Resilience in the face of peer victimisation and discrimination: The who, when and why in five patterns of adjustment.

Victimisation has a negative effect on psychosocial functioning. Based on the resilience theory, and with a sample of 2975 Portuguese students, the present study aims to: i) identify patterns of adjustment in the face of peer victimisation and perceptions of discrimination; ii) explore the association between the patterns of adjustment and the characteristics of participants (the who) and of the victimisation (the when and why). Cluster analysis revealed five patterns of adjustment: Unchallenged; Externally Maladjusted; Internally Maladjusted; Resilient, and At-Risk. The results suggest that there is no complete resilience in the face of social victimisation. Group differences were found regarding: i) gender, type of course, sexual orientation, ethnicity, nationality, parental educational level and religious beliefs; ii) the age at which peer victimisation was more frequent, and; iii) the motives underlying discrimination. Globally considered, peer victimisation is representative of the wider cultural environment and interventions should also target social prejudices.

Resilience in the face of peer victimization and perceived discrimination: The role of individual and familial factors.

BACKGROUND: Peer victimization and discrimination are two related forms of social victimization. However, the majority of studies only focus on one form or the other. This study investigates resilience in victims of both these forms of violence. OBJECTIVE: To identify individual and family level factors that foster, or hinder, resilience in the face of both peer victimization and perceived discrimination. PARTICIPANTS: In a sample of 2975 high-school students, 22% (n = 644) met the criteria for substantial social victimization. The sample's mean age was 16.5 years, 57% were girls, 19% were in vocational courses, 12% were from an ethnic minority background, and 5% were lesbian, gay, or bisexual. METHOD: A measure of resilience was created by regressing the mean levels of current mental health, self-esteem, and life satisfaction on the frequency of lifetime peer victimization and past year perceived discrimination. Regression analyses were conducted to identify correlates of resilience considering protective and vulnerability factors, including sociodemographic information, anxious personality, empathy, coping strategies, familial optimism, and the relationship with their mother and father. RESULTS: Resilience was associated with low anxious personality, four coping strategies (active, use of humor, low self-blame, low substance use), and satisfaction with the relationship with the mother. CONCLUSIONS: Resilience is related to both behavioral and meaning-making coping strategies, personality traits, and satisfaction in relationships. This study's findings can be used to tailor interventions to foster resilience in adolescents exposed to social victimization.

Construction and validation of the Brazilian Questionário de Respostas Socialmente Habilidosas Segundo Relato de Professores (QRSH-PR).

Behavioral problems in preschool children are one of the most frequent motives for seeking psychological care by parents and caregivers. Instruments are considered necessary, created from a Social Skills Training theoretical-practical perspective, which may systematically assist the identification of social skills and behavioral deficits, helping professionals in the prevention and/or reduction of behavioral problems. The purpose of this study was to test the psychometric validity and reliability of an instrument for evaluation of Socially Skilled Responses, from a teacher's perspective (QRSH-PR). For this purpose, 260 preschool children were evaluated, differentiated in subgroups without and without behavioral difficulties, based on the Child Behavior Scale (Escala de Comportamento Infantil/ECI-Professor). Studies were conducted for construct, discrimination, concurrent and predictive validity. The Cronbach Alpha was calculated to evaluate internal consistency. The obtained results pointed to positive indicators in reference to construct, discrimination, and predictive validity, and even for good internal consistency, indicating that the items consistently measure the construct of social skills, and differentiated children with and without behavioral problems. The questionnaire is considered to be gauged for evaluation of socially skilled responses from preschool children, and applicable in educational and clinical environments.

[Family context and child mental health problems in the Family Health Program]. / Contexto familiar e problemas de saúde mental infantil no Programa Saúde da Família.

OBJECTIVE: To assess the association between variables in the family context and the risk for emotional/behavioral problems in children enrolled in a Family Health Program. METHODS: A cross-sectional design study was conducted with 100 children aged 6 to 12 years old and their families, especially their biological mothers (82%). All subjects were enrolled in center of the Family Health Program in the city of Ribeirão Preto, Southern Brazil, in 2001. Emotional/behavioral problems of the child, in levels considered as at risk for the development of disorders, were identified by means of the Strengths and Difficulties Questionnaire. Regarding conditions in the family context, the following variables were evaluated: socioeconomic level, adverse events, maternal stress, maternal depressive symptoms, organization, and structure of family environment. Data analysis was performed through univariate and multivariate logistic regression. RESULTS: Maternal stress was associated with general mental health problems in the child (OR=2.2), while a daily routine with an organized timetable and greater range of activities to fill up their free time were associated with the absence of these problems (1/OR 1.3 and 1.9, respectively). Maternal stress was also a risk factor for anxiety/depression symptoms (OR=1.6). Regarding hyperactivity, financial instability was a risk factor (OR=2.1), and all indicators of environmental stability were protective variables (1/OR between 1.2 and 1.6). CONCLUSIONS: Information about family context indicators associated with mental health problems in schoolchildren may subsidize actions of the Family Health Program teams for the child and his/her family. The results indicate a possible employment of the Strengths and Difficulties Questionnaire by the teams, in order to identify early problems in child mental health.

A validation study of the Multidimensional Life Satisfaction Scale for Children.

INTRODUCTION: Recent studies on the life satisfaction in children and young people have investigated its association with vulnerability, discrimination, the individual's school environment and network of relationships, and mental health. The growing interest in the area demands instruments with good psychometric properties. AIM: The aim of this study is to study the psychometric properties of the Multidimensional Life Satisfaction Scale for Children (MLSS-C). METHOD: The participants were 379 elementary schoolchildren aged 9 to 14 (M = 10.5 years), enrolled in public schools in a city in the state of São Paulo, Brazil. The instruments used were the MLSS-C, the Self-Description Assessment Questionnaire 1 (SDQ1), the Social Skills Rating System (SSRS), and the Childhood Stress Scale (CSS). Two data collections were made, one in the fifth year of elementary school and one in the sixth. Confirmatory factor analysis (CFA) was carried out to assess the structural model's goodness of fit. The internal consistency (Cronbach's alpha and composite reliability), test-retest reliability and the discriminant, convergent, and divergent validity were also assessed. RESULTS: Regarding CFA, after removing items with saturation values below .50, six dimensions proposed by the authors remained, five of them with alpha values above .70. The construct validity was confirmed by finding moderate and positive correlations between life satisfaction and self-concept and social skills (convergent validity) and lower and negative correlation with childhood stress (divergent validity). CONCLUSION: Together, the reported results provide preliminary evidence of the reliability and validity of this scale. It is suggested, therefore, that this scale is suitable for both research and practice with Brazilian schoolchildren.

Transición Escolar en los Años Finales de la Enseñanza Básica: Revisión Integrativa de la Literatura / Transição escolar nos anos finais do ensino fundamental: revisão integrativa da literatura / Transition in the final years of elementary school: integrative review on the literature

A transição escolar no Ensino Fundamental interessa a pesquisadores do desenvolvimento, que buscam identificar seus efeitos no ajustamento escolar, intra e interpessoal dos alunos. Com o objetivo de mapear a produção científica acerca das repercussões da transição escolar dos anos iniciais para finais do Ensino Fundamental sobre o desenvolvimento socioemocional e acadêmico dos estudantes, realizou-se revisão integrativa da literatura, desde 2013 a junho de 2018, nos bancos de dados SciELO, PsycINFO, ERIC e Science Direct. Mediante critérios de inclusão e exclusão foram incorporados e analisados na perspectiva de proteção/risco ao desenvolvimento 30 artigos. A maioria dos estudos investigou fatores de proteção/risco conjuntamente, com predominância de fatores protetivos contextuais. Os desfechos positivos se sobressaíram na transição para os anos finais do Ensino Fundamental. A perspectiva de risco/proteção se mostrou pertinente para integração dos resultados, evidenciando que a transição escolar é um fenômeno dinâmico e multifacetado.

La transición escolar en la Enseñanza Básica interesa a investigadores del desarrollo, que buscan identificar sus efectos en el ajustamiento escolar, intra e interpersonal de los alumnos. Con el objetivo de mapear la producción científica acerca de las repercusiones de la transición escolar de los años iniciales para finales de la Enseñanza Básica sobre el desarrollo socioemocional y académico de los estudiantes, se realizó revisión integrativa de la literatura, desde 2013 a junio de 2018, en los bancos de datos SciELO, PsycINFO, ERIC y Science Direct. Por intermedio de criterios de inclusión y exclusión fueron incorporados y analizados en la perspectiva de protección/riesgo al desarrollo 30 artículos. Gran parte de los estudios investigó factores de protección/riesgo conjuntamente, con predominancia de factores de protección contextuales. Los resultados positivos se sobresalen en la transición a los años finales de la Enseñanza Básica. La perspectiva de riesgo/protección se mostró pertinente para integración de los resultados, evidenciando que la transición escolar es un fenómeno dinámico y multifacético.

The theme of transition in Elementary School is of interest to development researchers, who seek to identify its effects on students' intra- and interpersonal school adjustment. In order to map out the scientific production on the repercussions of the transition from the early to the late years of Elementary School on the students' socio-emotional and academic development, an integrative literature review was carried out, from 2013 to June 2018, in the SciELO, PsycINFO, ERIC and Science Direct databases. Through inclusion and exclusion criteria, 30 articles were incorporated and analyzed from the perspective of protection/risk to development. Most studies investigated protective/risk factors together, with a predominance of contextual protective factors. Positive outcomes stood out in the transition to the final years of elementary school. The risk/protection perspective proved to be relevant for the integration of results, showing that school transition is a dynamic and multifaceted phenomenon.

An evaluation scale of family environment for identification of children at risk of school failure.

This study describes the development of the Home Environment Resources Scale, a Brazilian measure for families with children ages 6 to 12 years. The scale measures aspects of support for school achievement, made available to the child at home. A first version of the measure with 11 subscales was administered to 100 mothers or guardians of children with poor school achievement in a clinical setting. Analysis of the items in the first version resulted in a final version comprising 8 subscales with acceptable indices of internal consistency. Two validity studies were conducted. One aimed at verifying to what extent the Home Environment Resources Scale could discriminate the home environment of students referred to a mental health clinic on account of poor school performance. The sample included mothers of 53 referred and 23 nonreferred children. The two groups differed significantly in home resources and on four subscales. The other study assessed the validity, i.e., prediction of the academic outcome of children entering Grade 1. 70 children and their mothers participated. Results indicate that school achievement and social competence at school are mediated by family support.

Protection and Risk for Different School Stress Trajectories / Proteção e Risco para Diferentes Trajetórias de Estresse de Escolares / Protección y Riesgo en Diferentes Trayectorias de Estrés de Escolares

Abstract The study of chronic stress, potentially harmful to development, resents the focus of research on modal trends, not discriminating individual trajectories of chronicity. This study aimed to associate groups differentiated by the trajectory of stress, in children from the 1st to the 3rd year of Elementary School - Without Stress, Acute Stress and Chronic Stress, to the variables of protection or risk of the child and the school itself. One hundred and eleven students (56 boys) participated in the Child Stress Scale, Provinha Brasil, School Stressors Inventory and Social Skills Rating System - Teachers. Early childhood education, the Basic Education Index and the location of the school were considered. Comparison and prediction analyses were performed. Results indicated worse performance and greater perception of stressors in the group with chronic stress. Externalizing behavior, performance stressors and less permanence in Early Childhood Education contribute to chronicity. The focus on trajectories highlighted the vulnerability of chronically stressed children.

Resumo O estudo do estresse crônico, potencialmente prejudicial ao desenvolvimento, ressente-se do foco das pesquisas em tendências modais, não discriminando trajetórias individuais de cronicidade. O presente estudo teve como objetivo associar grupos diferenciados pela trajetória de estresse, de crianças do 1º ao 3º ano do Ensino Fundamental - Sem Estresse, Estresse Pontual e Estresse Crônico, à variáveis de proteção ou de risco da própria criança e da escola. Participaram 111 alunos (56 meninos) avaliados pela Escala de Estresse Infantil, Provinha Brasil, Inventário de Estressores Escolares e Social Skills Rating System - Professores. A Educação Infantil, o Índice da Educação Básica e a localização da escola foram considerados. Análises de comparação e de predição foram realizadas. Os resultados indicaram pior desempenho e maior percepção de estressores no grupo com estresse crônico. Comportamento externalizante, estressores do desempenho e menor permanência na Educação Infantil contribuem para a cronicidade. O foco nas trajetórias ressaltou a vulnerabilidade das crianças cronicamente estressadas.

Resumen Los estudios acerca del estrés crónico potencialmente dañino para el desarrollo se basan en investigaciones enfocadas en tendencias modales, sin discriminar las trayectorias individuales de la cronicidad. El presente estudio tuvo como objetivo asociar los grupos diferenciados por la trayectoria de estrés en niños del 1.° al 3.° grado de la primaria - Sin estrés, Estrés puntual y Estrés crónico, con las variables de protección o de riesgo del niño y de la escuela. Se evaluaron a 111 alumnos (56 chicos) utilizando la Escala de Estrés Infantil, la Provinha Brasil, el Sistema de Inventario de Estrés de Escolares y el Social Skills Rating System, Maestros. Se consideraron la Educación de la primera infancia, el Índice de educación básica y la ubicación de la escuela. Se hizo el análisis de comparación y de predicción. Los resultados indicaron un peor rendimiento y una mayor percepción de estresores en el grupo con estrés crónico. El comportamiento externo, los factores estresantes del rendimiento y la menor permanencia en la educación de la primera infancia contribuyen a la cronicidad. El enfoque en las trayectorias destaca la vulnerabilidad de los niños con estrés crónico.

School context in the transition from the early years to the final years of Elementary Education / Contexto escolar na transição dos anos iniciais para os anos finais do Ensino Fundamental

The transition between the two cycles of Elementary School is a process with anticipations and expectations in the 5th as well as demands and adaptations in the 6th year. The objective of this paper is to investigate the effects of the transition taking into account the nature of the transition. A prospective study was carried out with two data collections (5th and 6th grade). A total of 379 public-school students (212 girls), with a mean age of 10.6 years (SD = 0.91), were enrolled at the beginning of the study. The instruments used were Brazil Test, Child Stress Scale, Social Skills Assessment System, Self-Concept Assessment Questionnaire, and Multidimensional Life Satisfaction Scale for Children. When comparing the two grades, children who did not change schools showed more stability, especially in academic self-concept; those enrolled in municipal schools showed a greater decrease in self-concept and satisfaction with life. School change seems to increase the demands of transition.

A transição entre os dois ciclos do Ensino Fundamental é um processo com antecipações e expectativas no 5º e demandas e adaptações no 6º ano. O objetivo deste trabalho é investigar efeitos da transição levando em consideração a natureza da transição. Realizou-se um estudo prospectivo com duas coletas de dados (5º e 6º ano). Participaram 379 alunos de escolas públicas (212 meninas), com média de idade de 10,6 anos (DP = 0,91) no início da pesquisa. Utilizou-se a Prova Brasil, Escala de Stress Infantil, Sistema de Avaliação de Habilidades Sociais, Questionário para Avaliação do Autoconceito e Escala Multidimensional de Satisfação de Vida para Crianças. Nas comparações entre os anos, crianças que não mudaram de escola apresentaram maior estabilidade, sobretudo no autoconceito acadêmico; as encaminhadas para escolas municipais apresentaram maior decréscimo no autoconceito e na satisfação com a vida. A mudança de escola parece amplificar as demandas da transição.

Adaptive tasks: school transition from the 5th to 6th grade of elementary education / Tarefas adaptativas: transição escolar do 5º para o 6º ano do ensino fundamental / Tareas adaptativas: transición escolar del 5º para el 6º año de la enseñanza fundamental

Within the ages of ten and thirteen years, children experience changes in elementary school. Focusing on students from public schools, the aim of this study was to investigate whether, from the 5th to 6th grade, they change indicators of performance, social skills, self-satisfaction and support network, self-concept and stress dimensions from one grade to another. A total of 379 students (212 girls), with a mean age of 10.6 years (SD = 0.91), participated at the beginning of the study. Instruments: Social Skills Assessment System; Child Stress Scale; Proof Brazil; Questionnaire for Self-Concept Evaluation; Multidimensional Scale of Life Satisfaction for Children. The results indicate a decrease in social skills, self-concept and life satisfaction; indicators of stress symptoms and academic performance increased from the 5th to 6th grade. The results are partially in agreement with previous findings of adverse effects of transition. (AU)

No período entre dez e treze anos, as crianças vivenciam mudança de ciclos no ensino fundamental. Focalizando alunos de escolas públicas, este estudo objetivou investigar se, na passagem do 5º para o 6º ano, mudam de uma série para outra indicadores de desempenho, habilidades sociais, satisfação com o self e a rede de apoio, dimensões do autoconceito e estresse. Participaram 379 alunos (212 meninas), com idade média de 10,6 anos (DP = 0,91) no início da pesquisa. Instrumentos: Sistema de Avaliação de Habilidades Sociais; Escala de Stress Infantil; Prova Brasil; Questionário para Avaliação do Autoconceito; Escala Multidimensional de Satisfação de Vida para Crianças. Os resultados indicam diminuição em habilidades sociais, autoconceito e satisfação com a vida; indicadores de sintomas de estresse e desempenho acadêmico tiveram aumento do 5º para o 6º ano. A configuração dos resultados se alinha parcialmente às evidências prévias de algum efeito adverso da transição. (AU)

En el período entre diez y trece años los niños experimentan cambio de ciclos en la Enseñanza Fundamental. En el caso de los alumnos de escuelas públicas, este estudio tuvo como objetivo investigar si, en el paso del 5º al 6º año, cambian de una serie a otros indicadores de desempeño, habilidades sociales, satisfacción con el self y la red de apoyo, dimensiones del autoconcepto y estrés. Participaron 379 alumnos (212 niñas), con una edad media de 10,6 años (DP = 0,91) al inicio de la investigación. Instrumentos: Sistema de Evaluación de Habilidades Sociales; Escala de estrés infantil; Prueba Brasil; Cuestionario para la evaluación del autoconcepto; Escala multidimensional de satisfacción de la vida para los niños. Los resultados indican disminución en habilidades sociales, autoconcepto y satisfacción con la vida; los indicadores de síntomas de estrés y desempeño académico tuvieron aumento del 5º para el 6º año. La configuración de los resultados se alía parcialmente a las evidencias previas de algún efecto adverso de la transición. (AU)

Treating boys with low school achievement and behavior problems: comparison of two kinds of intervention.

Children with low school achievement frequently have behavior problems and interpersonal difficulties that pose a risk for psychosocial maladjustment. 39 boys were assessed and randomly assigned to one of two group treatment conditions: (a) interpersonal cognitive problem-solving for whom training was provided through oral and written language activities that met children's social and academic needs and (b) a language workshop, during which only academic difficulties were treated. Parents of children in both groups received group attention. Posttreatment assessments indicated that boys in both conditions showed significant improvements on school achievement and behavior problems, as they were measured by behavior scales reported by mothers and by an academic achievement test. Children in the problem-solving group improved significantly more than the other group on most measures. These results suggest that work with interpersonal cognitive problem-solving skills combined with reading and writing activities is a useful means to produce improvements in child behavior and school achievement.

Análise das propriedades psicométricas do Questionário de Monitoramento Parental / Analysis of the psychometric properties of the Parental Monitoring Questionnaire / Análisis de las propiedades psicométricas del Cuestionario de Monitoreo Parental

O monitoramento parental tem sido associado a desempenho escolar, competência social, autoestima e ajustamento em crianças e adolescentes. O objetivo da pesquisa foi estudar as propriedades psicométricas do Questionário de Monitoramento Parental (QMP). Em estudo prospectivo em escolas públicas, com duas coletas, no 5º (N = 415) e no 6º ano (N = 379), foram utilizados: QMP, Prova Brasil, Questionário para Avaliação do Autoconceito e Escala Multidimensional de Satisfação de Vida para Crianças. Realizou-se análise fatorial exploratória (AFE) e confirmatória (AFC) para avaliar o ajustamento do modelo estrutural. A AFE indicou dois fatores, monitoramento do pai e monitoramento da mãe, confirmada na AFC, com indicadores aceitáveis de consistência interna e estabilidade. O QMP foi associado ao desempenho em português, autoconceito e satisfação com a vida, particularmente com a família. Evidência preliminar de confiabilidade do instrumento e associações sugestivas de validade preditiva justificam novas pesquisas para validação do QMP. (AU)

Parental monitoring has been associated with academic performance, social competence, self-esteem, and adjustment in children and adolescents. The objective of the study was to study the psychometric properties of the Parental Monitoring Questionnaire (PMQ). In a prospective study performed in public schools, with students of the 5th (n = 415) and the 6th years (n = 379), the PMQ, the Brazil Test, the Self-Concept Assessment Questionnaire and the Multidimensional Life Satisfaction Scale for Children were applied, with two collections. Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were carried out to evaluate the fit of the structural model. The EFA indicated two factors, paternal monitoring and maternal monitoring, confirmed in the CFA, with acceptable indicators of internal consistency and stability. The PMQ was associated with performance in Portuguese, self-concept and satisfaction with life, particularly regarding the family. Preliminary evidence of instrument reliability and associations suggestive of predictive validity justify further research to validate the PMQ. (AU)

El control parental ha sido asociado al rendimiento escolar, competencia social, autoestima y capacidad de adaptación en niños y adolescentes. El objetivo de la investigación fue estudiar las propiedades psicométricas del Cuestionario de Control Parental (QMP). Fue realizado un estudio prospectivo en escuelas públicas con dos colectas, en el 5º (N = 415) y en el 6º año (N = 379), donde fueron utilizados: QMP, Prueba Brasil, Cuestionario para Evaluación del Autoconcepto y Escala Multidimensional de Satisfacción con la Vida para Niños. Se realizó un análisis factorial exploratorio (AFE) y confirmatorio (AFC) para evaluar la adaptación del modelo estructural. La AFE indicó dos factores, control del padre y control de la madre, confirmados en la AFC, con indicadores aceptables de consistencia interna y estabilidad. El QMP fue vinculado con el rendimiento en portugués, autoconcepto y satisfacción con la vida, sobre todo con la familia. La evidencia preliminar de confiabilidad del instrumento y las asociaciones sugestivas de validez predictiva justifican nuevas investigaciones para la validación del QMP. (AU)

Effects of early childhood education attendance on achievement, social skills, behaviour, and stress / Efeitos da permanência na Educação Infantil sobre indicadores de desempenho, habilidades sociais, comportamento e estresse

There is evidence that Early Childhood Education positively contributes to optimal performance in Elementary School, but there are few studies about its infl uence on socio-behavioral variables. This study aimed to explore the association between duration of Early Childhood Education attendance (one or two years) and developmental outcomes in the 3rd grade. A total of 151 students from public schools participated in the study and their academic performance, social skills, externalizing behavior and stress symptoms were assessed. Data analysis comprised group comparison and regression with control of socioeconomic background. The results showed that children who had attended Early Childhood Education for one more year showed better achievement and less stress symptoms. Duration of Early Childhood Education attendance was a significant positive predictor for achievement and a negative one for stress in the 3rd grade. We discuss the quality of Early Childhood Education and its influence on the variables assessed and point to the need for a systematic replication study to assess the generalization of the results.

Há evidência de contribuição positiva da Educação Infantil para o desempenho no Ensino Fundamental, mas sobre variáveis sociocomportamentais, os estudos são escassos. Objetivou-se explorar a associação entre tempo de permanência na Educação Infantil (um ou dois anos) e desfechos desenvolvimentais no 3º ano do Ensino Fundamental. Participaram 151 alunos de escolas públicas, avaliados quanto a: desempenho acadêmico, habilidades sociais, comportamento externalizante e sintomas de estresse. A análise dos dados compreendeu comparação de grupos e regressão com controle do nível socioeconômico. Nos resultados, crianças com um ano a mais de permanência na Educação Infantil apresentaram melhor desempenho e menos sintomas de estresse. O tempo na Educação Infantil foi preditor significativo positivo para o desempenho e negativo para o estresse no 3º ano do Ensino Fundamental. Discute-se a qualidade da Educação Infantil oferecida e sua influência sobre as variáveis avaliadas, e ressalta-se a necessidade de replicação sistemática do estudo para averiguar a generalização dos resultados.

A validation study of the Multidimensional Life Satisfaction Scale for children

Introduction: Recent studies on the life satisfaction in children and young people have investigated its association with vulnerability, discrimination, the individual's school environment and network of relationships, and mental health. The growing interest in the area demands instruments with good psychometric properties. Aim: The aim of this study is to study the psychometric properties of the Multidimensional Life Satisfaction Scale for Children (MLSS-C). Method: The participants were 379 elementary schoolchildren aged 9 to 14 (M= 10.5 years), enrolled in public schools in a city in the state of São Paulo, Brazil. The instruments used were the MLSS-C, the Self-Description Assessment Questionnaire 1 (SDQ1), the Social Skills Rating System (SSRS), and the Childhood Stress Scale (CSS). Two data collections were made, one in the fifth year of elementary school and one in the sixth. Confirmatory factor analysis (CFA) was carried out to assess the structural model's goodness of fit. The internal consistency (Cronbach's alpha and composite reliability), test-retest reliability and the discriminant, convergent, and divergent validity were also assessed. Results: Regarding CFA, after removing items with saturation values below .50, six dimensions proposed by the authors remained, five of them with alpha values above .70. The construct validity was confirmed by finding moderate and positive correlations between life satisfaction and self-concept and social skills (convergent validity) and lower and negative correlation with childhood stress (divergent validity). Conclusion: Together, the reported results provide preliminary evidence of the reliability and validity of this scale. It is suggested, therefore, that this scale is suitable for both research and practice with Brazilian schoolchildren. (AU)

No limiar do ensino fundamental: estresse, competência e ajustamento em alunos do 1º ano / Elementary school entry: stress, competence and adjustment in first grade students / En el umbral dela escuela primaria: estrés, competencia y el ajuste de los estudiantes

Este estudo objetivou comparar crianças do 1º ano do Ensino Fundamental (EF), com e sem sintomas de estresse, em indicadores de ajustamento e competência relacionados ao desempenho acadêmico, social e comportamental, separadamente para meninos e meninas. Participaram da pesquisa 85 meninos e 72 meninas, bem como 25 professores, estes como informantes. As crianças responderam à Escala de Stress Infantil e ao Inventário de Estressores Escolares, e realizaram a Provinha Brasil de desempenho acadêmico. Os professores avaliaram as habilidades sociais e os problemas de comportamento externalizantes e internalizantes dos seus alunos com o Social Skills Rating System. Não houve diferença de gênero quanto ao estresse. As meninas obtiveram melhores resultados em desempenho acadêmico e habilidades sociais; os meninos apresentaram mais problemas externalizantes. Na comparação entre crianças com estresse e sem estresse, do mesmo sexo, meninos com estresse estão em desvantagem em todas as variáveis avaliadas. Entre as meninas se verifica tendência semelhante, porém com menos variáveis envolvidas (seis das 10 variáveis). Os resultados sugerem que crianças mais competentes apresentam maior facilidade para se ajustarem às demandas adaptativas da transição. Elas percebem as tarefas adaptativas como menos estressantes, o que supostamente as torna menos expostas aos efeitos adversos do estresse.

This study aimed to compare children from the 1st year of Elementary Education (EE) with or without stress symptoms regarding indicators of adjustment and competence related to academic, social, and behavioral domains, separately for boys and girls. The participants were 85 boys and 72 girls. Twenty-five teachers participated as informants. The children answered the Childhood Stress Scale, the School Hassles Inventory and the academic test Provinha Brasil. The teachers evaluated the social skills and externalizing, and internalizing behavior problems of the children using the Social Skills Rating System. There was no gender difference in self-reported stress symptoms. Girls outperformed boys in the academic achievement test. The teachers rated the girls as more socially skilled and the boys with more externalizing behavior problems. In the comparison of the children with or without stress symptoms, boys with stress were disadvantaged in all variables. Among girls, a similar pattern was found for six out of the 10 variables studied. The results suggest that children that are more competent deal more easily with the transitional requirements of the first year in EE. These children find the adaptive tasks less stressful, which appears to make them less susceptible to the adverse effects of stress.

Este estudio comparó los niños de primero año de la Escuela Primaria (EP) con y sin síntomas de estrés en los indicadores de ajuste y de habilidades relacionadas con el rendimiento académico, social y de comportamiento, de forma separada para niños y niñas. Los participantes fueron 157 estudiantes (72 niñas) y sus profesoras (N=25). Los niños respondieron a la Escala de Estrés Infantil, al Inventario Estresores Escolar y llevaron a cabo una prueba de rendimiento académico (Provinha Brasil). Las profesoras evaluaran habilidades sociales, externalización y internalización de sus estudiantes (Social Skills Rating System). No hubo diferencias entre niñas y niños en relación al estrés. Las niñas tuvieron promedios más altos en el rendimiento académico y en las habilidades sociales. Los niños tuvieron más problemas de externalización. Entre los estudiantes del mismo sexo con y sin síntomas de estrés, los niños con estrés están en desventaja en todas las variables. Las niñas presentan tendencias similares, pero con menos variables involucradas (seis de las 10 variables). Los resultados sugieren que los niños más competentes logran mejor adaptarse a las demandas de la transición y perciben las tareas de adaptación como menos estresantes, lo que supuestamente los hace menos expuestos a los efectos adversos del estrés.

Getting Started in Elementary School: Cognitive Competence, Social Skills, Behavior, and Stress / Primeiros Passos no Ensino Fundamental: Competência Cognitiva, Habilidades Sociais, Comportamento e Estresse / Primeros pasos en la Enseñanza Primaria: Competencia Cognitiva, Habilidades Sociales, Comportamiento y Estrés

Abstract The entry into elementary education - EE - represents an important transition in child development. The study aimed to assess stability and change in indicators of academic achievement, general intelligence, social skills, behavioral adjustment, and stress between the 1st, 2nd and 3rd year of EE. The participants were 151 children (79 boys), longitudinally evaluated using the Social Skills Rating System, Raven's Progressive Matrices, Provinha Brazil, Child Stress Scale and the School Stressors Inventory. The results indicated at least moderate stability of the variables and a continuous increase in academic achievement. Girls showed better indicators of social skills and behavioral adjustment. Children showed more externalizing behaviors in the 1st year; more stress symptoms in the 2nd year; greater general intelligence, more academic social skills and fewer stress symptoms in the 3rd year. These trends suggest that the transition extends up to 2nd year, whereas developmental achievements are consolidated in the 3rd year.

Resumo O ingresso no ensino fundamental - EF sinaliza importante transição no desenvolvimento da criança. O objetivo do estudo foi verificar estabilidade e mudança em indicadores de desempenho acadêmico, inteligência geral, habilidades sociais, ajustamento comportamental e estresse entre o 1º, o 2º e o 3º ano do EF. Participaram 151 crianças (79 meninos), avaliadas longitudinalmente com o Social Skills Rating System, Matrizes Progressivas de Raven, Provinha Brasil, Escala de Stress Infantil e Inventário de Estressores Escolares. Os resultados indicaram estabilidade pelo menos moderada das variáveis e aumento contínuo no desempenho acadêmico. Meninas apresentaram melhores indicadores de habilidades sociais e ajustamento comportamental. As crianças mostraram mais comportamentos externalizantes no 1º ano; mais sintomas de estresse no 2º ano; maior inteligência geral, mais habilidades sociais acadêmicas e menos sintomas de estresse no 3º ano. As tendências observadas sugerem que a transição se estende até o 2º e as conquistas desenvolvimentais se consolidam no 3º ano.

Resumen El ingreso a enseñanza primaria - EP indica una importante transición en el desarrollo de los niños. El propósito del estudio fue verificar la estabilidad y el cambio en indicadores del desempeño académico, inteligencia general, habilidades sociales, ajuste de comportamiento y estrés entre el primer y el tercer año de la EP. Participaron 151 niños (79 varones y 72 niñas), evaluados longitudinalmente con el Social Skills Rating System, Matrices Progresivas de Raven, Provinha Brasil, Escala de Estrés Infantil e Inventario de Estressores Escolares. Los resultados indicaron estabilidad moderada de las variables y aumento continuo en el desempeño académico. Las niñas mostraron mejores indicadores de habilidades sociales y ajuste de comportamiento. Los encuestados mostraron mayores comportamientos de exteriorización en el primer año; más síntomas de estrés en el segundo; y en el tercer año mayor inteligencia general, más habilidades sociales académicas y menos síntomas de estrés. Las tendencias observadas sugieren que la transición se extienda hasta el segundo año y las conquistas de desarrollo se consolidan en el tercer año.

Promovendo habilidades de solução de problemas interpessoais em crianças / Fostering interpersonal problem solving skills in children

Habilidades de solução de problemas interpessoais - HSPI são importantes para a adaptação psicossocial dos indivíduos. Este trabalho objetivou avaliar a efetividade de um programa para desenvolvimento de HSPI, aplicado por professoras. Participaram 203 alunos do ensino fundamental, com idade entre seis edez anos, e suas professoras. As crianças foram alocadas em dois grupos: intervenção e comparação. Os grupos foram comparados quanto às habilidades sociais, HSPI, problemas de comportamento e desempenho acadêmico, antes e depois da intervenção, com os instrumentos Sistema de Avaliação de Habilidades Sociais, Child Interpersonal Problem Solving Test e Teste de Desempenho Escolar. Apenas ogrupo de intervenção apresentou melhoras significativas em todas as variáveis investigadas. Destaca-se a importância de programas preventivos na escola

Efeito de um Programa de Histórias com Abordagem Sociocognitiva em Crianças de Educação Infantil / Effect of a Program of Stories with a Social Cognitive Approach in Kindergarten Children

RESUMO Este estudo objetivou avaliar um programa para promoção de habilidades sociocognitivas, baseado na leitura de histórias, quanto a possíveis efeitos no desenvolvimento sociocognitivo e comportamental. O programa conta com 25 livros infantis, ricos em pistas sociais. Participaram duas turmas consecutivas da educação infantil, compondo dois grupos, GI e GII. Para aferir efeitos do programa, foram avaliadas habilidades sociocognitivas, habilidades sociais e problemas de comportamento. GI foi avaliado antes e depois de passar pelo programa. No ano seguinte, GII foi avaliado antes da intervenção duas vezes, com intervalo equivalente ao da duração do programa, e novamente depois da intervenção. Comparações entre e intra grupos mostraram aumento nas habilidades sociocognitivas e sociais, bem como redução de dificuldades comportamentais, sugerindo efeitos positivos do programa.

ABSTRACT This study aimed to evaluate a story reading program for possible effects on children's socio-cognitive and behavioral development. The program is comprised by 25 storybooks, which are rich in social cues. It was administered to two consecutive classes of early childhood education, which compound two groups, GI and GII. To investigate effects of the program, socio-cognitive skills, social skills, and behavior problems were assessed. GI was evaluated before and after the intervention. During the following year, GII was assessed twice before intervention, with an interval equal to the duration of the program, and again after the intervention. Comparisons between and within groups showed an increase in socio-cognitive and social skills, and reduced behavioral difficulties, suggesting positive effects of the program.

Socialização em creche: um estudo sobre comportamento e brincadeiras de crianças pequenas / Socialization in day care center: a study on children behavior and play / Socialización en la guardería: la conducta y los juegos de niños pequeños

Objetivou-se comparar o engajamento das crianças com pares e nas atividades, antes e depois de participarem em brincadeiras coordenadas por um adulto na creche. Vinte crianças com idades entre 36 e 46 meses, em creche filantrópica, participaram de 20 sessões de brincadeiras. Precedendo e sucedendo esse período, elas foram filmadas por nove dias em atividades livres. Simultaneamente, uma observadora registrava comportamentos interativos e brincadeiras, focalizando cada criança por dois minutos. Esse registro era completado com a observação das filmagens. Categorizaram-se as brincadeiras em solitária, paralela, associativa e cooperativa, e os comportamentos como gregário, comunicação amigável com ou sem foco no brinquedo e comunicação hostil com ou sem foco no brinquedo. Os dados dos dois momentos foram comparados mediante uso do Teste de Wilcoxon. O aumento do tempo em brincadeira solitária e conjunta, o aumento das interações positivas e a diminuição das interações negativas sugerem maior engajamento após as atividades guiadas pela educadora.

The objective was to compare the engagement of children with peers and in activities, before and after participating in teacher guided play in the day care center. Twenty children aged between 36 and 46 months, in a philanthropic day care center, participated in 20 play sessions. Preceding and succeeding that period, they were filmed during free play for nine days. Simultaneously, an observer recorded interactive and play behaviors, focusing on each child for two minutes, and later completed her recordings with the images captured by the cameras. Observed play was categorized as solitary, parallel, associative and cooperative. Interactive behaviors were categorized as gregarious, friendly communication focused or not on toy and unfriendly communication focused or not on toy. Data from the two observation blocks were compared by means of the Wilcoxon Test. Increased time in solitary and joint play, increased positive interactions and reduced negative interactions suggest greater engagement after teacher-guided play.

El objetivo fue comparar la participación de niños con sus compañeros y actividades antes y después de participar en sesiones de juego coordinado por el adulto en la guardería. Veinte niños de edades comprendidas entre 36 y 46 meses en guardería sin fines de lucro participaron en 20 sesiones de juego. Anterior y posterior de esto, durante nueve días los niños fueron filmados y un observador registró sus comportamientos interactivos y juegos, centrándose en cada niño durante dos minutos. Los juegos se clasificaron en solitario, paralelo, asociativo y cooperativo. Los comportamientos se clasificaron como gregario, comunicación amable con o sin foco en el juguete y comunicación hostil con o sin foco en el juguete. Los datos de ambos momentos se compararon mediante la Prueba de Wilcoxon. El aumento del tiempo en el jugar solitario y juntos, el aumento de las interacciones positivas y la reducción de las interacciones negativas sugieren una mayor participación después de las actividades guiadas por el profesor.

Adaptação à escola de ensino fundamental: indicadores e condições associadas / Adaptation to elementary school: indicators and associated conditions / La adaptación a la escuela primaria: indicadores y condiciones asociadas

A fim de investigar condições associadas à adaptação da criança ao ensino fundamental - EF, avaliaram-se indicadores de desempenho acadêmico, habilidades sociais, problemas de comportamento e estresse, em associação com anos na educação infantil - EI, qualidade do EF, nível socioeconômico - NSE e gênero. Participaram 186 alunos do 1º ano do EF com idade média de 6,7 anos, sendo 100 meninos. As professoras preencheram o Sistema de Avaliação de Habilidades Sociais. As crianças responderam à Prova Brasil, à Escala de Stress Infantil e ao Inventário de Estressores Escolares. Por meio de comparações de grupo, verificou-se que o tempo na EI e a qualidade do EF foram associados ao desempenho acadêmico. Modelos de predição mostraram que diferentes indicadores de adaptação ao EF variaram em função de medidas de qualidade do EF, gênero e NSE.

For the purpose of investigating conditions associated with child´s adjustment to Elementary School-EF, we evaluated academic achievement, social skills, behavior problems and stress, in association with years in preschool-EI, quality of EF, socioeconomic level - NSE, and gender. Participants were 100 boys and 86 girls in 1st year of EF, mean age 6.7 years. The teachers completed the Social Skills Rating System. Children answered Prova Brasil, Scale of Child Stress and Inventory of School Stressors. Group comparisons showed that years in EI and quality of EF were associated with academic achievement. By means of regression models, different indicators of adaptation to EF varied in function of EF quality measures, gender, and NSE.

Con el fin de investigar las condiciones asociadas a la adaptación del niño a la escuela primaria - EF, se evaluaran indicadores de desempeño académico, habilidades sociales, problemas de conducta y estrés, asociándolos con años en la educación de la primera infancia -EI, calidad de la escuela de EF, nivel socioeconómico - NSE y género. Participaron 186 estudiantes en el primero año de EF, con 100 varones, edad media 6,7 años. Los maestros completaron el Sistema de Evaluación de Habilidades Sociales. Los niños contestaron la Prueba Brasil, la Escala de Estrés Infantil y el Inventario de Estrés Escolar. Comparaciones de grupos indicaran que el tiempo en el EI y la calidad del EF se asociaron al rendimiento académico. Por medio de modelos predictivos, diferentes indicadores de adaptación al EF variaron en función de la calidad de la EF, género y NSE.