Mestrado em Psicologia
URI Permanente para esta coleção
Nível: Mestrado Acadêmico
Ano de início: 1992
Conceito atual na CAPES: 5
Ato normativo:
Homologado pelo CNE (Portaria MEC Nº 609, de 14/03/2019).Publicação no DOU 18 de março de 2019, seç. 1, p.268 - Parecer CNE/CES nº 487/2018
Periodicidade de seleção: Anual
Área(s) de concentração: Psicologia
Url do curso: https://psicologia.ufes.br/pt-br/pos-graduacao/PPGP/detalhes-do-curso?id=1495
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- ItemSuportes (ou falta de suportes)? Estudos sobre a trajetória acadêmica de estudantes universitárias que são mães(Universidade Federal do Espírito Santo, 2025-03-19) Ramalhete, Juliana Nascimento Lucas; Andrade, Alexsandro Luiz de ; https://orcid.org/0000-0003-4953-0363; http://lattes.cnpq.br/8562677684241404; https://orcid.org/0000-0001-5648-6087; http://lattes.cnpq.br/3833305216429883; Melo, Mariana Ramos de ; https://orcid.org/0000-0001-7826-6050; http://lattes.cnpq.br/4824890335424653; Canal, Cláudia Patrocinio Pedroza ; https://orcid.org/0000-0003-2342-1302; http://lattes.cnpq.br/8984420280257670; Silva, Ligia Carolina Oliveira; https://orcid.org/0000-0002-7487-9420; http://lattes.cnpq.br/8025093926934189The academic journey can be marked by numerous challenges, among them the need to balance academic activities with the experience of motherhood. The literature highlights that access—or lack thereof—to support plays a significant role in shaping the academic trajectory of undergraduate students who are mothers. Thus, this dissertation aimed to investigate how support influences the career development of undergraduate students who are mothers. The research was conducted in two studies. The first consisted of a qualitative documentary study, which sought to understand the student assistance policies implemented in federal public higher education institutions in the Southeast region of Brazil that provide support to university students experiencing motherhood. Data sources included official university websites, public notices, and email communications with the departments responsible for implementing student assistance policies. The documentary study encompassed institutions from the states of Rio de Janeiro, Espírito Santo, São Paulo, and Minas Gerais. The data were analyzed using Jamovi software (version 2022), a free statistical analysis tool. Initially, a descriptive analysis was performed, including the calculation of absolute and relative frequency measures for categorical variables. Additionally, measures of central tendency, such as mean and standard deviation, were computed. The research findings indicate that all 19 federal universities in the Southeast region of Brazil have student assistance policies. However, only 18 of these institutions explicitly state that they offer support for students with children. The primary focus of the policies implemented is on childcare assistance, specifically for socioeconomically vulnerable students. While other policies are available, only a few universities provide diversified support for students with children. This number decreases even further when the focus is placed specifically on assistance policies for undergraduate students who are mothers. The results highlight the efforts made by federal universities in the Southeast region of Brazil to ensure the retention of socioeconomically vulnerable students with children. However, there are significant challenges that may hinder the effectiveness of these initiatives.The second study, which was qualitative, descriptive, and exploratory in nature, aimed to investigate how support influences the academic trajectory of undergraduate students who are mothers through interviews. A total of 22 brazilian women participated in the study, all of whom were at least 18 years old, mothers of children aged 0 to 5 years, and enrolled as undergraduate students in federal universities in the Southeast region of Brazil. Data collection was conducted online via videoconference using Google Meet. A semi-structured interview guide was used, divided into three sections: (1) sociodemographic questions to characterize the sample; (2) questions addressing the study objectives; and (3) the MacArthur Scale. Data analysis was performed using the IraMuTeQ software, applying the Descending Hierarchical Classification (CHD) method. The findings indicate that access to support has a positive impact on the academic trajectory of undergraduate students who are mothers. Having access to support allows students to better balance their childcare responsibilities with their academic commitments. The more diverse the support network, the more secure the students feel. Institutional support, particularly in ensuring academic persistence and future employability, emerged as a key factor. University-based or municipal childcare services were considered by participants to be an essential yet unstable form of support, which enabled them to organize their routines more effectively. Conversely, the absence of support can have a range of negative consequences for students’ academic trajectories, including academic failure, delayed progression, and even dropping out of the program. Furthermore, participants reported that a lack of childcare support could hinder their ability to enter the labor market after completing their degrees. This study is expected to contribute to the theoretical discussions on career development, particularly within the context of higher education institutions. Additionally, it seeks to generate knowledge that may guide public policies aimed at supporting women in academic settings, thereby expanding
- ItemO passado no presente : memórias e representações para descendentes de italianos e pomeranos no Estado do Espírito Santo(Universidade Federal do Espírito Santo, 2025-02-25) Pinto, Heloisa Maria Silva e Silva; Wolter, Rafael Moura Coelho Pecly ; https://orcid.org/0000-0001-8393-1385; http://lattes.cnpq.br/9193777929003611; https://orcid.org/0000-0001-8352-5985; http://lattes.cnpq.br/6933801220626770; Trindade, Zeidi Araújo ; https://orcid.org/0000-0003-0549-5092; http://lattes.cnpq.br/7057133930657550; Gomes, Antonio Marcos Tosoli ; https://orcid.org/0000-0003-4235-9647; http://lattes.cnpq.br/2550343379671285; Lima, Marcus Eugênio Oliveira ; https://orcid.org/0000-0001-5280-130X; http://lattes.cnpq.br/6415718085214143Throughout history, Brazil has been the destination of the most diverse ethnic groups. Many driven by the hope of better quality of life and work, settled in the country, built prosperous communities and became part of the brazilian society. Some of these communities were created in the state of Espírito Santo, which stood out for the number of immigrants that entered the state between the 19th and 20th centuries. Among these immigrant groups are the Italians and the Pomeranians, whose descendants are still very present in the Espírito Santo society today. In this sense, this dissertation conducted an analysis of elements of the social thought of descendants of italian and pomeranian immigrants who settled in Brazil, more specifically in the state of Espírito Santo. Placing this research in the field of Social Psychology, two studies were conducted, one with the group of descendants of italians, in which 10 people participated, and the other with pomeranians, with 9 participants. The data collection method used was semi-structured interview scripts. In these studies, the content analysis technique was used to explore the data from the interviews. In order to reach the nuances of the social thought of the groups regarding their social affiliations, some theories were used that allowed access to aspects of the shared past and present. The acculturation theory was used to weave the background of the discussion, in order to better understand the past experiences of the groups and the first relationships that were established with the brazilian society. At this point, it was observed that the group of descendants of italians narrate an experience that resembles that of assimilation, while the descendants of pomeranians report one that is closer to separation/segregation. Based on this understanding, concepts from the field of study of social memory were used, linked to elements of the theories of Social Identity and Social Representations, to analyze the ways in which the past of the groups appeared in their interviews. At this point, the role of formal history in the constitution of the memory of the groups was discussed, as well as the main points where the representations of collective memory concentrated. Finally, the Theory of Social Représentations was used to analyze the way in which the groups think about their social affiliations, the brazilian and the ethnic one. At this point, we noted that the group of italian descendance organized the shared thought about their identities in two representational logics, separating the aspects of the brazilian identity from the italian one, while the group of pomeranian descendance seemed to organize this same thought in a single representational logic, which united the ethnic identity with the brazilian one. Finally, a comparison was made between the elements investigated in the studies, which found, as similarities, both in the way in which the groups use official history and in some of the aspects that organize the social representations that they generate about their pasts
- ItemCarreira de universitários STEM : estudo pela teoria da psicologia do trabalhar no Brasil(Universidade Federal do Espírito Santo, 2024-10-31) Morello, Gabriela Pelissari; Melo, Mariana Ramos de ; https://orcid.org/0000-0001-7826-6050; http://lattes.cnpq.br/4824890335424653; Andrade, Alexsandro Luiz de ; https://orcid.org/0000-0003-4953-0363; http://lattes.cnpq.br/8562677684241404; https://orcid.org/0000-0003-0591-8542; http://lattes.cnpq.br/3260681309353090; Silva, Priscilla de Oliveira Martins da ; https://orcid.org/0000-0002-2922-6607; http://lattes.cnpq.br/7158091678487373; Silva, Luciana Mourão Cerqueira e ; https://orcid.org/0000-0002-8230-3763; http://lattes.cnpq.br/2558400549506524Existe uma preocupação global e contínua de ampliar a força de trabalho nas áreas STEM, especialmente entre grupos menorizados. Para discutir o tema, os estudos desta Dissertação utilizaram como base teórica a Teoria da Psicologia do Trabalhar (TPT), que enfatiza a influência de fatores socioculturais, econômicos e políticos nas trajetórias de carreira. Esta dissertação de mestrado buscou, por meio de dois estudos, investigar aspectos relativos ao modelo da TPT para universitários(as) brasileiros(as) de áreas STEM. O primeiro estudo teve como objetivo adaptar e levantar evidências de validade de estrutura interna e externa para o Brasil de uma versão reduzida da Proactive Personality Scale. As análises estatísticas demonstraram a robustez da escala para a população estudada e as evidências externas de validação comprovaram que o construto Personalidade Proativa se correlacionou positivamente com construtos da TPT (Volição, Trabalho Decente Futuro e Suporte Social Percebido). Ademais, as evidências de validade discriminante demonstraram que a Personalidade Proativa não se diferenciou entre homens e mulheres e entre pessoas de baixo, médio e alto Status Social Subjetivo. O segundo estudo teve como objetivo investigar as relações entre Barreiras de Carreira e variáveis do modelo teórico da Psicologia do Trabalhar (Volição, Personalidade Proativa, Trabalho Decente Futuro e Suporte Social Percebido), e o impacto dessas relações na Satisfação com o Curso Acadêmico. Ao conduzir análises comparativas entre mulheres e homens, constatou-se que as mulheres perceberam maiores níveis de Barreiras de Carreira quando comparadas aos homens. Além disso, os resultados indicaram que as Barreiras de Carreira foram preditoras negativas do Trabalho Decente e que essa relação foi mediada pela Volição. Contrariando as hipóteses do estudo, a Personalidade Proativa não funcionou como variável moderadora para o modelo, enquanto o Suporte Social moderou a relação entre Barreiras de Carreira e Trabalho Decente Futuro. O estudo trouxe contribuições teóricas que apoiaram a validade transcultural do modelo da TPT para o contexto brasileiro. A discussão dos resultados enfatiza a necessidade de olhar para o contexto socioeconômico e o cenário dos campos STEM no Brasil, para que seja possível adotar um diálogo intercultural com teorias e práticas em busca da justiça social no trabalho. Por fim, são debatidas as limitações dos estudos, bem como sugeridas pesquisas futuras para o campo de orientação profissional e de carreira, considerando o contexto dos participantes da pesquisa
- ItemIntervenção no controle inibitório de crianças com TEA por meio de jogo eletrônico(Universidade Federal do Espírito Santo, 2024-09-13) Spada, Julia Camatta; Canal, Cláudia Patrocinio Pedroza ; https://orcid.org/0000-0003-2342-1302; http://lattes.cnpq.br/8984420280257670; https://orcid.org/0009-0004-9086-9689; http://lattes.cnpq.br/1338303190623620; Loss, Alessandra Brunoro Motta ; https://orcid.org/0000-0003-1162-185X; http://lattes.cnpq.br/7998859528545129; Osti, Andreia ; https://orcid.org/0000-0002-7605-2347; http://lattes.cnpq.br/5060520291120371Autism Spectrum Disorder (ASD) is a neurodevelopmental disorder and among its characteristics, there is impairment in executive functions, affecting the planning and regulation of emotions and behaviors. Playful intervention strategies have shown benefits in improving these skills, such as games. The proposal of this work was to describe how inhibitory control, emotional and behavioral self-regulation are presented in children with ASD level 1 of support during intervention with electronic games. Fifteen children aged between 8 and 12 years participated in the research. The instruments used were the Childhood Autism Rating Scale (CARS), NO CONTROLE+ game as pre and post intervention measures, Gwakkamolé game as intervention instrument, Observational Record and Interview. The procedure was divided into seven meetings: 1) one meeting for pre-intervention evaluation; b) four intervention meetings with Gwakkamolé; c) one meeting for post-intervention evaluation and d) one meeting for interview with parents or caregivers. The data were analyzed qualitatively and quantitatively, through calculation of Clinical Significance, Content Analysis of the interviews and Categorization of the observed behaviors. In the post-intervention, most participants increased their number of correct answers in relation to the pre-intervention evaluation in the inhibitory control measure through the NO CONTROLE+ instrument. In the CARS, all participants decreased their scores, with an average difference in the total score of 4.5 points, with Intellectual Response showing the greatest decrease. Throughout the intervention, positive emotional and socialization behaviors increased, negative emotional behaviors decreased and behavior inhibition were observed in the last sessions. The intervention was clinically significant, with four participants showing reliable positive change. A question was asked to verify the participants' understanding of the adaptation strategies and no participant was able to make conceptual elaborations about the game. Finally, in the interview, the parents/caregivers had some difficulty in identifying changes that occur in their children's daily lives, but when guided on how and where to observe and when having to give examples, they were able to have a greater perspective of change. The aspects in which these changes occurred were speed in performing tasks, changes at school, attention, engagement and concentration in daily tasks, autonomy, flexibility, communication and interaction, games and inhibition of behaviors. Participants generally obtained gains in terms of socialization, adaptation to changes, cognitive flexibility and self-regulation, as well as inhibitory control. Through an intervention with games in a playful way, it was possible to improve skills for children with ASD who participated in this study, such skills were also perceived by parents and caregivers in other contexts
- ItemAvaliação da eficácia de um arranjo de treinamento de ensino de análise funcional para cuidadores de crianças autistas(Universidade Federal do Espírito Santo, 2024-04-25) Santos, Talyta Cristine de Assis; Lima, Mylena Pinto; Ramos, Fabiana Pinheiro; Loss, Alessandra Brunoro Motta; Cunha, Luciano de SouzaO Transtorno do Espectro Autista (TEA) é caracterizado por déficits na comunicação e na interação social, e por padrões de comportamentos repetitivos e restritos. A intervenção fundamentada na Análise do Comportamento Aplicada (ABA) apresenta evidências científicas no tratamento de crianças com TEA, mas nem sempre as famílias conseguem acesso após o diagnóstico, sendo importante considerar alternativas como o treinamento parental. Os comportamentos interferentes apresentados pela criança se constituem barreiras para seu desenvolvimento, podendo acarretar aos cuidadores aumento do estresse e diminuição da percepção de competência parental. Nesse contexto, as intervenções baseadas na função do comportamento apresentam resultados efetivos na redução dos excessos comportamentais. O protocolo IISCA – Interview Informed Synthesized Contingency Analysis é um método de manipulação sistemática das possíveis variáveis que mantêm o comportamento, sendo utilizado para identificar sua função de forma rápida e eficaz, permitindo o planejamento da intervenção com base na análise funcional dos comportamentos interferentes. Assim, o presente estudo teve como objetivo avaliar a eficácia de um arranjo de treinamento para capacitar cuidadores de crianças com TEA a identificar variáveis mantenedoras dos comportamentos interferentes de seus filhos, e descrever tais relações funcionais com acurácia, tornando-os mais preparados para manejá-lo. Utilizando como método o delineamento de sujeito único, com linha de base múltipla, o treinamento constituiu em três etapas, sendo elas: 1) apresentação da pesquisa e coleta de dados de linha de base, 2) ensino teórico sobre ABA e análise funcional, e 3) aplicação da entrevista de anamnese do Protocolo IISCA, questionário de pós-teste e questionário de validade social. As respostas foram analisadas de forma descritivas e categorizadas para verificar se os participantes conseguiram identificar as variáveis antecedentes e consequentes dos comportamentos de seus filhos. Os resultados apontaram ganhos significativos para as três participantes, que apresentaram desempenho de 40%, 0% e 50% na linha de base, e, no pós-teste, o desempenho aumentou para 100%, 60% e 80%, respectivamente, demonstrando melhora na habilidade das mães de identificarem as variáveis que mantêm o comportamento dos seus filhos. Os relatos destas cuidadoras apontaram as contribuições do treinamento, diminuindo o nível de estresse e aumentando o senso de competência parental. As participantes descreveram ainda, a importância do treinamento parental sobre análise funcional para que conseguissem realizar os manejos dos comportamentos de seus filhos de forma efetiva, garantindo maiores oportunidades de aprendizagem para a criança. Em estudos futuros, o número de encontros poderia ser reduzido com duração das sessões entre 1 hora e 1 hora e 30 minutos para assegurar o engajamento dos participantes, bem como inserir o follow-up para avaliar a persistência do aprendizado ao longo de um período mais extenso. Os resultados desta pesquisa apontam para a relevância de que os cuidadores saibam realizar uma análise funcional dos comportamentos interferentes de seus filhos com TEA, melhorando assim, sua capacidade de intervenção nas situações problema do dia a dia.