Estratégias da biblioterapia de desenvolvimento aplicadas na orientação de problemas de disciplina. / Developmental bibliotherapys strategies to cope with indiscipline in the school setting.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

The goal of this research was to evaluate the Social Ability Development Program structured to guide students with disciplinary problems. Following the model proposed by the Developmental Bibliotherapy, it used texts and images to present information that emphasize the revision and enhancement of abilities concerning the cognitive, personal and social fields. Twenty-seven teenagers took part in this research, twenty-one boys and six girls, aged between 10 and 14, all of them students of a private school located in a town in São Paulo. The students accomplished the suggested activities during the extra curricular time. For the assessment of the program the following tools were used: questionairy for the definition of the readers profile and a scale of self-evaluation, answered before the beginning of the activities and 15 days after its end. The readers of this group have easy access to a wide range of media, but they mainly read books with subjects of their interests. The most frequent reading difficulties refer to the structure of the texts and are solved with the help of parents and friends. The application of the Wilcoxon Matched-Pairs Signed Ranks Test to compare the answers chosen in these two moments were promising toward improvement in social performance, showing the efficacy of the program, reinforced by the low reincidence index of the participants (11,11%). Therefore, having given these students the opportunity of reviewing their attitudes using personal qualities to solve the eventual problems, they had the reinforcement of their selfsteem estimulated because they realized they were able to reach the aimed results what motivated them to be far from new situations which involved risky behavior.

ASSUNTO(S)

adolescência literacy social development desenvolvimento moral moral development adolescence letramento psicologia metacognition desenvolvimento social metacognição

ACESSO AO ARTIGO

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