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1.
Psicol. ciênc. prof ; 43: e244202, 2023.
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1431126

ABSTRACT

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)


This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)


Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)


Subject(s)
Humans , Male , Female , Psychology, Educational , Schools , Education, Primary and Secondary , Pathology , Aptitude , Play and Playthings , Play Therapy , Prejudice , Psychology , Psychology, Applied , Psychology, Clinical , Psychomotor Performance , Public Policy , Quality of Life , Remedial Teaching , Attention Deficit Disorder with Hyperactivity , School Health Services , Autistic Disorder , Social Adjustment , Social Change , Social Environment , Social Isolation , Social Values , Socialization , Student Dropouts , Students , Pathological Conditions, Signs and Symptoms , Task Performance and Analysis , Thinking , Underachievement , Behavior , Mainstreaming, Education , Mentors , Adaptation, Psychological , Family , Child Advocacy , Developmental Disabilities , Child Guidance , Child Rearing , Mental Health , Child Health , Mental Competency , Public Sector , Practice Guidelines as Topic , Disabled Persons , Interview , Cognition , Communication , Communication Disorders , Problem-Based Learning , Community Participation , Behavioral Disciplines and Activities , Counseling , Creativity , Growth and Development , Dyslexia , Education of Intellectually Disabled , Education, Special , Educational Measurement , Educational Status , Projects , Ethics, Institutional , Information Technology , Faculty , Resilience, Psychological , Musculoskeletal and Neural Physiological Phenomena , Bullying , Medicalization , Neurodevelopmental Disorders , Academic Failure , School Mental Health Services , Psychosocial Functioning , Social Vulnerability , Health Services Needs and Demand , Holistic Health , Human Development , Human Rights , Individuality , Intelligence , Interpersonal Relations , Learning , Learning Disabilities , Medical History Taking , Memory , Mental Disorders , Motivation
2.
Psicol. ciênc. prof ; 43: e252743, 2023.
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1448951

ABSTRACT

O objetivo desta pesquisa é identificar e compreender fenomenologicamente, por meio de relato de Psicólogos de Esporte (PE) e de Coaches, em sua vivência prática, como ocorrem os processos reflexivos em sua atuação, conforme apreendidos a partir de relatos de experiências. O método de investigação escolhido foi a fenomenologia, pois oferece os recursos necessários para tal mergulho junto à experiência reflexiva. A amostra intencional foi delineada por PE e Coaches (profissionais de Educação Física que recorrem ao Coaching) em atividade em esportes de alto rendimento, que tenham atuado ou estejam atuando em modalidades esportivas coletivas e/ou individuais. Realizaram-se nove entrevistas (cinco com PE, quatro com Coaches). O acesso ao objeto desse estudo se deu por meio de entrevistas em profundidade e semiestruturadas, orientadas pela escuta suspensiva. As questões disparadoras foram formuladas com base no Procedimento Estruturado de Reflexão adaptado. Para análise das entrevistas, realizou-se uma síntese de cada relato, seguindo-se de cruzamento intencional. Como resultados, percebeu-se que PE e Coaches trazem algumas similaridades no que se refere aos modos de refletir sobre sua prática. No entanto, as experiências que eles fazem desses processos reflexivos é que podem tomar rumos distintos. Os(as) PE amparam-se na regulamentação da profissão e resguardam-se em seus apontamentos, trazendo suas experiências e reflexões sobre os processos vividos. Os(as) Coaches trazem em suas explanações um trabalho coerente, organizado e compatível com o método do Coaching. Problematizar os processos reflexivos desses profissionais permite diferenciar qualitativa e eticamente suas atuações, possibilitando o fomento multiprofissional no esporte.(AU)


The aim of this study consists in phenomenologically identifying and understanding, by the report of Sport Psychologists (SP) and coaches, in their practical experience, how would be the reflexive processes that take place in their performance, as learned from reports of their experiences. The research method chosen was phenomenology, since it offers the necessary resources for such a dive along with the reflective experience. The intentional sample was outlined by SP and coaches (Physical Education professionals who use coaching) active in high performance sports, who have or are working in collective and/or individual sports. Nine interviews were conducted (five with SP, four with coaches). Access to the object of this study took place by in-depth and semi-structured interviews, guided by suspensive listening. The triggering questions were formulated based on the adapted Structured Reflection Procedure. For the analysis of the interviews, a synthesis of each report was carried out, followed by the intentional crossing. As results, it was noticed that SP and coaches bring some similarities regarding the ways of reflecting on their practice. However, their experiences of these reflective processes are that they can take different directions. The SP are based on the regulation of the profession and guard themselves in their notes, bringing their experiences and reflections on the processes experienced. Coaches bring in their explanations a coherent, organized, and compatible work with the coaching method. Problematizing the reflective processes of these professionals allows to differentiate their actuation qualitatively and ethically, making the multiprofessional phenomenon in sport possible.(AU)


El objetivo de este estudio consiste en identificar y comprender fenomenológicamente, a partir de la experiencia práctica de psicólogos del deporte (PD) y coaches, cómo serían los procesos reflexivos que se llevan a cabo en su rendimiento, tal y como se desprende de los informes de experiencias. El método de investigación elegido fue la fenomenología, ya que ofrece los recursos necesarios junto con la experiencia. La muestra intencional fue delineada por PD y coaches (profesionales de la educación física que utilizan el coaching) activos en deportes de alto rendimiento, que tienen o están trabajando en deportes colectivos e/o individuales. Se realizaron nueve entrevistas (cinco con PD, cuatro con coaches). El acceso al objeto de este estudio fue entrevistas en profundidad y semiestructuradas, guiadas por escuchas suspensivas. Las preguntas se formularon desde el procedimiento de reflexión estructurado adaptado. Para el análisis de las entrevistas, se hizo una síntesis de cada informe, seguida del cruce intencional. Como resultados, se notó que los PD y coaches tienen algunas similitudes con respecto a las formas de reflexionar sobre su práctica. Sin embargo, las experiencias que hacen de estos procesos pueden tomar diferentes direcciones. Los(las) PD se basan en la regulación de la profesión y se protegen en sus notas, aportando sus experiencias y reflexiones sobre los procesos vividos. Los(las) coaches plantean en sus explicaciones un trabajo coherente, organizado y compatible con el método de Coaching. Problematizar los procesos reflexivos de estos profesionales permite diferenciar sus acciones de manera cualitativa y ética, además de posibilitar la promoción multiprofesional en el deporte.(AU)


Subject(s)
Humans , Male , Female , Health Knowledge, Attitudes, Practice , Psychology, Sports , Mentoring , Anxiety , Outcome and Process Assessment, Health Care , Personal Satisfaction , Aptitude , Physical Education and Training , Physical Endurance , Natural Science Disciplines , Play and Playthings , Professional Competence , Psychology , Psychomotor Performance , Quality of Health Care , Quality of Life , Recreation , Rehabilitation , Running , Attention , Science , Sleep , Soccer , Social Control, Formal , Social Identification , Social Justice , Sports Medicine , Stress, Psychological , Swimming , Teaching , Therapeutics , Track and Field , Vocational Guidance , Wounds and Injuries , Yoga , Behavioral Sciences , Breathing Exercises , Health , Mental Health , Physical Fitness , Surveys and Questionnaires , Reproducibility of Results , Occupational Health , Walking , Professional Autonomy , Guidelines as Topic , Interview , Congresses as Topic , Meditation , Life , Behavioral Disciplines and Activities , Wit and Humor , Fitness Centers , Practice Management , Complex Regional Pain Syndromes , Credentialing , Crisis Intervention , Mind-Body Therapies , Exercise Movement Techniques , Biomedical Enhancement , Depression , Diet , Dietetics , Education, Nonprofessional , Employee Performance Appraisal , Employment , Ethics, Professional , Sanitary Supervision , Professional Training , Athletic Performance , Resistance Training , Resilience, Psychological , Musculoskeletal and Neural Physiological Phenomena , Feeding Behavior , Athletes , Capacity Building , Sports Nutritional Sciences , Return to Sport , Work Performance , Professionalism , Cardiorespiratory Fitness , Academic Success , Water Sports , Work Engagement , Cognitive Psychology , Science and Development , Cognitive Training , Psychological Well-Being , Working Conditions , Gymnastics , Health Occupations , Health Promotion , Anatomy , Job Description , Jurisprudence , Leadership , Learning , Life Style , Memory , Methods , Motivation , Motor Activity , Motor Skills , Movement , Muscle Relaxation , Muscles , Obesity
4.
Enferm. actual Costa Rica (Online) ; (29): 32-45, jul.-dic. 2015.
Article in Spanish | LILACS, BDENF | ID: lil-778055

ABSTRACT

ResumenIntroducción:En este artículo se presenta los resultados obtenidos de la validación de la Prueba General para la Evaluación del Desarrollo para infantes y adolescentes (EVADE), acorde con el crecimiento, necesidades, intereses y desarrollo de la población costarricense en edades entre los 6 y 14 años.Metodología:La metodología fue de carácter cualitativo, transversal y exploratorio: se llevó a cabo un proceso de validación que incluyó la técnica de juicio de expertos de tipo agregados individuales. En la primera fase de análisis de resultados, se utilizó la triangulación de la que se obtuvo como resultado el EVADE modificado. Posteriormente, se elaboró una prueba piloto con 300 infantes y adolescentes entre los 6 y 14 años de edad, de escuelas y colegios tanto públicos como privados del Area Metropolitana, San José, Costa Rica, para lo cual se empleó una guía de observación para recopilar los datos aportados en dicha prueba. En la segunda fase, con los resultados de la triangulación teórica, se estructuró una nueva versión del EVADE.Resultados:Hay escasez bibliográfica relacionada con pruebas de evaluación del desarrollo de la niñez intermedia y adolescencia; la técnica de juicio de expertos permitió confirmar la inconsistencia de algunos ítems del EVADE, por lo que fue necesario crear un instructivo y materiales estandarizados para la aplicación de la prueba.Conclusión:Esta investigación provee dos insumos fundamentales: un libro con el instructivo para la interpretación y aplicación del EVADE, y los materiales estandarizados para su implementación.


AbstractIntroduction:In this paper the results of the validation of the General Test Development Evaluation children and adolescents are presented (CIRCUMVENT), consistent with the growth needs, interests and development of the Costa Rican population between the ages of 6 and 14 years.Methodology:The methodology was qualitative, transversal and exploratory. For this purpose, conducted a valid ation process that included: technical expert judgment type aggregates individual; in the first phase results analysi s, triangulation was used, resulting in the modified CIRCUMVENT. Subsequently, a pilot with 300 children and a dolescents aged 6 to 14 years oíd, schools and colleges both public and prívate Metropolitan Area, San José, Cost a Rica was made; using an observation guide for the collection of the data provided in this test. In the second phas e, the results obtained with the theoretical triangulation, a new versión of CIRCUMVENT was structured.Results:There is limited literature regarding developmental screening tests in middle childhood and adolescence; technical expert judgment confirmed the inconsistency of some items of CIRCUMVENT; was necessary to créate standardized instructional materials for the application of the test.Conclusión:This research provides two significant inputs: a book with instructions for the interpretadon and application of CIRCUMVENT, and standardized materials for implementation.


Subject(s)
Humans , Male , Female , Child , Adolescent , Child , Child Development , Adolescent , Costa Rica , Adolescent Development , Growth and Development/physiology , Growth , Musculoskeletal and Neural Physiological Phenomena
5.
Rev. mex. oftalmol ; 69(1): 1-9, ene.-feb. 1995. ilus
Article in Spanish | LILACS | ID: lil-188173

ABSTRACT

Se propone un modelo de investigación para comprobar la fisiología de la interacción neurológica de músculos de acción vertical a través del concepto de cuircuitos. El concepto de estaciones correspondientes y no correspondientes en un solo circuito o en circuitos cruzados es indispensable en la valoración de resultados de potencialización, suma o neutralización cuando se interviene quirúrgicamente en dos ó más músculos extraoculares.


Subject(s)
Ophthalmology , Ophthalmologic Surgical Procedures , Strabismus/surgery , Musculoskeletal and Neural Physiological Phenomena , Oculomotor Muscles/surgery , Ophthalmoplegia/physiopathology
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