Os significados de ludoterapia para as protagonistas do processo: crian?as em atendimento

• Main Author: Morais, Munique Therense Costa de
• Other Authors: CPF:73765562491
• Format: Others
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2014
• Subjects: Psicoterapia; Inf?ncia; Fenomenologia; Existencialismo; psychotherapy; childhood; Phenomenology; Existentialism; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA
• Online Access: http://repositorio.ufrn.br:8080/jspui/handle/123456789/17479

Made available in DSpace on 2014-12-17T15:38:52Z (GMT). No. of bitstreams: 1 MuniqueTCM_DISSERT.pdf: 1905848 bytes, checksum: a11a7ccce5173e12b08f3e408a04120a (MD5) Previous issue date: 2011-04-29 === Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior === The ludic therapy in a Phenomenological-Existential perspective is conceived as a psychotherapeutic process in which, the listening and talking, mediated by playing activities, allow the child to deal with their grief/suffering. This study is based on the need to broaden the understanding of this modality of clinical intervention by emphasizing the speech of the protagonists in the process: children in therapy. The objective was to understand the ludic therapy from the children s perspective, knowing the meanings assigned to the therapeutic process, to the psychologist and to the involvement of the children in clinical consultations. The main ideas that underlie this research are presented in three theoretical chapters covering, respectively, the suffering of children and the demand for psychotherapy, the Phenomenological-Existential clinical psychology, and the psychotherapy for children, in Brazil, under this theoretical-methodological approach. The study was qualitative, on a phenomenological basis, and included six children as participants, aged between six and ten years, undergoing ludic therapy for at least six months, and referred by their own therapists. In the research s corpus construction, individual meetings were held and mediated by tools to support expressiveness (ludic and pictures/figures boxes), added by the storytelling of an incomplete story about a child s visit to the therapy session, and the request for the elaboration of a message to be passed to a child who will go to see a psychologist. The analysis of the data was based on a variant of the phenomenological method proposed by Amedeo Giorgi. The results reveal a lack of knowledge by the children about the psychologist s activities. Thus, the children develop fantasies about this intervention modality because of lack of information. These observations are consistent with the historical meanings assigned to clinical psychology, involving ideas of normality and guilt. The meanings associated with the motives for a referral to a psychologist highlight the conflict "be a problem versus having a problem" and an elitist conception of clinical psychology. Children understand the characteristics of the therapeutic process, such as the specifics of the therapist-client relationship and the notion of freedom. They also demonstrate remarkable pleasure in the therapeutic process. Finally, it was concluded that the meanings attributed to the ludic therapy by the children are consistent with that proposed in the literature about the children s psychotherapy process in the Phenomenological-Existential perspective. Moreover, the relevance of both the children s experience in the therapeutic setting and the meanings of these proceedings understood by the children are highlighted by the listening to the protagonists in the ludic therapeutic process. The comprehension of these aspects and their transference from the clients experience to the reflective field, promote advances in the understanding of child psychotherapy and indicate the need for further studies with children using this approach. === A Ludoterapia, em uma perspectiva Fenomenol?gico-Existencial, ? concebida como um processo psicoterap?utico em que a escuta e a fala, mediadas pelo brincar, possibilitam ? crian?a lidar com o seu sofrimento. Este estudo surge diante da necessidade de ampliar a compreens?o acerca desta modalidade de interven??o cl?nica, enfatizando, para tal, a fala das protagonistas do processo: crian?as em terapia. Objetiva-se compreender a Ludoterapia a partir da perspectiva infantil, conhecendo os significados atribu?dos ao processo terap?utico, ao psic?logo e ? participa??o das crian?as nos atendimentos cl?nicos. As principais ideias que fundamentam a pesquisa s?o apresentadas em tr?s cap?tulos te?ricos que abordam, respectivamente, o sofrimento infantil e a demanda por psicoterapia, a psicologia cl?nica Fenomenol?gico-Existencial, e a psicoterapia para crian?as, no Brasil, no ?mbito desta abordagem te?ricometodol?gica. O estudo ? qualitativo, de base fenomenol?gica, e tem como participantes seis crian?as na faixa et?ria entre seis e dez anos, em atendimento ludoter?pico h? no m?nimo seis meses, indicadas pelas pr?prias terapeutas. Na constru??o do corpus da pesquisa foram realizados encontros individuais com media??o de suportes expressivos (caixa l?dica e mala de figuras), utilizada uma hist?ria incompleta sobre a ida de uma crian?a ? terapia e solicitada a elabora??o de um recado a ser transmitido a uma crian?a que ir? ao psic?logo. A an?lise dos dados foi pautada na variante do m?todo fenomenol?gico proposta por Amedeo Giorgi. Os resultados revelam um desconhecimento pr?vio da atividade do psic?logo por parte de crian?as encaminhadas ? Ludoterapia, as quais, frente ? falta de informa??es, desenvolvem fantasias acerca desta modalidade de interven??o. Tais conte?dos mostram-se condizentes com os significados historicamente atribu?dos ? psicologia cl?nica, envolvendo ideias de normalidade e culpabilidade. Os significados associados aos motivos para um encaminhamento ao psic?logo evidenciam o conflito ser um problema versus ter um problema , e uma concep??o de psicologia cl?nica elitizada. As caracter?sticas do processo terap?utico, como as especificidades da rela??o cliente-terapeuta e a no??o de liberdade, s?o compreendidas pelas crian?as. Elas demonstram, ainda, not?vel prazer no processo terap?utico. Por fim, conclui-se que os significados que as crian?as conferem ? Ludoterapia mostram-se coerentes com o proposto na literatura sobre o processo psicoterap?utico infantil na perspectiva Fenomenol?gico-Existencial. Outrossim, ao ouvir as protagonistas do processo ludoter?pico, evidencia-se a relev?ncia tanto da experi?ncia vivida pelas crian?as no setting terap?utico, quanto dos significados atribu?dos por estas ao processo que, transpostos da viv?ncia como clientes para o campo reflexivo, propiciam avan?os no tocante ? compreens?o da psicoterapia infantil e apontam a necessidade de novos estudos com crian?as sobre tal tem?tica.