Browsing by Author "Carugati, Felice"
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- Das instituições aos «grupos de apartamento»Publication . Carugati, FelicePartindo de uma contestação às instituições- internatos, o autor apresenta os «grupos de apartamento» como uma tentativa para as ultrapassar. A primeira experiência foi feita em Bolonha durante o ano de 1970-1971 e os grupos foram alojados em apartamentos comuns, acompanhados por 3 educadores; cada grupo tinha 6 a 8 raparigas. Experiências semelhantes foram feitas noutras cidades, no período de 1972 a 1976 em Ravena, Ferrara e Imola. Após uma fase de crise por que passaram os grupos, verificou-se uma outra de reorganização caracterizada por comportamentos mais autónomos. O autor avança a sugestão de que estes grupos podem promover a ressocialização dos jovens e prevenir a colocação em instituições. ------- ABSTRACT ------- Leaving from a contestation of «Institution- boarding school», the writer introduces the «group-flat» as an attempt to go beyond them. The first experience took place at Bolonha in the year of 1970-71 and the groups that had been lodged in ordinary flats, were followed by 3 educators and were composed to 6 to 8 girls. Similar experiences took place at other cities, like Ravena, Ferrara and Imola during the period af 1972-76. After passing through a crisis phase, the groups had another one of reorganisation wich was characterized by a more autonomous behaviour. The writer advances the suggestion that the groups can promove the youth resocialization and prevent the placing in boarding-schools.
- Justice judgements, school failure, and adolescent deviant behaviourPublication . Sanches, Ana Cristina Pires; Pereira, Maria Gouveia; Carugati, FeliceBackground. The current paper is based on two different approaches. One is the relational model of authority (Tyler & Lind, 1992), which addresses the effects of justice perceptions on the legitimacy of authorities and behavioural compliance. The other is Emler and Reicher’s theory (1995, 2005), which explains the involvement of adolescents in delinquency through their relationship with the institutional authorities of society. Aims. To provide empirical evidence for the linkage of these perspectives, analysing the relationship between justice perceptions about teachers and the involvement of adolescents in deviant behaviour. Our hypotheses are that teachers’ justice is negatively related with deviant behaviour and that this relationship is mediated through the evaluation of institutional authorities, after controlling for school failure. Sample. Three hundred and ninety adolescents aged between 14 and 17 years. Methods. Participants completed the following scales: perceptions of justice about teachers, evaluation of institutional authorities, and deviant behaviour. Data were examined through correlation and bootstrap analyses. Results. Justice judgments about teachers were negatively related with deviant behaviour, and this relationship was partially mediated by the evaluation of institutional authorities, even after controlling for school failure. However, procedural justice revealed a much stronger relationship with deviance, compared to distributive justice. Conclusions. As predicted, these results suggest that when adolescents perceive school authorities as fair, other institutional authorities are likely to be perceived in a similar way and the more those authorities are positively evaluated, the less often adolescents engage in deviant conduct. Results are discussed according to the theories underlying our hypothesis. Directions for future research are suggested.
- Sobre a avaliação: O comportamento subjacente à «norma de referência»Publication . Fernandes, Antónia Pratas; Carugati, Felice; Selleri, PatriziaO presente trabalho teve como propósito o estudo do comportamento avaliativo subjacente às normas de referência. Rheinberg (1983), referiu que na actividade avaliativa existem duas normas de referência, uma social e outra individual, que teoricamente se opõem. Na sequência dos trabalhos empíricos de Rheinberg (1980, 1983) e Forzi (1994), analisou-se o método de categorização do comportamento de avaliação no «Little Evaluation Test», dos professores e futuros professores, procedendo-se à operacionalização da «norma de referência» e, em consequência, à definição de três categorias: norma social, individual e socio-individual. Avaliação, normas de referência: social, individual e socio-individual, comportamento avaliativo.