O processo psicodiagnóstico configura-se por meio de papeis bem definidos, onde por um lado está o sujeito que solicitou à ajuda ou foi indicado, ao qual deverá ser investigado e por outro lado o profissional, neste caso o psicopedagogo que aceita o pedido e se compromete a satisfazê-lo de acordo com suas possibilidades. Esta situação é considerada bipessoal (psicopedagogo-sujeito), de duração limitada que tem por objetivo conseguir descrever e compreender profundamente a personalidade do sujeito. Esta investigação poderá centrar-se em algum aspecto particular segundo os sintomas e de acordo com as necessidades apresentadas pela criança. Esse processo permite ao psicopedagogo investigar e a partir daí, levantar hipóteses provisórias que serão ou não confirmadas ao longo de todo o processo, utilizando-se dos conhecimentos práticos e teóricos. Esta investigação permanece durante todo o trabalho diagnóstico por meio da intervenção e da escuta psicopedagógica, para que se possa interpretar os processos que dão sentido ao observado e que orientam a intervenção. O diagnóstico psicopedagógico baseia-se na identificação das dificuldades e dos desvios que impedem o sujeito de desenvolver sua aprendizagem. Para BOSSA (1994), no processo diagnóstico interessa-nos saber como e o que o sujeito pode aprender e perceber o interjogo entre o desejo de conhecer e o de ignorar.
The psychodiagnostic process is configured through well-defined roles, where, on the one hand,
is the subject who asked for help or was indicated, to whom he should be investigated and on the other hand
the professional, in this case the psychopedagogist who accepts the request and undertakes to satisfy it in
according to your possibilities. This situation is considered bipersonal (psychopedagogue-subject),
of limited duration that aims to be able to describe and deeply understand the
subject's personality. This investigation may focus on any particular aspect according to
symptoms and according to the needs presented by the child. This process allows
to the psychopedagogist to investigate and from there, raise provisional hypotheses that will or will not be confirmed throughout the process, using practical and theoretical knowledge. It is
investigation remains throughout the diagnostic work through intervention and listening
psychopedagogical, so that one can interpret the processes that give meaning to the observed and that
guide the intervention. The psychopedagogical diagnosis is based on the identification of difficulties
and the deviations that prevent the subject from developing his learning. For BOSSA (1994), in the
diagnostic process interests us to know how and what the subject can learn and perceive the interplay between the desire to know and the desire to ignore.
The psychodiagnostic process is configured through well-defined roles, where, on the one hand,
is the subject who asked for help or was indicated, to whom he should be investigated and on the other hand
the professional, in this case the psychopedagogist who accepts the request and undertakes to satisfy it in
according to your possibilities. This situation is considered bipersonal (psychopedagogue-subject),
of limited duration that aims to be able to describe and deeply understand the
subject's personality. This investigation may focus on any particular aspect according to
symptoms and according to the needs presented by the child. This process allows
to the psychopedagogist to investigate and from there, raise provisional hypotheses that will or will not be confirmed throughout the process, using practical and theoretical knowledge. It is
investigation remains throughout the diagnostic work through intervention and listening
psychopedagogical, so that one can interpret the processes that give meaning to the observed and that
guide the intervention. The psychopedagogical diagnosis is based on the identification of difficulties
and the deviations that prevent the subject from developing his learning. For BOSSA (1994), in the
diagnostic process interests us to know how and what the subject can learn and perceive the interplay between the desire to know and the desire to ignore....
Le processus de psychodiagnostic est configuré à travers des rôles bien définis, où, d'une part,
est le sujet qui a demandé de l'aide ou a été indiqué, à qui il doit être enquêté et d'autre part
le professionnel, en l'occurrence le psychopédagogue qui accepte la demande et s'engage à la satisfaire dans
selon vos possibilités. Cette situation est considérée comme bipersonnelle (psychopédagogue-sujet),
d'une durée limitée qui vise à pouvoir décrire et comprendre en profondeur
personnalité du sujet. Cette enquête peut porter sur n'importe quel aspect particulier selon
symptômes et selon les besoins présentés par l'enfant. Ce procédé permet
au psychopédagogue d'investiguer et à partir de là, d'émettre des hypothèses provisoires qui seront ou non confirmées tout au long du processus, en s'appuyant sur des connaissances pratiques et théoriques. Il est
l'investigation demeure tout au long du travail de diagnostic par l'intervention et l'écoute
psychopédagogique, pour interpréter les processus qui donnent sens à l'observé et qui
guider l'intervention. Le diagnostic psychopédagogique repose sur l'identification des difficultés
et les déviations qui empêchent le sujet de développer ses apprentissages. Pour BOSSA (1994), dans le
processus de diagnostic nous intéresse de savoir comment et ce que le sujet peut apprendre et percevoir l'interaction entre le désir de savoir et le désir d'ignorer.
Der psychodiagnostische Prozess wird durch klar definierte Rollen konfiguriert, wobei einerseits
ist der Proband, der um Hilfe gebeten hat oder angezeigt wurde, an wen er ermittelt werden soll und andererseits
der Fachmann, in diesem Fall der Psychopädagoge, der die Anfrage annimmt und sich verpflichtet, ihr nachzukommen
nach Ihren Möglichkeiten. Diese Situation gilt als bipersonal (Psychopädagoge-Subjekt),
von begrenzter Dauer, die darauf abzielt, die beschreiben und tief verstehen zu können
Persönlichkeit des Subjekts. Diese Untersuchung kann sich auf einen bestimmten Aspekt gemäß konzentrieren
Symptome und nach den Bedürfnissen des Kindes. Dieser Vorgang ermöglicht
an den Psychopädagogen, der nachforscht und von dort aus vorläufige Hypothesen aufstellt, die sich während des gesamten Prozesses bestätigen oder nicht bestätigen lassen, unter Verwendung von praktischem und theoretischem Wissen. es ist
Die Untersuchung bleibt während der gesamten diagnostischen Arbeit durch Intervention und Zuhören erhalten
psychopädagogisch, damit man die Prozesse interpretieren kann, die dem Beobachteten und dem einen Sinn geben
den Eingriff leiten. Die psychopädagogische Diagnostik basiert auf der Identifizierung von Schwierigkeiten
und die Abweichungen, die den Probanden daran hindern, sein Lernen zu entwickeln. Für BOSSA (1994), im
Der diagnostische Prozess interessiert uns zu wissen, wie und was das Subjekt lernen kann, und das Wechselspiel zwischen dem Wunsch zu wissen und dem Wunsch zu ignorieren wahrzunehmen.
Il processo psicodiagnostico si configura attraverso ruoli ben definiti, dove, da un lato,
è il soggetto che ha chiesto aiuto o è stato indicato, al quale dovrebbe essere indagato e dall'altro
il professionista, in questo caso lo psicopedagogista che accoglie la richiesta e si impegna a soddisfarla in
secondo le tue possibilità. Questa situazione è considerata bipersonale (psicopedagogo-soggetto),
di durata limitata che mira a poter descrivere e comprendere a fondo il
personalità del soggetto. Questa indagine può concentrarsi su qualsiasi aspetto particolare secondo
sintomi e secondo i bisogni presentati dal bambino. Questo processo consente
allo psicopedagogista di indagare e da lì sollevare ipotesi provvisorie che saranno o meno confermate durante tutto il processo, utilizzando conoscenze pratiche e teoriche. è
l'indagine rimane durante tutto il lavoro diagnostico attraverso l'intervento e l'ascolto
psicopedagogico, in modo da poter interpretare i processi che danno senso all'osservato e quello
guidare l'intervento. La diagnosi psicopedagogica si basa sull'identificazione delle difficoltà
e le deviazioni che impediscono al soggetto di sviluppare il suo apprendimento. Per BOSSA (1994), nel
processo diagnostico ci interessa sapere come e cosa può apprendere il soggetto e percepire l'interazione tra il desiderio di sapere e il desiderio di ignorare.
