Especialização Psicologia Jurídica
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Navegando Especialização Psicologia Jurídica por Autor "Gomes, Maíra Marchi"
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Artigo Científico Acesso fechado Algumas possibilidades de intervenção psicológica frente à negligência de idoso em centros de referência especializados de assistência social – CREAS(2020) Barbosa, Janira dos Santos Lima; Battistella, SarayThis study aims to analyze some practices carried out by the Psychology professionals of the equipment of the Specialized Reference Center for Social Assistance to overcome the neglect of the elderly. The research is classified as descriptive, as it sought to discuss the main aspects that surround aging, as well as the types of violence practiced in the elderly family context, especially situations of neglect. From the analysis of certain Restorative Justice practices and Peace Building Circles, it was possible to verify what professionals in practice accomplish in such intervention strategies in the Protection and Specialized Service to Families and Individuals. However, it is necessary to improve and study the topic.Artigo Científico Acesso aberto Mediação de conflitos: uma possibilidade de intervenção junto às interações interpessoais no ambiente escolar(2020) Fontana, Milena De Pieri BezConflict mediation is approached as a possibility of intervention with interpersonal interactions in the school environment. It is assumed that conflicts are part of the human condition, therefore, it is no different in the school context. It is argued that, in the school context, conflicts arise for the most varied reasons and mediation can be a strategy to promote the culture of peace, since it promotes practices and reports of experiences and listening, and thus minimizes the negative impacts of conflicting relationships that affect the school context. It is demonstrated that, in order to implement alternatives that can reduce or prevent conflicts in school contexts, pedagogical practices have been developed that promote conflict resolution. One of the defining characteristics of such experiences is to turn to everyone involved in the conflict, including the community. As pillars of mediation, it is based on respect, participation, dialogue and responsibility, restoring the relationships that were broken and repairing the damage. In school mediation the mediator provides a welcoming, safe and open environment for dialogue to conflicting peers, enhancing respect for differences. It is proposed that, in addition to being possible to mediate in the school environment, actions of this order are fundamental because the school space can be a motivator of social harmony. Conflict mediation is approached as a possibility of intervention with interpersonal interactions in the school environment. It is assumed that conflicts are part of the human condition, therefore, it is no different in the school context. It is argued that, in the school context, conflicts arise for the most varied reasons and mediation can be a strategy to promote the culture of peace, since it promotes practices and reports of experiences and listening, and thus minimizes the negative impacts of conflicting relationships that affect the school context. It is demonstrated that, in order to implement alternatives that can reduce or prevent conflicts in school contexts, pedagogical practices have been developed that promote conflict resolution. One of the defining characteristics of such experiences is to turn to everyone involved in the conflict, including the community. As pillars of mediation, it is based on respect, participation, dialogue and responsibility, restoring the relationships that were broken and repairing the damage. In school mediation the mediator provides a welcoming, safe and open environment for dialogue to conflicting peers, enhancing respect for differences. It is proposed that, in addition to being possible to mediate in the school environment, actions of this order are fundamental because the school space can be a motivator of social harmony.