Fernanda Ottati

Análise de instrumentos de avaliação de interesses profissionais

ABSTRACT – The current work investigated studies developed in the process of standardization and validation of interest assessment instrument, used in processes of professional guidance. Eight instruments have been consulted, and the following aspects were verified: author, editor, date of publication, standardization, validity and precision. The analyzed information has been taken from the respective test manuals. The results have shown that it was possible to find, in the consulted instruments, the lack of information about the author and the date of publication of the manual, as well as lack of information concerned to the studies of standardization, validity and precision. It is suggested that new studies of this nature be carried out with other instruments and be used other criteria of analysis.Key words: test of interest; psychological assessment; psychological tests. Estudos sobre instrumentos psicologicos sao indispensa-veis para o desenvolvimento da area de avaliacao psicologica, tendo em vista a necessidade de que as avaliacoes sejam mais confiaveis e precisas em todos os contextos de atuacao profissional. Os testes podem ser utilizados em varios cam-pos profissionais, como clinica, organizacao ou escola, uma vez que oferecem informacoes importantes para o avaliador sobre o avaliado. De acordo com Pasquali e cols. (2001), a avaliacao e um processo integrado que utiliza tecnicas mais apropriadas para diagnosticar o problema de um determinado caso, visando a intervencao.Para Bock (1995), o psicologo e um profissional que deve trabalhar para a promocao da saude em suas diferentes atividades profissionais, tal como na orientacao profissional (OP). A OP visa tambem a promocao da saude, ja que por meio dela cria-se condicoes para que as pessoas se conhecam melhor, percebam suas identificacoes, adquiram melhores condicoes de organizar seus projetos de vida, e consequen-temente, facam oportunas escolhas profissionais.Segundo Carvalho (1995), quando o adolescente procura a orientacao profissional, esta buscando alguem que o ajude a escolher o seu futuro por meio de papeis ocupacionais adultos. Portanto, e necessario que os profissionais responsaveis por desenvolverem programas de orientacao profissional saibam que o processo tem basicamente dois objetivos, de acordo com Bohoslavsky (1996), a saber: a definicao de uma carreira ou trabalho e propiciar ao adolescente a aprendizagem e a escolha de sua identidade vocacional levando em conta sua identidade pessoal. A concepcao de Lucchiari e cols. (1993) acrescenta como objetivo da orientacao, a facilitacao do mo-mento de escolha do jovem, auxiliando-o a compreender sua situacao especifica de vida, na qual estao incluidos aspectos pessoais, familiares e sociais. Neste sentido, facilitar a esco-lha implica auxiliar o jovem a pensar, levando-o a descobrir quais caminhos quer seguir de forma que tres aspectos sejam abordados: conhecimento de si mesmo, conhecimento das profissoes e a escolha propriamente dita.A orientacao pressupoe o conhecimento de teorias que embasem o processo de avaliacao. Embora o presente estudo nao tenha como objetivo essa discussao, vale destacar que, em 1971, John L. Holland apresentou uma teoria sobre a escolha vocacional, na qual tenta explicar porque as pessoas escolhem determinadas profissoes e quais os fatores pessoais e ambientais que facilitam ou dificultam o sucesso profis-sional e afirma ainda que os inventarios de interesses sao inventarios de personalidade, pois os interesses vocacionais sao expressoes da personalidade. Interessados no assunto poderao examinar os trabalhos de Thurstone (1938), Cattell (1949) e Holland (1963).Os instrumentos de interesses sao de fundamental im-portância na orientacao profissional, uma vez que podem trazer informacoes importantes sobre os sujeitos avaliados. Para Anastasi e Urbina (2000), esses instrumentos tem como objetivo familiarizar o individuo em relacao as ocupacoes adequadas para si, por meio da comparacao dos itens respon-didos pessoalmente com aqueles tipicos de pessoas dedicadas a diferentes ocupacoes. As autoras afirmam ainda que os inventarios de interesses revelam aspectos da personalidade de um individuo, que afetam substancialmente a realizacao educacional e ocupacional, bem como as relacoes interpes-soais, as atividades de lazer e outras fases relevantes da vida,

Informações contidas nos manuais de testes de inteligência publicados no Brasil

This paper analyses information concerning identification, application and evaluation data in psychological test manuals. Twenty IQ tests were analyzed. Each test was analyzed separately according to the criteria of a questionnaire used to evaluate the quality of tests used in Spain. Results showed that some test manuals do not provide the date of publishing, the name of the author or the bibliography.

Informações contidas nos manuais de testes de personalidade

The research had as objective to evaluate personality tests in which it relates to the presence or absence of information in the respective manuals. Twenty two manuals of tests had been consulted with the objective of verifying if they had the following information: name of the author, publisher and date of the manual publication in Portuguese, the construct, publication areas, shape and number of the items, support, correction, changing of punctuation, used scales, application time, supplied documentation and used bibliography. The results have indicated that the information about the author and publisher were written in all the tests and that ten of the consulted instruments have presented all the information analyzed in its respective manuals.

Psicologia vocacional: perspectivas para a intervenção

A psicologia vocacional nasceu no início do século XX nos EUA com a preocupação de entender e poder intervir no bem-estar social e educativo de jovens. Ao longo do desenvolvimento dessa área, as investigações acerca dos aspectos relacionados ao processo de escolha de uma profissão foram e continuam sendo realizadas, e é por isso que atualmente os profissionais de psicologia usufruem de modelos, métodos e materiais que permitem realizar um trabalho focado no desenvolvimento do comportamento vocacional.1 É sob essa ótica que o livro Psicologia vocacional: perspectivas para a intervenção foi editado, com objetivo de debater o papel atual da psicologia vocacional, bem como da intervenção realizada pelos psicólogos, com diferentes populações e contextos. A obra é coordenada por dois importantes pesquisadores portugueses, Maria do Céu Taveira, da Universidade do Minho e José Tomás da Silva da Universidade de Coimbra e está dividida em seis capítulos, escritos por pesquisadores de diferentes países. O capítulo 1, intitulado “Abordagens às intervenções de carreira: perspectiva histórica”, é de autoria de Edwin Herr, da Universidade do Estado da Pensilvânia (EUA), que faz um resgate histórico do surgimento e desenvolvimento de teorias sobre o desenvolvimento de carreira, divididos em três épocas. A primeira refere-se aos anos de 1900 a 1950, na qual surgem os primeiros programas de intervenção, destacando a proposta de Frank Parsons, um modelo de intervenção que até hoje ainda é praticado, a abordagem de traço e fator. A segunda mostra que a partir dos anos 50 há o surgimento das teorias de desenvolvimento de carreira, evidenciando nomes como Donald Super e John Holland. Nesse contexto o autor destaca três tipos de intervenções de carreira: programas estruturados de desenvolvimento e planejamento de carreira, modelos de intervenção psicoeducacional e tecnologia. E, por fim, trata dos anos 90, enfatizando que a preocupação dos processos de intervenção nesse momento deixa de ser exclusivamente a busca de uma profissão e

Conteudos e Metodologias de Ensino de Avaliacao Psicologica: um Estudo com Professores

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

Estructura factorial del Life Orientation Test Revisado (LOT-R)

Optimism and pessimism are conceptualized as generalized expectations about events happening in peoples lives, and are regarded as stable dispositions. The construct of optimism can be understood as being one-dimensional and bipolar, in other words, it’s an only attribute with two extremes ranging from optimism or pessimism. The Revised Life Orientation Test (LOT-R) is the instrument used for assessing dispositional optimism and has been the subject of several studies that verify its one-dimensionality. However, the results of those studies do not necessarily support the theoretical model. The aim of this paper was to analyze the factor structure of the LOT-R in a sample of adolescent students from basic primary and secondary education. Participants were 183 students of both genders, aged between 13 and 19 years old. The application of the LOT-R was carried collectively in the classroom. The instrument’s confirmatory factor analysis was performed by testing a one-factor model and another one of two-factors. The two-factor model was the most appropriate, showing that, for this particular sample, the LOT-R consists of two components. The need for studies to test the structure of the instrument is evident inasmuch as the literature indicates that cultural differences are key elements to understanding optimism.

Contenidos y Métodos de Enseñanza de Evaluación Psicológica: un Estudio con Maestros

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.

Contents and Methods of Psychological Assessment Teaching: a Study Involving Professors

The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifically in the subjects related to psychological assessment. A two-part questionnaire was used: the first part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.The aim in this study was to verify the contents taught and teaching methods used by undergraduate Psychology teachers, specifi cally in the subjects related to psychological assessment. A two-part questionnaire was used: the fi rst part served to characterize the participants, and the second the subjects taught. Twenty-two teachers participated. Among the respondents, 72.7% were female, 77.3% were psychological assessment teachers and 45.5% had graduated from public universities. For the open question, about the subjects taught, analysis and expert analysis categories were established. About the subjects taught, most respondents teach the techniques and theoretical foundations of tests. In contrast, the history of assessment and the elaboration principles of psychological documents were the topics taught least.