International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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¿Con qué factores se asocia el rendimiento académico de escolares de cuarto de primaria?
Get PDFIn this paper it is analyzed which factors are associated with the academic performance of fourth grade children, considering variables of the boy or girl, theirschoolenvironment and their family context. The analyzed participants correspond to 25245 fourth level Primary Education students, evaluated by the “Evaluación General de Diagnóstico” in Spain at 2009. The statistical analysis was Multiple Correspondence Analysis. The main results obtained allow us to conclude that there is an association between high performance and non-repetition in school, the taste (quite a lot) for attending school, the language in which the students took the test (assessment in Spanish) and ownership of the school (private). High academic performance is also associated with a parents’ high educational level. In terms of factors associated with an academic performance considered medium, there is a taste for attending school (very happy), the language in which they carried out the evaluations (Valencian and Catalan), the ownership of the school (public) and the family’s educational level (ESO/EGB). Finally, the factors associated with low values of academic performance are identified with little taste for attending school (not at all), repetition of at least one year of primary school,conducting tests in Basque and single-parent homes. No associations between academic performance and the sex of the scholar were detected.En este trabajo se analizan factores que se asocian con el rendimiento académico de escolares de cuarto de Educación Primaria, considerando variables propias del escolar, de su entorno escolar y de su contexto familiar. Los participantes analizados corresponden a 25245 escolares de cuarto nivel de Educación Primaria, evaluados por la “Evaluación General de Diagnóstico” en España en el año 2009. La estrategia estadística de análisis fue Análisis de Correspondencias Múltiples. Los principales resultados obtenidos permiten concluir que existe una asociación entreelalto rendimiento yla no repetición escolar,el gusto (bastante) por asistir a la escuela, lalengua en la que los escolares realizaron la prueba (evaluación en castellano) y titularidad de la escuela (privada). El alto rendimiento académico se asocia además con un alto nivel educativo de padres y madres. En cuanto a factores con los que se asocia un rendimiento académico considerado medio, se tiene el gusto por asistir a la escuela (mucho gusto), la lengua en la que realizaron las evaluaciones (valenciano y catalán), la titularidad de la escuela (públicas) y el nivel educativo del núcleo familiar (ESO/EGB). Por último, los factores asociados a valores bajos de rendimiento académico se identifican con poco gusto por asistir a la escuela (nada), repetición de al menos un año de primaria, realización de las pruebas en vasco y hogares monoparentales. No se detectan asociaciones entre el rendimiento académico y el sexo del escolar
Actitudes hacia la diversidad en la formación del profesorado: factores psicopolíticos implicados
Get PDFIn the last decades, it has been shown that educational and social inclusion contains a strong political dimension, sometimes there being a social disapproval among teachers of various minorities and vulnerable groups. From the objectives of sustainable development, the need to promote inclusive societies is explicitly made, based on affected and fair institutions. Based on the conception of Social Justice, proposed by Nancy Fraser, this study particularly investigates the dimension of Recognition, understood as the absence of social dominance and respect for the diversity of all people and social groups, as well as the establishment of fair relationships in society. The objective of the study is to analyze the attitudes towards the diversity of the teachers at various stages of their education training and to study their relationship with various psychopolitical and formative factors. The sample of participants consisted of 583 students of the, first and fourth year, of the Infant and Primary Teacher Training Degree and the Master’s Degree on Teaching in Compulsory Secondary Education and Baccalaureate (Madrid Autonomous University). The instruments used for the study were the Three-Dimensional Scale of Social Justice, the Socio Political Activism Scale and the Political Self-Positioning Scale. The results show differences in attitudestowards diversityin terms of political orientation and thefutureteachereducation stage. In addition, positive relationships were found between recognition of diversity and socio-political activism of future teachers. Novel findings are concluded regarding previous studies, because in addition to the formative factor other variables are also shown related to the most favorable attitudes toward diversity. Finally, is discussed the implications that the factors studied may have in the development of a favorable attitude towards inclusive education and attention to diversity, by the future teachers.En las últimas décadas, se ha evidenciado que la inclusión educativa contiene una fuerte dimensión política, existiendo en ocasiones entre el profesorado una desaprobación hacia diversas minorías y grupos vulnerables. Desde los objetivos de desarrollo sostenible, se hace explícita la necesidad de promover sociedades inclusivas, que se basen en unas instituciones eficaces y justas. En base a la concepción de Justicia Social, propuesta por Nancy Fraser, en este estudio se indaga particularmente la dimensión de Reconocimiento entendida como la ausencia de dominancia social y el respeto a la diversidad de todas las personas y grupos sociales, así como el establecimiento de relaciones justas en la sociedad. El objetivo del estudio fue analizar las actitudes hacia la diversidad del profesorado en diversas etapas de su formación y estudiar su relación con diversos factores psicopolíticos y formativos. La muestra de participantes se compuso de 583 docentes en formación de los Grados de Maestro/a en Educación Infantil y Primaria y del Máster Universitario en Formación de Profesorado de Educación Secundaria Obligatoria y Bachillerato (Universidad Autónoma de Madrid). Los instrumentos empleados para el estudio fueron escalas cuantitativas: Escala Representación Tridimensional de Justicia Social; Escala de Activismo Sociopolítico; y Escala de Autoposicionamiento Político. Los resultados mostraron diferencias en las actitudes hacia la diversidad según la etapa formativa y del autoposicionamiento político del profesorado. Además, se hallaron relaciones entre el reconocimiento a la diversidad y el activismo sociopolítico del futuro profesorado. Seconcluyen hallazgos novedososcon respecto aestudiosanteriores,ya quese muestran variables psicopolíticas relacionadas con las actitudes hacia la diversidad, independientemente de la etapa formativa del profesorado. Finalmente, se discute acerca de las implicaciones que los factores estudiados pueden tener en la formación del profesorado para el desarrollo de actitudes orientadas hacia la educación inclusiva y la atención a la diversidad
Crenças em saúde relativas ao cancro do colo do útero
Get PDFBackground: The increase in the prevalence of oncological diseases such as cervical cancer (CC) makes it a worldwide public health problem involving resources in the areaof prevention. Objectives: To determine the influence of sociodemographic variables, gynecological and sexual context on health beliefs related to cervical cancer.Methodology: It is a quantitative, descriptive-correlational study. The data collection protocol was the questionnaire that allowed to characterize the sample in the gynecological, sexual and sociodemographic dimensions. We also use the Health Beliefs Scale, composed of four dimensions: vulnerability, severity, benefits and obstacles (Patrão and Leal, 2002). The sample is non-probabilistic for convenience, consisting of 946 participants. Results: Regarding the vulnerability dimension, significant statistical differences were found in the variables, having gynecological problems, frequency in the frequency of gynecological consultations, using contraceptive methods, existence of family members with CC. For the severity dimension, significant statistical differences were found for the variables, frequency of gynecological consultations and use of contraceptive methods. In the benefits dimension, statistical significance was found for age (adults) and using contraceptive methods. For the obstacles dimension, we found statistical significance for the frequency of frequency of gynecological consultations and the beginning of sexual activity. Conclusions: Understanding individual aspects involved in the prevention of CC is essential for individualized care, since these aspects are subjective in nature and require different actions.Enquadramento: O aumento da prevalência de doenças oncológicas como o cancro do colo do útero (CCU) faz com que se considere um problema de saúde pública mundial envolvendo recursos na área da prevenção. Objetivos: Determinar a influência das variáveis sociodemográficas, de contexto ginecológico e sexual nas crenças em saúde relativas ao cancro do colo do útero. Metodologia: É um estudo quantitativo, descritivo-correlacional. O protocolo de colheita de dados foi o questionário que permitiu caracterizar a amostra nas dimensões sociodemográficas ginecológica e sexual.Utilizamos ainda a Escala Crenças em Saúde, composta por quatro dimensões: vulnerabilidade, gravidade, benefícios e obstáculos de (Patrão e Leal, 2002). A amostra é não probabilística por conveniência, constituída por 946 participantes. Resultados: Relativamente à dimensão vulnerabilidade foram encontradas diferenças estatísticas significativas nas variáveis, ter ploblemas do foro ginecológico, periodicidade na frequência de consultas de ginecologia, utilizar métodos contracetivos, existência de familiares co CCU. Para a dimensão gravidade foram encontradas diferenças estatísticas significativas para as variáveis, periodicidade de consultas de ginecologia e utilizar métodos contracetivos. Na dimensão benefícios foi encontrada significância estatística para idade (adultas) e utilizar métodos contracetivos. Para a dimensão obstáculos encontramos significância estatística para a periodicidade de frequência de consultas de ginecologia e inicio da atividade sexual. Conclusões: Compreender aspetos individuais envolvidos na prevenção do CCU é essencial para uma assistência individualizada, visto que tais aspetos apresentam caráter subjetivo exigindo ações diferenciadas
Medo de falar em público: estudo piloto da glossofobia em contexto de alunos universitários
Get PDFFear of public speaking (glossophobia) is considered a factor of great anxiety and stress and affects a high percentage of people, being considered a psychosocial stressor, which can lead to isolation and thus prevent the individual from communicating.This work aims to evaluate the real impact of glossophobia on students, in the academic and professional context, at a psychological, emotional and physical level. The results will be presented through an empirical pilot study, carried out on a sample of 33 university students from the 3rd year psychology course at the Autonomous University of Lisbon. Once the results were verified, an intervention plan was considered to minimize the negative impact, leading to an increase of the confidence and quality of life of the students.O medo de falar em público – glossofobia - é considerado um fator de grande ansiedade e stress, afetando uma elevada percentagem de pessoas. Sendo considerado um stressor psicossocial, pode levar ao isolamento e, desta forma, impedir o indivíduo de se comunicar. Este estudo exploratório do tipo descritivo, teve como objetivo principal, avaliar o real impacto da glossofobia em alunos, no contexto académico e profissional, a nível psicológico, emocional e físico. Vão ser apresentados os resultados recolhidos de uma amostra de 33 alunos universitários do curso de psicologia do 3ª ano na Universidade Autónoma de Lisboa. Verificados os resultados, verificou-se a existência do medo de falar, mesmo que muitas vezes não verbalizado ou camuflado com uma vergonha ou timidez tomada como traço de personalidade. No âmbito da Psicologia, considerou-se a criação de um plano de intervenção para minimizar o impacto negativo, levando no futuro a aumentar a confiança e a qualidade de vida dos alunos
Mujeres científicas en la economía circular: impulsando iniciativas educativas
Get PDFThe circular economy consists of making the most of a raw material that enters the production cycle. It takes the form of the revalorization of industrial and domestic waste. Women are higly present in the development of technologiesthat reinforcethischange of model. Therefore, this project works with the hypothesisthat thecombination of women and the circular economy in the creation of audiovisual teaching materials for teachers will contribute positively to the awareness of a large group of citizens on both subjects. Thus, it proposes, on the one hand, to identify between 8 and 12 Spanish researchers and/or technicians who are working in the field of sustainability and/or the circular economy; videos will be produced that include interviews in which their life stories are collected, and brief descriptions or outlines of their research, emphasizing the chemical elements involved. These interviews will be hosted in a youtube channel that will be embedded in a web page created for the project. Based on these interviews, teaching material will be created for primary and secondary education teachers, which will be provided through the Regional Teacher Training Centre of Castilla La Mancha. The didactic guide will include a final activity that will involve the production of a video with which students and teachers will participate in a competition. The jury will be composed of some researchers, members of the project team. The level of awareness of the participating teachers and students will be measured before and after participating in the project (course-competition).The first phase has been completed so far and can be viewed at https://bit.ly/CientíficasEC. The second one is running at https://bit.ly/CursoCientíficasEC,and held even under the current circumstances. We hope to be able to conclude the project in order to measure the extent of the action developed.La economía circular consiste en aprovechar al máximo una materia prima que entra al ciclo de producción. Se concretaen la revalorización de los residuos industriales y domésticos. La mujerestá muy presente en el desarrollo de las tecnologías que fomentan ese cambio de modelo. Por ello, este proyecto trabaja con la hipótesis de que la combinación de mujer y economía circular en la creación de material didáctico audiovisual para el profesorado contribuirá positivamente a la concienciación de un amplio colectivo de ciudadanos sobre ambos temas.Así, propone, por un lado, identificar entre 8 y 12 investigadoras y/o tecnólogas españolas que estén trabajando en el ámbito de la sostenibilidad y/o la economía circular; se elaborarán videos que incluyan entrevistas en las que se recogerán sus historias de vida, y breves descripciones o esquemas de sus investigaciones, enfatizando los elementos químicos implicados. Estas se alojarán en un canal de youtube que se embeberá en una página web creada para el proyecto. Sobre estas entrevistas, se creará un material didáctico para el profesorado de educación primaria y secundaria, que se impartirá mediante el Centro Regional de Formación del Profesorado de Castilla La Mancha. La guía didáctica incluirá una actividad final que supondrá la elaboración de un video con el que alumnado y profesorado participarán en un concurso. El jurado estará compuesto por algunos investigadores e investigadoras miembros del equipo. Se medirá en el profesorado y alumnado participante su nivel de concienciación antes y tras participar en el proyecto (curso-concurso). Hasta este momento está concluida la primera fase, que puede verse en https://bit.ly/CientíficasEC . La segunda está en marcha https://bit.ly/CursoCientíficasEC, y retenida por las circunstancias actuales. Esperamos poder concluir el proyecto para poder medir el alcance de la acción desarrollada
El trabajo por proyectos a partir del juego por rincones: planificación y puesta en marcha
Get PDFThe game is one of the methodological principles that is identified with theories related to the constructivist current, founded by authors such as Vygotsky, Ausubel or Piaget, and which guides and frames project work. The game allows the child to act naturally, spontaneously, freely, safely, relaxedly, with possibilities for error and without criticism. Furthermore, it is a fundamental element of individual and progressive identity as it allows you to express and share ideas, contrast and test knowledge of yourself and your environment, being able to develop and consolidate them progressively. Being the gamethe methodological principleand the basis of thelearning processthat guides the teaching practice of the author of this work in Early Childhood Education, the modification of the play corner of the house, which until now existed, wascarried outand planning and launch arestaurantcorner. Theexperience was carried out with a group of 14 students or 4-year-old children from a fishing village on the ntabrian coast. The learning situations that occurred in the classroom were very diverse, having the child as the central axis and main protagonist, to guarantee their educational success. The role play that involves the organization of a restaurant corner in the class, led the children to have an ever deeper and more complete knowledge of themselves, to promote their personal autonomy, in addition to having a greater knowledge of the close environment and actively participate in it. Another result of the practice carried out was the development of different types of languages to express feelings, ideas, thoughts, etc., leading to reaching the final objective that was intended with the project.El juego es uno de los principios metodológicos que se identifica con teorías relacionadas con la corriente constructivista, fundamentada por autores como Vigostky, Ausubel o Piaget, y que guía y enmarca el trabajo por proyectos. El juego, permite al niño/a actuar de forma natural, espontánea, libre, segura, relajada, con posibilidades de error y exenta de crítica. Además, es un elemento fundamental de identidad individual y progresiva pues le permite expresar y compartir ideas, contrastar y poner a prueba conocimientos de sí mismo y de su entorno, pudiéndolos desarrollar y consolidar de manera progresiva. Siendo el juego el principio metodológico y la base del proceso de aprendizaje que orienta la práctica docente de la autora de este trabajo en Educación Infantil, se llevó a cabo la modificación del rincón de juego de la casita, que hasta el momento existía, y planificar y poner en marcha un rincón de restaurante. La experiencia se desarrolló con un grupo de 14 alumnos/as de 4 años de una villa pesquera de la costa cántabra. Las situaciones de aprendizaje que se dieron en el aula fueron muy diversas, teniendo como eje central y principal protagonista al niño/a, para garantizar su éxito educativo. El juego de roles que supone la organización de un rincón de restaurante en la clase, llevó a los niños/as a tener un conocimiento de sí mismos cada vez más profundo y completo, a favorecer su autonomía personal, además de tener un mayor conocimiento del entorno cercano y participar activamente en él. Otro de los resultados de la práctica ejecutada fue el desarrollo de diferentes tipos de lenguajes para expresar sentimientos, ideas, pensamientos, etc., llevando a alcanzar el objetivo final que se pretendía con el proyecto
Actitudes hacia la sexualidad de las personas con discapacidad intelectual: ¿difiere la población general de las propias personas con discapacidad intelectual?
Get PDFAn essential aspect to guarantee the quality of life in people with Intellectual Disabilities (PDI) is sexual health. Despite the fact that attention has been increased in recent years on this issue, it is decisive to know if there are prejudices that can affect healthy development. The objective of this study has been to compare the attitudes towards sexuality of PDI that they have with those of the general population (PPG). For this, a total of 100 PDI (50% men and 50% women), from 19 to 55 years old, completed the Sexual Perception Scale, and 454 PPG (39.4% men and 60.6% women), between 20-82 years old, completed the Attitude Scale for Sexuality in People with Intellectual Disabilities (ASEXDI). 71.1% of the PPG show moderate attitudes towards thes exuality of PDI, 18.7%, liberaland 10.1% conservative attitudes. Both groups differ in tolerance to caresses, being higher in the PPG group (68.28% consider it very acceptable, compared to 22.78% of PDI). In contrast, penetrative sexual relations between PDI are slightly better valued by PDI than between PPG, although in both cases they are conservative attitudes (15% of PDI consider it not at all acceptable, compared to 37.89% of the PPG). However, the PPG tends to consider the competences of PDI for the correct use of condoms in a more positive way. The results allow to conclude that the PPG shows a moderate tolerance towards the expression of sexuality of this group, with the exception of the penetration practice towards which they show some prevention. The positive attitude of PDI towards this practice together with their low perception of competence in condom use justifies the need for adapted affective-sexual education programs.Un aspecto esencial para garantizar la calidad de vida en las personas con Discapacidad Intelectual (PDI) es la salud sexual. Pese a que en los últimos años se ha aumentado la atención en esta cuestión, es determinante conocer si existen prejuicios que pueden afectar al desarrollo saludable. El objetivo de este estudio ha sido comparar las actitudes hacia la sexualidad de las PDI que tienen ellas mismas con las que tiene la población general (PPG). Para ello un total de 100 PDI (50% hombres y 50% mujeres), de 19 a 55 años completaron la Escala de Percepción Sexual, y 454 PPG (39.4% hombres y 60.6% mujeres), de entre 20-82 años completaron la Escala de Actitudes para la Sexualidad en Personas con Discapacidad Intelectual (ASEXDI). El 71.1% de las PPG presenta unas actitudes moderadas hacia la sexualidad de las PDI, el 18.7%, actitudes liberales y 10.1% conservadoras. Ambos grupos difieren en la tolerancia a las caricias siendo superior en el grupo de PPG (68.28% lo considera muy aceptable, frente al 22.78% de las PDI). Por el contrario, las relaciones sexuales con penetración entre PDI están ligeramente mejor valoradas por las PDI que entre la PG, aunque en ambos casos son actitudes conservadoras (el 15% de las PDI lo considera nada aceptable en absoluto, frente al 37.89% de la PG). Sin embargo, la PG tiendeaconsiderar deforma más positivalascompetencias delas PDI parael uso correcto del preservativo. Los resultados permiten concluir que la PG muestra una tolerancia moderada hacia la expresión de la sexualidad de este colectivo, con la excepción de la práctica de penetración hacia la que muestran cierta prevención. La actitud positiva de los PDI hacia esta práctica unida a su baja percepción de competencia en el uso del preservativo justifica la necesidad de programas de educación afectivo-sexual adaptados
La motivación y la inteligencia emocional en secundaria. Diferencias por género
Get PDFThe aims were to describe the level of motivation and emotional intelligence of adolescent high school students, as well as to check the differences in both variables, according to the student’s gender. For this purpose, the validated Spanish versions of the “Trait Meta-Mood Scale” and the “Sport Motivation Scale-II” were used. The sample was composed of 464 secondary school students from 12 to 17 years old. The results indicated that most of the students reflected being motivated in a self-determined way in Physical Education classes and possessing adequate values of emotional intelligence. In terms of gender, it isthe boys who achieved the highestvalues ofself-determined motivation and the girls who scored highest in emotional attention.Los objetivos fueron describir el nivel de motivación y de inteligencia emocional de estudiantes adolescentes de secundaria, así como comprobar las diferencias en ambas variables, en función del género del alumno. Para ello se respondieron a las versiones validadas al castellano de la “Trait Meta-Mood Scale” y la “Sport Motivation Scale-II”. La muestra estuvo compuesta por 464 alumnos de secundaria de 12 a 17 años. Los resultados indicaron que la mayoría de los estudiantes reflejaron estar motivados de forma autodeterminada en las clases de Educación Física y poseer valores adecuados de inteligencia emocional. En cuanto al género, son los chicos los que alcanzaron los valores más altos de motivación autodeterminada y las chicas las que puntuaron más alto en atención emocional
Relación abuelo/a nieto/a cuando existen conflictos familiares
Get PDFIn recent times, society has undergone changes, which have carried out an in-depth analysis of family relationships, being the relabetween grandparents and grandchildren the one that has been of most interest to researchers in recent decades due to its transcendence grandparents have in the lives of their grandchildren, creating a special relationship between them that is not established with any other member of the family unit. The family can be understood as a set or structured system, among them there are ties and affective relationships, sharing common goals, objectives and projects, creating a unit that allows the distribution of functions and controls among its members, making a change in a from the consequences it reverberates in the other consequences, the changes suffered in the society, the grandparents have acquired a great importance in the family relationships, specifically in the relationship with their grandchildren. In order to know family relationships, especially between grandparents and grandchildren, the difficulties of this relationship in situations of family breakdown, the rights of grandparents about their grandchildren and the knowledge of grandparents as well as the resources affected in terms of families. A study with a qualitative phenomenological design was carried out through a questionnaire in a sample of 46 participants, grandparents in Gran Canaria, aged between 58 and 85 years, with 67% of women, relationship with child at the most good at 54.3%, good 34.7% and fair 10.8%. It is concluded that the main difficulty to maintain an optimal relationship between grandparents and grandchildren is the separation/divorce of their children, which is why it is repeated on many occasions to the judicial route.En los últimos tiempos, la sociedad ha experimentado cambios, que ha llevado a analizar en profundidad las relaciones familiares, siendo la relación entre abuelos/as y nietos/as, la que ha causado mayor interés para los/as investigadores/as en las últimas décadas por la trascendencia que tienen los/as abuelos/as en la vida de sus nietos/as, creándose entre ellos/as una relación especial que no se establece con ningún otro miembro de la unidad familiar. La familia puede ser entendida como un conjunto o sistema estructurado, entre ellos existen lazos y relaciones afectivas, compartiendo metas, objetivos y proyectos comunes, creando una unidad que permite el reparto de funciones y responsabilidades entre sus miembros, por lo que un cambio en una de las partes repercute en las demás, y a consecuencia, de los cambios sufridos en la sociedad, los/as abuelos/as han adquirido una gran importancia en las relaciones familiares, concretamente en la relación con sus nietos/as. Con el fin de conocer las relaciones familiares especialmente entre abuelos/as y nietos/as, las dificultades de dicha relación ante situaciones de ruptura familiar, los derechos que ostentan los/as abuelos/as frente a sus nietos/as, y del conocimientosobre los/as abuelos/as de los recursos existentes en materia de familias. Se ha llevado a cabo un estudio con diseño cualitativo fenomenológico a través de cuestionario en muestra de 46 participantes, abuelos/as de Gran Canaria, con edades comprendidas entre los 58 y 85 años un 67% mujeres, y relación con hijo/as muy buena en el 54.3%, buena 34.7% y regular 10.8%. Se concluye que la principal dificultad para mantener una óptima relación entre abuelos/as y nietos/s está la separación/divorcio de sus hijos/as, por lo que se recurre en muchas ocasiones a la vía judicial
Promoção da literacia para a não-violência e cidadania ativa ao longo do ciclo vital
Get PDFThe violence that occurs in family relationships is a subtype of interpersonal violence and, in turn, is divided into violence between intimate partners, violence against children and adolescents and violence against the elderly (Zuma, 2005). This is a proposal for an intervention in a community context in the interior region of Portugal in order to prevent abuse against children and young people, prevention of violence in intimate relations and against elderly people. It aims to: Promote literacy in the field of violence prevention throughout the life cycle and active citizenship in thecommunity; Sensitizethetarget population to the prevention of the problem and inform theexisting responses in the context of violence prevention. The project team intends to increase the level of literacy such as preventing violence and developing a manual of good practices based on monitoring and interventions carried out, integrating the focus of promoting non-violence in children and young people from pre-school through to education and prevention of violence against the elderly, with a focus on conflict and stress management in the formal care providers of Private Social Solidarity Institutions (IPSS). The training of people to prevent violence is particularlyrelevant in improving self-esteem and autonomyand with benefitsin terms of individualand collective health.A violência que ocorre nas relações familiares é um subtipo da violência interpessoal e, por sua vez, é dividida em violência entre parceiros íntimos, violência contra a criança e o adolescente e violência contra o idoso (Zuma, 2005). Esta é uma proposta de intervenção-ação em contexto comunitário na região do interior de Portugal de modo a prevenir maus-tratos contra crianças e jovens, prevenção da violência nas relações de intimidade e género e contra pessoas idosas. Tem como objetivo: Promover a literacia no âmbito da prevenção da violência ao longo do ciclo vital e cidadania ativa na comunidade; Sensibilizar a população alvo para a prevenção da problemática e informar das respostas existentes em contexto de prevenção da violência. A equipa do projeto pretende aumentar o nível de literacia em como prevenir a violência e desenvolver um manual de boas práticas com base na monitorização e intervenções realizadas, integrando o foco da promoção da não-violência em crianças e jovens desde o pré-escolar até ao ensino superior e na prevenção da violência da pessoa idosa com foco na gestão de conflitos e do stress nos prestadores formais de cuidados das Instituições Particulares de Solidariedade Social (IPSS). A capacitação das pessoas para a prevenção da violência tem especial relevância na melhoria da auto-estima e autonomia e com benefícios ao nível da saúde individual e coletiva