminhamentos did?ticos encontrados nos Planos Semanais de Aula evidenciam que alguns planos apresentam um maior n?mero de habilidades fonol?gicas, bem como o fato de alguns desses planos serem mais completos, haja vista os objetivos e o conjunto de orienta??es did?ticas se apresentam bem mais concatenados. Os discursos que emergiram do Grupo Focal, somados aos dados levantados nos Planos, deixam transparecer que a incorpora??o das habilidades de reflex?o fonol?gica ?s pr?ticas did?tico-pedag?gicas das docentes acontece num tom de instrumentalidade, pois as alfabetizadoras apresentam um dom?nio de tais habilidades com base no seu saber experiencial, quando, por meio do conhecimento t?cito, ressignificam e tecem compreens?es que se constituem como saber te?rico-metodol?gico revigorado pelas situa??es inusitadas e inerentes ao saber-fazer.
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Ambrosio, Fabiana Follador e. "O estilo cl?nico ser e fazer na investiga??o de benef?cios cl?nicos de psicoterapias." Pontif?cia Universidade Cat?lica de Campinas, 2013. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/452.
Abstract:
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Previous issue date: 2013-02-21Pontif?cia Universidade Cat?lica de Campinas
This paper describes the Being and Doing Accompaniment Procedure of Psychotherapeutic Interventions and also demonstrates its heuristic potential. It is a proposal which can be considered a fertile alternative inside the qualitative investigation field, being a psychoanalytical method of operation strategy. Counteracting the point of view which considers the psychotherapies as intangible scientific experiments, this paper has its bases on the ethical and investigative perspective, according to which all clinical practices can be and must be examined according to its power to generate or not consistent benefits. It also demands that the terms used in the clinical efficiency researches be clear enough in order to establish the communication between psychologists, who refer to other theoretical and methodological sources, and professionals from other fields as well as the society. Methodologically, this study is realized through the Being and Doing Accompaniment Procedure of Psychotherapeutic Interventions and examining its usage, considering the clinical material produced from a scientific investigation, already published, independently conducted by other researchers. It can be shown that the clinical procedure is useful since it helps a comprehensive perception not only of mutative movements but also of any occasional difficulty that can be discussed. Therefore, it is settled an alternative to the clinical efficiency evaluation that, being as close as possible to the human event and the dramatic expressed here, is coherent with the psychoanalytical method and with the other qualitative perspectives which consider the human acting in terms of action and sense.
O presente trabalho tem como objetivo descrever o Procedimento Ser e Fazer de Acompanhamento de Interven??es Psicoterap?uticas e demonstrar sua potencialidade heur?stica. Trata-se de proposta que pode ser considerada uma alternativa fecunda no campo das investiga??es qualitativas, caracterizando-se como estrat?gia de operacionaliza??o do m?todo psicanal?tico. Contrapondo-se ao posicionamento daqueles que consideram as psicoterapias como experi?ncias cientificamente inabord?veis, este trabalho justifica-se a partir de perspectiva ?tica e investigativa segundo a qual toda e qualquer pr?tica cl?nica pode e deve ser examinada em termos de seu poder de gerar - ou n?o - benef?cios consistentes. Exige, tamb?m, que os termos usados nas pesquisas sobre a efic?cia cl?nica sejam suficientemente claros para que possam ser estabelecidas interlocu??es com psic?logos que se valem de outros referenciais te?ricometodol?gicos, com profissionais de outras ?reas e tamb?m com a sociedade. Metodologicamente, o presente estudo realiza-se por meio da apresenta??o do Procedimento Ser e Fazer de Acompanhamento de Interven??es Psicoterap?uticas e do exame de sua utiliza??o, efetuado considerando-se material cl?nico proveniente de uma investiga??o cient?fica, j? publicada, realizada independentemente por outro pesquisador. Pode ser demonstrado que o procedimento ? clinicamente ?til, na medida em que favorece uma percep??o compreensiva, tanto de movimentos mutativos, como de dificuldades eventuais que estejam em jogo. Fica assim firmada uma alternativa de avalia??o de efic?cia cl?nica que, mantendo-se maximamente pr?xima do acontecer humano e da dram?tica que neste se expressa, guarda coer?ncia com o m?todo psicanal?tico e com as demais perspectivas qualitativas, que consideram a conduta humana em termos de a??o e sentido.
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Zia, Katia Panfiete. "Gota d'?gua: imagin?rio coletivo de educadoras inclusivas sobre ser professor em tempos de inclus?o." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/444.
Abstract:
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Previous issue date: 2012-02-16This research aimed to investigate psychoanalytically the collective imagination of inclusive educators about being a teacher nowadays, given the importance of this professional in the execution of the inclusive process. We conducted four group interviews for approaching collective personhood, in which participated eleven teachers from a public institution for special education support. Affiliated to intersubjective psychoanalysis, we used Winnicott's spontaneous theater to facilitate emotional communication. We recorded the clinical event through psychoanalytic narratives, whose approach enabled the interpretative production of a field of affective-emotional meaning, called "the last straw". This is organized around the belief in that "being a teacher" is to suffer due to increasing requests to assume tasks beyond their responsibilities. In this context, school inclusion is not specifically discussed, being confounded with one of the various requirements imposed to teachers. Work-related suffering is translated as impotence and incapability of perceiving a broader social and political horizon that forges, in a perverse way, the precarious working conditions in education.
Esta pesquisa objetivou investigar psicanaliticamente o imagin?rio coletivo de educadores inclusivos acerca do ser professor em tempos de inclus?o escolar, dada a import?ncia deste profissional na efetiva??o do processo educacional. Realizamos, para tanto, quatro entrevistas grupais para abordagem da pessoalidade coletiva, utilizando o teatro espont?neo winnicottiano como recurso facilitador da comunica??o subjetiva. Participaram onze educadoras de uma institui??o p?blica de apoio ? educa??o especial. Registramos o acontecer cl?nico por meio de narrativas psicanal?ticas, cuja abordagem permitiu a produ??o interpretativa de um campo de sentido afetivo-emocional, denominado Gota d??gua . Este foi organizado ao redor da cren?a de que ser professor ? sofrer devido a crescentes solicita??es a assumir deveres que ultrapassam suas responsabilidades. Neste campo, a inclus?o escolar n?o ? especificamente tematizada, sendo confundida com uma das in?meras exig?ncias que lhes s?o impostas. O sofrimento no trabalho se traduz como impot?ncia e incapacidade de percep??o de um horizonte social e pol?tico mais amplo que forja de modo perverso as condi??es prec?rias de trabalho na educa??o.
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De, Ara?jo Andreia Machado Castiglioni. "Mem?rias liter?rias na lousa digital: tecendo novos rumos para o ensino-aprendizagem de leitura-escrita na escola p?blica." Universidade Estadual de Feira de Santana, 2018. http://tede2.uefs.br:8080/handle/tede/656.
Abstract:
Submitted by Verena Pereira (verenagoncalves@uefs.br) on 2018-07-13T21:16:21Z
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DISSERTANDREIAposdef.pdf: 36667937 bytes, checksum: f6c8228585fb72b95acace7991400d7e (MD5)Made available in DSpace on 2018-07-13T21:16:21Z (GMT). No. of bitstreams: 1 DISSERTANDREIAposdef.pdf: 36667937 bytes, checksum: f6c8228585fb72b95acace7991400d7e (MD5) Previous issue date: 2018-03-13
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This thesis had objectives like to improve the reading and writing of Literary Memories, through the creation of educommunication materials, developed in activities sequenced in the Digital Board, in the teaching-learning process of Portuguese Language of 7th grade students of a municipal school in Feira de Santana (BA). The Digital board enables the insertion of didactic-pedagogical objects with historical and cultural themes and the interaction between the students. These materials were elaborated based on a didactic sequence, produced by the teacher-researcher, as proposed by Dolz, Noverraz and Schneuwly (2004), which brings the singularity and popular narratives as the theme of Feira de Santana. In addition, the materials created appear as a stimulus to the local cultural manifestation, their respective insertion in the school routine, the constancy of the rewriting and the prevalence of student protagonism. In order to guide this research, the studies of Ricoeur (2003) and Smolka (2000) regarding the conception of memory have as theoretical background, Hall (2003) and Kellner (2001) in the cultural and identity sphere; the socio-interactionism (IVIC AND COELHO, 2010; VIGOTSKY, 2007); the use of new technologies and Digital board with L?vy (1999) and Nakashima and Amaral (2009); the textual genre Literary Memories with Clara and Altenfelder (2008) and (re) writing with Fiad (1997) and Borges (2016). The methodology used was qualitative, through an intervention proposal (DAMIANI, 2012), in order to demonstrate the students' progress in the textual production of the Literary Memories genre, comparing the initial text with the final text. The intervention took place in the first academic quarter (2017), in weekly meetings. For the production of data, we record in logbook and analysis grid of written productions, in addition to a diagnostic questionnaire and subject scripts. The results of this study point out that the use of multimodal resources contributes, qualitatively, to the teaching-learning process, besides stimulating the student protagonist performance, bringing frequency as one of the variables to advance the knowledge of the subjects. Still, we realize that the diffusion of local history and culture drives discoveries outside the school space, bringing the student closer to his community
Esta disserta??o teve por objetivos aprimorar a leitura e a escrita de Mem?rias Liter?rias, atrav?s da cria??o de materiais educomunicativos, desenvolvidos em atividades sequenciadas na Lousa Digital, no processo ensino-aprendizagem de L?ngua Portuguesa de alunos do 7? ano de uma escola municipal em Feira de Santana (BA). A Lousa Digital possibilita a inser??o de objetos did?tico-pedag?gicos com tem?ticas hist?rico-culturais e a intera??o entre os alunos. Esses materiais foram elaborados com base em uma sequ?ncia did?tica, produzida pela docente-pesquisadora, conforme proposta de Dolz, Noverraz e Schneuwly (2004), a qual traz como mote a cidade de Feira de Santana, suas singularidades e narrativas populares. Al?m disso, os materiais criados aparecem como est?mulo ? manifesta??o cultural feirense, sua respectiva inser??o no cotidiano escolar, a const?ncia da reescrita e a preval?ncia do protagonismo estudantil. Para nortear essa pesquisa, t?m-se como lastro te?rico os estudos de Ricoeur (2003) e Smolka (2000) no que concerne ? concep??o de mem?ria; Hall (2003) e Kellner (2001) no ?mbito cultural e identit?rio; o sociointeracionismo (IVIC E COELHO, 2010; VIGOTSKY, 2007); o uso das novas tecnologias e a Lousa Digital com L?vy (1999) e Nakashima e Amaral (2009); o g?nero textual Mem?rias Liter?rias com Clara e Altenfelder (2008) e a (re)escrita com Fiad (1997) e Borges (2016). A metodologia utilizada foi de abordagem qualitativa, atrav?s de uma proposta de interven??o (DAMIANI, 2012), a fim de demonstrar os avan?os dos alunos na produ??o textual do g?nero Mem?rias Liter?rias, comparando o texto inicial com o texto final. A interven??o ocorreu no primeiro trimestre letivo (2017), em encontros semanais. Para a produ??o de dados, realizamos registro em di?rio de bordo e grade de an?lise das produ??es escritas, al?m de question?rio diagn?stico e escrituras dos sujeitos. Os resultados desse estudo apontam que a utiliza??o de recursos multimodais colabora, qualitativamente, para o processo ensino-aprendizagem, al?m de estimular a performance protagonista estudantil, trazendo a frequ?ncia como uma das vari?veis para o avan?o do Conhecimento dos sujeitos. Ainda, percebemos que a difus?o da hist?ria e cultura local impulsiona descobertas fora do espa?o escolar, aproximando o aluno de sua comunidade
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Albright, Caroline. "Modified comprehensive behavioral intervention for Tics: treating children with Tic disorders, co-occurring ADHD, and psychosocial impairment." Thesis, 2021. https://hdl.handle.net/2144/42705.
Abstract:
OBJECTIVE: To evaluate the feasibility and acceptability, and preliminary efficacy of Modified Comprehensive Behavioral Intervention for Tics (MCBIT) therapy for patients with persistent chronic tic disorders (CTD) and co-occurring attention deficit hyperactivity disorder (ADHD).
METHOD: Seventeen child and adolescent patients aged 10-17 with CTD and co-occurring ADHD were randomly assigned to the MCBIT group (n=9) or to a control group, where they received traditional Comprehensive Behavioral Intervention for Tics (CBIT) therapy (n=8). Both groups received ten fifty-five-minute weekly treatment sessions, and two fifty-five-minute biweekly relapse prevention sessions.
RESULTS: Sixteen of the seventeen participants completed the study, and acceptability ratings in both treatment groups were high with no significant differences in expectation of improvement. The MCBIT and CBIT groups in combination showed significant improvement in measures of tic severity, ADHD symptom severity, and tic impairment and group differences were not statistically significant.
CONCLUSION: The results indicate that MCBIT treatment is feasible and acceptable for youth with CTD and ADHD, and the findings demonstrate preliminary support for the modified CBIT treatment’s efficacy in reducing tic and ADHD symptoms and improving tic-related quality of life. Additional studies with more participants are warranted to further examine the role of a modular behavioral treatment approach in targeting commonly co-occurring disorders simultaneously and successfully.
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Fernandes, Joana Catarina Cardoso. "Literacia e inclusão social: um estudo de caso com recurso à plataforma «Ainda estou a aprender»." Master's thesis, 2019. http://hdl.handle.net/1822/63424.
Abstract:
Dissertação de mestrado em Estudos da Criança (área de especialização em Intervenção Psicossocial com Crianças e Famílias)Em Portugal, as dificuldades de aprendizagem da leitura afetam um número elevado de alunos e influenciam fortemente o seu desempenho, porque as competências de leitura são essenciais para a literacia das crianças (Ribeiro et al., 2016). Quando as dificuldades não são ultrapassadas, por norma, procede-se à retenção do aluno, o que pode levar ao abandono escolar precoce (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). Estas dificuldades tendem a manter-se ao longo da vida e, por sua vez, irão influenciar a vida profissional dos indivíduos e a sua inclusão e participação na sociedade (Ribeiro et al., 2016; World Literacy Foundation, 2015). As instituições de ensino têm um papel fulcral na promoção das práticas de literacia (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017), devendo adaptar o seu funcionamento à sua realidade, através da promoção do acesso a recursos inovadores, como as TIC (Pereira, 2017; Sarmento, 2003; Viana, 2005). Na dissertação foi realizado um estudo de caso cujo objetivo é analisar o impacto da intervenção dinamizada junto de um aluno do 2º ano com dificuldades na aprendizagem da leitura. Antes da intervenção foram aplicados o ACL-1, o TLP-1 e o TCTMO-n-1. A intervenção foi planificada de acordo com os resultados da avaliação elaborada através da plataforma online «Ainda estou a aprender». Para além dos exercícios disponíveis na plataforma para o treino das competências de leitura, foi necessário a inclusão de exercícios complementares. As competências foram trabalhadas de modo articulado. Após a intervenção foram aplicados o TLP-2, o TCTMOn- 2, o TCTML-n-2, e o TFL. Os resultados na análise do pré-teste e do pós-teste indicaram evoluções na leitura de palavras e na fluência de leitura de textos, sendo necessário continuar a estimulação da compreensão. A avaliação da intervenção indicou progressos nas várias competências, à exceção do reconto oral. Através da intervenção e dos registos do diário de bordo foi possível perceber a influência de fatores emocionais, afetivos e motivacionais ao longo do processo.
In Portugal, learning difficulties in reading affect many pupils and strongly influence their performance, because reading skills are essential for children's literacy (Ribeiro et al., 2016). When difficulties are not overcome, the student is usually retained, which may lead to early school leaving (Gonçalves, Viana & Dionísio, 2007; Rodrigues et al., 2017). These difficulties tend to remain throughout life and, in turn, will influence individuals' working lives and their inclusion and participation in society (Ribeiro et al., 2016; World Literacy Foundation, 2015). Educational institutions play a central role in promoting literacy practice (Sim-Sim, 2001; Viana, Cruz & Cadime, 2017) and must adapt their functioning to their reality by promoting the access to innovative resources such as ICT (Pereira, 2017; Sarmento, 2003; Viana, 2005). In the dissertation a case study was carried out whose objective was to analyze the impact of the dynamized intervention with a 2nd year student with difficulties in learning to read. Prior to the intervention, ACL-1, TLP-1 and TCTMO-n-1 were applied. The intervention was planned according to the results of the evaluation prepared through the online platform «I am still learning». In addition to the exercises available on the platform for reading skills training, it was necessary to include complementary exercises. The competences were trained in an articulated manner. After the intervention, TLP-2, TCTMO-n-2, TCTML-n-2, and TFL were applied. The results in the pretest and posttest analyses indicated progresses in word reading and reading fluency, and the need to continue the stimulation of comprehension. The intervention indicated overall progress, except for oral retelling. Through the intervention and logbook records it was possible to understand the influence of emotional, affective and motivational factors throughout the learning process.
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Villa, Genny. "E-Learning culture : operationalization of a systemic model to support ICT-Integration in pre-service teacher trainers’ practice." Thèse, 2016. http://hdl.handle.net/1866/19019.
Abstract:
Le développement professionnel des enseignants a longtemps été identifié comme essentiel à la réussite de l'adoption des TIC en éducation (BECTA, 2009). Des programmes de formation efficaces sur les TIC pour le développement professionnel des futurs enseignants devraient veiller à ce que, une fois diplômés, les enseignants aient les compétences et les connaissances nécessaires pour utiliser efficacement les TIC dans les salles de classe non seulement en raison de la nécessité pour les enfants de développer des compétences qui leur permettront de bien se débrouiller dans la société moderne (UNESCO, 2011; Dede, 2014), mais aussi, en raison de la valeur potentielle de ces technologies comme outils d'apprentissage (Gill and Dalgarno, 2008). Les TIC sont donc, devenues des incontournables pour les enseignants et les apprenants dans le contexte de la société du savoir. Cependant, lorsqu’on regarde leurs usages et leurs impacts on n’est pas satisfait après tout ce qui a été investi en termes de formation, argent, équipement, etc. Une des causes semble être la formation des enseignants, notamment dans son contenu et dans les stratégies de formation adoptée (Villeneuve, et al. 2012). Nous avons développé une intervention de formation pour rendre opérationnel le modèle IntersTICES (Peraya and Viens, 2005) et aider les formateurs d'enseignants intégrer les TIC dans leur pratique d'enseignement. Cette opérationnalisation impliquant les enseignants travaillant dans le programme de formation initiale des maîtres à l'Université de Montréal, a mis en perspective l'importance de la culture e-learning des formateurs d'enseignants, de l’accompagnement, et des interventions de suivi pour les activités, y compris l'utilisation pédagogique des TIC. La recherche a porté sur l'analyse de l'impact de l'intervention de formation sur la culture e-learning de participants, ainsi que sur leur intention d'adopter et d'utiliser les TIC dans leurs cours. Les résultats suggèrent que l’opérationnalisation du modèle IntersTICES via une intervention de formation de type IntersTICES, peut fournir les formateurs des formateurs une occasion de réflexion et de sensibilisation sur leurs représentations personnelles concernant tous les aspects de leur culture e-learning. De plus, cette opérationnalisation a aidé les formateurs des formateurs à prendre conscience de l'impact que leur culture e-learning a sur leur pratique tout au long et à n’importe quel stade du développement et de la mise en œuvre de leur activité choisie intégrant les TIC.In today's knowledge society, ICT has become essential for teachers and learners (BECTA, 2009) not only because of the need for children to acquire and develop skills that will help them grow as collaborative, problem-solving, creative learners (UNESCO, 2011; Dede, 2014), but also because of the potential value of such technologies as tools for learning (Gill and Dalgarno, 2008). However, when looking at the current educational ICT uses reported by research conducted with teachers and students, (Karsenti and Lira, 2010; Villeneuve et al., 2012) and the low impact observed on learning - despite the substantial investment in equipment and material -we can only question the possible reasons for such a situation. One of the causes identified in the literature is teacher training, especially in its content and the training strategies adopted by teacher educators (Angeli, 2009; Enochson, and Rizza, 2009). We developed a training intervention to operationalize the IntersTICES model (Peraya and Viens 2005) and help teacher trainers integrate ICT in their teaching practice. This operationalization involving teachers working in the teacher training program at Université de Montreal, put into perspective the importance of teacher trainers’ e-learning culture, personal support and follow-up interventions for activities including pedagogical use of ICT. The research focused on analyzing the impact of the training intervention on participants’ e-learning culture, as well as on their intention to adopt and use ICT in their courses. Findings suggest that the operationalization of the IntersTICES model via an interactive training intervention, can provide teacher trainers with an opportunity for reflection and awareness about their personal representations regarding every aspect of their e-learning culture. Furthermore, it helped teacher trainers becoming aware of the impact their e-learning culture has on their practice throughout and at any stage of the development and implementation of their chosen activity integrating ICT.
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Fok, Clinton. "Permacul[tec]ture - growing for the future: creating intervention for the rapid new urbanisation of the Johannesburg city." Thesis, 2009. http://hdl.handle.net/10539/7093.
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Lau, Hong Sang. "Drug related problems in the elderly : Studies on occurence and interventions = Geneesmiddel gerelateerde problemen bij ouderen /." 1998. http://www.gbv.de/dms/bs/toc/310441285.pdf.
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Thole-Muir, Wendy Harriet. "Masculinity ideals and HIV prevention: an analysis of perceptions among male graduates of the Tavern Intervention Programme (TIP) in Gauteng." Diss., 2014. http://hdl.handle.net/10500/18840.
Abstract:
In many South African communities, socially constructed masculinity norms that promote unequal gender relations and high risk sexual behaviour are key contributing factors to HIV transmission. Following a qualitative approach, using in-depth interviews, this study engaged graduates of the Tavern Intervention Programme (TIP) in Gauteng to explore and describe their perceptions of traditional and modern masculinities, as well as their experience of the TIP. The findings indicated that, while there are differences between traditional and modern men, several masculinity practices, such as unequal gender relations, inconsistent use of condoms, infrequent accessing of HIV testing opportunities and entitlement to multiple partners endure as potential barriers to HIV prevention. Additionally, peer groups reinforce and reward HIV risk behaviour among modern men. Participants did, however, report changes in perceptions and behaviour regarding gender relations and HIV prevention as a result of their participation in the TIP. This study concluded that the role the TIP played in providing these men with an environment where alternative masculinity behaviour could be explored and supported was of particular value in terms of changes in their perceptions of masculinities, gender relations and HIV prevention.Sociology
M. A. (Social Behaviour Studies in HIV/AIDS)