Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UERJ |
Texto Completo: | http://www.bdtd.uerj.br/handle/1/15195 |
Resumo: | Empathy, looked at in a multidimensional concept, comprises a triad of components (cognitive, affective and behavioral) that seem to be mutually influenced throughout the socioemotional development, making it possible for the children to understand somebody else's perspective, this way they mobilize themselves emotionally (based on this perspective), and thus react behaving according to the context. Taking this into consideration, the empathy atypical operation generates significant trouble and loss in the social field. This is what happens with those who are diagnosed with Asperger's Syndrome: the development of such skills does not take place in a spontaneous and natural way. So, the current study aims at building up and evaluating a program towards the development of empathy among children and adolescents diagnosed with Asperger's Syndrome (SA). The main objective was to improve this capacity by teaching the strategies focusing on the development of the cognitive component, such as the perspective taking and mental flexibility. Furthermore, its structure counted on a set of various tools that were applied in group. The sample was comprised of 46 children and adolescents (44 boys and 2 giris) ranging from 8 to 17 years old, diagnosed with AS according to the DSM-IV-TR criteria. The participants were evaluated before and after the intervention, as well as 30 days afterwards. Empathic skills were evaluated through a list of behaviors, built up from data retrieved from Literature. Parents and teachers considered every single item of the list based on the behavior of the participant, observed in different social contexts. Concerning the evaluation method, the participants watched snippets of films (that required the identification of basic and complex emotions) so as to measure their abilities in the cognitive and affective aspects of empathy. Moreover, the participants' behaviors were recorded during free interactions in three different moments along the intervention sessions. Simultaneously, parents also took part in group sessions, in which they were performed about the disorder, and also oriented towards communication strategies to stimulate the development of empathy in their kids. The results showed significant improvement in the empathic behaviors considering the parents', teachers' and trained judges? perspective. Besides, improvement was noticed in the cognitive and alfective components of empathy towards the identification of complex and basic emotions. Needless to say that the improvement continued showing results throughout the segment evaluation in the cognitive aspect towards identification of basic emotions. These results agree with data collected from previous studies, which suggest that the cognitive development of empathy is intrinsically related to the improvement of other components (affective and behavioral), becoming widespread in various social contexts of these individuals. |
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Falcone, Eliane Mary de Oliveirahttp://lattes.cnpq.br/3411653326117506Silva, Renata Mousinho Pereira dahttp://lattes.cnpq.br/4671867915594617Ferreira, Maria Cristinahttp://lattes.cnpq.br/5950154241335528Neufeld, Carmem Beatrizhttp://lattes.cnpq.br/7836902599834751Oliva, Ângela Donatohttp://lattes.cnpq.br/2749313165121005http://lattes.cnpq.br/6152182019839322Barros, Patricia de Souza2021-01-07T18:36:21Z2018-05-152012-03-30BARROS, Patricia de Souza. Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger. 2012. 178 f. Tese (Doutorado em Psicologia) - Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012.http://www.bdtd.uerj.br/handle/1/15195Empathy, looked at in a multidimensional concept, comprises a triad of components (cognitive, affective and behavioral) that seem to be mutually influenced throughout the socioemotional development, making it possible for the children to understand somebody else's perspective, this way they mobilize themselves emotionally (based on this perspective), and thus react behaving according to the context. Taking this into consideration, the empathy atypical operation generates significant trouble and loss in the social field. This is what happens with those who are diagnosed with Asperger's Syndrome: the development of such skills does not take place in a spontaneous and natural way. So, the current study aims at building up and evaluating a program towards the development of empathy among children and adolescents diagnosed with Asperger's Syndrome (SA). The main objective was to improve this capacity by teaching the strategies focusing on the development of the cognitive component, such as the perspective taking and mental flexibility. Furthermore, its structure counted on a set of various tools that were applied in group. The sample was comprised of 46 children and adolescents (44 boys and 2 giris) ranging from 8 to 17 years old, diagnosed with AS according to the DSM-IV-TR criteria. The participants were evaluated before and after the intervention, as well as 30 days afterwards. Empathic skills were evaluated through a list of behaviors, built up from data retrieved from Literature. Parents and teachers considered every single item of the list based on the behavior of the participant, observed in different social contexts. Concerning the evaluation method, the participants watched snippets of films (that required the identification of basic and complex emotions) so as to measure their abilities in the cognitive and affective aspects of empathy. Moreover, the participants' behaviors were recorded during free interactions in three different moments along the intervention sessions. Simultaneously, parents also took part in group sessions, in which they were performed about the disorder, and also oriented towards communication strategies to stimulate the development of empathy in their kids. The results showed significant improvement in the empathic behaviors considering the parents', teachers' and trained judges? perspective. Besides, improvement was noticed in the cognitive and alfective components of empathy towards the identification of complex and basic emotions. Needless to say that the improvement continued showing results throughout the segment evaluation in the cognitive aspect towards identification of basic emotions. These results agree with data collected from previous studies, which suggest that the cognitive development of empathy is intrinsically related to the improvement of other components (affective and behavioral), becoming widespread in various social contexts of these individuals.A empatia, em seu conceito multidimensional, constitui-se de três componentes (cognitivo, afetivo e comportamental) que parecem se influenciar mutuamente ao longo do desenvolvimento sócio-emocional, permitindo que as crianças entendam a perspectiva alheia, mobilizem-se emocionalmente a partir dela e reajam com comportamentos adequados ao contexto. Assim, o funcionamento atípico da empatia gera prejuízos significativos no campo social. Esse é o caso dos individuos com a Síndrome de Asperger: o desenvolvimento dessas habilidades parece não acontecer de forma espontânea e natural. Assim, o presente estudo trata da construção e avaliação de um programa para o desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger (SA). O objetivo geral foi aprimorar essa capacidade através de estratégias com foco no desenvolvimento do componente cognitivo, em especial habilidades como a tomada de perspectiva e a flexibilidade mental. Sua estrutura contou com um conjunto de múltiplas ferramentas aplicadas em grupo. A amostra foi constituída de 46 crianças e adolescentes (44 meninos e duas meninas) entre oito e 17 anos, diagnosticados com Sindrome de Asperger segundo os critérios do DSM-IV-TR. Os participantes foram avaliados antes, ao final e trinta dias após a intervenção. Eles foram avaliados através de uma lista de comportamentos, construída a partir de dados extraídos da literatura. Pais e professores pontuaram cada item da lista com base nos comportamentos do participante, observados em diferentes ambientes sociais. Os participantes também assistiram a cenas de filmes que requisitavam o reconhecimento de emoções básicas e complexas para mensurar suas habilidades nos aspectos cognitivo e afetivo da empatia. Ainda como método de avaliação, os comportamentos dos participantes foram filmados em interações livres em três momentos diversos ao longo das sessões de intervenção e avaliados por juizes treinados. Essas crianças e adolescentes participaram de oito sessões de intervenção que continham atividades relacionadas basicamente ao aspecto cognitivo da empatia. Paralelamente, os pais também participaram de sessões em grupo, nas quais foram orientados sobre a SA, bem como sobre estratégias de comunicação e estimulo ao desenvolvimento da empatia em seus filhos. Os resultados apontaram melhora significativa nos comportamentos empáticos na visão de pais, professores e de juízes treinados. Além disso, houve melhora nos componentes cognitivo e afetivo da empatia para o reconhecimento de emoções simples e complexas. Os ganhos se mantiveram na avaliação de seguimento, havendo ainda aprimoramento no aspecto cognitivo para identificação de emoções simples. Esses resultados são concordantes com os dados de estudos anteriores, os quais sugerem que o desenvolvimento do componente cognitivo da empatia implica no aprimoramento dos outros componentes (afetivos e comportamentais), generalizando-se para diversos contextos sociais desses individuos.Submitted by Boris Flegr (boris@uerj.br) on 2021-01-07T18:36:21Z No. of bitstreams: 1 Tese_Patricia de Souza Barros1.pdf: 7572241 bytes, checksum: feac85bd44141569333c17b5023cd4b5 (MD5)Made available in DSpace on 2021-01-07T18:36:21Z (GMT). No. of bitstreams: 1 Tese_Patricia de Souza Barros1.pdf: 7572241 bytes, checksum: feac85bd44141569333c17b5023cd4b5 (MD5) Previous issue date: 2012-03-30Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Psicologia SocialUERJBRCentro de Educação e Humanidades::Instituto de PsicologiaEmpathyAutismAutismoSíndrome de AspergerEmpatiaCNPQ::CIENCIAS HUMANAS::PSICOLOGIAPrograma de desenvolvimento da empatia em crianças e adolescentes com Síndrome de AspergerEmpathy development program in children and adolescents with Asperger's Syndromeinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALTese - Patricia de Souza Barros - 2012application/pdf7572241http://www.bdtd.uerj.br/bitstream/1/15195/1/Tese+-+Patricia+de+Souza+Barros+-+2012feac85bd44141569333c17b5023cd4b5MD511/151952024-02-27 15:55:21.399oai:www.bdtd.uerj.br:1/15195Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T18:55:21Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
dc.title.alternative.eng.fl_str_mv |
Empathy development program in children and adolescents with Asperger's Syndrome |
title |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
spellingShingle |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger Barros, Patricia de Souza Empathy Autism Autismo Síndrome de Asperger Empatia CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
title_full |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
title_fullStr |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
title_full_unstemmed |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
title_sort |
Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger |
author |
Barros, Patricia de Souza |
author_facet |
Barros, Patricia de Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Falcone, Eliane Mary de Oliveira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3411653326117506 |
dc.contributor.referee1.fl_str_mv |
Silva, Renata Mousinho Pereira da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4671867915594617 |
dc.contributor.referee2.fl_str_mv |
Ferreira, Maria Cristina |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5950154241335528 |
dc.contributor.referee3.fl_str_mv |
Neufeld, Carmem Beatriz |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/7836902599834751 |
dc.contributor.referee4.fl_str_mv |
Oliva, Ângela Donato |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2749313165121005 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6152182019839322 |
dc.contributor.author.fl_str_mv |
Barros, Patricia de Souza |
contributor_str_mv |
Falcone, Eliane Mary de Oliveira Silva, Renata Mousinho Pereira da Ferreira, Maria Cristina Neufeld, Carmem Beatriz Oliva, Ângela Donato |
dc.subject.eng.fl_str_mv |
Empathy Autism |
topic |
Empathy Autism Autismo Síndrome de Asperger Empatia CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.por.fl_str_mv |
Autismo Síndrome de Asperger Empatia |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
Empathy, looked at in a multidimensional concept, comprises a triad of components (cognitive, affective and behavioral) that seem to be mutually influenced throughout the socioemotional development, making it possible for the children to understand somebody else's perspective, this way they mobilize themselves emotionally (based on this perspective), and thus react behaving according to the context. Taking this into consideration, the empathy atypical operation generates significant trouble and loss in the social field. This is what happens with those who are diagnosed with Asperger's Syndrome: the development of such skills does not take place in a spontaneous and natural way. So, the current study aims at building up and evaluating a program towards the development of empathy among children and adolescents diagnosed with Asperger's Syndrome (SA). The main objective was to improve this capacity by teaching the strategies focusing on the development of the cognitive component, such as the perspective taking and mental flexibility. Furthermore, its structure counted on a set of various tools that were applied in group. The sample was comprised of 46 children and adolescents (44 boys and 2 giris) ranging from 8 to 17 years old, diagnosed with AS according to the DSM-IV-TR criteria. The participants were evaluated before and after the intervention, as well as 30 days afterwards. Empathic skills were evaluated through a list of behaviors, built up from data retrieved from Literature. Parents and teachers considered every single item of the list based on the behavior of the participant, observed in different social contexts. Concerning the evaluation method, the participants watched snippets of films (that required the identification of basic and complex emotions) so as to measure their abilities in the cognitive and affective aspects of empathy. Moreover, the participants' behaviors were recorded during free interactions in three different moments along the intervention sessions. Simultaneously, parents also took part in group sessions, in which they were performed about the disorder, and also oriented towards communication strategies to stimulate the development of empathy in their kids. The results showed significant improvement in the empathic behaviors considering the parents', teachers' and trained judges? perspective. Besides, improvement was noticed in the cognitive and alfective components of empathy towards the identification of complex and basic emotions. Needless to say that the improvement continued showing results throughout the segment evaluation in the cognitive aspect towards identification of basic emotions. These results agree with data collected from previous studies, which suggest that the cognitive development of empathy is intrinsically related to the improvement of other components (affective and behavioral), becoming widespread in various social contexts of these individuals. |
publishDate |
2012 |
dc.date.issued.fl_str_mv |
2012-03-30 |
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2018-05-15 |
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2021-01-07T18:36:21Z |
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publishedVersion |
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BARROS, Patricia de Souza. Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger. 2012. 178 f. Tese (Doutorado em Psicologia) - Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012. |
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http://www.bdtd.uerj.br/handle/1/15195 |
identifier_str_mv |
BARROS, Patricia de Souza. Programa de desenvolvimento da empatia em crianças e adolescentes com Síndrome de Asperger. 2012. 178 f. Tese (Doutorado em Psicologia) - Instituto de Psicologia, Universidade do Estado do Rio de Janeiro, Rio de Janeiro, 2012. |
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Centro de Educação e Humanidades::Instituto de Psicologia |
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Universidade do Estado do Rio de Janeiro |
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