Tesis sobre el tema "Writing therapy"
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Vermooten, Elizabeth. "Fiction writing as symbolic constructivist inquiry in ego state therapy". Diss., Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-11262008-125922.
Texto completoBennion, Karla Esplin. "Client Writing in Individual Therapy: A Review of the Literature". DigitalCommons@USU, 1986. https://digitalcommons.usu.edu/etd/5600.
Texto completoGuastella, Adam y n/a. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Griffith University. School of Applied Psychology, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040526.130108.
Texto completoGuastella, Adam. "Trauma Writing Tasks: An Examination of the Process of Change Indicated by Cognitive-Behavioural Models of Trauma". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/365669.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology (Health)
Full Text
Greenstone, Harriet. "Mother writes : writing as therapy for mothers of children with special needs". Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=100613.
Texto completoThe study focuses on the relationship between writing processes and products and the development of mothers' emotional states and emotional development, their self-image, self-confidence, role identity, and comfort. It investigates feelings of inadequacy, guilt, anger, and frustration, especially those engendered by good mother/bad mother social judgments, to which mothers of children with special needs are particularly vulnerable.
I came to this area of research organically---as a clinician, as a teacher, and as a mother of a child with special needs myself. Van Manan (1990) suggests there is no better way to understand a phenomenon than to live it. I realized I was uniquely positioned to understand, examine, and synthesize the therapeutic effects of mothers' writing, reading, and storytelling, and understand the social environment that fuels it. As a clinician and educator, I also recognized its value as a rich, yet relatively unexplored, source of knowledge.
In preparation for designing the study, I looked beyond peer-reviewed literature to popular literature, including diaries and autobiographies of mothers, to familiarize myself with their writings and the impact of such writings on the mothers' emotional adjustments, including their need for expression, support, and advocacy---for themselves and others.
The study describes the experiences of a writing group (eight participants) comprised of mothers of children with special needs. The group met weekly for ten weeks to examine and share their feelings and life stories through a series of written assignments. Common themes and individual responses to this experience were captured anecdotally throughout the sessions, as well as in pre- and post-group interviews.
Following a description of how the study evolved, coinciding with my personal shift from quantitative to qualitative researcher, I begin with a comprehensive review of mothering as a research area in literature, and a review of literature on the therapeutic effects of reading, writing and storytelling. I then discuss the methodology of this study with an emphasis on the literature on focus groups, memory work, narratives and writing, as well as qualitative research tools and techniques. The results of the study are presented descriptively using primarily a narrative approach, including a more detailed analysis of the experiences of four mothers who participated in the study.
All the mothers reported beneficial effects from their participation. They felt empowered by the experience and inspired to continue to use writing, not only for its individual therapeutic effect but also as a means to advocate and inform others. The connection between writing and advocacy was a recurrent theme that emerged from the study---a strong common desire to help others, and the recognition that writing was an effective means to accomplish the mothers' goal to have professionals understand them better, individually and as a whole, and to be more empathetic.
Other findings include the incongruence of thought between mothers and professionals, and the need to deepen our understanding of parent-professional interaction; and how much more impact the mothering debate has on mothers of children with special needs, particularly the stay-at-home versus working mothers' argument.
This study provides insight into the extensive thoughts and emotions experienced by these mothers, and furthers our understanding of themes like stages of mourning for the not-so-perfect child, and the inter-related processes of storytelling, reading, and writing. It also has implications in the field of memory work, looking at how these mothers recalled early events in the lives of their children and how they remembered their experience in the study, months after its conclusion. Finally, it discusses the implications of using therapeutic writing as a qualitative research tool.
The study concludes with suggestions for using writing to facilitate communication and understanding between parents and educators as well as between parents and other professionals, for their mutual benefit.
Crump, Ava M. "An Adolescent Journey: Expressive Letter Writing Through a Wilderness Adventure Therapy Program". DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2789.
Texto completoCenteno, Maria A. "Factors Related to Early Writing Development". University of Cincinnati / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1367944599.
Texto completoRosabal, Babette M. "Exploring Email Letter Writing To Augment Therapy Relationships With Clients Who Self-Injure". Thesis, Nova Southeastern University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10185671.
Texto completoThe use of social technologies continues to grow at a rapid pace. Such technologies free individuals to communicate with one another in a multitude of ways without the need to be face-to-face in the same room This study was designed to explore, based on a small sample of case studies, the usefulness of one way that social technology is employed today, collaborative email letter writing (CELW), when used in conjunction with live therapy sessions to counsel a self-injuring population. Currently, most email counseling consists of exchanging communications without live clinical intervention (Heinlein, Welfel, Richmond, & Rack, 2003). While self-injury behavior (SIB) is on the rise (Conterio & Lader, 1998; Zila & Kiselica, 2001), there is little evidence that shows that either traditional or systemic postmodern therapies are useful in treating SIB in adolescents or young adults. Alternative forms of communication, such as letter writing (Freedman & Combs, 1996; White, 1995; White & Epston, 1990), have proven to benefit a variety of clients who have a difficult time expressing emotions in live therapy sessions. However, research studies on CELW as an ongoing therapeutic technique with clients are extremely limited. To address this gap, I conducted a qualitative case study on a small sample of clients in which I explored how CELW could be used with certain clients. Considering the in-depth understanding of the therapeutic participant-observer, therapist CELW, client CELW, and the researcher's experience, I sought to establish the meanings of multiple perspectives for analysis of this underused therapeutic technique. I used a cross-case analysis of three individual cases to provide both an in-depth understanding of the similarities and differences across three case studies, and to understand how clinicians might incorporate this additional resource into their clinical practices.
Shetzer, Lucie. "Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy". Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.
Texto completoThiel, Lindsey. "Applying therapies and technologies to the treatment of dysgraphia : combining neuropsychological techniques and compensatory devices to enhance use of writing via the internet". Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/applying-therapies-and-technologies-to-the-treatment-of-dysgraphia-combining-neuropsychological-techniques-and-compensatory-devices-to-enhance-use-of-writing-via-the-internet(e794c4bb-22a9-43be-b4ce-077ba008b8bc).html.
Texto completoCooper, Pauline. "The Use of Creative Writing as a Therapeutic Activity for Mental Health in Occupational Therapy". Thesis, University of Sussex, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.486992.
Texto completoSchlabach, Jessica L. "We're Free: The Impact of a Rap Writing Music Therapy Intervention on Self-Esteemof At-Risk Adolescents in a Public Middle School Setting". Ohio University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1429108872.
Texto completoRoberts, Matthew Patrick. "Creativity and Illness: An anecdotal exploration of a writing practice; Coming Undone: A collection of poems & a thesis as an anecdotal exploration of a writing practice". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2016. https://ro.ecu.edu.au/theses/1775.
Texto completoTromp, Shannon Noelle 1971. "Use of self-guided writing therapy as an intervention for trauma: A sample of incarcerated women". Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282379.
Texto completoAtha-Weldon, Cindy Shira Simcha. "Thought team use of a perspective-taking strategy to enhance personal problem solving while thinking, writing, or mapping /". Fort Worth, Tex. : Texas Christian University, 2006. http://etd.tcu.edu/etdfiles/available/etd-05092006-161318/unrestricted/atha-weldon.pdf.
Texto completoVedeler, Anne Hedvig Helmer. "Dialogical practices : diving into the poetic movement exploring 'supervision' and 'therapy'". Thesis, University of Bedfordshire, 2011. http://hdl.handle.net/10547/223011.
Texto completoRichards, Stephanie A. "Measurement and Features of Persuasive Writing in Undergraduate Students with and without Written Language Disorders". Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1371130329.
Texto completoWeill, Christine Pieno. "An Investigation into the Manifestations of the Core Deficits of Autism Spectrum Disorders in the Writing Process of Individuals with this Disorder". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002407.
Texto completoThis research study investigates the manifestations of the core deficits of autism spectrum disorder (ASD) in the writing process of three school-aged individuals diagnosed with this disorder. A qualitative research design was employed in order uncover the effects of the core deficits on the social interactions surrounding a constructivist approach to writing development. The ethnographic methods used during this investigation allowed the identification behavioral strategies employed as a result of the core deficits of ASD as they occurred during the authentic context of interest. The results of this study suggest underlying cognitive deficits described as an inaccurate locus of joint attention, rigid and restrictive conceptualizations of the writing process, and non-social use of the writing process. These underlying cognitive capacities decrease the ability of the individual with ASD to engage in the writing process in conventionally appropriate and effective manners. In response to a social constructivist approach to the writing process, the manifestations of the core deficits changed in each of the three participants followed in this study to include the establishment of joint action routines, integrated conceptualizations of the writing process, and the emergent use of writing for social purposes. The results of this research investigation support the theoretical standing of pragmatics as an emergent epiphenomenon (Perkins, 2005). For the three participants in this investigation, the social use of both the writing process and of written language emerged as other core capacities in social interaction and rigid conceptualizations responded to the social constructivist approaches employed in this study. As the writing process and written language became part of the social interactions of these IASD, the communicative functions of writing became apparent as a way to share their interests and experiences with others.
Brooks, Roslyn. "Therapeutic Narrative Illness Writing and the Quest for Healing". University of Sydney. English, 2004. http://hdl.handle.net/2123/663.
Texto completoPienaar, Sherri. "Verbal processing in music therapy with sheltered adolescent boys : a case study". Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/37392.
Texto completoDissertation (MMus)--University of Pretoria, 2010.
gm2014
Music
Unrestricted
Tomczyk, Daniel A. "An exercise in story repair: A guided written disclosure protocol for fostering narrative completeness of traumatic memories". Thesis, University of North Texas, 2008. https://digital.library.unt.edu/ark:/67531/metadc6043/.
Texto completoDennick, Laura. "Borderline Personality Disorder : reviewing the experiences of providing therapy for BPD, and writing online blogs about living with BPD". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6188/.
Texto completoPeeler, Susanne. "An exploration of the impact of PTSD following childbirth and the suitability of writing therapy as a therapeutic tool". Thesis, University of Plymouth, 2015. http://hdl.handle.net/10026.1/3463.
Texto completoMaxwell, Jamie M. "An Investigation of How School Age Children with Autism Spectrum Disorders Use Writing as a Socio-Cultural Tool in the Context of a Meaning Based Literacy Environment". Thesis, University of Louisiana at Lafayette, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10002469.
Texto completoThis dissertation, employing a social constructivist orientation, investigated the socialization behaviors employed by school age children with Autism Spectrum Disorders (ASD) in the context of meaning-based writing activities. A qualitative investigation, this study used ethnographic methods to describe and interpret the social behaviors of the individual participants throughout the writing events. Data in the form of audio and video recordings, participant observations, artifacts, and parent interviews for three participants with ASD were collected over the course of one academic semester during group social, literacy-based intervention. The manifestations of socialization evidenced during micro analysis of a primary data set were described in detail and triangulated via multiple secondary data sources. Findings demonstrate that all three participants oriented uniquely to socialization within the writing events.
Though the participants all evidenced unique manifestations of socialization, their behaviors could be conceptualized into broad patterns. Results of this study describe five patterns of the manifestations of socialization across all three participants; these included employment of social compensatory strategies, conceptualization of shared writing process as a social interaction, social monitoring behaviors, conceptualization of writing as something to be shared, and using writing as an opportunity to socialize/affiliate. Three additional patterns noted include participants being more successful with clinicians than peers, clinician mediation of peer-peer interactions, and breakdowns in coherence.
Clinical research implications drawn from the results include the importance of a strengths-based, contextualized approach to assessment and intervention and the value of the peer group, and the unique opportunities meaning-based writing intervention s can provide for addressing socialization. Research implications address the notion of social impairment as a distinct category of impairment as problematic.
Maris, Jennifer H. E. "The experience and significance of sharing creative writing associated with times of personal difficulty". Thesis, Canterbury Christ Church University, 2013. http://create.canterbury.ac.uk/12494/.
Texto completoAxelsson, Katarina. "Uppföljning av nationell interaktiv webbplats - en mötesplats för barn till föräldrar med psykisk sjukdom". Thesis, Örebro University, Department of Health Sciences, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-1418.
Texto completoEn nationell interaktiv webbplats- www.kuling.nu arbetades 2003 fram på Psykosvårdens utrednings-och behandlingsenhet, Karlakliniken. Webbplatsen riktar sig till barn och ungdomar som har en förälder med psykisk sjukdom och är en del av det anhörigstöd som erbjuds på enheten. Denna studie görs som en uppföljning av kuling.nu där syftet är att beskriva den interaktiva webbplatsen kuling.nu med avseende på innehållet i besökarnas inlägg på diskussionsforumet samt användningen av webbplatsen. Huvudinläggen på kuling.nus diskussionsforum har analyserats med hjälp av kvalitativ innehållsanalys. Analysen gav sex teman som speglar innehållet i inläggen: ensamhet; att bära ansvar; känsloupplevelsen; betydelsen för den egna personen; sökande efter svar och förmedling av stöd. En mörk bild av situationen för barn till en förälder med psykisk sjukdom förmedlas i inläggen och en stor ensamhet med förälderns sjukdom. Den tillskrivs ansenlig betydelse för den egna personen och ger svårigheter som behöver bearbetas. Uppföljningen visar att kuling.nus syfte att ge stöd till barnen uppfylls genom det stöd skribenterna ger varandra i sina inlägg på diskussionsforumet och den informationen om psykisk sjukdom som finns på webbplatsen.
Hudgins, Kenna D. "The Effect of Music Therapy on the Grief Process and Group Cohesion of Grief Support Groups". Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1181099998.
Texto completoRocha, Michelle Carolina Garcia da. "As variações linguísticas na escrita sob o olhar da clínica fonoaudiológica". Universidade Católica de Pernambuco, 2008. http://www.unicap.br/tede//tde_busca/arquivo.php?codArquivo=395.
Texto completoThe design of language most used today is based on theoretical assumptions of sociolinguistics, which conceives as a social instrument made from uses that the speakers make their arrangements and writing and pre-established conventions which comprise its standard pattern. In that sense, one has the possibility of changes in the language, since each community will make use of some different forms of language. However, it is common observed, empirical way, the lack of these varieties in writing by speech therapists, whose distorted vision about the development of language and the concept of the genus textual, believes the writing as a formal mode whenever that does not allow different forms of language standard pattern. Based on such observations in phonoaudiologys clinical practice, this study aimed to investigate the treatment given by speech therapists to changes in a production written language of a child. Therefore, it is investigated by means of analysis of a written text, the position of 18 (eighteen) speech therapists on the production of a child, focusing its observations and comparing them with his design of language, linguistic variation of errors and deviations, expressed in response to a questionnaire prepared in advance, highlighting issues relating to these aspects. The data showed that much of the speech therapists are not aware of the theoretical aspects of the variations in the written language, treating them as mistakes to be corrected, disregarding the concept of language of the sociolinguistics and the concept of gender textual which determines the style of tracking text. Faced applicable, the questioning is that these professionals have access to content related to sociolinguistics in their graduated and pos-graduated. Finally, this job search alert the speech therapists to the importance of working with a current design language, in order to contribute to the recognition and respect for varieties that the language presents, respecting the language, culture and identity of the children, because that the linguistic differences do not represent errors, but peculiarities
Maltby, Michael Peter. "The poetics of experience : a first-person creative and critical investigation of self-experience and the writing of poetry". Thesis, University of Sussex, 2009. http://create.canterbury.ac.uk/10286/.
Texto completoJerling, P. A. (Petra Adriana). "Music therapy for second language English-speaking learners in an english-medium school : a case study". Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/41587.
Texto completoDissertation (MMus)--University of Pretoria, 2013.
lmchunu2014
Music
unrestricted
McCartney, Michelle. "'When normal words just aren't enough' : the experience and significance of creative writing at times of personal difficulty". Thesis, Canterbury Christ Church University, 2011. http://create.canterbury.ac.uk/10339/.
Texto completoBuelau, Renata Monteiro. "Plataforma Arte, Estação Clínica: fronteiras entre arte e vida". Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/93/93131/tde-18122013-184631/.
Texto completoThis research aims to develop reflections sustained by the feeling of strangeness as a possibility on the contiguity of art and life, from clinical experiences in occupational therapy and the context beyond them. Narratives support the writing process in the attempt of producing collective enunciations and with the purpose of constructing a pattern of double becoming, in which the narrator recreates the experience at the same time that he creates himself. The selection of scenes was based on memory findings in order to reveal inquietudes and delights resulting from points of contact between clinical practice and certain esthetic and/or artistic events. Those memories findings emerge with their violent and undecipherable nature, forcing life to trespass itself and creating new spreading fields. The theme is explored from two points of enunciation and anchorage, presented here as Art Platform and Clinical Station. Art Platform deals with passages of state in History of Art, considering the transience of certainty on esthetic production and its inseparability from political and social events. History is interpreted according to Walter Benjamin, i.e., as a speech that always belongs to the colonialist, what gives us the task to brush history against the grain, looking for a minor history within a major one. Works of art, scenes from the author\'s experience as a staff member of 27th São Paulo Art Biennial How to live together and her professional practice are mobilized towards the production of a contemporary concept of Art, understood by its foreign nature, which allows new possibilities of experience and the writing of new histories. This concept is inevitably linked to an ethical and political point of view, what justifies its importance in this work. Clinical Station, by its turn, encompass scenes from clinical sessions performed by the author at CAPS (Centros de Atenção Psicossocial/ Psychosocial Care Centers) in São Paulo and other scenes from everyday life. The focus is directed to scenes in which something is subtly displaced from what is expected and when, in despite of institutional functions, it is impossible to distinguish who accompanies who. This research includes thoughts of Barthes, Deleuze, Guattari, Agamben, Blanchot and Walter Mignolo; and concepts such as silence, delicacy, eternal return, event, community that comes. They appear throughout the research in the context of friendships that share delight, allow and accompany minuscule connections made in attempt to release life from its imprisonments. Instead of reaching for a finish line, this research aims to declare and search for a desire, outlined from the regard to what happen with and what trespass established elements. It is about affirming boundaries as places where it is possible to experience releases that empower the creation in life itself and of a community that comes.
Smith, Wendy. "A study of the relationship between reversals and several factors in the grade 2 learner". Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10142009-174408/.
Texto completoPerrotta, Claudia Mazzini. "Processos criativos no espaço terapêutico da escrita: um diálogo com D.W. Winnicott, Clare Winnicott e Marion Milner". Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/15355.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The production of academic text, commonly, awakens feelings in researchers that may hinder or even prevent the realization of its discursive - and life - projects. Therefore, the aim of this study was to present a deployment of the speech clinic focused on potential authors wishing to publish in sphere of academic communication in order to help provide support and help overcome insecurities that can inhibit the creative process in the writing field. The work is constituted in the interface with D.W. Winnicott psychoanalysis still having reference to ideas developed by Clare Winnicott and Marion Milner - the three authors dedicated to deepen facets of creating, giving clues into to how we are in a complex and delicate field which generates anxieties and sufferings. Were also narrated referential clinical episodes and then framed principles that guide the therapeutic writing space. The dialogue with the authors of reference as well as the clinical repertoire shared here allowed us to affirm the need for the therapist to practice care functions in this context, such as: welcoming the suffering brought by potential authors which involves listening carefully to their concerns and how they are outlined from their personal languages, demystify supposed difficulties or symptoms of diseases and especially restate the cultural object 'academic writing', to enable new experiences in the field of communication and enhance sayings invested with personhood
A produção do texto acadêmico, comumente, desperta nos pesquisadores sentimentos que podem dificultar ou mesmo impedir a realização de seus projetos discursivos, e de vida. Diante disso, o objetivo deste estudo foi apresentar um desdobramento da clínica fonoaudiológica voltada a autores em potencial que pretendem publicar na esfera acadêmica de comunicação, de modo a contribuir para dar sustentação e ajudar a superar inseguranças que podem inibir o processo criativo no campo da escrita. O trabalho se constitui na interface com a psicanálise de D.W. Winnicott, tendo ainda como referência ideias desenvolvidas por Clare Winnicott e Marion Milner os três autores se dedicaram a aprofundar facetas do criar, dando pistas de como estamos em um campo complexo, delicado e que gera sofrimentos e ansiedades. Foram também narrados episódios clínicos referenciais, sendo então emoldurados princípios que norteiam o espaço terapêutico da escrita. A interlocução com os autores de referência bem como o repertório clínico aqui compartilhado permitiu afirmar a necessidade de o terapeuta exercer funções de cuidado nesse contexto, tais como: acolher o sofrimento trazido pelos autores em potencial, o que implica escuta atenta de suas inquietações e da forma como são enunciadas, a partir de seus idiomas pessoais; desmistificar supostas dificuldades ou sintomas indicativos de doenças e, principalmente, reapresentar o objeto cultural escrita acadêmica, de modo a possibilitar novas experiências no campo da comunicação e potencializar dizeres investidos de pessoalidade
Smith-Sullivan, Kendall. "The Autoethnographic Call: Current Considerations and Possible Futures". [Tampa, Fla] : University of South Florida, 2008. http://purl.fcla.edu/usf/dc/et/SFE0002592.
Texto completoFinocan, Gillian M. "Grieving the death of a loved one a performative writing approach for understanding the power of dreams /". Oxford, Ohio : Miami University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1249521118.
Texto completoSantos, Divina de Fátima dos. "Olha pra mim: encontro de gerações intermediado pela escrita de cartas". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/15394.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis analyzed the benefits of an exchange of letters between very different generations, investigating how the act of writing about events of everyday life may be associated with a better self perception of the participants in the process. We try to understand the meaning of an exchange of letters occurred between children and elderly people, in the city of Caraguatatuba, on the northern coast of São Paulo, and its effects on their subjectivities. The study analyzed the participation of eight pairs, each one consisted of a student from the 4th or 5th year of a Primary School and aged between 9 and 11 years, and an elderly, over 60 years of age, from a Reference Center for the Elderly, in 2011 and 2012. Its specific objectives were: to identify whether the words written and exchanged between children and the elderly promote moments of gratification and joy, as well as opportunities to see themselves in the world; to provide and to analyze moments of social interaction between participants, thereby contributing to the construction of a memory about this experience and stage of their lives; to promote the opportunity for inter-relationship, providing both for the child and for the elderly a sense of social inclusion; to create in the participants alternatives of self-expression, validating their experiences of social sharing. A qualitative research was made with letters and questionnaires used as instruments and considered from the perspective of content analysis focused on meanings, and this strategy was methodologically complemented by participant observation. The experience of an exchange of letters produced positive psychological effects for its participants, both immediate and remote, by contributing to the expansion of the view about the world and themselves. For the elderly, expanding the memory of significant experiences, associated with written records and the possibility of using them in moments of weakness, produced psychological benefits that were observed by the research. The experience of living positive emotions brought comfort to the aging process because it attenuated to the old people the perception of social exclusion and loneliness, by reviving the feeling of usefulness and social inclusion, by providing a real life experience and by meeting the needs of this phase of life. The possibility of self-expression also favored the maturation and psychosocial development of children, as the correspondence produced an interlocutor that listen carefully and seek to understand the demands that are specific to childhood
Esta tese analisou os benefícios da troca de cartas entre gerações muito distintas, investigando o quanto o ato de escrever sobre acontecimentos da vida cotidiana pode estar associado a uma melhor autopercepção dos participantes do processo. Procurou-se compreender o significado de uma troca de correspondências ocorrida entre crianças e idosos, residentes na cidade de Caraguatatuba, no litoral norte de São Paulo, e os seus efeitos sobre suas subjetividades. O trabalho analisou a participação de oito duplas, cada uma composta por um aluno do 4º ou 5º ano de uma Escola de Ensino Fundamental e com idade entre 9 e 11 anos, e por um idoso, acima dos 60 anos, de um Centro de Referência para Idosos, nos anos de 2011 e 2012. Seus objetivos específicos foram: identificar se as palavras escritas e trocadas entre crianças e idosos promovem momentos de gratificação e alegria, bem como oportunidades de se perceberem no mundo; propiciar e analisar os momentos de interação social existentes entre os interlocutores, contribuindo assim para a construção de uma memória sobre esta experiência e fase de suas vidas; promover a oportunidade de inter-relação, propiciando tanto para a criança quanto para o idoso a sensação de inserção social; criar nos interlocutores alternativas de autoexpressão, validando suas experiências pela partilha social. Foi feita uma pesquisa qualitativa, com cartas e questionários utilizados como instrumentos e considerados sob a perspectiva da análise de conteúdo focada em significados, estratégia esta que foi complementada metodologicamente pela observação participante. A experiência de troca de cartas produziu efeitos psicológicos positivos para seus participantes, tanto imediatos quanto remotos, ao contribuir para a ampliação da visão acerca do mundo e de si mesmos. Para os idosos, a ampliação da memória de experiências significativas, associada ao seu registro escrito e à possibilidade de recorrer a ele em momentos de fragilidade, produziu benefícios psicológicos que foram observados pela investigação. A experiência de viver emoções positivas trouxe conforto para o processo de envelhecimento na medida em que atenuou para o idoso a percepção de exclusão social e de solidão, ao lhe reavivar a sensação de utilidade e inserção social, ao oferecer uma experiência de vida real e ao atender às necessidades desta fase da vida. A possibilidade de autoexpressão favoreceu também o amadurecimento e o desenvolvimento psicossocial de crianças, pois a troca de correspondências produziu um interlocutor que as ouvisse com atenção e que procurasse compreender as demandas que são específicas da infância
Silva, Márcia Juliana Moreira da. "A utilização da escrita como estratégia de intervenção dos terapeutas da fala em pessoas com afasia". Bachelor's thesis, [s.n.], 2018. http://hdl.handle.net/10284/7092.
Texto completoA afasia é uma perturbação da linguagem adquirida, causada por uma lesão cerebral nas estruturas responsáveis pelo processamento da linguagem. Esta pode ocorrer de forma isolada ou associada a mudanças neurológicas ou neuropsicológicas, responsáveis pelo aumento de incapacidade do indivíduo. Ao refletir sobre a intervenção dos Terapeutas da Fala em pessoas com afasia destacam-se duas abordagens que orientam a prática do clínico: a abordagem orientada para a linguagem e a abordagem orientada para a comunicação. Para ultrapassar as barreiras impostas pela perturbação desenvolveram-se as estratégias de comunicação ou compensatórias, que podem ser usadas pela pessoa com afasia e/ou parceiro comunicativo. Em particular, a estratégia escrita insere-se principalmente na terapia orientada para a comunicação. Este projeto de investigação tem como objetivo geral caracterizar a utilização da estratégia escrita pelos Terapeutas da Fala em pessoas com afasia. Trata-se de um estudo quantitativo com carácter descritivo, no qual a amostra é constituída por 58 Terapeutas da Fala com experiência na área da afasia. Os participantes foram obtidos através de um método de amostragem não-probabilístico por conveniência e por redes. Para a recolha de dados foi utilizado um questionário composto por duas partes: (1) caracterização socioprofissional e (2) utilização da estratégia escrita pelos Terapeutas da Fala em pessoas com afasia. O instrumento era de autoadministração e de preenchimento online. Nesta amostra, verificou-se que a maioria dos participantes utiliza “muitas vezes” a estratégia escrita durante a intervenção. Ao longo da análise dos resultados constatou-se que as respostas diferem conforme o subtipo da afasia, os défices linguísticos, as características gerais da pessoa, as situações para aplicação da estratégia, as estratégias escritas específicas e o material de suporte. Os resultados obtidos permitiram a realização de poucas correlações estatisticamente significativas entre as respostas ao questionário e as variáveis idade, experiência profissional e escolaridade. Além disso, averiguou-se as correlações entre a utilização da estratégia escrita em função do diagnóstico e as respetivas características linguísticas.
Aphasia is an acquired language disorder, caused by a brain injury in the structures responsible for language processing. It may occur in isolation or associated with neurological or neuropsychological changes, which are responsible for the individual's increased disability. When reflecting on Speech and Language Therapists intervention in people with aphasia, two approaches that guide clinician practice are highlighted: a language-oriented approach and a communication-oriented approach. In order to overcome the barriers imposed by the disorder, communication or compensatory strategies have been developed, which can be used by the person with aphasia and/or communication partner. In particular, writing as a strategy which is part of the communication-oriented therapy. This research aims to characterize the use of writing as a strategy by Speech and Language Therapists in people with aphasia. This is a descriptive quantitative study, in which the sample consists of 58 Speech Language Therapists with experience in the area of aphasia. It follows a non-probabilistic sampling method for convenience and networks. To collect data, a questionnaire consisting of two parts was used: (1) socio-professional characterization and (2) use of writing as a strategy by Speech Language Therapists in people with aphasia. The instrument was self-administered and completed online. In this sample, it was found that the majority of participants used writing as a strategy “often” during the intervention. Throughout the analysis of the results, it was verified that the answers differ according to the subtype of aphasia, the linguistic deficits, the general characteristics of the person, the situations for the application of the strategy, the specific written strategies and the support material. The results obtained allowed the accomplishment of few statistically significant correlations between the answers to the questionnaire and the variables age, professional experience and schooling. In addition, correlations between the use of the writing as a strategy in relation to the diagnosis and the respective linguistic characteristics were investigared.
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Gustafsson, Kenneth. "Familj under påverkan : familjebehandling med rötterna i socialt arbete och i familjeterapi". Thesis, Södertörns högskola, Institutionen för kultur och lärande, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31100.
Texto completoJag har arbetat som familjebehandlare sedan 1970. Uppsatsen i praktisk kunskap utgår från exempel i en familj som jag arbetade med 1996, på uppdrag av socialtjänsten. Jag förde dagbok över mitt arbete. Exemplen grundar sig på de anteckningarna. Mitt arbete utgår i vid bemärkelse från ett systemiskt tänkande och står med ena benet i socialt arbete och det andra i familjeterapi. Mitt förhållningssätt brukar jag beskriva som en rörelse från social ingenjörskonst till antropologiskt sökande. Arbetet med denna uppsats har fått mig att förstå att denna beskrivning bara delvis är sann. Jag blir ibland direktiv och normativ i stället för icke-vetande. Jag blir ibland mer som missionär än som antropolog. Just som missionärerna gjorde, blir jag delaktig i systemkrafternas kolonisering av familjens vardagsliv. För att undersöka detta har jag använt mig av reflektion genom skrivandets process. Det innebär att berättelsen genom uppsatsskrivandet har transformerats i fyra steg. Handledarens och kollegers frågor har hjälpt mig att föra berättelsen vidare. Därigenom har också förståelsen av mig själv i berättelsen ändrats. Första steget är den linjära dramatiska berättelsen. Andra steget är den reflekterande berättelsen, som är mer cirkulär och betonar mig i sammanhanget. Tredje steget är den strategiska och problematiserande berättelsen. Fjärde steget är den utvidgade berättelsen, som innehåller aspekter från de tidigare berättelserna samt nya upptäckter om mig själv. Familjer lever i ett kulturellt sammanhang. Familjelivet struktureras genom en uppsättning normativa antaganden om hur familjer ska organisera sig, utvecklas, lösa problem och kommunicera. Salvador Minuchin som var tongivande i att utveckla strukturell familjeterapi, ansåg att dessa värderingar fanns i de flesta kulturer. Han verkade bland annat i USA, Argentina och Israel som familjeterapeut och psykiater. Samtidigt är dessa värderingar en uppfordrande strävan till den ”normala”, traditionella kärnfamiljens struktur. Med den goda avsikten att garantera barn omsorg och trygghet. Strukturell familjeterapi delar existentialistens intresse för växandet och strategens intresse för det hotande. Den första frågan handlar om huruvida mitt sätt att arbeta med familjebehandling gör deras familjeliv transparent och därmed avslöjar mer än de vill eller behöver göra. Genom arbetet med uppsatsen inser jag bland annat att jag blandade ihop bedrägeri som brottslig handling och självbedrägeri som existentiell utmaning. Därför drev jag på för att konfrontera den bedrägliga handlingen. I dag skulle jag inte fatta sådana beslut utan mer långsiktigt arbetat med deras självbedrägliga mönster. Den andra frågeställningen rör kreativitetens, spontanitetens och lekens betydelse i mitt arbete. Slutsatsen blir att för en aktivitetsinriktad terapeut som jag, blir dessa begrepp centrala för att hitta vägar att bryta organisering och kommunikation som hindrar nödvändiga problemlösningar. Man säger ibland att förändring i familjearbetet åstadkoms genom strukturella åtgärder (familjen får en lägenhet, eller någon placeras) genom insikt eller genom handling. Jag använder kreativitet för att hitta handlingar som senare i reflektion kan leda till insikt eller förändring.
Meyer, Craig A. "Infusing Dysfluency into Rhetoric and Composition: Overcoming the Stutter". Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1374080750.
Texto completoBabler, Cinthia Viviane. "Ambientes virtuais, escrita e clínica fonoaudiológica". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/12161.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
The intense computerization process reflects radically in the way we think, understand and organize the external and internal world, the way we relate with others and with ourselves. The written language is a part in this process, opening space for peculiar relationship, in which the subject is mean and organized with another (individual or collective), which is present in the absence; what makes this relationship differ from the presence ones. In that perspective, and through bibliographic research and clinics memories, it is proposed a reflection on the use of writing in virtual environments like a device speech therapeutic, aiming to raise and discuss reasons for the interactional mode, still incipient in Speech Therapy. This is a discussion that is increasingly imposed, due to it evidential appears in the therapeutic setting, the demands from patients who, by written in virtual environments, mobilize a subjective dynamic, whether their own, giving voice to conflicts linked to symptoms of language, whether those who might have been drawn with the therapist by writing. Through analysis of possible linkages between written and therapeutic process (in Speech Therapy and beyond), as well as the reflection on the potential and limits of writing in virtual environments, it is concluded by the inevitability of such use, according to the "space" occupied by virtual environments in society, as well as the need for systematization of the therapeutic use of such device, both technical as ethically
O intenso processo de informatização reflete radicalmente no modo como pensamos, percebemos e organizamos o mundo externo e interno; como nos relacionamos com os outros e com nós mesmos. A linguagem escrita faz parte desse processo, abrindo espaço para relações peculiares, nas quais o sujeito se significa e se organiza com um outro (individual e coletivo), que se faz presente na ausência; o que faz essa relação diferir das presenciais. Nessa perspectiva, por meio de pesquisa bibliográfica e memórias clínicas, propõe-se uma reflexão sobre o uso da escrita em ambientes virtuais como dispositivo terapêutico fonoaudiológico, objetivando levantar e discutir fundamentos dessa modalidade interacional, ainda incipientes na Fonoaudiologia. Trata-se de uma discussão que se impõe cada vez mais, por se constatar, no setting terapêutico, as demandas oriundas de pacientes que, via escrita em ambientes virtuais, mobilizam dinâmicas subjetivas, quer sejam suas próprias, dando voz a conflitos vinculados aos sintomas de linguagem, quer sejam aquelas que eventualmente são estabelecidas com o terapeuta via escrita. Por meio da análise de possíveis articulações entre escrita e processo terapêutico (na Fonoaudiologia e fora dela), bem como da reflexão sobre o potencial e limites da escrita em ambientes virtuais, concluiu-se pela inevitabilidade de tal uso, em função do espaço ocupado pelos ambientes virtuais na sociedade, bem como pela necessidade de sistematização do uso terapêutico de tal dispositivo, tanto técnica quanto eticamente
Guadagnoli, Carolina Fontes. "Considerações sobre fala-leitura-escrita e efeitos clínicos no atendimento de afásicos". Pontifícia Universidade Católica de São Paulo, 2008. https://tede2.pucsp.br/handle/handle/13958.
Texto completoConselho Nacional de Desenvolvimento Científico e Tecnológico
Aphasic patients commonly present talking disturbances as a result of brain injury. In the speech therapy clinic, patients complaints usually involve difficulties related to talking. However, problems related to reading and writing can be quite surprising and demonstrate that the main issue of aphasic patients is related to the speech process. Reading and writing are, like talking, subjective activities and, as such, a rich area for therapeutic approaches. The objectives of this study are to (1) review the literature and comment on the different clinical presentations of aphasia in relation to talking, reading and writing; (2) present and discuss the effect of this context in the Speech Therapy Clinic; (3) compare these findings with the ones that the Research Group Aquisição, patologias e clínica de linguagem support (Group Coordinated by Prof. Maria Francisca Lier-De Vitto no LAEL/PUC-SP); (4) discuss clinical issues related to the implementation of activities that involve not only talking but also reading and writing. For this purpose, I present a report of four case studies. It is important to remark that many other researchers and scientists have also evidenced and described many interesting findings in this group of patients, and this was the motivation of this study. Nevertheless, reports are much more restricted to the observations of signs and clinical presentations, with little appraisal of the relation with reading and writing, other symptoms and therapeutic approaches. In conclusion, impasses and clinical handering of aphasic patients demand more discussion and attention in the literature
Afásicos, via de regra, apresentam perturbações na fala em função de lesão cerebral. Na clínica fonoaudiológica de linguagem, a queixa dos pacientes costuma restringir-se às dificuldades relacionadas à fala. Porém, a heterogeneidade e imprevisibilidade das perturbações sobre a relação entre fala-leitura-escrita são surpreendentes nas afasias e nos permitem afirmar que o problema de afásicos é, sem dúvida, com a linguagem. Leitura e escrita são, como a fala, espaços de realização subjetiva o que, conseqüentemente, aponta para sua relevância como recurso terapêutico, permanecendo, muitas vezes, como espaço(s) exclusivo(s) de manifestação lingüística e subjetiva do paciente e, portanto, como condições privilegiadas na situação clínica. Sendo assim, este trabalho objetiva (1) situar e comentar os diferentes modos sintomáticos de relação fala-leitura-escrita instaurados em quadros afásicos, conforme abordados na literatura neurológica e neuropsicológica; (2) apresentar e discutir os efeitos desse raciocínio na Clínica Fonoaudiológica; (3) procurar discernir esse tipo de raciocínio do que embasa o Grupo de Pesquisa Aquisição, patologias e clínica de linguagem coordenado pela Profa. Dra. Maria Francisca Lier-DeVitto no LAEL/PUC-SP; (4) discutir questões clínicas relacionadas à implementação de procedimentos que envolvem, além da fala, também leitura e escrita. Para isso, apresento quatro relatos de casos. De minha leitura crítica vale destacar que os pesquisadores (afasiologistas e fonoaudiólogos) investigados notaram e registraram os mesmos acontecimentos surpreendentes e misteriosos na fala/leitura/escrita que me impulsionaram nesta pesquisa. Porém, esta observação permitiu apenas que eles observassem sinais da doença (compondo o quadro nosográfico das afasias) mas não refletissem sobre a relação afásico-leitura/escrita, nem sobre os efeitos clínicos dos atendimentos e/ou manifestações sintomáticas. Impasse e manejos clínicos no atendimento de afásicos não encontram, portanto, espaço para discussão fora da Clínica de Linguagem
Coull, Kim. "The womb artist – a novel: Translating late discovery adoptee pre-verbal trauma into narrative". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2014. https://ro.ecu.edu.au/theses/1583.
Texto completoParv, Valerie. "Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel". Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16646/1/Valerie_Parv_-_Birthright.pdf.
Texto completoParv, Valerie. "Healing writes : restoring the authorial self through creative practice : and Birthright, a speculative fiction novel". Queensland University of Technology, 2007. http://eprints.qut.edu.au/16646/.
Texto completoFongaro, Anna Eliza Mattos. "Manifestações sintomáticas na escrita e a clínica de linguagem". Pontifícia Universidade Católica de São Paulo, 2009. https://tede2.pucsp.br/handle/handle/14080.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Based on written work of children undergoing phonological therapy, the discussion about the symptom aims to stand away from the language conception as object of knowledge. Such a distance is justified by considering that the language is not consisted of positive units which could be apprehended by the individual through his or her perception and cognition (ANDRADE, 2003) Functioning of language (SAUSSURE. 1916), former to individual and element of the triadic relation: individual language-the other, is responsible for the capture of the individual, placing him in the function of the language and promoting its division into the writing and reading instance. Implying this individual of Psychoanalysis demands to approach the subjectification issue also under the sexualization view (DE LEMOS, 1998, 1999, 2002). In the accomplished analysis, the materialness of writing is highlighted; segmentation and trace are fundamental elements. The hypo segmentations in the analyzed writing pieces are understood as speech elements that are present at writing (ABAURRE, 2002), they are the outcome of blending orality and writing under Language control (BORGES, 2006) a well as the forgotten possibilities of such function (CARVALHO,1995). In regard to the trace of the letters, it is underlined the homographic mistakes which brings the child s name latent under the manifest chains of writing (BOSCO, 1995). These mistakes are the outcome of the Language and demonstrate the child s alienation. The reflection about the symptom implied in considering the particular way of interweavement of an individual with/by the Language. The individual s unawareness of the reason for the occurrences of his writing and the impossibility of change point out the implication of the hypothesis of unconscious introduced by Freud (LIER DEVITTO, 2006). The operations of repression focus on the (visual and sound) image of the letters, indicated by Pommier (1996) allowed thinking about the symptom as an interweavement point of the subjectification with the language and by the language throughout the Oedipus complex passage
Este trabalho aborda a escrita de crianças encaminhadas para terapia fonoaudiológica. O objetivo desta dissertação é discutir a natureza do sintoma, a partir de uma perspectiva teórica que toma distância da concepção de que a linguagem é objeto de conhecimento sobre o qual a criança atua. Para operar tal deslocamento foi encaminhada uma reflexão que considera a ordem própria da língua (SAUSSURE, 1916), e entende que a linguagem é anterior ao sujeito e responsável por sua captura e, conseqüentemente, por sua entrada no universo simbólico. A concepção de sujeito compatível com tal perspectiva é a de sujeito dividido entre a instância que escreve e a que lê. Implicar este sujeito da Psicanálise exige abordar a questão da subjetivação também do ponto de vista da sexuação (DE LEMOS, 1998,1999,2002). Na análise empreendida foram eleitos aspectos relativos à materialidade da escrita, a saber: segmentação e traçado. As hipossegmentações na escrita analisada são entendidas como elementos da fala que comparecem na escrita (ABAURRE, 2002), são efeitos do cruzamento oralidade e escrita sob o comando da Língua (BORGES, 2006) e possibilidades esquecidas deste funcionamento (CARVALHO,1995). Em relação ao traçado das letras, destacam-se os equívocos homográficos que trazem o nome da criança latente sob as cadeias manifestas da escrita (BOSCO, 1995). Estes equívocos são produtos da Língua e mostram a alienação da criança. A reflexão sobre o sintoma implicou considerar o modo particular de enlaçamento de um sujeito na/pela linguagem. O desconhecimento do sujeito sobre o porquê dos acontecimentos da sua escrita e a impossibilidade de mudança apontam para a implicação da hipótese do inconsciente introduzida por Freud (LIER DEVITTO, 2006). As operação de recalcamento que incidem sobre a imagem (visual e sonora) das letras, indicadas por Pommier (1996), permitiram pensar no sintoma como ponto de entrelaçamento do processo de subjetivação na linguagem e pela linguagem na passagem pelo complexo edipiano
Berkowitz, Megan. "Understanding the Relevance of Cognitive Psychology to Composition: Taking a Closer Look at How Cognitive Psychology has Influenced Ideas about Reading, Writing, and the Teaching Process". Oxford, Ohio : Miami University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1208900950.
Texto completoVenezian, Janaina de Albuquerque. "Validação dos indicadores de risco para a constituição do leitor/escrevente". Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/12018.
Texto completoCoordenação de Aperfeiçoamento de Pessoal de Nível Superior
Due to the high functional illiteracy rate in the population among people with low schooling or those who attend school for years and do not perform the reading and writing competently, we wonder how the speech terapist could act to modify this panorama. OBJECTIVE: Validate risk indicators for the constitution of the reader/writer. METHOD: It is a quantitative-‐ qualitative research, in which a retrospective auto fill questionnaire, based on risk indicators for reading/writing, was applied to a population of 293 parents of children from a public school in São Paulo. The poll, official evaluation in the public schools of São Paulo, and the evaluation of text production were used as additional data about the current performance of the children in reading and writing. Data were analyzed according to the adopted theory and statistically. We calculated the internal and external validity of the instrument: reliability, convergent validity and construct validity. RESULTS: it was possible to verify that the reliability of questionnaire was of αCronbach=0,73, considered acceptable, as reference. In convergent validity analysis, it was found that the questionnaire showed a statistically significant positive correlation to the poll (r=0,27; p<0,001), correlation classified as regular. But the questionnaire and performance on text production had statistically positive correlation only for those filled by parents who had complaints about their children s reading and writing (r=0,55; p=0,029). It was possible to attest the validity of the construct in a set of 8 of the 15 indicators initially proposed. CONCLUSION: The research allowed the validation of risk indicators for the constitution of the reader/writer. We suggest it to be extended to a larger number of subjects, of different ages and socio economic levels and, at the same time that intervention measures be developed for cases where the results of the application of the indicators point to the possibility of problems in reading and writing
Dado o alto índice de analfabetismo funcional na população, pessoas com baixa escolarização ou que passam por anos de escola e não realizam a leitura e a escrita de maneira competente, questiona-‐se como o fonoaudiólogo poderia atuar para modificar esse panorama. OBJETIVO: Validar indicadores de risco para a constituição do leitor/escrevente. MÉTODO: estudo exploratório de abordagem quanti-‐qualitativa no qual um questionário retrospectivo de auto preenchimento, elaborado a partir de indicadores de risco para a escrita, foi aplicado a uma população de 293 pais de crianças de uma escola pública do município de São Paulo. A sondagem, avaliação oficial realizada nas escolas estaduais de São Paulo, e a avaliação da produção de texto foram utilizadas como dados complementares sobre o desempenho atual da criança em leitura e escrita. Os dados obtidos foram analisados conforme a teoria adotada e estatisticamente. Foram calculadas as validades interna e externa do instrumento: confiabilidade, validade convergente e validade do construto. RESULTADOS: verifica-‐se que a confiabilidade do questionário foi de αCronbach=0,73, considerado aceitável, conforme referência. Na análise de validade convergente, verificou-‐se que o questionário apresentou uma correlação positiva estatisticamente significativa com a sondagem (r=0,27; p<0,001), correlação classificada como regular. Já o questionário e o desempenho na produção de texto tiveram correlação estatisticamente positiva somente para aqueles preenchidos por responsáveis que apresentaram queixa em relação a leitura e escrita de seus filhos (r=0,55; p=0,029). Foi possível atestar a validade do construto em um conjunto de 8 dos 15 indicadores propostos inicialmente. CONCLUSÃO: A pesquisa permitiu a validação de indicadores de risco para a constituição do leitor/escrevente. Sugerimos que a mesma seja extendida a um contingente maior de sujeitos, de diferentes idades e níveis sócio econômicos e, ao mesmo tempo, que sejam elaboradas medidas de intervenção para os casos em que os resultados da aplicação dos indicadores apontem para a possibilidade de problemas no domínio da leitura e da escrita
Bueno, Gina Nolêto. "O Processo Psicoterapêutico dentro do Behaviorismo Um Estudo Descritivo e Exploratório". Pontifícia Universidade Católica de Goiás, 2002. http://tede2.pucgoias.edu.br:8080/handle/tede/3866.
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Anxiety is a basic emotion experienced by the human. When negative it removes of the person the control of his emotion, and more than that, promoter behavioral disfunctions that causes new harmful contingencies of the most several types of defects of the human didacticism, in other words, emotional disturbance. In a private way, its consequences are directly connected to physiologic responses that are harmful and uncomfortable. In a public way, the consequences can be observed through the symptoms of the several disturbances caused by anxiety. Many published works present treatment programs and control of negative anxiety. The great majority search the accessibility of the private events and the hidden events for the effective control of the harmful contingencies as it is the case specially of those that use instruments of the behavioral and cognitive therapy. All of them face great difficulties: to lead with the subjectivity of the emotion. It was possible to study empirically the privacy of the events that cause anxiety, not only in public consequences, through the spoken repertory: emotional, voicer and textual. In this way, this work is innovative when its purpose was to study the relation between the research and clinical en applied. It still evaluates the effectiveness and efficiency of the therapeutic writing, that added to other techniques of control of responses to anxiety, in the functioning of disconnected behaviors, maintained by an intense anxiety picture, cause by anxiety disturbances. Haring for focus the No-Sent Letters as a way of functioning concealed and dysfunctional behaviors. Secondarily it is focalized in the diaries of registration, as indispensable instruments for the acquisition of self-control, discrimination an definition of new and assertive repertories of public and private behaviors. The experimental control was obtained through Within-Subject Counter Balanced Design with two groups, with two participants each, directed by the psychiatry, naïve with the psychotherapeutic process and in pharmacological treatment. This study explored four experimental conditions: Base Line; Intervention, when were used four groups of techniques of Behavioral and Cognitive Therapy; Evaluation and Follow up. IDATE was used in the Base Line, Evaluation and Follow up. The results showed as considerable difference between anxiety in the Base Line and in the Follow up presenting the effectiveness of the Therapeutic Writing as well as other techniques used, presented individually for participants, in a percentile and in a frequency form. Suggestions were also presented for futures studies.
A ansiedade é uma emoção básica vivida pelo ser humano. Quando negativa retira deste o controle de suas emoções, mais que isto, torna-se fomentadora de repertórios de comportamentos disfuncionalizados, consequenciadores de novos elos numa cadeia causal, impondo uma nova ordem ao organismo, que se comporta diante das contingências aversivas e, inclusive, dos mais diversos tipos de defeitos da didática humana, ou seja, transtornos emocionais. De forma privada, suas conseqüências estão diretamente ligadas às respostas fisiológicas, que são aversivas e desconfortáveis. De forma pública, as conseqüências podem ser observadas através da sintomatologia dos diversos transtornos por ela consequenciados. Inúmeros trabalhos publicados apresentam programas de tratamento e controle da ansiedade negativa. A grande maioria deles busca a acessibilidade dos eventos privados e até encobertos, para o controle efetivo das contingências aversivas e mantenedoras, como é o caso especialmente daqueles que utilizam instrumentos da terapia comportamental e cognitiva. Todos eles enfrentam grande dificuldade: lidar com a subjetividade desta emoção. Foi possível estudar empiricamente a privacidade dos eventos ansiogênicos, não apenas suas conseqüências públicas, através do repertório verbal – emocional, vocal e textual. Desta forma, este trabalho foi inovador quando propôs estudar a relação entre pesquisa e prática clínica. Avaliou, ainda, a eficácia e a eficiência da Escrita Terapêutica somada a outras técnicas de controle de respostas ansiogênicas na funcionalização dos comportamentos desadaptados, mantidos por um quadro de ansiedade intenso, ocasionado pelos Transtornos de Ansiedade. Tendo por foco as Cartas Não-Enviadas como meio de funcionalização de eventos encobertos e comportamentos disfuncionalizados. Secundariamente focalizou-se nos diários de registros, como instrumentos imprescindíveis para a aquisição do autocontrole, discriminação e definição de novos e assertivos repertórios de comportamentos públicos e privados. O controle experimental foi obtido através do Delineamento Intraparticipantes com Contrabalanceamento, sendo dois grupos de sujeitos, com dois participantes cada, encaminhados pela psiquiatria, ingênuos quanto ao processo psicoterapêutico e em tratamento farmacológico. Este estudo explorou quatro condições experimentais: Linha de Base; Intervenção, quando foram usados quatro grupos de técnicas da terapia comportamental e cognitiva; Avaliação e Follow up. O IDATE foi usado na Linha de Base, Avaliação e Follow up. Os resultados mostraram uma diferencia considerável entre a ansiedade na Linha de Base e no Follow up, apresentando a efetividade da Escrita Terapêutica, bem como de outras técnicas utilizadas, sendo aqui apresentados individualmente por participantes, em forma de freqüência e percentual. Também foram apresentadas sugestões para futuros estudos.
Bava, Saliha. "Transforming Performances: An Intern-Reseacher's Hypertextual Journey in a Postmodern Community". Diss., Virginia Tech, 2001. http://hdl.handle.net/10919/25951.
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