Contribuitions for teaching religiosity/spirituality in undergraduate nursing programs: a qualitative study with Brazilian nurses / Contribuições para o ensino de religiosidade/espiritualidade na graduação em enfermagem: estudo qualitativo com enfermeiros brasileiros / Contribuciones para enseñanza de religiosidad/espiritualidad en la graduación en enfermería: estudio cualitativo con enfermeros brasileños

Objective:to identify and collect recommendations for teaching religiosity/spirituality in undergraduate Nursing courses of nurses working in a Hospital. Method:this is a qualitative study, with 34 nurses interviewed. The research corpus was fully transcribed and submitted to content analysis. Results:the religiosity/spirituality theme was absent in the graduation of most of professionals. They mentioned the restricted preparation to deal with human issues and for being a dimension that offers a resource to face thechallenges of the daily life of the profession. What mitigated this gap was that some professionals have their own religious/spiritual beliefs, which have often guided how this religious/spiritual support is provided in health care.Conclusions:participants suggest the presence of religiosity/spirituality teaching in nursing graduation effectively and practically, not only theoretically reinforce its importance. Taking religiosity/spirituality content to undergraduate courses can be sensitive to the holistic needs of patients/users and even the professionals themselves.

Objetivo: identificar e coletar recomendações para o ensino da religiosidade/espiritualidade na graduação em Enfermagem a partir de enfermeiros de um Hospital. Método: estudo qualitativo, com 34 enfermeiros(as) entrevistados(as). O corpus de pesquisa foi transcrito na íntegra e submetido à análise conteúdo. Resultados:areligiosidade/espiritualidade esteve ausente na graduação da maioria dos profissionais e é referida em termos da restrita preparação para lidar com questões humanas e por ser uma dimensão que oferece enfrentamento para os desafios do cotidiano da profissão. O que atenuou essa lacuna foi a presença da própria crença religiosa/espiritual, o que tem balizado, muitas vezes, como o apoio religioso/espiritual é oferecido no cuidado. Conclusões:os participantes sugerem o ensino da religiosidade/espiritualidade na graduação em enfermagem de maneira efetiva e prática, não apenas reforçar sua importância. Levar esse conteúdo para a graduação pode se mostrar sensível às necessidades holísticas dos pacientes/usuários e até mesmo dos próprios profissionais.

Objetivo:identificar y recoger recomendaciones para la enseñanza de la religiosidad/espiritualidad en la graduación de enfermería de enfermeros de un hospital. Método: estudio cualitativo, con 34 enfermeros entrevistados. El corpus de investigación fue transcrito en su totalidad y sometido a análisis de contenido. Resultados:la religiosidad/espiritualidad estuvo ausente en la formación de la mayoría de estos profesionales y es señalada por su falta de preparación para enfrentar los problemas humanos y porque es una dimensión que ofrece recursos para enfrentar del día a día. Las creencias religiosas/espirituales de los profesionales paliaron esta brecha, que muchas veces ha marcado cómo se ofrece el apoyo religioso/espiritual en el cuidado. Conclusiones:la religiosidad/espiritualidad en la graduación de enfermería se sugiere de manera práctica, no solo reforzando su importancia. Contenidos de religiosidad/espiritualidad a los cursos de pregrado puede ser sensible a las necesidades holísticas de los pacientes/usuarios e incluso de los propios profesionales.

Three reasons why parental burnout is more prevalent in individualistic countries: a mediation study in 36 countries.

PURPOSE: The prevalence of parental burnout, a condition that has severe consequences for both parents and children, varies dramatically across countries and is highest in Western countries characterized by high individualism. METHOD: In this study, we examined the mediators of the relationship between individualism measured at the country level and parental burnout measured at the individual level in 36 countries (16,059 parents). RESULTS: The results revealed three mediating mechanisms, that is, self-discrepancies between socially prescribed and actual parental selves, high agency and self-directed socialization goals, and low parental task sharing, by which individualism leads to an increased risk of burnout among parents. CONCLUSION: The results confirm that the three mediators under consideration are all involved, and that mediation was higher for self-discrepancies between socially prescribed and actual parental selves, then parental task sharing, and lastly self-directed socialization goals. The results provide some important indications of how to prevent parental burnout at the societal level in Western countries.

Happiness of Older Adults in Haemodialysis: Findings from a Comparative Study.

Happiness is related to longevity and better health; nevertheless, there is a lack of knowledge about the construct, understood as subjective well-being (SWB), of older adults undergoing hemodialysis. This cross-sectional study investigated the extent to which hemodialysis treatment affects the SWB of older adults, compared to non-dialysis older adults. Regarding this, a total of 126 participants have interviewed: all the older adults in the hemodialysis service, 42 patients, from a city in Brazil, and 84 older adults from the Community, age- and gender-matched, predominantly men (64.3%), aged between 60 and 81 years. Participants respond to pattern questionnaires about SWB (life satisfaction, positive affect, negative affect), depressive symptoms, sociodemographic characteristics, and physical health status. Analysis of variance presented in hemodialysis had no effect on SWB and depressive symptoms. Furthermore, participants in the hemodialysis had fewer years of schooling, and those in the community presented more diseases. The high number of illnesses and low educational level demonstrate effects on SWB, as well the length of hemodialysis is negatively associated with SWB. Therefore, hemodialysis by itself does not make older adults unhappier and depressive, but some variables depending on the socioeconomical status and length of treatment are associated with depression and worst SWB.

Parental Burnout and Its Antecedents among Same-Sex and Different-Sex Families.

Parental burnout (PB) results from a chronic imbalance between risks and resources and has severe and extended consequences on the wellbeing of parents and their children. Because same-sex (SS) and different-sex (DS) families face partially different stressors (e.g., SS parents are more stigmatized) but have also partially different resources (e.g., more egalitarian task sharing in SS couples), the current research aimed to investigate whether PB differs or not according to family type. Two studies were conducted. In study 1, family type differences in PB were explored among 114 demographically matched SS and DS families from 18 countries. Study 2 further explored the predictive value of family type, age, gender, and balance between risks and resources (BR2) in PB, using a sample of 222 matched SS and DS families. Parental burnout was not associated with family type in either study. Although differentially composed, the global BR2 score did not differ across family type and was a significant predictor of all PB dimensions, while controlling for the effect of family type, age, and gender. Thus, in accordance with reviewed studies, parental sexual identity was not associated with family functioning. Future studies should investigate the impact of specific risks and resources (e.g., social support from chosen social networks or legal climate) on PB levels among SS families.

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.

Solidariedade, maturidade e ambivalência em avós e mães de crianças com deficiência: potencialidades e recursos nas trocas intergeracionais1 / Solidarity, maturity and ambivalence of grandmothers and mothers of children with disabilities: potentialities and resources in intergenerational exchanges

RESUMO: A literatura consagrou a importância de suporte e de atitudes solidárias na vida de pessoas que enfrentam adversidades. Nesse sentido, este estudo objetivou identificar e discutir o fenômeno da solidariedade intergeracional entre mães e avós de crianças com deficiência em uma amostra brasileira. Trata-se de um estudo descritivo, de caráter quantitativo. Os dados foram coletados com 76 participantes: díades de avós e mães de crianças com deficiência que apresentam dependência de adultos no cotidiano. Instrumentos de autorrelato foram administrados individualmente para apreender dimensões da relação intergeracional, de ambivalência e maturidade das mães e das avós. Os resultados indicam que a ambivalência intergeracional é a dimensão com valores mais baixos nas mães, mas uma das dimensões com valores mais elevados nas avós, juntamente à maturidade parental. Algumas implicações podem ser retiradas para a necessidade de levar em consideração a riqueza e a complexidade existente na reciprocidade das relações intergeracionais no geral e, em particular, entre cuidadoras de crianças com elevado nível de dependência. As intervenções, que visem colaborar para a coesão e bem-estar dessas famílias, devem considerar o papel desempenhado não só pela mãe e pelo pai, como cuidadores principais, mas também pelos avós, atendendo tanto ao apoio que prestam como às suas próprias necessidades de apoio, de informação e de autonomia. Estudos futuros podem tentar esclarecer, do ponto de vista qualitativo e quantitativo, essas relações diádicas, assim como introduzir outros indicadores de risco e de ajustamento adicionais, como outras pessoas que podem ser fontes de apoio, sejam ou não membros da família biológica.

ABSTRACT: Literature has established the importance of support and solidary attitudes in the lives of people facing adversity. In this sense, this study aimed to identify and discuss the phenomenon of intergenerational solidarity between mothers and grandmothers of children with disabilities in a Brazilian sample. This is a descriptive, quantitative study. Data were collected from 76 participants: dyads of grandmothers and mothers of children with disabilities who are dependent on adults in their daily lives. Self-report instruments were administered individually to apprehend dimensions of the intergenerational relationship, ambivalence and maturity of mothers and grandmothers. The results indicate that intergenerational ambivalence is the dimension with the lowest values in mothers, but one of the dimensions with the highest values in grandmothers, together with parental maturity. Some implications can be drawn from the need to take into account the richness and complexity existing in the reciprocity of intergenerational relationships in general and, in particular, between caregivers of children with a high level of dependency. Interventions aimed at contributing to the cohesion and well-being of these families must consider the role played not only by the mother and father, as the main caregivers, but also by the grandparents, attending both the support they provide and their own needs support, information and autonomy. Future studies may try to clarify, from a qualitative and quantitative point of view, these dyadic relationships, as well as to introduce other additional risk and adjustment indicators, such as other people who can be sources of support, whether or not they are members of the biological family.

Parental Burnout and the COVID-19 Pandemic: How Portuguese Parents Experienced Lockdown Measures.

Objective: This work aimed to analyze parental burnout (PB) and establish a comparison between the times before (Wave 1) and during (Wave 2) the COVID-19 pandemic. Background: The COVID-19 pandemic brought additional stress to families. The pandemic could be particularly difficult for parents experiencing parental burnout, a condition that involves four dimensions: an overwhelming sense of exhaustion, emotional distancing from the child, saturation or a loss of fulfillment with the parental role, and a sharp contrast between how parents used to be and how they see themselves now. Method: A quasi-longitudinal research design was adopted, comparing two cross-sectional studies among Portuguese parents (N = 995), with an interval of 2 years between each wave of data collection. Participants were surveyed voluntarily through an online questionnaire located on the institutional web platform of the universities involved in the study. Multivariate analysis of covariance was used to take into account the associations among variables, alongside controlling the possible confounding effects. Results: Parents have overall higher parental burnout scores in Wave 2 than Wave 1, with increased exhaustion, emotional distancing, and contrast, but decreased saturation. Although parental burnout levels remain higher for mothers across the two Waves, the growth is greater for fathers than for mothers. Conclusion: Reconciling childcare with paid work is a stressful and new experience for many fathers. However, results suggest that even amid a crisis, some parents had the opportunity to deeply bond with their children. Implications: We expect this work to encourage stakeholders to consider proper intervention strategies to address potential parental burnout. Also, initiatives that strengthen gender equity within parenting context are needed.

Beyond effectiveness of the Strengthening Families Program (10-14): a scoping RE-AIM-based review.

A scoping review, based on the RE-AIM framework, was conducted to analyze evidence of reach, effectiveness, adoption, implementation, and maintenance of the Strengthening Families Program (10-14), a preventive family-based substance abuse program for adolescents. Sixty-five articles were included. The results disclosed that effectiveness, implementation, and maintenance at the individual-level were the most evaluated aspects, while reach, maintenance at the setting-level, and adoption were the least investigated aspects. Positive effects on drug abuse prevention and protective parenting factors were found in the U.S. studies. Likewise, Latin American studies have shown the improvement of parenting practices. However, European studies have produced mixed results, with predominantly null effects on substance abuse. The implementation quality was high. There is no available evidence of adoption and maintenance at the setting-level by the organizations that implemented it. New studies must examine the reach, adoption, and sustainability of the program to lay foundations for its future use as an instrument of public policies.

Parental Burnout Around the Globe: a 42-Country Study.

High levels of stress in the parenting domain can lead to parental burnout, a condition that has severe consequences for both parents and children. It is not yet clear, however, whether parental burnout varies by culture, and if so, why it might do so. In this study, we examined the prevalence of parental burnout in 42 countries (17,409 parents; 71% mothers; Mage = 39.20) and showed that the prevalence of parental burnout varies dramatically across countries. Analyses of cultural values revealed that individualistic cultures, in particular, displayed a noticeably higher prevalence and mean level of parental burnout. Indeed, individualism plays a larger role in parental burnout than either economic inequalities across countries, or any other individual and family characteristic examined so far, including the number and age of children and the number of hours spent with them. These results suggest that cultural values in Western countries may put parents under heightened levels of stress. Supplementary Information: The online version contains supplementary material available at 10.1007/s42761-020-00028-4.

Preditores das Crenças de Autoeficácia de Jovens Frente aos Papéis de Adulto / Predictors of Young People's Self-Efficacy Beliefs Regarding Adult Roles

Resumo O objetivo do estudo foi testar um modelo de predição para as crenças de autoeficácia de jovens face aos papéis de adulto, identificando seus recursos e de seus contextos. Participaram 434 jovens de ambos os sexos (idade entre 18 e 29 anos), provenientes majoritariamente do estado do Rio de Janeiro. Os instrumentos utilizados foram: Escala de Autoeficácia face aos Papéis de Adulto; Inventário de Habilidades Sociais; Índice de Solidariedade Intergeracional; Inventário de Dimensões da Adultez Emergente; Critério de Classificação Econômica Brasil. Resultados indicaram que as variáveis sexo, foco em si, instabilidade, valores familiarese habilidades sociais de expressão de sentimentos positivospredisseram as crenças de autoeficácia dos jovens.São discutidas as implicações desses resultados para pesquisas de avaliação e intervenção.

Abstract In this study, we tested a predictive model for young people's self-efficacy beliefs regarding adult roles to identify their resources and resources of their contexts in the transition to adulthood. Participants were 434 young men and women (aged between 18 and 29 years) from the State of Rio de Janeiro. The instruments used were: Self-efficacy Scale regarding Adult Roles; Social Skills Inventory; Intergenerational Solidarity Index; Inventory of Emerging Adulthood Dimensions; Brazilian Economic Classification Criteria. Results indicated that the variables as gender, self-focus, instability, family values, and expressing positive feelings predicted young people's self-efficacy beliefs. We discuss the implications of these results for research on evaluation and intervention.

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.

Social skills inventory for the elderly: an instrument for use in Brazil / Inventário de habilidades sociais para idosos: instrumento para utilização no Brasil / Inventario de habilidades sociales para ancianos: instrumento para uso en Brasil

We carried out an evaluation of the evidence of internal structure and scores reliability of the Social Skills Inventory for the Elderly (SSI-E) in a sample of 616 Brazilian elderly, between the ages of 60 and 94, from diverse Social-economic stratum. We used EFA, CFA, and reliability measures (Composite Reliability). SSI-E is a 20-item instrument (χ2/gl = 1.406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) with four factors: Emotional expressiveness; Assertiveness; Conversation and social resourcefulness; Affective-sexual approach. The composite reliability of the factors ranged between 0.70 and 0.80, suggesting good precision. The SSI-E allows a very parsimonious application. We discuss the implications of these findings for research, assessment, and intervention on mental health among the elderly.

Considerando a ausência de um instrumento de habilidades sociais específico para idosos, os objetivos deste estudo foram obter e validar uma estrutura própria de itens e fatores para o Inventário de Habilidades Sociais para idosos (IHSI-Del-Prette). Os participantes foram 616 pessoas entre 60 e 94 anos, de diversos níveis socioeconômicos. Foram realizadas Análise Fatorial Exploratória, Análise Fatorial Confirmatória e avaliação da confiabilidade composta. O IHSI-Del-Prette é composto por 20 itens (χ2/gl = 1.406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) organizados em quatro fatores: Assertividade; Conversação e desenvoltura social; Abordagem afetivo-sexual, com confiabilidade composta entre 0.70 e 0.80. O IHSI-Del-Prette possibilita uma avaliação precisa, com contribuições para pesquisa, avaliação e intervenção relacionadas à saúde mental em idosos.

Considerando la ausencia de un instrumento específico de habilidades sociales para los ancianos, los objetivos de este estudio fueron obtener y validar una estructura específica de ítems y factores para el Inventario de Habilidades Sociales para los ancianos (IHSI-Del-Prette). Los participantes fueron 616 personas entre 60 y 94 años, de diferentes niveles socioeconómicos. Se realizaron análisis factoriales exploratorios, análisis factoriales confirmatorios y evaluación de confiabilidad compuesta. El IHSI-Del-Prette consta de 20 ítems (χ2 / gl = 1,406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) distribuidos en cuatro factores: Asertividad; Conversación e ingenio social; Aproximación afectivo-sexual, con fiabilidad entre 0,70 y 0,80. El IHSI-Del-Prette permite una evaluación precisa, con contribuciones a la investigación, evaluación e intervención relacionadas con la salud mental en los ancianos.

The Brazilian-Portuguese version of the Parental Burnout Assessment: Transcultural adaptation and initial validity evidence.

This study aimed to examine the validity of the Brazilian-Portuguese version of the Parental Burnout Assessment (PBA), the current gold-standard measure of parental burnout (PB). We surveyed parents in Portugal (N = 407) and Brazil (N = 301). We (a) compared the factor structure of the Brazilian-Portuguese version with the original structure of the PBA, (b) tested the adequacy of a second-order factor structure, (c) evaluated invariance across gender and countries, (d) examined reliability, and (e) evaluated whether PB levels are related to gender, satisfaction with life, and parental self-efficacy (PSE). Results provided evidence for the validity of the Brazilian-Portuguese PBA and its four facets. Factor models supported the use of both individual facet scores and a global PB score. The structures tested were invariant across countries and gender, and all factors had good reliability. Relations with PSE, life satisfaction, and gender provided initial evidence for validity, and suggested a possible influence of intensive motherhood models.

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)

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.

Internal structure of the Parenting Practices Scales in a vulnerable sample: a confirmatory factor analysis / Estrutura interna das Escalas de Práticas Parentais em amostra de vulneráveis: uma análise fatorial confirmatória

The objective of this study was to assess the internal structure of the Brazilian version of the Parenting Practices Scales, examining its dimensionality and the internal consistency of their subscales in a sample of vulnerable young individuals (N = 452). The six-factor structure was replicated through Confirmatory Factor Analysis; however, Cronbach's alpha values for two factors indicated poor internal consistency: autonomy granting (α = 0.55) and punitive control (α = 0.51). Considering the correlations between the factors and the theoretical framework, a 2nd-order structure was performed, evidencing two correlated latent dimensions: demandingness and responsiveness. This model presented a good fit to the data and the 2nd latent dimensions achieved satisfactory internal consistency. The results were discussed considering sociocultural-related issues. Recommendations about the usage of this instrument were made, regarding both assessment and intervention contexts.

Este estudo teve o objetivo de acessar a estrutura fatorial das Escalas de Práticas Parentais, examinando suas dimensões e as consistências internas de suas subescalas em uma amostra de adolescentes vulneráveis brasileiros (N = 452). A estrutura de seis fatores foi replicada por Análise Fatorial Confirmatória; no entanto, os valores de alfa de Cronbach para dois fatores indicaram fraca consistência interna: incentivo à autonomia (α = 0,55) e controle punitivo (α = 0,51). Considerando correlações entre os fatores e o modelo teórico, uma Análise Fatorial Confirmatória de segunda ordem foi realizada e evidenciou duas dimensões latentes correlacionadas: exigência e responsividade. Esse modelo apresentou bom ajuste e alcançou consistência interna satisfatória. Os resultados foram discutidos em relação a questões socioculturais. Recomendações para o uso do instrumento são sugeridas, tanto em contexto de avaliação quanto de intervenção.

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)

"To Suffer in Paradise": Feelings Mothers Share on Portuguese Facebook Sites.

Background: Motherhood is an emotional rollercoaster. This is overlooked by most literature, which tends to refer mothers' pathological states of postpartum depression and anxiety, mainly seeking to understand their causes or predicting factors, and consequences on children's development. Objective: In this study, we aim to observe the diversity of mothers' emotional states, and to analyze both positive and negative feelings they disclose on specific public and closed motherhood sites on Facebook. We hypothesize that the intensive motherhood model is prevalent in Portuguese society, thus influencing the type of feelings and circumstances in which mothers disclose them. Methods: We collected posts and comments from the four most popular Portuguese Facebook motherhood sites during 2015 and, then, conducted a quantitative and content analysis to identify the expressed range of feelings concerning motherhood. Results: Mothers preferably share their positive feelings on public pages, whereas negative feelings are shared more in closed groups (CGs). Expressed positive and negative feelings were significantly different whether we look at normative or non-normative, public or closed sites. Discussion: We assume that motherhood sites on Portuguese Facebook reflect an intensive motherhood model that is normative in Portuguese society. Positive feelings toward children are promoted and openly shared in public normative sites, while negative feelings concerning motherhood are dealt with in the privacy of CGs. We propose an extensive motherhood model to overcome this duality and to allow women to pursue several different social roles simultaneously in an equally rewarding way.

An initial study of the Internal Validity of the Portuguese Adaptation of the Marital Social-Skills Inventory / Adaptação do Inventário de Habilidades Sociais Conjugais em Portugal: estudo preliminar de validação

In this study, we evaluated the internal structure of the Portuguese version of the Marital Social-Skills Inventory. After adapting the language of the inventory from Brazilian to European Portuguese, it was tested with 540 Portuguese respondents (20 to 70 years of age), who had been in a stable relationship for at least one year. A principal components analysis (n = 310) suggested that the internal structure includes four dimensions: Expressiveness, Self-affirmation, Self-control and Assertive Conversation. This structure was tested using a confirmatory analysis (n = 230), yielding satisfactory indicators of overall adjustment. Cronbach's alpha values for the first three dimensions indicated good internal consistency. The internal structure of the Portuguese version of the Marital Social-Skills Inventory-Villa & Del-Prette is coherent with the original structure, and psychometrically sound for the evaluation of marital social-skills among Portuguese couples. Thus, this instrument can be a useful tool in assessment and intervention work with couples.

Este estudo teve como objetivo avaliar a estrutura fatorial de uma versão portuguesa do Inventário de Habilidades Sociais Conjugais. Após adaptação do idioma português do Brasil para o português europeu, o inventário foi aplicado em 540 portugueses (com idades entre 20 a 70 anos), que estavam a viver em conjugalidade há pelo menos um ano. A análise dos componentes principais (n = 310) sugeriu uma estrutura de quatro dimensões, denominadas Expressividade, Autoafirmação, Autocontrolo e Conversação Assertiva. A testagem do modelo na análise fatorial confirmatória (n = 230) indicou um ajustamento global aceitável. O alfa de Cronbach das três primeiras dimensões demonstrou boa consistência interna. Conclui-se que a estrutura interna da versão portuguesa do Inventário de Habilidades Sociais Conjugais-Villa & Del-Prette é coerente com a estrutura original e psicometricamente adequada à avaliação de habilidades sociais conjugais em portugueses. Assim, o instrumento poderá ser uma útil ferramenta na avaliação e intervenção com casais.

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.