Fatores ecológicos de proteção e resilência em adolescentes perspetiva longitudinal de um estudo de caso

Esta investigação longitudinal pretende compreender como se desenvolvem os processos de resiliência num grupo de adolescentes de risco (durante os três anos do terceiro ciclo) considerando a presença de fatores de risco e proteção nas suas vidas que permitem compreender os processos de resiliência. Assim, procuramos entender a influência dos contextos enquanto promotores de resiliência, nomeadamente ao nível da realização académica no percurso escolar, na relação com o grupo de pares, das relações estabelecidas no contexto familiar e outros contextos na comunidade. Resiliência considerada “um processo dinâmico que envolve uma adaptação positiva a um contexto de grande adversidade” (Luthar, Cicchetti & Becker, 2000, p.543) envolve competência individual em tarefas desenvolvimentais ajustadas à idade em que o indivíduo se encontra (Masten, Obradovic, 2006). A adoção dos modelos de desenvolvimento humano (e.g. Sameroff & Chandler, 1975; Bronfenbrenner & Morris, 1998) permitem compreender os modelos de leitura de resiliência, nomeadamente, o Modelo Transacional de Masten (1999) e o Modelo de Resiliência de Kumpfer (1999) na interpretação do constructo – Resiliência. A investigação desenvolvida ao longo de três anos consiste num estudo de caso longitudinal orientada pelo paradigma pragmático (Teddlie e Tashakkori, 2003; Johnson e Onwuegbuzie, 2004; Creswell e Plano Clark, 2007), com recurso aos métodos mistos e utilização de um desenho incorporado (embedded design) ao qual se deu predominância à metodologia qualitativa. À outra metodologia (i.e. a quantitativa) a de papel complementar (Creswell, et al. 2003; Creswell & Plano Clark, 2007). A utilização da análise de conteúdo, com recurso ao software NVivo, 9.2 serviu para interpretar entrevistas e informações complementares dos alunos. A utilização (entre outros) de um questionário sociométrico e pautas de avaliação serviram de apoio na investigação. Dos resultados encontrados percebemos que devemos olhar os processos de resiliência dos adolescentes, na capacidade (ou não) para uma mudança positiva, nos fatores ecológicos promotores de proteção e considerar a diferença de resultados na adaptação positiva como resultante da interação dos jovens e seu contexto cultural ecológico.This longitudinal research seeks to understand how resilience processes develop among in a group of adolescents at risk (during the three years between the 7th and 9th grade) considering the presence of risk and protective factors in their lives that allow us to understand the resilience processes. Therefore, we seek to understand the influence of contexts as promoters of resilience, namely in terms of academic achievement during the school education, in the relation to the peer group, the relationships established in the family and other contexts in the community. Resilience considered as “a dynamic process encompassing positive adaptation within the context of significant adversity” (Luthar, Cicchetti & Becker, 2000, p.543) involves individual competence in developmental tasks adjusted to the age at which the individual is in (Masten, Obradovic, 2006). The adoption of models of human development (e.g. Sameroff & Chandler, 1975; Bronfenbrenner & Morris, 1998) allows us to understand the Reading models of resilience, specially the Masten Transactional Model (1999) and the Kumpfer Resilience Framework (1999) in the interpretation of the construct - Resilience. The research carried out over three years is a longitudinal case-study guided by the pragmatic paradigm (Teddlie & Tashakkori, 2003; Johnson & Onwuegbuzie, 2004; Creswell & Plano Clark, 2007), using mixed methods and embedded design to which has been given predominance to the qualitative methodology. To the other methodology (i.e. the quantitative), the complementary role (Creswell, et al. 2003; Creswell & Plano Clark, 2007). The use of content analysis, using the software NVivo, 9.2 has served to interpret interviews and supporting information from students. The use (among others) of a sociometric survey and assessment guidelines served to support the research. From the results found we realized that we must look at the processes of adolescents resilience, in the ability (or not) for a positive change, in the ecological factors, promoters of protection, and consider the difference of results as positive adaptation resulting from the interaction of young people and their ecological cultural context

Resiliência num grupo de adolescentes de risco de uma escola secundária do grande Porto

A relação entre factores de risco (acontecimentos de vida stressantes) nas vidas dos adolescentes, e a presença de factores de protecção faz com que alunos considerados de risco evidenciem resiliência ou vulnerabilidade em contextos como a escola. O presente artigo procura evidenciar a forma como os adolescentes se adaptam ou ultrapassam estas circunstâncias adversas, ao conseguirem “bons resultados apesar das sérias ameaças ao desenvolvimento ou à adaptação” (Masten, 2001, p.228). A escola assume-se como um dos contextos mais importantes de desenvolvimento, socialização e de promoção de resiliência nos adolescentes. A forma como actuam os factores e processos protectores presentes nas suas vidas tendo em conta os riscos e factores de risco, ajudam a compreender os comportamentos resilientes ou não-resilientes demonstrados pelos adolescentes. A utilização de uma entrevista semi-estruturada a uma amostra de dezasseis alunos adolescentes (N=16), com uma média de idades de 13,81 anos, permitiu obter um “fotografia bem detalhada” naquele período das suas vidas relativamente a ele próprio, ao contexto escola (por exemplo, a relação com grupo pares, dificuldades na escola).info:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost