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Davies, Lynda J. "The cultural aspects of intervention with Soft Systems Methodogy." Thesis, Lancaster University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328763.
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Shen, Phoebe. "A Critical Race Theory Intervention into the Cultural Defense Debate." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/911.
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The cultural defense is an informal term that describes the use of cultural information to mitigate criminal responsibility, often used in conjunction with traditional defense strategies such as provocation or insanity. Arguments for the cultural defense include respecting cultural practices under the liberal narrative that frames the United States as a multicultural and pluralistic society. Advocates of the cultural defense recognize the harmful effects of the false universalism of the law. However, the cultural defense has been criticized as essentialist and harmful as it has been used in high profile cases to justify violence against women of color. The cultural defense superficially prioritizes the needs of marginalized communities by acknowledging the importance of culture in the administration of the criminal law. The rationale behind the cultural defense is politically appealing, but the impacts of the defense are incompatible with the goals of antisubordination, which will be further described by Critical Race Theory. Because the debate surrounding the cultural defense has yet to make significant advances, I argue that Critical Race Theory offers an essential starting point in intervening in the debate, ultimately transforming the realm of legal jurisprudence through its explicit race consciousness and examination of racialized power. In particular, I will examine the concepts of intersectionality and interest convergence which will offer valuable perspective into the cultural defense debate.
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Chernicharo, Edna de Assunção Melo. "Cartola-grafia: causa do Centro Cultural Cartola." Universidade do Estado do Rio de Janeiro, 2010. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=5115.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorResultante de um convênio estabelecido entre as instituições Centro Cultural Cartola e Universidade do Estado do Rio de Janeiro, a presente dissertação teve início a partir da demanda dificuldade com a equipe administrativa, formulada por Nilcemar Nogueira neta de Cartola, vice-presidente do Centro, cujo objetivo é trabalhar em prol do desenvolvimento sociocultural de jovens da comunidade da Mangueira. Em resposta, a pesquisa Cartola-Grafia: Causa do Centro Cultural Cartola buscou investigar qual o impacto da promoção e da preservação do legado de Cartola na vida dos jovens atendidos pelo Centro Cultural Cartola e da equipe que trabalha nos bastidores para que os projetos sociais se tornem uma realidade. No desenvolvimento da pesquisa, procurou-se fazer uma escuta analítica de cada sujeito para, assim, conhecer as causas que levam os trabalhadores/gestores culturais a desempenharem várias atividades (gerenciamento, administração, captação de recursos financeiros, entre outras) relacionadas ao funcionamento da instituição. Na realização dessa empreitada, foi sendo instituída, passo a passo, uma metodologia própria que se adequou aos contornos demarcados pela fronteira do campo, com troca de informações entre autores oriundos de diferentes campos de saber: Sociologia, Institucionalismo, Psicopatologia do Trabalho, Ergologia, Clínica da Atividade e Psicanálise.
Resulting from an agreement established between the institutions "Centro Cultural Cartola" and "Universidade do Estado do Rio de Janeiro", this thesis began with the demand "difficulty with the management team," formulated by Nilcemar Nogueira granddaughter of Cartola, vice president of the Center, whose goal is to work towards the socio-cultural development of young community of Mangueira. In response, the research Cartola-Cartography: "Cause" of the Centro Cultural Cartola sought to investigate the impact of promoting and preserving the legacy of Cartola the lives of young people assisted by the Centro Cultural Cartola and the team that works behind the scenes so that the projects become a social reality. During the research, we made an analytic listening to each subject, so know the causes that lead workers / cultural managers to perform various activities (management, administration, fundraising, etc.) related to the operation of institution. In making that contract was being established step by step, a methodology that has adapted itself to the boundaries demarcated by the boundary of the field, with information exchange between authors from different fields of knowledge: Sociology, Institutionalism, Psychopathology of Labor, Ergology, Clinical Activity and Psychoanalysis.
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DyckFehderau, David P. "Towards a theory and method for dispute intervention, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq21129.pdf.
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Huddleston, Lillie. "Evaluating Treatment Acceptability, Treatment Integrity, and Cultural Modifications of a Bullying Prevention Intervention." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/cps_diss/86.
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Treatment acceptability and treatment integrity are essential constructs to consider when designing, implementing, and evaluating school-based interventions. Existing literature has described treatment acceptability and treatment integrity as separate constructs rather than investigating their interrelationships. Also, models of treatment acceptability and treatment integrity have not systematically included the perspectives of multiple stakeholders, have not addressed multiple time points in the intervention process, and have not emphasized multiple methods of data collection. This paper reviewed extant literature related to current definitions and models of treatment acceptability and treatment integrity and presented a comprehensive integrated model of these constructs that addressed the aforementioned gaps in the intervention literature.
A mixed methods study exploring student, facilitator, and observer perceptions of treatment acceptability and treatment integrity of an eight-week bullying prevention intervention was conducted. The study investigated the role of cultural modifications (i.e., context-based procedural or curriculum changes employed to enhance the treatment acceptability or integrity of the intervention). Qualitative data were analyzed with an inductive-deductive approach (Nastasi et al., 2004). Deductive coding was used to illustrate components of treatment acceptability, treatment integrity, and cultural modifications salient to this research and an inductive approach was used to identify emerging themes. Consensus coding was conducted with greater than 90% interrater agreement. Quantitative data were analyzed using descriptive statistics. Qualitative and quantitative analyses revealed positive findings with respect to treatment acceptability and treatment integrity. Facilitator competence, behavior management, student engagement, and time management emerged as qualitative themes related to treatment integrity. Qualitative data suggested a positive relationship between student and facilitator perceptions of treatment acceptability. Qualitative findings revealed modifications to the curriculum content and delivery based on cultural factors (e.g., gender and age) to enhance treatment acceptability. Implications for school-based bullying research and applied practice were described. The results suggested that the use of mixed methods enhanced the comprehensiveness, depth, and quality of data regarding stakeholder perceptions of treatment integrity and treatment acceptability.
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Aagerstoun, Mary Jo. "Cultural intervention, activist art and discourses of oppositionality in the US, 1980-2000." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/168.
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Thesis (Ph.D.) -- University of Maryland, College Park, 2004Thesis research directed by: Art History and Archaeology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Yu, Alexander Brian. "The Role of Cultural Self-Construal and Autonomy on Athlete Preference for Intervention." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011792/.
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Self-construal (SC) refers to the way people perceive their identities in relation to self and others (Markus & Kitayama, 1991b). It has been found in the literature to influence thinking, decision-making, and preferences (e.g., Sung, Choi, & Tinkham, 2012) which suggests that a person's SC may affect her/his preference on psychological interventions. However, no empirical studies can be located that examined this relationship. The study examined the effects of independent SC, interdependent SC, general autonomy (GA), and sport autonomy (SA) on athletes' preferences and desire to use the interventions in the future, especially how these relations might vary as a function of the type of intervention. It was hypothesized that the relationship between each of the predictors and preference for and desire to use intervention would be moderated by the type of intervention received. Four hundred and thirty-one current and former athletes were recruited to participate in this study. Participants completed a questionnaire that measured SC, GA, and SA and were then randomly assigned to receive one of two self-talk interventions, representing either a self- or other-focused intervention. Participants were asked to rate their preference for and desire to use the given intervention in the future. Results found positive significant relationships with all predictors and intervention preference, in both self- and other-focused groups. Initial hierarchical multiple and logistic regression analyses did not support a significant moderation effect of intervention type on the relationships between the independent and dependent variables. However, a post-hoc analysis that conducted a hierarchical multiple regression with participants separated by gender found a significant moderation effect of intervention type on the relationship between independent SC and preference for intervention for females only. Additional post-hoc analyses were conducted to replicate Sung et al.'s (2012) analysis procedures in which the SC continuous variables were transformed into categorical ones, and a 2x2 ANOVA and Pearson chi-square analyses were conducted. Post-hoc analyses revealed significant interaction effects of intervention type and participants' dominant self-construal type on their desire to use intervention. Limitations, implications for counseling/consulting, and future research directions are discussed.
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Jerlei, Epp. "Cultural Amnesia: Imagining Alternatives to the Dystopian Future of Norrland." Thesis, Umeå universitet, Arkitekthögskolan vid Umeå universitet, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-108596.
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By the term “Cultural Amnesia” I refer to a diagnosis of a condition that has been caused by external damage or trauma. This may result in a society forced to forget about their roots, culture and connection to the landscape, once been embraced by a community as a whole but now been forgotten and replaced by different ideals that are displaced from context. It is an assumption that something is missing or is about to be forgotten, that would have disastrous consequences. The causes of the amnesia need to be diagnosed and identified and their possible effects imagined. The term “Culture” here can refers simply to the way how have been done and developed in a specific context from the beginning of times. Cultural amnesia, then, would be the widespread ignorance of and indifference to what used to be important but has now fallen into forced displacement, resulting in a possible “dystopian future”. The aim of the research is to analyse the recent developments in Norrland and the Sápmi areas that are largely affected by capitalist space production. It highlights also the story of displacement and injustice the Sámi have suffered. There has been an exploitation of the Sámi rights by the government and evidence of the Swedish state land theft from the Sámi. The real repression began with the modernization of society, where the causes lay in factors like the need for forest, agricultural efficiency and new definitions of land ownership. Today the indigenous people find themselves fighting a battle against the state and multinational mining companies, while their land, cultural heritage and their way of life is at stake. Can we imagine a cure, a plan of care or an antidote to Cultural Amnesia?
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Barnfield, Graham William. "Co-opting culture : state intervention in, and party patronage of, literary and popular culture, 1929-1941." Thesis, Sheffield Hallam University, 1996. http://shura.shu.ac.uk/19320/.
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The economic slump of the 1930s heralded a new era of crisis in the United States. It also led to innovative strategies of cultural patronage, the latter being defined herein as the relationship between a provider of protection and material support, and a cultural practitioner, whose production was oriented toward the needs of the patron. Such patterns form the basis of this study. Although initially examining the federal government's attempt to fund artists and writers, a specific cultural strategy that was part of the Roosevelt administration's more general counter-crisis activity, the study introduces a comparative dimension by discussing the responses of the organised literary left to the Depression. This emphasis also unearths a significant secondary problematic, that of the selective amnesia concerning the 1930s which has constructed a number of 'orthodox' readings of the period. Given the 'common sense' character of such mythology, the study has drawn upon an intentionally broad range of sources in order to present an alternative narrative. This has allowed for the identification of a number of common themes across federally-funded culture and that of the left: namely, egalitarianism, a realist approach to representation, and an underlying 'documentary impulse'. We can then see how a sense of crisis became embedded in cultural production, serving as a permanent reminder of economic breakdown and its consequences. An assessment is made of the influences and interplay of various factors, primarily crisis and patronage, which through the medium of the state and the organised left intelligentsia are brought to bear on the direction, appropriation, form and content of cultural practice.
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Diehl, Caren. "Emotional intelligence in diverse populations : theory to intervention." Thesis, University of Wolverhampton, 2010. http://hdl.handle.net/2436/109994.
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This research tested the relationship between Emotional Intelligence (EI) and mood states prior to performance, using two culturally diverse populations and using a mixed methodology. The objective was to explore whether there were cultural differences between the two samples thereafter exploring whether EI can be enhanced in the two cultures, using a psychological skills intervention. Phase 1 and 2 used the BRUMS-32 (Terry et al., 1999), and the EIS (Schutte et al., 1998) to investigate mood states and EI among a sample of UK wheelchair basketball players (phase 1: n = 51), and Ghanaian footballers (phase 2: n = 70). Five semi-structured interviews were also completed in phase 1. In phase 3 interventions (goal-setting, self-talk, relaxation and daily diaries) were used to enhance EI in a sample of UK wheelchair basketball players (n = 6) and Ghanaian football players (n = 8). Self-talk questionnaires, daily diaries, EIS and structured interviews were used to collect data during the intervention. Phase 1 MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.7 = .01, F = 74.76, P = .00, Partial Eta2 = .99) and indicated that optimism and utilisation of emotions contributed significantly to variation in mood by performance. Four key themes emerged from semi-structured interviews: antecedents of emotions; emotion and performance; emotional intelligence; and coping with emotions. Results suggested that EI correlated with performance. Phase 2, MANOVA results showed that EI was related to mood states associated with optimal and dysfunctional performance (Wilks' Lambda 8.40 = .50, F = 7.82, P < .00, Partial Eta2 = .50) and indicated that emotion regulation and appraisal of other‟s emotions contributed significantly to variations in mood by performance. When seen collectively, results of phase 1 and 2 indicate that there were cultural differences between the two populations.Phase 3 indicated that in both populations EI could be enhanced for some of the participants. Culture could be an explanation for the intervention only partially working. The EI theory or the EIS may only work in the culture it was developed in as it did not seem to detect changes in the Ghanaian sample.
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Souza, Eder Cláudio Malta. "Políticas urbanas de patrimonialização e consumo : a paisagem cultural do Rio de Janeiro." Universidade Federal de Sergipe, 2015. https://ri.ufs.br/handle/riufs/6234.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESThis thesis analyzes the city patrimonialization process of Rio de Janeiro and investigates the Dossier “Rio de Janeiro: Carioca Landscapes between the mountain and the sea”, coordinated by Iphan and approved by Unesco as first city Cultural Heritage in Cultural Landscape category, inscribed from the relationship between the landscape and the carioca urban culture. The research hypothesis concerns that patrimonialization symbolically values the cultural landscape and democratizing the spaces to nominate the representation spaces of affective and identity values of the city, but his nomination as world heritage stems from the inscription of properties and consumer places on the delimitation of the site. The central argument is that the patrimonialization of Rio de Janeiro aims at recomposition of identity and urban image built around the epithet “Wonderful City”, which lost the symbolic efficacy as a tourist attraction due to exhaust the city’s image, insofar as the strong publicity of socio-spatial differences, the conflictuality, social inequality, slums and urban violence become a counter-landscape of traditional places of Rio public visibility. Therefore, it proposed to discuss how the sociocultural landscape is incorporated in the search for a new image and conforms as a desirable future of social, environmental, economic and cultural sustainability of the city.
Esta tese analisa o processo de patrimonialização da cidade do Rio de Janeiro e parte da investigação do dossiê “Rio de Janeiro: paisagens cariocas entre a montanha e o mar”, coordenado pelo Iphan e aprovado pela Unesco como primeira cidade Patrimônio Cultural da Humanidade, na categoria Paisagem Cultural, inscrito a partir da relação entre as paisagens e a cultura urbana carioca. A hipótese de pesquisa refere que a patrimonialização valoriza simbolicamente a paisagem cultural e democratiza os espaços ao nominar os lugares de representação dos valores afetivos e identitários da cidade, mas sua nominação como patrimônio mundial decorre da inscrição dos bens e lugares de consumo na delimitação do Sítio. O argumento central é que a patrimonialização do Rio de Janeiro almeja a recomposição da identidade e imagem urbana construída em torno do epíteto “Cidade Maravilhosa”, a qual perdeu eficácia simbólica como atrativo turístico devido à exaustão da imagem da cidade, na medida em que a forte publicização das assimetrias socioespaciais, a conflitualidade, a desigualdade social, a favelização e a violência urbana tornam-se uma contrapaisagem dos tradicionais lugares de visibilidade pública carioca. Logo, propõe-se debater como a paisagem sociocultural é incorporada na busca de uma nova imagem e como conforma um futuro desejável de sustentabilidade socioespacial, ambiental, econômica e cultural da cidade.
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Chubb, Shirley Jane. "Intervention, location and cultural positioning : working as a contemporary artist curator in British museums." Thesis, University of Brighton, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.479071.
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Roe, Kylie Nicole. "Cultural Context of Positive Behavioral Intervention and Supports Implementation in a Belizean Private School." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1626707129441703.
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Hobek, Amy. "Investigating Early Writing Through Two Frameworks: Quantitative Intervention Research and Qualitative Cultural-Historical Analysis." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397233019.
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Galvez, Gino. "Work-related Intimate Partner Violence: The Role of Acculturation Among Employed Latinos in Batterer Intervention Programs." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/170.
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Intimate partner violence (IPV), typically considered in the domestic context, has been shown to have considerable effects on women's employment and health. While the literature has recently grown in this area, very few studies have examined the prevalence of work-related IPV among men. Furthermore, the extant literature on work-related IPV has largely ignored the experience of ethnic minorities, specifically Latinos. Many factors suggest that rates and forms of IPV might be different among other racial and ethnic groups. Some studies that examine IPV among Latinos have sought to understand the role of acculturation and socioeconomic contexts. The purpose of this study was to examine work-related IPV among a sample of men enrolled in batterer intervention programs. In addition, we sought to examine the relationship between acculturation, socioeconomic contexts, and reports of work-related IPV among a subset of male Latinos. Overall, the findings confirm the upper ranges of previous estimates across studies (36% to 75%) of employed victims of IPV and their harassment by abusive partners while at work (Swanberg, Logan, & Macke, 2005; Taylor & Barusch, 2004). Specifically, we found that 60% of the entire sample reported work-related IPV that involved threatening behaviors and physical violence at their partner's job. The findings among Latinos suggest that a positive relationship exists between acculturation and work-related IPV. Specifically, proxy variables of acculturation (e.g., country of birth, language of survey, number of years in the U.S.) were hypothesized to be positively associated with higher levels of acculturation. Consistent with the hypotheses, we found significant relationships in the direction proposed. Lastly, socioeconomic status (e.g., income, education, employment status) was hypothesized to play a moderating role between acculturation and work-related IPV. However, results generally suggest that socioeconomic status (i.e., income, education) did not moderate the relationship between acculturation and work-related IPV. This study makes important contributions to the literature and has implications for employers. The significant rates of work-related IPV found in this study highlight the need to address this problem among employed males as an important step in preventing work-related IPV. Among Latinos, the level of acculturation and factors such as income, employment, and education are important contextual factors that provide a better understanding of IPV in Latino communities (Gryywacz, Rao, Gentry, Marin, & Arcury, 2009).
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Chernicharo, Edna de Assunção Melo. "Afinando as Emoções no Centro Cultural Cartola: intervenção clínica no social." Universidade do Estado do Rio de Janeiro, 2014. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=7961.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorA presente tese aborda e discute a experiência sobre uma prática clínica desenvolvida a partir de demandas que se originaram no próprio campo da pesquisa, o Centro Cultural Cartola, território sociocultural, que agregou, com a instauração da clínica Afinando as Emoções, o radical psi às atividades oferecidas, passando a denominar-se psicossociocultural. Com a inserção dessa nova prática, foi possível dizer que o Centro Cultural Cartola se confirma como Território da Esperança, lugar com possibilidades de oferecer uma rede de atividades capaz de auxiliar os sujeitos no processo de ressignificação, já que promove maior consciência de si, instrumentalizando-os a romperem com a discriminação e o estigma que a pobreza lhes reserva como destino. A Afinando as Emoções configurou-se como clínica que atua no social, seja sob o ponto de vista teórico, seja por confirmar a possibilidade do exercício clínico dentro do espaço habitado pelo sujeito da demanda, no qual o desejo e as singularidades são o destaque. Também faculta aos sujeitos que lá se integram/entregam uma oportunidade de conhecerem e de experienciarem novas perspectivas de estar no mundo
This thesis presents and discusses an experiment on one developed from clinical practice demands that originated in their own field of research Cartola Cultural Center, sociocultural territory from the establishment of Tuning Emotions Clinic added practice psi. From the research on the inclusion of this new practice was possible to say that the Cartola Cultural Centre is confirmed as the Territory of Hope, a place with possibilities to provide a network of activities that can assist in the process of reframing the subject, since it promotes greater self-awareness, equipping them to break away from the discrimination and stigma that poverty booking him as a target. What Tuning Emotions, was configured as a clinic that operates in the social, not just a matter of theoretical and clinical placement proposed by connective bias "in", but a new possibility of clinical exercise by allowing yourself to offer care within the space inhabited by the subject of the demand and the desires and singularities are the highlight, providing the subjects that there are integrated / deliver a opportunity to learn and experiment with new prospects of being in the world
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Taei, Zaynab. "A CLINICAL CASE STUDY EXPLORING THE IMPACT OF BILINGUAL SUPPORT IN SPEECH-LANGUAGE INTERVENTION FOR A CHILD WITH AUTISM." UKnowledge, 2015. http://uknowledge.uky.edu/commdisorders_etds/5.
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Managing language choice in speech-language intervention is increasingly an issue for speech-pathologists treating bilingual children. Frequently L2 approaches only are implemented, resulting in negative effects on L1 acquisition, familial ties, and cultural transmission. This study examined the impact of a bilingual intervention on a school-aged child and her family. Providing intervention and therapy activities in the L1 resulted in increased parental engagement, increased L1 use by the child, and increased awareness of strategies for treating bilingual children among SLPs at the study site.
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Miller-Clayton, Alana K. "Effects of Sexual Abuse and Cultural Coping on African American Parent-Child Relationships: Implications for Intervention." Digital Archive @ GSU, 2010. http://digitalarchive.gsu.edu/psych_diss/73.
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Few studies have been conducted to determine relationships between maternal childhood sexual abuse (CSA) history and parenting practices. Furthermore, no studies have attempted to understand how cultural coping methods dynamically impact the relationship between maternal CSA history and parenting outcomes. The purpose of this study is to understand if maternal coping mediates the relation between maternal CSA history and mother-daughter relational outcomes in a sample of African American mothers. The Strong Black Woman (SBW) Cultural Coping Scale, which consists of caretaking, affect regulation, and self-reliance factors, was used to represent maternal coping, and the Parent-Child Relationship Questionnaire (PCRQ) was used to assess warmth, personal relationship, possessiveness, and power assertion. Results showed that maternal CSA history was significantly related to SBW Cultural Coping total scores in the positive direction (i.e., mothers with CSA history reported higher scores). Mediation and indirect effects analyses revealed maternal CSA history was associated with mother-daughter possessiveness and power assertion through SBW Cultural Coping total scores. Additional analyses revealed a significant relation between maternal CSA history and subscales of the SBW, specifically caretaking and self-reliance. The meditational analyses, utilizing SBW subscale scores, revealed significant relations between maternal CSA and maternal warmth in the inverse direction via SBW caretaking, CSA and possessiveness in the positive direction via SBW self-reliance, and CSA and power assertion in the positive direction via both SBW caretaking and self-reliance factors. The results of this study highlight that specific types of trauma (i.e., CSA) can have significant implications for familial functioning within minority populations based on culturally-driven coping.
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Sahovic, Dzenan. "Socio-cultural viability of international intervention in war-torn societies : a case study of Bosnia Herzegovina." Doctoral thesis, Umeå University, Political Science, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1001.
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This dissertation explores the ‘socio-cultural dilemma’ facing international peacebuilders in war-torn societies through a case study of the post-conflict process in Bosnia and Herzegovina. This is done with the help of a typological approach of the grid-group Cultural Theory framework, which defines four social solidarities – or ideal type cultures – of individualism, egalitarianism, fatalism and hierarchy. A central argument in the thesis is that international intervention is culturally individualistic and/or egalitarian, thus socio-culturally unviable in war-torn societies, which are usually dominated by hierarchical and fatalist social solidarities.
This underlying socio-cultural conflict is used to trace the Bosnian post-war process, where the relationship between the managing international institution – the Office of the High Representative of the International Community – and the local nationalist elites repeatedly changed in response to the failure of international policies to produce the desired result, namely broad socio-cultural change in the local politics and society. Four different periods in the process are identified: 1) ’economic conditionality’, 2) ‘Bonn Powers’, 3) ‘the concept of ownership’ and 4) ‘Euro-Atlantic integration’. Each period is defined by different culturally biased policies, supported by corresponding social relations and strategic behaviours.
The individualistic and egalitarian biased approaches usually resulted in failures, as they were not viable in the local socio-cultural context. After adapting to the local context, new viable approaches produced results in specific policy areas, but at the cost of unwanted side-effects in the form of reinforcement of dominant social solidarities. The result was therefore contrary to the broad goal of the process, which was to transform the local political culture.
In other words, the defining and re-defining of the OHR’s role in the Bosnian process was a consequence of the dilemma of having to make an unsatisfactory choice: either to adapt to the way the political game is played in the Bosnian socio-cultural context in order to achieve effectiveness in the policy process, or to stay true to the peacebuilders’ own cultural biases and attempt to change the local socio-cultural accordingly. In essence, it is argued, this is the socio-cultural viability dilemma that is inherent in international peacebuilding.
In unveiling of the socio-cultural viability dilemma, the dissertation explores central problems in the Bosnian post-conflict process. It provides a credible explanation to a number of hitherto unexplained difficulties and paradoxes experienced in Bosnia. It concludes that the international intervention in this particular case was neither a success story nor a failure per se, but one which failed to properly address the dilemma of socio-cultural viability. The key conclusions regarding peacebuilding in general are that there should be a greater under¬¬standing of socio-cultural issues in peacebuilding in order to better manage the socio-cultural viability dilemma. Practically, this means that international peacebuilders need to adapt to local context and strive towards the goal of local ownership of the process. The aim should be to make the intervention as viable as possible, as quickly as possible, to boldly implement policies that promote changes in the local socio-cultural context, and to withdraw only after the necessary conditions for local ownership are in place.
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Farrar, Jo. "Intervention for public service improvement : resistance, cultural change and the best value approach to UK policing." Thesis, University of the West of England, Bristol, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429695.
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Brownlee, Kellie. "Conversation and Storytelling as Cultural Practices| Designing a Communication Activism Intervention with Migrant English Language Learners." Thesis, University of Colorado at Boulder, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10808284.
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This communication activism for social justice research (CAR) study created and implemented storytelling workshops to improve the communication of migrants who are English language learners (ELLs), by increasing their knowledge of and experience with U.S. cultural norms and narrative practices for conversation. Prior to the intervention study, a preliminary study, which used ethnography of communication (EC) and cultural discourse analysis (CuDA), was conducted to explore situated meanings of communication in Conversations in English (CIE) groups that ELLs attended at a local library. By using findings obtained from that preliminary study to design, implement, and study the storytelling workshops in which ELLs participated, the intervention study demonstrates how EC and CuDA can inform interventions, as well as how communication design can be used to plan and analyze interventions. The intervention study also shows how English language education and, in particular, teaching ELLs about U.S. cultural communicative practices, can be enhanced through the use of storytelling. Finally, the project reveals important lessons learned about engaging in CAR.
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Ferreira, Luzia Aparecida. ""Ações Culturais na Universidade de São Paulo e na Universidade de Buenos Aires: Aspectos Comparativos"." Universidade de São Paulo, 2000. http://www.teses.usp.br/teses/disponiveis/84/84131/tde-08032004-152726/.
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Esta pesquisa examina os discursos, projetos e tentativas de elaboração e implantação de políticas culturais em duas universidades da América Latina a Universidade de São Paulo, Brasil e a Universidade de Buenos Aires, Argentina. Estes documentos, obtidos por meio de pesquisa do campo, são registros organizados das práticas culturais utilizadas nestas duas instituições universitárias.A coleta desses registros oferece ainda a possibilidade da criação futura de um banco de dados sobre as práticas culturais na Universidade de São Paulo, Brasil. Durante o período de 1989/1995, no caso da Universidade de São Paulo, Brasil, houve uma primeira tentativa de direcionamento sistematizado de intenções e diretrizes para o desenvolvimento de projetos culturais. Neste período foi possível efetuar análises dos resultados de uma intervenção cultural que pretendia a construção de uma cena cultural antecipada na cidade de São Paulo. Por outro lado, na Universidade de Buenos Aires, após a intervenção ocorrida durante o extenso período do regime militar, 1976/1983, com a nova estrutura universitária, foi criado o Centro Cultural Reitor Ricardo Rojas, como tentativa de direcionamento na área cultural. Ao mesmo tempo, foi acampado o que ocorria socialmente no entorno da cidade de Buenos Aires. Assim, este estudo tem como objetivo comparar a administração cultural dessas duas universidades latino-americanas, verificando ao mesmo tempo os mecanismos utilizados na prática artística e o papel de cada um no cenário cultural dos respectivos países. Pretende-se alcançar esse objetivo por meio dos seguintes procedimentos: levantamento bibliográfico, cadastramento, análise e comparação das Ações Culturais postas em prática por essas instituições universitárias no período compreendido entre 1989 e 1995.This research examines speeches, projects and attempts made by two Latin American universities: the University of Sao Paulo, Brazil, and the University of Buenos Aires, Argentina to elaborate and implement cultural policies. Documents obtained through field work, are in form of organized registers of cultural practices utilized in these institutions. The gathering of these registers will also facilitate the creation of a data banks of these cultural practices at the University of Sao Paulo,Brazil. In the case of the University of Sao Paulo, there was a first attempt made from 1989 through 1995, to systematize the channeling of intentions and instructions to the development of cultural projects. During this period it was possible to analyze results of cultural intervention, which intended the construct of an anticipated cultural scene in the city of Sao Paulo. On the other hand, at the end of the intervention of the military regime (1976-1983), the Centro Cultural Reitor Ricardo Rojas was created at the University of Buenos Aires, to channel cultural area, and document what was socially happening around the city of Buenos Aires. Thus, my objective is to compare the cultural administration of these two Latin American universities, observing the mechanisms used for an artistic practice and the role of each one of them on the cultural scene of these respective countries. This will be accomplished through the bibliographic gathering, to document, analyze, and compare cultural actions implemented by these institutions between 1989 and 1995.
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Fisher-Borne, Marcie Rounds Kathleen. "The design, implementation and evaluation of a statewide cultural competency training for North Carolina disease intervention specialists." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2009. http://dc.lib.unc.edu/u?/etd,2368.
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Thesis (Ph. D.)--University of North Carolina at Chapel Hill, 2009.Title from electronic title page (viewed Jun. 26, 2009). "... in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Social Work." Discipline: Social Work; Department/School: Social Work.
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Margolis, Kathryn. "A Pilot Feasibility and Effectiveness Trial of the Family Check-Up Parenting Intervention with Spanish Preadolescents and Their Families: A Cultural Adaptation and Feasibility Study to Enhance Evidence-Based Intervention Research in Spain." Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13219.
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There is strong research support for the effectiveness and feasibility of family-centered, evidence-based programs (EBPs) to prevent the developmental and negative effects of youth problem behaviors. Despite this support, there is a relatively low rate of disseminating existing EBPs to diverse nations and cultures, and there is even less research being conducted to evaluate the existing efforts towards dissemination and uptake. Youth problem behavior prevention is a burgeoning area of psychological study in Spain, yet Spanish psychologists do not currently utilize evidence-based prevention approaches. This study aimed to fill gaps in the research related to understanding best practices in disseminating and evaluating the dissemination of EBPs to international settings and to evaluating the uptake of a family-centered EBPs for use in Spain to prevent problem behavior in adolescence and adulthood.
The current study utilized a pretest/posttest with a follow-up, randomized control design to conduct a pilot feasibility and effectiveness trial of a family-centered EBP proven to effectively prevent problem behavior during adolescence. Seventeen pre-adolescents (ages 9-12) and their parents from the Seville metropolitan area in Spain were randomly assigned to receive the Family Check-Up intervention (FCU) or waitlist-control condition. This study used a multimodal, multi-agent approach to (1) examine intervention feasibility and uptake, (2) measure trends in youth adjustment and family management practices in the study sample, (3) examine differences in youth behavior and internalizing problems, and positive parenting, limit setting, and monitoring based on intervention group assignment, and (4) measure motivation to change based on random assignment to the intervention condition. Results from mixed effects repeated analysis of variance analyses indicated that the intervention group made significant improvements in conduct and internalizing problems and in parental limit setting, positive parenting, and family problem solving. These quantitative findings coupled with confirmatory qualitative themes suggest that the intervention was both effective in reducing youth adjustment problems and enhancing parenting skills and feasible when applied within the Spanish cultural context. Implications of culturally sensitive, community-based methods of intervention dissemination are discussed.
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Bustos, Cristina E. 1979. "Parent experiences of a family-centered intervention: Examining ethnocultural group differences." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11228.
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xiii, 101 p.Ensuring that psychological interventions are well received and effective among ethnically and culturally diverse groups is at the forefront of psychological research. This study is a nonexperimental, posttest evaluation of differences between European American and ethnocultural group parents' perceptions of the Family Check-Up (FCU), a family-centered, ecologically and community-based intervention that provides family assessment, support, and motivation to change for families coming to counseling. Research has demonstrated the effectiveness of the FCU but has yet to evaluate parent perceptions of the FCU. This study examines features of intervention implementation that lead to treatment satisfaction and adherence by evaluating parent perceptions of (a) the FCU intervention, (b) therapist interpersonal qualities, and (c) therapist multicultural competence. Both parent and observational coder ratings of the intervention were assessed along these dimensions. In the first year of a longitudinal study of the FCU, data were collected from parents of children who attended three public middle schools in a metropolitan area of the Pacific Northwest. Within-subjects analyses were conducted to assure measurement validation and treatment fidelity. A between-subjects multivariate analysis of variance was utilized to examine ethnocultural group differences. Results revealed that all measures demonstrated high internal consistency reliability, high interscale correlations, and good construct validity. Results revealed high interrater agreement between parent ratings of treatment receipt and coder ratings of treatment delivery, indicating treatment fidelity. Results revealed no statistically significant differences in parent perceptions of the FCU intervention, regardless of parent ethnocultural group. Additional analyses demonstrated that observational coders rated family consultants who worked with ethnocultural group parents higher in multicultural competence than those who worked with European American parents. In summary, study results suggest (a) that the measures developed and adapted for this investigation were reliable and valid, and (b) that we found no evidence of perceived differences in the FCU intervention across ethnocultural group and European American parents. The FCU continues to be an intervention that can be successfully implemented among ethnically and culturally diverse families.
Committee in charge: Dr. Benedict McWhirter, Chair; Dr. Elizabeth Stormshak, Member; Dr. Joseph Stevens, Member; Dr. Thomas Dishion, Outside Member
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Rivers, Angel. "Cultural Check and Connect Sessions: A Researcher-Designed Pilot Dropout Intervention Program for Ninth Grade African-American Students." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2018. http://digitalcommons.auctr.edu/cauetds/118.
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The purpose of this mixed-method study, combining a quantitative, quasi-experimental, and qualitative design was to examine a researcher-designed, piloted dropout intervention program that would address the factors that have contributed to African American, ninth-grade “at-risk” students. This phenomenon, also known as the “ninth grade shock” due to the rapid incline within the United States’ traditional public high school setting, has also been a direct connection to the low graduation rates listed for African American students in the state of Georgia. The researcher-designed, dropout intervention program, Cultural Check and Connect Sessions (CC&CS) was evaluated while developing and implementing strategies that will reverse the need for students to drop out while being promoted to the next grade level.
The researcher examined the following variables: Student Perception, Attendance, Discipline, The Number of Failed Courses, and Support Staff Perception. Student data were gathered from the selected students (Group A) using student surveys, staff interviews, and the school’s database, Infinite Campus. Forty African-American students were also selected as a control group (Group B). Both groups of students met the following requirements before the start of the researcher-designed program: 2 or more failed courses on the previous progress report, 3 or more semesters behind from being promoted to the 10th grade, 10 or more unexcused absences, and 3 or more discipline referrals.
When Group A was compared to Group B after the completion of the researcher-designed program, the results of the study revealed that the group was impacted by the researcher-designed, piloted dropout intervention program through the students’ perception of school, attendance, and discipline. This research investigation provides implications and recommendations for all schools educating African American, ninth- grade “at-risk” students in a traditional school learning environment.
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Souza, Fabiane Salomão [UNESP]. "Processo de intervenção histórico-cultural na escola: dialogando com gestores, professores e estudantes." Universidade Estadual Paulista (UNESP), 2017. http://hdl.handle.net/11449/152752.
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Esta pesquisa tem o objetivo de apresentar as possibilidades de atuação do psicólogo e da equipe interdisciplinar na educação, realizando um processo de intervenção de natureza histórico-cultural na escola, com intuito de possibilitar a construção de um espaço de ação, reflexão e ação no interior da escola pública. Os objetivos específicos voltam-se àpromoção de reflexões a respeito dos problemas vividos no cotidiano da escola, junto aos professores e gestores, especialmente sobre as queixas escolares, no intuito de transformar concepções cristalizadas e naturalizantes, realizar um processo de pesquisa-intervenção com estudantes e proporcionar condições favoráveis de aprendizagem e desenvolvimento dos mesmos, rompendo com o modelo de atuação clínico-psicológico na escola. O processo de pesquisaintervenção realizado seguiu os pressupostos da teoria histórico-cultural e os fundamentos do materialismo histórico-dialético. A pesquisa foi realizada em uma escola pública do Sistema Municipal de Educação de Presidente Prudente/SP. Os sujeitos foram os gestores, professores e estudantes de uma sala de aula do 3º ano, do Ensino Fundamental, ciclo I. A metodologia se baseou em encontros semanais com os gestores e professores, durante os momentos de HTPC e com os estudantes, também semanalmente, em sala de aula e na quadra da escola. O processo de pesquisa-intervenção com os gestores e professores foi realizado por meio de discussão de temas de interesse do grupo e com os estudantes, foram realizadas atividades ludopedagógicas envolvendo jogos, brincadeiras, dramatizações, debates e discussões coletivas. No final do processo de pesquisa-intervenção foram constatadas mudanças qualitativas nos sujeitos, principalmente no que se refere a concepções, trabalho coletivo, trabalho educativo, atividade de estudo, situações de resistência/alienação e consciência/humanização. Constatamos que um processo de pesquisa-intervenção realizado de forma coletiva e histórico-cultural, pode engendrar transformações nos sujeitos e na escola, criando condições diferenciadas para a melhoria e transformação da escola pública, isso pela via da construção da consciência crítica dos sujeitos dela participantes.
This research aims to present the possibilities of acting of the psychologist and the interdisciplinary team in the education, realizing a process of intervention of historical and cultural nature in the school, with the intention of enabling the construction of a space of action, reflection and action in the interior of public school. The specific objectives are focused on the promotion of reflections on the problems experienced in the daily life of the school, together with teachers and managers, especially on school complaints, in order to transform crystalized and naturalizing conceptions, carry out a research-intervention process with students and to provide favorable learning and development conditions, breaking with the model of clinical-psychological performance in school. The research-intervention process carried out followed the assumptions of historical-cultural theory and the foundations of historical-dialectical materialism. The research was carried out in a public school of the Municipal Education System of Presidente Prudente / SP. The subjects were the managers, teachers and students of a classroom of the 3rd year, Elementary School, cycle I. The methodology was based on weekly meetings with managers and teachers, during HTPC moments and with students, also weekly , in the classroom and on the school grounds. The research-intervention process with the managers and teachers was carried out by means of a discussion of topics of interest to the group and with the students, ludopedagogues activities were carried out involving games, games, dramatizations, debates and collective discussions. At the end of the research-intervention process qualitative changes were observed in the subjects, mainly in terms of conceptions, collective work, educational work, study activity, resistance / alienation situations and consciousness / humanization. We found that a researchintervention process carried out collectively and historically and culturally, can generate transformations in the subjects and in the school, creating different conditions for the improvement and transformation of the public school, through the construction of a critical awareness of the participants' subjects.
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Moore, Rachel. "A Family-Based Cognitive-Behavioral Intervention for Pediatric Patients with Sickle Cell Disease." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77342.
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Background: The purpose of this study was to examine the impact of a culturally sensitive, cognitive-behavioral family treatment (CBFT) for pediatric patients with Sickle Cell Disease (SCD) to improve pain symptoms, health-related quality of life, functionality, depression, and coping strategies. Individual cognitive-behavioral treatment has been shown previously to be effective at improving pain symptoms, functionality, adaptive coping, and health care utilization, but such benefits have not yet been shown for SCD patients. The present study aimed to address this limitation by modifying the intervention to both include the family and to utilize culturally sensitive practices, which may be particularly relevant for this population. Methods: A non-concurrent multiple baseline design was used to assess the effectiveness of the intervention. A sample of 4 children (ages 8 to 12) and 4 adolescents (ages 13 to 15) participated in the intervention. Manualized treatment consisted of five sessions (including child and parent) that targeted problem-solving skills, cognitive processes, coping strategies, goal setting, and family processes. Outcomes of interest including health-related quality of life, functionality, psychological adjustment, and coping strategies, were assessed by child and parent report at pre-treatment (baseline), post-treatment, and 2-, 4-, and 6-month follow-up. Participants completed daily diaries to quantify pain, anxiety, and functionality. Results: Repeated-measures general linear model analyses were run separately for all outcome variables. A significant main effect of time was found for youth-reported HRQoL, F(4, 20) = 4.6, p=.01, depressive symptomatology, F(4, 20) = 4.5, p=.01, and parent-reported Internalizing, F(4, 16) = 3.4, p=.03, Externalizing, F(4, 16) = 7.2, p=.00, and Total Behavior Problems, F(4, 16) = 7.7, p=.00 from baseline to 6-month post-treatment. The mean frequency of pain symptoms also decreased for five of the eight participants (i.e., visual inspection of the daily diaries from baseline to treatment). Conclusions: These results suggest the potential for clinical gains through the incorporation of culturally sensitive and family-based practices into existing cognitive-behavioral interventions for SCD. The symptomatic improvements observed in the present study indicate gains in both specific domains (i.e., pain), as well as general psychological outcomes (i.e., improvements in depression, health-related quality of life, internalizing and externalizing behaviors).Ph. D.
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Stapleton, Donna. "Teacher Perceptions of the Effectiveness of the Response to Intervention Framework with English Learners." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3288.
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The purpose of this qualitative case study was to examine teacher perceptions of the effectiveness of the Response to Intervention (RtI) framework with students who are acquiring English as a second language.
Students from culturally and linguistically diverse backgrounds have been disproportionately represented in special education programs for decades (Artiles & Trent, 1994; Donovan & Cross, 2002; Heller, Holtzman, & Messick, 1982). Legislators responsible for the authorization of the Individuals with Disabilities Improvement Act in 2004 (IDEIA 2004) allowed state education leaders the option to use RtI as an alternative identification method. RtI was believed to be a framework through which the number of inappropriate EL referrals for special education services could be reduced. Ten elementary teachers in a small/medium sized rural school district in East Tennessee participated in semi-structured interviews intended to examine their perceptions of the effectiveness of the RtI framework when implemented with ELs. The researcher analyzed the responses for emergent themes. These themes included knowledge about the purpose of the framework, the impact of leadership upon implementation of the framework, training and professional development around teaching ELs and responding to their unique needs, and understanding differences between challenges arising from language acquisition versus those arising from a learning disability. Findings and recommendations for practice are included.
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Malan, Maria Margaretha. "The utility of a narrative approach to establish therapeutic alliance in a cross-cultural setting." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/27278.
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When therapists engage with clients from a culture other than their own, narrative therapy can be applied to overcome the linguistic and cultural challenges that result. Accordingly, this type of therapy allows for collective interactional problem solving. Hence, a qualitative narrative approach to therapy is advocated as being more culturally sensitive in diverse settings, because it should enable therapists to determine their clients' worldviews. This is a critical aspect of cross-cultural assessment and intervention when establishing an effective therapeutic relationship. The purpose of this study was to explore and describe (Babbie&Mouton, 2001) the utility of narrative therapy in order to enable a therapeutic alliance in a cross-cultural psychological assessment and intervention in a remote school. For this purpose, a qualitative research approach was adopted together with a constructivist paradigm. In addition, a content analysis design was employed by analysing existing documents comprising field notes (those of the student therapist, the supervisor and two peer supervisors), a reflection journal and visual data generated during cross-cultural psychological assessment and intervention sessions at the school. After reviewing the relevant literature, a priori categories (deductive analysis) were identified and the data sources were searched for instances of therapeutic alliance. This study found that the therapist's counselling skills and, more specifically, displaying coordinated acts of concern to benefit the client, namely actions such as thorough planning with a rationale for change; clear, logical communication; giving opportunities for re-learning; giving time; cooperation; being involved (responsive and taking part); paying attention (awareness and insight); benevolence; giving advice; being respectful; and instilling/communicating a sense of hope, may prove to have potential value in establishing a therapeutic alliance with these clients. In addition, the study found that the use of a narrative therapy technique, the clients, positive affect and the interaction between the therapist and the clients (therapeutic relationship) contributed marginally to the established alliance. The findings of the study suggest, therefore, that cultural competence did not contribute meaningfully to the development of a therapeutic alliance in this specific case, as cultural competence skills were not observed in the actions of the therapist. The findings further suggest that common factors, such as those of the therapist, client, relationship, and technique, are interactive and dynamic, and are all necessary factors in establishing a therapeutic alliance in cross-cultural assessment and intervention at a remote school. CopyrightDissertation (MEd)--University of Pretoria, 2011.
Educational Psychology
unrestricted
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Azevedo, Cláudio Tarouco de. "Oficina ação ambiental e produção cultural: criando Klinamens através de microintervenções." reponame:Repositório Institucional da FURG, 2010. http://repositorio.furg.br/handle/1/2156.
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Dissertação (mestrado)-Universidade Federal do Rio Grande, Programa de Pós-Graduação em Educação Ambiental, Instituto de Educação, 2010.Submitted by Luize Santos (lui_rg@hotmail.com) on 2012-07-04T01:32:30Z No. of bitstreams: 1 Claudio Tarouco de Azevedo.pdf: 12079171 bytes, checksum: 605e1ebea5e86d4ea4108d6725bca5dc (MD5)
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A partir de algumas reflexões sobre a influência nociva da mídia em nosso cotidiano, e procurando compreender e amenizar estes efeitos, foi criado um dispositivo de Intervenção Institucional intitulado: Oficina Ação Ambiental e Produção Cultural; ela foi implementada como atividade integrada ao seminário As três ecologias de Félix Guattari, oferecida junto ao Programa de Pós Graduação em Educação Ambiental da FURG. A proposta pretende contribuir com a Educação Ambiental Não-Formal, de maneira a possibilitar a formação de grupos-sujeitos que possam estar realizando microintervenções ecosóficas nos diversos espaços possíveis. Esta pesquisa qualitativa se justifica pela necessária compreensão crítica da produção de subjetividade implementada pela mídia, de maneira a produzir uma autonomia do pensar e agir, uma geração de novas subjetividades produzidas pelos próprios atores sociais participantes da oficina. Nosso objetivo é promover processos de autoanálise e autogestão para a criação de vídeos produtores de klinamens, tanto nos produtores como nos espectadores. Os procedimentos de coleta de dados foram: fotografar os sete encontros previstos para realização da oficina; produção de vídeos por parte dos participantes e um encontro para exibição das produções, com posterior aplicação de questionário e autoanálise do dispositivo. Como resultados das atividades foram klinamens.
À partir de quelques réflexions sur la mauvaise influence des médias dans notre quotidien et voulant comprendre et réduire ces effets, fut crée un dispositif d'intervention institutionnelle intitulé Atelier d'Action Environnementale et Production Culturelle, intégrée au Séminaire Trois Écologies de Félix Guattari et offerte dans le Programme de Post-Graduation en Éducation à l'Environnement de la FURG. Elle prétend faire une contribution avec l'Éducation Non Formelle de manière à rendre possible la formation de groupes-sujets qui puissent faire des micro-interventions écosophiques dans les divers espaces possibles. Cette recherche qualitative se justifie par la nécessaire compréhension critique de la production de subjectivité suscité par les médias, visant une autonomie de la pensée et de l'action, une création de nouvelles subjectivités produites par les propres acteurs sociaux participants de l'atelier. Notre objectif est de promouvoir des processus d'autoanalyse et d'autogestion par la création de vidéos producteurs de klinamens, autant dans les producteurs comme chez les spectateurs. Les procédures de récollection de données furent: photographier les sept rencontres prévus pour la réalisation des ateliers; production des vidéos par les participants et une rencontre postérieure d'exhibition et analyse des produits, avec un questionnaire et une auto-analyse du dispositif. Comme résultat des activités, furent produites cinq vidéos environnementales avec des thématiques liées à l'Ecosophie, structurées par les micro-interventions. Dans un processus immanent avec ces ateliers, cette recherche vise, comme part du dispositif et des vidéos, produire de nouvelles subjectivités et susciter des klinamens.
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Nash, Melissa Caroline. "The 'arts' as cultural intervention for people with learning disabilities : a voluntary sector 'community' initiative in south-east London." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/1317583/.
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This thesis examines 'cultural intervention' by arts practitioners/social activists in inner city London,England, in the lives of adults who have 'learning disabilities'. 'Cultural intervention' is thought necessary largely in response to their social and cultural exclusion. This has been highlighted by recent shifts in social policy, particularly those of the NHS and Community Care Act 1990. An anthropological critique of social policy and welfarism as related to people with learning disabilities in Britain is offered, questioning the existence of 'community' at an ideological and material level. Also, the role of the 'arts' as an arena in which social and cultural attitudes can be challenged is explored. This is achieved through the study of relevant theoretical literature, drawing on anthropology and performance and disability studies,combined with analysis of fieldwork data collected in an arts company, Entelechy, between January 1997 and April 1999. Consequences of social policy on the lives of people with learning disabilities are (indirectly) explored through their participation in 'performance' (including drama, dance and music);visual and tactile media; and narrative, based in workshops. Issues around representation, subjectivity and corporeality are addressed. Qualitative anthropological methods were utilised, specifically participant observation and interviews, in addition to non-traditional techniques, as the work of Entelechy encompasses a wide range of people, including those with poor communication skills. Additionally, the research demonstrates that behaviour labelled as 'pathological' by the medical profession is often a powerful form of protest, meeting participants' needs. Entelechy's work is contextualised within alternative arts movements incorporating the avant-garde and community theatre. This runs in opposition to the employment of arts as 'therapy' by some 'professionals' working with learning disabled people, who emphasise pathology and rehabilitation towards a 'normative' state, rather than creative ability or cultural expression. A unique cultural experiment is thus examined, creating arenas for dialogue.
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Beukes, Eldre W., Marc Fagelson, Elizabeth Parks Aronson, Maria F. Munoz, Gerhard Andersson, and Vinaya Manchaiah. "Readability Following Cultural and Linguistic Adaptations of an Internet-Based Intervention for Tinnitus for Use in the United States." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/7815.
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Purpose: An Internet-based tinnitus intervention for use in the United States could improve the provision of tinnitus-related services. Although clinical trials of such interventions were completed in Europe, the United Kingdom, and Australia, their suitability for adults with tinnitus in the United States is yet to be established. The aim of this study was to improve the cultural and linguistic suitability, and lower the readability level, of an existing program for tinnitus to ensure its suitability for U.S. English- and Spanish-speaking populations.
Method: Guidelines for adaptation were followed and involved four phases: (a) cultural adaptations, as interventions targeted at specific cultures have been shown to improve outcomes; (b) creating Spanish materials to improve access of the materials to the large Spanish-speaking population in the United States; (c) professional review of the materials for acceptability as an intervention tool for a U.S. population; and (d) literacy-level adjustments to make the content accessible to those with lower levels of health literacy skills.
Results: Cultural adaptations were made by using word substitutions, changing examples, and modifying the spelling of certain words. The materials were then translated into Spanish and cross-checked. Professional review ensured suitability of the chapters. Literacy-level adjustments ensured all chapters were within the guidelines for readability grade levels below the sixth-grade level.
Conclusions: The previously developed tinnitus materials were revised to adhere to best practice guidelines and ensure cultural suitability for adults with tinnitus in the United States. As it is also available in Spanish, members of the large Hispanic community also have access to the intervention in their first language. Further studies should determine whether these changes improve patients' self-efficacy, engagement, and motivation to complete the intervention.
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Jull, Janet. "Cultural Adaptation of a Shared Decision-Making Intervention to Address the Needs of First Nations, Métis and Inuit Women." Thesis, Université d'Ottawa / University of Ottawa, 2014. http://hdl.handle.net/10393/31703.
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Background: Little is known about shared decision-making (SDM) interventions with Aboriginal Peoples. Purpose: To explore Aboriginal women’s SDM needs and engage Aboriginal women in culturally adapting an SDM approach. Methods: Three studies were guided by an advisory group, ethical framework and a postcolonial theoretical lens. 1. A systematic review of the literature to identify health decision-making interventions to support Indigenous Peoples. 2. An interpretive descriptive qualitative study using individual interviews with Aboriginal women to explore decision-making needs. 3. An interpretive descriptive qualitative study to culturally adapt and usability test the Ottawa Personal Decision Guide (OPDG) to support decision making by Aboriginal women. Results: 1. The only eligible intervention study was a randomized control trial conducted in the United States with 44 Indigenous students. Compared to baseline, post-intervention the students demonstrated increased knowledge and use of a four-step decision-making process. 2. Interviews with 13 Aboriginal women supported SDM. Shared decision-making needs were represented by four major themes and presented in a Medicine Wheel framework: To be an active participant; To feel safe with care; Engagement in the decision process; Personal beliefs and community values. Supports for each of the major themes focused on the relational nature of shared decision-making. 3. Aboriginal women participated in two focus groups (n=13) or usability interviews with decision coaching (n=6). For culturally adapting the OPDG seven themes were identified: “This paper makes it hard for me to show that I am capable of making decisions”; “I am responsible for my decisions”; “My past and current experiences affect the way I make decisions”; “People need to talk with people”; “I need to fully participate in making my decisions”; “I need to explore my decision in a meaningful way”; “I need respect for my traditional learning and communication style.” Conclusions: There is little evidence on SDM interventions with Indigenous Peoples. Although Aboriginal women support SDM, they may have unmet decision-making needs. The OPDG was culturally adapted to be combined with decision coaching and needs to be evaluated.
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Quinn, Rapin, and rapin quinn@dest gov au. "NGOs, Peasants and the State: Transformation and Intervention in Rural Thailand, 1970-1990." The Australian National University. Research School of Pacific and Asian Studies, 1997. http://thesis.anu.edu.au./public/adt-ANU20060227.084102.
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Abstract
This study examines people-centred Thai NGOs trying to help peasants empower themselves in order to compete better in conflicts over land, water, forest, and capital, during the 1970s to 1990s. The study investigates how the NGOs contested asymmetric power relations among government officials, private entrepreneurs and ordinary people while helping raise the peoples confidence in their own power to negotiate their demands with other actors.¶
The thesis argues that the NGOs are able to play an interventionist role when a number of key factors coexist. First, the NGOs are able to understand local situations, which contain asymmetric power relations between different actors, in relation to current changes in the wider context of the Thai political economy and seize the time to take action. Secondly, the NGOs are able to articulate a social meaning beyond the dominating rhetoric of the state and the capitalists which encourages the peoples participation in collective activities. Thirdly, while dealing with one problem in social relations and negotiation with local environment, the NGOs are able to recognise new problems as they arise and rapidly identify a new political space for the actors to renegotiate their conflicting interests and demands. Fourthly, the NGOs are able to recreate new meanings, new actors and reform their organisations and networks to deal with new situations. Finally, the NGOs are able to effectively use three pillars of their movement, namely individuals, organisations and networks to deal with everyday politics and collective protest.¶
The case studies in three villages in Northern Thailand reveal that the NGOs were able to play an interventionist role in specific situations through their alternative development strategies somewhat influenced by structural Marxism. The thesis recommends that the NGO interventionist role be continued so as to overcome tensions within the NGO community, for instance, between the NGOs working at the grass-roots level and the NGOs working at regional and national levels (including NGO funding agencies); local everyday conflicts; and the bipolar views of a society among the NGOs expressed in dichotomous thinking between rural and urban, community and state, conflict and order, actor and system.¶
The fragmentation of NGO social and environmental movements showed that there is no single formula or easy solution to the problems. If the NGOs want to continue their interventionist role to help empower ordinary people and help them gain access to productive resources, they must move beyond their bipolar views of a society to discover the middle ground to search for new meanings, new actors, new issues and to create again and again counter-hegemony movements. This could be done by having abstract development theories assessed and enriched by concrete development practices and vice versa. Both theorists and practitioners need to use their own imagination to invent and reinvent what and how best to continue.
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Kemple, Ana E. "School Psychologists' Perceived Concerns Regarding Crisis Intervention with Diverse Populations." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1133.pdf.
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Sultan, Aysel. "HIV/AIDS related stigma and discrimination issues from cross-cultural aspects of international social work." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2013. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2013~D_20130614_105504-21833.
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Stefan Elbe (2005) in his writing about international security dimensions calls HIV/AIDS as a “global security threat” and emphasizes the importance of the disease acknowledgement by the scholars and international policy-makers. Indeed, HIV/AIDS is already for a long time not considered solely as a health problem, on the contrary, the medicalisation of the disease, remains one of the biggest obstacles to the global prevention and holistic treatment approaches. This research highlights those particular obstructions in the essence of cross-cultural peculiarities, bringing more vividness into idea of how HIV/AIDS related challenges are seen in different communities, despite of being a globally actual issue for more than three decades. It is almost an undeniable reality that HIV/AIDS pandemic unites millions and millions of people throughout the world each year, and no matter how bitter might the fact of comprehension be, it still continues to take lives away, therefore, investigations and researchers must be going on, for making the survival a better experience.
This study provides case-studies of stigma and discriminatory challenges as a cultural systems (both internal and external) with its own symbols, rules, thinking models, approaches, norms, laws, values, beliefs, prejudices, taboos, goals, contexts, and political abutments through the exploration of cultural resources that specific societies adopt. Besides that, psychological and existential analysis are used to reveal... [to full text]ŽIV/AIDS jau ilgą laiką nėra laikoma tik kaip sveikatos problema, priešingai, medicininiu požiūriu išlieka viena iš didžiausių problemų taikant pasaulines prevencijos ir holistinį gydymą. Šis tyrimas pabrėžia problemos skirtingose kultūrose ypatumus, todėl dėmesys kreipiamas kaip su ŽIV/AIDS susijusios problemos vertinamos skirtingose bendruomenėse. todėl tyrimai ir tyrėjai turi būti vyksta, už išlikimo geresnį įspūdį. Šis tyrimas atskleidė diskriminacijos problemas, kurios atsiskleidė skirtingose kultūrose per tam tikrus simbolius, taisykles, mąstymo modelius, pagalbos metodus, įstatymus, vertybines nuostatas, tabu. Tyrimo duomenys analizuoti taikant psichologinį ir egzistencinį požiūrius. Bendras tyrimo dalyvių skaičius 13 (11 sergančių ŽIV ir 2 ekspertai). Duomenys rinkti Azerbaidžane, Lietuvoje ir Vokietijoje.
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Jones, Renata Love. "( Meta)Languaging: Exploring Metalinguistic Engagement Within a Language-Based Reading Intervention for Upper Elementary Bi/Multilingual Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108785.
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Thesis advisor: Charles P. ProctorThis dissertation develops, theorizes, and investigates the notion of metalinguistic engagement (ME). Within the context of reading research for upper elementary bi/multilingual students, which is relatively sparse and particularly lacking in qualitative detail, there are some emerging and promising findings related to the impacts of ME on students’ overall literacy development (Proctor et al,. 2012; Silverman et al., 2014). These outcomes specifically suggest that the development of component language (semantic, morphology, syntax) knowledge, skills, and strategies through ME provides substantial support to bi/multilingual students (Proctor et al., 2015; Silverman et al., 2015). CLAVES, a quasi-experimental language-based reading intervention and curriculum project (Proctor et al., 2020), highlighted the instructional malleability of ME, demonstrating positive effects for both language proficiency and reading comprehension among the participating fourth and fifth grade Spanish/English and Portuguese/English bi/multilingual students. However, the nature of the students’ ME and the extent to which their naturally dynamic linguistic repertoires emerged and were capitalized on during learning is currently unknown. In order to address gaps in research, this dissertation theorizes and investigates ME and contributes a qualitative analysis to the larger quasi-experimental intervention from Proctor et al (2020). This dissertation presents three case studies of teachers and their fourth-grade, Spanish/English bi/multilingual student working groups. A theoretical framework of cultural historical activity theory (CHAT) (Greeno & Engström, 2014; Roth & Lee, 2007) informed by heteroglossia (Bakhtin, 1981) was employed to attend to the tensions between the centripetal forces of classrooms’ goal-oriented activity and the centrifugal aspects of multiple voices and repertoires during ME (Wertsch, 2009). Findings highlight the various actions and resources through which students and teachers participate in ME. The ‘multivoicedness’ of students’ practices were shown to mediate ME goals, while also moving alongside and against the pressures from both the curriculum structure and teachers’ facilitation. Furthermore, dialectics between the curriculum and teachers within ME activities emphasize overarching tensions related to the goals of ME and the students’ opportunities and outcomes within ME. Findings accentuate the flexibility and constraints on bi/multilingual students’ practice and participation during ME and have implications for curriculum, instruction, and teacher preparation
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Alcântara, Cristiano Rogério. "Redes de leitura: uma abordagem sociocultural do ato de ler." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/27/27151/tde-26102010-164704/.
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Esta dissertação trata da criação e do desenvolvimento de uma rede de leitura, com crianças da quarta série, de uma escola estadual, na cidade de São Paulo. O autor do trabalho, professor da turma em questão, desenvolveu sua proposta durante um ano letivo e reflete sobre os resultados obtidos. Descreve as etapas percorridas, bem como as situações envolvendo atos de leitura e a relação das crianças com diferentes tipos de textos e produtos culturais. Ao longo da dissertação são discutidas concepções de leitura, além de conceitos chaves do trabalho, como protagonismo cultural e apropriação cultural. A utilização de metodologia colaborativa permitiu a coleta de dados qualitativos relevantes, expostos sob forma narrativa. Diálogos são reconstituídos, assim como descritas minuciosamente diferentes situações cotidianas vividas por professor e alunos nos quadros da rede de leitura. Os resultados indicam a importância de se conceber o ato de ler como atividade sociocultural, inscrita em tramas complexas que envolvem diálogos diversos: entre as crianças, destas com os textos e os contextos familiares, o meio circundante, as instituições culturais, como bibliotecas, livrarias, centros culturais, museus, dentre outras. Como conclusão, também, aponta-se para a importância fundamental do diálogo como método e atitude da construção colaborativa, objetivado na rede de leitura. Aponta, ainda, o papel positivo desta como instância de superação do isolamento cultural a que estão expostas muitas crianças. A rede de leitura tal como desenvolvida e exposta neste trabalho, afigura-se, assim, como dispositivo educativo e cultural com forte capacidade de atuação positiva na formação de leitores, tomados como protagonistas culturais dos processos de apropriação que se acham investidos.This dissertation discusses the creation and development of a reading network, with class 4 children of a state school in the city of São Paulo. The author of this work, also a teacher of this class, developed his proposal during a school year and reflects on the results obtained. He describes the steps followed as well as situations involving reading and the relationship of the children with different types of texts and cultural products. Throughout the dissertation, reading conceptions and the main concepts of this work, such as cultural protagonism and cultural appropriation are discussed. The employment of a collaborative methodology permitted the collection of relevant qualitative information, displayed in a narrative form. Dialogs are reconstructed and daily situations encountered by the teacher and students are meticulously described on the reading network notice boards. The results indicate the importance of recognizing reading as a sociocultural activity, inscribed into complex actions that involve a diversity of dialogs: between the children, with the texts and family contexts, the surrounding environment, the cultural institutions like libraries, book stores, cultural centers, museums, among others. In conclusion, the fundamental importance of dialog as a method and attitude towards constructive collaboration, an objective of the reading network, is discussed. Its positive role as a resort to the cultural isolation to which many children are exposed is also pointed out. The reading network, as developed and disclosed in this work, appears as an educative and cultural device with a strong capacity for a positive performance in the formation of readers, considered to be cultural protagonists of the appropriation processes that are invested.
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Coetzer, Keziah. "Comparing risk and resilience in first and second sand-trays of youth in a rural school-based intervention." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/62912.
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This study compared the projections by young people in a rural school of risk factors and protective resources in the first and second sand tray. From an indigenisation perspective, the assumption was that sand tray therapy could be suitable to understand risk factors and protective resources in two sand trays of young people. As part of a clinical case study design first and second sand trays (n=22) of clients (n=11) were purposefully selected for comparative analysis. Data sources included visual data (photographs), accompanying client narratives (verbatim transcriptions and field notes), ASL student reflections, and semi-structured interviews with purposefully sampled ASL students. Following thematic data analysis two main themes emerged: risk and protection in first and second sand trays of young people in a rural school; and progression in projections of first and second sand trays of young people in a rural school. Sand tray therapy has utility for use with young people in a rural ecology to (i) use as a contextually and culturally appropriate technique (ii) use in groups in school-based educational psychology services (iii) assess risk factors, (iv) protective resources and (v) the use of first and second sand trays for young people to project positive progression in their experiences of their life-worlds. Consequently, educational psychologists can integrate sand tray therapy, as a contextually appropriate technique, into intervention programmes to understand the experiences of young people in rural ecologies and support them.Dissertation (MEd)--University of Pretoria, 2017.
Educational Psychology
MEd
Unrestricted
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Lundqvist, Erika. "Intervening Religious and Cultural Based Violence Against Children in Indonesia : A Theortical Analysis." Thesis, Uppsala universitet, Teologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-295422.
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This research is a case-study based primarily on theory and pre-existing documents describing the history and the current situation in regards to violence against children in Indonesia. The theory of intervention is analysed against the context of Indonesia with an aim to find which of the selected intervention approaches – the systems approach, the human ecology approach, the lifecycle approach and the community based approach – are considered most appropriate, in terms of minimal obstacles or barriers, for recommendation to be implemented by religious leaders to eliminate violence against children. Furthermore, this research finds which types of violence against children – those with religious motivation or those with cultural motivation – each of these four intervention approaches are best suited for. The study finds that the former two approaches are lesser recommended for religious leaders on their own to lead, and that the latter two are better able to provide the necessary social programming. While conditions apply, each of the approaches are capable of intervening violence motivated by both religious and cultural norms.
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Mabasa, Matimba Allan. "Impact of socio-cultural practices on substance abuse amongst the rural youth : towards the development of a school-based intervention programme." Thesis, University of Limpopo, 2018. http://hdl.handle.net/10386/2391.
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Thesis (Ph.D. (Social Work)) -- University of Limpopo, 2018The scourge of substance abuse globally amongst the youth today is probably one of the most talked about risky health behaviours in history, and is increasing at an alarming rate. Socio-cultural practices contribute towards the use and abuse of substances by the youth in rural areas. The “Ke Moja” programme that dealt with youth substance abuse was rarely received in these areas. The researcher sought to study the impact of socio-cultural practices towards substance abuse amongst the youth to develop a school-based intervention programme. The researcher’s research methodology included a mixed methodological approach that is, exploratory-descriptive design. Stratified-systematic and purposive sampling methods were used to draw a sample from learners, educators, social workers and SGB members. The data collection methods employed was semi-structured interview schedule and questionnaires. Data was analysed using thematic analysis. The results reveal that alcohol and drugs serve as agents of socialisation in socio-cultural events. It was found that there are different types of traditional home-brewed beers that the youth abuse almost daily because they are cheap, easily accessible and available. The findings also reveal that socio-cultural events contribute towards substance abuse in rural areas. The study reveals that sociocultural events take place almost every weekend where the youth use substaces as agents of socialisation. The findings reveal that the need for socio-culturally appropriate substance abuse prevention programmes amongst the youth is important in rural areas. The programme is called “Hambanani” which literally means doing away with the use and abuse of substances. The researcher concludes that socio-cultural practices contribute towards the abuse of substances by the youth in rural areas. The researcher recommends that social workers implement a school-based intervention programme on the impact of socio-cultural practices towards substance abuse amongst the rural youth.
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Stolk, Yvonne. "Development and evaluation of a training program in cross-cultural psychiatric assessment for crisis assessment and treatment teams (CATTS) /." Connect to thesis, 2005. http://eprints.unimelb.edu.au/archive/00002761.
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Crocker, Theresa T. "Physicians as Gatekeepers: Uncovering Barriers and Facilitators to Participation in a Prostate Cancer Prevention Intervention Clinical Trial." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4461.
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Clinical trials play an important role in advancing therapeutic and preventive care with many current modalities resulting from prior research. While prior research has described barriers to participation in therapeutic clinical trials, much less in known about barriers related to participation in trials aimed at prevention, prostate cancer prevention in particular. Physicians have been shown to play a critical role in access to trials; however, less is known about the individual and structural factors that influence their participation in prostate cancer prevention trials. This research provides rich ethnographic detail within the context of an ongoing trial. Research participants included physician/investigators who were either directly (serving as a co-investigator) or peripherally (referring patients for participation) involved in prostate cancer prevention intervention clinical trial (PCPICT), as well as those who were considered for participation but declined. Methods included open ended semi-structured interviews, participant-observation and a survey. Participants were recruited via direct inquiry, email and/or letter regarding participation. The results of this study show that individual and structural factors intersect, influencing both the willingness and ability of physician/investigators to participate or refer patients for participation in a prostate cancer prevention intervention clinical trial. Individual factors such as explanatory views on prevention, notions of risk and uncertainty, shared decision-making and duality of roles appear to have a greater influence on the willingness of physicians to participate while structural factors such as staffing, other resources and time are more influential in regards to the ability to participate. This research served as a critical first step towards providing an in-depth understanding of the individual and structural factors that influence a physician's participation in this type of trial. It builds from prior work where a better understanding of barriers and identification of successful strategies to overcome them was a noted void. The researcher identifies areas where additional research would be beneficial and provides applied recommendations for those considering the design of future cancer prevention intervention projects.
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Spaolonzi, Maria Gabriella Pavlopoulos. "Tombamento e a justa composição para o patrimônio cultural." Pontifícia Universidade Católica de São Paulo, 2018. https://tede2.pucsp.br/handle/handle/21608.
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The aim of this study is the balanced protection of the rights reached by state intervention in the ownership of urban real estate in the form of tipping. To achieve this aim, in the first part, we discuss the concepts elevated to the constitutional guarantee. More precisely, on the elements that make up the concept of cultural heritage as well as the right to property. From the valorization of the right to culture, which is also constitutionalised, a new meaning of the social function of property is focused in order to conclude that property has lost its absolute character over the years. This research then visited the various forms of state intervention in private property to devote greater attention to tipping - the most important instrument of our legal system for the protection of cultural heritage. A special chapter was dedicated to the indemnification aspect of tipping to conclude that the aforementioned form of state intervention, often responsible for serious damage to the holder of the domain, accommodates itself in social resilience. From this conclusion, the study dealt with the right of indemnification of the individual and some forms of its concretization. The second part of the study devoted attention to the Vila Operária Maria Zéliae, located in the neighborhood of Belém, in São Paulo. This village was established more than one hundred years ago. This Villa suffers from the effects of the tipping since the 1980s. This state intervention has in many cases configured the total misconfiguration of the property with total damage to the cultural patrimony. For what possible solutions can concrete case await? The conclusion of the study highlights the need to apply instruments aimed at provoking the responsibility of the parties affected by the tipping. As for the particular, the need for it to be called to respond for the effective maintenance of the good even in the form of its provocation in the hypotheses in which it does not have the financial resources for such purpose. In relation to the Public Power, to respond for the damages caused not only to the particular but to the cultural patrimony in the situations in which it remains inert even when the hype and lack of knowledge of the owner of the domain was a known fact even before the concretization of his intervention in his property .
O objeto de estudo deste é trabalho é a proteção equilibrada dos direitos atingidos pela intervenção estatal na propriedade de bens imóveis urbanos, na forma de tombamento. Com esse propósito, discorre-se, numa primeira parte, sobre conceitos elevados à garantia constitucional. Mais precisamente, sobre os elementos que compõem o conceito de patrimônio cultural bem como o direito de propriedade. A partir da valorização do direito à cultura, igualmente constitucionalizado, foca-se um novo significado da função social da propriedade para se concluir que a propriedade perdeu, ao longo dos anos, seu caráter absoluto. Em seguida, esta pesquisa visitou as diversas formas de intervenção do Estado na propriedade privada para dedicar maior atenção ao tombamento – instrumento mais importante do nosso ordenamento jurídico para proteção do patrimônio cultural. Dedicou-se um capítulo especial ao aspecto indenizatório do tombamento para se concluir que mencionada forma de intervenção estatal, muitas vezes responsável por prejuízos graves ao titular do domínio, acomoda-se na resiliência social. A partir desta conclusão, o estudo versou sobre o direito indenizatório do particular e algumas formas de sua concretização. A segunda parte do trabalho dedicou atenção ao caso Vila Operária Maria Zélia, situada no Bairro do Belém, no Município de São Paulo. Constituída há mais de um século, esta Vila padece com os efeitos do tombamento desde a década de 1980. Referida intervenção estatal configurou, em muitos casos, a total desconfiguração do bem com total prejuízo ao patrimônio cultural. Por quais soluções possíveis caso concreto por aguardar? A conclusão dos estudos coloca em evidência a necessidade de aplicação de instrumentos voltados à provocação da responsabilidade das partes atingidas pelo tombamento. Quanto ao particular, a necessidade de o mesmo ser chamado a responder pela efetiva manutenção do bem inclusive na forma de sua provocação nas hipóteses em que não dispõe de recursos 8 financeiros para tal finalidade. Em relação ao Poder Público, para responder pelos prejuízos causados não apenas ao particular, mas ao patrimônio cultural nas situações em que se mantém inerte mesmo quando a hipossuficiência e o desconhecimento do titular do domínio era fato sabido antes mesmo da concretização de sua intervenção em sua propriedade.
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Smith, Pedro Cardoso. "Fragmento cultural e urbanístico de uma estratégia econômica para Fortaleza: o Centro Dragão do Mar." Universidade Presbiteriana Mackenzie, 2006. http://tede.mackenzie.br/jspui/handle/tede/2590.
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Previous issue date: 2006-11-21This study presents the conception and implantation processes concerning Centro Dragão do Mar equipment located in the town of Fortaleza, State of Ceará. The equipment was considered as an urban intervention due to the recent economic changes in the whole world and in the nations. The Centro Dragao do Mar peculiarities were related to the state power decisions. The main reflections about the equipment were related to its idealization and to the recent tourist and leisure s state interventions in the town. Although the Centro Dragao do Mar retains some important characteristics such as a non gentrificated use and many variable free programming, it may be understood as a Fortaleza strategic piece driven by state government which searches for a town insertion in a global economy based in fragmented and fairly consolidated urban and cultural aspects.
Este estudo apresenta o processo de idealização e implantação do Centro Dragão do Mar de Arte e Cultura, localizado no município de Fortaleza, Estado do Ceará. Entendido como uma intervenção urbana conseqüente de transformações econômicas mundiais e nacionais, buscou-se refletir principalmente sobre suas peculiaridades associadas ao poder estadual, idealizador do equipamento, e às recentes intervenções turísticas e de lazer na cidade, contextuais a ele. Apesar de este Centro Cultural deter características importantes, como a não gentrificação quanto ao seu uso e diversidade de programações, muitas gratuitas, pode ser entendido como peça de uma estratégia econômica para Fortaleza, encampada pelo poder estadual, na qual se busca a inserção da cidade numa economia globalizada, num processo refletido de maneira fragmentada e pouco consolidada nos aspectos culturais e urbanísticos.
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Wandu, Jotham G. "An integrated conceptual model of crises intervention for Gikuyu people utilizing traditional family social support systems, Christian resource systems and crisis theories (Kenya)." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1995. http://digitalcommons.auctr.edu/dissertations/AAIDP14688.
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The purpose of the dissertation is to construct an integrated conceptual model of crises intervention for Gikuyu people that would effectively inform the conceptualization of the nature, the methods employed and the purpose of utilizing traditional Gikuyu families and Christian resources for crises intervention. It will also inform the values for integration and the usefulness of systems and the crisis theories for the construction of the model for the Gikuyu. Moreover, the dissertation will report the significance of Christian pastoral resources and the relation to Gikuyu.
The model is a strategy in the attempt to revive some of the distorted Gikuyu people's values of family unity (belongingness), which was their norm for intervening into family crises. Family values of unity for the Gikuyu suffered distortion over the years of the Christian missionary work to the Gikuyu in the nineteenth century. The model is limited for use in the Presbyterian Church in Kenya. However, other churches serving Gikuyu people are welcome to use it.
The study is intended to be a foundation for the development of authentic literature, focusing upon new approaches toward crises intervention for Gikuyu, intended to mobilize families systems, Christian resources, and other networking systems for better work of crisis intervention.
From the systems and the crisis perspectives, the study examines the usefulness of systems and the crisis theories for their relevancy in developing a model of crises intervention for Gikuyu families. It examines the viability of correlation between traditional Gikuyu families resources and the Christian resources, examining how each one is related to the other.
The term 'crisis intervention' refers to the usefulness and the effect of the work of correlating resources from the two perspectives. Correlation is the criteria for determining the interdependence of the two sources of intervention. The term 'model' refers to the proposed methods of approaches utilized in reviving values of families interdependency, unity, and belongingness. The term 'differentiation of self' informs the need for family members and significant others to work together for better working crisis, while each maintains individual unique abilities of differentiating intellectual decision-making from those of families emotional fusion.
The dissertation uses two methods. The first method is founded on the concepts of families systems and the crisis theories for the construction of an effective model of crisis intervention for the Gikuyu and informing the reasons for its use.
Second is the method of correlation which is a theological application to the action of mobilizing and utilizing the traditional Gikuyu resources together with Christian Gikuyu resources. In this second method Christ becomes the common norm of correlation for the purpose of liberation and the giving of hope to the individual and families in crisis. Moreover, through the theological method the integration of the model is accomplished.
Before examining the usefulness of systems and crisis theories for analyzing data from the case study of illness, the history of the Gikuyu is examined. The purpose of the history is to inform the guidelines to which this model of crisis intervention should respond. For clarification purposes, these guidelines are the origin of the Gikuyu people, the nature of their corporate living; and the kinship governing principles. As part of the historical motivation of this dissertation, the role which was played by the social protest of the Gikuyu against Europeans and the missionaries is also examined. The protest was a symbol of dissatisfaction of the Gikuyu upon the mistreatment and the abuse of family values.
The dissertation has several illustrations of crises intervention based on various concepts of family therapy which include: Uri Rueveni in networking families in crises, Murry Bowen's eight interlocking ideas of family therapy, Edward Wimberly's theory of pastoral care of the Black Church, and also the work of Nancy Boyd-Franklin in multisystems approach to family therapy.
In concluding this study, it has been found that Gikuyu family and relational systems can be mobilized to resolve crises within the systems. It has also been discovered that the implication for further research is viable through the analyzing and the questioning of the claims in the data provided in this dissertation.
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Ueno, Laura Satoe. "Migrantes em trânsito entre Brasil e Japão: uma intervenção psicossocial no retorno." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/47/47134/tde-14012009-153211/.
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O presente estudo teve como objetivo apresentar e avaliar a configuração de uma intervenção psicossocial breve realizada com um grupo de nipo-brasileiros que viveram no Japão, no retorno destes ao Brasil, procurando compreender a vivência dos sujeitos no que se refere às representações culturais do Brasil e do Japão e ao processo de retorno. Os referenciais teóricos utilizados foram retirados da Psicologia Intercultural e articulados a conceitos e técnicas da abordagem psicanalítica. De modo geral, o processo de aculturação no retorno foi sentido como difícil. Os participantes expressaram indignação com a conjuntura política, econômica e social do país e alguns relataram sensação de sentirem-se estrangeiros, de inassertividade e de desorientação. Surgiram representações simbólicas coletivas do Brasil como país do calor humano e do Japão como país da alta tecnologia e educação, havendo, ao mesmo tempo, um tom pessoal nas representações em função das experiências singulares de cada um. Técnicas reflexivas, informativas e lúdicas, como elaboração de cartazes, exposição de conceitos teóricos, exibição e discussão de documentário acerca da temática da e/imigração entre Brasil-Japão, foram instrumentos úteis para que as angústias do grupo pudessem ser nomeadas. O espaço de continência e interlocução favoreceu processos de identificação para que questões conflituosas relativas às vivências no retorno e à identidade cultural pudessem se tornar objeto de reflexão e transformação. Constatamos a utilidade desse tipo de intervenção psicossocial na elaboração psicológica da experiência migratória, revelando-se fundamental, em investigações nessa área, a consideração dos estilos culturais diversos e do contexto social.The purpose of the present study is to present and assess a brief psychosocial intervention with a group of Japanese-Brazilians who lived in Japan and returned to Brazil. Their return process and cultural representations of Brazil and Japan are explored. Theoretically the work is based on contributions from cross-cultural psychology and psychoanalytic concepts and techniques. Group participants generally felt return migration as difficult and expressed outrage towards Brazil´s present political, economic and social system, in addition to feeling like foreigners, unassertiveness and disorientation. Collective symbolic representations of Brazil as a country of warm human relations and Japan as a country of high technology and education also emerged, loaded with personal aspects, according to the unique experiences each one had. Reflective, informative and dynamic techniques such as preparation of posters, exhibition of theoretical concepts, display and discussion of a documentary migration between Brazil and Japan were useful tools, enabling the group to name their own distress. The area of continence and interlocution in this group helped identify processes where issues concerning conflicting experiences in the return and cultural identity could become objects of reflection and transformation. The findings indicate the contribution of such psycho-social intervention in the psychological process of the migratory experience, and the need to approach cultural styles and the social context in investigations in this area.
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Colville, Tracey. "Cultural-historical activity theory and additional support needs decision-making processes in a Scottish local authority : partnership working as a learning zone intervention." Thesis, University of Strathclyde, 2012. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=18817.
Full textAbstract:
The area of enquiry is a Scottish local authority decision-making process for specialist educational provision for children with additional support needs (ASN). The study had two aims. Firstly, to evaluate the extent to which Cultural Historical Activity Theory (CHAT) and Developmental Work Research (DWR) are useful analytical and intervention tools for local authority organizational change processes (Engestrèom 2007b, 1987) and secondly, to contribute to the change process of local authority policy and practice for children with ASN. Education professionals and authority officers participated in the study which utilized a flexible case study design. The empirical investigation involved three workshops based DWR interventionist methodology, the aim of which was to consider stakeholders' views of the problems associated with the PAG process and to consider the change potential of authority systems. Ethnographic data from two internal authority studies of the PAG process together wit h case study presentations was used as 'mirror' data in the empirical investigation as catalysts for critical discussion. A CHAT analysis of workshop transcripts illuminated hypotheses about systemic contradictions within the process. Contradictions were hypothesized in terms of CHAT concepts of tools, division of labour and rules and the extent to which they mediated the PAG decision-making process. Key themes included ineffective assessment methodology and decision-making criteria, problematic multi-disciplinary working and partnerships with parents, lack of clarity of the role of the educational psychologist, the persistence of traditional categorization of need, and the PAG process as overly complex and non-transparent. Inclusion and special education discourses permeated all of the themes. The authority decision-making process was viewed as a network of activity systems undergoing a cycle of expansive learning and development, artificially provoked via the DWR work intervention, applying Vygotskian notions of dual stimulation and the zone of proximal development (ZPD) as mechanisms to mediate collective learning and change. The cycle of expansive learning reflected a collective journey through the ZPD of the PAG process, mediated by the researcher-practitioner, during which established practice was first challenged via a historical analysis and then developed in consideration of future professional practice. The extent to which expansive learning and knowledge development had occurred in the DWR workshops was assessed against key turning points in discussion, the development of new instrumentalities and participants' evaluation of the workshop sessions. As the object of PAG activity was expanded, key turning points included an initial focus on the decision-making process, then on wider developments to promote inclusive practice and finally on a re-structuring of the authority service delivery model. The expanded object of activity reflected collective le arning in the ZPD of the PAG process, evidenced in a shift in participants' understanding of the PAG process from everyday understandings to a more theoretical, systems-based understanding. Evidence of impact of the DWR intervention on policy and practice was demonstrated via analysis of new policy documentation, professional discourse in strategic working groups and external validation by Inspection processes. The DWR workshops were viewed as a 'marginal microcosm' of the wider authority context with 'centripetal potential' to make inroads into central structures and processes. A key contribution to the authority change process is that the PAG decision-making process has been re-configured as case management review groups (CMRGs), located within the re-structuring of ASL services and in alignment with the new Children's Services Delivery Model (GIRFEC). Allocating specialist provision is no longer a separate process; rather it is part of a coherent, systems-based approach, the principles of which are progressive and proportionate intervention with an emphasis on presumption to mainstream. Findings support the thesis that CHAT and DWR provide a theoretical, conceptual and methodological framework within which to undertake historical analysis of contradictory professional practice to gain a system-based understanding of complex work settings leading to organizational change and observable impact on policy and practice.
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Sandu, Carmen. "Prática psicomotora na creche e jardim de infância do Centro Cultural dos Bairros de São João e Olival Queimado." Master's thesis, Universidade de Évora, 2018. http://hdl.handle.net/10174/24552.
Full textAbstract:
Este relatório de estágio visa apresentar as atividades de intervenção psicomotora desenvolvidas no CCBSJOQ. Estas atividades foram desenvolvidas em dois grupos de crianças: crianças do jardim de infância que até 31/12/2018 completaram os 6 anos de idade e crianças da creche dos 0 aos 3 anos. Através da intervenção implementada pretendeu-se: realizar um rastreio das competências pré-académicas na educação pré-escolar e realizar uma intervenção de grupo com as crianças que mostraram mais fragilidades. A posteriori ir ao encontro das necessidades desenvolvimentais das crianças da creche, com uma intervenção psicomotora precoce e elaboração de cadernos de atividades para educadoras e auxiliares.
Com base nos resultados do rastreio, foi possível sinalizar duas crianças que revelam mais fragilidades nas áreas fundamentais para as aprendizagens formais, de modo que sejam sujeitas a uma intervenção terapêutica preventiva com o objetivo de minimizar as fragilidades encontradas. Estas duas crianças sinalizadas foram os estudos de caso que serão descritos e abordados ao longo deste relatório; PSYCHOMOTOR PRACTICE AT THE NURSERY AND CHILDHOOD GARDEN OF THE CENTRO CULTURAL DOS BIRROS DE SÃO JOÃO E OLIVAL QUEIMADO
ABSTRACT:
This internship report aims to present the psychomotor intervention activities developed in CCBSJOQ. These activities were developed in two groups of children: kindergarten children who until the 12/31/2018 completed the 6 years of age and day care children from 0 to 3 years old. Through the implemented intervention was intended: to carry out a screening of the pre-academic competences in the pre-school education and to carry out a group intervention with the children who showed more fragilities. Subsequently, it will meet the developmental needs of day care children, with an early psychomotor intervention and elaboration of activity books for educators and auxiliaries.
Based on the results of the screening, it was possible to signal two children who reveal more weaknesses in the areas that are fundamental for formal learning, so that they are subjected to a preventive therapeutic intervention in order to minimize the frailties found. These two signaled children were the case studies that will be described and addressed throughout this report.