Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Velasco, Caroline de Cássia Francisco Buosi
 |
| Orientador(a): |
Gioia, Paula Suzana |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento
|
| Departamento: |
Faculdade de Ciências Humanas e da Saúde
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/19602
|
Resumo: |
Inadequate educational practices may worsen the children´s development problems, and some behavior analysts have been concerned to develop interventions that aims to capacity parents and caregivers to educate their children in order to avoid or soften possible problems in this interaction. A population that deserves attention are the Welcoming Families that introduce in their own home, children who were legally departed of their biological families because they are in a social or personal risk. The present research had the objective of implement and evaluate an intervention in Welcoming Family situation for the handling of relationships among caregivers and child six to nine years old that are welcomed. Participants were five welcoming mothers and their welcomed child, divided in Experimental Group and Control. The procedure involves informative lectures cycle about Welcoming Families and a Training Program. The Training Program was realized in groups and individually. The planned delimitation had the starting evaluation (direct observation of interaction among caregiver and child; interviews and application of the Parenting Style Inventory; intervention group; evaluation after the group interventions, individual intervention, evaluation after individual orientation; removing of group and individual orientation conditions and evaluations after intervention in two different moments. The group intervention had ten meetings in which many themes were discussed. The individual intervention happened at residence and the caregiver orientation occurred in school task doing with the welcoming child. The results demonstrated that the caregivers of Experimental Group increased the positive educational practice happenings and decreased the aversive educational practices and they didn´t return to the levels gained at base line during the follow up. There was also a difference in the results of this group, after the Individual Training. The caregivers of Control Group didn´t change their interaction practices with the welcoming child. One limitation of this study was the lack of objective measures of the child in the school task performance. It is suggested new studies that verify the effectiveness of intervention with teenagers Welcoming Families, doing the adaptations that were necessary to this age |
