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Posted by on mar 13, 2014 in Avaliação Psicológica, Psicologia | 0 comments

VII Congresso da ASBRo

Por Sonia Regina Pasian, Comissão Organizadora do VII Congresso ASBRo

Olá, prezados colegas!

Em 2014 a Associação Brasileira de Rorschach e Métodos Projetivos (ASBRo) completará 21 anos de existência, juntamente com os 50 anos da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto (FFCLRP/USP) e os 50 anos do Curso de Psicologia desta Unidade. Diante de tão importante comemoração, a ASBRo realizará o VII Congresso da ASBRo na Faculdade de Direito de Ribeirão Preto, no Campus da Universidade de São Paulo, em Ribeirão Preto (SP), no período de 14 a 16 de Abril de 2014.
O tema central do VII Congresso da Associação Brasileira de Rorschach e Métodos Projetivos será: “Desafios para a prática ética da Avaliação Psicológica”. Temos a expectativa de promover um espaço para amplos debates, avanços e difusão do desenvolvimento científico da área da Avaliação Psicológica, em especial, os métodos projetivos. Como ocorre em todos os nossos eventos, temos também como objetivo promover a Psicologia nos âmbitos sociais, atendendo as demandas atuais e difundindo o uso dos métodos projetivos, pautando-se em princípios éticos que envolvam o cuidado e a formação do profissional.
Muito nos honrará sua participação no VII Congresso ASBRo, bem como divulgação das atividades. Veja mais informações em http://www.asbro.org.br/congresso2014/ .

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Posted by on dez 12, 2013 in Ciência, Metodologia, Pesquisa, Pesquisa Social, Psicologia | 0 comments

Saúde e educação são as prioridades dos brasileiros, aponta Ipea

Fonte: IPEA / 12/12/2013 12:10

Pesquisa foi apresentada durante entrega do Prêmio ‘My World’, da ONU

Quais são as prioridades dos brasileiros? 88% querem melhoria na saúde e 73%, educação de qualidade. Pesquisa do Ipea revela ainda que 61% se preocupam com a violência e 60% desejam melhores oportunidades de trabalho. Os dados, inéditos, foram apresentados pelo presidente do Instituto e ministro da SAE, Marcelo Neri, durante cerimônia em que o Ipea recebeu da Organização das Nações Unidas (ONU) o prêmio My World, nesta quinta-feira (12/12), em Brasília.

A pesquisa ainda abordou questões como: Quais prioridades recebem destaque diferenciado entre os menos escolarizados, os mais pobres e os beneficiários do Bolsa Família? O que merece atenção especial entre mulheres, negros, nordestinos e no interior dos estados? Como as prioridades brasileiras se comparam às do resto do mundo?

My World
O Ipea recebeu a premiação da Campanha do Milênio da Organização das Nações Unidas por ter dado a maior contribuição da América Latina e Caribe para a pesquisa Meu Mundo (My World), que ouve e registra as prioridades da população mundial para subsidiar a revisão da agenda global dos Objetivos de Desenvolvimento do Milênio (ODM) pós-2015.

A iniciativa resultou de um encontro entre a coordenadora global da campanha e Neri, que propôs incorporá-la às pesquisas do Sistema de Indicadores de Percepção Social (Sips). Anunciado durante cerimônia em Nova York, o prêmio foi entregue pelo representante do Sistema Nações Unidas no Brasil, Jorge Chediek.

Veja os gráficos da apresentação do ministro da SAE/PR e presidente do Ipea Marcelo Neri:

 

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Posted by on mai 1, 2013 in Avaliação Educacional, Psicologia | 0 comments

10 things academics say students get wrong in exams

Claire Shaw
guardian.co.uk, Tuesday 30 April 2013 08.46 BST

Not many students would admit to enjoying taking exams or writing essays, but if you want to get a degree, they’re an ordeal you have to survive.

So we’ve worked out how to make the whole thing a little less stressful. We’ve persuaded four academics from a range of subject areas to tell us the top 10 things students get wrong in exams and coursework. This is what they’ve told us:

Panic and procrastination

Sometimes a task can feel so overwhelming that it’s difficult to begin, says Amber Regis, lecturer in 19th century literature at the University of Sheffield. Procrastination takes over and you just can’t seem to get anything done. The bare white page is a formidable foe when it stares back at you, untouched, from the library desk. Try not to panic, protect and manage your preparation time, and don’t put off getting started.

Lack of analysis

It can be tempting to parrot everything you know when writing essays and exam answers. But to demonstrate your understanding you should engage critically with your source material. Always assume an informed reader — they do not need a plot summary or biographies of key figures. Read through the marking scheme used by your department. You will notice some very telling words and phrases attached to the highest marks, for example: “originality of interpretation”, “astute engagement” and “critical thought”. To fulfil these criteria, you must favour analysis.

Poor planning

In exams it’s vital that you don’t jump the gun. Take the first five to 10 minutes to read through the paper and plan the questions you’re going to answer in order of how confident you feel in that subject area, says Bhavik Patel, lecturer in physical and analytical chemistry at University of Brighton. Make sure you secure the marks on the questions that you find easiest to answer first, before attempting questions that are more difficult. The latter often make you lose confidence and time during exam conditions.

Not reading the question properly

When revising, students often rehearse answers in their head. says Roy Jackson, course leader in religion, philosophy and ethics at theUniversity of Gloucestershire. “Although we don’t deliberately intend to catch them out in exams, we do set questions that requires them to think and reflect under timed conditions. But instead students will often pick up key words in the question and write out a rehearsed response.”

This can be avoided by taking some time to reflect upon the question, rather than seeing that as wasted time and rushing to fill the pages.

Focusing on word count

In both exam responses and coursework, students are often more concerned with quantity rather than quality. The best essays are those that demonstrate evidence of personal reflection and are not just trying to achieve a word limit.

Insufficient reading around a subject

During revision time, students are too selective in what they choose to read, selecting one or two books and remembering as much from those as possible. What comes across in a good essay is confidence, and this can only be achieved by demonstrating plenty of reading on a subject, so that you can be prepared for any question that you come across. This also requires giving yourself plenty of time to read, and not leaving it until a few days before an exam or assignment.

Regurgitating in-class or lecture material

In English we are looking for excitement and originality of thought backed up by evidence and we don’t want you to take our formulations as gospel truth, says Martin Eve, lecturer in English literature at the University of Lincoln. Challenge – and think for yourself.

Over-generalisation

Always make sure your statements are specific and show self-awareness. Do say: “There is no one single representation of working-class life in post-50s British fiction”. Don’t ever go for something like: “Novels that feature the working class show us that these people…”

Carelessness

Getting characters’ names or other basic factual details wrong just smacks of not caring. If you don’t care enough to do this correctly when you’re paying to be at university, what will an employer think when he or she is paying you?

Spelling, grammar and register

Universities have a standard academic English in which you should write. The best way to become proficient at this is to read a great number of academic journal articles and books and mirror the register, language and tone (but not the content: never plagiarise!). It can also help to write a small amount every day as a form of practice.

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Posted by on mar 14, 2013 in Avaliação Psicológica, CFP | 0 comments

Relatório do Ano temático da Avaliação Psicológica 2011/2012

Acesse o Relatório do Ano temático da Avaliação Psicológica 2011/2012 no site do CFP no link.

Organizadores
CONSELHO FEDERAL DE PSICOLOGIA
DIVISÃO DE REFERÊNCIAS TÉCNICAS
Comissão de elaboração do documento
Maura Tavares – CRP-01
Ana Lúcia Francisco – CRP-02
Saulo Oliveira dos Santos – CRP-05
Alacir Villa Valle Cruces – CRP-06
Ana Paula Jardim – CRP-06
Carla Biancha Angelucci – CRP-06
Suzana Maria Borges CRP-08
Vera Regina Miranda – CRP-08
Wadson Arantes Gama – CRP-09
Angela Christina Souza Menezes – CRP-13
Conselheira responsável
Ana Paula Porto Noronha

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Posted by on mar 7, 2013 in Avaliação Psicológica, Ciência, Psicologia | 0 comments

Pesquisa: o uso de preservativos e sua relação com os traços de personalidade e a cultura

Chamada do Professor Josemberg Andrade da UFPB:

Prezado(a) participante,

É com satisfação que convidamos o(a) senhor(a) para responder a uma pesquisa on-line sobre o uso de preservativos e sua relação com os traços de personalidade e a cultura. A pesquisa está sendo realizada pelo Grupo de Pesquisa em Avaliação e Medidas Psicológicas (GPAMP) e Laboratório de Avaliação e Intervenção Clínica-Forense (LAICF) da Universidade Federal da Paraíba (UFPB). A pesquisa é de rápida execução. Os(as) interessados(as) que desejarem receber os resultados da pesquisa devem informar seu endereço eletrônico no final da mesma. Pedimos a gentileza de que divulguem entre os amigos, colegas e em listas de discussão.
Desde já, agradecemos sua participação!
Para ter acesso ao questionário de pesquisa, clique no link abaixo.

https://docs.google.com/forms/d/1ojJIJaeMk9Qun3VJ2rN8CQvPHrOxgkXkcT35eVMVNmw/viewform

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Posted by on fev 6, 2013 in Avaliação Psicológica, Ciência, Pesquisa, Psicologia | 0 comments

International Psychological Applications Conference and Trends 2013

 

CALL FOR ABSTRACTS

International Psychological Applications Conference and Trends 2013
26 to 28 of April 2013 – Madrid, Spain
http://www.inpact-psychologyconference.org

= Important Dates (2nd call) =
Abstract submissions: 22 of February, 2013
Authors’ notifications: 18 of March, 2013
Registration: until 5 of April, 2013

= Keynote Speaker =
Professor Howard S. Schwartz, Oakland University, USA

= Conference Goals =
The goal for this conference is to offer a new approach to the discussion and presentation of the psychological science nowadays. We expect to engage and interact with authors and researchers from various countries, cultures and fields in the area. We provide the answer to expose new quality developments in research and theoretical findings in Applied Psychology. Some main areas are chosen and divided in more detailed sub-themes (see below), not omitting other topics regarding groundbreaking contributions that might benefit attendees at the conference.

= InPACT format =
The conference will cover many types of presentation formats, incorporating Invited Keynote Speakers, oral and thematic showcases. Among the conference materials, given to all registered attendees, a CD-ROM will be provided with the Proceedings delivered at the conference.

A book with selected papers from the conference will be published. Publication opportunities will also be available from selected international journals.

= Themes of Interest =
To develop the conference program we have chosen five main broad-ranging categories in Applied Psychology, which also covers different interest areas:
- In CLINICAL PSYCHOLOGY: Emotions and related psychological processes; Assessment; Psychotherapy and counseling; Addictive behaviors; Eating disorders; Personality disorders; Quality of life and mental health; Communication within relationships; Services of mental health; and Psychopathology.

- In EDUCATIONAL PSYCHOLOGY: Language and cognitive processes; School environment and childhood disorders; Parenting and parenting related processes; Learning and technology; Psychology in schools; Intelligence and creativity; Motivation in classroom; Perspectives on teaching; Assessment and evaluation; and Individual differences in learning.

- In SOCIAL PSYCHOLOGY: Cross-cultural dimensions of mental disorders; Employment issues and training; Organizational psychology; Psychology in politics and international issues; Social factors in adolescence and its development; Social anxiety and self-esteem; Immigration and social policy; Self-efficacy and identity development; Parenting and social support; and Addiction and stigmatization.

- In LEGAL PSYCHOLOGY: Violence and trauma; Mass-media and aggression; Intra-familial violence; Juvenile delinquency; Aggressive behavior in childhood; Internet offending; Working with crime perpetrators; Forensic psychology; Violent risk assessment; and Law enforcement and stress.

- In COGNITIVE AND EXPERIMENTAL PSYCHOLOGY: Perception, memory and attention; Decision making and problem-solving; Concept formation, reasoning and judgment; Language processing; Learning skills and education; Cognitive Neuroscience; Computer analogies and information processing (Artificial Intelligence and computer simulations); Social and cultural factors in the cognitive approach; Experimental methods, research and statistics; and Biopsychology.

= Types of Contributions =
All submissions are subjected to a blind-review refereeing process and are divided in these categories:
- Oral Presentations
- Posters
- Symposium sessions
- Roundtable/debate sessions
- Workshops
- Virtual presentations

Corporates can also showcase their products or services in the conference exhibitions area by contacting the secretariat or publicity email (provided below).

= Conference Date and  Location=
InPACT 2013 will be held in Madrid, Spain, in TRYP AMBASSADOR
Cuesta de Santo Domingo, 5 y 7. 28013, and will occur from 26 to 28 of April 2013.

= Contacts =
Conference email: secretariat@inpact-psychologyconference.org

Publicity email: publicity@inpact-psychologyconference.org

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