Graziella Jones Caccavale Mofarrej

Pontifícia Universidade Católica de São Paulo

Graziella Jones Caccavale Mofarrej
Rua Comendador Miguel Calfat, 128 – cj 707 – São Paulo/SP

Phone: +55 (11) 3807 3430
Mobile: +55 (11) 99631 7704

Graziella Jones Caccavale Mofarrej is a psychologist with a Master’s Degree in Clinical Psychology from Pontifícia Universidade Católica de São Paulo, Brazil (PUC-SP). Studied Family and Couple Therapy at PUC-SP and works currently as a psychotherapist for individuals, families and couples on her private practice, she also works as a relational facilitator on the scholar context. Graziella worked at the Eating Disorders Outpatients Clinic (AMBULIM) in the Institute of Psychiatry of the Clinics Hospital of the University of São Paulo as family therapist specializing in eating disorders at IPq/HCFMUSP. She is a Mediator of Conflicts through Instituto Mediativa in São Paulo. Graziella is also Certified in Dialogic and Collaborative Practices by Interfaci, Houston Galveston Institute and Taos Institute. Team member of INTERFACI (Family, Couple, Community and Individual Therapy), effective member of the Paulista Association of Family Therapy (APTF); tutor of monograph works at Post modern Systemic Therapy training course at Movimento Institute, Florianópolis (Santa Catarina).

Co-author of chapter “A contribuição da entrevista apreciativa em um processo terapêutico colaborativo” (The contribution of appreciative interview in a collaborative therapeutic process) together with Maria Fernanda Teixeira Costa and Vera T. Maluly Pacheco, from the book “Práticas Colaborativas e Dialógicas em distintos contextos e populações: um diálogo entre teoria e prática” (Collaborative and dialogic practices in different contexts and populations: a dialogue between theory and practices) edited by Marilene Grandesso and published by CRV publisher, São Paulo, 2017.

Interested in dialogic processes and its developments, Graziella focused her dissertation in her Master’s degree on the educational context as she believes that this is a fertile territory to disseminate the dialogic and collaborative practices. The dissertation is based on the Social Construccionism as theoretical reference, hence she considers conflict as an opportunity to develop dialogue, in the attempt to desconstruct the traditional relationship between teachers and students which is based on the authoritarianism and discipline. She suggests that giving voice to the students it improves the comprehension of conflicts, giving room to the positive effects of the shared responsibilities between them and their teachers, within a more harmonious relation in a more productive educational environment.