Your browser doesn't support javascript.
loading
Show: 20 | 50 | 100
Results 1 - 20 de 154
Filter
1.
Psico USF ; 28(4): 811-824, Oct.-Dec. 2023. tab
Article in English | LILACS, INDEXPSI | ID: biblio-1529169

ABSTRACT

This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.(AU)


O estudo teve como objetivo geral caracterizar e associar habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual em inclusão educacional e; como objetivos específicos verificar valores preditivos para habilidades sociais e diferenças entre grupos com diagnóstico de deficiência intelectual somente e com outros diagnósticos associados. Trata-se de um estudo quantitativo, transversal, descritivo, correlacional, preditivo e comparativo. Participaram 44 alunos com deficiência (11 apresentavam outros diagnósticos associados), que foram avaliados por 42 responsáveis e 34 professoras. Os instrumentos utilizados foram Social Skills Rating System (SSRS-BR) e Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). A avaliação de responsáveis e professores foi diferente. Habilidades sociais foram negativamente associadas aos problemas de comportamento e positivamente associadas a competência acadêmica; problemas de comportamento e diagnósticos associados foram preditores negativos de habilidades sociais. Houve diferença significativa entre grupos. Resultados evidenciam a importância de programas para promoção de habilidades sociais.(AU)


Este estudio tuvo como objetivo general caracterizar y asociar las habilidades sociales, los problemas de conducta y la competencia académica de estudiantes con discapacidad intelectual en la inclusión escolar; y como objetivos específicos verificar los valores predictivos de las habilidades sociales y las diferencias entre grupos diagnosticados con discapacidad intelectual y otros diagnósticos asociados. Se trató de un estudio cuantitativo, transversal, descriptivo, correlacional, predictivo y comparativo. Participaron 44 estudiantes con discapacidad intelectual (11 de ellos presentaban otros diagnósticos asociados), quienes fueron evaluados por 42 tutores y 34 docentes. Los instrumentos utilizados fueron el Sistema de Evaluación de Habilidades Sociales (SSRS-BR) y el Guion de Entrevista de Habilidades Sociales para Educación de los Padres (RE-HSE-P). Las evaluaciones de los tutores y docentes fueron diferentes. Las habilidades sociales se asociaron negativamente con problemas de conducta y positivamente con la competencia académica; los problemas de conducta y el diagnóstico fueron predictores negativos de las habilidades sociales. Hubo diferencias significativas entre los grupos. Los resultados destacan la importancia de los programas de intervención para desarrollar habilidades sociales con la población estudiada.(AU)


Subject(s)
Humans , Male , Female , Child , Adult , Social Skills , Problem Behavior/psychology , Academic Performance/psychology , Intellectual Disability/psychology , Mainstreaming, Education , Cross-Sectional Studies , Interviews as Topic , Predictive Value of Tests , Data Interpretation, Statistical , Correlation of Data , Sociodemographic Factors
2.
Psicol. teor. prát ; 25(3): 15287, 10 jul. 2023.
Article in English | LILACS | ID: biblio-1451193

ABSTRACT

Punishing, minimizing, ignoring, or becoming distressed when dealing with children's negative emotions may favor the emergence or worsen behavior problems during childhood. This study examined the effects of the intervention program Vivendo Emoções [Experiencing Emotions] on maternal reactions to children's emotions and children's internalizing and externalizing problems. Thirty-two mothers of children aged between three and eight participated and were assigned to an intervention (n = 16) or a comparison (n = 16) group. The intervention was implemented in eight sessions intended to promote the mothers' strategies to identify and regulate their children's negative emotions and enable the children to improve emotional competence. The mothers completed the CCNES to report their reactions to children's emotional expressions and the CBCL to report internalizing and externalizing problems on pretest and posttest. The results reveal that mothers in the intervention group reported fewer unsupportive reactions on posttest than mothers in the comparison group. This finding shows the potential of such interventions to decrease unsupportive maternal reactions. Additionally, children in the intervention group presented more frequent somatic complaints than those in the comparison group on posttest. A potential explanation is that the mothers were more prepared to encourage their children to report negative emotions associated with bodily sensations.


Castigar, minimizar, ignorar o manifestar malestar ante la expresión de emociones negativas de los niños puede favorecer la aparición o el empeoramiento de problemas de comportamiento en la infancia. Este estudio examinó los efectos del programa de intervención Viviendo Emociones, focado en la socialización emocional de los niños, en las reacciones maternas a las emociones y en los problemas internalizantes y externalizantes de los niños. Participaron 32 madres de niños entre tres y ocho años, divididas en los grupos intervención (n = 16) y comparación (n = 16). El Viviendo Emociones se realizó en ocho sesiones y busca promover estrategias para identificar y regular las emociones negativas expresadas por los niños para que ellos amplíen su competencia emocional. En el pre-test y post-test, las madres respondieron el CCNES para reportar sus reacciones ante las expresiones emocionales de sus hijos y el CBCL para reportar problemas internalizantes y externalizantes. Los resultados revelaron que las madres en el grupo de intervención reportaron menos reacciones de no apoyo que las madres en el grupo comparación en el post-test. Ese hallazgo resalta el potencial de intervenciones de esta naturaleza para reducir las reacciones maternas de no apoyo. Adicionalmente, los niños del grupo intervención presentaron más quejas somáticas que los niños del grupo comparación en el post-test. Una explicación potencial es que las madres estaban más preparadas para alentar a los niños a reportar emociones negativas asociadas a sensaciones corporales.


Punir, minimizar, ignorar ou manifestar desconforto diante da expressão de emoções negativas dos filhos pode favorecer o surgimento ou agravamento dos problemas de comportamento na infância. Este estudo examinou os efeitos do programa de intervenção, Vivendo Emoções, com foco na socialização emocional infantil, sobre as reações maternas às emoções dos filhos e os problemas internalizantes e externalizantes das crianças. Participaram 32 mães de crianças entre três e oito anos, divididas em grupo intervenção (n = 16) e comparação (n = 16). O Vivendo Emoções foi realizado em oito sessões e busca promover estratégias para identificação e regulação das emoções negativas expressas pelos filhos de forma que a criança amplie sua competência emocional. No pré-teste e no pós-teste, as mães responderam a CCNES para informar suas reações às expressões emocionais nos filhos e o CBCL para relatar problemas internalizantes e externalizantes. Os resultados revelaram que as mães do grupo intervenção relataram menos reações não apoiadoras do que as mães do grupo comparação no pós-teste. Esse achado evidencia o potencial de intervenções dessa natureza para reduzir reações maternas não apoiadoras. Adicionalmente, as crianças do grupo intervenção apresentaram mais queixas somáticas do que as crianças do grupo comparação no pós-teste. Uma explicação potencial é que as mães estivessem mais preparadas para encorajar as crianças a relatar emoções negativas associadas a sensações corporais.


Subject(s)
Humans , Male , Female , Child, Preschool , Child , Socialization , Child Behavior/psychology , Emotions/physiology , Problem Behavior/psychology , Mothers/psychology , Parent-Child Relations , Psychotherapy/methods , Checklist , Sociodemographic Factors , Maternal Behavior/physiology
3.
Subj. procesos cogn ; 27(1): 1-26, jun. 05, 2023.
Article in Portuguese | LILACS, UNISALUD, BINACIS | ID: biblio-1437788

ABSTRACT

Este artigo pretende verificar a quantidade de pesquisas publicadas no mundo nos últimos cinco anos e sua predição para com o comportamento humano. Foram encontrados 75 artigos nas bases de dados Scielo, Medline e Lilacs, a través de uma busca utilizando descritores em português e na língua inglesa no Portal Periódicos.capes. Os resultados apontaramque os estudos encontrados tiveram relação aos transtornos da personalidade, referindode forma direta a comportamentos relacionados aos esquemas desadaptativos como preditores dos transtornos da personalidade. Outros temas considerados foram o suicídio, o divórcio, a violência conjugal, patologias orgânicas e/ou dor crônica, a parentalidade,comportamentos erráticos, saúde e validação de escalas. Conclui-se que esta revisão tem sua importância na análise criteriosa dos estudos sobre os EIDs e sua relação com a personalidade, já que a teoria cognitiva traz a priori que os comportamentos disfuncionais estão relacionados com os Esquemas Iniciais Desadaptativos AU


Este artículo tiene como objetivo verificar la cantidad de investigaciones publicadas en el mundo en los últimos cinco años y su predicción para el comportamiento humano. Se encontraron un total de 75 artículos en las bases de datos Scielo, Medline y Lilacs, a través de una búsqueda con descriptores en portugués e inglés en el Portal Periódicos.capes. Los resultados mostraron que los estudios encontrados estaban relacionados con los trastornos de personalidad, refiriéndose directamente a conductas relacionadas con esquemas desadaptativos como predictores de trastornos de personalidad. Otros temas considerados fueron suicidio, divorcio, violencia conyugal, patologías orgánicas y/o dolor crónico, crianza, comportamiento errático, salud y validación de escalas. Se concluye que esta revisión es importante en el análisis cuidadoso de los estudios sobre las EID y su relación con la personalidad, ya que la teoría cognitiva muestra a priori que las conductas disfuncionales están relacionadas con los Esquemas Desadaptativos Iniciales AU


This article aims to verify the amount of research published in the world in the last five years and its prediction for human behavior. A total of 75 articles were found in the Scielo, Medline and Lilacs databases, through a search using descriptors in Portuguese and English on the Portal Periódicos.capes. The results showed that the studies found were related topersonality disorders, referring directly to behaviors related to maladaptive schemas as predictors of personality disorders. Other topics considered were suicide, divorce, marital violence, organic pathologies and/or chronic pain, parenting, erratic behavior, health and validation of scales. It is concluded that this review is important in the careful analysis of studies on EIDs and their relationship with personality, since the cognitive theory shows a priori that dysfunctional behaviors arerelated to Initial Maladaptive Schemas AU


Subject(s)
Humans , Male , Female , Personality Disorders/psychology , Suicide , Adjustment Disorders/psychology , Problem Behavior/psychology , Cognitive Behavioral Therapy , Adverse Childhood Experiences
4.
Singapore medical journal ; : 557-562, 2023.
Article in English | WPRIM | ID: wpr-1007296

ABSTRACT

INTRODUCTION@#The study was performed to determine the psychological problems in children with idiopathic nephrotic syndrome (INS) while they were on steroid therapy, as compared to healthy children.@*METHODS@#This prospective cohort study was conducted in a paediatric clinic of a tertiary hospital. Parents of the participants in the INS group and control group (comprising children without chronic illness) completed questionnaires using the Child Behavioural Checklist (CBCL). The CBCL measures a range of age-specific emotional and psychological problems, including internalising and externalising domains. Analyses of the CBCL scores between groups were done using Mann-Whitney U test.@*RESULTS@#A total of 140 children were recruited with an equal number in the INS and control groups. There was a significant difference in the mean total CBCL scores between the INS group and the control group, specifically in the withdrawal, somatic, anxious and aggressiveness subdomains. Similar findings were demonstrated in correlation between total psychological problems and corticosteroid dosage. In the INS group, steroid dose and cushingoid features were found to have a significant positive association with internalising psychological problems.@*CONCLUSION@#Children with INS on corticosteroid treatment showed an increase in internalising and externalising scores, as compared to healthy children.


Subject(s)
Child , Humans , Child Behavior Disorders/psychology , Nephrotic Syndrome/psychology , Problem Behavior/psychology , Prospective Studies , Southeast Asian People , Glucocorticoids/therapeutic use
5.
Article in Chinese | WPRIM | ID: wpr-981969

ABSTRACT

OBJECTIVES@#To study the moderating effect of mother-child relationship in the association between maternal parenting stress and emotional and behavioral problems in preschool children, and to provide reference for the prevention and control of emotional and behavioral problems in preschool children.@*METHODS@#Using a stratified cluster sampling method, 2 049 preschool children were surveyed from November to December 2021, who sampled from 12 kindergartens in Wuhu City, Anhui Province. The emotional and behavioral problems of preschool children were assessed with the Strength and Difficulties Questionnaire. Pearson correlation analysis was used to evaluate the relationship of maternal parenting stress and mother-child relationship with children's emotional and behavioral problems. The PROCESS Macro was used to analyze the moderating effect of conflicted and dependent mother-child relationships in the association between maternal parenting stress and emotional and behavioral problems in these preschool children.@*RESULTS@#Among these preschool children, maternal parenting stress was positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); intimate mother-child relationships were negatively correlated with the scores of conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); conflicted and dependent mother-child relationships were positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001). After controlling for relevant confounding factors, conflicted mother-child relationship (β=0.05, P=0.001) and dependent mother-child relationship (β=0.04, P=0.012) were found to have a moderating effect on the association between maternal parenting stress and total difficulty scores in these preschool children.@*CONCLUSIONS@#Negative mother-child relationships play a moderating role in the association between maternal parenting stress and emotional and behavioral problems in preschool children. Prevention of emotional and behavioral problems in preschool children should focus on reducing maternal parenting stress and improving negative mother-child relationships.


Subject(s)
Humans , Child, Preschool , Female , Problem Behavior/psychology , Parenting/psychology , Emotions , Mother-Child Relations , Surveys and Questionnaires , Mothers/psychology
6.
Article in Chinese | WPRIM | ID: wpr-1009338

ABSTRACT

OBJECTIVE@#To explore the clinical phenotype and genetic characteristics of a child with Intellectual developmental disorder with behavioral abnormalities and craniofacial malformations without epilepsy (IDDBCS).@*METHODS@#A child who had visited the Lianyungang Maternal and Child Health Care Hospital in April 2021 was selected as the study subject. Clinical data of the child were collected. Genomic DNA was extracted from peripheral blood samples of the child and his parents and subjected to whole exome sequencing (WES). Candidate variants were verified by Sanger sequencing of his family members.@*RESULTS@#The child, a 3-year-and-4-month-old male, had presented with global developmental delay and cranial malformation. Genetic testing revealed that he has harbored a heterozygous c.1703delA (p.K568Sfs9) variant of the PHF21A gene, for which both of his parents were of the wild type. This low-frequency variant may alter the structure and function of the protein product. Based on the guidelines from the American College of Medical Genetics and Genomics (ACMG), it was classified as a pathogenic variant (PVS1+PS2+PM2_Supporting).@*CONCLUSION@#The heterozygous c.1703delA (p.K568Sfs9) variant of the PHF21A gene probably underlay the IDDBCS in this patient.


Subject(s)
Child , Male , Humans , Infant , Developmental Disabilities/genetics , Craniofacial Abnormalities/genetics , Seizures/genetics , Intellectual Disability/genetics , Problem Behavior , Mutation
7.
Chinese Journal of Pediatrics ; (12): 418-424, 2023.
Article in Chinese | WPRIM | ID: wpr-985885

ABSTRACT

Objective: To investigate the influence of sleep fragmentation in infancy and toddler period on emotional and behavioral problems at the age of 6 years. Methods: Using a prospective cohort design, 262 children were extracted from mother-child birth cohort recruited from May 2012 to July 2013 in Renji Hospital, School of Medicine, Shanghai Jiao Tong University. Children's sleep and physical activities were assessed using actigraphy at 6, 12, 18, 24, and 36 months of age, from which the sleep fragmentation index (FI) at each follow-up point was calculated. Children's emotional and behavioral problems at 6 years of age were assessed using the strengths and difficulties questionnaire. Group-based trajectory model was applied to determine sleep FI in infancy and toddler period trajectory groups with Bayesian information criteria being used to determine the best fitting model. Children's emotional and behavioral problems between groups were examined with independent t test and linear regression models, etc. Results: A total of 177 children, with 91 boys and 86 girls, were included in the final analysis and were divided into 2 groups: high FI group (n=30) and low FI group (n=147). Compared with children in the low FI group, those in the high FI group presents with higher total difficulties score and higher hyperactivity or inattention score ((11.0±4.9) vs. (8.9±4.1), (4.9±2.7) vs. (3.7±2.3) scores, t=2.17, 2.23, both P<0.05, respectively), with the differences remaining significant after adjusting for covariates (t=2.08, 2.09, both P<0.05 respectively). Conclusion: High sleep fragmentation in infancy and toddler period is associated with more emotional and behavioral problems, especially hyperactivity or inattention problems, at 6 years of age.


Subject(s)
Male , Female , Humans , Infant , Child, Preschool , Child , Cohort Studies , Problem Behavior/psychology , Sleep Deprivation , Prospective Studies , Bayes Theorem , China , Surveys and Questionnaires
8.
Article in Chinese | WPRIM | ID: wpr-1009835

ABSTRACT

Since December 2019, coronavirus disease 2019 (COVID-19) has been rapidly spreading worldwide and affecting the physical and mental health of the general population. It may have even more serious potential harm to children with autism spectrum disorder (ASD). This paper provides a literature review on the psychological and behavioral problems experienced by children with ASD during the COVID-19 epidemic, as well as the factors influencing these issues. The findings of this review can serve as a basis for clinical research on ASD children.


Subject(s)
Humans , Child , Problem Behavior , COVID-19 , Autism Spectrum Disorder , Epidemics
9.
Psicol. ciênc. prof ; 43: e241608, 2023. tab, graf
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1448958

ABSTRACT

O distanciamento social ocasionado pela pandemia de Covid-19 levou a profundas mudanças na rotina das famílias com crianças pequenas, aumentando o estresse no ambiente doméstico. Este estudo analisou a experiência de planejamento e implementação de um projeto de extensão universitária que ofereceu orientação a pais com filhos de 0 a 11 anos por meio de chamadas de áudio durante a pandemia. O protocolo de atendimento foi desenvolvido para atender às necessidades de famílias de baixa renda e listava problemas específicos relacionados ao confinamento em casa e ao fechamento das escolas seguidos por uma variedade de estratégias de enfrentamento. A análise de 223 queixas relatadas pelos usuários em 130 ligações revelou que 94% dos problemas referidos pelos pais foram contemplados pelo protocolo de atendimento e estavam relacionados aos problemas externalizantes (39%) ou internalizantes (26%) das crianças ou ao declínio do bem-estar subjetivo dos pais (29%). Serviços de apoio devem orientar os pais quanto ao uso de práticas responsivas e assertivas que promovam o bem-estar emocional da criança e estabeleçam expectativas comportamentais em contextos estressantes. A diminuição dos conflitos entre pais e filhos resultante do uso dessas estratégias tende a reduzir o sofrimento dos pais, aumentando sua sensação de bem-estar subjetivo. Recomenda-se ampla divulgação dessas iniciativas e seguimento dos casos.(AU)


The social distancing the COVID-19 pandemic entailed has led to profound changes in the routine of families with young children, increasing stress in the home environment. This study analyzed the experience of planning and implementing a university extension program that offered support to parents with children from 0 to 11 years old via audio calls during the COVID-19 pandemic. The service protocol was developed to meet the needs of low-income families and listed specific problems related to home confinement and school closure followed by a variety of coping strategies. The analysis of 223 complaints reported by users in 130 calls revealed that 94% of the problems reported by parents were addressed by the protocol and were related to children's externalizing (39%) or internalizing (26%) problems or to the decline in parents' subjective well-being (29%). Support services should guide parents on the use of responsive and assertive practices that promote the child's emotional well-being and set behavioral expectations in stressful contexts. The reduction in conflicts between parents and children resulting from the use of these strategies tends to reduce parents' suffering, increasing their sense of subjective well-being. Wide dissemination of these initiatives and case follow-up are recommended.(AU)


La distancia social causada por la pandemia de COVID-19 condujo a cambios profundos en la rutina de las familias con niños pequeños, aumentando el estrés en el entorno del hogar. Este estudio analizó la experiencia de planificar e implementar un proyecto de extensión universitaria que ofreció orientación a los padres con niños de cero a 11 años a través de llamadas de audio durante la pandemia COVID-19. El protocolo de atención se desarrolló para satisfacer las necesidades de las familias de bajos ingresos y enumeró problemas específicos relacionados con el confinamiento en el hogar y el cierre de la escuela, seguido de una variedad de estrategias de afrontamiento. El análisis de 223 quejas informadas por los usuarios en 130 llamadas reveló que el 94% de los problemas informados por los padres fueron abordados por el protocolo de atención y estaban relacionados con los problemas de externalización (39%) o internalización (26%) de los niños o la disminución del bienestar subjetivo de los padres (29%). Los servicios de apoyo deberían aconsejar a los padres sobre el uso de prácticas receptivas y asertivas que promuevan el bienestar emocional del niño y establezcan expectativas de comportamiento en contextos estresantes. La reducción de los conflictos entre padres e hijos como resultado del uso de estas estrategias tiende a reducir el sufrimiento de los padres, aumentando su sensación de bienestar subjetivo. Se recomienda una amplia difusión de estas iniciativas y seguimiento de casos.(AU)


Subject(s)
Humans , Female , Infant, Newborn , Infant , Child, Preschool , Child , Orientation , Parents , Personal Satisfaction , Child , Problem Behavior , COVID-19 , Anxiety , Parent-Child Relations , Appetite , Play and Playthings , Problem Solving , Psychology , Psychomotor Agitation , Quality of Life , Reading , Recreation , Remedial Teaching , Respiratory Tract Infections , Safety , Salaries and Fringe Benefits , School Health Services , Self Concept , Autistic Disorder , Sleep , Social Adjustment , Social Conditions , Social Conformity , Social Environment , Social Isolation , Social Problems , Socialization , Socioeconomic Factors , Task Performance and Analysis , Telephone , Temperament , Therapeutics , Time , Unemployment , Violence , Behavior Therapy , Work Hours , Health Policy, Planning and Management , Child Abuse, Sexual , Boredom , Neurosciences , Virus Diseases , Activities of Daily Living , Bereavement , Exercise , Divorce , Child Abuse , Child Development , Mental Health , Mass Vaccination , Relaxation Therapy , Immunization , Self-Injurious Behavior , Civil Rights , Parenting , Panic Disorder , Interview , Cognition , Domestic Violence , Disease Transmission, Infectious , Lecture , Disabled Children , Wit and Humor , Internet , Creativity , Crisis Intervention , Crying , Disaster Vulnerability , Psychosocial Impact , Personal Autonomy , Death , Friends , Aggression , Depression , Drive , Economics , Education, Special , Educational Status , Emotions , Empathy , Faculty , Family Conflict , Family Relations , Fear , Binge Drinking , Meals , Return to Work , Hope , Optimism , Pessimism , Self-Control , Phobia, Social , Psychosocial Support Systems , Work-Life Balance , Adverse Childhood Experiences , Screen Time , Disgust , Sadness , Solidarity , Psychological Distress , Psychosocial Intervention , Teleworking , Financial Stress , Food Insecurity , Sentiment Analysis , Sociodemographic Factors , Social Vulnerability , Family Support , Government , Guilt , Holistic Health , Homeostasis , Hospitalization , Household Work , Sleep Initiation and Maintenance Disorders , Anger , Learning , Learning Disabilities , Leisure Activities , Loneliness , Mental Disorders
10.
Psicol. ciênc. prof ; 43: e255912, 2023. tab
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1529214

ABSTRACT

Pouco se sabe sobre a atuação do psicólogo no Brasil junto a pessoas com Diabetes Mellitus. O objetivo desta pesquisa foi identificar os psicólogos brasileiros que trabalham com essa população e suas ações. Foram convidados a responder a um questionário online psicólogos que atuam ou atuaram junto a pessoas com diabetes. Participaram 79 psicólogos, principalmente da região Sudeste (59,5%). Todos declararam que haviam cursado pósgraduação. Na amostra, predominou o gênero feminino (89,9%), com idade entre 26 e 40 anos (46,8%). A maioria dos que atuam com diabetes declarou-se autônoma ou voluntária, e quase metade trabalhava menos do que 10 horas semanais. Entre aqueles que deixaram de trabalhar com diabetes, apenas uma minoria tinha vínculo empregatício. Além do trabalho com pessoas com diabetes, a maior parte declarou exercer outras atividades profissionais, como atendimentos clínicos em consultórios particulares, sugerindo que esta não é a atividade principal. Majoritariamente, os respondentes declararam não ter conhecimentos suficientes para o atendimento específico às pessoas com diabetes. Discute-se a qualidade da formação profissional dos psicólogos no Brasil, a necessidade de aprimoramento em relação à atuação com pessoas com diabetes e as condições de trabalho.(AU)


Little is known about the practice of psychologists in Brazil caring for people with Diabetes Mellitus. The aim of this research was to identify the Brazilian psychologists who work with this population and describe their actions. Psychologists who work or have worked with people diagnosed with diabetes were invited to answer an online questionnaire. The 79 participants lived mainly in the Southeast Region (59.5%). All of them declared to have a graduate degree, most were female (89.9%), aged 26 to 40 years (46.8%). Most of those working with diabetes declared to be autonomous or voluntary, and almost half had a workload of less than 10 hours a week. Among those who stopped working with diabetes, only a minority had a formal employment contract. In addition, most of them stated that they had other professional activities related to clinical care in private offices, suggesting that working with diabetes is not their main activity. Mostly, respondents stated that they did not have enough knowledge to care for people with diabetes. The quality of professional education of psychologists in Brazil, the need for specific improvement in labor relations and conditions were discussed.(AU)


Son escasas las informaciones del trabajo de los psicólogos en Brasil con las personas con Diabetes Mellitus. El objetivo de este estudio fue identificar los psicólogos brasileños que trabajan con esta población y describir sus acciones. Se invitó a psicólogos que trabajan o hayan trabajado con personas con diabetes a responder un cuestionario en línea. Participaron 79 psicólogos, principalmente de la región Sureste de Brasil (59,5%). Todos declararon tener posgrado. En la muestra hubo una mayor prevalencia del género femenino (89,9%), de edades de entre 26 y 40 años (46,8%). La mayoría de los que trabajan con personas con diabetes se declararon autónomos o voluntarios, y casi la mitad trabajaba menos de 10 horas a la semana. Entre los que dejaron de trabajar con las personas con diabetes, solo una minoría tenía una relación laboral. Además de trabajar con personas con diabetes, la mayoría afirmó tener otras actividades profesionales, como la atención clínica en consultorios privados, lo que sugiere que esta no es su actividad principal. La mayoría de los encuestados afirmaron que no tenían los conocimientos suficientes para atender específicamente a las personas con diabetes. Se discuten la calidad de la formación profesional de los psicólogos en Brasil, la necesidad de mejora en relación con el trabajo con personas con diabetes y las condiciones laborales.(AU)


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Psychology , Acting Out , Diabetes Mellitus , Professional Training , Anxiety , Pain , Patient Care Team , Primary Health Care , Public Policy , Quality of Life , Research Personnel , Self Care , Self-Care Units , Self Concept , Social Sciences , Autoimmune Diseases , Specialization , Stress, Psychological , Therapeutics , Transplantation , Volunteers , Wound Healing , Behavior , Body Composition , Adaptation, Psychological , Pharmaceutical Preparations , Exercise , Weight Loss , Family , Patient Acceptance of Health Care , Blindness , Cholesterol , Mental Health , Disease Outbreaks , Episode of Care , Diabetic Ketoacidosis , Cost of Illness , Continuity of Patient Care , Counseling , Universal Access to Health Care Services , Crisis Intervention , Health Law , Death , Diabetes Complications , Depression , Diabetes Mellitus, Type 1 , Diabetes Mellitus, Type 2 , Diabetic Angiopathies , Diagnosis , Dialysis , Emergencies , Disease Prevention , Bariatric Surgery , Fear , Binge-Eating Disorder , Epidemics , Chronic Pain , Insulins , Cognitive Dysfunction , Problem Behavior , Diet, Healthy , Global Burden of Disease , Treatment Adherence and Compliance , Access to Essential Medicines and Health Technologies , Burnout, Psychological , Self-Neglect , Sadness , Diabulimia , Psychological Distress , Transtheoretical Model , Psychosocial Intervention , Glycemic Control , Sociodemographic Factors , Psychological Well-Being , Food, Processed , Health Promotion , Health Services Accessibility , Amputation, Surgical , Hospitalization , Hyperglycemia , Hypoglycemia , Kidney Failure, Chronic , Life Style , Mental Disorders , Metabolism , Nutritional and Metabolic Diseases , Obesity
11.
Psicol. ciênc. prof ; 43: e278674, 2023.
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1529223

ABSTRACT

A Comissão Consultiva em Avaliação Psicológica (CCAP), atrelada ao Sistema de Avaliação de Testes Psicológicos (SATEPSI) do Conselho Federal de Psicologia (CFP), tem como objetivos emitir pareceres acerca de solicitações advindas da avaliação psicológica(AP), elaborar e propor atualizações de documentos técnicos e normativos do CFP relativos à AP, elaborar e propor diretrizes para o ensino e formação continuada em AP, conduzir o processo de avaliação dos instrumentos submetidos ao SATEPSI e discutir temas e propor ações no âmbito da AP. Nos últimos 20 anos, a CCAP vem buscando atender a esses objetivos, indicando novos caminhos para a área. Nesse sentido, este artigo tem como objetivo apresentar as principais atualidades e movimentos da CCAP, indicando caminhos possíveis e perspectivas futuras para a área de AP. São discutidas as ações atuais que vêm sendo desenvolvidas pela CCAP, bem como as ações futuras delineadas que buscam promover uma AP cada vez mais democrática. Concluímos que a AP é uma prática do(a) psicólogo(a) que deve ser operacionalizada com compromisso ético, atrelada aos direitos humanos e à justiça, com embasamento científico e alinhada às mudanças sociais.(AU)


The Consultative Commission on Psychological Assessment (CCAP), affiliated with the Psychological Test Evaluation System under the Federal Council of Psychology (CFP), has the following objectives: to provide expert opinions on requests stemming from psychological assessments (PA), to draft and propose updates to the CFP technical and normative documents pertaining to PA, to formulate and recommend guidelines for education and ongoing professional development in PA, to oversee the evaluation process of instruments submitted to SATEPSI, and to engage in discussions and propose initiatives within the PA. Over the past two decades, CCAP has diligently worked to achieve these goals, charting new avenues in the field. In this context, this study aims to describe the most current developments and initiatives of CCAP and outline prospective directions and future outlooks for the PA. This study delves into the current initiatives undertaken by CCAP and the prospective actions delineated to foster a progressively more inclusive PA. Thus, we claim that PA is a practice inherent to psychologists that demands ethical commitment, alignment with human rights and justice, a solid scientific foundation, and adaptation to evolving social dynamics.(AU)


La Comisión Consultiva en Evaluación Psicológica (CCAP), vinculada al Sistema de Evaluación de Pruebas Psicológicas (SATEPSI) del Consejo Federal de Psicología (CFP), tiene como objetivo emitir opinión técnica sobre solicitudes derivadas de la evaluación psicológica (EP), elaborar y proponer actualizaciones de documentos técnicos y normativos del CFP relacionados con EP, desarrollar y proponer lineamientos para la enseñanza y la formación continua en EP, conducir el proceso de evaluación de los instrumentos presentados al SATEPSI y discutir temas y proponer acciones en el ámbito de EP. Durante los últimos veinte años, la CCAP ha buscado alcanzar estos objetivos indicando nuevos caminos para el área. En este sentido, este artículo tiene como objetivo presentar las principales actualidades y movimientos de la CCAP indicando posibles caminos y perspectivas de futuro para el área de EP. Se discuten las acciones actuales que ha desarrollado la CCAP, así como las acciones futuras perfiladas que buscan promover una EP cada vez más democrática. Se concluye que la EP es una práctica del psicólogo que debe ponerse en práctica con compromiso ético, vinculada a los derechos humanos y la justicia, con base científica y alineada con los cambios sociales.(AU)


Subject(s)
Humans , Male , Female , Psychological Tests , Psychometrics , Social Justice , Psychological Techniques , Evaluation Studies as Topic , Human Rights , Personality Assessment , Personality Tests , Personnel Selection , Policy Making , Professional Staff Committees , Psychological Phenomena , Psychology , Public Policy , Research , Science , Social Behavior , Social Change , Social Class , Social Control, Formal , Social Identification , Social Isolation , Social Planning , Social Sciences , Social Work , Socioeconomic Factors , Therapeutics , Behavioral Sciences , Professional Review Organizations , Electronic Data Processing , Online Systems , Adaptation, Psychological , Career Choice , Surveys and Questionnaires , Sociometric Techniques , Health Strategies , Practice Guidelines as Topic , Disabled Persons , Total Quality Management , Cognition , Commerce , Technology Transfer , Concept Formation , Cultural Diversity , Behavioral Disciplines and Activities , Form , Resolutions , Advisory Committees , Decision Making , Behavior Control , Codes of Ethics , Diagnosis , Educational Status , Research and Development Projects , Population Studies in Public Health , Equity , Information Technology , Expert Testimony , Cultural Competency , Evidence-Based Practice , Executive Function , Social Norms , Data Accuracy , Problem Behavior , Behavior Rating Scale , Freedom , Sociocultural Territory , Civil Society , Psychological Distress , Gender Identity , Social Network Analysis , Document Analysis , Diversity, Equity, Inclusion , Information Sources , Institutional Analysis , Human Development , Judgment , Learning , Memory , Mental Health Services , Mental Processes , Morale , Neuropsychological Tests , Neuropsychology
12.
Psicol. ciênc. prof ; 43: e265125, 2023. tab
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1529229

ABSTRACT

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)


The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)


Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)


Subject(s)
Humans , Male , Female , Adult , Middle Aged , Aged , Patient Care Team , Professional Practice Location , Psychology , Teaching , Educational Status , Organizational Innovation , Play and Playthings , Play Therapy , Problem Solving , Professional Practice , Psychological Phenomena , Psychology, Clinical , Remedial Teaching , Attention Deficit Disorder with Hyperactivity , Self Concept , Social Adjustment , Social Identification , Stress, Psychological , Student Dropouts , Toilet Training , Underachievement , Vocational Guidance , Work , Behavior , Technical Cooperation , Mainstreaming, Education , Adaptation, Psychological , Organizational Culture , Family , Child Guidance , Child Rearing , Mental Health , Child Health , Intersectoral Collaboration , Negotiating , Cognition , Communication , Competency-Based Education , Problem-Based Learning , Comprehensive Health Care , Cultural Diversity , Cooperative Behavior , Self Efficacy , Counseling , Psychosocial Impact , Moral Development , Qualitative Research , Dyslexia , Education , Education, Special , Educational Measurement , Efficiency , Emotions , Empathy , Ethics, Institutional , Planning , Low-Cost Housing , Resilience, Psychological , Emotional Intelligence , Bullying , Interdisciplinary Studies , Dyscalculia , Social Skills , Psychology, Developmental , Problem Behavior , Self-Control , Cognitive Neuroscience , School Teachers , Academic Performance , Academic Success , Cyberbullying , Leadership and Governance Capacity , Psychosocial Functioning , Psychosocial Intervention , Sociodemographic Factors , Diversity, Equity, Inclusion , Collective Efficacy , Human Development , Intelligence , Interpersonal Relations , Leadership , Learning , Learning Disabilities , Motivation
13.
Rev. saúde pública (Online) ; 57(supl.2): 4s, 2023. tab, graf
Article in English, Portuguese | LILACS | ID: biblio-1536760

ABSTRACT

ABSTRACT OBJECTIVE: To describe the frequency of behavioral problems and the internal consistency of the parent version of the Strengths and Difficulties Questionnaire (SDQ-P) in Amazonian preschool children during the covid-19 pandemic. METHODS: Data from the Maternal and Child Health and Nutrition in Acre (MINA-Brazil) study, a population-based birth cohort in the Western Brazilian Amazon, were used. The SDQ-P was applied in 2021 at the five-year follow-up visit to parents or caregivers of 695 children (49.4% of which were girls). This instrument is a short behavioral screening questionnaire composed of 25 items reorganized into five subscales: emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and prosocial behavior. Cases of behavioral problems were defined according to the original SDQ cut-offs based on United Kingdom norms. Moreover, cut off points were estimated based on the SDQ-P percentile results of our study sample. Internal consistency was assessed by calculating Cronbach's alpha coefficient and McDonald's omega for each scale. RESULTS: According to the cut-offs based on our studied population distribution, 10% of all children had high or very high total difficulty scores, whereas it was almost twice when the original SDQ cut-offs based on United Kingdom norms, were applied (18%). Differences were also observed in the other scales. Compared to girls, boys showed higher means of externalizing problem and lower means of prosocial behavior. The five-factor model showed a moderate internal consistency of the items for all scales (0.60 ≤ α ≤ 0.40), except for total difficulty scores, which it considered substantial (α > 0.61). CONCLUSIONS: Our results support the usefulness of SDQ in our study population and reinforce the need for strategies and policy development for mental health care in early life in the Amazon.


RESUMO OBJETIVO: Descrever a frequência de problemas de comportamento e a consistência interna da versão para os pais do Questionário de Capacidades e Dificuldades (SDQ-P) em crianças pré-escolares da Amazônia durante a pandemia de covid-19. MÉTODOS: Foram utilizados dados do estudo de saúde e nutrição Materno-Infantil no Acre (MINA-Brasil), uma coorte de nascimentos de base populacional na Amazônia Ocidental Brasileira. O SDQ-P foi aplicado aos pais e cuidadores em 2021 na visita de acompanhamento de cinco anos de 695 crianças (49,4% das quais eram meninas). Esse instrumento é um breve questionário de rastreamento comportamental composto por 25 itens reorganizados em cinco subescalas: sintomas emocionais, problemas de conduta, hiperatividade/desatenção, problemas de relacionamento com colegas e comportamento pró-social. Os casos de problemas de comportamento foram definidos de acordo com os pontos de corte originais do SDQ, baseados nas normas do Reino Unido. Além disso, os pontos de corte foram estimados com base nos percentis dos resultados do SDQ-P da amostra do nosso estudo. A consistência interna foi avaliada pelo cálculo do coeficiente alfa de Cronbach e ômega de McDonald para cada escala. RESULTADOS: De acordo com os pontos de corte baseados na distribuição da população estudada, 10% de todas as crianças apresentaram escores totais de dificuldade elevados ou muito elevados, o que quase dobrou quando os pontos de corte originais do SDQ, baseados nas normas do Reino Unido, foram utilizados (18%). Este estudo também encontrou diferenças nas demais escalas. Comparados às meninas, os meninos apresentaram maiores médias de problemas de externalização e menores médias de comportamento pró-social. O modelo de cinco fatores apresentou consistência interna dos itens moderada para todas as escalas (0,60 ≤ α ≤ 0,40), exceto para a escala de pontuação total de dificuldades, a qual foi considerada substancial (α > 0,61). CONCLUSÕES: Nossos resultados apoiam a utilidade do SDQ em nossa população de estudo e reforçam a necessidade de estratégias e desenvolvimento de políticas para o cuidado em saúde mental no início da vida na Amazônia.


Subject(s)
Humans , Male , Female , Psychometrics , Child Behavior Disorders , Surveys and Questionnaires , Problem Behavior , Behavior Rating Scale , COVID-19
14.
Psicol. Educ. (Online) ; (55): 58-69, 31/12/2022.
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1516274

ABSTRACT

Este artigo propõe-se a discutir as significações de crianças sobre o futuro de educandos com queixas escolares. Adota-se como referencial teórico-metodológico os fundamentos da Psicologia histórico-cultural edificada no materialismo histórico-dialético. Foram analisadas as enunciações de crianças de uma escola municipal, situada em Cuiabá-MT. Os procedimentos investigativos se alicerçaram no estudo do tipo etnográfico, utilizando-se da observação participante do cotidiano escolar, combinada com a realização de entrevistas, embasada no pressuposto de promoção de pesquisa com crianças e não sobre elas. Os dados revelaram uma presença significativa da dicotomia bom/mau orientando as significações de educandos(as) nas relações interperssoais estabelecidas com os pares identificados com queixas escolares, que foram objetivadas, simultaneamente, em possibilidades deles virem a ser policiais ou criminosos. Ao mesmo tempo, também sinalizaram a existência, em menor grau, de aspectos que tendem a promover rupturas em antinomias que engendram visões individualizantes dos fenômenos escolares, na medida em que práticas educativas imbuídas por valores humano-genéricos dirigidos ao processo de humanização também foram elementos incorporados em suas explicações sobre as perspectivas de futuro da "criança difícil". (AU)


This article proposes to discuss the meanings of children about the future of students with school complaints. The fundamentals of cultural-historical psychology built on historical-dialectical materialism are adopted as a theoreticalmethodological framework. The utterances of children from a public school located in Cuiabá-MT were analyzed. The investigative procedures were based on an ethnographic study, using participant observation of everyday school life, combined with interviews, based on the assumption of promoting research with children and not about them. The data revealed a significant presence of the good/bad dichotomy guiding the students' meanings in the interpersonal relationships established with peers identified with school complaints, which were objectified, simultaneously, in possibilities for them to become police officers or criminals. At the same time, they also signaled the existence, to a lesser extent, of aspects that tend to promote ruptures in antinomies that engender individualizing visions of school phenomena, insofar as educational practices embedded by human-generic values aimed at the humanization process were also incorporated elements in his explanations about the prospects for the future of the "difficult child". (AU)


Este artículo se propone discutir los significados de los niños sobre el futuro de los estudiantes con quejas escolares. Se adoptan como marco teórico-metodológico los fundamentos de la psicología histórico-cultural construida sobre el materialismo histórico-dialéctico. Se analizaron los enunciados de niños de una escuela pública ubicada en Cuiabá-MT. Los procedimientos investigativos se basan en estudios etnográficos, utilizando la observación participante del cotidiano escolar, combinado con entrevistas, partiendo del supuesto de promover la investigación con niños y no sobre ellos. Los datos revelaron una presencia significativa de la dicotomía bueno/malo que orienta los significados de los niños en las relaciones interpersonales establecidas con pares identificados con denuncias escolares, que se objetivaban, simultáneamente, en posibilidades de que se conviertan en policías o delincuentes. Al mismo tiempo, también señalan la existencia, en menor medida, de aspectos que tienden a promover rupturas de antinomias que engendran visiones individualizadoras de los fenómenos escolares, en tanto prácticas educativas inmersas en valores humano-genéricos tendientes al proceso de humanización. También se incorporaron elementos en sus explicaciones sobre las perspectivas de futuro del "niño difícil". (AU)


Subject(s)
Humans , Male , Child , Students/psychology , Problem Behavior , Learning Disabilities , Psychology, Educational , Education, Primary and Secondary , Qualitative Research
15.
Subj. procesos cogn ; 26(2): 1-29, nov. 28, 2022.
Article in Spanish | LILACS, UNISALUD, BINACIS | ID: biblio-1401856

ABSTRACT

Los problemas comportamentales en la infancia suponen todos aquellos comportamientos persistentes en los que se repiten conductas que no respetan las normas o las reglas sociales propias de la edad. La detección temprana de estas dificultades permite controlar en cierto modo la gravedad del asunto ya que, de no trabajarse sobre la sintomatología del niño, las posibilidades de desarrollar un trastorno mental severo son mayores. Así, la identificación y el diagnóstico de los problemas conductuales se ha vuelto una meta de gran significación para la disciplina psicológica. El objetivo de este estudio fue realizar una revisión de la literatura reciente para sistematizar la información referida a las diferentes conceptualizaciones teóricas que existen sobre los problemas comportamentales desde diversas escuelas psicológicas y las respuestas terapéuticas que ofrecen, identificar los instrumentos de medición validados para su evaluación en Argentina, y describir la importancia de su detección temprana y posibles áreas de incidencia(AU)


Behavioral problems in childhood involve all those persistent actions in which activities that do not respect the norms or social rules of the age are repeated. Early detection of these problems makes it possible to control the severity of the problem to a certain extent. If the child's symptoms are not elaborated, the chances of developing a severe mental disorder are greater. Thus, the identification and diagnosis of behavioral problems has become a goal of great significance for the psychological discipline. The objective of this article was to carry out a review of the recent literature to systematize the information referring to the different theoretical conceptualizations that exist on behavioral problems from various psychological schools and the therapeutic responses they offer. Also,to identify the measurement instruments validated for their evaluation in Argentina and describe the importance of its early detection and possible areas of incidence(AU)


Subject(s)
Humans , Male , Female , Child , Cognitive Behavioral Therapy/statistics & numerical data , Child Behavior Disorders/psychology , Psychology, Child , Emotions , Family Relations/psychology , Problem Behavior/psychology
16.
Acta bioeth ; 28(2): 257-267, oct. 2022. tab
Article in English | LILACS | ID: biblio-1402932

ABSTRACT

Abstract: In recent years, medical students' absenteeism has been investigated in depth. Classroom deviant behavior is a richer concept than truancy behavior, but there are few researchers on this aspect in China. There are still many issues worth discussing about deviant classroom behavior. In this paper, questionnaires were given to 977 medical students to collect relevant data. After classifying the data, correlation analysis and multilevel linear regression analysis were used to conclude that academic performance and group ethical norms have a negative impact on medical students' deviant behaviors in class. Group ethical norms have a significant positive influence on academic performance, and descriptive ethical norms and imperative ethical norms of group ethical norms have a significant influence on academic performance. The four dimensions of academic performance: academic performance, task performance, interpersonal promotion, and social comparison have a negative influence on medical students' deviant behaviors in class. Descriptive ethical norms have an inverse effect on medical students' deviant behaviors, while imperative ethical norms have no significant effect on deviant behaviors in class. Group ethical norms as a category of ethical norms clearly have significant implications for improving academic performance and reducing their transgressions in class. Reinforcing group ethics in medical students will not only contribute to their professional ethics upon graduation, but also to their academic performance.


Resumen: En los últimos años, se ha investigado en profundidad el absentismo de los estudiantes de medicina. El comportamiento desviado en el aula es un concepto más rico que el comportamiento de absentismo escolar, pero hay pocos investigadores sobre este aspecto en China. Todavía hay muchas cuestiones que vale la pena discutir sobre el comportamiento desviado en el aula. En este trabajo, se entregaron cuestionarios a 977 estudiantes de medicina para recoger los datos pertinentes. Tras clasificar los datos, se utilizó el análisis de correlación y de regresión lineal multinivel para llegar a la conclusión de que el rendimiento académico y las normas éticas de grupo tienen un impacto negativo en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas de grupo tienen una influencia positiva significativa en el rendimiento académico, y las normas éticas descriptivas y las normas éticas imperativas de las normas éticas de grupo tienen una influencia significativa en el rendimiento académico. Las cuatro dimensiones del rendimiento académico: rendimiento académico, rendimiento de la tarea, promoción interpersonal y comparación social tienen una influencia negativa en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas descriptivas tienen un efecto inverso en las conductas desviadas de los estudiantes de medicina, mientras que las normas éticas imperativas no tienen un efecto significativo en las conductas desviadas en clase. Las normas éticas de grupo como categoría de normas éticas tienen claramente implicaciones significativas para mejorar el rendimiento académico y reducir sus transgresiones en clase. Reforzar la ética de grupo en los estudiantes de medicina no sólo contribuirá a su ética profesional al graduarse, sino también a su rendimiento académico.


Resumo: Nos últimos anos, o absenteísmo dos estudantes de medicina tem sido pesquisado em profundidade. O comportamento desviante na sala de aula é um conceito mais rico do que o comportamento de evasão escolar, mas há poucos pesquisadores sobre este aspecto na China. Ainda há muitas questões que vale a pena discutir sobre o comportamento desviante em sala de aula. Neste documento, foram entregues questionários a 977 estudantes de medicina para coletar dados relevantes. Após a classificação dos dados, análise de correlação e análise de regressão linear multinível foram utilizadas para concluir que o desempenho acadêmico e as normas éticas de grupo têm um impacto negativo sobre o comportamento desviante dos estudantes de medicina em sala de aula. Normas éticas de grupo têm uma influência positiva significativa no desempenho acadêmico, e normas éticas descritivas e normas éticas imperativas de normas éticas de grupo têm uma influência significativa no desempenho acadêmico. As quatro dimensões do desempenho acadêmico: desempenho acadêmico, desempenho de tarefas, promoção interpessoal e comparação social têm uma influência negativa sobre os comportamentos desviantes dos estudantes de medicina nas aulas. As normas éticas descritivas têm um efeito inverso sobre os comportamentos desviantes dos estudantes de medicina, enquanto as normas éticas imperativas não têm efeito significativo sobre os comportamentos desviantes nas aulas. Normas éticas de grupo como uma categoria de normas éticas têm claramente implicações significativas para melhorar o desempenho acadêmico e reduzir suas transgressões na classe. O reforço da ética de grupo em estudantes de medicina não só contribuirá para sua ética profissional ao se formarem, mas também para seu desempenho acadêmico.


Subject(s)
Humans , Male , Female , Students, Medical/psychology , Education, Medical/ethics , Problem Behavior/psychology , China , Surveys and Questionnaires , Regression Analysis , Education, Medical/standards
17.
Av. psicol. latinoam ; 40(3): 1-17, sep.-dic. 2022.
Article in Portuguese | LILACS, COLNAL | ID: biblio-1428018

ABSTRACT

O ensino de mando para pessoas com Transtorno do Espectro Autista (tea) tem sido tema frequente de in-vestigações analítico-comportamentais. Algumas revi-sões conceituais e sistemáticas sobre o ensino de mando foram realizadas, mas elas apresentam limitações que o presente estudo buscou superar. A presente revisão sis-temática analisou estudos experimentais sobre o ensino de mandos para pessoas com tea buscando identificar: (a) características dos participantes, ambientes experi-mentais, variáveis independente (vi) e dependente (vd), e resultados obtidos; e (b) investigar possíveis relações entre as categorias analisadas. Uma busca nas bases de dados scopus, Web of Science e pubmed utilizando o termo "mand*", combinado com os termos "autism", "developmental disabilit*" ou "intellectual disabilit*", resultou, após a aplicação dos critérios de inclusão/ex-clusão, na identificação de 176 artigos publicados até setembro de 2020. A maioria dos estudos foi realizada em escolas, com crianças com repertório verbal pré-existente. As vis e vds mais comuns foram reforçamento diferen-cial e fornecimento de ajuda e manipulação da operação motivadora para o ensino de mando por item/informação, e treino de comunicação funcional para redução de com-portamentos-problema. A maioria dos procedimentos de ensino mostrouse pelo menos parcialmente eficaz para todas as vds avaliadas, sendo importante a realização de análises mais detalhadas da variação desses resultados com relação aos repertórios pré-intervenções dos parti-cipantes. Sugere-se a necessidade de mais investigações com pessoas com comportamento verbal ausente ou limitado, e em jovens e adultos com tea.


Mand training for people with autism spectrum disorder (asd) has been frequent in behavioral-analytic inves-tigations. Some conceptual and systematic reviews on mand teaching have been carried out, but they have limitations the present study sought to overcome. The present systematic review analyzed experimental stu-dies in mand teaching for people with asd, seeking to identify (a) participants' characteristics, settings, independent (iv) and dependent variables (dv), and results, and (b) to explore possible relations across the analyzed categories. Searches in the databases Scopus, Web of Science, and PubMed using the term "mand*" combined with the terms "autism," "developmental disability"*, or "intellectual disability*" found, after applying the inclusion/exclusion criteria, 176 articles published up to September 2020. Most studies were conducted in schools with children with a pre-existing verbal repertoire. The most used ivs and DVs were di-fferential reinforcement, prompts, and establishment of motivating operations to teach mands for items/information, and functional communication training to problem behavior reduction. There was at least partial effectiveness in most of the teaching interventions of all dvs identified; however, it seems important to pro-vide more detailed analyses of how these outcomes vary with the participants ́ pre-intervention repertoires. Further investigations of mand training for people with absent or limited verbal repertoire and young people and adults with asd are suggested.


La enseñanza de mando para personas con Trastorno del Espectro Autista (tea) ha sido un tema frecuente de investigaciones desde el análisis de comportamiento. Se realizaron algunas revisiones conceptuales y sistemáticas sobre la enseñanza de mando, pero estas presentan limitaciones que el presente estudio buscó superar. Esta revisión sistemática analizó estudios experimentales sobre la enseñanza de mandos para personas con tea, buscando identificar: (a) características de los participantes, ambientes experimentales, variables independientes (vi) y dependientes (vd) y los resultados; y (b) investigar posibles relaciones entre las categorías analizadas. Una búsqueda en las bases de datos scopus, Web of Science y pubmed, utilizando el término "mand*", combinado con los términos "autism", "developmental disabilit*" o "intellectual disabilit*", resultó, luego de aplicar los criterios de inclusión/exclusión, en la identificación de 176 artículos publicados hasta septiembre del 2020. La mayoría de los estudios se llevaron a cabo en escuelas, con niños con un repertorio verbal preexistente. Las vis y vds más comunes fueron el reforzamiento diferencial y estímulos de ayuda y la manipulación de la operación motivadora para enseñar el mando por ítem/información, y el entrenamiento de comunicación funcional para reducir conductas inadecuadas. La mayoría de los procedimientos de enseñanza demostraron ser al menos parcialmente efectivos para todas las vds evaluadas, siendo importante un análisis más detallado de las variaciones en estos resultados con relación a los repertorios preintervención de los participantes. Se sugiere que se necesitan más investigaciones de personas con comportamiento verbal ausente o limitado, y con jóvenes y adultos con tea


Subject(s)
Humans , Schools , Autistic Disorder , Teaching , Environment , Problem Behavior , Mentoring , Methods
18.
Rev. cuba. enferm ; 38(3)sept. 2022.
Article in Spanish | LILACS, BDENF, CUMED | ID: biblio-1441552

ABSTRACT

Introducción: Internet es un recurso indispensable para las personas, permite acceder a contenidos académicos, comunicacionales, sociales y otros; sin embargo, su uso indiscriminado genera conductas antisociales, bajo rendimiento académico, inadecuadas relaciones interpersonales y costo social. Los adolescentes se encuentran en riesgo por estar en el proceso de madurez y desarrollo psicoemocional. Objetivo: Describir la relación entre la adicción a Internet y la madurez psicológica en adolescentes del Perú. Métodos: Estudio cuantitativo, diseño descriptivo correlacional, transversal en colegios de Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna y Tumbes, Lima-Perú, en el año 2019. Muestra de 1707 estudiantes de tercer, cuarto y quinto de secundaria. Se usó como técnica la encuesta y como instrumentos válidos y confiables el Test de Adicción a Internet y el Cuestionario de Madurez Psicológica. Los datos fueron procesados mediante programa Excel y SPSS versión 25. Para el análisis de datos se usó la estadística descriptiva e inferencial: Coeficiente de correlación de Pearson y U de Mann Whitney. Resultados: El nivel de adicción a Internet según dimensiones alcanzó nivel promedio en Costa, Sierra y Selva: tolerancia (57,67 por ciento, 56,08 por ciento, 38,78 por ciento), uso excesivo (58,20 por ciento, 42,91 por ciento, 44,27 por ciento), retirada (58,86 por ciento, 52,03 por ciento, 40,92 por ciento) y consecuencias negativas (59,13 por ciento, 52,71 por ciento, 49,31 por ciento); igualmente para madurez psicológica: orientación al trabajo (53,44 por ciento, 37,04 por ciento, 51,59 por ciento), autonomía (43,58, 34,46 por ciento, 45,95 por ciento) e identidad (65,50 por ciento, 53,74 por ciento, 57,25 por ciento). Conclusiones: Existe relación significativa e inversa entre la adicción a Internet y la madurez psicológica de los adolescentes, al igual que en todas sus dimensiones(AU)


Introduction: The Internet is an indispensable resource for people, since it allows access to academic, communicational, social and other contents. However, its indiscriminate use leads to antisocial behavior, poor academic performance and inadequate interpersonal relationships, as well as it has social costs. Adolescents are at risk because they are in the process of maturity and psychoemotional development. Objective: To describe the relationship between Internet addiction and psychological maturity in adolescents in Peru. Methods: Quantitative study, with a descriptive, correlational and cross-sectional design, carried out in 2019 in schools from Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna and Tumbes, Lima-Peru. The sample was made up of 1707 students in their third, fourth or fifth high school years. The survey was used as a technique, while the Internet Addiction Test and the Psychological Maturity Questionnaire were used as valid and reliable tools. The data were processed using Excel and the SPSS (version 25). Descriptive and inferential statistics were used for data analysis: Pearson's correlation coefficient and Mann-Whitney U. Results: Internet addiction, according to the analyzed dimensions, reached the average level in Costa, Sierra and Selva: tolerance (57.67 percent, 56.08 percent, 38.78 percent), excessive use (58.20 percent, 42.91 percent, 44.27 percent), withdrawal (58.86 percent, 52.03 percent, 40.92 percent) and negative consequences (59.13 percent, 52.71 percent, 49.31 percent). The same phenomenon manifested for psychological maturity: work orientation (53.44 percent, 37.04 percent, 51.59 percent), autonomy (43.58, 34.46 percent, 45.95 percent) and identity (65.50 percent, 53.74 percent, 57.25 percent). Conclusions: There is a significant and inverse relationship between Internet addiction and psychological maturity in adolescents, as well as in all its dimensions(AU)


Subject(s)
Humans , Adolescent , Psychology, Adolescent/trends , Information Technology , Internet Addiction Disorder/etiology , Epidemiology, Descriptive , Cross-Sectional Studies , Problem Behavior/psychology
19.
Article in Chinese | WPRIM | ID: wpr-939654

ABSTRACT

OBJECTIVES@#To investigate the psychological and behavioral problems and related influencing factors in children and adolescents during the coronavirus disease 2019 (COVID-19) epidemic.@*METHODS@#China National Knowledge Infrastructure, Wanfang Data, PubMed, and Web of Science were searched using the method of subject search for articles published up to March 31, 2022, and related data were extracted for Scoping review.@*RESULTS@#A total of 3 951 articles were retrieved, and 35 articles from 12 countries were finally included. Most of the articles were from the journals related to pediatrics, psychiatry, psychology, and epidemiology, and cross-sectional survey was the most commonly used research method. Psychological and behavioral problems in children and adolescents mainly included depression/anxiety/stress, sleep disorder, internet behavior problems, traumatic stress disorder, and self-injury/suicide. Influencing factors were analyzed from the three aspects of socio-demographic characteristics, changes in living habits, and ways of coping with COVID-19.@*CONCLUSIONS@#During the COVID-19 epidemic, the psychological and behavioral problems of children and adolescents in China and overseas are severe. In the future, further investigation and research can be carried out based on relevant influencing factors to improve the psychological and behavioral problems.


Subject(s)
Adolescent , Child , Humans , Anxiety/etiology , COVID-19 , China/epidemiology , Cross-Sectional Studies , Depression/epidemiology , Mental Health , Problem Behavior
20.
Psicol. ciênc. prof ; 42: e236358, 2022. tab, graf
Article in Portuguese | LILACS, INDEXPSI | ID: biblio-1422386

ABSTRACT

As relações entre problemas comportamentais e dificuldades de aprendizagem ainda não estão claras na literatura. Essas variáveis representam, entretanto, importantes fatores de risco para o fracasso escolar e profissional, bem como para o desenvolvimento e a adaptação social. O objetivo desta pesquisa foi investigar as relações entre problemas comportamentais e dificuldades de aprendizagem em alunos de uma escola pública do ciclo I do ensino fundamental. Foram realizadas, também, análises dessas variáveis em função da série e do sexo dos alunos. A pesquisa seguiu um delineamento descritivo, de caráter transversal. Participaram do estudo 310 alunos do 1º ao 5º ano. Os instrumentos utilizados na coleta de dados foram o Questionário de Capacidades e Dificuldades, respondido pelos pais, e um questionário para a identificação do desempenho escolar, respondido pelas professoras. Os resultados indicam 12% de problemas comportamentais e 15% de dificuldades de aprendizagem na amostra estudada. Correlações negativas moderadas altamente significativas foram obtidas entre o desempenho escolar, as subescalas hiperatividade; problemas de conduta; e problemas de relacionamento entre pares, e o escore total do SDQ. Foram encontrados valores marginalmente significativos para a associação entre sexo e hiperatividade, indicando maior tendência de comportamentos hiperativos nos meninos. Os sintomas emocionais foram marginalmente mais frequentes nos alunos do 1º ano. Já os alunos do 2º ano apresentaram maior frequência de dificuldades de aprendizagem. Conclui-se que os dois primeiros anos do ensino fundamental podem ser considerados uma etapa crítica do percurso escolar, demandando intervenções focadas na prevenção de problemas comportamentais e de aprendizagem.(AU)


The relationships between behavioral problems and learning difficulties are still unclear in the literature. These variables represent, however, important risk factors for school and professional failures and for the development and social adaptation. This research aimed to investigate the relationships between behavioral problems and learning difficulties in the students in a public elementary school. These variables were also analyzed in relation to the school grade and gender of the students. The research followed a descriptive cross-sectional design. The sample comprised 310 students from 1st to 5th grade. The instruments used in data collection were the Strengths and Difficulties Questionnaire, answered by the parents, and a questionnaire to identify the students school performance, answered by the teachers. The results indicated 12% of behavioral problems and 15% of learning difficulties in the studied sample. Moderate highly significative negative correlations were obtained between school performance; the subscales hyperactivity, conduct problems and peer relationship problems; and the total questionnaire score . Marginally significant values were found for the association between gender and Hyperactivity, indicating a greater tendency for hyperactive behavior in boys. Emotional symptoms were marginally more frequent in 1st grade students. On the other hand, 2nd grade students had a higher frequency of learning difficulties. We concluded that the two first years of elementary school can be considered a critical phase of the school trajectory and it needs preventive interventions focused on behavioral and learning problems.(AU)


Las relaciones entre los problemas de conducta y las dificultades de aprendizaje aún no están claras en la literatura. Estas variables representan, sin embargo, importantes factores de riesgo para el fracaso escolar y profesional, así como para el desarrollo y la adaptación social. El objetivo de este estudio fue investigar las relaciones entre los problemas de conducta y las dificultades de aprendizaje en estudiantes de una escuela primaria pública. También se realizaron análisis de estas variables en función del grado y sexo de los alumnos. La investigación siguió un diseño descriptivo y transversal. Participaron del estudio 310 estudiantes de 1º a 5º grado. Los instrumentos utilizados fueron el Cuestionario de Habilidades y Dificultades, respondido por los padres, y un cuestionario para identificar el desempeño escolar, respondido por los docentes. Los resultados indican un 12% de problemas de conducta y un 15% de dificultades de aprendizaje en la muestra estudiada. Se obtuvieron correlaciones negativas altamente significativas entre el rendimiento escolar y la puntuación total y de las subescalas hiperactividad problemas de conducta y problemas de relación con los compañeros del cuestionario. Se encontró aún mayor tendencia a la conducta hiperactiva en los niños. Los "síntomas emocionales" fueron ligeramente más frecuentes en los estudiantes de primer año, mientras los estudiantes de segundo año tenían una mayor frecuencia de dificultades de aprendizaje. Se concluye que los dos primeros años de la escuela primaria pueden ser una fase crítica de la trayectoria escolar, lo que requiere intervenciones enfocadas en la prevención de problemas de conducta y aprendizaje.(AU)


Subject(s)
Humans , Male , Female , Child , Child Behavior , Education, Primary and Secondary , Observational Study , Problem Behavior , Learning Disabilities , Psychology , Attention Deficit Disorder with Hyperactivity , Self Concept , Underachievement , Behavior , Shyness , Attention Deficit and Disruptive Behavior Disorders , Aggression , Altruism , Fear , Psychology, Developmental , Impulsive Behavior , Interpersonal Relations , Antisocial Personality Disorder
SELECTION OF CITATIONS
SEARCH DETAIL