Faculdade de Psicologia

Prova de avaliação para maiores de 23 anos Licenciatura em Psicologia-Ano letivo 2018/2019 TIPO DE PROVA As provas de acesso são constituídas por uma prova escrita e uma entrevista. PROVA ESCRITA A matéria para a prova escrita incidirá sobre os conhecimentos gerais de psicologia constantes no programa. A prova consiste em duas secções. A primeira secção é constituída por um conjunto de perguntas de resposta múltipla. A segunda consiste num grupo de duas perguntas de resposta de desenvolvimento que o/a candidato/a escolhe de um conjunto de três. A avaliação contempla o domínio de conhecimentos gerais de psicologia constantes no programa, a capacidade de síntese, argumentação, clareza de exposição e de raciocínio. ENTREVISTA Conforme regulamento, serão admitidos a entrevista os candidatos com prova escrita superior a 8 valores. CLASSIFICAÇÃO A nota final será a soma de 50% da nota da entrevista (classificação de 0 a 20) e de 50% da nota da prova escrita (classificação de 0 a 20).

Leal, M. R. M (1983). Why groupanalysis works? In M. Pines (Ed.), The Evolution of Groupanalysis (pp. 183-196). London: Routledge & Kegan Paul.

Foulkes stated that, in personal development the group comes first. Before the individual asserts himself as a separate unity he is held immersed in important group experiences (child/adult, family, constellation and social constraints) which he may be given the opportunity to repeat in the analytic group. This position, often misunderstood, makes good sense in the light of the above mentioned research perspectives describing the roots of emotional development buried in the primitive relationship matrix, which is, here, considered the locus of the emerging self. I believe that even very disturbed adults and children experiencing psychological difficulties can be helped through group analysis to construct new ways of dealing with their pathology and existential problems in the process of re-experiencing mirror-like resonances in the holding environment of free-floating group communication in the presence of an involved conductor. Here they may learn to overcome distortions and dysfunctions of self-other relationships because in this matrix experimentation with primeval feelings of closeness and abandonment become possible and the primeval dynamics of «ego-training in action», or better, of dialogic «self-training in action» may be given free rein. Thus, it is being posited that in the group analytic situation an individual models his spontaneous ability to structure and consolidate a self in a continuous dynamic growth enterprise. For that purpose, the group analyst shall be primarily attentive to the client's mode of communication in which he may be repeating relationship formats which make sense in former developmental phases and which, by becoming embedded in the group matrix may be adequately echoed and later analyzed. In this aspect groupanalysts, initially, focus facets of experience which are theoretically distinct from those on which orthodox psychoanalysis is centered. Groupanalysts use psychoanalytic (in my case, kleinian) pre-conceptions to unravel dynamic information. But, beyond the discovery of indicators of primeval phases of interpersonal expressive communication, classically described as aspects of libidinal development (e.g. oral, anal), groupanalysts are attentive to indicators of phases of interpersonal communication referenced to forms of «object relations». When describing what happens when seven to eight patients meet regularly with a trained professional in a group situation, sitting face to face around a small table-free-floating communication between them acting as their «sole therapeutic instrument and immediate aim»-interpersonal and intra-psychic (intra-personal) dynamics become evident to the trained eye. In Foulkes' sense, these are complementary facets of 1 Groupanalysis, initiated by S.H Foulkes, is understood as a form of psychoanalysis undertaken in a group of five to eight members, in which interpretation is reduced to a minimum and communication is reinforced.

Existem numerosos comportamentos perturbados que têm sido considerados impróprios para serem tratados diretamente utilizando métodos biológicos ou educacionais, mas só indiretamente por meio do reencenar de experiências emocionais primitivas. Isto endereça-nos para uma repetição no aqui-e-agora de carências relacionais primárias-ou seja, das 'relações' de amor e de ódio com os objetos primários, que se encontram parcialmente imersas num estágio pré-verbal de desenvolvimento. 1 Os Grupanalistas (e alguns psicanalistas) afirmam que esta 'relação´primária é sempre vivida e deve sempre ser trabalhada adentro de uma rede de 'outros': trata-se de um relacionamento adentro de uma 'matriz' de grupo-quer as pessoas estejam de facto numa situação de tratamento um-a-um, ou se encontrem em terapia junto como Ego ideal, com seis a oito pessoas.

If the spontaneous search-for-contingency-to-response reaction is captured and integrated by an affectively committed adult into an ongoing dialogue of now-you-pause-now-I-pause act or word sequences (contained in a psychotherapeutic setting), behaviors indicating mental development will be observable. The hypothesis corresponding to the above statement may be put briefly: mental development, whatever the dimension considered, is thought to be enhanced if the reaction designated as spontaneous analysis or awareness of the contingency of stimuli to the subject's response is focused and integrated into a concrete sequence of behaviors. The behaviour as initiated by the client and accepted by the therapist becomes an element signifying the relationship. The analysis of contingency to response is defined as a screening of environmental stimuli from the point of view of their relationship to own spontaneous initiative. (J. S. Watson, 1976) Such a description admits the use of that hypothetical construct traditionally called a self (or ego-structure)-to cover the phenomena observed when an individual (young baby, child or adult) orients to the stimuli he captures, while consistently differentiating contingency from non-contingency to his preceding responses (behaviourally and affectively)-then repeating that response, and (on continuation) showing pleasure. In other words, if an attentive adult repeats those behaviours which were observed to present contingency awareness characteristics (for example, of a three month-old), the repetition can be presumed to be experienced as confirmation of that gesture, sound, glance, or other expression, as pertaining to an invariant: a self. Factually, an act sequence is thus initiated taking on this format of a now-I-now-you-now-I-exchange. Through such an intercourse activity an interpersonal encounter is presumably experienced on the basis of some expectation that the other will complete my action-or is, somehow, controlled by me. A predisposition for attentive analysis of the contingency to own responses is observable, from the first weeks after birth of the human baby. It has been named the 'search for response' reaction (Leal, 1975) and is here seen as the origin of the primitive gesture-sound dialogue, 1 Paper read at the FIRST WORLD CONGRESS OF INFANT PSYCHIATRY-ESTORIL. 1981.

Foulkes stated that, in personal development the group comes first. Before the individual asserts himself as a separate unity he is held immersed in important group experiences (child/adult, family, constellation and social constraints) which he may be given the opportunity to repeat in the analytic group. This position, often misunderstood, makes good sense in the light of the above mentioned research perspectives describing the roots of emotional development buried in the primitive relationship matrix, which is, here, considered the locus of the emerging self. I believe that even very disturbed adults and children experiencing psychological difficulties can be helped through group analysis to construct new ways of dealing with their pathology and existential problems in the process of re-experiencing mirror-like resonances in the holding environment of free-floating group communication in the presence of an involved conductor. Here they may learn to overcome distortions and dysfunctions of self-other relationships because in this matrix experimentation with primeval feelings of closeness and abandonment become possible and the primeval dynamics of «ego-training in action», or better, of dialogic «self-training in action» may be given free rein. Thus, it is being posited that in the group analytic situation an individual models his spontaneous ability to structure and consolidate a self in a continuous dynamic growth enterprise. For that purpose, the group analyst shall be primarily attentive to the client's mode of communication in which he may be repeating relationship formats which make sense in former developmental phases and which, by becoming embedded in the group matrix may be adequately echoed and later analyzed. In this aspect groupanalysts, initially, focus facets of experience which are theoretically distinct from those on which orthodox psychoanalysis is centered. Groupanalysts use psychoanalytic (in my case, kleinian) pre-conceptions to unravel dynamic information. But, beyond the discovery of indicators of primeval phases of interpersonal expressive communication, classically described as aspects of libidinal development (e.g. oral, anal), groupanalysts are attentive to indicators of phases of interpersonal communication referenced to forms of «object relations». When describing what happens when seven to eight patients meet regularly with a trained professional in a group situation, sitting face to face around a small table-free-floating communication between them acting as their «sole therapeutic instrument and immediate aim»-interpersonal and intra-psychic (intra-personal) dynamics become evident to the trained eye. In Foulkes' sense, these are complementary facets of 1 Groupanalysis, initiated by S.H Foulkes, is understood as a form of psychoanalysis undertaken in a group of five to eight members, in which interpretation is reduced to a minimum and communication is reinforced.

Se um humano não aprende mesmo ou se encontra dificuldades na aprendizagem, mais cedo ou mais tarde virá a revelar-se como deficiente ou desadaptado em relação aos seus contemporâneos. Sigmund Freud referiu a desadaptação psicológica, sob qualquer ângulo social ou intelectual, à aprendizagem de modos não apropriados de resolução para problemas e conflitos universais. Conhecemos, cada vez melhor o quanto a aprendizagem depende da informação acessível, captável, bem ou mal absorvida e transformada na mente. Quer a vida cognitiva, quer a emocional podem ser entendidas como modos específicos de elaboração da informação, podendo os fenómenos mentais ser estudados sob a faceta instrumental, como modos de operar e, assim, serem investigados metodicamente, dimensão por dimensão. Ao focar a atenção, nos momentos «alerta-inactivo» (um dos quatro estados de vigília do bébé humano), estando apaziguadas as reacções globais de agrado ou desagrado que possam ocorrer, o recém-nascido denota curiosidade face ao mundo que o rodeia (P. H. Wolff, 1965). Mas, há elementos do mundo físico que atraem mais a atenção do bebé acordado, do que outros. Com uma semana de idade manifesta preferir (inequivocamente) os padrões mais complexos e de entre esses prefere os que possuem cacterísticas perceptivas do tipo de desenhos de olhos; prefere os sons suaves aos agudos, etc. (Fantz, 1958; Fantz e Miranda, 1971). Em resumo, o bebé expressa escolhas que o adulto reconhece como características de humanos. Isto leva a supor uma procura intencional de um interlocutor humano-mais do que um interesse pela descoberta das características espaciais e temporais de uma realidade objectiva a explorar. Se é verdade que recém-nacido atento já discrimina diferenças mínimas entre os estímulos ambientes (Bridger, 1962; G. Bower, 1971), sabe-se que não conta para este desempenho senão de estruturas antigas do cérebro. Aliás, as dicriminações são muito precisas, e revelam-se ao investigador pelos sinais clássicos da resposta emocional nos adultos. Isto permite supor que a

Na presença de outro ser da sua espécie, o humano não pode senão comunicar-se, dizia Gregory Bateson. Os psicólogos sociais distinguem comunicação e mensagem. Se a comunicação não é recebida, isto é se não produz resposta, não há mensagem. A realidade humana assenta na comunicação como formato primário de todos os relacionamentos. O indivíduo sai de si mesmo para se encontrar ao estabelecer um contacto, um convívio, com alguém outro que lhe reconhece o ser e, com ele, descobre outras coisas mais, que os transcendem.