Benefícios de um novo programa de aprendizagem socioemocional na redução da sintomatologia psicopatológica e na promoção das competências socioemocionais globais, na perspetiva das crianças
DOI:
https://doi.org/10.17575/psicologia.1813Palavras-chave:
Programa de aprendizagem socioemocional, Sintomas psicopatológicos, Competências socioemocionais, Idade, SexoResumo
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.
Downloads
Referências
Aber, J. L., Brown, J. L., & Jones, S. M. (2003). Developmental trajectories toward violence in middle childhood: Course, demographic differences, and response to school-based intervention. Developmental Psychology, 39(2), 324-348. https://doi.org/10.1037//0012-1649.39.2.324
Achenbach, T. M. (2020). Bottom-up and top-down paradigms for psychopathology: A Half-century odyssey. The Annual Review of Clinical Psychology, 16, 1-24. https://doi.org/10.1146/annurev-clinpsy-071119-115831
Achenbach, T. M., & Rescorla, L. A. (2006). Developmental issues in assessment, taxonomy, and diagnosis of psychopathology: Life span and multicultural perspectives. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology: Theory and method (p. 139–180). John Wiley & Sons, Inc.
Antunes, R. (2018). Os Intergalácticos - Uma aventura do comportamento. Ideias com histórias.
Boncu, A., Costea, I., & Minulescu, M. (2017). A meta-analytic study investigating the efficiency of socio-emotional learning programs on the development of children and adolescents. Romanian Journal of Applied Psychology, 19(2), 35–41. https://doi.org/10.24913/rjap.19.2.02
Cantor, P., Osher, D., Berg, J., Steyer, L., & Rose, T. (2018). Malleability, plasticity, and individuality: How children learn and develop in context. Applied Developmental Science. Advance online publication. https://doi.org/10.1080/10888691.2017.1398649
Carsley, D., Heath, N. L., & Fajnerova, S. (2015). Effectiveness of a classroom mindfulness coloring activity for test anxiety in children. Journal of Applied School Psychology, 31, 239–255. https://doi.org/10.1080/15377903.2015.1056925
Chang, F., & Muñoz, M. A. (2006). School personnel educating the whole child: Impact of character education on teachers’ self-assessment and student development. Journal of Personnel Evaluation in Education, 19(1), 35-49. https://doi.org/10.1007/s11092-007-9036-5
Clark, L. A., & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7(3), 309-319. https://doi.org/10.1037/1040-3590.7.3.309
Cohen, J. (1992). A power prime. Psychological Bulletin, 112(1), 155-159.
Collaborative for Academic, Social, and Emotional Learning. (2012). Effective social and emotional learning programs: Preschool and elementary school edition. Author.
Conduct Problems Prevention Research Group (2011). The effects of the “fast track preventive” on the development of conduct disorder across childhood. Child Development, 82, 331-345. https://doi.org/10.1111/j.1467-8624.2010.01558.x
Corcoran, R. P., Cheung, A. C., Kim, E., & Xie, C. (2018). Effective universal school-based social and emotional learning programs for improving academic achievement: A systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72. https://doi.org/10.1016/j.edurev.2017.12.001
Costa, D., Cunha, M., Ferreira, C., Gama, A., Machado-Rodrigues, A. M., Rosado-Marques, V., Nogueira, H., Silva, M.-R. G., & Padez, C. (2020). Self-reported symptoms of depression, anxiety and stress in Portuguese primary school-aged children. BMC Psychiatry, 20(87), 1-12. https://doi.org/10.1186/s12888-020-02498-z
Cristóvão, A. M., Candeias, A. A., & Verdasca, J. (2017). Social and emotional learning and academic achievement in Portuguese schools: A bibliometric study. Frontiers in Psychology, 8, 1-12. https://doi.org/10.3389/fpsyg.2017.01913
De Los Reyes, A., Thomas, S. A., Goodman, K. L., & Kundey, S. M. (2013). Principles underlying the use of multiple informants’ reports. Annual Review of Clinical Psychology, 9, 123-149. https://doi.org/10.1146/annurev-clinpsy-050212-185617
Evans, L., Haeberlein, K., Chang, A., & Handal, P. (2021). convergent validity and preliminary cut-off scores for the anxiety and depression subscales of the DASS-21 in US adolescents. Child Psychiatry & Human Development, 52(4), 579-585. https://doi.org/10.1007/s10578-020-01050-0
Fergusson, D. M., & Woodward, L. J. (2002). Mental health, educational, and social role outcomes of adolescents with depression. Archives of General Psychiatry, 59(3), 225-231. https://doi.org/ 10.1001/archpsyc.59.3.225
Fernández-Martín, F. D., Romero-Rodríguez, J. M., Marín-Marín, J. A., & Gómez-García, G. (2021). Social and emotional learning in the ibero-american context: A systematic review. Frontiers in Psychology, 12.
Field, A. (2013). Discovering statistics using IBM SPSS Statistics (4th ed.). SAGE Publications.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189. https://doi.org/10.1007/s10648-014-9253-7
Gaspar, T., & Matos, M. (2015). “Para mim é fácil”: Escala de avaliação de competências pessoais e sociais. Psicologia, saúde & doenças, 16(2), 195-206. http://dx.doi.org/10.15309/15psd160206.
Harlacher, J. E., & Merrell, K. W. (2010). Social and emotional learning as a universal level of student support: Evaluating the follow-up effect of strong kids on social and emotional outcomes. Journal of Applied School Psychology, 26(3), 212-229. https://doi.org/10.1080/15377903.2010.495903
Huguet, A., Ruiz, D. M., Haro, J. M., & Alda, J. A. (2017). A pilot study of the efficacy of a mindfulness program for children newly diagnosed with attention-deficit hyperactivity disorder: Impact on core symptoms and executive functions. International Journal of Psychology and Psychological Therapy, 17(3), 305-316.
Humphrey, N., Barlow, A., Wigelsworth, M., Lendrum, A., Pert, K., Joyce, C., Stephens, E., Wo, L., Squires, G., Woods, K., Calam, R., & Turner, A. (2016). A cluster randomized controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. Journal of School Psychology, 58, 73-89. https://doi.org/10.1016/j.jsp.2016.07.002
Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative Social and Emotional Learning (SEL): Toward SEL in service of educational equity and excellence, Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032
Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based social-emotional learning and literacy intervention: An experiment in translational developmental research. Child Development, 82(2), 533-554. https://doi.org/10.1111/j.1467-8624.2010.01560.x
Jones, S. M., Brown, J. L., Hoglund, W. L. G., & Aber, J. L. (2010). School-randomized clinical trial of an integrated social-emotional learning and literacy intervention: Impacts after 1 school year. Journal of Consulting and Clinical Psychology, 78(6), 829-842. https://doi.org/10.1037/a0021383
Kovacs, M., Obrosky, S., & George, C. (2016). The course of major depressive disorder from childhood to young adulthood: Recovery and recurrence in a longitudinal observational study. Journal of Affective Disorders, 203, 374-381. https://doi.org/10.1016/j.jad.2016.05.042
Leal, I. P., Antunes, R., Passos, T., Pais-Ribeiro, J. L., & Maroco, J. (2009). Estudo da Escala de Depressão, ansiedade e Stresse para Crianças (EADS-C). Psicologia, Saúde & Doenças, 10(2), 277–284.
Lerner, R., Almerigi, J., Theokas, C., & Lerner, J. (2005). Positive youth development. Journal of Early Adolescence, 25, 10-16. https://doi.org/10.1177/0272431604273211
Lin, Y., & Bratton, S. (2015). A meta-analytic review of child-centered play therapy approaches. Journal of Counseling & Development, 93(1), 45-58. https://doi.org/10.1002/j.1556-6676.2015.00180.x
Linfield, K. J., & Posovac, E. J. (2019). Program evaluation: Methods and case studies (9th ed.). Prentice Hall.
Lovibond, P. F., & Lovibond, S. H. (1995). The structure of negative emotional states: Comparison of the Depression Anxiety Stress Scales (DASS) with the Beck Depression and Anxiety Inventories. Behaviour Research and Therapy, 33(3), 335-343. https://doi.org/10.1016/0005-7967(94)00075-U
Malti, T., Ribeaud, D., & Eisner, M. P. (2011). The effectiveness of two universal preventive interventions in reducing children’s externalizing behaviour: A cluster randomized controlled trial. Journal of Clinical Child & Adolescent Psychology, 40(5), 677-692. https://doi.org/10.1080/15374416.2011.597084
Martinsen, K. D., Neumer, S.-P., Holen, S., Waaktaar, T., Sund, A. M., & Kendall, P. C. (2016). Self-reported quality of life and self-esteem in sad and anxious school children. BMC Psychology, 4(45), 1-10. https://doi.org/10.1186/s40359-016-0153-0
Meany-Walen, K. K., & Teeling, S. (2016). Adlerian play therapy with students with externalizing behaviors and poor social skills. International Journal of Play Therapy, 25(2), 64 – 77. https://doi.org/10.1037/pla0000022
Organização para o Desenvolvimento Económico e Social (2021). Beyond academic learning: First results from the survey of social and emotional skills. Author.
Osher, D., Cantor, P., Berg, J., Steyer, L., & Rose, T. (2018). Drivers of human development: How relationships and context shape learning and development. Applied Developmental Science, 22, 1–31. https://doi.org/10.1080/10888691.2017.1398650
Patias, N., Machado, W., Bandeira, D., & Dell'Aglio, D. (2016). Depression Anxiety and Stress Scale (DASS-21) - Short Form: Adaptação e validação para adolescentes brasileiros. Psico-USF, 21(3). 459-469. https://doi.org/10.1590/1413-82712016210302.
Paula, C. S., Mari, J. J., Bordin, I., Miguel, E. C., Fortes, I., Barroso, N., Rohde, L. A., & Coutinho, E. (2018). Early vulnerabilities for psychiatric disorders in elementary schoolchildren from four Brazilian regions. Social psychiatry and psychiatric epidemiology, 53(5), 477–486. https://doi.org/10.1007/s00127-018-1503-4
Schonert-Reichl, K. A., & Lawlor, M. S. (2010). The effects of a mindfulness-based education program on pre-and early adolescents’ well-being and social and emotional competence. Mindfulness, 1(3), 137-151. https://doi.org/10.1007/s12671-010-0011-8
Schonert-Reichl, K. A., Oberle, E., Lawlor, M. S., Abbott, D., Thomson, K., Oberlander, T. F., & Diamond, A. (2015). Enhancing cognitive and social–emotional development through a simple-to-administer mindfulness-based school program for elementary school children: A randomized controlled trial. Developmental Psychology, 51(1), 52-56. https://doi.org/10.1037/a0038454
Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349-367. https://doi.org/10.1080/14616730500365928
Swailes, S., & McIntyre‐Bhatty, T. (2002). The “Belbin” team role inventory: reinterpreting reliability estimates. Journal of Managerial Psychology, 17(6), 529-536.
Szabó, M. (2010). The short version of the Depression Anxiety Stress Scales (DASS-21): Factor structure in a young adolescent sample. Journal of Adolescence, 33(1), 1-8. https://doi.org/10.1016/j.adolescence.2009.05.014
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school-based social and emotional learning interventions: A meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171. https://doi.org/10.1111/cdev.12864
Vickery, C., & Dorjee, D. (2015). Mindfulness training in primary schools decreases negative affect and increases meta-cognition in children. Frontiers in Psychology, 6, 1-13. https://doi.org/10.3389/fpsyg.2015.02025
Wigelsworth, M., Lendrum, A., Oldfield, J., Scott, A., ten Bokkel, I., Tate, K., & Emery, C. (2016). The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: A meta-analysis. Cambridge Journal of Education, 46(3), 347–376. https://doi.org/10.1080/0305764X.2016.1195791
