Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos

Detalhes bibliográficos
Autor(a) principal: Pereira, Camila de Sousa
Data de Publicação: 2010
Tipo de documento: Tese
Idioma: por
Título da fonte: Repositório Institucional da UFSCAR
Texto Completo: https://repositorio.ufscar.br/handle/ufscar/2861
Resumo: Aiming to promote better employability conditions among people with physical disability, the literature review indicates the improvement of the social skills repertoire. Social skills programs can contribute to an individual s entry, adaptation and career development in the job market. The purpose of the current research was to assess the need, the process and the effects of a Professional Social Skills Training Program for physically disabled people who were looking for a job. The research involved a multiple probe design with two separate groups. The sample consisted of 16 people with physical disability, between the ages of 18 to 36, assigned to either: an experimental group (G1) or a wait-list control group (G2). First, the pretest was conducted with both groups. Then, the intervention was carried out with the G1, followed by the posttest at this time, the second pretest was conducted with the G2. Next, the same intervention was conducted with the G2, followed by the posttest and a third assessment of G1. Finally, each group was evaluated using the follow-up assessment. The dependent variable (social skills performance) was measured using different instruments (self-report and direct observation), various indicators (frequency, difficulty, quality) and in everyday and specific work situations. The instruments used were the: (a) Social Skills Inventory; (b) Interpersonal Difficulties Scale; and (c) Professional Social Skills Observation Protocol. Other instruments used include: Self-Assessment Professional Entry Questionnaire, Assessment Learned Social Skills Questionnaire, Peer Assessment, Field Diary and Observation Record for each Session. The independent variable consisted of an intervention, Professional Social Skills Training Program. In order to analyze the data, descriptive statistics and nonparametric tests were used, making both intergroup and intragroup comparisons. The Needs Assessment indicated deficits in the participants social skills repertoire and contributed to program planning. The program was conducted in a group context, with 16 sessions of approximately 90 minutes each. Considering interpersonal relations at work as the underlying context, the skills that were addressed included: civility, feedback, communication, irrational beliefs, empathy, offering help, citizenship, assertiveness, criticism, problem solving, job interview skills and expression of positive feelings. Some of the key teaching strategies included: experiential strategy, homework assignments, instruction, positive reinforcement, behavioral rehearsal, modeling and feedback. The Process Assessment revealed that both groups had high attendance, achieved intermediate goals, completed homework assignments, had high involvement in the group activities, and reported examples of progress and skills generalization to their natural context. For both groups, the Results Assessment showed significant gains in social skills after the application of the program, maintenance of skills improvements after two and four months and generalization of learned skills to other contexts and with other partners from the natural environment. Very likely, this program can be used in various institutions.
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spelling Pereira, Camila de SousaDel Prette, Almirhttp://lattes.cnpq.br/2191226494887247http://lattes.cnpq.br/20002299881551800fbddb8e-fe1f-4f9c-9173-463bb3d9fe162016-06-02T19:44:06Z2010-03-302016-06-02T19:44:06Z2010-03-01PEREIRA, Camila de Sousa. A professional social skills program for unemployed people with physical disability: needs, process and effects. 2010. 1 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2010.https://repositorio.ufscar.br/handle/ufscar/2861Aiming to promote better employability conditions among people with physical disability, the literature review indicates the improvement of the social skills repertoire. Social skills programs can contribute to an individual s entry, adaptation and career development in the job market. The purpose of the current research was to assess the need, the process and the effects of a Professional Social Skills Training Program for physically disabled people who were looking for a job. The research involved a multiple probe design with two separate groups. The sample consisted of 16 people with physical disability, between the ages of 18 to 36, assigned to either: an experimental group (G1) or a wait-list control group (G2). First, the pretest was conducted with both groups. Then, the intervention was carried out with the G1, followed by the posttest at this time, the second pretest was conducted with the G2. Next, the same intervention was conducted with the G2, followed by the posttest and a third assessment of G1. Finally, each group was evaluated using the follow-up assessment. The dependent variable (social skills performance) was measured using different instruments (self-report and direct observation), various indicators (frequency, difficulty, quality) and in everyday and specific work situations. The instruments used were the: (a) Social Skills Inventory; (b) Interpersonal Difficulties Scale; and (c) Professional Social Skills Observation Protocol. Other instruments used include: Self-Assessment Professional Entry Questionnaire, Assessment Learned Social Skills Questionnaire, Peer Assessment, Field Diary and Observation Record for each Session. The independent variable consisted of an intervention, Professional Social Skills Training Program. In order to analyze the data, descriptive statistics and nonparametric tests were used, making both intergroup and intragroup comparisons. The Needs Assessment indicated deficits in the participants social skills repertoire and contributed to program planning. The program was conducted in a group context, with 16 sessions of approximately 90 minutes each. Considering interpersonal relations at work as the underlying context, the skills that were addressed included: civility, feedback, communication, irrational beliefs, empathy, offering help, citizenship, assertiveness, criticism, problem solving, job interview skills and expression of positive feelings. Some of the key teaching strategies included: experiential strategy, homework assignments, instruction, positive reinforcement, behavioral rehearsal, modeling and feedback. The Process Assessment revealed that both groups had high attendance, achieved intermediate goals, completed homework assignments, had high involvement in the group activities, and reported examples of progress and skills generalization to their natural context. For both groups, the Results Assessment showed significant gains in social skills after the application of the program, maintenance of skills improvements after two and four months and generalization of learned skills to other contexts and with other partners from the natural environment. Very likely, this program can be used in various institutions.Na promoção de melhores condições de empregabilidade das pessoas com deficiência física, a revisão da literatura indica a necessidade de aprimoramento do repertório de habilidades sociais. Programas de habilidades sociais podem contribuir para a inserção, o ajustamento e a progressão no mercado de trabalho. O objetivo desta pesquisa foi avaliar a necessidade, o processo e os efeitos de um Programa de Treinamento de Habilidades Sociais para o Trabalho junto a pessoas com deficiência física desempregadas. O procedimento consistiu em um delineamento de múltiplas sondagens com dois grupos. A amostra foi composta por 16 pessoas com deficiência física, com idade entre 18 e 36 anos, que formaram o grupo experimental (G1) e o grupo controle de espera (G2). Ambos os grupos foram submetidos inicialmente ao pré-teste. Em seguida, foi realizada a intervenção com o G1 e após seu encerramento o pós-teste, fazendo-se também o segundo pré-teste com o G2. Na sequência, realizaram-se a intervenção com o G2 e o pós-teste, incluindo nova avaliação do G1. Finalmente, cada grupo passou pela avaliação de follow-up. A variável dependente (desempenho de habilidades sociais) foi mensurada por meio da aplicação de diferentes instrumentos (autorrelato e observação), com indicadores diversificados (frequência, dificuldade e qualidade) e em situações cotidianas e específicas de trabalho. As repetidas avaliações foram realizadas por meio dos instrumentos: (a) Inventário de Habilidades Sociais; (b) Escala de Dificuldades Interpessoais; e (c) Sistema de Observação de Habilidades Sociais Profissionais. Outros instrumentos também foram usados: Questionário de Autoavaliação do Preparo para Inserção Profissional, Questionário de Avaliação das Habilidades Sociais Aprendidas, Avaliação por Pares, Diário de Campo e Registro de Observação das Sessões. A variável independente consistiu em uma intervenção, denominada de Programa de Treinamento de Habilidades Sociais para o Trabalho. Para o tratamento dos dados, foram empregadas estatísticas descritivas e testes não-paramétricos, focando tanto a análise intergrupo como a intragrupo. A Avaliação de Necessidades apontou déficits no repertório de habilidades sociais dos participantes e contribuiu para o planejamento do programa. O programa foi desenvolvido em grupo, com 16 sessões de aproximadamente 90 minutos cada. Tendo como contexto as relações interpessoais no trabalho, as habilidades desenvolvidas foram: civilidade, feedback, comunicação, crenças irracionais, empatia, oferecer ajuda, cidadania, assertividade, críticas, resolução de problemas, desempenho em entrevista de emprego e expressão de sentimento positivo. Dentre os principais procedimentos de ensino, destacaram-se: vivências, tarefas de casa, instrução, reforçamento positivo, ensaio comportamental, modelação e feedback. A Avaliação de Processo revelou, em cada grupo, assiduidade, alcance de metas intermediárias, cumprimento das tarefas de casa, envolvimento nas atividades, relato de progressos e de generalização. Em ambos os grupos, a Avaliação de Resultados indicou ganhos significativos de habilidades sociais após aplicação do programa, manutenção do aprendizado após dois e quatro meses e generalização das habilidades aprendidas para outros contextos do ambiente natural. Sugere-se o aproveitamento desse programa em diversas instituições.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBREducação especialTreinamento em habilidades sociaisHabilidades sociais profissionaisFormação profissionalDeficiência físicaAvaliação de programasSocial skills trainingProfessional social skillsSpecial educationProfessional educationPhysical disabilityProgram evaluationCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALPrograma de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitosA professional social skills program for unemployed people with physical disability: needs, process and effectsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-1-1861bbc5c-dcfb-47d5-baa1-48393944ea02info:eu-repo/semantics/embargoedAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2858.pdfapplication/pdf6401https://repositorio.ufscar.br/bitstream/ufscar/2861/1/2858.pdffbf0ec8ce422330c724ce05aa50b8176MD51THUMBNAIL2858.pdf.jpg2858.pdf.jpgIM Thumbnailimage/jpeg3261https://repositorio.ufscar.br/bitstream/ufscar/2861/2/2858.pdf.jpg7d181fb249006fce3ee7e65f96f8c9b1MD52ufscar/28612023-09-18 18:31:40.46oai:repositorio.ufscar.br:ufscar/2861Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:40Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false
dc.title.por.fl_str_mv Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
dc.title.alternative.eng.fl_str_mv A professional social skills program for unemployed people with physical disability: needs, process and effects
title Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
spellingShingle Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
Pereira, Camila de Sousa
Educação especial
Treinamento em habilidades sociais
Habilidades sociais profissionais
Formação profissional
Deficiência física
Avaliação de programas
Social skills training
Professional social skills
Special education
Professional education
Physical disability
Program evaluation
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
title_short Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
title_full Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
title_fullStr Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
title_full_unstemmed Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
title_sort Programa de habilidades sociais profissionais para pessoas com deficiência física desempregadas: necessidades, processo e efeitos
author Pereira, Camila de Sousa
author_facet Pereira, Camila de Sousa
author_role author
dc.contributor.authorlattes.por.fl_str_mv http://lattes.cnpq.br/2000229988155180
dc.contributor.author.fl_str_mv Pereira, Camila de Sousa
dc.contributor.advisor1.fl_str_mv Del Prette, Almir
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/2191226494887247
dc.contributor.authorID.fl_str_mv 0fbddb8e-fe1f-4f9c-9173-463bb3d9fe16
contributor_str_mv Del Prette, Almir
dc.subject.por.fl_str_mv Educação especial
Treinamento em habilidades sociais
Habilidades sociais profissionais
Formação profissional
Deficiência física
Avaliação de programas
topic Educação especial
Treinamento em habilidades sociais
Habilidades sociais profissionais
Formação profissional
Deficiência física
Avaliação de programas
Social skills training
Professional social skills
Special education
Professional education
Physical disability
Program evaluation
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
dc.subject.eng.fl_str_mv Social skills training
Professional social skills
Special education
Professional education
Physical disability
Program evaluation
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL
description Aiming to promote better employability conditions among people with physical disability, the literature review indicates the improvement of the social skills repertoire. Social skills programs can contribute to an individual s entry, adaptation and career development in the job market. The purpose of the current research was to assess the need, the process and the effects of a Professional Social Skills Training Program for physically disabled people who were looking for a job. The research involved a multiple probe design with two separate groups. The sample consisted of 16 people with physical disability, between the ages of 18 to 36, assigned to either: an experimental group (G1) or a wait-list control group (G2). First, the pretest was conducted with both groups. Then, the intervention was carried out with the G1, followed by the posttest at this time, the second pretest was conducted with the G2. Next, the same intervention was conducted with the G2, followed by the posttest and a third assessment of G1. Finally, each group was evaluated using the follow-up assessment. The dependent variable (social skills performance) was measured using different instruments (self-report and direct observation), various indicators (frequency, difficulty, quality) and in everyday and specific work situations. The instruments used were the: (a) Social Skills Inventory; (b) Interpersonal Difficulties Scale; and (c) Professional Social Skills Observation Protocol. Other instruments used include: Self-Assessment Professional Entry Questionnaire, Assessment Learned Social Skills Questionnaire, Peer Assessment, Field Diary and Observation Record for each Session. The independent variable consisted of an intervention, Professional Social Skills Training Program. In order to analyze the data, descriptive statistics and nonparametric tests were used, making both intergroup and intragroup comparisons. The Needs Assessment indicated deficits in the participants social skills repertoire and contributed to program planning. The program was conducted in a group context, with 16 sessions of approximately 90 minutes each. Considering interpersonal relations at work as the underlying context, the skills that were addressed included: civility, feedback, communication, irrational beliefs, empathy, offering help, citizenship, assertiveness, criticism, problem solving, job interview skills and expression of positive feelings. Some of the key teaching strategies included: experiential strategy, homework assignments, instruction, positive reinforcement, behavioral rehearsal, modeling and feedback. The Process Assessment revealed that both groups had high attendance, achieved intermediate goals, completed homework assignments, had high involvement in the group activities, and reported examples of progress and skills generalization to their natural context. For both groups, the Results Assessment showed significant gains in social skills after the application of the program, maintenance of skills improvements after two and four months and generalization of learned skills to other contexts and with other partners from the natural environment. Very likely, this program can be used in various institutions.
publishDate 2010
dc.date.available.fl_str_mv 2010-03-30
2016-06-02T19:44:06Z
dc.date.issued.fl_str_mv 2010-03-01
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dc.identifier.uri.fl_str_mv https://repositorio.ufscar.br/handle/ufscar/2861
identifier_str_mv PEREIRA, Camila de Sousa. A professional social skills program for unemployed people with physical disability: needs, process and effects. 2010. 1 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2010.
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