Benefícios de um novo programa de aprendizagem socioemocional na redução da sintomatologia psicopatológica e na promoção das competências socioemocionais globais, na perspetiva das crianças

Autores

  • Rita Antunes William James Center for Research - ISPA, Instituto Universitário, Portugal; Centro da Criança e do Adolescente- Hospital CUF Descobertas, Portugal
  • Maryse Guedes William James Center for Research - ISPA, Instituto Universitário, Portugal
  • Joana Alexandre Iscte, Instituto Universitário de Lisboa, Cis_Iscte, Portugal
  • Manuela Veríssimo William James Center for Research, ISPA-Instituto Universitário

DOI:

https://doi.org/10.17575/psicologia.1813

Palavras-chave:

Programa de aprendizagem socioemocional, Sintomas psicopatológicos, Competências socioemocionais, Idade, Sexo

Resumo

O presente estudo teve como objetivo examinar as perceções das crianças com idades compreendidas entre os 8 e os 12 anos, que participaram no novo programa de aprendizagem socioemocional “O Mundo dos Intergalácticos” de curta duração, acerca da evolução dos sintomas psicopatológicos (ansiedade, depressão e stresse) e das competências socioemocionais globais, do pré-teste para o pós-teste e follow-up (6 meses), considerando o sexo e a faixa etária (8-9 vs. 10-12 anos). Um total de 95 crianças, com idades compreendidas entre os 8 e os 12 anos, preencheram Escala de Depressão, Ansiedade e Stresse para Crianças e a escala. Para mim é fácil, no pré-teste, pós-teste e 6 meses após a participação no programa. Os resultados obtidos mostraram que as crianças mais novas (8-9 anos) e mais velhas (10-12 anos), de ambos os sexos, percecionaram uma redução da sintomatologia psicopatológica e uma melhoria das competências socioemocionais globais do pré-teste para o pós-teste e follow-up.

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Publicado

2022-12-19

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Antunes, R., Guedes, M., Alexandre, J., & Veríssimo, M. (2022). Benefícios de um novo programa de aprendizagem socioemocional na redução da sintomatologia psicopatológica e na promoção das competências socioemocionais globais, na perspetiva das crianças. PSICOLOGIA, 36(2), 119–135. https://doi.org/10.17575/psicologia.1813

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