A criança agressiva na escola e o papel dos vínculos afetivos familiares a partir de intervenções na perspectiva sistêmica

• Ano de defesa: 2021
• Autor(a) principal: Santeli, Patrícia da Silva Dias
• Orientador(a): Avoglia, Hilda Rosa Capelão
• Banca de defesa: Nobre, Thalita Lacerda, Gomes, Miria Benicasa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Metodista de Sao Paulo
• Programa de Pós-Graduação: Psicologia da Saude
• Departamento: Psicologia da Saude:Programa de Pos Graduacao em Psicologia da Saude
• País: Brasil
• Palavras-chave em Português: Afetividade; Agressividade na Escola; Vínculos Afetivos Familiares; Teoria Sistêmica
• Palavras-chave em Inglês: Affectivity; Aggressiveness at School; Family Affective Links; Systemic Theory
• Área do conhecimento CNPq: CIENCIAS HUMANAS
• Link de acesso: http://tede.metodista.br/jspui/handle/tede/2140

The objective of this research was to analyze the role of family affective bonds in the intervention of the child's aggressive behavior reflected in school from a systemic perspective. This is a research with a qualitative, descriptive and longitudinal method, carried out with two children aged 6 and 9 years and their respective families characterized with aggressive behavior in a private school in the Greater ABC-SP region. The participating children were selected at random from documentary data of students' occurrences and reports from the school's Educational Guidance, being characterized as aggressive behavior at school. There were 12 consultations with children with aggressive behavior and their families (parents or guardians). The consultations took place in the researcher's own office, being recorded and analyzed from the perspective of the systemic approach. The results indicated that it was possible to verify the improvement in the behavior of children at school, through the records of occurrences of students at school, as well as by the parents' report after the intervention carried out with systemic family therapy. The analysis corroborates that family affective bonds with more quality attenuate the child's aggressive behavior at school. It is expected to collaborate with the development of the child with complaints of aggressive behavior at school, offering a type of systemic intervention, contributing to the expansion of the vision of how to intervene with the child and family, seeking to favor their school adaptation.(AU)