Insight e transtorno de Asperger
The present study aimed expand the comprehension about the processes of insight in the Asperger’s Disorder (AD). Insight can be understood as the knowledge one has about his diagnosis and the meaning constructed from it. The development of insight is taken not as a personal mental function, but as a...
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Transtorno de Asperger Insight, dialogismo Psicologia histórico cultural Autismo CNPQ::CIENCIAS HUMANAS::PSICOLOGIA |
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Transtorno de Asperger Insight, dialogismo Psicologia histórico cultural Autismo CNPQ::CIENCIAS HUMANAS::PSICOLOGIA Guimarães, Carolina Borba Vilar Insight e transtorno de Asperger |
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The present study aimed expand the comprehension about the processes of insight in the Asperger’s Disorder (AD). Insight can be understood as the knowledge one has about his diagnosis and the meaning constructed from it. The development of insight is taken not as a personal mental function, but as a intersubjective phenomenon, forged in social relations. The study has its basis on the theoretical framework of Historical–cultural psychology with focus in the genetical development perspective. As a central feature of this perspective are the processes of meaning construction, considering the social-cultural insertion of the individual and his experiences. Thereby, the study advocates that the understanding of “what it is like to be an Asperger” has to go beyond the socially shared idea of cognitive disruption as only features of this condition. The effort of comprehending meanings and experiences of these individuals becomes imperative. Therefore, the insight phenomena emerges as a complex construct, demanding a deep and broad research. In order to achieve the study goals, activities to investigate the Asperger experience were proposed in three steps. First, it was produced a narrative surrounding the central question that guides the study: “what is it like to have asperger’s?”. A mediation strategy was used as facilitating tool to the narrative production. It involved an alien character to whom the participants should talk to, explaining the asperger experience, since they came from a planet where there was no such thing. After the initial production, an semi-structured interview was used aiming to investigate aspects regarding the formal knowledge they had of the diagnosis. In sequence, another activity was proposed intending to investigate their ability to identify AD characteristics in others and, at the same time, facilitating the access and production os meaning to their own experiences towards the diagnosis. Three individuals with ages between 15 and 20 years old participated of the study, selected by convenience. They all had a previous diagnosis of AD and had knowledge of it since at least 5 years. That was considered enough time to the construction of meanings about the diagnosis. Also participated in the study their respective parents, who took part in the same investigation steps as their subjects and responded as if they were those. Results showed that they produced narratives about their AD diagnosis and that in their discourse there were many elements notedly present in the media and scientific material. As of the meanings surrounding the diagnosis, is was noted that media elements were also present, but specially approximations were seen between their and their parents perceptions. Therefore, it was noted that the discourse constitution about their own diagnosis for the AD individuals had many influences of the social discourses, notedly of closest people. The results sugest that a characteristic os the processes of insight in AD can be described as a disruption in the transition from a monologic to a dialogic way of thinking. It I believed that the results here exposed can contribute to the comprehension of the singularity of the existence and subjective experience of these individuals. |
| author2 |
Pires, Izabel Augusta Hazin |
| author_facet |
Pires, Izabel Augusta Hazin Guimarães, Carolina Borba Vilar |
| format |
masterThesis |
| author |
Guimarães, Carolina Borba Vilar |
| author_sort |
Guimarães, Carolina Borba Vilar |
| title |
Insight e transtorno de Asperger |
| title_short |
Insight e transtorno de Asperger |
| title_full |
Insight e transtorno de Asperger |
| title_fullStr |
Insight e transtorno de Asperger |
| title_full_unstemmed |
Insight e transtorno de Asperger |
| title_sort |
insight e transtorno de asperger |
| publisher |
Brasil |
| publishDate |
2017 |
| url |
https://repositorio.ufrn.br/jspui/handle/123456789/23987 |
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AT guimaraescarolinaborbavilar insightetranstornodeasperger |
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1773961392286597120 |
| spelling |
ri-123456789-239872022-03-31T20:24:29Z Insight e transtorno de Asperger Guimarães, Carolina Borba Vilar Pires, Izabel Augusta Hazin http://lattes.cnpq.br/1426667168399035 http://lattes.cnpq.br/5496201609189471 Falcão, Jorge Tarcisio da Rocha http://lattes.cnpq.br/9066230660650393 Antunes, Mitsuko Aparecida Makino http://lattes.cnpq.br/1548595071478367 Transtorno de Asperger Insight, dialogismo Psicologia histórico cultural Autismo CNPQ::CIENCIAS HUMANAS::PSICOLOGIA The present study aimed expand the comprehension about the processes of insight in the Asperger’s Disorder (AD). Insight can be understood as the knowledge one has about his diagnosis and the meaning constructed from it. The development of insight is taken not as a personal mental function, but as a intersubjective phenomenon, forged in social relations. The study has its basis on the theoretical framework of Historical–cultural psychology with focus in the genetical development perspective. As a central feature of this perspective are the processes of meaning construction, considering the social-cultural insertion of the individual and his experiences. Thereby, the study advocates that the understanding of “what it is like to be an Asperger” has to go beyond the socially shared idea of cognitive disruption as only features of this condition. The effort of comprehending meanings and experiences of these individuals becomes imperative. Therefore, the insight phenomena emerges as a complex construct, demanding a deep and broad research. In order to achieve the study goals, activities to investigate the Asperger experience were proposed in three steps. First, it was produced a narrative surrounding the central question that guides the study: “what is it like to have asperger’s?”. A mediation strategy was used as facilitating tool to the narrative production. It involved an alien character to whom the participants should talk to, explaining the asperger experience, since they came from a planet where there was no such thing. After the initial production, an semi-structured interview was used aiming to investigate aspects regarding the formal knowledge they had of the diagnosis. In sequence, another activity was proposed intending to investigate their ability to identify AD characteristics in others and, at the same time, facilitating the access and production os meaning to their own experiences towards the diagnosis. Three individuals with ages between 15 and 20 years old participated of the study, selected by convenience. They all had a previous diagnosis of AD and had knowledge of it since at least 5 years. That was considered enough time to the construction of meanings about the diagnosis. Also participated in the study their respective parents, who took part in the same investigation steps as their subjects and responded as if they were those. Results showed that they produced narratives about their AD diagnosis and that in their discourse there were many elements notedly present in the media and scientific material. As of the meanings surrounding the diagnosis, is was noted that media elements were also present, but specially approximations were seen between their and their parents perceptions. Therefore, it was noted that the discourse constitution about their own diagnosis for the AD individuals had many influences of the social discourses, notedly of closest people. The results sugest that a characteristic os the processes of insight in AD can be described as a disruption in the transition from a monologic to a dialogic way of thinking. It I believed that the results here exposed can contribute to the comprehension of the singularity of the existence and subjective experience of these individuals. Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) O presente estudo objetivou ampliar a compreensão acerca dos processos de insight no Transtorno de Asperger (TA). Entende-se por insight o conhecimento do próprio diagnóstico e os sentidos construídos a partir deste. O desenvolvimento do insight é aqui compreendido não como função da vida mental pessoal, mas como fenômeno intersubjetivo, forjado nas relações sociais. O arcabouço teórico que subsidia a presente pesquisa é a perspectiva genética de desenvolvimento avançada pela psicologia histórico-cultural. Nesta perspectiva, ressaltam-se os processos de construção de sentido, considerando para tanto a inserção histórico-cultural do sujeito e suas vivências. Assim, para o estudo defende-se que o entendimento sobre “como é ser Asperger” precisa ir além da consideração dos aspectos cognitivos compartilhados socialmente sobre esta condição clínica. Torna-se indispensável o esforço de compreensão dos sentidos e vivências destes sujeitos sobre sua condição e do mundo que os cerca. Diante disso, têm-se o construto de insight como fenômeno complexo que demanda investigação ampla e aprofundada. Buscando atingir os objetivos avançados pelo estudo, foram propostas atividades em três etapas que investigaram aspectos relacionados às experiências asperger. Primeiramente, foi realizada a produção de uma narrativa acerca da questão que norteia o estudo: “Como é ter TA?”. Como estratégia facilitadora da produção narrativa, recorreu-se à mediação de um personagem alienígena para o qual eles deveriam produzir uma narrativa que possibilitasse o entendimento da experiência asperger, pois este seria de outro planeta e não saberia nada sobre o TA. Após essa etapa, foi realizada entrevista semi-estruturada objetivando investigar aspectos relacionados ao conhecimento formal que os sujeitos têm do TA. Em sequência, foi proposta nova atividade com dois objetivos complementares, a saber, a capacidade de identificação de características do TA em terceiros, que por sua vez, serviu de facilitador para o segundo objetivo que foi a produção de sentidos para as próprias vivências dos sujeitos em relação ao TA. Participaram do estudo três sujeitos entre 15 e 20, selecionados por conveniência, com diagnóstico prévio de TA e com conhecimento deste há pelo menos cinco anos, tempo este considerado suficiente para a construção de significados e sentidos sob a condição do diagnóstico clínico. Também participaram seus respectivos pais, que realizaram também as mesmas etapas da pesquisa que seus filhos, mas foram convocados a respondê-las como se fossem estes. Como resultados observou-se que eles produziram narrativas sobre o diagnóstico de TA e que em suas conceptualizações estiveram presentes diversos elementos reconhecidamente presentes em discursos científicos e da mídia sobre o diagnóstico. Quanto ao sentido do TA para eles, observou-se novamente a presença de discursos da mídia, mas principalmente foram vistas diversas aproximações entre o discurso destes e de seus pais. Assim, foi observado que a constituição do discurso sobre o próprio diagnóstico para os indivíduos com TA teve grande influência dos discursos sociais, principalmente de pessoas mais próximas. Os resultados sugerem que uma característica dos processos de insight no TA pode ser descrita como disrupção na transição de um modo monológico para um dialógico de pensamento. Acredita-se que os resultados aqui encontrados contribuem para a compreensão da singularidade da existência e da experiência subjetiva. 2017-10-05T20:45:44Z 2017-10-05T20:45:44Z 2017-07-14 masterThesis GUIMARÃES, Carolina Borba Vilar. Insight e transtorno de Asperger. 2017. 277f. Dissertação (Mestrado em Psicologia) - Centro de Ciências Humanas, Letras e Artes, Universidade Federal do Rio Grande do Norte, Natal, 2017. https://repositorio.ufrn.br/jspui/handle/123456789/23987 por Acesso Aberto application/pdf Brasil UFRN PROGRAMA DE PÓS-GRADUAÇÃO EM PSICOLOGIA |