Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Das feridas da infância aos impulsos da vida adulta: Ansiedade na vinculação e interocepção como mediadores na adversidade e impulsividade
No full textDissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia ClínicaAs experiências adversas na infância têm sido consistentemente associadas a diferentes comportamentos impulsivos e tem sido evidenciado que determinados estilos de vinculação e consciência interoceptiva parecem mediar esta relação. São poucos os estudos que analisam a relação destas variáveis, nomeadamente entre interocepção e impulsividade. Para clarificar estas associações foi testado um modelo de mediação em série onde foi hipotetizado que indivíduos que tenham uma maior vivência de adversidades na infância e que tenham um estilo de vinculação mais ansioso, tenderão a uma maior sensibilidade interoceptiva e maior urgência negativa. A amostra final foi constituída por 333 participantes que completaram o questionário online que consistia no Questionário Sociodemográfico, Escala de Vinculação para Adultos, Avaliação Multidimensional da Consciência Interoceptiva, Questionário de Avaliação de Trauma de Infância e Escala de Comportamento Impulsivo UPPS. Os resultados do Modelo A suportam a hipótese demonstrando que uma maior reatividade sobre estados de afeto negativo é derivada por maior ansiedade na vinculação e menor percepção de sinais internos, sendo estes fatores mediadores do impacto que estas experiências de adversidade têm na impulsividade. Não foram encontradas diferenças significativas em análises complementares. Este estudo proporciona evidências para o papel central da ansiedade na vinculação e interocepção na relação entre experiências de adversidade na infância e comportamento impulsivo.Adverse experiences in early childhood have been shown to be consistently associated with different kinds of impulsive behaviors and attachment styles and interoceptive awareness seems to mediate that relationship. There is no evidence that shows the relationship between these variables, particularly between interoception and impulsivity. In order to clarify these associations it was tested a serial mediation model where it was hypothesized individuals with history of adverse experiences in early childhood and appear to exhibit an anxious attachment style, tend to have more interoceptive sensibility and negative urgency. The final sample consisted of 333 participants who completed the online questionnaire composed of the Socio Demographic Questionnaire, Adult Attachment Scale, Multidimensional Assessment of Interoceptive Awareness, Childhood Trauma Questionnaire and UPPS Impulsive Behavior Scale. The Model A results show higher impulsivity is driven from higher anxiety in attachment and lower perception of intern clues, which serve as mediating factors in the link between adverse experiences and impulsivity. No significant differences were found in complementary analyses. This study provides evidence for the central role of anxious attachment and interoception in the link between adverse experiences in early childhood and impulsivit
Does time matter? The role of time perspective and ageism in mental health along the lifespan
No full textTime perspective is a consistent personal viewpoint which evolves with age and may influence mental health across the lifespan. This study aims to: (1) compare time perspective, perceived ageism and mental health indicators, in three age cohorts across the lifespan; (2) examine the influence of time perspective on mental health indicators (depression, anxiety, and stress); and (3) assess whether ageism serves as a moderating factor between time perspective and mental health indicators. 1311 participants from three distinct age groups (18–39, 40–59, and 60+) participated in this cross-sectional study. The following instruments were used: (a) Future Time Perspective Scale (FTPS); (b) Perceived Ageism Questionnaire (PAQ); (c) Depression, Anxiety, and Stress Scales (DASS-21); and (d) a sociodemographic, health and lifestyle questionnaire. MANOVAs and moderated regression analyses were performed on the data. Results indicated the highest levels of stress, anxiety and perceived ageism among younger and older participants. A decrease in FTP-Opportunity and an increase of FTP-Limitation, and the perception of increased positive ageism were found throughout the life cycle. FTP-Opportunity was found to negatively impact stress, anxiety, and depression, whereas FTP-Limitation showed a positive effect. Positive ageism also moderated the effects of FTP-Opportunity on anxiety and depression. This study unveils the intricate relationship between time perspective, mental health, and ageism, indicating that time perspective significantly influences mental health outcomes such as depression, anxiety, and stress. Addressing ageism emerges as a crucial component in enhancing mental health in individuals of all ages
Portuguese Version of a Value Beliefs Scale: Psychometric properties among vocational secondary school students
No full textThe subjective task value (STV) aspect of Expectancy-Value Theory has recently gained significance in achievement motivation research. It posits that students are motivated to engage in a particular task due to its intrinsic value, attainment value, utility value, and perceived cost. More recently, these components have been divided into more specific facets. This study aimed to adapt Gaspard et al. (2017) value beliefs scale for Portuguese vocational secondary school students in the subjects of Portuguese and Mathematics. The confirmatory factor analysis conducted with 1859 students (Mage = 16.02) suggested that a hierarchical structure of STV fits the data adequately, with ten specific facets organized into four second-order components. Construct reliability, as well as convergent and discriminant validity, was also achieved. This instrument offers a useful tool for assessing students’ STVFundação para a Ciência e Tecnologia - FC
O papel mediador da regulação emocional na relação entre práticas parentais e brincadeira social e não-social em contexto pré-escolar
No full textDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade de Psicologia e Psicopatologia do DesenvolvimentoEm linha com uma abordagem ecológica e desenvolvimental, a literatura salienta a importância de melhor compreender os processos através dos quais as práticas parentais em contexto familiar se podem associar com os comportamentos de brincadeira em contexto pré-escolar. Entre estes processos, encontra-se a regulação emocional. Este estudo teve como objetivo analisar o papel mediador da regulação emocional na relação entre práticas parentais (cuidado e restritividade) e os comportamentos de brincadeira social, de lutas e não-social (reticente, solitário-passivo) em contexto pré-escolar. A amostra foi composta por 106 mães e 78 pais que preencheram o Child-Rearing Practices Report Questionnaire e a Emotion Regulation Checklist para avaliar as práticas parentais e a regulação emocional das crianças, respetivamente. Participaram também 18 educadoras que preencheram a mesma medida de regulação emocional do que os pais e a Preschool Play Behavior Scale para avaliar os comportamentos de brincadeira. Os nossos resultados mostraram que as práticas maternas e paternas mais restritivas se associaram com menos comportamentos de brincadeira social e mais comportamentos reticentes, por via da menor regulação emocional percebida por parte da educadora (mas não por parte dos pais e das mães). Estes resultados são consistentes com a literatura teórica e empírica, segundo a qual a regulação emocional é um dos processos que medeia as associações entre o controlo parental e os comportamentos de brincadeira em contexto pré-escolar. Sublinham a importância da promoção de práticas parentais positivas e de competências de regulação emocional na infância, com possíveis implicações para intervenções preventivas em contextos educativos e familiares.Based on an ecological and developmental approach, the literature highlights the importance of better understanding the processes through which parenting practices in the family context can be associated with play behaviors in preschool settings. Among these processes is emotion regulation. This study aimed to analyze the mediating role of emotional regulation in the relationship between parenting practices (nurturance and restrictiveness) and social, rough-and-tumble and non-social play behaviors (reticent, solitary-passive) in the preschool context. The sample consisted of 106 mothers and 78 fathers who completed the Child-Rearing Practices Report Questionnaire and the Emotion Regulation Checklist to assess parenting practices and children's emotional regulation, respectively. Eighteen preschool teachers also participated, completing the same emotion regulation measure as the parents and the Preschool Play Behavior Scale to assess play behaviors. Our results showed that more restrictive maternal and paternal practices were associated with less social play behaviors and more reticent behaviors, via lower emotional regulation perceived by the preschool teacher (but not by fathers and mothers). These results are consistent with theoretical and empirical literature, according to which emotional regulation is one of the processes that mediates the associations between parental control and play behaviors in the preschool context. This highlights the importance of promoting positive parenting practices and emotion regulation skills in childhood, with the possibility of implications for preventive interventions in educational and family contexts
Fatores psicológicos e familiares nos comportamentos autolesivos dos adolescentes: Da compreensão à intervenção em contexto escolar
No full textTese apresentada no Ispa - Instituto Universitário , para o grau de Doutor na área de especialização de Psicologia ClínicaOs comportamentos autolesivos são um grave problema de saúde pública, especialmente entre adolescentes e jovens adultos, necessitando de intervenções preventivas eficazes. Estes comportamentos são influenciados por variáveis sociodemográficas, individuais e relacionais, sendo fundamental compreender melhor o papel dessas variáveis na promoção deste comportamento e desenvolver programas preventivos, particularmente em contextos escolares. Esta tese analisou como é que variáveis sociodemográficas (sexo e idade), individuais (perturbação de personalidade borderline, impulsividade e ideação suicida) e relacionais (funcionamento familiar) contribuem para os comportamentos autolesivos, bem como explora
os mecanismos que ligam o funcionamento familiar a estes comportamentos. Para além disso, foi desenvolvido e avaliado um programa de intervenção escolar para adolescentes, professores
e auxiliares educativos, com o objetivo de reduzir a prevalência de comportamentos autolesivos. O primeiro estudo validou a versão original da escala Borderline Personality Features Scale for Children para adolescentes, resultando na versão BPFSC-12, composta por 12 itens organizados em quatro fatores de primeira ordem (Instabilidade Afetiva, Problemas de Identidade, Relacionamentos Negativos e Autoagressão) e um fator de segunda ordem, "Características de Personalidade Borderline". Esta versão revelou-se uma medida válida e
fiável para a deteção precoce de perturbação de personalidade borderline em adolescentes. O segundo estudo explorou, a contribuição de variáveis sociodemográficas, relacionais e individuais para os comportamentos autolesivos. Observou-se que o género e a idade são preditores significativos, com as raparigas apresentando maior risco. No entanto, fatores intrapessoais, como a perturbação de personalidade borderline e a ideação suicida, mostraram um impacto mais forte na predisposição para estes comportamentos do que o funcionamento familiar. O terceiro estudo investigou se a perturbação de personalidade borderline e a ideação suicida atuam como mediadores entre o funcionamento familiar e os comportamentos
autolesivos. Verificou-se que ambos desempenham papéis mediadores significativos, com a ideação suicida como mediador total e a perturbação de personalidade borderline como mediador parcial. A mediação em série indicou que a relação entre o funcionamento familiar e os comportamentos autolesivos é totalmente mediada pela perturbação da personalidade borderline e pela ideação suicida.
No âmbito das intervenções, o programa “Healthy Minds” foi desenvolvido para prevenir comportamentos autolesivos em adolescentes em contexto escolar. O programa mostrou-se eficaz na redução das taxas destes comportamentos, na correção de crenças erradas, e na promoção da procura de ajuda profissional, embora sem impacto significativo no reconhecimento de sinais de alerta e na ideação suicida. Adicionalmente, foi implementado um programa de formação para professores e auxiliares educativos, capacitando-os para identificar e intervir em casos de comportamentos autolesivos. A intervenção mostrou-se eficaz na redução de falsas crenças, no aumento da capacidade de reconhecer sinais de alerta e na promoção de atitudes mais adaptativas em relação a estes comportamentos.
Em conclusão, esta tese contribui para a compreensão dos comportamentos autolesivos, destacando a importância de considerar tanto variáveis intrapessoais (como a perturbação de
personalidade borderline e a ideação suicida) quanto relacionais (como o funcionamento familiar). Reforça a necessidade de estratégias preventivas contínuas e integradas para reduzir a prevalência destes comportamentos e promover o bem-estar dos adolescentes, sublinhando a importância de programas eficazes em contexto escolar.Deliberate self-harm is a serious public health problem, particularly among adolescents and young adults, and requires effective interventions to prevent it. These behaviours are influenced by socio-demographic, individual and relational variables and it is essential to better understand the role of these variables in the promotion of this behaviour and to develop prevention programmes, particularly in school contexts. This thesis analysed how socio-demographic (gender and age), individual (borderline personality disorder, impulsivity and suicidal ideation) and relational (family functioning) variables contribute to deliberate self-harm and explored the mechanisms linking family functioning to these behaviours. In addition, a school-based intervention programme for adolescents, teachers and educational assistants was developed and evaluated with the aim of
reducing the prevalence of deliberate self-harm. The first study validated the original version of the Borderline Personality Features
Scale for Children for adolescents, resulting in the BPFSC-12 version, which consists of 12 items grouped into four first-order factors (Affective Instability, Identity Problems, Negative Relationships and Self-harm) and a second-order factor, 'Borderline Personality Features'. This version proved to be a valid and reliable measure for the early detection of borderline personality disorder in adolescents.
The second study examined the contribution of socio-demographic, relational and individual variables to deliberate self-harm. Gender and age were found to be significant predictors, with girls being at higher risk. However, intrapersonal factors such as borderline personality disorder and suicidal ideation showed a stronger effect on predisposition to these behaviours than family functioning.
The third study examined whether borderline personality disorder and suicidal ideation act as mediators between family functioning and deliberate self-harm. Both were found to play a significant mediating role, with suicidal ideation acting as a full mediator and borderline
personality disorder acting as a partial mediator. Serial mediation indicated that the relationship between family functioning and deliberate self-harm was fully mediated by borderline personality disorder and suicidal ideation. In terms of interventions, the Healthy Minds programme was developed to prevent deliberate self-harm among adolescents at school. The programme was found to be effective in reducing rates of these behaviours, reducing false beliefs, and promoting seeking professional help. However, it did not have a significant effect on recognising warning signs of DSH, nor
on suicidal ideation In addition, a training programme for teachers and educational assistants was carried out to enable them to recognise and intervene in cases of deliberate self-harm. The intervention
was found to be effective in reducing false beliefs, increasing the ability to recognise warning signs and promoting more adaptive attitudes towards these behaviours. In conclusion, this thesis contributes to the understanding of deliberate self-harm by highlighting the importance of considering both intrapersonal (such as borderline personality
disorder and suicidal ideation) and relational (such as family functioning) variables. It reinforces the need for continuous and integrated preventive strategies to reduce the prevalence of these behaviours and promote adolescents' well-being and highlights the importance of effective programmes in the school context
Genetic differences in reactivity to the environment impact psychotic-like and affective reactivity in daily life neus
No full textBackground and Hypothesis: Consistent with diathesisstress models, psychosis research has focused on genetic
moderation of adverse environmental exposures. In contrast, the Differential Susceptibility (DS) model suggests
that the same genetic variants that increase risk-inducing
effects of adverse experiences also enhance benefcial effects from positive experiences. This study examined
whether individuals with high genetic susceptibility to the
environment showed differential psychotic-like and affective reactivity in response to positive and negative events in
daily life. Study Design: Experience sampling methodology
assessed context (positive and stressful) and momentary
levels of paranoia, psychotic-like experiences (PLE), and
positive (PA) and negative affect (NA) in 217 non-clinical
adults oversampled for schizotypy. Linear mixed models
examined whether Polygenic Risk Scores of Environmental
Sensitivity (PRS-ES) moderated the impact of current context on subsequent experiences. Study Results: PRS-ES
moderated positive, but not stressful, context on subsequent
levels of momentary paranoia, NA, and PA, but not PLE.
Genetic and environmental (G × E) interactions indicated
diathesis-stress at lower thresholds of PRS-ES, but a DS
model at the highest threshold of the PRS-ES. Participants
with elevated PRS-ES showed increased paranoia and NA
and decreased PA in subsequent assessments when reporting low levels of positive situations, but also decreased
paranoia and NA and increased PA when rating contexts
as positive. Conclusions: Findings support the infuence of
genetic sensitivity to the environment on psychotic-like and
affective reactivity in daily life, particularly in response to
positive contexts. This highlights the transdiagnostic protective role of positive experiences and informs ecological
momentary interventions
Visual statistical learning requires attention
Get PDFABSTRACT: Statistical learning is a person’s ability to automatically learn environmental regularities through passive exposure. Since the
earliest studies of statistical learning in infants, it has been debated exactly how “passive” this learning can be (i.e., whether
attention is needed for learning to occur). In Experiment 1 of the current study, participants performed a serial feature search
task where they searched for a target shape among heterogenous nontarget shapes. Unbeknownst to the participants, one of
these nontarget shapes was presented much more often in location. Even though the regularity concerned a nonsalient, nontarget
item that did not receive any attentional priority during search, participants still learned its regularity (responding faster
when it was presented at this high-probability location). While this may suggest that not much, if any, attention is needed for
learning to occur, follow-up experiments showed that if an attentional strategy (i.e., color subset search or exogenous cueing)
effectively prevents attention from being directed to this critical regularity, incidental learning is no longer observed. We
conclude that some degree of attention to a regularity is needed for visual statistical learning to occur.info:eu-repo/semantics/acceptedVersio
Effects of an individual cognitive stimulation intervention on global cognition, memory, and executive function in older adults with mild to moderate Alzheimer’s disease
No full textObjective: To determine the efficacy of a 12-week individual cogni-tive stimulation (iCS) intervention on global cognition, memory,and executive function of older adults with mild to moderateAlzheimer’s disease (AD). Method: Protocolized analysis using datafrom a multicenter, single-blind, randomized, parallel two-arm RCTof iCS for older adults with probable AD. A sample of 142 peoplewith probable Alzheimer’s disease attending 13 Portuguese institu-tions providing care and support services for older adults wereselected. Intervention group (n = 72) received 24 iCS sessions, twicea week for 12 weeks. Control group (n = 70) maintained their activ-ities as usual. Outcomes included global cognitive function(Mini-Mental State Examination, and Alzheimer’s Disease AssessmentScale—Cognitive Subscale), memory (Memory Alteration Test, andFree and Cued Selective Reminding Test), and executive function-ing (Frontal Assessment Battery). All participants were assessed atbaseline (T0), after the intervention (T1), and 12 weeks follow-up(T2). Results: The results showed significant improvements in mem-ory performance at follow-up for the intervention group andgreater stability in global cognition in the intervention relative tothe control group. Conclusion: The current iCS protocol showseffectiveness in cognitive functioning in older adults with probableAD, particularly for memory upon completion of the interventionand at follow-up, adding further support to previous iCS studiesshowing similar results and to the effectiveness of the currentintervention.info:eu-repo/semantics/publishedVersio
What sexual well-being really means for older adults: A systematic review of the literature
No full textSexual well-being (SWB) is a significant and understudied element of older
adults’ health and well-being, and quality of life. The goal of this systematic
review is to identify the researched topics in this field and assess the quality
of the research while minimizing bias through a peer-to-peer review process.
We searched several databases, including the Cochrane Database, PsyRedalyc, PubMed, Scielo, Scopus and Google Scholar, resulting in 181,278
references. Ultimately, 62 studies met the inclusion criteria and were
included in this review. These studies involved over 46,500 individuals with
ages ranging from 55 to 99, from twenty-one different countries. Our study
identified a variety of variables under the concept umbrella of SWB, including
sexual satisfaction, sexual health, sexual interest, sexual experiences and
behaviors, sexual intimacy, expressions of love and attitudes toward sexuality
in different countries. The studies reveal diverse perspectives on the determinants, expressions, and challenges associated with SWB in old age.
Common themes such as the importance of sexual satisfaction, intimate
relationships, and the rejection of a universal decline in sexual interest,
challenge ageist stereotypes. The emergent concepts, including the linking
of physical to emotional health, the impact of technology, the inclusion of
LGBTQIA+, older couples and people now in their 80s and 90s underscore the
multifaceted nature of SWB in later life. As societies continue to age, embracing a more inclusive and nuanced approach to research and interventions
will be pivotal in enhancing the overall well-being for older individuals.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Stories of stories: Dialogues between psychology and art on pediatric hospital clowns’ visits narratives
No full textThe “Stories of stories” project, using a humanistic approach, aims to (a) shed light on the
impact of clowns’ artistic work, in the hospital, as a play with consequences, rather than shallow
entertainment and (b) contribute to the refinement and improvement of the clown artists’ intervention quality, bringing hypotheses of reflection hardly within reach during their improvised
performance. We are interested in the subjective experience of the artists. The present analysis
was developed from the clown’s written reports after visiting the pedopsychiatry ward in a
Portuguese public hospital. The visit was performed by a clown’s dyad, and the audience
was young teenage girls with anorexia.info:eu-repo/semantics/publishedVersio