Regulação emocional como prática psicoeducativa em universitários: uma perspectiva somática

• Autor(a) principal: Brito, Eduardo José Esteves
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/15223
• topic: Emotional regulation; Psychoeducational group; Body sensation; Sensação corporal; Psicologia Social; Regulação emocional; Grupo psicoeducacional; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL

The dialog between Psychology and Biology highlights the importance of the interconnection between sensations, emotions, feelings and the environment, as part of the Emotional Regulation, starting from the Bottom-up model. This model constitutes a paradigm that comprises the physical body as part of the self and as a solid base for the mind. Another relevant aspect is to consider this emotional body, also as a producer of subjectivity, in diverse contexts. The perspective defended in this work, thus, differs from the Cognitive Psychology bottom-up model, which considers the cognition, as the main ability for emotional regulation, excluding or underrating feelings and emotions, and consequently prioritizes the management and the control of the body, in which feelings and emotions are a sub product of the mental activity. The cognitive model, top down model, is based at the modern western cultural aspect, in which prevails the accomplishment of goals of emotional control and of success. (DAMÁSIO, 2011; LEVINE, 2012; GENDLIN, 1992, 2006; PORGES, 2012; SIEGEL, 2018) Highlighting the potential of the feelings and emotions as parts of the Self and of the body, as a basis for the mind, beyond cognition, for the development of the Emotional Regulation is our study objective, starting at a qualitative methodology, which give basis to a construction of a psychoeducational method. An in-group focus proposal was developed with UERJ students, who find themselves in a moment of insecurity, highlighted by the political and the economic instability of the State. The psychoeducational method used, seeks the expression of yourself, in a relation, starting from three questions: what, where and how you feel. Taking part in this study, are 25 students of various graduations in UERJ, with ages between 20 and 59 years old, being eighteen women and seven men. The participants were divided in three groups pilot group (GP) with seven members, group 1 (G1) with eight members and group 2 (G2) with 10 members are identified by a number, from 001 to 025. The groups had an average duration of 1 hour and 20 minutes, recorded in audio and video, being transcribed and submitted to Content Analysis, according to Bardin (2008). We obtained a substantial expression of emotions, of feelings and of the production of meaning in all stages of the process, characterizing a construction that began in the sensorial and flowed to the word. In this sense, the used method, has provided the Emotional Regulation bottom to top or the bottom-up model, differentiating itself from the top to bottom , or top-down model, characteristic of the Cognitive Psychology. This way, it provided a new perspective of comprehension of the felt experience. Facing this, the ability to see the relation with the event, allows the no-fixation in a sensorial experience, emotional and creates an energy and information flux between the Self and the environment (LEVINE, 2012; SIEGEL, 2018). With this, the psychoeducation, is characterized as a process divided in corporal and meaning stages, in which all are integrated and implicated. Consequently, starting from feelings and emotions, we see that the focus at corporal feelings takes us to a new comprehension of the emotional experience, leading to the integration between feelings, emotions and sentiments which allows new answers and new productions of senses