A mudança narrativa em grupos de educação parental narrative change in group-based parenting education

Ana Rita Ferreira ^[1] ; Joana Sequeira ^[3] ; Maria Filomena Gaspar ^[2]
1. [1] Universidade de Lisboa
  
  Universidade de Lisboa
  
  Socorro, Portugal
2. [2] Universidade de Coimbra
  
  Universidade de Coimbra
  
  Coimbra (Sé Nova), Portugal
3. [3] Instituto Superior Miguel Torga
Mostrar afiliaciones +
Localización: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología, ISSN 0214-9877, Vol. 1, Nº. 1, 2010, págs. 371-379
Idioma: portugués
Enlaces
- Texto completo (pdf)

Resumen
- n this study we analyze and describe changes in parent’s narrative that attend to the parenting pro- gram “Incredible Years - Basic”. The instrument used for the assessment of change through the pro- gram sessions was the Grid Therapeutic Process Analysis – GAPT (Sequeira, 2003). The 5 GAPT dimen- sions correspond to axes considered important in the narrative organization and respective transfor- mation in therapeutic context.
  
  10 sessions of the parenting program were transcribed, using the Panel of Experts ‘methodology, taking into account the 4 parental subsystems participating in the therapeutic group. It was found that singularities and the narrative reflection have occurred, in large number, since the start of the interven- tion, tended gradually to promote diversity and flexibility in narrative. The change was visible in inter- actions, in the way the story is narrated, in its connotation and central themes. In short, the singularity amplification enables consistent reorganization and reconceptualization resulting in more complex, sig- nificant, and coherent narratives and experiences about the problems presented by parents.
  
  The parents’ group interactions had an important role in narrative transformation, especially con- tributing to the amplification of new meanings and interactions in micro and macro contexts