1999 - Sociedade Brasileira de Psicologia
1999 - Sociedade Brasileira de Psicologia
1999 - Sociedade Brasileira de Psicologia
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available. But,thereareothergreat<strong>de</strong>velopmentsinworldhistory<br />
which placescompm tive psychology tirmly in acotherlevelof<br />
environmentalprocesses,in which comparativepsycholop hasto<br />
makealiesofsocialpsychology,internatitmalpsychology,political<br />
psycholngjandpeacegsychology.Humanityisfacingacatastrophic<br />
contradictlonbetween thosewhcexploittheplanetto satisfy their<br />
owngreed andthosewhoselifespaceisexploited,leavingthem with<br />
an environment which will not permit survival. Comparative<br />
psychologist.s w101a sense ofsocialresponsibility canno longerplan<br />
todo 'research intheanimal'snattlralhabitat'withcutconsi<strong>de</strong>ringthe<br />
peopleinthatnattlralenvironment.Unfortunately,thesharpeningof<br />
thecontradictionsbetween thevariousforcesofpeedandthosewho<br />
are<strong>de</strong>fenselesshasma<strong>de</strong>comparativepsychology alifethreatening<br />
way to do research. I propose thatthe way for compm tive<br />
psychologytobecomeahealthyadultistoally with theindigentms<br />
peoplesoftheworld whoarefighting tosurvive;toplantousetheir<br />
knowledgeandtechniqnesintheseniceofhelpingthepeopleand in<br />
greservingtheknowledgethattheyhaveabouttheiranimalsand h0w<br />
theyrelatetothem.n isisadifticultand timeconsumingprocess.<br />
But,arenota11processesaimedatgrowthand<strong>de</strong>velopmentdifticult<br />
and timeconsuming?<br />
CoNF2<br />
VULNERABILITYM D RESILENCEIN 'IXEDEVELOPMENTOFCHILDREN<br />
AT RIsK:THE ROLE 0FEARLY M OTHBR-CHILD INTERACTION<br />
Manfred fauc/l(CentralInstituteofMentalHealth,Departmcntof<br />
Child andAdolescentPsychiatryand Psychotherapy)<br />
I<strong>de</strong>ntifyingfactorsrelatedto childmaladjustmenthasbenamajor<br />
focusof<strong>de</strong>velopmentalpsychopathology.Overthepasttwenty years<br />
alarge bodynfrisk research hasindicated thata wi<strong>de</strong> rangeof<br />
characteristicsof a child and his/herenvironmentare associated with<br />
increasedratesofvariousmentalandbehaviouraldisor<strong>de</strong>rs.I<strong>de</strong>ntitied<br />
risk factorsinclu<strong>de</strong>biologicaland psychologicalcharacteristicsofthe<br />
individual such as chronic physical handicaps, severe obstetlic<br />
cemplications,geneticsusceptibility,ordifficulttemperament.n e<br />
list of envirlmmental factors related to higher levels nf child<br />
psychopathology encomp%sescharacteristicsofthe child'sfnmily<br />
such asparentalmentalilness,fnmily discord,poverty,orpcor<br />
parenting.However,although a hostofvariableshasbeen nominated<br />
assetingchildrenatrisk,nonehaveyetbeeni<strong>de</strong>ntiûed thatare00th<br />
highlysensitiveandspeciticforthepredictionoflaterdisor<strong>de</strong>rs.n e<br />
poorpredictive signitkanceofsingle risk factorsisreflected in a<br />
consistentinding of risk research which revealsa large heteroceneity<br />
of<strong>de</strong>velopmentaloutcomesin groupsatrisk.One atemptto improve<br />
prediction hasled to a growing interestin the factors thatmight<br />
enhance crreduce vulnerability oreven protectindividuals atrisk<br />
from having a negativeoutcome.A crucialconceptwhich emerged in<br />
thiscontextisthe constructofresilience.A numberofresearchers<br />
highlightthesijniticanceoftheearlyrelationshipbetweenchildand<br />
caregiverasan lmportantsource of resilience in children atrisk.<br />
n emo<strong>de</strong>ratingroleof8arlymother-childinteractioninpredicting<br />
vulnerability and resilience in children atrisk is<strong>de</strong>monstrated using<br />
two groupsofat-risk children asan example:children born preterm<br />
and children of<strong>de</strong>pressive mothers.Data come from a prospective<br />
longitudinal study of infants at risk for later psychopathology<br />
currently beingconductedin Mannheim (Germany).A cohortof362<br />
childrenbornwithdiferentbiological(obstetriccomplications)and<br />
psychosociallisks(familydisadvantage)wasfolowed from birthinto<br />
schoolage.Resultsup to 8 years indicate thatthe <strong>de</strong>velopmental<br />
outcome of very 1ow birth weightchildren and of children of<br />
<strong>de</strong>pressive mothers<strong>de</strong>pendson thequality of the early relationship<br />
between mother and at-risk child. n ese findings stress the<br />
importanceofpromoting early parenting asan efectivestrategy of<br />
early intervention in infantsatrisk.<br />
C0NF3<br />
ANIMALM ODELSOFHUMAN BEHAVIOR<br />
àndyKenon1.allal(UniversityofMichigan,Kalamazoo,Michigan)<br />
Resumos <strong>de</strong> Comunicaçöes Cientl*ficas<br />
CoNF4<br />
AsDIRETREES CIJRRICULARES PARA 0S CURSOSDE PSICOLOGM:<br />
DESAFIOSPARA A SUA IMPLANTAIAO1<br />
MariaâagcltlGuimarâesFeitosa(Universida<strong>de</strong><strong>de</strong>Brasûia)<br />
A Comissso<strong>de</strong>Especialistasem Ensino <strong>de</strong><strong>Psicologia</strong>,integrada<br />
porAnnaFzithBellicodaCosta,AntônioVirp7ioBittencourtBastos,<br />
CarolinaMarhlscelliBori,MariaAngelaGuimarëesFeitosa,Marflia<br />
Ancona-o pezeWiliam BarbosaGomesapresentou àSecretaria<strong>de</strong><br />
Educaçso SuperiordoMinistériodaEducaçLo(SESU/MEC)projeto<br />
<strong>de</strong>DiretrizesCuriculare)paraoscursos<strong>de</strong>graduaçLoem <strong>Psicologia</strong><br />
em outubro<strong>de</strong> <strong>1999</strong>. A data<strong>de</strong>staredaçëo odocumento aguarda<br />
apreciaçpo do Consclho Nacional <strong>de</strong> F.ducaçso (CNE), 8ua<br />
aprovaçâorevogarsoParecer403/62doantigoConselho Fe<strong>de</strong>ral<strong>de</strong><br />
Educaçb e<strong>de</strong>senca<strong>de</strong>arlamplareformulaçâo docurrfculodoscursos<br />
<strong>de</strong> <strong>Psicologia</strong> no pafs. A presente conferência reline entso os<br />
objetivos<strong>de</strong>comunicarotrabalhn completadoeoferecersubsfdios<br />
preliminarespara aetapa<strong>de</strong> implantaçb que se inicia.<br />
A preparaçâodoprojetofoisinalizadaem julho<strong>de</strong>1997,atravésda<br />
Portaria879doMEC,aqualatribuiuàsComissöes<strong>de</strong>Especialistas<br />
em Ensinoaincumbência<strong>de</strong>proporDiretrizesCurricularesparaas<br />
respectivassreas,e foiformalizadaem <strong>de</strong>zembro<strong>de</strong> 1997,com a<br />
explicitaçëodaoricntaçso geralparaasComissöes(Parecer776/97do<br />
CNE)edosprocedimentosparacoleta<strong>de</strong>subsfdiosjuntoaoscursose<br />
entida<strong>de</strong>scientfticaseproissionais(EditalSESU(M/97).Umasérie<br />
<strong>de</strong> iniciativas, da pröpria Comissâo, do Conselho Fe<strong>de</strong>ral <strong>de</strong><br />
Psicolo/a,da<strong>Socieda<strong>de</strong></strong><strong>Brasileira</strong><strong>de</strong><strong>Psicologia</strong>e<strong>de</strong>grupos<strong>de</strong><br />
alunoseprofessores<strong>de</strong>diversasinstituiçôes<strong>de</strong>ensino propiciaram<br />
vM os <strong>de</strong>bates e documentos propositivûs. -% este material a<br />
Comissâo incorporou elementos <strong>de</strong> documentos anteriores e <strong>de</strong><br />
avaliaçöes<strong>de</strong>cursosem tramitaçso.O documentoresultantereflete<br />
um esforço <strong>de</strong> retratarosanseioscxplicitadosporprofessores,alunos<br />
eprosssionais,umabusca<strong>de</strong>re-orientarprlticascorrentesnocnsino<br />
<strong>de</strong><strong>Psicologia</strong>queseccnfiguram comoumadurarealida<strong>de</strong>aexigir<br />
transformaçso,eatentativa<strong>de</strong>propiciarum estreitamento darelaçâci<br />
entre a produçâo do colhecimento e a prstica profissional,<strong>de</strong><br />
fortaleceratrajetöria<strong>de</strong>amadurecimento ediferenciaçâodaJrea.<br />
O documentof0icstruturadoem capftulosqueorientam acerca<strong>de</strong><br />
princfpios,fundamentos,condiçöes<strong>de</strong>oferecimento eprocedimentos<br />
paraoplanejamento,aimplementaçso eaavaliaçëodocurso<strong>de</strong><br />
<strong>Psicologia</strong>. AsDiretrizespropöem que o curso <strong>de</strong> <strong>Psicologia</strong>se<br />
diferencieem trêspertis<strong>de</strong>formaçso:obacharelem psicologia,o<br />
professor<strong>de</strong>psicologiaeopsicölogo.Essadiferenciwâoseapoiaem<br />
um nticleocomum <strong>de</strong>formalâo queestabeleceumabaselmmogênea<br />
no pafseumacapacitaçâo biica para o formando lidarcom os<br />
contetidos da psicologia enquanto campo <strong>de</strong> conhecimento e <strong>de</strong><br />
atuaçâo. Sâo explicitadas as competências e habilida<strong>de</strong>s que<br />
embasarâo a fùrmaçâo e que <strong>de</strong>finem a natureza efunçâo do nlicleo<br />
comum.A elasseagregaaproposkâo <strong>de</strong>conhecimentosblsicose<br />
estruturantes <strong>de</strong>ssa formaçâo. Os capftulos seguintes orientam a<br />
formaçâo em cada um dospertisprevistos. Em cada perfil,sâo<br />
<strong>de</strong>scritascompetênciase habilida<strong>de</strong>sespecfticasque osdiferenciam<br />
em termosdodomfnio <strong>de</strong>conhecimcntospsicolögicose<strong>de</strong>Jreasafins<br />
e a capacida<strong>de</strong> <strong>de</strong> utilizi-losem diferentescontextos<strong>de</strong> atuaçâo.Essa<br />
estrutura permite que os cursos, mesmo tendo a formaçâo do<br />
psicölogo como exigência bésica,possam se diferenciar em cada<br />
pertiloferecido,ao fazerem escolhasquanto a ênfases,competências<br />
e habilida<strong>de</strong>sespecfhcas. Oslimites e possibilida<strong>de</strong>s<strong>de</strong>configuraro<br />
projcto<strong>de</strong>cursosâotratadosem capftuloespecfsco.O documento<br />
conclui com diretrizes que especificam condiçöes - ativida<strong>de</strong>s<br />
acadêmicas, e caractedsticas <strong>de</strong> infra-estrutura especializada,<br />
incluindo o Serviço <strong>de</strong> <strong>Psicologia</strong>- indispensâveispara a viabilizaçâo<br />
do projetodocurso<strong>de</strong>ntro<strong>de</strong>padröes<strong>de</strong>qualida<strong>de</strong>.Completaessa<br />
especificaçâo o estabelecimento da carga horM a mfnima para a<br />
formaçâo.<br />
Procurou-se privilegiar uma fonnaçâo que assegurasse<br />
compromisso do formando com o <strong>de</strong>senvolvimento da <strong>Psicologia</strong><br />
como ciência e protissâo e a sensibilida<strong>de</strong> para lidar com as<br />
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