Family diversity in social exclusion situations. Results and reflections on research, teaching and knowledge transfer activities

The purpose of this paper is to characterize the configurations of the families that live in contexts of social exclusion; provide conceptualizations of their operation mode; highlight the formative effects that neighborhood interdisciplinary practices with such families produce in the just graduated psychologists, included on the Extension Program. We wish to contribute to produce systematic knowledge that can account for such family configurations as potential receiver of integration policies. We are also interested on transferring the approach to diversity in the training of young professionals, in order not to be regarded as a deviation from ideal models, but as an expression of different strategies built by members of a community, to resolve children breeding and to bear their existences. This work is the result about reflections on productions inside a research fellowship: The complexities that takes the breeding in families who lives in a social exclusion situation; researches about breeding, carried out from signature Developmental Psychology II, and from de interdisciplinary work with psychologically assisted families in twelve suburbs of the city of La Plata (University Extension Program "Free Legal Offices" (Convention between Law and Social Sciences and Psychology Faculties, U.N.L.P.). From a qualitative methodology and an interdisciplinary participation, the results have arrive at the characterization and proposed conceptualizations of the included families and at the same time determine the benefits that brings with the work that articulates research and extension activities for the training of advanced students and young graduates.

Family diversity in social exclusion situations. Results and reflections on research, teaching and knowledge transfer activities

The purpose of this paper is to characterize the configurations of the families that live in contexts of social exclusion; provide conceptualizations of their operation mode; highlight the formative effects that neighborhood interdisciplinary practices with such families produce in the just graduated psychologists, included on the Extension Program. We wish to contribute to produce systematic knowledge that can account for such family configurations as potential receiver of integration policies. We are also interested on transferring the approach to diversity in the training of young professionals, in order not to be regarded as a deviation from ideal models, but as an expression of different strategies built by members of a community, to resolve children breeding and to bear their existences. This work is the result about reflections on productions inside a research fellowship: The complexities that takes the breeding in families who lives in a social exclusion situation; researches about breeding, carried out from signature Developmental Psychology II, and from de interdisciplinary work with psychologically assisted families in twelve suburbs of the city of La Plata (University Extension Program "Free Legal Offices" (Convention between Law and Social Sciences and Psychology Faculties, U.N.L.P.). From a qualitative methodology and an interdisciplinary participation, the results have arrive at the characterization and proposed conceptualizations of the included families and at the same time determine the benefits that brings with the work that articulates research and extension activities for the training of advanced students and young graduates.

Family diversity in social exclusion situations. Results and reflections on research, teaching and knowledge transfer activities

The purpose of this paper is to characterize the configurations of the families that live in contexts of social exclusion; provide conceptualizations of their operation mode; highlight the formative effects that neighborhood interdisciplinary practices with such families produce in the just graduated psychologists, included on the Extension Program. We wish to contribute to produce systematic knowledge that can account for such family configurations as potential receiver of integration policies. We are also interested on transferring the approach to diversity in the training of young professionals, in order not to be regarded as a deviation from ideal models, but as an expression of different strategies built by members of a community, to resolve children breeding and to bear their existences. This work is the result about reflections on productions inside a research fellowship: The complexities that takes the breeding in families who lives in a social exclusion situation; researches about breeding, carried out from signature Developmental Psychology II, and from de interdisciplinary work with psychologically assisted families in twelve suburbs of the city of La Plata (University Extension Program "Free Legal Offices" (Convention between Law and Social Sciences and Psychology Faculties, U.N.L.P.). From a qualitative methodology and an interdisciplinary participation, the results have arrive at the characterization and proposed conceptualizations of the included families and at the same time determine the benefits that brings with the work that articulates research and extension activities for the training of advanced students and young graduates.

FORMAÇÃO CONTINUADA: POR QUE OS PROFESSORES NÃO LÊEM?

Neste estudo, busco desvelar a relação entre formação continuada de professores e a prática de leitura, considerando a instituição do ato de ler e suas implicações e relacionando conceitos, fatos, causas e efeitos. Apresento uma retrospectiva da iniciação às letras no mundo, pontuando conceitos e as diferentes metodologias utilizadas para o desenvolvimento da indissociável dupla leitura e escrita, considerando os aspectos sociais e as exigências de cada época. Tomo como base os escritos de Alberto Manguel, Uma história da leitura, e a obra Formação do Brasil Colonial, de Arno Wheling & Maria José C.M. Wheling, que direcionam a síntese da implementação da aquisição de leitura e escrita no Brasil e conduzem o discurso para um breve histórico da formação continuada na rede estadual de São Paulo. A instituição da formação continuada e a concepção do conceito de formação continuada, segundo a literatura específica, permitem a percepção de algumas mudanças nas representações sociais assumidas pelos docentes em relação à educação, ao processo de ensino e aprendizagem e ao seu papel como indivíduo ativo historicamente situado. Exemplifico a formação continuada de professores com a análise do programa EMR Ensino Médio em Rede. O estudo inclui inicialmente a observação, seguida da análise, das opiniões expressas em questionários e entrevistas de professores com participação efetiva no programa EMR. A história da vida de três professores, enfocando a formação leitora, auxilia no entendimento do processo de leitura e sua influência na constituição dos sujeitos enquanto leitores e o impacto da prática de leitura em sua atividade docente. A identificação das situações que envolvem o processo de leitura e escrita, bem como dos elementos que corroboram ou não para seu aprimoramento, contribui para uma discussão relevante para a efetiva ampliação da prática de leitura.(AU)

FORMAÇÃO CONTINUADA: POR QUE OS PROFESSORES NÃO LÊEM?

Neste estudo, busco desvelar a relação entre formação continuada de professores e a prática de leitura, considerando a instituição do ato de ler e suas implicações e relacionando conceitos, fatos, causas e efeitos. Apresento uma retrospectiva da iniciação às letras no mundo, pontuando conceitos e as diferentes metodologias utilizadas para o desenvolvimento da indissociável dupla leitura e escrita, considerando os aspectos sociais e as exigências de cada época. Tomo como base os escritos de Alberto Manguel, Uma história da leitura, e a obra Formação do Brasil Colonial, de Arno Wheling & Maria José C.M. Wheling, que direcionam a síntese da implementação da aquisição de leitura e escrita no Brasil e conduzem o discurso para um breve histórico da formação continuada na rede estadual de São Paulo. A instituição da formação continuada e a concepção do conceito de formação continuada, segundo a literatura específica, permitem a percepção de algumas mudanças nas representações sociais assumidas pelos docentes em relação à educação, ao processo de ensino e aprendizagem e ao seu papel como indivíduo ativo historicamente situado. Exemplifico a formação continuada de professores com a análise do programa EMR Ensino Médio em Rede. O estudo inclui inicialmente a observação, seguida da análise, das opiniões expressas em questionários e entrevistas de professores com participação efetiva no programa EMR. A história da vida de três professores, enfocando a formação leitora, auxilia no entendimento do processo de leitura e sua influência na constituição dos sujeitos enquanto leitores e o impacto da prática de leitura em sua atividade docente. A identificação das situações que envolvem o processo de leitura e escrita, bem como dos elementos que corroboram ou não para seu aprimoramento, contribui para uma discussão relevante para a efetiva ampliação da prática de leitura.(AU)

Rotas federativas para a promoção de capacidades estatais municipais: uma análise da experiência brasileira

Esta tese discute como o federalismo brasileiro promoveu, entre 1997 e 2014, iniciativas voltadas a desenvolver capacidades estatais nos municípios. Este tema foi retomado na agenda federal no primeiro governo Fernando Henrique Cardoso (1995-1998), prosseguiu nas duas gestões Lula (2003-2010) e, finalmente, no primeiro mandato de Dilma Rousseff (2011-2014). A descentralização de políticas iniciadas em 1998 constitui o contexto político e institucional que, diante das novas atribuições assumidas pelos municípios, demandam modernizar a sua gestão. Apresenta-se de que forma evolui a qualificação gerencial e administrativa nos municípios para situar que o desafio do federalismo cooperativo brasileiro possui para apoiar esses entes. A pesquisa foi organizada em três dimensões teóricas e analisou cinco casos. A primeira dimensão trata da cooperação por meio de arranjos de cooperação territorial, tendo o Comitê de Articulação Federativa (CAF), criado em 2003, como objeto de análise, pois reuniu representantes do governo federal e do municipalismo. Uma de suas áreas de ação foi o desenvolvimento de capacidades estatais municipais. A segunda dimensão aborda a cooperação federativa por meio de sistemas de políticas públicas. Comparou-se o Sistema Único de Assistência Social (SUAS), criado em 2005, como a área da educação, que é desprovida desse tipo de arranjo intergovernamental sistêmico. Na educação a análise recai sobre o Plano de Ações Articuladas (PAR), que foi instituído em 2007. O SUAS possui uma ampla legislação e normatização voltada para os entes municipais nas quais se destacam exigências de modernização dos órgãos que localmente respondem por essa política. O objetivo é comparar se sistemas de políticas são mais eficazes para promover capacidades estatais que outras modalidades de relações federativas. A terceira dimensão teórica diz respeito aos programas federais criados para apoiar a qualificação das gestões municipais. Foram selecionados dois programas: o Programa de Modernização da Administração Tributária e da Gestão de Setores Sociais Básicos (PMAT), administrado pelo BNDES desde 1997, e o Programa Nacional de Apoio à Modernização Administrativa e Fiscal dos Municípios Brasileiros (PNAFM), gerenciado pelo Ministério da Fazenda e Caixa Econômica Federal desde 2001. A análise das três dimensões mostra que, com base na experiência comparada em nível internacional e na literatura sobre federalismo e relações intergovernamentais que, diante da forma como se organizou a cooperação territorial e a implantação de programas federais no Brasil, essas duas modalidades não são rotas viáveis para apoiar a modernização das gestões municipais. A pesquisa concludes que um sistema nacional e articulado de políticas, tanto por razões teóricas como empíricas, é o tipo de institucionalidade de cooperação federativa mais adequado para promover capacidades estatais municipais em realidades como a brasileira. Nessa linha, finaliza-se a Tese propondo um modelo analítico que considera sistemas articulados de políticas como o formato mais adequado para lidar com esse desafio federativo em um contexto caracterizado pela descentralização de políticas, mas que ao mesmo tempo convive com uma enorme heterogeneidade e desigualdade de capacidades estatais entre os governos locais.

Adapting the 'family wellbeing' empowerment program to the needs of remote indigenous school children

Objective: To adapt the Family Wellbeing empowerment program, which was initially designed to support adults to take greater control and responsibility for their decisions and lives, to the needs of Indigenous school children living in remote communities. Method. At the request of two schools in remote Indigenous communities in far north Queensland, a pilot personal development and empowerment program based on the adult Family Wellbeing principles was developed, conducted and evaluated in the schools. The main aims of the program were to build personal identity and to encourage students to recognise their future potential and be more aware of their place in the community and wider society. Results: Participation in the program resulted in significant social and emotional growth for the students. Outcomes described by participating students and teachers included increased analytical and reflective skills, greater ability to think for oneself and set goals, less teasing and bullying in the school environment, and an enhanced sense of identity, friendship and,social relatedness'. Conclusion: This pilot implementation of the Family Wellbeing Program adapted for schools demonstrated the program's potential to enhance Indigenous young people's personal growth and development. Challenges remain in increasing parental/ family involvement and ensuring the program's sustainability and transferability. The team has been working with relevant stakeholders to further develop and package the School-based Family Wellbeing program for Education Queensland's New Basics curriculum framework.

Stepping Stones Triple P: A pilot study to evaluate acceptability of the program by parents of a child diagnosed with an Autism Spectrum Disorder

The experience of parents of children with Autism Spectrum Disorder (ASD) in standard parenting programs has not been researched, although anecdotal evidence suggests that they do not find them acceptable. Forty-two parents of children with ASD were asked to view a DVD explaining individual parenting strategies from Stepping Stones, a new branch of the Triple P program targeted specifically at parents of children with disabilities. Parents were asked to rate each strategy for acceptability, usability and behavioural intention, i.e., their intention to use the strategy. Additionally, parental attributions and parental perceived control were explored as possible barriers to positive evaluations of Stepping Stones parenting strategies. A focus group of parents was used to gather more detailed parent response to the program. Parent responses to the program were generally positive and attribution of the child's behaviour to uncontrollable factors was found to predict higher ratings of usability. The results were interpreted within the context of Weiner's attributional theory and the theory of reasoned action. The limitations of this study and suggestions for future research are discussed. (c) 2005 Elsevier Ltd. All rights reserved.

FORMAÇÃO CONTINUADA: POR QUE OS PROFESSORES NÃO LÊEM?

Neste estudo, busco desvelar a relação entre formação continuada de professores e a prática de leitura, considerando a instituição do ato de ler e suas implicações e relacionando conceitos, fatos, causas e efeitos. Apresento uma retrospectiva da iniciação às letras no mundo, pontuando conceitos e as diferentes metodologias utilizadas para o desenvolvimento da indissociável dupla leitura e escrita, considerando os aspectos sociais e as exigências de cada época. Tomo como base os escritos de Alberto Manguel, Uma história da leitura, e a obra Formação do Brasil Colonial, de Arno Wheling & Maria José C.M. Wheling, que direcionam a síntese da implementação da aquisição de leitura e escrita no Brasil e conduzem o discurso para um breve histórico da formação continuada na rede estadual de São Paulo. A instituição da formação continuada e a concepção do conceito de formação continuada, segundo a literatura específica, permitem a percepção de algumas mudanças nas representações sociais assumidas pelos docentes em relação à educação, ao processo de ensino e aprendizagem e ao seu papel como indivíduo ativo historicamente situado. Exemplifico a formação continuada de professores com a análise do programa EMR Ensino Médio em Rede. O estudo inclui inicialmente a observação, seguida da análise, das opiniões expressas em questionários e entrevistas de professores com participação efetiva no programa EMR. A história da vida de três professores, enfocando a formação leitora, auxilia no entendimento do processo de leitura e sua influência na constituição dos sujeitos enquanto leitores e o impacto da prática de leitura em sua atividade docente. A identificação das situações que envolvem o processo de leitura e escrita, bem como dos elementos que corroboram ou não para seu aprimoramento, contribui para uma discussão relevante para a efetiva ampliação da prática de leitura.(AU)

From practice to field:a multi-level model of practice-driven institutional change

This article develops a model of practice-driven institutional change - or change that originates in the everyday work of individuals but results in a shift in field-level logic. In demonstrating how improvisations at work can generate institutional change, we attend to the earliest moments of change, which extant research has neglected; and we contrast existing accounts that focus on active entrepreneurship and the contested nature of change. We outline the specific mechanisms by which change emerges from everyday work, becomes justified, and diffuses within an organization and field, as well as precipitating and enabling dynamics that trigger and condition these mechanisms. © Academy of Management Journal.

Approaches to Organization of Teaching for Creating Digital Learning Materials

Report published in the Proceedings of the National Conference on "Education in the Information Society", Plovdiv, May, 2013

A study of state and trait anxiety and perceived causes of anxiety identified by licensed practical nurses returning to an associate degree nursing program

The purpose of this study was to identify the state and trait anxiety and the perceived causes of anxiety in licensed practical nurses (LPNs) returning to an associate degree nursing program in order to become registered nurses (RNs). The subjects for this study were 98 students enrolled in a transitional LPN/RN associate degree nursing program in two community colleges in the state of Florida. The State-Trait Anxiety Inventory (STAI) developed by Spielberger (1983), was used as the measuring instrument for this study.^ In addition, a Q-sort technique was used to obtain information from the subjects regarding perceived causes of anxiety. Anxiety causes for the Q-sort cards used in the study were developed from the themes identified by a sample of LPN/RN students in a pilot study. The state and trait anxiety levels were obtained using the STAI for college students scoring key and scales. Descriptive statistics were used to determine the state and trait anxiety of the students. Correlational statistics were used to determine if relationships existed between the state and trait anxiety levels and perceived causes of anxiety identified by LPN students returning to an associate degree nursing program.^ The analysis of the Q-sort was performed by computing the means, standard deviations, and frequencies of each cause. The mean trait anxiety level of the students was 57.56, $SD=29.69.$ The mean state anxiety level of the students was 68.21, $SD=25.78.$ Higher percentile scores of trait anxiety were associated with higher ranks of the Q-sort category, "failing out of the program," $\rm r\sb{s}=.27,\ p=.008.$ Implications for future nursing research and application of the findings to nursing education are presented. ^

Comparison of two mentoring programs for at -risk Black adolescents: A traditional one -to -one mentoring program and a school -to -work transitional program

The purposes of this study were: (a) to compare the impact of One-to-One (OTO) mentoring interventions administered in the high school setting, and the workplace of the students who participated in the School-to-Work (STW) transitional program, and (b) to identify how the participants perceived their experience in the OTO mentoring program and the STW transitional program. A qualitative approach was used to identify how participants perceived their mentoring experiences with the STW and OTO mentoring programs by utilizing focus groups and content analysis. A quantitative approach was used to compare the statistical differences of outcomes between the STW and OTO mentoring programs, by utilizing descriptive statistics, independent samples t-tests, chi-square analyses, and logistic regression. The sample was limited to participants in the STW and OTO mentoring programs resulting in 21 participants for the qualitative approach and 114 participants for the quantitative approach. ^ Results from the qualitative approach indicated that focus group participants in the STW program were satisfied with the program and the relationship with their mentors. They also suggested that the STW program be lengthened to include the entire academic year. Participants from the OTO focus group were dissatisfied with their program due to inadequate mentor involvement. Results from the quantitative approach showed that the increase in school attendance for the STW program's at-risk Black male youth was statistically significant compared to the OTO program participants; the STW program participants displayed a better outlook for attending college that was statistically significant compared to those in the OTO program; and the OTO program participants displayed a better outlook for permanent employment compared to those in the STW program. ^ Therefore, this study finds that mentoring can contribute to reducing school absences and high school completion in order for at-risk Black adolescents to attend college. It is recommended that the OTO program be restructured to eliminate the disparity that exists regarding the administration of the STW program and the OTO program. ^

Investigating the Outcomes of a Physical Activity Program offered to Older Adults in South Florida and Understanding the Correlates of Completion

Despite the well-known benefits of physical activity, in 2012, only 37.5% of older adults aged 60 years or older met recommended aerobic physical activity levels and 16.1% met muscle-strengthening guidelines. Effective exercise programs can help combat the problem of inactivity but 50% of those who start participating in an exercise program drop out within first few weeks, preventing them from gaining any health benefits. Since fall 2008, the Healthy Aging Regional Collaborative of South Florida has offered EnhanceFitness (EF), an evidence-based physical activity program to older adults. This dissertation compared EF effectiveness at 4-, 8-, and 12-months and examined the factors that were associated with program completion. A paired sample t-test identified changes at 4-months and repeated measures design was used to identify changes from baseline to 4-, 8-, and 12- months. Logistic regression was used to identify correlates associated with completion. Between October 1, 2008 and December 31, 2012, 4,531 older adults (>=60 years) attended one or more EF sessions. Participants showed significant improvement in the number of chair stands performed in 30-seconds with mean change of 1.7, 1.6, and 2.0 respectively at 4-,8-,and 12- months (pp<0.001). Results suggest Black, non-Haitian men were less likely to complete the program when compared to white, non-Hispanic men (OR=0.41, p=0.02). Men who self-reported having at least one risk factor were more likely to complete the program (OR=1.81, p= 0.03). In addition, women who lived in Miami-Dade County (OR=2.13, ppppp<0.01). Effectiveness results revealed that all participants improved on outcome measures. However, improvement is more than double for those who completed recommended sessions (p

Ensino de teatro e diálogo freireano: uma experiência junto ao PIBID-Teatro/UFRN

This work aims, from the exchange and dialogue with the agents involved in the research process, discuss the ways for planning a Dialogic Teaching Theatre proposed by the Institutional Scholarship Program Introduction to Teaching subproject Theatre UFRN, considering Freire's thought in relation to the dialogue, and the teaching moments (Study of Reality, Knowledge Organization and Application of Knowledge) proposed by the Group of Studies and educational Practices in Movement UFRN. The research develops a joint effort with stakeholders relying on the "dialogical" and "problem-based approach" as mobilizing methodological foundations for the construction of knowledge in both the group PIBID Theatre / UFRN, as the group attended by fellows of this program in Municipal school Professor Laércio Fernandes Monteiro, on Natal-RN. Through a participatory research, a constant movement of action-reflection-action, and making use of some instruments of school ethnography, as participant observation, unstructured interviews, and graphics and textual records, is that it has trodden and built the search this way, experiencing and questioning the experience. Thus, the theoretical framework of this thesis are located on Paulo Freire's work as it relates primarily to the dialogical education, in pedagogical systematization of the Study Group and Educational Practices in Movement (GEPEM / UFRN), and the Research Laboratory of production scenography and scene Technologies (CENOTEC / UFRN), with regard to the construction of an educational process that considers the realities of the subjects in connecting these realities and specific knowledge of the taught area, relationships between specific area and other areas of knowledge, and recognizing the school as a space for dialogue.