O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia
Autor(a) principal: | |
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Data de Publicação: | 2008 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/10701 |
Resumo: | This present study aimed at investigating the procedures used and the explanations given regarding children that have been taken care of regarding school complaints in a psychological clinic-school in the Grande ABC area (SP) in 2005 and 2006. In order to reach this aim, one has researched some records of psychological attendance analysing the following variables: 1) to which sector the child with school complaint has been sent after the selection made by the person responsible for that; 2) the procedures adopted in psychological attendance that involve this kind of complaint and 3) the interpretations that were given regarding the school problems presented by these children. 26 records of children with school compaints have been found during the selected period. Amongst those documents, however, only nine were clear enough to show how the children were treated and to analyse the interpretations given to their complaints; other nine records belonged to individuals that gave up treatment after the selection interview or during treatment and eight records did not contain enough information in order to allow research according to the proposed aims. The results of this research point out to the direction that every child in the program, after a selection interview with the person in charge for that, has been directed to a certain center for psychological attendance in the institution. Regarding the procedures that were adopted during the attendances, there was the predominance of application of traditional evaluation tools and the contact with the schools where these children came from, when it happened, was by means of reports that were sent to the teaching institutions, but they only served to ratify the complaint that had been the reason to send children for treatment. Finally, the explanations regarding the problems presented by these children were centered on the questions of the individuals, privileging a subjectivist conception of problems. One can conclude that psychological knowledge and tools that have been applied in these attendances are used in an instrumental manner, or rather, they have an end in themselves and the interpretations given regarding the school complaints, reduced to psychologism, emphasizing the rupture between the individual and society. In order to offer support for the discussions presented in this research, one has used Critical Theory authors, especifically the studies of Theodor Adorno and Herbert Marcuse about technology, education and psychology |
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Sass, Odairhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4269595Z6Dias, Rogério2016-04-27T16:33:44Z2008-11-042008-10-09Dias, Rogério. O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia. 2008. 116 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008.https://tede2.pucsp.br/handle/handle/10701This present study aimed at investigating the procedures used and the explanations given regarding children that have been taken care of regarding school complaints in a psychological clinic-school in the Grande ABC area (SP) in 2005 and 2006. In order to reach this aim, one has researched some records of psychological attendance analysing the following variables: 1) to which sector the child with school complaint has been sent after the selection made by the person responsible for that; 2) the procedures adopted in psychological attendance that involve this kind of complaint and 3) the interpretations that were given regarding the school problems presented by these children. 26 records of children with school compaints have been found during the selected period. Amongst those documents, however, only nine were clear enough to show how the children were treated and to analyse the interpretations given to their complaints; other nine records belonged to individuals that gave up treatment after the selection interview or during treatment and eight records did not contain enough information in order to allow research according to the proposed aims. The results of this research point out to the direction that every child in the program, after a selection interview with the person in charge for that, has been directed to a certain center for psychological attendance in the institution. Regarding the procedures that were adopted during the attendances, there was the predominance of application of traditional evaluation tools and the contact with the schools where these children came from, when it happened, was by means of reports that were sent to the teaching institutions, but they only served to ratify the complaint that had been the reason to send children for treatment. Finally, the explanations regarding the problems presented by these children were centered on the questions of the individuals, privileging a subjectivist conception of problems. One can conclude that psychological knowledge and tools that have been applied in these attendances are used in an instrumental manner, or rather, they have an end in themselves and the interpretations given regarding the school complaints, reduced to psychologism, emphasizing the rupture between the individual and society. In order to offer support for the discussions presented in this research, one has used Critical Theory authors, especifically the studies of Theodor Adorno and Herbert Marcuse about technology, education and psychologyO presente estudo teve o objetivo de investigar os procedimentos utilizados e as explicações fornecidas em relação às crianças atendidas com queixa escolar em uma clínica-escola de psicologia da região do Grande ABC (SP), nos anos de 2005 e 2006. Para se atingir esse objetivo, recorreu-se aos prontuários de atendimento psicológico, analisando as seguintes variáveis: 1) o setor para onde a criança com queixa escolar foi encaminhada após a entrevista de triagem feita com o seu responsável; 2) os procedimentos adotados nos atendimentos psicológicos que envolvem esse tipo de queixa e, por fim, 3) as interpretações fornecidas em relação aos problemas escolares apresentados por essas crianças. Foram encontrados vinte e seis prontuários de crianças com queixa escolar, dentro do período selecionado. Porém em apenas nove deles foi possível se compreender como eram realizados os atendimentos das crianças, e analisar as interpretações dadas em relação às suas queixas, pois outros nove prontuários pertenciam a sujeitos que desistiram após a entrevista de triagem ou no decorrer dos atendimentos, e oito prontuários não possuíam informações suficientes para que fossem atingidos os objetivos propostos. Os resultados da pesquisa apontam que todas as crianças inscritas, após a entrevista de triagem feita com seus responsáveis, foram encaminhadas para algum núcleo de atendimento psicológico da instituição. Em relação aos procedimentos adotados nos atendimentos, houve o predomínio da aplicação dos tradicionais instrumentos de avaliação da psicologia e o contato com a escola, quando ocorreu, foi por meio de relatórios enviados pela instituição de ensino, mas que apenas ratificavam a queixa que havia sido o motivo do encaminhamento para atendimento psicológico. Por fim, as explicações a respeito dos problemas apresentados por essas crianças centraram-se nas questões do indivíduo, privilegiando uma concepção subjetivista dos problemas. Conclui-se que os conhecimentos e instrumentos da psicologia aplicados nesses atendimentos são utilizados de maneira instrumental, ou seja, como um fim em si mesmos e as interpretações fornecidas em relação à queixa escolar, reduzidas ao psicologismo, acentuando a cisão indivíduo e sociedade. Para sustentar as discussões efetuadas nessa pesquisa, recorreu-se aos autores da Teoria Crítica, especificamente, os estudos de Theodor Adorno e Herbert Marcuse a respeito da tecnologia, educação e psicologiaapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/23489/Rogerio%20Dias.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: História, Política, SociedadePUC-SPBREducaçãoProntuários psicológicosQueixa escolarEducação escolarPsicologia escolarTeoria criticaPsychological recordsSchool complaintSchool educationCritical theoryCNPQ::CIENCIAS HUMANAS::EDUCACAOO atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTRogerio Dias.pdf.txtRogerio Dias.pdf.txtExtracted texttext/plain232619https://repositorio.pucsp.br/xmlui/bitstream/handle/10701/3/Rogerio%20Dias.pdf.txtb07137f23a602e1a5f003c6c746bb721MD53ORIGINALRogerio Dias.pdfapplication/pdf469060https://repositorio.pucsp.br/xmlui/bitstream/handle/10701/1/Rogerio%20Dias.pdf44b24665f47eb45f4ca34c72b75653d6MD51THUMBNAILRogerio Dias.pdf.jpgRogerio Dias.pdf.jpgGenerated Thumbnailimage/jpeg2104https://repositorio.pucsp.br/xmlui/bitstream/handle/10701/2/Rogerio%20Dias.pdf.jpgc4715912a635b5fbde63d2a9b070733fMD52handle/107012022-06-10 14:05:33.885oai:repositorio.pucsp.br:handle/10701Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-06-10T17:05:33Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
title |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
spellingShingle |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia Dias, Rogério Prontuários psicológicos Queixa escolar Educação escolar Psicologia escolar Teoria critica Psychological records School complaint School education Critical theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
title_full |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
title_fullStr |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
title_full_unstemmed |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
title_sort |
O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia |
author |
Dias, Rogério |
author_facet |
Dias, Rogério |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sass, Odair |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4269595Z6 |
dc.contributor.author.fl_str_mv |
Dias, Rogério |
contributor_str_mv |
Sass, Odair |
dc.subject.por.fl_str_mv |
Prontuários psicológicos Queixa escolar Educação escolar Psicologia escolar Teoria critica |
topic |
Prontuários psicológicos Queixa escolar Educação escolar Psicologia escolar Teoria critica Psychological records School complaint School education Critical theory CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Psychological records School complaint School education Critical theory |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This present study aimed at investigating the procedures used and the explanations given regarding children that have been taken care of regarding school complaints in a psychological clinic-school in the Grande ABC area (SP) in 2005 and 2006. In order to reach this aim, one has researched some records of psychological attendance analysing the following variables: 1) to which sector the child with school complaint has been sent after the selection made by the person responsible for that; 2) the procedures adopted in psychological attendance that involve this kind of complaint and 3) the interpretations that were given regarding the school problems presented by these children. 26 records of children with school compaints have been found during the selected period. Amongst those documents, however, only nine were clear enough to show how the children were treated and to analyse the interpretations given to their complaints; other nine records belonged to individuals that gave up treatment after the selection interview or during treatment and eight records did not contain enough information in order to allow research according to the proposed aims. The results of this research point out to the direction that every child in the program, after a selection interview with the person in charge for that, has been directed to a certain center for psychological attendance in the institution. Regarding the procedures that were adopted during the attendances, there was the predominance of application of traditional evaluation tools and the contact with the schools where these children came from, when it happened, was by means of reports that were sent to the teaching institutions, but they only served to ratify the complaint that had been the reason to send children for treatment. Finally, the explanations regarding the problems presented by these children were centered on the questions of the individuals, privileging a subjectivist conception of problems. One can conclude that psychological knowledge and tools that have been applied in these attendances are used in an instrumental manner, or rather, they have an end in themselves and the interpretations given regarding the school complaints, reduced to psychologism, emphasizing the rupture between the individual and society. In order to offer support for the discussions presented in this research, one has used Critical Theory authors, especifically the studies of Theodor Adorno and Herbert Marcuse about technology, education and psychology |
publishDate |
2008 |
dc.date.available.fl_str_mv |
2008-11-04 |
dc.date.issued.fl_str_mv |
2008-10-09 |
dc.date.accessioned.fl_str_mv |
2016-04-27T16:33:44Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
Dias, Rogério. O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia. 2008. 116 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/10701 |
identifier_str_mv |
Dias, Rogério. O atendimento psicológico a crianças com problemas escolares: a queixa escolar nos prontuários de psicologia. 2008. 116 f. Dissertação (Mestrado em Educação) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2008. |
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