Avaliação dos impactos de ação formativa promovida pela universidade sobre as habilidades sociais de adolescentes do ensino médio / Evaluation of the impacts of the training action promoted by the university on the social skills of high school adolescents

A exacerbação de problemas que atingem os jovens atualmente, comprometendo um desempenho socialmente competente, e a crescente valorização das competências sociais para as relações interpessoais incentivaram a realização deste estudo. Considerando que a universidade é um ambiente de formação e desenvolvimento e que uma das metas descritas no Plano Nacional de Pósgraduação (PNPG) é a integração entre diversos níveis de ensino. Foi proposto um programa de intervenção, por meio do Curso "Imersão na universidade: você protagonista do seu futuro", visando o desenvolvimento de habilidades sociais em estudantes do ensino médio. Assim, o objetivo deste estudo foi realizar um diagnóstico prévio das habilidades sociais desses adolescentes, fazer uma avaliação dessa intervenção, bem como promover uma interação entre estudantes dos diferentes níveis de ensino. Para tanto, foi aplicado o inventário de habilidades sociais em adolescentes (IHSA-Del-Prette), em 27 estudantes de ensino médio, selecionados de 8 escolas públicas, no momento inicial e três meses após conclusão do curso, permitindo a descrição de sete categorias de frequência e dificuldade nos índices de Empatia, Autocontrole, Civilidade, Assertividade, Abordagem Afetiva e Desenvoltura Social, e Escore Total. A interação entre pósgraduandos, graduandos e alunos do ensino médio foi analisada qualitativamente, por meio do Atlas-ti, após preenchimento de um formulário digital considerando suas percepções sobre as experiências vivenciadas durante o Curso. Participaram 19 alunos de pós-graduação, graduação e do curso pré-vestibular do ICT-Unesp, além de 6 professores e 1 psicóloga. Os dados coletados com o inventário, considerando a média dos escores totais para a frequência, indicaram diferença estatisticamente significante (teste Kruskal-Wallis) entre os escores pré e pós intervenção (p=0,0145), evidenciando que o curso contribuiu para o aumento da frequência de habilidades sociais. No entanto, considerando individualmente as habilidades, houve diferença estatística apenas em Autocontrole (p=0,0195) e Abordagem Afetiva (p=0,0173). Para a dificuldade não foi observada diferença estatisticamente significante, embora tenha sido observada uma diminuição de 13,45% após a intervenção. A análise qualitativa das respostas dos pós-graduandos e graduandos evidenciou uma percepção bastante positiva da intervenção. Conclui-se, diante dos resultados, que o curso foi eficaz para o desenvolvimento das habilidades sociais dos adolescentes e proveitoso para os universitários(AU)

The exacerbation of problems that affect young people today, compromising a socially competent performance, and the increasing appreciation of social skills for interpersonal relationships encouraged the realization of this study. Considering that the university is a training and development environment and that one of the goals described in the National Postgraduate Plan (PNPG) is the integration between different levels of education. An intervention program was proposed, through the course "Immersion in the university: you are the protagonist of your future", aiming at the development of social skills in high school students. Thus, the objective of this study was to make a prior diagnosis of the social skills of these adolescents, to make an assessment of this intervention, as well as to promote an interaction between students of different levels of education. To this end, the inventory of social skills in adolescents (IHSA-Del-Prette) was applied to 27 high school students, selected from 8 public schools, at the beginning and three months after completion of the course, allowing the description of seven categories of frequency and difficulty in the Empathy, Self-Control, Civility, Assertiveness, Affective Approach and Social Development indexes, and Total Score. The interaction between graduate students, undergraduate students and high school students was analyzed qualitatively, through Atlas-ti, after filling out a digital form considering their perceptions about the experiences lived during the Course. Nineteen graduate, undergraduate and preuniversity students from ICT-Unesp participated, in addition to 6 professors and 1 psychologist. The data collected with the inventory, considering the average of the total scores for the frequency, indicated a statistically significant difference (KruskalWallis test) between the pre and post intervention scores (p = 0.0145), showing that the course contributed to the increase frequency of social skills. However, considering the skills individually, there was a statistical difference only in Self-control (p = 0.0195) and Affective Approach (p = 0.0173). For the difficulty, no statistically significant difference was observed, although a decrease of 13.45% was observed after the intervention. The qualitative analysis of the responses of graduate students and undergraduate students showed a very positive perception of the intervention. It's concluded, in view of the results, that the course was effective for the development of social skills of adolescents and beneficial for university students(AU)

Motor, linguistic, personal and social aspects of children with Down syndrome

AbstractA global developmental delay is expected from Down syndrome, affecting motor, cognitive, linguistic and personal-social skills. However, not always these delays are proportional; different conditions occur due to several intrinsic and extrinsic variables that must be controlled to form groups of greater homogeneity.Objective To enhance personal-social, fine motor-adaptive, gross motor and linguistic skills among children with Down syndrome and compare them with typically developing children, matched for gender, socioeconomic status and mental age, while controlling some variables that interfere with the global development.Methods The ethical aspects were fulfilled (Case No. 040/2009). The following inclusion criteria were considered: participants without a history of prematurity, very low birth weight, congenital hypothyroidism, significant hearing and vision problems, and signs of Autism Spectrum Disorder. After the inclusion criteria were considered, 40 children participated in the study, of which 20 had Down syndrome (experimental group - EG), these being of both genders and with chronological ages ranging from 38 to 63 months, and the other 20 being typically developing children (control group - CG), matching the EG in terms of gender, socioeconomic status and mental age, with this age ranging from 13 to 50 months. The evaluation consisted in applying the Denver Developmental Screening Test II, a test that assesses areas such as personal-social, fine motor-adaptive, linguistic and gross motor development. The results were subjected to statistical analysis using Student’s t-test.Results A statistically significant difference was verified between the groups for the language and fine motor-adaptive areas.Conclusion Children with Down syndrome showed lower performance in language and fine motor skills when compared with typically developing children. There was no statistically significant difference in gross motor and personal-social areas. It is worth mentioning the importance of controlling the variables to deal with more homogeneous groups.

Características de um bom professor na concepção dos acadêmicos do Curso de Odontologia da Universidade do Vale do Itajaí - UNIVALI / Characteristics of a good teacher according to the perceptions of dentistry students from the Dental School at UNIVALI

Este estudo teve por objetivo conhecer as características do professor ideal na concepção dos acadêmicos do Curso de Odontologia da Universidade do Vale do Itajaí (UNIVALI). Foi um estudo exploratório delineado segundo norteadores da pesquisa qualitativa. A coleta de dados foi estruturada com base nos princípios do Teste de Associação Livre de Palavras, tendo como estímulo indutor a expressão professor ideal para mim é. O participante deveria relacionar até oito (8) palavras que, em sua concepção, definiriam o bom professor. A coleta foi conduzida por um único pesquisador. Para a análise dos dados foram definidas cinco categorias. Participaram da pesquisa 225 acadêmicos matriculados do primeiro ao último período do curso, no segundo semestre de 2010. Para os acadêmicos, os principais atributos de um professor ideal são: habilidades sociais e interpessoais (37,9%), habilidades pedagógicas (25,9%), habilidades cognitivas (14,7%), habilidades organizacionais (14,1%) e ser ético (7,5%). Com base nos resultados obtidos, concluiu-se que, para os acadêmicos, o bom professor não é somente aquele que tem características relacionadas ao conhecimento disciplinar e pedagógico, mas sim, aquele que apresenta habilidades sociais e interpessoais, sendo organizado, manifestando postura ética e compromisso profissional (AU).

This study aimed at gaining knowledge into the characteristics of an ideal teacher according to the students of the dentistry course at UNIVALI. It was a descriptive study made according to the results of primary data gathered from a semi-structured interview with 225 students, in the second semester of 2010. It was also an exploratory study designed according to principles of qualitative research. The data collection was structured based on the principles of the Free Word Association Test, prompted by the expression "to me, the ideal teacher is…" The participant had to list up to eight (8) words defining a good teacher in his opinion. Data collection was done by a single researcher. Five categories were defined to conduct the data analysis, according to the characteristics listed by the participants. A total of 225 students from first to last terms of the course answered the data collection questionnaire. To the students, the teacher must have social and interpersonal skills (37.9%), teaching skills (25.9%), cognitive skills (14.7%), organizational skills (14.1%) and ethical skills (7.5%). The conclusion of this study was that, from the viewpoint of students, a good teacher must have not only knowledge of the subject and teaching skills, but also social and interpersonal skills, and must also be organized and show ethical and professional commitment (AU).