Transformação para um modelo de aconselhamento empoderador: vozes dos consultores e professores
DOI:
https://doi.org/10.26512/lc.v20i42.4297Palavras-chave:
Consultoria, Empoderamento, Escola, ProfessoresResumo
Este artigo descreve o processo de transformação de uma organização educacional que oferece consultoria para a inclusão de estudantes com transtornos do espectro do autismo. Ele relata as perspectivas dos consultores que contribuíram para criar e implementar as mudanças e as dos professores que receberam as orientações. Um modelo tradicional de consultoria transformou-se em um modelo empoderador e teve como objetivo promover a capacidade do professor e encorajar inovações. Resultados deste estudo sugerem que mudanças na prática pedagógica conduziram a uma melhoria no atendimento da criança/jovem com autismo e que tanto os participantes quanto os consultores tornaram-se empoderados.
Downloads
Referências
British Columbia Ministry of Education. Special Education Services: A Manual of Policies, Procedures and Guidelines. Victoria, BC: BC Ministry of Education, 2011.
BLOOM, Benjamin. Taxonomy of Educational Objectives. New York: David McKay, 1956.
BOEHM, Amnon.; STAPLES, Lee H. The functions of the social worker in empowering: The voices of consumers and professionals. Social Work. v. 47, n. 4, p. 449-460, oct. 2002.
BROWN, Duane.; PRYZWANSKY, Walter, B.; SCHULTE, Ann C. Psychological Consultation and Collaboration: Introduction to Theory and Practice. 7th ed. Boston: Pearson, 2006.
CHERNISS, Cary. Teacher empowerment, consultation, and the creation of new programs in schools. Journal of Educational and Psychological Consultation. v. 8, n. 2, 135-152, 1997.
COOTER, Jr. Robert B. Teacher “capacity-building” helps urban children succeed in reading. The Reading Teacher. v. 57, n. 3, p. 198-205, oct. 2003.
DART, Evan H.; COOK, Clayton R.; COLLINS, Tai A.; GRESHAM, Frank M.; CHENIER, Jeffrey, S. Test driving interventions to increase treatment integrity and student outcomes. School Psychology Review. v. 41, n. 4, p, 467-481, 2012.
DUNST, Carl J. Conceptual and empirical foundations of family-centred practice. In Illback, R., Cobb, C., and Joseph, H. Integrated Services for Children and Families: Opportunities for Psychological Practice. Washington, D.C.: American Psychological Association. 1997. p. 75-91.
DUNST, Carl J.; TRIVETTE, Carol M.; and DEAL, Angela G. Resource-based family-centered intervention practices. In Dunst, Carol J., Trivette, Carol M., and Deal, Angela G. Supporting and Strengthening Families: Methods, Strategies and Practices. Cambridge, Massachusetts: Brookline Books. 1994. p. 140-151.
DUNST, Carl J.; TRIVETTE, Carol M.; and LAPOINTE, Nancy. Meaning and key characteristics of empowerment. In Dunst, Carl J., Trivette, Carol M., and Deal, Angela G. Supporting andStrengthening Families: Principles and Guidelines for Practice. Cambridge, Massachusetts: Brookline Books. 1994. p. 12-28.
ERCHUL, William P.; MARTENS, Brian K. School Consultation: Conceptual and Empirical Bases of Practice. 3rd ed. New York: Springer, 2010.
FULLAN, Michael. Leadership across the system. Insight, winter 2004. p. 14-17. Available at: http://www.michaelfullan.ca/media/13396061760.pdf, Accessed: February 28, 2013.
GRESHAM, Frank M. Assessment of treatment integrity in school consultation and prereferral intervention. School Psychology Review, v. 18, n. 1, p. 37-50, 1989.
GUTKIN, Terry B. Evidence-based interventions in school psychology: state of the art and directions for the future. School Psychology Quarterly. v. 17, n. 4, p. 339-340, 2002.
KRATOCHWILL, Thomas R.; SHERNOFF, Elisa, S. Evidence-based practice: promoting evidence-based interventions in school psychology. School Psychology Review. v. 33, n. 1. p. 34-48, 2004.
HOYLE, Tena B.; SAMEK, Beverly B.; VALOIS, Robert F. Building capacity for the continuous improvement of health-promoting schools. Journal of School Health. v. 78, n. 1, p. 1-8, jan. 2008.
NOELL, George H. Appraising and praising systematic work to support systems change: where we might be and where we might go. School Psychology Review. v. 37, n. 3, p. 333-336, 2008.
NOELL, George H.; GANSLE, Kristin A. Moving from good ideas in educational systems change to sustainable program implementation: coming to terms with some of the realities. Psychology in the Schools. v. 46, n. 1, p. 78-88, 2009.
NOELL, George H.; WITT, Joseph C.; SLIDER, Natalie J., CONNELL; James. E., GATTI, Susan. L.; WILLIAMS, Kashunda L.; KOENIG, Jennifer L.; RESETAR, Jennifer L.; DUHON, Gary J. Treatment implementation following behavioral consultation in schools: A comparison of three follow-up strategies. School Psychology Review. v. 34, n. 1, p. 87-106, 2005.
PETERSON, N. Andrew; ZIMMERMAN, Marc A. Beyond the individual: Toward a nomological network of organizational empowerment. American Journal of community Psychology. v. 34, n. 1/2, p. 129-145, 2004.
POPARD: PROVINCIAL OUTREACH PROGRAM FOR AUTISM AND RELATED DISORDERS. District Partner Manual, 2004. Delta, BC: POPARD. P.3, 2004.
POPARD: PROVINCIAL OUTREACH PROGRAM FOR AUTISM AND RELATED DISORDERS. Annual Report, 2007 ”“ 2008. Delta, BC: POPARD. P. 2, 2008.
RAPPAPORT, Julian. In praise of paradox: A social policy of empowerment over prevention: toward a theory for community psychology. American Journal of Community Psychology, v. 9, n. 1, 121-148, feb. 1981.
RAPPAPORT, Julian. Empowerment meets narrative: listening to stories and creating settings. American Journal of Community Psychology. v. 23, n. 5, oct. 1995.
SCHAUGHENCY, Elizabeth.; ERVIN, Ruth. Building capacity to implement and sustain effective practices to better serve children. School Psychology Review. v. 35, n. 2, p. 155-166, 2006.
SHAPIRO, Edward S. Are we solving big problems? School Psychology Review. v. 35, n. 2, p. 260-265, 2006.
SOLOMON, Benjamin G.; KLEIN, Suzanne A.; POLITYLO, Bethany C. The effect of performance feedback on teachers’ treatment integrity: a meta-analysis of the single-case literature. School Psychology Review, v. 41, n. 2, p. 160-175. 2012.
VYGOTSKY, Lev S. Thought and Language. Cambridge, Massachusetts: MIT Press. 1962.
WATSON, Stuart T.; BORINSON, Sheri L. Direct behavioral consultation: an alternative to traditional behavioral consultation. School Psychology Quarterly, v. 11, n. 3, p. 267-278. 1996.
WITT, J. C.; Elliott, S. N. In: Kratochwill, Thomas R. Advances in School Psychology, Hillsdale: Erlbaum. v. 6, p. 252-258.
ZIMMERMAN, Marc A. Psychological empowerment: issues and illustrations. American Journal of Community Psychology, v. 23, n. 5, p. 581-600, oct. 1995.
ZIMMERMAN, Marc A. Empowerment theory: psychological, organizational, and community levels of analysis. In: Rappaport, Julian and Seidman, Edward. Handbook of Community Psychology. New York: Plenum, 2000. p. 43-63.
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2016 Linhas Críticas
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores que publicam nesta revista concordam com os seguintes termos:
- Autores mantém os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a Creative Commons Attribution License, o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
- Autores têm autorização para assumir contratos adicionais separadamente, para distribuição não-exclusiva da versão do trabalho publicada nesta revista (ex.: publicar em repositório institucional ou como capítulo de livro), com reconhecimento de autoria e publicação inicial nesta revista.
- Autores têm permissão e são estimulados a publicar e distribuir seu trabalho online (ex.: em repositórios institucionais ou na sua página pessoal) a qualquer ponto antes ou durante o processo editorial, já que isso pode gerar alterações produtivas, bem como aumentar o impacto e a citação do trabalho publicado.
