RESUMO

Un proceso de transición planificado entre los sistemas de salud pediátricos y de adultos es necesario para poder garantizar una continuidad en la atención de los adolescentes. El objetivo del trabajo fue evaluar la población de pacientes del Servicio de Endocrinología del Hospital Garrahan en fase de transición y sus familias, desarrollar un protocolo para la transición de los adolescentes con patología endocrinológica crónica al Hospital de Clínicas José de San Martin y evaluar el rol de la "figura de enlace" en este proceso. Materiales y Métodos: Estudio observacional, transversal/prospectivo. Se obtuvieron datos sobre la consulta ambulatoria de 72 adolescentes mayores a 15 años con patología endocrinológica a los cuales se los acompañó en el proceso de transición. Se realizaron entrevistas y encuestas a los adolescentes, sus familias y a 16 endocrinólogos intervinientes en el seguimiento (9 pediátricos- 7 adultos). Resultados: La mayoría de los adolescentes evidenciaron falta de autonomía general, con mayor afectación en el área de "seguimiento de los problemas de salud". Esto, junto al paternalismo del pediatra y la sobreprotección familiar representaron inconvenientes para la transición. La mitad de los adultos entrevistados consideraron falta de autonomía o preparación en sus hijos considerando la edad ideal para la transición entre los 18-21 años. Las sensaciones referidas por los pacientes como sus acompañantes incluyen principalmente el miedo y ansiedad, y llamativamente en los pacientes la vergüenza. La creación de un consultorio de transición en el centro de adultos y el acompañamiento de la "figura de enlace", permitieron una mejor articulación y continuidad en el cuidado de la salud (AU)

TA planned transition process between pediatric and adult health systems is necessary to ensure continuity of care for adolescents. The aim of this study was to evaluate the patient population of the Endocrinology Service at Garrahan Hospital during the transition phase, along with their families, to develop a protocol for transitioning adolescents with chronic endocrinological disorders to Hospital de Clínicas José de San Martín, and to evaluate the role of the "liaison person" in this process. Materials and Methods: This observational, cross-sectional/ prospective study obtained data from outpatient consultations of 72 adolescents over 15 years of age with endocrinological disorders who were accompanied during the transition process. Interviews and surveys were conducted with the adolescents, their families, and 16 endocrinologists involved in the follow-up (9 pediatricians and 7 adult physicians). Results: Most of the adolescents showed a general lack of autonomy, with greater challenges in the area of "follow-up of health problems." This, combined with the paternalism of the pediatrician and the overprotection of the family, represented obstacles to the transition. Half of the parents interviewed perceived a lack of autonomy or preparation in their children, considering the ideal age for transition to be between 18-21 years old. The primary feelings reported by the patients and those who accompanied them included fear and anxiety, with patients also feeling embarrassment. The creation of a transition clinic in the adult center and the support of a "liaison person" allowed for better coordination and continuity in health care (AU)

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BACKGROUND: Contrary to what happens in children and adults, the prevalence and the factors related to hospitalisation for asthma/wheezing in infants with recurrent asthma-like symptoms are poorly known. METHODS: This study is part of the International Study of Wheezing in infants Phase 3; 2,079 infants (aged 12-18 months) with recurrent asthma-like symptoms, from 11 South American centres, were studied to determine the prevalence and the associated factors for wheezing exacerbation admission. Descriptive statistics and multivariate logistic regression were employed for analysis. RESULTS: The prevalence of admission for wheezing was 29.7% (95% CI 27.7-31.6) and was significantly associated to severe wheezing episodes (OR: 3.89; 95% CI: 2.93-5.18, p < 0.001), physician-diagnosed asthma (OR: 1.79; 95% CI: 1.33-2.41, p < 0.0001), use of inhaled corticosteroids (OR: 1.78; 95%CI: 1.38-2.29, p < 0.0001), maternal tobacco smoking during pregnancy (OR: 1.69; 95% CI: 1.19-2.39, p = 0.003) and onset of wheezing in the first trimester of life (OR: 1.30; 95% CI: 1.02-1.66, p = 0.038). Breast feeding ≥4 months (OR: 0.72; 95% CI: 0.54-0.96, p = 0.004), maternal high educational level (>12 years) (OR: 0.66; 95% CI: 0.51-0.85, p = 0.001) and total monthly household income ≥US$ 3,000 (OR: 0.34; 95% CI: 0.18-0.67, p = 0.002), were protective factors. CONCLUSIONS: Infants with recurrent asthma-like symptoms have a high rate of admissions. Tobacco smoking in pregnancy, viral respiratory illness in the first trimester of life and severe progression were risks for admissions. Improving medical management to prevent severe exacerbations, prolonging the postnatal period at home longer than 3 months, favouring breastfeeding and avoiding smoking during pregnancy may have a preventive role for admissions in infants with recurrent asthma-like symptoms.

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BACKGROUND: Targeted Evaluation Action and Monitoring of Traumatic Brain Injury (TEAM-TBI) is a monitored, multiple interventional research identifying clinical profiles and assigns individualized, evidence-based treatment program. The objective of the current study was to assess overall participant satisfaction of the multi-disciplinary care team and approach. METHODS: Between 2014 and 2017, 90 participants completed the 4-day TEAM-TBI clinical intake evaluation resulting in individualized treatment recommendations followed by a six-month intervention phase follow-up. Inclusion criteria were: age 18-60, history of chronic TBI (>6 months post-injury) with refractory clinical sequelae at screening (Post-Concussion Symptom Scale [PCSS] score >30). RESULTS: A total of 85/90 (94%) participants completed the survey at baseline focusing on intake evaluation and approach; 90% of eligible participants also completed the follow-up time-point. Hundred percent of participants had a mean score of >4 across all questions at the initial time point." CONCLUSIONS: The multi-disciplinary care approach and individualized treatment plans of the TEAM-TBI study yielded high participant retention and satisfaction scores. The Clinical Coach component of the trial was one of the highest rated aspects of the program and was associated with participant motivation and high retention rates.

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Este estudo investigou, em uma amostra de 66 coordenadores pedagógicos de instituições de ensino fundamental, fatores que dificultam o professor a estimular o desenvolvimento da criatividade discente e procedimentos que o coordenador poderia utilizar para apoiar o docente na promoção da criatividade em sala de aula. Os participantes responderam um questionário composto por uma checklist de barreiras à criatividade em sala de aula e quatro questões abertas. Desconhecimento pelo professor de práticas pedagógicas para favorecer o desenvolvimento da criatividade discente e de textos a esse respeito, além de insegurança para testar novas práticas pedagógicas foram os fatores inibidores mais sinalizados. Oferecer cursos para professores, além de orientação, apoio e incentivo aos docentes foram os procedimentos mais apontados pelos coordenadores para auxiliar o professor a encorajar a criatividade em sala de aula. (AU)

This study investigated, in a sample of 66 elementary school pedagogical coordinators, factors that hamper teachers to stimulate the development of student creativity and strategies to be used by the coordinator to support teachers in promoting creativity in the classroom. Participants completed a questionnaire consisting of a checklist of obstacles to creativity in the classroom and four open questions. The most indicated inhibitory factors included the lack of knowledge by the teachers of pedagogical practices that favor the development of students' creativity and of texts in this respect, as well as insecurity to test new pedagogical practices. Providing courses, guidance, support and incentive for teachers were the procedures most frequently pointed out by coordinators to assist the teacher in encouraging creativity in the classroom. (AU)

Este estudio investigó, en una muestra de 66 coordinadores pedagógicos de instituciones de Enseñanza Primaria, factores que dificultan al maestro la estimulación del desarrollo de la creatividad del estudiante y también procedimientos que el coordinador podría utilizar para apoyar al profesor para promover la creatividad en clase. Los participantes respondieron un cuestionario compuesto por una lista de barreras a la creatividad en clase y cuatro preguntas abiertas. Desconocimiento por el profesor de prácticas pedagógicas para favorecer el desarrollo de la creatividad y de textos en este sentido, además de inseguridad para experimentar nuevas prácticas pedagógicas fueron los factores inhibidores más marcantes. Ofrecer cursos para maestros, así como orientación, apoyo e incentivo fueron los procedimientos más señalados por los coordinadores para auxiliar al profesor a fomentar la creatividad en clase. (AU)

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Em pesquisa realizada nos anos de 2010-2011, cujo principal objetivo foi analisar os processos de coordenação pedagógica em escolas das cinco regiões geográficas brasileiras com vistas à proposição de políticas públicas de formação docente e organização dos sistemas escolares, foi possível constatar que a profissão de Coordenador Pedagógico, ainda que reconhecida como essencial para o funcionamento da escola por governantes e trabalhadores da educação, tem muitos desafios a superar devido às condições que caracterizam o exercício da função. As dificuldades enfrentadas por este profissional, como a remuneração, a grande quantidade de tarefas, o pouco tempo para realizá-las e a falta de formação específica nos levaram a questionar o que os leva a sentir gratificação na função, se as angústias e tensões parecem predominar, no exercício profissional. Refletir sobre esta questão é o que se objetiva neste artigo, de modo a contribuir para o avanço na compreensão da coordenação pedagógica como função.(AU)

In a research conducted in the years 2010-2011, whose main objective was to analyze the pedagogical coordination processes in schools in the five Brazilian geographical regions, with a view to proposing public policies for teacher education and organization of school systems, it was established that the profession of pedagogical coordinator, although recognized as essential for the school operation by government and education workers, has lots of challenges to overcome due to the conditions that characterize the exercise of the function. The difficulties faced by these professionals, as remuneration, the large number of tasks, little time to do them and the lack of specific training led us to question what leads them to feel gratification in their function, whether anxieties and tensions seem to predominate in their professional practice. Reflecting on this question is what we aim in this article, so as to contribute to advance our understanding of the pedagogical coordination as function.(AU)

En una encuesta realizada en los años (2010-2011), cuyo objetivo principal era analizar los procesos de coordinación pedagógica en escuelas de las cinco regiones geográficas brasileñas con miras a la propuesta de políticas públicas de formación docente y organización de los sistemas escolares, fue posible constatar que la profesión de Coordinador Pedagógico, aun cuando es reconocida como esencial para el funcionamiento de la escuela por gobernantes y trabajadores de la educación, tiene muchos desafíos que superar debido a las condiciones que caracterizan el ejercicio de la función. Las dificultades enfrentadas por este profesional como, la remuneración, la gran cantidad de tareas, el poco tiempo para realizarlas y la falta de formación específica, nos llevan a cuestionar ¿qué le lleva a sentir satisfacción en la función, si la ansiedad y la tensión parecen predominar en el ejercicio profesional? Reflexionar sobre esta cuestión es el objetivo de este artículo, de modo que contribuya con la comprensión de la coordinación pedagógica como función.(AU)

Assuntos

RESUMO

Em pesquisa realizada nos anos de 2010-2011, cujo principal objetivo foi analisar os processos de coordenação pedagógica em escolas das cinco regiões geográficas brasileiras com vistas à proposição de políticas públicas de formação docente e organização dos sistemas escolares, foi possível constatar que a profissão de Coordenador Pedagógico, ainda que reconhecida como essencial para o funcionamento da escola por governantes e trabalhadores da educação, tem muitos desafios a superar devido às condições que caracterizam o exercício da função. As dificuldades enfrentadas por este profissional, como a remuneração, a grande quantidade de tarefas, o pouco tempo para realizá-las e a falta de formação específica nos levaram a questionar o que os leva a sentir gratificação na função, se as angústias e tensões parecem predominar, no exercício profissional. Refletir sobre esta questão é o que se objetiva neste artigo, de modo a contribuir para o avanço na compreensão da coordenação pedagógica como função.

In a research conducted in the years 2010-2011, whose main objective was to analyze the pedagogical coordination processes in schools in the five Brazilian geographical regions, with a view to proposing public policies for teacher education and organization of school systems, it was established that the profession of pedagogical coordinator, although recognized as essential for the school operation by government and education workers, has lots of challenges to overcome due to the conditions that characterize the exercise of the function. The difficulties faced by these professionals, as remuneration, the large number of tasks, little time to do them and the lack of specific training led us to question what leads them to feel gratification in their function, whether anxieties and tensions seem to predominate in their professional practice. Reflecting on this question is what we aim in this article, so as to contribute to advance our understanding of the pedagogical coordination as function.

En una encuesta realizada en los años (2010-2011), cuyo objetivo principal era analizar los procesos de coordinación pedagógica en escuelas de las cinco regiones geográficas brasileñas con miras a la propuesta de políticas públicas de formación docente y organización de los sistemas escolares, fue posible constatar que la profesión de Coordinador Pedagógico, aun cuando es reconocida como esencial para el funcionamiento de la escuela por gobernantes y trabajadores de la educación, tiene muchos desafíos que superar debido a las condiciones que caracterizan el ejercicio de la función. Las dificultades enfrentadas por este profesional como, la remuneración, la gran cantidad de tareas, el poco tiempo para realizarlas y la falta de formación específica, nos llevan a cuestionar ¿qué le lleva a sentir satisfacción en la función, si la ansiedad y la tensión parecen predominar en el ejercicio profesional? Reflexionar sobre esta cuestión es el objetivo de este artículo, de modo que contribuya con la comprensión de la coordinación pedagógica como función.

RESUMO

Este artigo discute a concepção do coordenador pedagógico acerca das dificuldades no processo de escolarização. O texto traz algumas análises derivadas da pesquisa intitulada “Salas de Apoio Pedagógico e Coordenação Pedagógica: Implicações no Trabalho Docente”. A coleta de dados se deu por meio de entrevista semiestruturada com cinco coordenadores pedagógicos da rede municipal de uma cidade no norte catarinense que abrigavam sala de apoio pedagógico em suas escolas. Os dados foram analisados à luz da análise de conteúdo, de acordo com Franco (2008) e Bardin (2011). Como referenciais teóricos foram utilizados aqueles que tomam como objeto de estudo o Coordenador Pedagógico, questões referentes à formação e ao trabalho docente, e processo de escolarização, tais como Canário (2005), Ezpeleta e Rockwell (2007), Ropelato (2003), Gualtieri e Lugli (2012), Escabora (2006) entre outros. Contudo, duas referências são destacadas: Schulze (2012) e Rosskamp (2013), por auxiliarem a compreender a Sala de Apoio Pedagógico neste Município. Os resultados apontam que os coordenadores entrevistados devido à rotina permeada por urgências, bem como uma insuficiente formação que discuta criticamente as dificuldades no processo de escolarização, acabam pautando as suas concepções em questões biologizantes ou sociais, implicando na descaracterização do fazer pedagógico, o que acaba muitas vezes endossando o discurso culpabilizante do aluno. Desta forma, o coordenador perde a oportunidade de junto com a equipe escolar repensar as práticas pedagógicas e seus determinantes.(AU)

This article discusses the pedagogical coordinator’s conception about the difficulties in the schooling process. The text brings some analyzes derived from a survey entitled "Pedagogical Support Rooms and Pedagogical Coordination: Implications for Teaching Work". Data collection was through semi-structured interviews with five coordinators of municipal schools from a city in northern Santa Catarina that had a pedagogical support room in their schools. Data were analyzed based on content analysis, according to Franco (2008) and Bardin (2011). As theoretical references, we used those who take the Pedagogical Coordinator, issues relating to education and teaching work, and schooling process as objects of study, such as Canary (2005), Ezpeleta and Rockwell (2007), Ropelato (2003), Gualtieri and Lugli (2012), Escabora (2006), among others. However, two references are highlighted: Schulze (2012) and Rosskamp (2013), because they assist in understanding the Pedagogical Support Room in this town. The results indicate that the respondent coordinators, due to a routine permeated by emergencies and insufficient training to critically discuss the difficulties in the schooling process, end up basing their conceptions on biological or social issues, resulting in the adulteration of pedagogical actions, which often ends up endorsing the student guilt-induced speech. Thus, the coordinator loses the opportunity of, together with school team, rethink teaching practices and their determinants.(AU)

Assuntos

RESUMO

Este artigo discute a concepção do coordenador pedagógico acerca das dificuldades no processo de escolarização. O texto traz algumas análises derivadas da pesquisa intitulada “Salas de Apoio Pedagógico e Coordenação Pedagógica: Implicações no Trabalho Docente”. A coleta de dados se deu por meio de entrevista semiestruturada com cinco coordenadores pedagógicos da rede municipal de uma cidade no norte catarinense que abrigavam sala de apoio pedagógico em suas escolas. Os dados foram analisados à luz da análise de conteúdo, de acordo com Franco (2008) e Bardin (2011). Como referenciais teóricos foram utilizados aqueles que tomam como objeto de estudo o Coordenador Pedagógico, questões referentes à formação e ao trabalho docente, e processo de escolarização, tais como Canário (2005), Ezpeleta e Rockwell (2007), Ropelato (2003), Gualtieri e Lugli (2012), Escabora (2006) entre outros. Contudo, duas referências são destacadas: Schulze (2012) e Rosskamp (2013), por auxiliarem a compreender a Sala de Apoio Pedagógico neste Município. Os resultados apontam que os coordenadores entrevistados devido à rotina permeada por urgências, bem como uma insuficiente formação que discuta criticamente as dificuldades no processo de escolarização, acabam pautando as suas concepções em questões biologizantes ou sociais, implicando na descaracterização do fazer pedagógico, o que acaba muitas vezes endossando o discurso culpabilizante do aluno. Desta forma, o coordenador perde a oportunidade de junto com a equipe escolar repensar as práticas pedagógicas e seus determinantes.

This article discusses the pedagogical coordinator’s conception about the difficulties in the schooling process. The text brings some analyzes derived from a survey entitled "Pedagogical Support Rooms and Pedagogical Coordination: Implications for Teaching Work". Data collection was through semi-structured interviews with five coordinators of municipal schools from a city in northern Santa Catarina that had a pedagogical support room in their schools. Data were analyzed based on content analysis, according to Franco (2008) and Bardin (2011). As theoretical references, we used those who take the Pedagogical Coordinator, issues relating to education and teaching work, and schooling process as objects of study, such as Canary (2005), Ezpeleta and Rockwell (2007), Ropelato (2003), Gualtieri and Lugli (2012), Escabora (2006), among others. However, two references are highlighted: Schulze (2012) and Rosskamp (2013), because they assist in understanding the Pedagogical Support Room in this town. The results indicate that the respondent coordinators, due to a routine permeated by emergencies and insufficient training to critically discuss the difficulties in the schooling process, end up basing their conceptions on biological or social issues, resulting in the adulteration of pedagogical actions, which often ends up endorsing the student guilt-induced speech. Thus, the coordinator loses the opportunity of, together with school team, rethink teaching practices and their determinants.

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La figura y función del coordinador de donación es todavía desconocida en nuestra sociedad médica. Debe de existir un coordinador de donación en cada hospital para poder localizar a los potenciales donadores y aprovechar todos los órganos y tejidos posibles. Estudios de diversos países están a favor de la figura de coordinador para aumentar su índice de trasplantes. Debe tener conocimiento de los criterios y estar presente en todos los pasos de una donación para que culminen en trasplante. Debe ser una persona responsable, con liderazgo, comprometida con su puesto y saber que no hay horarios fijos, pero que tendrá como recompensa el devolverle una mejor calidad de vida a los pacientes.

The figure and function of the transplant coordinator is still unknown in our medical society. Every hospital should have a coordinator so this potential organ donors can be identified and have a good use of these organs an tissues. A number of studies around the world have been made and they all agree in the need of a coordinator to increase their transplant numbers. The coordinator must know the criteria and be a part of every step in the donation process, so it will end in a transplant. The coordinator must be a responsible, compromised, with leadership and aware that there are no established work-hours, but having the reward of giving back a life quality to sick people.

RESUMO

El programa de donación de órganos y tejidos con fines de trasplante debe ser fortalecido y tener como objetivo principal incrementar la donación cadavérica, suceso que elevará el número de trasplantes y como consecuencia reducirá la cantidad de personas en lista de espera. En México las bajas tasas de donación son resultado de múltiples causas y los factores a modificar son también abundantes, entre lo que sobresale la negativa al solicitar el consentimiento familiar. La Coordinación de Donación de Órganos y Tejidos con Fines de Trasplante (CODOyT) recomienda una serie de puntos a desarrollar y afinar en cada hospital así como la elaboración de proyectos a corto, mediano y largo plazo para lograr el objetivo.

The Organ and Tissue Donation Program must be strengthened to increase the number of cadaveric donors, which will raise the number of transplantations and, therefore, decrease the national recipient waiting list. There are many reasons for the low rates of donation in Mexicol, and the factors that must be modified are also abundant, being the most prominent the lack of family authorization. The Coordination for Organ and Tissues Donation and Transplantation recommends some points to be developed and refined in every hospital, as well as the making of short-medium-and longterm projects to achieve the objective.

RESUMO

Las siguientes observaciones e hipótesis son el producto de una breve estadía en Medellín, motivo de la pasantía concertada entre la Escuela de Psicología Social del Sur y la Facultad de Psicología y Ciencias Sociales de la Funlam, a la cual asistí como alumno en algunas de sus actividades durante 17 días. El objetivo es contribuir al diálogo entre los saberes surgidos de las diferentes experiencias psicosociales de una y otra institución.

The following observations and hypotheses are the product of a brief stay in Medellín, reason for the internship arranged between the School of Social Psychology of the South and the School of Psychology and Social Sciences of Funlam, which I attended as a student in some of their activities for 17 days. The objective is to contribute to the dialogue between the knowledge arising from the different psychosocial experiences of one institution and another.

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El presente trabajo de investigación se enmarca dentro de un tipo de estudio descriptivo, con abordaje cuantitativo el cual tuvo como objetivo identificar las características del liderazgo personal e interpersonal en los coordinadores y profesionales en enfermería que laboran en las IPS de 3er nivel de atención en la ciudad de Cartagena, durante el segundo semestre del año 2009 y el año 2010. Se describieron las variables: liderazgo personal, cuyas dimensiones de estudio fueron control del ego, equilibrio, desapego y responsabilidad, y las variables de liderazgo interpersonal que midieron el trabajo en equipo y las destrezas gerenciales. Los Coordinadores y profesionales en enfermería, constituyeron la población para determinar las características del liderazgo personal e interpersonal. Se trabajó con la totalidad de los sujetos (21 coordinadores y 117 profesionales en enfermería) que aceptaron participar voluntariamente en el estudio y que cumplieron con los criterios de inclusión expuestos en el presente trabajo. En el estudio se utilizó la escala de Evaluación de Liderazgo Personal e Interpersonal, propuesta por David Fischman, contando con la autorización del autor obtenida el 07 de Octubre de 2009. Previo a su aplicación, se realizó una prueba de validez facial y dos pruebas pilotos, que permitieron analizar y verificar la compresión de cada pregunta, su contenido, formulación, claridad y la coherencia que debía existir entre el objetivo planteado, la formulación del problema, el marco teórico y el contenido del instrumento. Para dar un puntaje a cada una de las dimensiones estudiadas se siguieron las instrucciones del Sistema de calificación propuesto por Fischman, cuyos puntajes fueron clasificados en las categorías de muy bajo, bajo, moderados, altos y muy altos. La técnica estadística utilizada para el análisis de los datos fue la MannWhitney U. El estudio mostró las principales debilidades y fortalezas de cada una de las dimensiones de las variables de liderazgo personal e interpersonal. Las debilidades observadas en las características del liderazgo personal de los Coordinadores de enfermería se hallaron en el manejo del control de ego, en el equilibrio, afrontamiento productivo y las debilidades más significativa se encontraron en la poca habilidad para hacerse responsables por su crecimiento personal, aceptar desafíos y fomentar hábitos como la disciplina, de perseverancia y de compromiso hacia metas que permitan su crecimiento profesional. En los profesionales en enfermería la principal debilidad se relacionó con la característica de responsabilidad, que al igual que los coordinadores que dificulta el crecimiento personal y profesional de los individuos. Cabe resaltar que las fortalezas más significativas en estos profesionales en enfermería se evidenciaron en las dimensiones del liderazgo personal, en donde se resalta el control del ego y el manejo del equilibrio orgánico, espiritual y mental. Los Coordinadores de enfermería demostraron sus fortalezas en las características del liderazgo interpersonal, se observo mayor habilidad para tener metas claras y asignar prioridades en el equipo de trabajo. Las debilidades y fortalezas de cada una de las dimensiones del liderazgo personal e interpersonal reflejan el aporte que hace cada persona a la organización, al equipo de trabajo y a su crecimiento personal.

The present work of investigation places inside a type of descriptive study, with quantitative boarding which had as aim identify the characteristics of the personal and interpersonal leadership in the coordinators and professionals in infirmary that they work in the IPS of 3er level of attention in the city of Cartagena, during the second semester of the year 2009 and the first semester of 2010. Variables were described: personal leadership, the dimensions of ego-control study were, balance, detachment and accountability, leadership and interpersonal variables that measured the teamwork and management skills. Coordinators and nurse practitioners were the population to determine the characteristics of personal and interpersonal leadership. We worked with all the subjects (21 coordinators and 117 nurse practitioners) who agreed participate voluntarily in the study who met the inclusion criteria set out in this work. The study used the Global Assessment of Personal and Interpersonal Leadership, given by David Fischman, with the permission of the author obtained on October 7, 2009. Prior to implementation, there was a face validity test and two test pilots, who helped analyze and verify the compression of each question, its content, wording, clarity and coherence that should exist between the stated objective, the formulation of the problem, the theoretical framework and the content of the instrument. To give a score to each of the dimensions studied followed the instructions of the grading system proposed by Fischman, whose scores were classified into the categories of very low, low, moderate, high and very high. The statistical technique used to analyze data was the Mann-Whitney U. The study showed the main strengths and weaknesses of each of the dimensions of the variables of personal and interpersonal leadership. The weaknesses in the personal leadership characteristics of nurse coordinators were found in the management of self control, balance, coping productive and the most significant weakness was in the little ability to take responsibility for their personal growth, acceptance challenges and develop healthy habits such as discipline, perseverance and commitment to targets to their professional growth. NP in the main weakness was related to the characteristic of responsibility, as coordinators difficult personal and professional growth of individuals. It should be noted that the most significant strengths in these NPs were found in the dimensions of personal leadership, which highlights the ego's control and management of organic balance, spiritual and mental. Nursing Coordinators demonstrated strengths in interpersonal leadership characteristics, we observed a greater ability to have clear goals and prioritize the team. The weaknesses and strengths of each of the dimensions of personal and interpersonal leadership reflect the contribution each person makes to the organization, team work and personal growth.

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A proposta deste artigo é refletir sobre alguns fatores que geram crescimento/desenvolvimento psíquico dentro dos grupos terapêuticos sob a ótica da psicoterapia analítica de grupo. As observações são advindas do trabalho com grupos em consultório privado e de estudos acerca do que promove crescimento nos grupos.(AU)

The goal in this article is to reflect upon some factors which generate growth/psychological development within the therapeutic groups under the approach of group analytical psychotherapy. The observations are based on the work with groups in a private practice and writing regarding what promotes growth in groups.(AU)

La propuesta de este artículo es reflexionar sobre algunos factores que generan crecimiento/y desarrollo psiquico dentro de los grupos terapéuticos y de otros grupos bajo la óptica de la psicoterapia analítica del grupo. Las observaciones se obtienen del trabajo de grupos en consultorios privados y diversos estudios, relacionado a lo que promueve crecimiento en los grupos.(AU)

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A proposta deste artigo é refletir sobre alguns fatores que geram crescimento/desenvolvimento psíquico dentro dos grupos terapêuticos sob a ótica da psicoterapia analítica de grupo. As observações são advindas do trabalho com grupos em consultório privado e de estudos acerca do que promove crescimento nos grupos.

The goal in this article is to reflect upon some factors which generate growth/psychological development within the therapeutic groups under the approach of group analytical psychotherapy. The observations are based on the work with groups in a private practice and writing regarding what promotes growth in groups.

La propuesta de este artículo es reflexionar sobre algunos factores que generan crecimiento/y desarrollo psiquico dentro de los grupos terapéuticos y de otros grupos bajo la óptica de la psicoterapia analítica del grupo. Las observaciones se obtienen del trabajo de grupos en consultorios privados y diversos estudios, relacionado a lo que promueve crecimiento en los grupos.

Assuntos

RESUMO

O presente artigo tem como objetivo discutir a importância da configuração grupal na instituição escolar. Partimos da premissa da escola como uma instituição não familiar - principalmente por seu caráter social amplo-, o que demarca uma diferença radical entre o grupo família e o grupo escola. Apesar das instituições família e escola refletirem uma verticalidade dissimétrica entre adultos e crianças, o grupo-classe configura o pertencimento a um grupo horizontal e certa homogeneidade. A partir disto, pretendemos explicitar a necessidade de que o educador perceba que seu trabalho pedagógico ocorre em grupo e que, sendo assim, é necessário manejar as relações grupais para que o processo de ensino-aprendizagem possa se efetivar.

This paper intends to discuss the importance of group configuration at the school institution. We part from the fact that school is a non familiar institution, with a large spectrum of relationship, which marks a radical difference between family group and school group. Although both family and school groups are characterized by a vertical and dissymmetric relation between adults and children, each classroom presents an experience of belonging to a horizontal and, in some ways, homogeneous group. Taking that consideration, we intend to show how important it is for the educator to realize that his/her pedagogic work relies on the group and, therefore, it is essential that he/she can manage group situation, so that the process of teaching and learning can be effective.

El presente artículo tiene como objetivo discutir la importancia de la configuración grupal en la institución escolar. Se parte de la escuela como una institución no familiar- principalmente por su carácter social amplio- lo que marca una diferencia radical entre el grupo familiar y el grupo escolar. A pesar de que las instituciones familia y escuela reflejan una verticalidad no simétrica entre adultos y niños, pertenecer al grupo clase configura horizontalidad y una cierta homogeneidad grupal. A partir de esto, pretendemos explicitar la necesidad de que el educador perciba que su trabajo pedagógico se efectúa en grupo y que, siendo así, es necesario manejar las relaciones grupales para que el proceso de enseñanza y aprendizaje se pueda hacer efectivo.

Assuntos

RESUMO

El rol del coordinador puede ser entendido como aquella función que dentro del grupo se encarga del encuadre, incentiva las relaciones y la producción grupales, identifica y busca estrategias para superar los obstáculos o las trabas que se presentan al interior o durante la dinámica grupal, facilitando la tarea.

The role of the coordinator can be understood as that function that within the group is responsible for framing, encourages group relationships and production, identifies and seeks strategies to overcome obstacles or obstacles that arise within or during group dynamics, facilitating homework.

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RESUMO

El rol que asume la persona que coordina, es único y diferencial en cada uno de los grupos a los que pertenece; de igual manera, cada grupo operativo tiene aspectos y elementos al interior de su dinámica, que lo hacen innovador y diferente a los otros en los cuales se haya estado inmerso con anterioridad.

The role assumed by the person who coordinates is unique and differential in each of the groups to which it belongs; Similarly, each operating group has aspects and elements within its dynamics, which make it innovative and different from the others in which it has previously been immersed.

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Para pensar el lugar del coordinador en los grupos operativos, primero hay que comprender en qué consiste un grupo operativo, el cual se entiende, según la teoría de Enrique Pichón Rivière, como un "conjunto de personas ligadas entre sí por constantes de tiempo y espacio y articuladas por ser mutua representación interna, con una finalidad que es centrarse en la tarea y cuyo objetivo es aprender a pensar en términos de resolución de dificultades creadas y manifestadas en el campo grupal y no en cada uno de los integrantes".

To think about the place of the coordinator in the operative groups, first it is necessary to understand what an operative group consists of, which is understood, according to the theory of Enrique Pichón Rivière, as a "group of people linked to each other by constants of time and space and articulated by being mutual internal representation, with a purpose that is to focus on the task and whose objective is to learn to think in terms of solving difficulties created and manifested in the group field and not in each of the members. "

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RESUMO

El texto que a continuación expondré, nace de la reflexión y vivencia de un grupo operativo en particular, como un intento de formalizar dicha experiencia, acentuando los interrogantes en el lugar del coordinador, que dicho sea de paso, nos permita pensar y redimensionar dicho lugar en la intervención y coordinación de grupos operativos.

The text that I will present below, stems from the reflection and experience of a particular operating group, as an attempt to formalize this experience, emphasizing the questions in the place of the coordinator, which, incidentally, allows us to think and resize said place in the intervention and coordination of operational groups.

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RESUMO

¿Desde qué lugar observa, comprende y comenta el coordinador de grupos?, ¿cómo se las arregla con su deseo de saber y de poder a la hora de realizar las intervenciones?, ¿qué determina le elección de una técnica de intervención y su eficacia?, ¿qué tipo de miembro es en el grupo y cuál es la responsabilidad que asume en el acto de coordinar?

From what place does the group coordinator observe, understand and comment? How does he manage with his desire to know and be able to perform the interventions? What determines the choice of an intervention technique and its effectiveness ?, What type of member is in the group and what is the responsibility assumed in the act of coordinating?.

Assuntos