Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Protective and stress factors for psychological distress: A comparative analysis of LGB and non-LGB older adults
No full textObjectives: Population ageing raises major public health and psychosocial challenges. Particularly,
lesbian, gay, and bisexual (LGB) older people may face increased vulnerabilities and marginalization
when compared to their non-LGB (heterosexual) counterparts, which may entail more risks for their
mental health. The aim of this study was to comparatively evaluate the levels of protective – social
support, spirituality, and resilience and stress factors – loneliness and ageism – among LGB and nonLGB older adults, and their impact on psychological distress (PD).
Method: A sample of 647 people aged 60years or older (M=66.01; SD = 4.93) was collected, 368
non-LGB and 279 LGB. Participation was carried out through an online survey in Portugal.
Results: LGB older adults had lower scores on all protective factors, except on social support from
friends, and higher levels on all stress factors, except on hostile ageism, compared to non-LGB older
adults. Further, resilience and loneliness were the main predictors of PD regardless of the sexual orientation. Stress factors explained the levels of PD over and above the effects of protective factors,
both among LGB and non-LGB older adults.
Conclusion: Psychological distress in aging presents different protective and stressful factors according to the sexual orientation of older adults. More comparative studies are suggested in the intersection between ageing and sexual orientation.Fundação para a Ciência e Tecnologia - FC
Liberdade e democracia práticas pedagógicas que traduzem estes valores num contexto de jardim de infância
No full textRelatório da Prática de Ensino Supervisionada apresentado no ISPA – Instituto Universitário para obtenção do grau de Mestre em Educação Pré-EscolarCom o objetivo de compreender de que forma as práticas pedagógicas e a organização do ambiente promovem valores fundamentais como a liberdade e a democracia, apresenta-se um estudo desenvolvido com um grupo de crianças dos 3 aos 6 anos, numa sala de jardim de infância de uma instituição situada num bairro histórico e multicultural de Lisboa. No projeto educativo, destacam-se os princípios de autonomia, da cooperação e inclusão, no seu alinhamento e cruzamento com o Movimento da Escola Moderna.
Neste contexto, a investigação procura compreender de que forma um ambiente educativo que favorece a participação, escuta e negociação de regras, traduz a edificação de uma cultura democrática, bem como identificar desafios que se colocam na sua apropriação.
Partindo de uma metodologia qualitativa, centra-se na análise documental, observação participante, e entrevista, envolvendo análise de registos reflexivos e documentação pedagógica.
São discutidos exemplos concretos de práticas democráticas, vividas numa sala de jardim de infância. O estudo evidencia a importância de uma intencionalidade pedagógica que promova a cidadania ativa desde a infância e a relevância da articulação do seu projeto educativo com o modelo pedagógico do Movimento da Escola ModernaWith the aim of understanding how teaching practices and the organization of the environment promote fundamental values such as freedom and democracy, we present a study conducted with a group of children aged 3 to 6 years old in a kindergarten classroom at an institution located in a historic and multicultural neighbourhood of Lisbon. The educational project highlights the principles of autonomy, cooperation, and inclusion, in line with and intersecting with the pedagogical model Movimento Escola Moderna.
In this context, the research seeks to understand how an educational environment that encourages participation, listening, and negotiation of rules translates into the building of a democratic culture, as well as to identify challenges that arise in its appropriation.
Based on a qualitative methodology, it focuses on documentary analysis, participant observation, and interviews, involving the analysis of reflective records, and pedagogical documentation.
Concrete examples of democratic practices are discussed, experienced in a preschool setting. The study highlights the importance of a pedagogical intentionality that promotes active citizenship from childhood and the relevance of articulating its educational project with the pedagogical model of the Movimento Escola Moderna
Menopause and weight loss (ME-WEL) randomised controlled trial: An e-health cognitive-behavioural group intervention for weight management in postmenopausal women
No full textBackground: Successful weight management is important for menopausal women, given the high prevalence of overweight and obesity. This study evaluated the efficacy of a cognitive-behavioural
e-Health group intervention for weight management in postmenopausal women with overweight or obesity. The intervention incorporates the Health Action Process Approach, Health Belief Model,
Oxford Food and Activity Behaviours, and Behaviour Change Techniques.
Methods: This randomised controlled trial involved 27 participants − 13 in the intervention group (IG), who received an 8-week intervention, and 14 in the control group (CG), who received an informative
leaflet. Five longitudinal assessments were performed. All variables were measured using quantitative instruments, and Body Mass Index was calculated from self-reported weight and height.
Latent growth models (LGM) were conducted according to the intention-to-treat principle.
Results: The LGM showed that some weight management strategies increase significantly over time in IG (energy compensation, regulation: rule setting) and regarding subjective well-being (positive
affect and satisfaction with life). Additionally, the IG showed a decrease in emotional and uncontrolled eating, and an increase in self-esteem and health-related determinants. Discussion: Long-term effects of this cognitive-behavioural intervention were found in some measures, while others only increased for a certain period. Increasing session frequency and incorporating monthly maintenance sessions are recommended to achieve more sustainable results over time.Fundação para a Ciência e Tecnologia - FC
Envolvimento parental, sentimento de pertença à escola e desempenho académico de alunos dos 2º e 3º ciclos do Ensino Básico
No full textDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.O percurso escolar dos alunos é influenciado por um conjunto de fatores individuais, familiares e contextuais, que interagem e impactam o processo de ensino e aprendizagem. Entre esses fatores, o desempenho académico se destaca como uma variável central, comummente utilizada como um indicador de sucesso educativo e adaptação escolar. Contudo, o desempenho académico dos alunos, não pode ser compreendido de forma isolada, sendo influenciado por
dimensões afetivas e psicológicas como o envolvimento parental e o sentimento de pertença à escola. O presente estudo teve como principal objetivo analisar as relações entre o envolvimento parental, o sentimento de pertença à escola e o desempenho académico dos alunos dos 2º e 3º ciclos do Ensino Básico em Portugal. Adicionalmente, procurou-se compreender se essas relações diferem consoante o estatuto migrante dos alunos. Participaram neste estudo 463 estudantes, dos quais 121 eram migrantes, que responderam a “Escala de Avaliação do Sentimento de Pertença à Escola” de (Ventura & Lima, 2016), a Escala de Perceção de Práticas de Envolvimento
Parental na Escolaridade: “Os meus pais e a minha escolaridade”, e subescala “Sentimentos/ atitudes em relação ao envolvimento parental” (Pereira & Monteiro, 2014), além de um questionário sociodemográfico. Os resultados revelaram que tanto o envolvimento parental, como o sentimento de pertença à escola estão relacionados positivamente com o desempenho académico dos alunos, sendo os alunos com melhor desempenho académico, aqueles com maiores níveis de envolvimento parental e sentimento de pertença à escola. Além disso, os alunos migrantes apresentaram níveis ignificativamente mais baixos em todas as variáveis analisadas, quando comparados
com os alunos não migrantes. Por fim, os resultados sublinham a importância do envolvimento parental e do sentimento de pertença à escola como fatores promotores do sucesso académico e do bem-estar dos alunos, e a emergência de práticas escolares mais inclusivas e sensíveis à diversidade cultural.A student’s academic trajectory is influenced by various individual, familial, and contextual factors that interact and impact the teaching and learning process. Academic achievement is most prominent among these factors, often used as an indicator of academic success
and school adjustment. However, academic achievement can only be understood through the affective and psychological dimensions that impact it, such as parental involvement and sense of school belonging. The current study aimed to analyze the relationships between parental
involvement, the school belonging and the academic achievement of students in their 2nd and 3rd cycles of basic education in Portugal. Additionally, the investigation sought to explore whether these relationships differ according to the students’ migrant status. The study included 463 students (of which 121 were migrants) who completed a sociodemographic questionnaire, the “Scale for Assessing Sense of School Belonging” (Escala de Avaliação do Sentimento de
Pertença à Escola, Ventura & Lima, 2016) and the “Perceived Parental Involvement Practices in Schooling Scale: My Parents and My Schooling”(Escala de Perceção de Práticas de Envolvimento Parental na Escolaridade: Os meus pais e a minha escolaridade, Pereira & Monteiro, 2014) ,including the subscale “Feelings/Attitudes Toward Parental Involvement” (Subescala: Sentimentos/Atitudes em relação ao envolvimento parental, Pereira & Monteiro, 2014). The results demonstrate that both parental involvement and school belonging hold a positive relationship with academic achievement. Thus, students with higher levels of academic achievement tend to experience greater parental involvement and a stronger sense of school belonging.
Furthermore, migrant students showed significantly lower levels across all variables investigated, compared to non-migrant students. As such, the results highlight the importance of parental involvement and sense of school belonging as factors that promote academic success and student well-being. Similarly, the study underscores the value of emerging school practices that prioritize inclusivity and sensitivity to cultural diversity
Examining risk and protective factors for suicidal behaviors: A cross-sectional study among Portuguese Male Inmates
No full textBackground/Objectives: Prison inmates face a significantly higher risk of acting on suicidal thoughts than the general population. However, Portuguese studies distinguishing inmates who think about suicide from those who attempt it remain scarce. Given this ideation-to-action distinction, the current cross-sectional study aimed to examine risk and protective factors for suicidal ideation, suicide attempts, and the transition from one outcome to another. Methods: A total of 411 male inmates (M = 37.94 years, SD = 10.91) from 16 Portuguese prisons participated in the study. Data were collected between 2020 and 2024 using four instruments: (1) Sociodemographic Questionnaire; (2) Social and Emotional Competencies Questionnaire (SEC-Q); (3) Predictive Antisocial Spectrum Questionnaire; and (4) Health Risk Behavior Checklist. Results: Among the total sample, 29.1% reported a lifetime history of suicidal ideation, and 19.4% had attempted suicide. Impulsivity/irresponsibility emerged as a key risk factor for suicidal ideation, whereas social and emotional competencies of self-management and motivation were protective factors against suicide attempts. Previous self-harm behavior was the only risk factor for both suicidal ideation and suicide attempts. Conclusions: Our findings provide important insights into risk and protective factors for suicidal behaviors among male inmates, offering key information for policy and practice efforts aimed at reducing mortality in this high-risk population.Fundação para a Ciência e Tecnologia - FC
O legado de um nome: Um estudo de caso sobre a transgeracionalidade psíquica
No full textDissertação de Mestrado realizada sob a orientação da Professora Doutora Maria Emília Marques, apresentada no Ispa, Instituto-Universitário, para obtenção de grau de Mestre na especialidade de Psicologia ClínicaO presente estudo tem como objetivo analisar a transmissão psíquica de conteúdos inconscientes que ocorre aquando da atribuição do nome a um filho pelos seus pais, também conhecida como telescopagem geracional. Os processos de transmissão ocorrem alienados da consciência e inserem o sujeito numa cadeia genealógica de significantes que estão ancorados ao seu nome.
Os participantes do presente estudo são uma família formada pela mãe, pelo pai e duas irmãs. Para o presente estudo apenas uma irmã foi considerada.
O instrumento utilizado foi a Entrevista Narrativa em Associação Livre, da qual resultaram três narrativas que foram analisadas individualmente e em grupo de modo a salientar os elementos em destaque nas mesmas.
Foi analisada a inscrição filiativa, fantasma transgeracional e objeto transgeracional da filha que foi objeto do presente estudo.
O tema da transmissão psíquica e telescopagem geracional não aparecendo abundantemente na literatura, é estudado através da análise de casos clínicos como o do presente estudo com o objetivo de clarificar e aprofundar os mecanismos da transmissão psíquica ainda pouco relevante na prática clínica contemporânea.The purpose of the present study is to analyze the psychic transmission of unconscious content taking place during the process of naming a child from his/her parents, otherwise known as generational telescopy.
The processes of transmission occur outside of the reach of the conscious and place the subject in a family chain of signifiers that are anchored to its name.
The Participants of this study are the members of a family of four from which only the father, the mother and one of the daughters will be analyzed.
The instrument used was the Free Association Narrative Interview whose application resulted in three narratives which were analyzed separately and then together to better capture all the details and nuances of the discourse.
The filiative registration, transgenerational phantom and transgenerational object of the daughter was achieved.
Clinical cases are used in the study of psychic transmission in spite of its small prevalence in the literature. This present study contributes to a better comprehension of the phenomenon of psychic transmission and offers future investigative and therapeutic avenues for the theme
A identidade nos videojogos: Um estudo qualitativo sobre a influência dos videojogos nos processos de construção identitária
No full textDissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica.Introdução: Os videojogos assumem um papel cada vez mais central na vida de muitas pessoas, deixando de ser para muitos apenas uma forma de entretenimento. Torna-se assim essencial compreender como estas experiências têm um impacto nas dinâmicas pessoais e sociais dos jogadores, contribuindo para processos de formação da identidade. Objetivo: Este estudo tem como objetivos: 1) explorar de que modo os videojogos influenciam os processos de formação e estruturação da identidade; 2) verificar se existem diferenças desta influência entre quatro perfis psicológicos de jogadores. Método: Foram realizadas entrevistas semiestruturadas a 12 jogadores de videojogos, entre os 18 e 40 anos de idade, pertencentes a quatro perfis psicológicos, criados com base em padrões de regulação emocional e motivação para jogar. As entrevistas foram analisadas com recurso à Análise Temática Reflexiva. Resultados: Da análise foram construídos três temas: (i) “(Re)Descobrir-se nos videojogos”; (ii) “Conectados neste mundo”; (iii) “Ponto de equilíbrio”. Foram ainda desenvolvidos cinco subtemas. Discussão: Os resultados mostraram que os videojogos podem funcionar como espaços de exploração identitária, de conexão social significativa e de equilíbrio emocional, moldando a forma como os jogadores se percecionam a si, aos outros e ao mundo. A comparação entre os perfis psicológicos revelou diferenças significativas na forma como os jogadores experienciam os videojogos, refletindo-se em processos distintos de construção da identidade. Este estudo sublinha o valor dos videojogos enquanto contextos psicossociais com potencial transformador, podendo oferecer contributos para práticas clínicas e uso dos videojogos mais sensíveis à complexidade destas experiências.Introduction: In today's context, videogames play an increasingly central role in many people's lives, and for many they are no longer just a form of entertainment. It is therefore essential to understand how these experiences have an impact on personal and social dynamics of players, contributing to processes of identity formation. Objective: This study aims to: 1) explore how video games influence the processes of identity formation and structuring; 2) analyse whether there are differences in this influence between four psychological profiles of players. Method: Semi-structured interviews were carried out with twelve video game players, aged between 18 and 40, belonging to four psychological profiles, developed based on patterns of emotional regulation and motivation to play. The interviews were analysed using Reflective Thematic Analysis. Results: Three themes emerged from the analysis: (i) ‘(Re)Discovering yourself in video games’; (ii) ‘Connected in this world’; (iii) ‘Personal balance’. Five sub-themes were also developed. Discussion: The results showed that videogames can function as spaces for identity exploration, meaningful social connection and emotional balance, shaping the way players perceive themselves, others and the world. The comparative analysis between the players' profiles showed relevant variations in the way players experience video games, shaping different aspects of identity. This study emphasises the value of video games as psychosocial contexts with transformative potential and offers contributions to clinical practices that are more sensitive to the complexity of these experiences
Perceptions of portuguese law enforcement officers about their interviewing practices
No full textMaster’s Dissertation submitted to Ispa – Instituto Universitário in fulfilment of the requirements for the degree of master’s in forensic psychologyGiven the pivotal role of witness testimony in criminal proceedings, effective investigative interviewing is essential for ensuring accurate and reliable evidence collection. Evidence-based models such as the Cognitive Interview (CI) emphasise openness, accuracy, and procedural fairness. This study examined Portuguese police officers’ knowledge, perceptions, and self-reported use of CI techniques through a mixed-methods approach. A total of 333 officers completed a comprehensive self-report questionnaire assessing their familiarity with, and application of, various CI components, as well as their broader interviewing practices. Quantitative and qualitative analyses revealed a marked preference for simpler, more intuitive CI elements (e.g., rapport-building, uninterrupted account), and limited knowledge of more cognitively demanding techniques (e.g., change temporal order, change perspective). While conceptual understanding of key CI components—particularly mental reinstatement of context—was generally weak, many officers demonstrated adherence to recommended practices in the interview’s introductory phase, including procedural explanations and rapport-building. Despite reporting limited access to CI training, officers widely perceived it as useful and expressed strong interest in continued professional development and formal guidance documents. These findings underscore the need for structured, ongoing training in evidence-based interviewing techniques. This study represents a critical contribution to the investigative interviewing literature in Portugal and highlights promising avenues for institutional improvement, supported by the receptivity of officers to enhanced training.Dada a importância central do testemunho da vítima ou testemunha na investigação criminal, a realização de entrevistas investigativas eficazes é essencial para garantir a recolha de informação precisa e fiável. Modelos baseados na evidência, como a Entrevista Cognitiva (EC), promovem a transparência, a exatidão e o respeito pelos direitos processuais. O presente estudo analisou o conhecimento, as perceções e as práticas autorrelatadas de polícias portugueses relativamente à EC, através de uma abordagem metodológica mista. Um total de 333 agentes preencheram um questionário abrangente, que avaliou o grau de familiaridade com os componentes da EC e a forma como estruturam habitualmente as suas entrevistas. As análises quantitativas e qualitativas revelaram uma preferência acentuada pelos elementos mais simples e intuitivos da EC (e.g., criação de rapport, relato livre), bem como um conhecimento limitado das técnicas mais exigentes do ponto de vista cognitivo (e.g., alteração da ordem temporal, mudança de perspetiva). Apesar desta lacuna, os participantes demonstraram uma adesão generalizada às boas práticas recomendadas para a fase introdutória da entrevista, nomeadamente no estabelecimento de rapport e na explicação clara do propósito e das regras do procedimento. Embora a maioria reportasse um acesso limitado a formação especializada em EC, a técnica foi amplamente considerada útil e a esmagadora maioria expressou interesse em formação contínua e em orientações institucionais formalizadas. Estes resultados sublinham a necessidade de se investir em programas de formação sustentados em evidência científica e revelam um terreno fértil para a melhoria das práticas policiais em Portugal, potenciado pela abertura dos agentes à aprendizagem e ao desenvolvimento profissional
Diaphragm ultrasound for muscle strength assessment: A systematic literature review
No full textObjective: To assess if diaphragmatic ultrasound (DU) reflects diaphragmatic muscle strenght when compared to respiratory tests and neurophysiological studies.
Methods: A systematic literature review was conducted on adults undergoing DU, compared to any respiratory or neurophysiological technique. The search strategy was applied in PubMed, Scopus, and Web of Science, and the analysis was conducted using the PRISMA methodology. Three eligibility assessment stages were performed: title, abstract, and full-text reading. The risk of bias was evaluated using the RoB 2.0, ROBINS-I, and Newcastle-Ottawa Scale tools.
Results: Out of 155 identified articles, 25 were selected for full-text review (14 nonrandomised studies, 8 case-control studies, and 3 randomised studies). The overall risk of bias was moderate, with the main biases related to population selection and intervention
assessment.
Twenty-three articles used maximal inspiratory pressure easurement as a comparator which showed a weak-to-moderate correlation, significant in 10 studies, with diaphragmatic excursion. Three studies reported a weak association between diaphragmatic thickening and sniff pressure.
Five articles reported a concordant correlation between iaphragmatic thickening and compound muscle action potential amplitude, significant only in one study.
Conclusion: The variability of results obtained across different pathologies does not support the use of DU alone to predict diaphragmatic muscle strengt
Lipkea ruspoliana Vogt, 1886 (Cnidaria: Staurozoa) in Portugal: the contribution of citizen science to range extension and taxonomic discussion of rare species
No full textCitizen science online platforms are
increasingly making important sources of biological
information available at the click of a button, allowing the interaction of volunteers and scientists to
report and identify the world’s diversity. In this work,
we combined the data available in citizen science
platforms (iNaturalist and GelAvista) and the efort
and collaboration of a diverse team of scuba-divers,· scientists, and underwater photographers to report for
the frst time the presence of the stauromedusa Lipkea (Cnidaria: Staurozoa) in Portugal. Based on DNA
(COI and 16S), we identifed the species as Lipkea
ruspoliana. However, the marginal lappets of some
Portuguese specimens are similar to those of Lipkea
sturdzii, a species described based on a single specimen in 1893 and never reported again. These results
suggest that L. sturdzii is a synonym of L. ruspoliana, although further taxon and habitat sampling
for genetic studies and investigations of intraspecifc
morphological variation are necessary. In addition,
we provided data on species ecology, reviewed the
records of Staurozoa from Portugal, and mapped the
world geographic distribution of Lipkea. Staurozoa is
a cryptic group of cnidarians, and Lipkea seems to be
a particularly rare genus. Citizen science has proved
to be a valuable contribution to studies on the group,
enabling biological discussions that otherwise would
be more challenging. · ·Fundação para a Ciência e Tecnologia - FCT; CCMAR; Instituto de Conservação da Natureza - ICNF; e ERDF—European Regional Development Fund, through the Operational Programme for Competitiveness and Internationalisation—COMPETE 2020 Programmeinfo:eu-repo/semantics/publishedVersio