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  Subjects -> PSYCHOLOGY (Total: 875 journals)
Showing 1 - 174 of 174 Journals sorted alphabetically
Acción Psicológica     Open Access   (Followers: 2)
Acta Colombiana de Psicología     Open Access   (Followers: 4)
Acta Comportamentalia     Open Access   (Followers: 3)
Acta de Investigación Psicológica     Open Access   (Followers: 2)
Acta Psychologica     Hybrid Journal   (Followers: 22)
Activités     Open Access   (Followers: 1)
Actualidades en Psicologia     Open Access   (Followers: 1)
Ad verba Liberorum : Journal of Linguistics & Pedagogy & Psychology     Open Access   (Followers: 8)
Addictive Behaviors Reports     Open Access   (Followers: 5)
ADHD Attention Deficit and Hyperactivity Disorders     Hybrid Journal   (Followers: 20)
ADHD Report The     Full-text available via subscription   (Followers: 6)
Advances in Experimental Social Psychology     Full-text available via subscription   (Followers: 39)
Advances in Mental Health     Hybrid Journal   (Followers: 69)
Advances in Physiotherapy     Hybrid Journal   (Followers: 50)
Advances in Psychology     Full-text available via subscription   (Followers: 58)
Advances in the Study of Behavior     Full-text available via subscription   (Followers: 29)
African Journal of Cross-Cultural Psychology and Sport Facilitation     Full-text available via subscription   (Followers: 3)
Aggression and Violent Behavior     Hybrid Journal   (Followers: 391)
Aggressive Behavior     Hybrid Journal   (Followers: 15)
Aging, Neuropsychology, and Cognition     Hybrid Journal   (Followers: 33)
Ágora - studies in psychoanalytic theory     Open Access   (Followers: 3)
Aletheia     Open Access   (Followers: 1)
American Behavioral Scientist     Hybrid Journal   (Followers: 15)
American Imago     Full-text available via subscription   (Followers: 3)
American Journal of Applied Psychology     Open Access   (Followers: 34)
American Journal of Community Psychology     Hybrid Journal   (Followers: 24)
American Journal of Health Behavior     Full-text available via subscription   (Followers: 23)
American Journal of Orthopsychiatry     Hybrid Journal   (Followers: 4)
American Journal of Psychoanalysis     Hybrid Journal   (Followers: 21)
American Journal of Psychotherapy     Full-text available via subscription   (Followers: 34)
American Psychologist     Full-text available via subscription   (Followers: 163)
Anales de Psicología     Open Access   (Followers: 2)
Análise Psicológica     Open Access   (Followers: 1)
Análisis y Modificación de Conducta     Open Access   (Followers: 2)
Analysis     Full-text available via subscription   (Followers: 4)
Annual Review of Clinical Psychology     Full-text available via subscription   (Followers: 66)
Annual Review of Organizational Psychology and Organizational Behavior     Full-text available via subscription   (Followers: 26)
Annual Review of Psychology     Full-text available via subscription   (Followers: 203)
Anuario de Psicología / The UB Journal of Psychology     Open Access   (Followers: 1)
Anuario de Psicología Jurídica     Open Access   (Followers: 1)
Anxiety, Stress & Coping: An International Journal     Hybrid Journal   (Followers: 22)
Applied and Preventive Psychology     Hybrid Journal   (Followers: 13)
Applied Cognitive Psychology     Hybrid Journal   (Followers: 66)
Applied Neuropsychology : Adult     Hybrid Journal   (Followers: 32)
Applied Neuropsychology : Child     Hybrid Journal   (Followers: 18)
Applied Psychological Measurement     Hybrid Journal   (Followers: 17)
Applied Psychology     Hybrid Journal   (Followers: 128)
Applied Psychology: Health and Well-Being     Hybrid Journal   (Followers: 47)
Applied Psychophysiology and Biofeedback     Hybrid Journal   (Followers: 6)
Archive for the Psychology of Religion / Archiv für Religionspychologie     Hybrid Journal   (Followers: 16)
Archives of Clinical Neuropsychology     Hybrid Journal   (Followers: 26)
Archives of Scientific Psychology     Open Access   (Followers: 3)
Arquivos Brasileiros de Psicologia     Open Access   (Followers: 1)
Asia Pacific Journal of Counselling and Psychotherapy     Hybrid Journal   (Followers: 8)
Asia-Pacific Psychiatry     Hybrid Journal   (Followers: 3)
Asian American Journal of Psychology     Full-text available via subscription   (Followers: 5)
Asian Journal of Business Ethics     Hybrid Journal   (Followers: 7)
Assessment     Hybrid Journal   (Followers: 9)
At-Tajdid : Jurnal Ilmu Tarbiyah     Open Access   (Followers: 2)
Attachment: New Directions in Psychotherapy and Relational Psychoanalysis     Full-text available via subscription   (Followers: 16)
Attention, Perception & Psychophysics     Full-text available via subscription   (Followers: 10)
Australian and Aotearoa New Zealand Psychodrama Association Journal     Full-text available via subscription  
Australian Educational and Developmental Psychologist, The     Full-text available via subscription   (Followers: 6)
Australian Journal of Psychology     Hybrid Journal   (Followers: 16)
Australian Psychologist     Hybrid Journal   (Followers: 11)
Autism Research     Hybrid Journal   (Followers: 31)
Autism Research and Treatment     Open Access   (Followers: 29)
Autism's Own     Open Access  
Autism-Open Access     Open Access   (Followers: 5)
Avaliação Psicológica     Open Access  
Avances en Psicologia Latinoamericana     Open Access   (Followers: 1)
Aviation Psychology and Applied Human Factors     Hybrid Journal   (Followers: 18)
Balint Journal     Hybrid Journal   (Followers: 3)
Barbaroi     Open Access  
Basic and Applied Social Psychology     Hybrid Journal   (Followers: 32)
Behavior Analysis in Practice     Full-text available via subscription   (Followers: 6)
Behavior Analysis: Research and Practice     Full-text available via subscription   (Followers: 2)
Behavior Analyst     Hybrid Journal   (Followers: 2)
Behavior Modification     Hybrid Journal   (Followers: 9)
Behavior Research Methods     Hybrid Journal   (Followers: 17)
Behavior Therapy     Hybrid Journal   (Followers: 45)
Behavioral Development Bulletin     Full-text available via subscription  
Behavioral Interventions     Hybrid Journal   (Followers: 7)
Behavioral Neuroscience     Full-text available via subscription   (Followers: 50)
Behavioral Sciences & the Law     Hybrid Journal   (Followers: 21)
Behavioral Sleep Medicine     Hybrid Journal   (Followers: 6)
Behaviour     Hybrid Journal   (Followers: 12)
Behaviour Research and Therapy     Hybrid Journal   (Followers: 17)
Behavioural and Cognitive Psychotherapy     Hybrid Journal   (Followers: 115)
Behavioural Processes     Hybrid Journal   (Followers: 6)
Biofeedback     Hybrid Journal   (Followers: 4)
BioPsychoSocial Medicine     Open Access   (Followers: 6)
BMC Psychology     Open Access   (Followers: 15)
Body, Movement and Dance in Psychotherapy: An International Journal for Theory, Research and Practice     Hybrid Journal   (Followers: 9)
Boletim Academia Paulista de Psicologia     Open Access  
Boletim de Psicologia     Open Access  
Brain Informatics     Open Access   (Followers: 1)
British Journal of Clinical Psychology     Full-text available via subscription   (Followers: 125)
British Journal of Developmental Psychology     Full-text available via subscription   (Followers: 35)
British Journal of Educational Psychology     Hybrid Journal   (Followers: 32)
British Journal of Health Psychology     Full-text available via subscription   (Followers: 42)
British Journal of Mathematical and Statistical Psychology     Full-text available via subscription   (Followers: 20)
British Journal of Psychology     Full-text available via subscription   (Followers: 58)
British Journal of Psychotherapy     Hybrid Journal   (Followers: 66)
British Journal of Social Psychology     Full-text available via subscription   (Followers: 32)
Burnout Research     Open Access   (Followers: 7)
Cadernos de psicanálise (Rio de Janeiro)     Open Access  
Cadernos de Psicologia Social do Trabalho     Open Access  
Canadian Art Therapy Association     Hybrid Journal  
Canadian Journal of Behavioural Science     Full-text available via subscription   (Followers: 5)
Canadian Journal of Experimental Psychology     Full-text available via subscription   (Followers: 11)
Canadian Psychology / Psychologie canadienne     Full-text available via subscription   (Followers: 11)
Cendekia : Jurnal Kependidikan dan Kemasyarakatan     Open Access  
Child Development Perspectives     Hybrid Journal   (Followers: 26)
Child Development Research     Open Access   (Followers: 14)
Ciencia Cognitiva     Open Access   (Followers: 2)
Ciencia e Interculturalidad     Open Access  
Ciências & Cognição     Open Access  
Ciencias Psicológicas     Open Access  
Clínica y Salud     Open Access  
Clinical Medicine Insights : Psychiatry     Open Access   (Followers: 9)
Clinical Practice in Pediatric Psychology     Full-text available via subscription   (Followers: 10)
Clinical Psychological Science     Hybrid Journal   (Followers: 11)
Clinical Psychologist     Hybrid Journal   (Followers: 15)
Clinical Psychology & Psychotherapy     Hybrid Journal   (Followers: 67)
Clinical Psychology and Special Education     Open Access   (Followers: 1)
Clinical Psychology Review     Hybrid Journal   (Followers: 33)
Clinical Psychology: Science and Practice     Hybrid Journal   (Followers: 20)
Clinical Schizophrenia & Related Psychoses     Full-text available via subscription   (Followers: 8)
Coaching Psykologi - The Danish Journal of Coaching Psychology     Open Access   (Followers: 1)
Cogent Psychology     Open Access  
Cógito     Open Access  
Cognition & Emotion     Hybrid Journal   (Followers: 35)
Cognitive Behaviour Therapy     Hybrid Journal   (Followers: 14)
Cognitive Neuropsychology     Hybrid Journal   (Followers: 27)
Cognitive Psychology     Hybrid Journal   (Followers: 60)
Cognitive Research : Principles and Implications     Open Access  
Consciousness and Cognition     Hybrid Journal   (Followers: 26)
Construção Psicopedagógica     Open Access  
Consulting Psychology Journal : Practice and Research     Full-text available via subscription   (Followers: 3)
Contagion : Journal of Violence, Mimesis, and Culture     Full-text available via subscription   (Followers: 8)
Contemporary Educational Psychology     Hybrid Journal   (Followers: 21)
Contemporary School Psychology     Hybrid Journal   (Followers: 4)
Contextos Clínicos     Open Access  
Counseling Outcome Research and Evaluation     Hybrid Journal   (Followers: 10)
Counseling Psychologist     Hybrid Journal   (Followers: 14)
Counseling Psychology and Psychotherapy     Open Access   (Followers: 7)
Counselling and Psychotherapy Research : Linking research with practice     Hybrid Journal   (Followers: 20)
Counselling and Values     Hybrid Journal   (Followers: 2)
Counselling Psychology Quarterly     Hybrid Journal   (Followers: 10)
Couple and Family Psychoanalysis     Full-text available via subscription   (Followers: 1)
Couple and Family Psychology : Research and Practice     Full-text available via subscription   (Followers: 4)
Creativity Research Journal     Hybrid Journal   (Followers: 20)
Creativity. Theories - Research - Applications     Open Access   (Followers: 1)
Criminal Justice Ethics     Hybrid Journal   (Followers: 8)
Cuadernos de Neuropsicología     Open Access   (Followers: 1)
Cuadernos de Psicologia del Deporte     Open Access  
Cuadernos de Psicopedagogía     Open Access  
Cultural Diversity and Ethnic Minority Psychology     Full-text available via subscription   (Followers: 12)
Cultural-Historical Psychology     Open Access  
Culturas Psi     Open Access  
Culture and Brain     Hybrid Journal   (Followers: 4)
Current Addiction Reports     Hybrid Journal   (Followers: 9)
Current Behavioral Neuroscience Reports     Hybrid Journal   (Followers: 2)
Current Directions In Psychological Science     Hybrid Journal   (Followers: 47)
Current Opinion in Behavioral Sciences     Hybrid Journal   (Followers: 1)
Current Opinion in Psychology     Hybrid Journal   (Followers: 4)
Current Psychological Research     Hybrid Journal   (Followers: 14)
Current Psychology     Hybrid Journal   (Followers: 15)
Current psychology letters     Open Access   (Followers: 2)
Current Research in Psychology     Open Access   (Followers: 21)
Cyberpsychology, Behavior, and Social Networking     Hybrid Journal   (Followers: 14)
Decision     Full-text available via subscription   (Followers: 2)
Depression and Anxiety     Hybrid Journal   (Followers: 14)
Depression Research and Treatment     Open Access   (Followers: 13)
Developmental Cognitive Neuroscience     Open Access   (Followers: 16)
Developmental Neuropsychology     Hybrid Journal   (Followers: 15)
Developmental Psychobiology     Hybrid Journal   (Followers: 9)
Developmental Psychology     Full-text available via subscription   (Followers: 44)
Diagnostica     Hybrid Journal   (Followers: 2)
Dialectica     Hybrid Journal   (Followers: 1)
Discourse     Full-text available via subscription   (Followers: 8)
Diversitas: Perspectivas en Psicologia     Open Access  
Drama Therapy Review     Hybrid Journal   (Followers: 1)
Dreaming     Full-text available via subscription   (Followers: 11)
Drogues, santé et société     Full-text available via subscription  
Dynamics of Asymmetric Conflict: Pathways toward terrorism and genocide     Hybrid Journal   (Followers: 12)
E-Journal of Applied Psychology     Open Access   (Followers: 7)
Ecopsychology     Hybrid Journal   (Followers: 6)
ECOS - Estudos Contemporâneos da Subjetividade     Open Access  
Educational Psychology Review     Hybrid Journal   (Followers: 25)
Educational Psychology: An International Journal of Experimental Educational Psychology     Hybrid Journal   (Followers: 46)
Educazione sentimentale     Full-text available via subscription  
Electronic Journal of Research in Educational Psychology     Open Access   (Followers: 6)
Elpis - Czasopismo Teologiczne Katedry Teologii Prawosławnej Uniwersytetu w Białymstoku     Open Access  
Emotion     Full-text available via subscription   (Followers: 32)
Emotion Review     Hybrid Journal   (Followers: 17)
En-Claves del pensamiento     Open Access   (Followers: 1)
Enseñanza e Investigacion en Psicologia     Open Access  
Epiphany     Open Access   (Followers: 3)

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Journal Cover Construção Psicopedagógica
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  This is an Open Access Journal Open Access journal
   ISSN (Print) 1415-6954 - ISSN (Online) 2175-3474
   Published by PePSIC Homepage  [48 journals]
  • Editorial

  • The development of skills socioemocionais as path to learning and school
           success for students of basic education

    • Abstract: Em 2013, o Conselho Nacional de Educação - CNE (MEC) encomendou à UNESCO um estudo sobre a inserção intencional de práticas pedagógicas voltadas ao desenvolvimento de habilidades socioemocionais como caminho para o sucesso escolar na educação básica. Este artigo traz uma síntese desse trabalho, que está servindo como subsídio filosófico e teórico para a elaboração de políticas públicas voltadas ao desenvolvimento das habilidades socioemocionais nas instituições escolares. Para situar as bases filosóficas que sustentam essa transformação, foram utilizadas, entre outras, as referências de Edgar Morin. O processo ensino- aprendizagem foi analisado à luz das contribuições teóricas dos principais autores interacionistas (Piaget, Vygotsky e Wallon), enriquecidas pela ótica da Psicopedagogia, representada por Alicia Fernàndez. Foram explorados caminhos concretos para o professor promover o desenvolvimento integral dos estudantes: as características de uma ação mediadora de qualidade (Reuven Feuerstein); a utilização de múltiplas linguagens para atingir as diferentes inteligências (Howard Gardner) e os diferentes estilos cognitivo-afetivos (Eloísa Fagali), bem como o potencial do jogo e da metáfora (Anita Abed). As tendências atuais sobre o tema, no Brasil e no mundo, foram apresentadas tomando-se como fio condutor o "Fórum Internacional de Políticas Públicas", ocorrido em março de 2014.In 2013, the "Conselho Nacional de Educação - CNE" (MEC) has commissioned a study on UNESCO about an intentional insertion of educational practices aimed to develop socio-emotional skills as a path to academic success in basic education. This article provides an overview of this work, which is serving as a philosophical and theoretical subsidy for the development of public policies for the development of socio-emotional skills in schools. To situate the philosophical under this transformation were used, among others, references to Edgar Morin. The teaching- learning process was analyzed using the theoretical contributions of the main interacionist authors (Piaget, Vygotsky and Wallon), enriched by the perspective of Psychopedagogy, represented by Alicia Fernàndez. Concrete ways for the teacher in order to promote the global development of students were explored: the characteristics of a quality mediating action (Reuven Feuerstein); the use of multiple languages to develop the different intelligences (Howard Gardner) and the different cognitive-affective styles (Eloísa Fagali) as well as the potential of games and metaphor (Anita Abed). Current trends on the subject in Brazil and in the world were brought up taking as a guide the "International Forum on Public Policies", held in March 2014.
  • Establishing connections between learning models: psicopedagogía and
           coaching in resilience

    • Abstract: O presente artigo trata de uma correlação entre o estilo adotado no Coaching em Resiliência e a atuação do psicopedagogo em termos da condução do processo de aprendizagem com enfoque na saúde. Aborda questões referentes ao crer, querer e criar a partir de uma relação saudável com figura de autoridade que conduz à possibilidade de aprender hábitos e comportamentos. Apresenta novas ideias ou perspectivas na área de educação e saúde, com possibilidade de entrelaçamento de saberes, tendo como principal objetivo o ato de repensar técnicas e instrumentos, verificando semelhanças e singularidades nas respectivas atuações.This article is a correlation between the style adopted in Coaching Resilience and the role of the psychopedagogists in terms of driving the learning process with a focus on health. It addresses issues related to believe, and want to create from a healthy relationship with authority figure that leads to the possibility of learning habits and behaviors. It presents new ideas or perspectives in education and health, with the possibility of knowledge of entanglement, having as main objective the act of rethinking techniques and instruments, checking similarities and singularities in their performances.
  • :+experience+report&rft.title=Construção+Psicopedagógica&rft.issn=1415-6954&">Self-narratives on interface with the process of making an "patchwork":
           experience report

    • Abstract: Este relato apresenta a experiência da proposição, pressupostos e desenvolvimento da disciplina "Formação de professores: memórias e identidade", para mestrandos e doutorandos do PPGE - Programa de Pós-Graduação em Educação, da UMESP - Universidade Metodista de São Paulo. A proposta da disciplina tem como foco analisar e discutir o contexto sócio-histórico sobre os processos de formação de professores e a constituição do ser professor, em interface com as trajetórias formativa e profissional (as narrativas de si), frente aos desafios, as contradições, as exigências e as influências na construção da identidade profissional que perpassam pelo cotidiano escolar e pelos modos de ser e de estar na profissão. Os procedimentos para o desenvolvimento da disciplina ocorrem a partir de leituras e discussões sobre vários textos acerca da formação de professores, histórias de vida, memórias e (auto)biografias; pela realização de um exercício, elaborado por cada aluno, de construção de narrativas de si para a recuperação das trajetórias formativa e profissional; e pela realização de um workshop intitulado "Colcha de Retalhos: nossas memórias, nossas histórias...".This paper reports the proposal, assumptions and development of the course "Teachers training: memories and identity", offered to master's and doctoral students at the PPGE (Programa de Pós-Graduação em Educação - Graduate Studies Program in Education), at UMESP (Methodist University of São Paulo). The aims and objectives of the course focus on analyzing and discussing the social-historical context of teachers training processes as well as of the teaching profession in interaction with teachers' educational background and teaching practice (the so-called self-narratives), in the presence of challenges, contradictions, demands and influences in constructing professional identity within school daily life and teaching. Besides, during the course, participants are expected to read and discuss several texts about teachers training, life stories, memories and (auto)biographies, resulting in an exercise based on all participants' self-narratives in order to retrieve their educational and professional experience. This will culminate in a workshop entitled "Patchwork: our memories, our stories…".
  • Emotional aspects of text production difficulties

    • Abstract: Este artigo visa a discutir as intervenções psicopedagógicas nas dificuldades de produção de textos. Aborda a importância social e pessoal da comunicação, as mudanças metodológicas do ensino de escrita e a postura educadora na mediação do desenvolvimento da competência escritora. Com enfoque nas habilidades socioemocionais envolvidas no ato autoral, sugere diretrizes para um olhar psicopedagógico dos problemas de produção textual, para além do domínio estritamente linguístico do texto.This article aims to discuss psycho-pedagogical interventions in text production difficulties. It studies the social and personal importance of communication, the methodological chenges in writing education and educator position in mediating the development of writing competence. Focusing on socio-emotional skills involved in the copyright act, suggests guidelines for psycho-pedagogical work with textual production problems, beyond the strictly linguistic problems.
  • Subject as symptom (ADHD) in society, school, family and the

    • Abstract: Este artigo foi elaborado a partir da tese (Nassiff, 2013) sobre o Transtorno do Déficit de Atenção (TDA) como sintoma, não apenas de manifestações disfuncionais em crianças e adolescentes, para o que a neurociência contribui com os estudos psiconeurofisiológicos, mas, também, como sintoma social que aponta para dissintonias entre desenvolvimento das características subjetivas contemporâneas e as instituições que interagem na sociabilidade dos sujeitos. O que as instituições escola e família em suas configurações atuais produzem nos sujeitos de forma a justificar o diagnóstico do transtorno? Como pode ser vista a educação nesse processo? Como contribuir por meio da psicopedagogia em busca de articular melhor escola e família para a produção de subjetividades menos problemáticas? Como romper com crenças e paradigmas que vislumbram tão somente a medicalização como tratamento?This article was prepared from the thesis (Nassiff, 2013), about the disorder Attention Deficit (TDA) as a symptom. Not only dysfunctionals events in children and teenagers, into the neuroscience helps with psiconeurofisiológicos studies. But, also, as a social symptom that points to discrepancies among contemporary development of subjective characteristics and institutions that interact in the sociability of subjects. What school and family institutions in their current settings produce in the subject in order to justify the diagnosis of the disorder? How can be seen the education in this process? How to contribute through psicopedagogy in search of better articulate school and family for the production of subjectivities less problematic? How to break with paradigms that see only to take a medicine as a treatment?
  • Developing social skills in the school: an experience report

    • Abstract: O presente trabalho é um relato de experiência desenvolvido na área de psicologia escolar educacional, realizado em uma escola pública do interior de São Paulo. Seu objetivo é apresentar as experiências e ações desenvolvidas por meio de um projeto de intervenção cuja finalidade foi desenvolver habilidades sociais, com 30 alunos do 6º ano do ensino fundamental e seus professores. Foram realizados 10 encontros sistematizados, por meio de vivências e dinâmicas de grupo, acontecendo semanalmente, em dias e horários alternados, possuindo duração média de 50 minutos. Verificou-se que o desenvolvimento desse projeto possibilitou reflexões e mudanças de comportamento por parte dos participantes. Conclui-se que o desenvolvimento de habilidades sociais deve ocorrer durante todo processo de ensino, pois um repertório elaborado dessas habilidades é considerado indicador de ajustamento psicossocial, favorecendo o desenvolvimento saudável e contribuindo na competência acadêmica.This study is an experience report developed in the area of Educational School Psychology. It was carried out in a public school located in the interior of São Paulo. Its objective is to present experiences and actions developed in an intervention project whose purpose was to develop social skills with 30 students from the 6th grade of the elementary school and their teachers. A number of ten systematized meetings were carried out by means of experiences and group dynamics that happened weekly on alternate days and hours with an average duration of 50 minutes. It was verified that the development of this project enabled the participants to reflect and change their behaviors. We concluded the development of social skills must occur during the whole learning process since an elaborate repertory of such skills is considered an indicator of psychosocial adjustment, which fosters the healthy development and contributes to the academic competence.
  • The SNAP-IV QUestionnaire as an psychopedagogic auxiliary in the
           preliminary diagnosis on the attention deficit hyperactivity disorder

    • Abstract: Este é um trabalho de revisão bibliográfica com a função de ampliar o conhecimento sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e cujo eixo metodológico tem foco na Intervenção psicopedagógica voltada ao diagnóstico dos problemas de aprendizagem relacionados aos sintomas do TDAH, através da utilização do questionário SNAP-IV por profissionais da área de educação. Ao longo do texto, foram consultadas obras de profissionais tanto da área da saúde, como da área da educação, a fim de se verificar as mais variadas opiniões acerca das principais características, sintomas, diagnósticos e tratamentos do TDAH. O objetivo do trabalho tratou de encontrar na literatura ferramentas diagnósticas que permitissem aos profissionais da educação realizar um pré-diagnóstico da possível presença desse transtorno em crianças ou jovens inseridos no contexto escolar. Em vista disso, o uso do questionário SNAP-IV como ferramenta coadjuvante no diagnóstico do TDAH, especialmente por parte dos psicopedagogos, é altamente recomendado, no sentido de tornar o diagnóstico dos sintomas desse transtorno o mais precoce possível, resultando numa intervenção clínica e psicopedagógica mais efetiva.This paper is a literature review with the function of increasing knowledge about the Attention Deficit Hyperactivity Disorder (ADHD) and whose methodological axis focuses on psychopedagogical intervention focused on the diagnosis of learning problems related to symptoms ADHD, by using the SNAP-IV questionnaire by the education professionals. Throughout the text, were consulted scientific works both professionals in the health field as the field of education, in order to verify the most varied views on the main features, symptoms, diagnosis and treatment of ADHD. This study aimed to find, in the scientific literature, diagnostic tools that would permit to education professionals perform a pre-diagnosis of the possible presence of this disorder in children or young people placed in the school context. As a result, the use of the SNAP-IV questionnaire as an auxiliary tool in the diagnosis of ADHD, especially by psychopedagogists, is highly recommended, towards making the diagnosis of the symptoms of this disorder as early as possible, resulting in a clinical and pedagogical intervention more effective.
  • Leveling skills of reading and writing: a teaching in the public schools
           of integral education outside the school failure

    • Abstract: É muito frequente a queixa de professores a respeito da defasagem de habilidades básicas das competências leitora e escritora, que muitos alunos trazem consigo, desde os anos iniciais do Ensino Fundamental até o Ensino Superior. Essa defasagem pode ter diferentes causas e graves consequências, como levar ao fracasso escolar e problemas de aprendizagem, além de abalar a autoestima e o projeto de vida de uma pessoa. O presente artigo pretendeu discutir a dimensão pedagógica do fracasso escolar e refletir sobre como o Processo de Nivelamento desenvolvido em doze escolas públicas de São Paulo, que fazem parte do PEI (Programa Ensino Integral) pode ser considerado não apenas uma ação emergencial para combatê-lo, mas também uma ótima oportunidade para a escola se rever enquanto espaço de fato comprometido com a aprendizagem de todos os seus alunos.Teachers complains are very frequent about the lack of proficiency in basic skills of reading and writing that many students bring with them from the early years of elementary education, to higher education. This lack of proficiency has different causes and may lead to academic failure and learning disabilities. It can also destroy a person's self-esteem and life goals. This article set out to discuss the pedagogic dimension of academic failure and how the Leveling Process of basic skills in reading and writing can be considered not only an emergency action inside the school to fight academic failure, but also a great opportunity for this same school to review itself as a place in fact dedicated to help all of its students to learn.
  • Cognitive and moral aspects of child development: investigation through
           fairy tales in multimedia version

    • Abstract: Os estudos sobre o desenvolvimento infantil em seus aspectos cognitivos e morais revelam-se recorrentes nas pesquisas com crianças e a perspectiva da epistemologia genética de Jean Piaget pressupõe que haja uma evolução de tais aspectos ao longo da infância. Nesta investigação a metodologia incluiu o conto de fadas que mostrou ser uma ferramenta que desperta o interesse das crianças, que se identificam e são capazes de se posicionar em relação ao conteúdo da história. Tal ferramenta caracteriza-se como maneira privilegiada de acessar as representações e explicações da realidade que crianças de diferentes idades possuem. Com o objetivo de estudar aspectos do desenvolvimento cognitivo e moral de crianças por meio do conto de fadas "João e Maria" em versão multimídia, o presente artigo teve como participantes 24 meninos e meninas de 6, 7, 10 e 11 anos de idade que após terem acesso ao conto de fadas, foram solicitados a reconstituir o conto e responderam a uma entrevista baseada no método clínico piagetiano. A ideia de empregar o conto de fadas como uma ferramenta de estudo do desenvolvimento infantil mostrou-se bastante interessante e válida, uma vez que as respostas oferecidas pelas crianças expressaram bem seu modo de raciocínio, denotaram sua organização mental e as ideias que têm do mundo. Os resultados relacionados aos aspectos cognitivos apontaram que a maior parte das crianças reconstituiu o conto dentro do modo Concreto (Souza, 1990), e em relação ao desenvolvimento moral a maioria das crianças apresenta um posicionamento mais heterônomo ao julgar as ações dos personagens. Tais resultados reforçaram a ideia Piagetiana de evolução do desenvolvimento cognitivo e moral ao longo da infância, permitiram investigar a estruturação do pensamento e da linguagem das crianças das idades estudadas, e abrem possibilidade de ampliação das idades pesquisadas e detalhamento da parte do estudo referente ao aspecto moral.Studies on child development in their cognitive and moral aspects are recurring in researches with children and the Jean Piaget's perspective of genetic epistemology assumes that there is an evolution of such aspects during childhood. In the research with children, fairy tales show up as a tool that arouse their interest, with which they identify themselves and how they are able to position themselves in relation to the content of the tale. Such tool is characterized as a privileged way to access representations and explanations of the reality that children of different ages have. This research aimed to study aspects of cognitive and moral development of children through a fairy tale. The participants were 24 boys and girls aged 6, 7, 10 and 11 that, after having access to the fairy tale "Hansel and Gretel" in multimedia version, were asked to reconstruct the story and answered to an interview based on the Piaget clinical method. The idea of employing the fairy tale as a child development study tool proved to be very interesting and valid, since the answers given by the children expressed their way of thinking, denoted their mental organization and how they see the world. The results related to cognitive aspects pointed out that most children reconstructs the tale within the concrete way, and in the aspect of moral development most children presents a more heteronomous position to judge the actions of the characters. Such results reinforced the Piagetian idea of cognitive and moral development evolution throughout the childhood, enabled investigate the thought structure and language of children of the age groups studied, and open possibility of expanding the ages researched and details of part of the study concerning the moral aspect.
  • Investigating stress in children with learning difficulties

    • Abstract: O estresse infantil é semelhante ao estresse do adulto, sendo as reações físicas e/ou psicológicas para as mudanças ou adaptações exigidas por um estressor. A escola é um ambiente que pode propiciar a manifestação deste estresse e durante o processo de aprendizagem, caso a criança apresente alguma dificuldade, esse estresse pode ser ainda mais evidente. Assim, este estudo objetivou investigar a manifestação de sintomas do estresse infantil em crianças com dificuldades de aprendizagem e como esse estresse é percebido por essas crianças. Foi aplicado um roteiro de entrevista para avaliação de estresse na criança em 06 escolares com dificuldade de aprendizagem e sem diagnóstico clínico de qualquer transtorno em uma escola pública da cidade de Vila Velha - ES. As entrevistas foram analisadas qualitativamente. Relatou-se uma prevalência de manifestação de sintomas psicológicos em detrimento dos físicos, mas ainda assim ambos foram evidentes, demonstrando sinais de estresse infantil nas crianças avaliadas. Este estudo pretende contribuir na indicação de possibilidades de novas pesquisas nessa temática ainda pouco explorada, a fim de propiciar o desenvolvimento de programas de intervenção para minimizar os efeitos do estresse infantil em decorrência do processo de aprendizagem, principalmente quando há alguma dificuldade.Stress in children is similar to stress in adults; it is the physical and/or psychological response to the changes or adaptations required by a stressor. The school environment can be a stress inducing one and, if the child has learning difficulties, this stress might become even more apparent. As such, this study aimed to investigate both the manifestation of childhood stress symptoms in children with learning difficulties as well as how said stress is perceived by these children. Six children from a public school in Vila Velha, E.S. were interviewed so as to assess stress levels; these children showed learning difficulties but had not been clinically diagnosed with any type of disorder. The interviews were analyzed qualitatively. Results showed a prevalence in the manifestation of psychological symptoms; still, both psychological and physical symptoms were evident, showing signs of childhood stress in the children who were assessed. This study intends to suggest new research possibilities in this still new and not yet fully explored area, so as to bring about the development of intervention programs aimed at minimizing the effects of childhood stress as a product of the learning process, especially when learning difficulties are present.
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Tel: +00 44 (0)131 4513762
Fax: +00 44 (0)131 4513327
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