文章基本信息

标题：Evaluation of a program to teach emphatic behavior for children in clinic context
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作者：Aline Vettorazzi ; Eluana Frare ; Fernanda Chedid de Souza 等
期刊名称：Interação em Psicologia
印刷版ISSN：1516-1854
出版年度：2005
卷号：09
期号：02
出版社：Universidade Federal do Parana̧, Departamento de Psicologia
摘要：Emphatic behavior, understood like a class of behaviors, has been considerate necessary for the good
establishment of interpersonal relationships. Presenting these behaviors sometimes requires
professional intervention for them to be learned. Therefore, the objective of this article was evaluating
a program for teaching these behaviors for children, in a clinical context. For elaborating the program,
emphatic behavior was decomposed in intermediary learning steps. Teaching the identified behaviors
was made in a gradual form, by playful activities projected for occurring in a positive contingence of
reinforcement. Activities were developed to teach 9 out of the 25 intermediary behaviors identified.
The children learned 7 of those 9 behaviors that were teached during therapeutic sessions. The results
enabled identifying that, when teaching is programmed, learning occurs in a way to make it possible
for the therapist to follow more frequently and intervene more accurately in that specific behavior that
presents more difficulties for being learned and, this way; amplify the efficiency of the intervention.
In addition, the explicitness of intermediary learning steps makes the choice, creation and adaptation
of playful activities possible, which better attends the proposed objectives for each session, keeping
children motivated and increasing the possibilities of learning the relevant of behavioring more
emphaticly.