Operating Group |
Proposed and defined by the Argentine School of Groups, having in Pichon-Rivière its formulation. It is a group of people with a common goal, who operate and structure as it relates. Focused on the objective teaching-learning or therapeutic task. |
“ECRO, for the Pichon-Riviere’s school, is the group’s conceptual and operational framework: evolutionary moments of the group: pre-task, task = integration between feeling, thinking and acting; Project |
Some concepts of the operational groups to be analyzed by the multiprofessional team (Family Health Strategy, for example): the explicit, implicit task, the projects and the objectives. |
Focus Group |
Anglo-Saxon origin, in the 1940s, as methodology for research in social sciences (marketing, program evaluation, communication, etc.). In the health area, from the 1980s. A research technique used to diagnose educational problems and evaluate programs in development, allowing the collection of qualitative data from group sessions in which six to fifteen people, who share a common trait (age, occupation, etc.) discuss various aspects of a specific theme. |
There should be clarity about the problem and objectives of the research; topic well studied; a flexible roadmap of preliminary issues. It has moderator or facilitator, with the role to encourage participants to express their feelings and opinions on the question under study; it should keep the discussion focused, making summaries, and picking up the subject when someone gets sidetracked. And an observer, in charge of capturing the non-verbal information expressed by the participants and, in the end, help the moderator to analyze the possible biases caused by problems in their coordination of the session. Facilities: cozy place, periodicity, duration (1:30 on average) 3535. Gatti B. Grupo focal na pesquisa em ciências sociais e humanas. Brasília: Liber Livro; 2005. . |
Technique very used in the work of qualitative approaches in social research. It has been used internationally for structuring diagnostic actions and problem solving; for the planning of educational activities, as an object of promotion in health and environment; for the revision of the teaching-learning process. |
Balint Group |
Michael Balint, Hungarian physician and psychoanalyst, 1950s: theory on the doctor-patient relationship and a group methodology to empower practitioners. |
Parameters and norms for group dynamics: participants sit in a circle, the coordinator asks the group who has a case. After summarizing, the coordinator opens the floor for questions to the rapporteur, who answers succinctly and then silences, only listening to the group’s discussion, which reflects on the case and on the relationship of the professional rapporteur and his patient, trying to understand the mechanisms that have permeated this interpersonal relationship. At the end of the group discussion, the coordinator opens the space for the reporter to talk again, who evaluates the discussion and tells whether the group has helped or not. Duration from 90 to 120 minutes. |
Use of the technique of the Balint group as devices for the prevention of Burnout Syndrome; Balint-Paideia Group 1818. Figueiredo MD. A construção de práticas ampliadas e compartilhadas em saúde: Apoio Paideia e formação [tese]. Campinas (SP): Faculdade de Ciências Médicas, Unicamp; 2012. . |
Reflective Group |
“A group of people who recognize their commitment to a common research-formation project through the practice of autobiographical narratives. The reflective activity in the group turns to the search for meaning of existential experiences and the understanding of self through the mediation of the other “ 3636. Passeggi MC. Memoriais autobiográficos: a arte profissional de tecer uma figura pública de si. In: Passeggi MC, Barbosa TMN, organizadores. Narrativas de formação e saberes biográficos. Natal: EDUFRN; 2008. p. 27-42. . Passeggi 3636. Passeggi MC. Memoriais autobiográficos: a arte profissional de tecer uma figura pública de si. In: Passeggi MC, Barbosa TMN, organizadores. Narrativas de formação e saberes biográficos. Natal: EDUFRN; 2008. p. 27-42. and Pineau 3737. Pineau G. As histórias de vida como artes formadoras da existência. In: Souza EC, Abrahão MHMB, organizadores. Tempos, narrativas e ficções: a invenção de si. Porto Alegre: EDIPUCRS, EDUNEB; 2008. p.46-67. as main theoreticians. |
As a continuous training device for the construction of knowledge and transformation of oneself: narration of the personal and professional journey, reporting experiences 3636. Passeggi MC. Memoriais autobiográficos: a arte profissional de tecer uma figura pública de si. In: Passeggi MC, Barbosa TMN, organizadores. Narrativas de formação e saberes biográficos. Natal: EDUFRN; 2008. p. 27-42. . |
Active learning methodology based on the “Reflection Group”, based on social constructionism. In the group, the student / worker is encouraged to reflect on their theoretical, technical, tacit knowledge and on their professional practice in health 2828. Guanaes C, Mattos ATR. O grupo de reflexão na formação do profissional de saúde: um enfoque construcionista social. Gerais (Univ Fed Juiz Fora). 2008; 1(1):79-85. . |
Dynamic Group |
From 1930-40, with Lewin and collaborators, from studies to understand the structure, internal and external influences, power, leadership and communication of the group, in short, the dynamics of the group field. For Bion 3838. Bión W. Experiências com grupos. Rio de Janeiro: Imago; 1975. , the group is a place of its own psychic reality, permeated by the primitive anxieties and basic assumptions (of dependence, struggle or flight, of mating) of group dynamics. |
As an educational method of training human capacities, leading them to new behaviors through exposure, discussion and group decision making. With Bion 3838. Bión W. Experiências com grupos. Rio de Janeiro: Imago; 1975. , Group T (work), which corresponds to the evolved group, is task-centered and opposes moments in the group dominated by the basic assumptions. Moreno (1889-1974) through role-playing techniques - psychodrama and sociodrama - and sociometry (analytical tool for the study of interactions between groups). |
The team work as a possibility of “recomposition” of health work in another direction, that of interdisciplinarity. Sociodrama: One of the goals is to develop role performance and training. |
Offices; Conversation Circles. |
It aims to provoke the Paideia effect: a social and subjective process in which people expand their capacities to seek information, to interpret them, to understand themselves, others and the context, increasing the possibility of acting on these relations. |
Circle Method: a space for permanent exchange of ideas, knowledge, and affections, with the mediation of specialized support, theoretical offerings and the construction of a protected environment, which allows capacity building and analysis and intervention. Ascesis Spirals Method: Closed group, with the incorporation of the theoretical contributions of Balint and authors who developed the conceptual basis of group psychology. |
In experiences of ESF implementation, in the workshops for the implementation of the National Humanization Policy (PNH), in order to transform work and health management. |