The thematic drawing-and-story procedure in qualitative research: an integrative review
Sueli Regina Gallo-Belluzzo, Gisele Meirelles Fonseca, Tânia Maria José Aiello-Vaisberg
Abstract:
Conducting qualitative psychological research that addresses controversial, embarrassing or politically correct issues demands measures that facilitate the expression of participants’ subjective positions. By motivating imaginative associations, mediating resources seem to meet this need well, entailing it deserves to be studied. Methodologically organized as an integrative literature review based on consultations of the Scientific Electronic Library Online (SciELO), Electronic Journals in Psychology (PEPsic), Latin American and Caribbean Health Sciences Literature (LILACS) and The United States National Library of Medicine (PubMed), the present article aims to investigate the use of the Thema tic Drawing-and-Story Procedure (PDE-T) in qualitative investigations. The chosen databases have provided 25 articles published between 2017 and 2023 and used as a sole resource or accompanied by others. Approaching various populat ions and various phenomena with different theoretical frameworks, these studies, according to this review, show that the use of the PDE-T favours the generation of significant, reliable and useful empirical material in the production of comprehensive knowledge. Therefore, there is a body of knowledge that makes it possible to affirm that the PDE-T is an important and promising interview mediator in the field of qualitative research.
Keywords: thematic drawing-and-story procedure; qualitative research; literature review
How to cite this paper
Gallo-Belluzzo, S. R., Fonseca, G. M., & Aiello-Vaisberg, T. M. J. (2024) The thematic drawing-and-story procedure in qualitative research: an integrative review. Boletim Academia Paulista de Psicologia. Volume 44, nº 6, 1-12.
DOI: 10.5935/2176-3038.20240012
“The one who takes care is the mother”: Legal mediators’ child care imaginary
Gisele Meirelles Fonseca, Sueli Regina Gallo-Belluzzo, Tânia Maria José Aiello-Vaisberg
Abstract:
Objective Investigate child care collective imaginaries, a focus justified by the social and family transformations resulting from the massive insertion of women into the labor market.
Method The study is organized methodologically from the perspective of concrete psychoanalytic psychology, articulating the use of the psychoanalytic method with relational theorizations. The research involves collective psychological interviews, in which 12 judicial mediators were interviewed through the Thematic Drawing and Story Procedure.
Results The psychoanalytical consideration of the material allowed the interpretative production of four affective–emotional meaning fields.
Conclusion The general picture indicates that a conservative imaginary prevails in which the best child care is provided by the biological mother in the contexts of both the nuclear family and the matrifocal family while also maintaining a friendly bond with the father.
Keywords: Child care; Gender-based division of labor; Parenting; Psychoanalysis; Resolution, conflict
How to cite this paper
Fonseca-Inacarato, G. M., Gallo-Belluzzo, S. R., & Aiello-Vaisberg, T. M. J.. (2023). “The one who takes care is the mother”: Legal mediators’ child care imaginary. Estudos De Psicologia (campinas), 40, e210126. https://doi.org/10.1590/1982-0275202340e210126
The Imaginary of Brazilian Adolescents in Relation to University Entrance Exams: A Psychoanalytic Study
Sueli Regina Gallo-Belluzzo, Marcela Casacio Ferreira-Teixeira, Tânia Maria José Aiello-Vaisberg
Abstract:
Each year, thousands of Brazilian adolescents sit the vestibular (university entrance exam). This process often results in clinically significant levels of anxiety and insecurity. This study consists of a psychoanalytic investigation of the imaginary of middle class adolescents in relation to the vestibular. A group interview was conducted with nine students in the last year of high school using the Thematic Story-Drawing Procedure. An examination of the participants’ manifestations resulted in the interpretive production of two affective-emotional sense fields or relative unconscious: “individual responsibility” and “the key to success”. The findings show that there is a general belief that the ability to pass the vestibular, and thus guarantee a successful professional life, is directly related to the candidate’s academic skills and capacity. This oversimplified view ignores the importance of the social context.
Keywords: adolescents, university entrance examination, collective imaginary, qualitative research, psychoanalysis
How to cite this paper
Gallo-Belluzzo, S. R., Ferreira-Teixeira, M. C., & Aiello-Vaisberg, T. M. J.. (2017). O Imaginário de Adolescentes Sobre o Vestibular: Um Estudo Psicanalítico. Paidéia (ribeirão Preto), 27, 404–412. https://doi.org/10.1590/1982-432727s1201705
Interactive narratives in the investigation of the collective imaginary about motherhood
Tania Mara Marques Granato e Tania Maria José Aiello Vaisberg
Abstract:
Considering narration and psychoanalysis as processes of interpreting human experience, a narrative was developed to investigate the collective imaginary about motherhood. It is a fictional story elaborated by the researchers based on their clinical experience with pregnant women. When the interactive narrative reaches a climax, the researcher interrupts the story and invites the participants to complete it. Subsequently, the researcher and participants discuss the addressed topic and their own experiences during the writing process. In the present study, an interactive narrative about a couple which faces the possibility of having a baby with Down syndrome was presented to two groups of undergraduate Pedagogy and Psychology students. The psychoanalytical consideration of the narratives completed suggested expectations of an idealized mother who would accept her child unconditionally despite the implied sacrifice and her own feelings and a strong and protective father, when present. Conceptions of motherhood and its conflicts are discussed.
Keywords: Imaginary; Motherhood; Narratives; Psychoanalysis.
How to cite this paper
GRANATO, T. M. M., & AIELLO-VAISBERG, T. M. J.. (2016). Interactive narratives in the investigation of the collective imaginary about motherhood. Estudos De Psicologia (campinas), 33(1), 25–35. https://doi.org/10.1590/1982-02752016000100004
Who Are the Teenagers of Today? Collective Imaginary of Brazilian Teachers
Miriam Tachibana, Aline Vilarinho Montezi, Tomíris Forner Barcelos, André Sirota, and Tânia Aiello Vaisberg
Abstract
This research aims at investigating the collective imaginary of high school teachers regarding teenagers nowadays. It is based on the perspective that the school environment plays an important role in the process of emotion growth, and that this environment is highly affected by the teachers’ behavior. As an empirical psychoanalytical study, this investigation is composed of individual interviews with five teachers using the Drawing-Story with Theme procedure as a dialogical mediating resource. Transferential narratives were then written based on the clinical encounter and considered psychoanalytically, alongside the drawing-stories, allowing the perception of two affective-emotional fields, “naturally alienated” and “defensively alienated”. It is our understanding that these two fields might guide teachers to different conducts in regards to their young students, ranging from an equally alienated behavior in the classroom to attempts at closing the distance between them.
Keywords: Teacher, adolescence, collective imaginary, D. W. Winnicott, qualitative research.
How to cite this paper
Tachibana, M., Montezi, A. V., Barcelos, T. F., Sirota, A., & Vaisberg, T. M. J. A. (2015). Who are the teenagers of today? Collective imaginary of Brazilian teachers. International Journal of Information and Education Technology, 5(1), 47–49. https://doi.org/10.7763/IJIET.2015.V5.474
The First Experience of Clinical Practice on Psychology Students’ Imaginary
Sueli Regina Gallo-Belluzzo, Elisa Corbett, Tânia Maria José Aiello-Vaisberg
Abstract:
Considering the academic development of the psychologist as a complex process which articulates the transmission of scientific knowledge and changes in imaginative activity, we psychoanalytically investigate the collective imaginary of Psychology students regarding the first clinical consultation. We conducted a group interview with 52 undergraduate students, using the Thematic Story-Drawing Procedure as a way to open a dialogical field. The material obtained, through the psychoanalytical method, resulted in the creation/gathering of four affective-emotional meaning fields: “I came, I saw and I conquered”, “I know that I (do not) know”, “I survived and I will save” and “I am and I do”, from which we see an emotionally
immature imaginary about the meeting with the patient, since students are more self-centered than concerned with the patient. The overall situation indicates the need for care regarding student academic development, in order to encourage a more mature approach toward the suffering of the other.
Keywords: professional education, psychology education, collective imaginary, psychoanalysis-methodology
How to cite this paper
Gallo-Belluzzo, S. R., Corbett, E., & Aiello-Vaisberg, T. M. J.. (2013). The First Experience of Clinical Practice on Psychology Students’ Imaginary. Paidéia (ribeirão Preto), 23(56), 389–396. https://doi.org/10.1590/1982-43272356201313
Its Use in Diagnosis and Investigation Published by the Department of Psychology of
Faculty of Philosophy and Letters. University from Buenos Aires, 1964.
How to cite:
Bleger, J (1972) La Entrevista Psicológica In J Bleger Entrevistas Y Grupos. Buenos Aires: Nueva Vision