Professional Documents
Culture Documents
Psicolgica
com Crianas
Maltratadas
M es trado Inte grado em Ps icologia
4 Ano / 2 Semes tre
Enquadramento social
Lei de Proteco de Crianas e Jovens em Perigo (2001)
Pressuposto terico
Metodologia
Amostra
17 adolescentes (8 rapazes e 9 raparigas)
Idade 15 anos (mdia=16,7 anos; DP=0,92)
Tempo mnimo de permanncia na instituio = 5 anos
(mdia=9 anos; DP=3,56)
A experincia da
institucionalizao
Entrada na Instituio (ter a noo de que iria iniciar uma
nova vida, num novo ambiente)
A experincia da
institucionalizao
Fases de adaptao ao acolhimento
prolongado:
(No)Aceitao
Revolta
Resignao
1. Fase de (No)Aceitao
Fase muito curta
Reaco positiva, mas temporria, de
aceitao: expectativa de que a mudana
implica melhoria das condies de vida
Mas lembro-me de ficar contente porque foi marcante...
foi porque vivi a uns anos menos bons, porque, pronto,
no tinha ningum para me dar ateno.
1. Fase de (No)Aceitao
Episdios:
Momento da retirada
Chegada Instituio
Acolhimento
2. Fase de Revolta
Fase muito longa e difcil
No aceitao / incompreenso do
facto de viverem separados dos pais
2. Fase de Revolta
Desejo permanente de regressarem famlia
Eu, eu fartava-me de chorar, chorar,
s queria a minha famlia, s queria a minha famlia
2. Fase de Revolta
Episdios:
Desmembramento das fratrias
Rotatividade dos cuidadores
Negligncia e desrespeito (ex.: racismo) por parte dos
cuidadores
Relaes conflituosas e de mau trato por parte dos jovens
mais velhos da Instituio
3. Fase de Resignao
Passagem do tempo
Constatao de que condies de vida da famlia no se
alteraram
Novas capacidades cognitivas trazidas pela adolescncia
Racionalizao da experincia de institucionalizao
Melhor futuro: o pretexto
Enquanto ns estvamos em casa e tava ... o nosso futuro
tava assim um pouco vago, um pouco nublado porque,
pronto,ns estvamos l e viemos para c, porque aconteceu
alguma coisa de mau, alguma coisa tava mal e ento o futuro
se calhar iria ser diferente
3. Fase de Resignao
Argumentos:
Permanecer na famlia teria implicado futuro menos favorvel
e menos ambicioso
Instituio oferece possibilidade de atingir nveis de
escolaridade mais elevados, melhor formao, melhor
adaptao e insero na sociedade
3. Fase de Resignao
Atenuao do sentimento de revolta
Anteviso da sada
ameaa, preocupao e reserva
Reflexes finais
Adaptao ao acolhimento prolongado: um processo de luto?
Acolhimento Prolongado
Luto
(No)Aceitao
Choque e negao
Revolta
Protesto
Desespero e desorganizao
Resignao
Reorganizao
Reflexes finais
Prosseguir com a investigao neste domnio, ampliando o
conhecimento sobre o processo de adaptao vida na instituio
Apoio psicolgico efectivo, regular e prolongado no tempo; suporte
no trabalho de luto
Trabalho de histria de vida
(de onde venho... para onde posso ir)
Theoretical assumption
About TIME PERSPECTIVE Nuttin and Lens (1985) distinguished:
Time
Perspective
Time
Attitude
Extension, density,
degree of
structuration, level
of realism
20
Time
Orientation
Preferential
direction in a
subjects behavior
and thought
Theoretical assumption
Time orientation
Degree of involvement of an individual, at a given moment of his
life, with the different temporal zones (DeVolder, 1979)
Orientation to the past associated with:
Negative consequences for identity formation (Rappaport et al,
1985)
Experience of traumatic events (Lomranz et al, 1985; Holman &
Silver, 1998)
Depression (Habermas et al, 2007)
Child abuse (Klein & Janoff-Bulman, 1996)
21
Theoretical assumption
Future Time Perspective
22
Social Frame
Main aspects
Institutional care protection measure with wider
expression in Portugal
The waiting time for a possible return to the family is usually
so long that leaving the institution often happens only with the
autonomy of the youngster
Adolescents live their moratorium period in Institutions, where
they should develop a life project
The life project of the adolescents in care, which encloses a
future time dimension, is a legal responsibility of the Institution
23
Methodology
Instruments
Semi-structured Interview Guide (second part oriented to explore
the future dimension of the adolescents time perspective)
1. Have you ever thought how your future will be? Can you
describe it to me?
2. What do you do to make real your hopes for the future? And to
avoid that your fears become real?
3. Did your life at Home help you discover what you want for your
future?
24
Methodology
Instruments (TOS cont.)
25
Methodology
Procedures
Qualitative Interview:
Audio recorded in the institutions
Transcribed from audio records
26
Results
(1)
Temporal Orientation
Hypotheses: Institutionalized adolescents are more oriented
towards the past than the present or the future time
Table 1 Mean and standard deviation of the sample for each factor of the TOS
27
Results
(2)
28
Results
(3)
FTP
Fears
Life outside the institution
Being not able to live on their own ( Not being able to, not being
able to do this transition well, from the Institution to the outside. )
Not finding a job to assure minimum conditions to live properly (
not having a job one day and living in the street. ).
Need for livelihood could prevent from attaining some goals , like
carry on studying
For themselves, for their fragility; afraid of making the mistake of
not taking the opportunities that people give me
Loosing their bonding figures
being alone
dying
29
Results
(4)
FTP
Actions leading to the accomplishment of projects
Studying
Something that depends upon:
30
Results
(5)
FTP
Actions leading to the accomplishment of projects
These adolescents identify attitudes as potential ways of
accomplishing their projects, but do not refer any actions they
performed that could translate those attitudes, showing difficulties
in instrumentalizing their ideas
( I You say you want to take the course to become a
pastrycook, want to have a profession, you want children, want to
live with someone. What do you try to do in your daily life to make
sure that these things will happen? N I dont know... I hardly
think. )
31
Results
(6)
FTP
Support from the Home to accomplish projects
Development of self-competences to manage daily life: they
teach how to cook, doing laundry and those things. Cleaning
the house; they teach us to set the table, to eat, doing the
dishes too, doing the cleaning and all that
Teach how to use services, like health care or social security
Help with the school path and with choice of a profession
For some, support was scarce or none:
( I And they help you to think about the future? P Sometimes.
When you get here you hardly have any time to talk to the Doctors.
You get here, theres almost no one here. And when, when you catch
the Doctors here, after five minutes theyre already leaving! You
hardly have any time to talk. ).
32
Results
(7)
FTP
Feelings regarding the future:
fear
anguish
concern
sadness
33
Discussion
Time Orientation
No differences were found between attention given to past, present
and future by the institutionalized adolescents
One important limitation was the size of the sample and the
consequent use of non-parametric statistical tests that have a
smaller discriminating power
FTP
Strong reluctancy in talking about the future
The issue of being capable of having a livelihood in the postinstitutional period plays a central role in the perspective of the future
of these adolescents
34
Discussion
FTP (cont.)
Adolescents showed a perspective of the future not very dense,
with little structure and more imagined than active or motivational
Their FTP is dominated by the need to ensure an autonomous
livelihood - job, place to live and by a family
Regarding the pursuit of school and the profession, the
adolescents revealed very little commitment to accomplish it;
they recognize their own inertia
Family projects are also very idealized
Their future time attitude reveals a state of dormancy, a torpor
that paralyses them and prevents them from acting
35
Discussion
Childhood and Youth Homes, need to organize themselves as a
way to lessen and compensate the weaknesses that children
carry over to this new context, thus becoming a facilitator in the
achievement of the adolescents future projects
There are 2 future projects that must cross paths: the project that
the Institution must find and which has the scope of the
protection measures presented by the law as an alternative, and
the project that the adolescent himself creates for his future life
and which is much broader and encompassing than the previous
These Institutions should enable adolescents for this team work,
concerning this enablement to the discovery of these vocations
and interests, the promotion of personal skills for exploration,
self-construction, and decision, which give the adolescents
conditions to discover their motivations and skills
36
Com alteraes do
comportamento
teis e adaptativas em modo
de sobrevivncia
mas
disfuncionais e disruptivas em
contextos estruturados e
saudveis e desadaptativas
em termos desenvolvimentais
37
Como so as
crianas e jovens que
chegam aos CAT e
LIJ?
Cognitivamente pouco
competentes
ANTES
Avaliao imediata e multidimensional do desenvolvimento
das crianas/jovens
Avaliao do potencial de mudana das famlias
Avaliao da rede de suporte da criana
DEPOIS
Planear a sua implementao
38
39
40
As dinmicas
da interao
A organizao
41
Os processos
psicossociais
bsicos
Processos psicossociais
bsicos (J. Anglin)
Ambiente
extrafamiliar
Resposta
dor
42
Sensao
de
normalida
de
Congruncia
ao servio do
superior
interesse das
crianas
2.
3.
Sentido e racionalidade
Construir comunicao e relaes empticas
4.
5.
6.
7.
8.
9.
10.
sentido de independncia
Descobrir e desvendar o potencial dos jovens
11.
43
Viso:
Misso:
Valores:
O cuidado prestado
baseia-se no conhecimento
cientfico sobre os impactos
do trauma
44
Crianas e jovens
saudveis que
prosperam no sentido de
uma adultez competente
45
46
Programao de rotinas
47
Referncias
Nobre Lima, L. (2009). Estrias e projetos de vida de
adolescentes institucionalizados. Tese de doutoramento no
publicada. Faculdade de Psicologia e de Cincias da Educao,
Universidade de Coimbra
Nobre Lima, L. (2013). Temporal orientation and Future Time
Perspective of Adolescents in Institutional Care. In M. P. Paixo,
J. T. Silva (Coord.), V. Ortuo, & P. Cordeiro, (Eds.) International
Studies in Time Perspective (p.33-50) Coimbra: Imprensa da
Universidade de Coimbra.
48