Nádia Kienen

Acompañamiento Terapeutico y Analisis de la Conducta: Progresos y Problematicas en definiciones deste hacer

Embora o fazer Acompanhamento Terapeutico tenha sua importância reconhecida na Psicologia e na Analise do Comportamento, nao ha consenso quanto as classes de comportamentos constituintes desse fazer e que tem sido utilizadas para defini-lo. Esta reflexao teorica objetivou caracterizar de forma critica contribuicoes da Psicologia e da Analise do Comportamento para a definicao do Acompanhamento Terapeutico, alem de propor que a Analise do Comportamento e a Programacao de Ensino possuem recursos teorico-conceituais e tecnologicos para contribuir com essa definicao. A partir da analise da literatura, verificou-se que o Acompanhamento Terapeutico tem sido definido por meio do uso de metaforas e como um servico necessariamente subordinado ao trabalho do psicologo clinico, apesar de contribuicoes da Modificacao de Comportamento, da Terapia Comportamental e da Analise Aplicada do Comportamento. Defende-se que a Analise do Comportamento e a Programacao de Ensino possuem recursos para contribuir com uma definicao mais precisa do fazer Acompanhamento Terapeutico na Psicologia, por meio da caracterizacao e sistematizacao das classes de comportamentos definidoras desse fazer a partir de seus diferentes graus de abrangencia.

Bullying: atitudes, consequências e medidas preventivas na percepção de professores e alunos do ensino fundamental

This study aims at characterizing the perception of students and school teachers about the consequences, preventive measures and attitudes towards bullying. The sample was 83 students and six (6) teachers from great Florianópolis area’s public school. We used a semi-structured interview to collect data from teachers and a questionnaire for students. The data was subjected to content analysis and descriptive statistics. It was found that both teachers and students perceived bullying’s consequences for the victim, although presented diffi culties in identifying negative consequences for the perpetrator and the victims-aggressors. Besides, 98.8% of students reported having witnessed assaults, while 49.9% did not stand. Regarding teachers’ attitudes towards bullying, teachers and students’ opinions diverge. While teachers cited dialogue as a major action, students pointed removal of class and coordination referral as the most common attitudes. Both students and teachers considered relevant the adoption of lectures and meetings involving parents and teachers about bullying’s consequences as a preventive measure. It was also found that both teachers and students emphasized actions that seek to punish bullying occurrences, instead of preventing it. Besides educational strategies to help prevent bullying, there is a clear need for changing present conditions that keep the identifi ed problems recurring.

Teachers and students perceptions of bullying's characteristics in a elementary school

This study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianopolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by studentsThis study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianópolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by students 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Campus Universitário, Caixa Postal: 10011, Londrina, PR, Brasil 86057-970. E-mail: nadiakienen@gmail.com e mariana_michelena@msn.com Trabalho fi nanciado pelo Programa Unisul de Iniciação Científi ca (PUIC). Santos, M. M., Kienen, N. 162 and teachers than the indirect practices. For students, the site of highest incidence of this phenomenon is the street, followed by the patio and in the classroom. Already teachers identifi ed classroom and patio as most frequent sites of occurrence. Regarding the characteristics of bullies, respondents indicated that they tend to be of both sexes and older than their victims. The results indicate the need to refl ect on the implementation of preventive programs in schools that aim to inform and equip the school community about bullying. Such programs can help reduce the occurrence of aggressive behavior and promote a healthy learning process.

Caracteristicas de bullying en la percepción de alumnos y profesores de una escuela de enseñanza primaria

This study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianopolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by studentsThis study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianópolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by students 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Campus Universitário, Caixa Postal: 10011, Londrina, PR, Brasil 86057-970. E-mail: nadiakienen@gmail.com e mariana_michelena@msn.com Trabalho fi nanciado pelo Programa Unisul de Iniciação Científi ca (PUIC). Santos, M. M., Kienen, N. 162 and teachers than the indirect practices. For students, the site of highest incidence of this phenomenon is the street, followed by the patio and in the classroom. Already teachers identifi ed classroom and patio as most frequent sites of occurrence. Regarding the characteristics of bullies, respondents indicated that they tend to be of both sexes and older than their victims. The results indicate the need to refl ect on the implementation of preventive programs in schools that aim to inform and equip the school community about bullying. Such programs can help reduce the occurrence of aggressive behavior and promote a healthy learning process.

Características do bullying na percepção de alunos e professores de uma escola de ensino fundamental

This study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianopolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by studentsThis study aims to analyze the perception of students and school teachers about the characteristics of bullying in schools. The sample was composed of 83 students and six teachers of a public school education in the region of Florianópolis. Two instruments have been used for data collection: a questionnaire and a semi-structured interview guide. The data obtained in the study were subjected to content analysis and descriptive statistical analysis. Among the fi ndings it could be stated that: 94% of all students and teachers interviewed had witnessed some situations of bullying in school. Both students and teachers have a narrow defi nition of the concept of bullying and direct practices are more easily identifi ed by students 1 Endereço para correspondência: Departamento de Psicologia Geral e Análise do Comportamento, Centro de Ciências Biológicas, Universidade Estadual de Londrina, Campus Universitário, Caixa Postal: 10011, Londrina, PR, Brasil 86057-970. E-mail: nadiakienen@gmail.com e mariana_michelena@msn.com Trabalho fi nanciado pelo Programa Unisul de Iniciação Científi ca (PUIC). Santos, M. M., Kienen, N. 162 and teachers than the indirect practices. For students, the site of highest incidence of this phenomenon is the street, followed by the patio and in the classroom. Already teachers identifi ed classroom and patio as most frequent sites of occurrence. Regarding the characteristics of bullies, respondents indicated that they tend to be of both sexes and older than their victims. The results indicate the need to refl ect on the implementation of preventive programs in schools that aim to inform and equip the school community about bullying. Such programs can help reduce the occurrence of aggressive behavior and promote a healthy learning process.

Docência patológica existe

A saúde do professor depende da sala de aula. Será? José Manuel Esteve, um experiente profissional espanhol da área da Educação, examina essa possibilidade e, com sua experiência de professor em vários países da Europa, avalia o trabalho que realiza como estudioso do fenômeno do “mal-estar docente”. Seu livro é uma excelente leitura para educadores, professores e cientistas que estudam tanto os fenômenos educacionais como aqueles relacionados à saúde na sociedade ou nas organizações, nos processos de trabalho ou nas relações entre as pessoas. Um texto de alto nível merece uma leitura cuidadosa, e esse é o caso do livro “O mal-estar docente” de José Manuel Esteve, que chega ao Brasil com tradução de Durley de Carvalho Cavicchia, publicado pela Editora da Universidade do Sagrado Coração (Bauru, SP), em 1999.