Instituto Universitário de Ciências Psicológicas, Sociais e da Vida
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Diversidade cultural em subsistemas conjugais: Contributos para o estudo da parentalidade
No full textDissertação de Mestrado apresentada no ISPA-Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Clínica.Na parentalidade de pais e mães culturalmente diversos, a literatura tem vindo a salientar, simultaneamente, tanto questões transversais, como específicas, e acentuados pontos de vulnerabilidade e de força. A partir de uma leitura multidimensional, ecossistémica e comparativa da literatura sobre a multiculturalidade no seio das famílias, desenvolvemos o Questionário Parentalidade Multicultural (QPM). Um primeiro estudo, com cinco especialistas, forneceu evidências da validade de conteúdo da medida proposta. Num segundo estudo,
participaram 126 pais e mães que fazem parte de subsistemas parentais que contêm diferenças segundo critérios étnicos, raciais e/ou de nacionalidade. Os resultados evidenciaram uma estrutura fatorial de acordo com o proposto teoricamente, com dois fatores com bons níveis de fidedignidade: um fator respeitante a acordo e desacordo face a questões de parentalidade e um segundo fator que evidencia pontos de força do exercício da parentalidade. Também se
verificou que os dois fatores são preditores da qualidade da coparentalidade, como avaliada pela escala de relação coparental. Os resultados são discutidos em função das implicações clínicas e de investigação.The literature has highlighted both transversal and specific issues, as well as vulnerability and strengths in the parenting of culturally diverse mothers and fathers. Based on a multidimensional, ecosystemic and comparative approach to the literature on multiculturalism within families, we developed a Parenting Questionnaire for Multicultural Parental Figures.
Study 1, with five experts, provided evidence of the content validity of the proposed measure. 126 fathers and mothers, who are part of parental subsystems that contain differences according to ethnic, racial and/or nationality criteria, took part in Study 2. The results showed a factor structure in line with what was theoretically proposed, with two factors with good levels of reliability: one factor relating to agreement and disagreement on parenting issues and a second
factor showing points of strength in the exercise of parenting. It was also found that the two factors are predictors of the quality of coparenting, as assessed by the coparenting relationship scale. The results are discussed in terms of their clinical and research implications
Digital competence for pedagogical integration: A study with elementary school teachers in the Azores
No full textThis study builds on previous research carried out in 2021 on the self-perception of elementary school teachers in Portugal regarding their digital competences for the pedagogical integration of technologies in educational contexts. In order to verify this perception throughout the country, we extended the research to include teachers from the Autonomous Region of the Azores (ARA), considering the following objectives: (i) to verify teachers’ digital competences; (ii) to identify their levels of digital competence; and (iii) to identify the level of influence of training on the categorization of teachers’ level of digital competence. This is an exploratory study that used an online questionnaire based on the digital competences in Area 2 of the DigCompEdu framework. Two hundred seven teachers took part in this study. The results revealed that teachers seem to feel capable of using technology but need to improve their ability to adapt digital resources for student learning. The global mapping of digital competences will make it possible to verify these competences, these attitudes and abilities, and the integration of ICT into teaching the ractices as well as helping to outline future projects and guidelines in the area of teacher training in the ARA in particular
A Perceção dos alunos de bem-estar na escola
No full textDissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Educacional.O Bem-estar na escola que tem vindo a ser frequentemente abordado tanto por
investigadores como por outros profissionais do campo da educação. À luz de recentes
investigações, o Bem-estar é um fator a ser tomado em consideração no ambiente escolar,
na vida dos alunos e no seu sucesso académico. Não obstante, parece persistir a ausência
de consenso relativamente à definição do constructo. Sendo os alunos o principal
elemento da vida escolar, este estudo teve como objetivo procurar conhecer as perspetivas
dos alunos sobre o Bem-estar na escola, tentando perceber o que estes entendem que é
estar bem na escola e não estar bem na escola, sobre o que influencia positiva e
negativamente o Bem-estar na escola, quem são as entidades que contribuem positiva e
negativamente para o seu Bem-estar na escola e como contribuem. Procurou-se ainda
explorar o que é que os alunos propõem para promover o Bem-estar na escola. Para esta
investigação foram entrevistados um total de 115 alunos em focus group desde o 1º ciclo
do ensino básico ao Ensino Secundário de duas escolas públicas do distrito de Lisboa. Os
resultados revelaram que, para os alunos o Bem-estar na escola é caracterizado
principalmente pelas relações com os pares, professores, auxiliares e familiares,
experiência de emoções positivas e negativas, pelas vivências não monitorizadas, pelos
fatores do contexto e pelas práticas dos professores. Ao longo deste trabalho, estes
resultados serão discutidos com base nas teorias do Bem-estar na Escola.ABSTRACT: School well-being has been frequently addressed by both researchers and other
professionals in the field of education. Regarding recent research, well-being is a factor
to be considered in the school environment, in students' lives and in their academic
success. However, there still seems to be a lack of consensus regarding the definition of
the construct. Since students are the main element of school life, the aim of this study was
to find out students' perspectives on school well-being, trying to understand what they
think it means to be well at school and not well at school, what influences school wellbeing positively and negatively, who are the entities that contribute positively and
negatively to their well-being at school and how they contribute. We also sought to
explore what students propose to promote school well-being. For this research, a total of
115 students were interviewed in focus groups from primary to secondary school in two
public schools in the Lisbon district. The results revealed that, for students, school wellbeing is mainly characterized by relationships with peers, teachers, assistants and family
members, the experience of positive and negative emotions, unmonitored experiences,
contextual factors and teacher practices. Throughout this paper, these results will be
discussed on the basis of theories of school well-bein
Parental psychosocial variables and glycemic control in T1D pediatric age: A systematic review
No full textThis review aimed to summarize the evidence regarding the relationship between parental psychosocial (e.g., fear of hypoglycemia, stress and family conflict) and glycemic outcomes in children between the age of 1–10 years old. Diabetes (T1D) in young children can be very complex to manage for their parents since they are the main individuals responsible for T1D tasks. Also, parental psychological adjustment impacts children’s glycemic outcomes. This systematic review was performed following the PRISMA guidelines. The search process was conducted in four databases from 2019 to 2024. From a total of 215 studies, 5 were included. We identified five studies that found direct associations between parental psychosocial variables and children's glycemic outcomes. These findings suggest a unidirectional perspective, evidencing the need to examine the longitudinal interplay between these variables. In sum, promoting parental psychological interventions may be fundamental for enhancing children’s glycemic outcomes
Perceções das crianças, dos pais e dos profissionais sobre as experiências e vivências de pré-escolar num contexto natural
No full textDissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia da Educação.O presente estudo teve como objetivo principal compreender e caracterizar as vivências e experiências das crianças, dos pais e dos profissionais da educação de pré-escolar num contexto de educação natural, focando as atividades, as rotinas, os espaços, as relações interpessoais e as aprendizagens das crianças. Para tal, contou-se com a participação de 28 crianças, 16 pais e 17 profissionais de uma escola-floresta situada na Área Metropolitana de Lisboa. A recolha de dados foi realizada através de entrevistas semi-estruturadas com os
profissionais e crianças, tendo sido, com estas, utilizada a metodologia focus-group. Adicionalmente, foram aplicadas escalas sobre participação, benefícios e autoeficácia aos profissionais. Com os pais, utilizaram-se questionários com diferentes tipos de questões
e instrumentos. Recorreu-se assim a uma abordagem metodológica mista, aliando análises qualitativas com outras quantitativas.
Constatou-se que as crianças gostavam de atividades e brincadeiras ligadas à natureza (apanhar flores) e dos espaços (casa da árvore, cozinha de lama) e não gostavam de interrupções nem de momentos estruturados da rotina que implicassem menos movimento. Tinham noção de uma rotina estruturada e da sua participação no planeamento, também reforçada pelos profissionais. As relações entre crianças e entre crianças e profissionais foram positivamente mencionadas por todos os grupos de participantes. Constatou-se a existência de intencionalidade pedagógica e destacaram-se
aprendizagens socioemocionais, relacionadas com o cuidado e proteção da natureza. Foram mencionados benefícios associados ao risco, à criatividade, à autonomia e à promoção da saúde física e mental. Por outro lado, a adaptação, a autonomia e o reconhecimento das aprendizagens foram classificados como desafios. Os pais
mencionaram constrangimentos relacionados com a logística, a segurança e com as aprendizagens.ABSTRACT: The main goal of this study was to understand and characterize the lives and
experiences of pre-school children, educational professionals and parents in a natural
learning setting, focusing on activities, routines, spaces, relationships and children's
learning. To this end, 28 children, 16 parents and 17 staff members from a forest school
in the Lisbon Metropolitan Area were included. Data was collected through semi-structured interviews with the children and professionals, and a focus-group methodology was used with the children. In addition,
scales on participation, benefits and self-efficacy were applied to the professionals. With
parents, questionnaires with different types of questions and instruments were used. Thus,
it was applied a mixed-methodology approach, coalescing qualitative analyses with other
quantitative ones. It was found that the children liked activities and play linked to nature (picking flowers) and spaces (tree house, mud kitchen) and didn't like interruptions or structured moments in the routine that involved less movement. They were aware of a structured routine and their active voice in planning it, which was also reinforced by the
professionals. Relationships between children and between children and professionals
were mentioned positively by all groups of participants. There was pedagogical intent and
social emotional learning related to caring for and protecting nature stood out. Benefits
associated with risk, creativity, autonomy and the promotion of physical and mental
health were mentioned. On the other hand, adaptation, autonomy and recognising learning
were classified as challenges. Parents mentioned difficulties related to logistics, safety
and learning
Liderança e desempenho percebidos: Papel moderador da personalidade em atletas de natação
No full textDissertação de Mestrado apresentada no Ispa – Instituto Universitário para obtenção de grau de Mestre na especialidade de Psicologia Social e das OrganizaçõesEste estudo procura compreender de que modo a personalidade do atleta interfere com a forma como os mesmos percecionam a liderança (referente ao treinador) se relacional com a sua perceção de bom desempenho. Um total de 125 nadadores, ex-atletas e atletas de ambos os géneros, com uma media de 13 anos de pratica responderam a Escala Multidimensional de Liderança no Desporto (EMLD), ao Inventario de Personalidade de 10 Itens (TIPI), e ao Questionário de Perceção de Rendimento Desportivo (QPRD). Os resultados obtidos permitiram observar que a perceção de comportamentos característicos do estilo de liderança transformacional, predizem de forma positiva a perceção de bom desempenho. A relação existente entre a liderança percebida e o desempenho percebido apenas foi moderada por um dos traços de personalidade, a extroversão, mostrando que quanto mais extrovertido for o nadador maior será a influencia que a perceção da adoção de comportamentos de liderança transformacional tem na perceção de desempenho dos mesmos. Adicionalmente verifica-se que os traços de personalidade como a extroversão, a conscienciosidade e a abertura a experiencia predizem de forma positiva a perceção de desempenho dos nadadores. Os resultados são discutidos em torno dos múltiplos papeis que a personalidade de um atleta tem no seu desempenho desportivo.The aim of this study was to understand how the athlete's personality interferes with their perception of leadership in relation to their coach and their perception of good performance. A total of 125 swimmers, former athletes and athletes of both genders, with an average of 13 years of practice responded to the Multidimensional Scale of Leadership in Sport (EMLD), the 10-Item Personality Inventory (TIPI), and the Questionnaire of Perception of Sports Performance (QPRD). The results show that the perception of behaviors characteristic of the transformational leadership style positively predicts the perception of good performance. The relationship between perceived leadership and perceived performance was only moderated by one of the personality traits, extroversion, showing that the more extroverted the swimmer, the greater the influence that the perceived adoption of transformational leadership behaviors has on their perceived performance. In addition, personality traits such as extroversion, conscientiousness and openness to experience positively predict swimmers' perceived performance. The results are discussed in terms of the multiple roles that an athlete's personality plays in their sport performance
Deep dive into noninvasive biometrics: A pilot journey using stereo‐video in a public aquarium
No full textAccurate collection of biometric data is important for understanding the biology and conservation of marine organisms,
including elasmobranch and teleost fish, both in nature and controlled environments where monitoring marine specimens'
health is mandatory. Traditional methods involving specimen capture and handling are invasive, stressful, and disruptive. Some
techniques like underwater visual census or laser photogrammetry have been used for noninvasive data collection, but they
have limitations and biases. The application of stereo‐video photogrammetry through the use of diver‐operated stereo‐video
systems (stereo‐DOV) is a noninvasive method that overcomes these challenges, providing highly accurate measurements. It has
become popular for species monitoring, studying anthropogenic impacts, and assessing length distributions. However, this
technique is still uncommon and barely reported in aquarium settings. This study describes an innovative pilot study targeting
multiple species carried out in a Public Aquarium, using a low‐cost house‐made device. The results revealed that measuring
more than 100 individuals in approximately 1 day's work is possible. Total and fork lengths were estimated using specific
software for 31 teleost and 16 elasmobranch species and compared with real measurements for the available species. Despite
technical limitations that must be reviewed for application in future studies that resulted in high root mean square (RMS)
values (> 20 mm), differences between methodological approaches revealed a minimal discrepancy (1.37%–5% in large sharks
and rays and 1.8%–5.5% in teleost fish). This technique has time and cost requirements, but might represent a major advance in
husbandry and in the contribution to conservation that ex situ studies can provide.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
Father’s engagement in direct care is associated with children’s social competence for preschool boys but not girls in Peru
No full textABSTRACT: Evidence shows that fathers have an important role in child development, but few studies explore this
influence in the Latin American context. This study aimed to contribute to bridge this gap by analyzing in a
Peruvian urban, mainly middle socioeconomic sample, the associations between different dimensions of
father engagement (i.e., interaction in direct care, teaching/discipline, and play activities) and children’s
social adjustment (i.e., social competence, anxiety-withdrawal and anger-aggression) during the preschool
years, while controlling for child’s age and parents’ education, and testing the interaction effects between
father’s engagement and child’s gender. Two hundred three 2-parent families with preschool children (M =
52.82, SD = 10.06; 57.63% were girls) participated in the study. Multiple ordinary least squares regression
models were conducted. Only for social competence, an interaction between father’s engagement in direct
care and child’s gender (boys) was found. These results contribute to highlight the importance of fathers in
domains traditionally associated with mothers in a Latin American context.Fundação para a Ciência e Tecnologia - FCTinfo:eu-repo/semantics/publishedVersio
A agressão sexual no contexto do campus universitário
No full textDissertação de Mestrado apresentada no ISPA – Instituto
Universitário, para obtenção do grau de
Mestre na especialidade de Psicologia Clínica.Este estudo tem como principal objetivo conhecer e visibilizar o fenómeno de agressão
sexual no contexto do campus universitário. Torna-se desta forma, importante saber que
tipo de existência de programas de prevenção e intervenção existe neste tipo de violência,
assim como, as suas taxas de incidência, nomeadamente o risco que um estudante universitário
possa ser vítima de agressão sexual no período de realização do estudo, sobressaindo as
suas consequências, fatores de risco e a importância de políticas educacionais e jurídicas para
prevenir e intervir neste tipo de agressão.
A amostra neste estudo é composta por 70 estudantes universitários com idades acima
de 17 anos que responderam a um questionário online, de acordo com a metodologia
“snow ball”. As variáveis deste estudo foram avaliadas com o instrumento “Violence Prevention
Survey” (Coker et al., 2014), Gama, Vargas-Moniz e Ornelas, 2015, foi feita a devida
adaptação para a população portuguesa, tendo sido revisto para certificação de determinados
conceitos à realidade atual.
Os resultados obtidos demonstram que 12,8% foram vítimas de atividades sexuais
não consentidas (agressão sexual) e 2,8% foram perpetradores, bem como, a percentagem de
49,9% de vítimas de violência no namoro e 42,7% de perpetradores dessa mesma violência.
Foram considerados fatores de risco, o género, o consumo de álcool e drogas e o desconhecimento
quase total de programas de prevenção e intervenção na agressão sexual.
Conclui-se que é urgente as reitorias dos campus universitários debruçarem-se sobre
este assunto, de forma, a prepararem e formarem jovens para lidar e terem conhecimento sobre
o significado de agressão sexual, das políticas que os podem defender, do significado de
consentimento, para prevenir o constante aumento deste fenómeno no contexto do campus
universitário.
PalavrasABSTRACT: This study aims to assess to understand and make visible the phenomenon of sexual
assault in context of the university campus. Therefore, it is important to know what type of
prevention and intervention exist for this type of violence, as well as its incidence rates,
namely the risk that a university student may be a victim of sexual assault during the period of
carrying out the study, highlighting its consequences, risk factors and the importance’s policies
educational and legal measures to prevent and intervene in this agression.
The sample in this study is composed of 70 college students over 17 years old who
answered an online questionnaire, according to the “snow ball” methodology. The variables
of this study were evaluated with the “Violence Prevention Survey” as instrument (Coker et
al., 2014), adapted for the Portuguese population, by Gama, Vargas-Moniz and Ornelas, 2015,
reviewed to ensure the adaptation of certain concepts to current reality.
The results show that 12,8% of the sample were victims of non-consensual sexual activities
(sexual violence) and 1.9% were perpetrators, as well as 40.4% were victims of dating
violence and 42,7% were perpetrators of same. Risk factors were considered were gender,
alcohol and drug and half of the sample did not participate in any violence prevention and
intervention program.
In conclusion, it’s urgent for the rectors of university campus to look into this issue,
implement violence prevention and intervention programs in order to educate young people
the meaning of consent, preventing the existence of agressors and teaching those around the
victim how to intervene if necessary because this phenomenon in context of the university
campus
Perceções de professores do 1ºciclo e de pais imigrantes relativas ao envolvimento parental
Get PDFDissertação de Mestrado apresentada no ISPA – Instituto
Universitário para obtenção de grau de Mestre na
especialidade de Psicologia da Educação.O presente estudo, de carácter qualitativo, pretendeu compreender as perceções de
professores do 1º ciclo e de pais imigrantes com filhos em idade escolar, no que diz respeito ao
envolvimento e participação destes pais na educação dos seus filhos. Nesse sentido, a recolha
de dados ocorreu através de entrevistas a 14 professores do 1º ciclo, de dois agrupamentos da
região de Lisboa que recebiam crianças imigrantes, e por questionários a 8 pais imigrantes com
filhos nessas mesmas escolas. Estes foram questionados sobre a relação escola-família, o
envolvimento parental, as estratégias e recursos utilizados, e dificuldades sentidas. Através da
análise de dados qualitativos, verificou-se que existiam alguns constrangimentos para a
participação e havia um grande foco na comunicação. A barreira linguística e cultural foi
referida como um dos principais constrangimentos ao envolvimento parental, impactando a
comunicação, compreensão das informações e o estabelecimento da relação escola-família.
Também se constatou que as escolas não tinham recursos adequados para integrar estas famílias
e existia a necessidade da utilização de estratégias mais diferenciadas, sendo que as estratégias
que os professores utilizavam estavam relacionadas com a comunicação (e.g., tradução e falar
em inglês). Nas considerações finais, foram incluídas as limitações encontradas ao longo do
estudo e as recomendações para estudos futuros.ABSTRACT: This qualitative study aimed to understand the perceptions of primary school teachers
(Grade 1 to 4) and immigrant parents with school-age children regarding the involvement and
participation of immigrant parents in their children's education. The data was collected through
interviews with 14 primary school teachers from two schools in the Lisbon region who received
children from immigrant families, and through questionnaires with 8 immigrant parents with
children in the same schools. They were asked about the school-family relationship, parental
involvement, the strategies and used resources, and the difficulties encountered. Through the
analysis of the qualitative data, it was found that there were some difficulties with participation
and the focus was on communication. The language and cultural barriers were mentioned as
one of the main difficulties to parental involvement in terms of communication, understanding
information and building the school-family relationship. It was also noted that the schools did
not have sufficient resources to integrate these families and that there was a need to use more
differentiated strategies. The strategies used by teachers were related to communication (e.g.,
translation and speaking in english). The limitations found throughout the study and
recommendations for future studies were included in the final considerations