Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young
Autor(a) principal: | |
---|---|
Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/17231 https://doi.org/10.14393/ufu.di.2014.250 |
Resumo: | The objective of this research was to present to the cognitive-behavioral therapists a cinematherapeutic technique, based on the Disney animated films, which can be used for children and adolescents for psychoeducate about the entitlement / grandiosity scheme and insufficient self-control/self-discipline scheme, which make up the impaired limits domains, according to the theory Jeffrey Young. Seven experts professional in the clinical area of cognitive-behavioral approach aged between 26 to 47 years (= 33; DP = 8,01) and average acting time of = 9 anos (DP = 7,1). All participants had evidence of specialization in Cognitive-Behavioral Therapy (CBT), 29% had master\'s degree and 29% had postdoctoral. The instrument used was a test of judges composed of the transcription of verbal and nonverbal content of 19 scenes relative to the movies Cars , Beauty and the Beast , Wreck-It Ralph and Brave . Judges should read and judge which category was being portrayed in the scene at issue: entitlement / grandiosity scheme or insufficient self-control/self-discipline scheme. Data collected by test judges that these were nominal variables were transformed into binomial variables and then analyzed using the Wilcoxon test. The results indicated which scenes had a prevalence of impaired limits schema domain. Regarding the movie \"Cars\" was found predominance of entitlement / grandiosity scheme in three scenes; in \"Beauty and the Beast\" three scenes were representative of entitlement / grandiosity scheme and two about insufficient self-control/self-discipline scheme; in Wreck-It Ralph four scenes were considered examples of such schemes, three relating to insufficient self-control/self-discipline scheme and one concerning the entitlement / grandiosity scheme; finally, on Brave prevalence of insufficient self-control/self-discipline scheme was found in two scenes. In total was found a predominance of the impaired limits schemes characteristics in 14 scenes, which are represented by speech and nonverbal language of the characters. These scenes can be used to psychoeducate children and adolescents about these schemes. The use of tools able to engage the child and arouse their interest is very important in cognitive play therapy and is known to that the cinematherapy has a high potential for motivating patients. Psychoeducation is an essential practice in CBT because can affect adherence to treatment and enables the achievement of the other aim of therapy. Therefore, applying the cinematherapy in psychoeducation for children and adolescents contributes to increasing the effectiveness of the therapeutic process. This work contributes to expanding the arsenal of cognitive-behavioral techniques, as it suggests scenes that can be used as psychoeducational tools in the cognitive play therapy, based on a systematic categorization. |
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2016-06-22T18:48:06Z2015-05-282016-06-22T18:48:06Z2014-03-28ARANTES, Carolina Faria. Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young. 2014. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.250https://repositorio.ufu.br/handle/123456789/17231https://doi.org/10.14393/ufu.di.2014.250The objective of this research was to present to the cognitive-behavioral therapists a cinematherapeutic technique, based on the Disney animated films, which can be used for children and adolescents for psychoeducate about the entitlement / grandiosity scheme and insufficient self-control/self-discipline scheme, which make up the impaired limits domains, according to the theory Jeffrey Young. Seven experts professional in the clinical area of cognitive-behavioral approach aged between 26 to 47 years (= 33; DP = 8,01) and average acting time of = 9 anos (DP = 7,1). All participants had evidence of specialization in Cognitive-Behavioral Therapy (CBT), 29% had master\'s degree and 29% had postdoctoral. The instrument used was a test of judges composed of the transcription of verbal and nonverbal content of 19 scenes relative to the movies Cars , Beauty and the Beast , Wreck-It Ralph and Brave . Judges should read and judge which category was being portrayed in the scene at issue: entitlement / grandiosity scheme or insufficient self-control/self-discipline scheme. Data collected by test judges that these were nominal variables were transformed into binomial variables and then analyzed using the Wilcoxon test. The results indicated which scenes had a prevalence of impaired limits schema domain. Regarding the movie \"Cars\" was found predominance of entitlement / grandiosity scheme in three scenes; in \"Beauty and the Beast\" three scenes were representative of entitlement / grandiosity scheme and two about insufficient self-control/self-discipline scheme; in Wreck-It Ralph four scenes were considered examples of such schemes, three relating to insufficient self-control/self-discipline scheme and one concerning the entitlement / grandiosity scheme; finally, on Brave prevalence of insufficient self-control/self-discipline scheme was found in two scenes. In total was found a predominance of the impaired limits schemes characteristics in 14 scenes, which are represented by speech and nonverbal language of the characters. These scenes can be used to psychoeducate children and adolescents about these schemes. The use of tools able to engage the child and arouse their interest is very important in cognitive play therapy and is known to that the cinematherapy has a high potential for motivating patients. Psychoeducation is an essential practice in CBT because can affect adherence to treatment and enables the achievement of the other aim of therapy. Therefore, applying the cinematherapy in psychoeducation for children and adolescents contributes to increasing the effectiveness of the therapeutic process. This work contributes to expanding the arsenal of cognitive-behavioral techniques, as it suggests scenes that can be used as psychoeducational tools in the cognitive play therapy, based on a systematic categorization.O objetivo desta pesquisa foi apresentar aos terapeutas cognitivo-comportamentais uma técnica cinematerápica, baseada nos filmes animados da Disney, que possa ser utilizada para psicoeducar crianças e adolescentes sobre os esquemas de arrogo/grandiosidade e autocontrole/autodisciplina insuficientes, que compõem o Domínio III Limites prejudicados, de acordo com a teoria de Jeffrey Young. Participaram deste estudo sete profissionais experts na área clínica de abordagem cognitivo-comportamental, com idade entre 26 e 47 anos (= 33; DP = 8,01) e tempo médio de atuação de = 9 anos (DP = 7,1). Todos os participantes possuíam título de especialista em Terapia Cognitivo-Comportamental (TCC), além de 29% possuírem mestrado e 29% pós-doutorado. O instrumento utilizado foi uma prova de juízes composta pela transcrição do conteúdo verbal e não verbal de 19 cenas relativas aos filmes Carros , A Bela e a Fera , Detona Ralph e Valente . Os juízes deveriam ler e julgar qual categoria estava sendo retratada na cena em questão: arrogo/grandiosidade ou autocontrole/autodisciplina insuficientes. Os dados coletados através da prova de juízes, que se tratavam de variáveis nominais, foram transformados em variáveis binomiais e então submetidos ao teste Wilcoxon. Os resultados indicaram quais cenas possuíam prevalência de um dos esquemas do domínio limites prejudicados. Com relação ao filme Carros , foi encontrado predomínio do esquema de arrogo/grandiosidade em três cenas; em A Bela e a Fera três cenas foram consideradas representativas do esquema de arrogo/grandiosidade e duas de autocontrole/autodisciplina insuficientes; em Detona Ralph quatro cenas foram consideradas exemplos desses esquemas, sendo três referentes ao autocontrole/autodisciplina insuficientes e uma ao arrogo/grandiosidade; finalmente, em Valente foi encontrada prevalência do esquema de autocontrole/autodisciplina insuficientes em duas cenas. No total, foi encontrado predomínio de características dos esquemas referentes aos limites prejudicados em 14 cenas, os quais são representados através de falas e linguagem não verbal dos personagens. Essas cenas podem ser utilizadas para psicoeducar crianças e adolescentes a respeito desses esquemas. A utilização de ferramentas capazes de envolver a criança e despertar o seu interesse é de grande relevância na ludoterapia cognitiva e sabe-se que a cinematerapia possui um alto potencial de motivação dos pacientes. A psicoeducação é uma prática essencial na TCC, pois interfere na adesão do paciente ao tratamento e possibilita o alcance dos demais objetivos da terapia. Portanto, aplicar a cinematerapia na psicoeducação de crianças e adolescentes colabora para o aumento da eficácia do processo terapêutico. Este trabalho contribui para a ampliação do arsenal de técnicas cognitivo-comportamentais, uma vez que sugere cenas que podem ser utilizadas como ferramentas psicoeducativas na ludoterapia cognitiva, baseando-se em uma categorização sistematizada.Mestre em Psicologia Aplicadaapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em PsicologiaUFUBRCiências HumanasTerapia cognitivo-comportamentalTerapia de esquemasCriançaCinematerapiaDisneyPsicoeducaçãoTerapia do comportamentoTerapia cognitivaCognitive behavior therapySchema therapyChildCinematherapyPsychoeducationCNPQ::CIENCIAS HUMANAS::PSICOLOGIACinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Younginfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLopes, Renata Ferrarez Fernandeshttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797423D6Montagnero, Alexandre Viannahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4113654H3Neufeld, Carmem Beatrizhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707343D0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4437130T9Arantes, Carolina Faria81766855info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILCinematerapiaPropostaPsicoeducativa.pdf.jpgCinematerapiaPropostaPsicoeducativa.pdf.jpgGenerated Thumbnailimage/jpeg1372https://repositorio.ufu.br/bitstream/123456789/17231/3/CinematerapiaPropostaPsicoeducativa.pdf.jpg89116327f599409eb3a2f7a25ab3814aMD53ORIGINALCinematerapiaPropostaPsicoeducativa.pdfapplication/pdf2759584https://repositorio.ufu.br/bitstream/123456789/17231/1/CinematerapiaPropostaPsicoeducativa.pdfe55c8584522758b62a853c168e8b9ad6MD51TEXTCinematerapiaPropostaPsicoeducativa.pdf.txtCinematerapiaPropostaPsicoeducativa.pdf.txtExtracted texttext/plain295968https://repositorio.ufu.br/bitstream/123456789/17231/2/CinematerapiaPropostaPsicoeducativa.pdf.txtcbe77d45d0aebc815bd50da8aa4639ecMD52123456789/172312021-08-03 10:42:21.081oai:repositorio.ufu.br:123456789/17231Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2021-08-03T13:42:21Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
title |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
spellingShingle |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young Arantes, Carolina Faria Terapia cognitivo-comportamental Terapia de esquemas Criança Cinematerapia Disney Psicoeducação Terapia do comportamento Terapia cognitiva Cognitive behavior therapy Schema therapy Child Cinematherapy Psychoeducation CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
title_full |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
title_fullStr |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
title_full_unstemmed |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
title_sort |
Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young |
author |
Arantes, Carolina Faria |
author_facet |
Arantes, Carolina Faria |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lopes, Renata Ferrarez Fernandes |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4797423D6 |
dc.contributor.referee1.fl_str_mv |
Montagnero, Alexandre Vianna |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4113654H3 |
dc.contributor.referee2.fl_str_mv |
Neufeld, Carmem Beatriz |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4707343D0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4437130T9 |
dc.contributor.author.fl_str_mv |
Arantes, Carolina Faria |
contributor_str_mv |
Lopes, Renata Ferrarez Fernandes Montagnero, Alexandre Vianna Neufeld, Carmem Beatriz |
dc.subject.por.fl_str_mv |
Terapia cognitivo-comportamental Terapia de esquemas Criança Cinematerapia Disney Psicoeducação Terapia do comportamento Terapia cognitiva |
topic |
Terapia cognitivo-comportamental Terapia de esquemas Criança Cinematerapia Disney Psicoeducação Terapia do comportamento Terapia cognitiva Cognitive behavior therapy Schema therapy Child Cinematherapy Psychoeducation CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Cognitive behavior therapy Schema therapy Child Cinematherapy Psychoeducation |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
description |
The objective of this research was to present to the cognitive-behavioral therapists a cinematherapeutic technique, based on the Disney animated films, which can be used for children and adolescents for psychoeducate about the entitlement / grandiosity scheme and insufficient self-control/self-discipline scheme, which make up the impaired limits domains, according to the theory Jeffrey Young. Seven experts professional in the clinical area of cognitive-behavioral approach aged between 26 to 47 years (= 33; DP = 8,01) and average acting time of = 9 anos (DP = 7,1). All participants had evidence of specialization in Cognitive-Behavioral Therapy (CBT), 29% had master\'s degree and 29% had postdoctoral. The instrument used was a test of judges composed of the transcription of verbal and nonverbal content of 19 scenes relative to the movies Cars , Beauty and the Beast , Wreck-It Ralph and Brave . Judges should read and judge which category was being portrayed in the scene at issue: entitlement / grandiosity scheme or insufficient self-control/self-discipline scheme. Data collected by test judges that these were nominal variables were transformed into binomial variables and then analyzed using the Wilcoxon test. The results indicated which scenes had a prevalence of impaired limits schema domain. Regarding the movie \"Cars\" was found predominance of entitlement / grandiosity scheme in three scenes; in \"Beauty and the Beast\" three scenes were representative of entitlement / grandiosity scheme and two about insufficient self-control/self-discipline scheme; in Wreck-It Ralph four scenes were considered examples of such schemes, three relating to insufficient self-control/self-discipline scheme and one concerning the entitlement / grandiosity scheme; finally, on Brave prevalence of insufficient self-control/self-discipline scheme was found in two scenes. In total was found a predominance of the impaired limits schemes characteristics in 14 scenes, which are represented by speech and nonverbal language of the characters. These scenes can be used to psychoeducate children and adolescents about these schemes. The use of tools able to engage the child and arouse their interest is very important in cognitive play therapy and is known to that the cinematherapy has a high potential for motivating patients. Psychoeducation is an essential practice in CBT because can affect adherence to treatment and enables the achievement of the other aim of therapy. Therefore, applying the cinematherapy in psychoeducation for children and adolescents contributes to increasing the effectiveness of the therapeutic process. This work contributes to expanding the arsenal of cognitive-behavioral techniques, as it suggests scenes that can be used as psychoeducational tools in the cognitive play therapy, based on a systematic categorization. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-03-28 |
dc.date.available.fl_str_mv |
2015-05-28 2016-06-22T18:48:06Z |
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2016-06-22T18:48:06Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
ARANTES, Carolina Faria. Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young. 2014. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.250 |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufu.br/handle/123456789/17231 |
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https://doi.org/10.14393/ufu.di.2014.250 |
identifier_str_mv |
ARANTES, Carolina Faria. Cinematerapia: uma proposta psicoeducativa segundo a teoria de Jeffrey Young. 2014. 176 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2014. Disponível em: https://doi.org/10.14393/ufu.di.2014.250 |
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https://repositorio.ufu.br/handle/123456789/17231 https://doi.org/10.14393/ufu.di.2014.250 |
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Universidade Federal de Uberlândia |
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Programa de Pós-graduação em Psicologia |
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UFU |
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BR |
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Ciências Humanas |
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Universidade Federal de Uberlândia |
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