Uma história da Abordagem Centrada na Pessoa no Brasil Rio de Janeiro e São Paulo (1950 - 1970)

A presente dissertação tem por objeto elaborar um relato histórico da emergência da Abordagem Centrada na Pessoa (ACP) no Brasil, com especial observância ao eixo Rio-São Paulo nas décadas de 1950, 1960 e 1970. A ACP faz parte da chamada Psicologia Humanista, um movimento inicialmente organizado pelo psicólogo norte-americano Abraham Maslow (1908-1970) na década de 1950, que contou com a forte participação de Carl Rogers (1902-1987), também psicólogo norte-americano, e fundador da atualmente denominada Abordagem Centrada na Pessoa. A trajetória profissional de Rogers foi marcada pelos acontecimentos de sua época, como a crise econômica americana da década de 1930, a Segunda Guerra Mundial, a Guerra Fria e os conflitos globais por questões étnicas, religiosas e raciais. Para uma melhor compreensão do desenvolvimento da ACP, este foi narrado em conjunto com a história dos principais acontecimentos políticos, econômicos e culturais dos EUA, buscando construir uma narrativa situada historicamente. O mesmo foi feito em relação à história da ACP no Brasil, nas décadas de 1950 a 1970, ressaltando-se o objetivo dos governantes nacionais de transformar o Brasil em uma grande nação em termos culturais e educacionais, para isso se valendo da criação de diversas instituições voltadas às crianças, adolescentes e jovens adultos, para seu atendimento psicológico, educacional, orientação profissional e aprimoramento técnico. A instauração da ditadura civil-militar iniciada em 1964, o processo de regulamentação da profissão de psicólogo e a criação dos primeiros cursos de psicologia no Brasil são destaque. Registrar a história da ACP no Brasil é uma tarefa que se justifica dado o contingente de profissionais que atuam neste referencial teórico e para incentivar a pesquisa em história da psicologia. A metodologia de trabalho adotada foi a revisão bibliográfica e o relato oral instrumentalizado por entrevistas com profissionais de destacada relevância na história da ACP no Rio de Janeiro e em São Paulo. Este estudo tem como marco final a vinda de Carl Rogers e sua equipe em 1977 ao Brasil para a realização do I Encontro Brasileiro Centrado na Pessoa (Arcozelo I), o que possibilitou a reunião, o reconhecimento mútuo e a troca de experiências entre os profissionais brasileiros, fechando desta forma o período da emergência da ACP no Brasil e favoreceu uma nova fase de desenvolvimento por todo o país.

Pedagogos que atuam como técnicos em assuntos educacionais na Universidade Federal do Rio de Janeiro

A presente dissertação de mestrado tem como objetivo a análise dos processos identitários dos pedagogos que atuam como técnicos em assuntos educacionais (TAEs) da Universidade Federal do Rio de Janeiro (UFRJ), as táticas construídas na ressignificação de seus fazeres profissionais, bem como as contribuições da formação acadêmica para que atuem nesse espaço de ensino. Foram tematizadas as seguintes questões: como se apresentam as teias que envolvem os processos identitários dos pedagogos que atuam na UFRJ como técnicos em assuntos educacionais? Quais as táticas construídas pelos técnicos em assuntos educacionais da UFRJ na ressignificação de seus fazeres profissionais como autores e sujeitos? Que contribuições o curso de formação acadêmica oferece na formação desses profissionais para que atuem nesse espaço de ensino? O referencial teórico da pesquisa fundamentouse nos conceitos de identidade e formação, por meio do estudo de autores como Hall, Vieira, Dubar, Nóvoa, Pineau, Josso e Bragança. A pesquisa apresenta abordagem qualitativa, desenvolvida especialmente pela escuta, transcrição e análise de entrevistas narrativas realizadas com quatro TAEs pedagogos da UFRJ que apresentam tempo de serviço diferenciado. Também foram utilizados questionários online distribuídos a todos os TAEs, pedagogos e licenciados, com um retorno de 58 questionários respondidos e analisados. A pesquisa apontou para a importância da formação e da autoformação, por trazerem novas perspectivas para a atuação do pedagogo. O processo identitário profissional dos TAEs/pedagogos foi apresentado, por meio das entrevistas e questionários, como movimento de construção, reconstrução e transformação, por meio das experiências. Concluímos também que as táticas consistem em possibilidades de esses profissionais modificarem e trabalharem com o imprevisto em seu cotidiano e agirem sobre as regras estabelecidas. Um aspecto importante é que o curso de Pedagogia contribui para a atuação desses profissionais na universidade, porém o mesmo curso não vislumbra outras atuações do pedagogo, direcionandoo, em sua maioria, para a docência dos primeiros anos do Ensino Fundamental. Assim, a pesquisa mostrou como as teias da vida vão tecendo o profissional TAE da UFRJ.

Studies on the egg quality of Penaeus monodon Fabricius based on morphology and hatching rates

Eggs of P. monodon are classified into 5 different types on the basis of morphological criteria and hatching rates: A sub(1) eggs, which undergo normal development with 58% hatching rate; A sub(2) eggs, which show delayed and/or abnormal development with 32% hatching rate; B eggs, which are unfertilized and characterized by irregular cytoplasmic formation; C eggs, which are unfertilized and show no change in appearance; and D eggs, which are unfertilized and show extensive bacterial presence. The establishment of a highly linear relationship between percent A sub(1) eggs and hatching rate provides a useful tool to aid the hatchery technician in determining which spawnings to reject outright and which to rear through the larval and post-larval stages.

军队医学科技人员身心健康与影响因素的研究

To study the relationship between mental-physical health and coping behavior,job stress and job motivation in medical laboratory scientists and technicians. A cross-section survey was conducted,using the anxiety rating scale(SAS), depression rating scale(SDS), coping behavior rating scale,self-rating subhealth scale,self-rating stress scale,and self-rating job motivation scale among 289 medical laboratory scientists and technicians with analysis of ANOVA and Regression. The study was carried out in three steps:step1 is to analyze the general situation of the mental-physical health.Step 2 is to analyze the features of the main influencial facotors.Step 3 is to study the influence of the relative factors on mental-physical health.The following are the results: 1.The anxiety and depression scores of the medical researchers and technicians were 30±6 and 37±8 respectively,both significantly lower than those of the national norm（34±6 and 42±11 respectively,both P<0.01）,which are of significant difference. The depression score of the associate chief technician was 42±7, significantly higher than those of the medical researchers and technicians with any other professional titles (all P<0.05）, and the anxiety score of the associate chief technicians was 32±7, significantly higher than that of the research fellows（28±4, P<0.05），with no significant difference to the score of the medical researchers and technicians with other professional titles. The depression score,anxiety score and the subhealth score of the age group of 36～49 were 39±9,31±7 and 32±9 respectively, both higher than that of the age group of 20～35 （36±8,29±6 and 29±7 respectively,both P<0.05）,while there is much diference among other age groups. And the subhealth status has nothing to do with marital status,education background and professional titles. 2.The coping behaviors,job stress and motivation of the military medical laboratory scientists and technicians. 1）Coping behaviors:The seeking help score of the associate chief technicians was 2.8±0.5,not significantly different from that of the associate research fellows（2.8±0.5）,but significantly lower than those of the medical researchers and technicians with other professional titles(all P<0.01),and whose self-blame score was higher than that of the research fellows,which is of significant difference.The self-blame score and the imagination score of the associate research fellows were 2.0±0.5 and 2.4±0.5 respectively, significantly higher than that of the research fellows(1.6±0.4, 2.1±0.4,both P<0.01). The seeking help score of the females was 3.1±0.5, significantly higher than that of the males(2.9±0.5, both P<0.01),and the solving problem score was 3.4±0.6,significantly lower than the male(3.6±0.7, both P<0.01).There is no any significant difference in coping behaviors among researchers and technicians of different marital status,education background and age groups. 2)Job stress: The score of job stress of the age group of 35~49 and 50~60 were 23±8 and 25±6 respectively,significantly higher than that of the 20~35(21±7,both P<0.05). There is no any significant difference in job stress among researchers and technicians of different marital status,gender,professional titles and education background. 3)The score of meeting personal desire for reputation and interests of the males was 19.6±5.4，significantly higher than that of the females(18.4±5.0, both P<0.05), while there is no significant difference in job motivation among researchers and technicians of different titles,education,age and marital status. 3.The relationship of the mental-physical health of the military medical laboratory scientists and technicians with their coping behaviors,job stress and motivations 1) Coping behaviors:Regression analysis showed that, the best predictors of subhealth were anxiety,depression and escaping (β=-0.40,β=0.23, β=0.14, both P<0.01).the best predictors of anxiety and depression were active coping behaviors and negative coping behaviors (β=-0.40,β=0.40, both P<0.01).The moderate(rational) coping behaviors is the best predictor only of anxiety and of significant difference. 2)job stress : Regression analysis demonstrated that anxiety,depression,job stress 2 and job stress 4 are the best predictor for subhealth;job stress 12 is the best retro-predictor for depression; job stress 3 and 8 are the best predictor for depression;and job stress 2 and 9 are the best predictor for anxiety ,which are of significant difference. 3)Motivation:Regression analysis demonstrated that depression is the best predictor for subhealth while motivation itself doesn't predict subhealth;with respect to the specific contents of motivation,"probing unknown rules and making contributions to the human society "is the best retro-predictor for depression and has nothing to do with anxiety prediction. 4) The combined influences of coping behaviors,job stress and motivations: Regression analysis showed that, the best predictors for subhealth were anxiety,depression and job stress(β=0.41,β=0.24, β=0.19, both P<0.01).the best predictors for anxiety and depression were active coping behaviors and negative coping behaviors (β=-0.40,β=0.40, both P<0.01).The moderate(rational) coping behaviors is the best predictor only for anxiety and of significant difference. CONCLUSIONS: Regression analysis showed that the best predictors for anxiety and depression were active coping behaviors and negative coping behaviors, the best predictors for subhealth were anxiety,depression and job stress.Coping behaviors, job stress and motivations have significant influences on the mental-physical health of the military medical researchers and and technicians. Among them,coping behavior is the most important factor while job stress and motivation follow. Seeking help more often,less self-blame ,imagination and job stress could help release the anxiety, depression and improve the subhealth of the medical researchers and technicians. The findings of this study indicate we should address the physical and mental health of the military laboratory researchers and technicians.

Facetas sem preparo

Projeto de Pós-Graduação/Dissertação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Mestre em Medicina Dentária

Educating the dental team:exploring perceptions of roles and identities

Interprofessional education (IPE) should help to promote a team-based approach to professional practice but there are barriers to its implementation including professional identity. The aim of this study was to use a qualitative research methodology to explore dental and dental care professional (DCP) students' perceptions of professional roles and identities in the dental team. Data were collected by means of focus groups from a purposive sample of dental and DCP students and were audio recorded, transcribed and analysed using an explanatory framework. Five common themes emerged around the issue of professional roles and identity in the dental team. The results indicate that professional identity was an important factor in team development and was determined by direct responsibility for patient care and by the amount of clinical experience acquired. Professional identity within a team context was perceived as different from professional identity per se. Dental students were found to lack confidence in their role as team leaders which was related to their lack of knowledge of team roles, responsibilities and experience. The role of the dental technician was perceived as 'outside' the dental team due to lack of patient interaction.

An Innovative teaching tool for students is it Appropriate?

Background: Clinical supervision takes place once the newly qualified nurse is employed in clinical practice. However, often the variety and diversity of nursing jobs can result in a hit and miss delivery of supervision training. By introducing training uniformly at undergraduate stage a more seamless transition may occur (McColgan K, Rice C. 2012).

There is an increased interest in higher education in the use of online learning resources for students. As part completion of a DNP an App. for training students in clinical supervision was developed.

Aim: The creation of a clinical supervision training App. for use in undergraduate nursing.

Objectives:
•To develop a teaching tool that is up to date, current and easily accessible to students.
•To introduce supervision training for undergraduate nursing students
•To motivate the undergraduate nursing student to identify examples from their clinical experience to encourage change and promote professional development.

Approach:
Stage 1
In 2010/11 informal inquiries with senior nurses regarding the introduction of supervision training in undergraduate nursing
Stage 2
A review of UK supervision training.
Stage 3
Template production of teaching tool.
Stage 4
Collaboration with a computer technician to transfer multimedia outputs onto an App.
Stage 5
App. piloted with lecturers (n=4) and post registration students (n=20).
Stage 6
Minor alterations made to App. design template
Stage 7
App. included in an experimental study looking at online learning versus blended learning June 2013 (n=61, n=63)

Conclusion: A collaborative approach to the development of any educational programme is essential to ensure the success of the final teaching product (McCutcheon 2013). The end result is that this App. could be:
•Made available to nurses in the UK.
•Adapted to suit other healthcare professionals and students.
•Used as a prototype for other healthcare related subjects.

McColgan K., Rice C. (2012) An online training resource for clinical supervision. Nursing Standard, 26(24) 35-39.
McCutcheon K. (2013) Development of a multi-media book for clinical supervision training in an undergraduate nursing programme. Journal of Nursing Education and Practice, 3(5) 31-38.

Optical coherence tomography for the diagnosis, monitoring and guiding of treatment for neovascular age-related macular degeneration:a systematic review and economic evaluation

BACKGROUND: Age-related macular degeneration is the most common cause of sight impairment in the UK. In neovascular age-related macular degeneration (nAMD), vision worsens rapidly (over weeks) due to abnormal blood vessels developing that leak fluid and blood at the macula.

OBJECTIVES: To determine the optimal role of optical coherence tomography (OCT) in diagnosing people newly presenting with suspected nAMD and monitoring those previously diagnosed with the disease.

DATA SOURCES: Databases searched: MEDLINE (1946 to March 2013), MEDLINE In-Process & Other Non-Indexed Citations (March 2013), EMBASE (1988 to March 2013), Biosciences Information Service (1995 to March 2013), Science Citation Index (1995 to March 2013), The Cochrane Library (Issue 2 2013), Database of Abstracts of Reviews of Effects (inception to March 2013), Medion (inception to March 2013), Health Technology Assessment database (inception to March 2013).

REVIEW METHODS: Types of studies: direct/indirect studies reporting diagnostic outcomes.

INDEX TEST: time domain optical coherence tomography (TD-OCT) or spectral domain optical coherence tomography (SD-OCT).

COMPARATORS: clinical evaluation, visual acuity, Amsler grid, colour fundus photographs, infrared reflectance, red-free images/blue reflectance, fundus autofluorescence imaging, indocyanine green angiography, preferential hyperacuity perimetry, microperimetry. Reference standard: fundus fluorescein angiography (FFA). Risk of bias was assessed using quality assessment of diagnostic accuracy studies, version 2. Meta-analysis models were fitted using hierarchical summary receiver operating characteristic curves. A Markov model was developed (65-year-old cohort, nAMD prevalence 70%), with nine strategies for diagnosis and/or monitoring, and cost-utility analysis conducted. NHS and Personal Social Services perspective was adopted. Costs (2011/12 prices) and quality-adjusted life-years (QALYs) were discounted (3.5%). Deterministic and probabilistic sensitivity analyses were performed.

RESULTS: In pooled estimates of diagnostic studies (all TD-OCT), sensitivity and specificity [95% confidence interval (CI)] was 88% (46% to 98%) and 78% (64% to 88%) respectively. For monitoring, the pooled sensitivity and specificity (95% CI) was 85% (72% to 93%) and 48% (30% to 67%) respectively. The FFA for diagnosis and nurse-technician-led monitoring strategy had the lowest cost (£39,769; QALYs 10.473) and dominated all others except FFA for diagnosis and ophthalmologist-led monitoring (£44,649; QALYs 10.575; incremental cost-effectiveness ratio £47,768). The least costly strategy had a 46.4% probability of being cost-effective at £30,000 willingness-to-pay threshold.

LIMITATIONS: Very few studies provided sufficient information for inclusion in meta-analyses. Only a few studies reported other tests; for some tests no studies were identified. The modelling was hampered by a lack of data on the diagnostic accuracy of strategies involving several tests.

CONCLUSIONS: Based on a small body of evidence of variable quality, OCT had high sensitivity and moderate specificity for diagnosis, and relatively high sensitivity but low specificity for monitoring. Strategies involving OCT alone for diagnosis and/or monitoring were unlikely to be cost-effective. Further research is required on (i) the performance of SD-OCT compared with FFA, especially for monitoring but also for diagnosis; (ii) the performance of strategies involving combinations/sequences of tests, for diagnosis and monitoring; (iii) the likelihood of active and inactive nAMD becoming inactive or active respectively; and (iv) assessment of treatment-associated utility weights (e.g. decrements), through a preference-based study.

STUDY REGISTRATION: This study is registered as PROSPERO CRD42012001930.

FUNDING: The National Institute for Health Research Health Technology Assessment programme.

Vision and deaf awareness training is it app.ropriate?

Title
Visual and deaf awareness training is it app.ropriate
Purpose
Some of our most vulnerable patients have a sensory deficit. An app which focused on patients with a vision and/or hearing loss was developed for healthcare students. The intent was to embed the core values necessary for students to provide appropriate care for patients with a sensory deficit.
Setting
Queen’s University Belfast, School of Nursing and Midwifery.
Methods
Stage 1
A review of current sensory awareness training in the United Kingdom
Stage 2
Application for funding
Stage 3
Development of a teaching tool template with the essential aspects required for sensory awareness training
Stage 4
Collaboration with others: Royal National Institute for the Blind, Action on Hearing Loss, Computer technician.
Stage 5
Production and transfer of multimedia outputs onto a software application system.
Stage 6
App Piloted with a sample of lecturers (n=5), undergraduate nursing students (n=20), service users (n=5)
Stage 7
Editing
Stage 8
App made available to all undergraduate nursing students
Stage 9
App evaluation (n=300)



Results
Overall nursing students positively evaluated the app, 100% of students rated the app between good and excellent. Qualitative evidence from service users and practice partnerships was extremely positive:
"At last I feel listened too in respect to my hearing loss and empowered. I don't feel like I am complaining I am actually helping to create something which should benefit staff and all of us with a hearing or vision loss". Patient
“Very insightful into the lives of those with a disability will be so useful in practice as an aid to jog my memory". 1st year nursing student
Conclusion
It is hoped that further evaluation and implementation of the app will show an improved quality to the care delivered to those with a sensory deficit. We believe that by working in partnership with service users we have helped to create an innovative tool that benefits both staff and patients.
Financial disclosure Yes
Funding of £2700 was awarded in 2014 through the Martha McMenamin Memorial Northern Ireland Scholarship.

Os formadores no processo de RVCC : práticas de reconhecimento de adquiridos experienciais : a indução reflexiva

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

Auto reflexão sobre o percurso profissional enquanto técnica de RVCC

Trabalho de projecto de mestrado, Ciências da Educação (Formação de Adultos), Universidade de Lisboa, Instituto de Educação, 2011

Embalagem : a influência das ferramentas digitais na motivação dos alunos no desenvolvimento de um módulo, no 11º ano do curso profissional de técnico de design gráfico

Relatório da prática de ensino supervisionada, Mestrado em Ensino de Artes Visuais, Universidade de Lisboa, 2014

A discussão como método de ensino na disciplina de economia

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Economia e Contabilidade, Universidade de Lisboa, 2014

Ensino de base de dados, através do SQL, na resolução de situações reais

Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, Universidade de Lisboa, 2015

O ensino de matemática em duas escolas profissionalizantes: Brasil e Portugal, no período de 1942 a 1978

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)