Cyberbullies, cybervictims and cyberbullies-victims : discriminant factors in portuguese adolescents

© Sociedade Portuguesa de Psicologia da SaúdeEnhancers of new and positive opportunities and learning, new technologies are also promoters of risks to the health and well-being of young people. Cyberbullying is one of those risks. The aim of this study was to analyse the differences between cyberbullies, cybervictims and cyberbully-victims for individual, relational and contextual factors. This is a Cross-sectional study. Results showed that cyberbully-victims reported higher alcohol consumption, as opposed to the increased drug use revealed by cyberbullies. Cybervictims reported more emotional symptoms, such as fear and sadness, and less night outs. Cyberbullies were more often involved in fights, and had an easier access to a larger amount of money and were more easy making friends, when compared to cybervictims. Based on the results, it is crucial to develop a greater awareness and education of parents and youth about the dangers of cyberbullying, together with the monitoring of technological development. A strong argument is also made related to the need of the inclusion of youth participation in the definition of public policies to prevent cyberbullying, as well as the need to focus not only in the prevention of cyber-peer related violence, but also to focus on violence-free, positive peer relationships, both virtual and in presence.This research was supported by the Ministry of Health. The authors would like to acknowledge the collaboration of the HBSC Portuguese team integrated in the Social Adventure Projects of the Faculty of Human Kinetics, University of Lisbon, for data collection. Branquinho, C. receives a PhD grant from the University of Lisbon (UL) (Grant Number 800178).info:eu-repo/semantics/publishedVersio

Truancy: the relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care

© 2022 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).Background: School absenteeism is associated with multiple negative short and long-term impacts, such as school grade retention and mental health difficulties. Objective: The present study aimed to understand the role of resilience-related internal assets, student engagement, and perception of school success as protective factors for truancy. Additionally, we investigated whether there were differences in these variables between students living in residential care and students living with their parents. Methods: This study included 118 participants aged 11 to 23 years old (M = 17.16, SE = 0.26). The majority were female (n = 61, 51.7 %) and Portuguese (n = 98, 83.1 %), with half living in residential care. In this cross-sectional study, participants responded to self-report questionnaires. Hierarchical regression analysis was used to understand the factors associated with truancy. Results: There were no group differences in resilience-related internal assets and their perception of school success. On the contrary, participants in residential care reported more unexcused school absences, more grade retentions, higher levels of depression, and lower levels of student engagement. Moreover, hierarchical linear regression controlling for key variables (i.e., living in residential care or with parents, school grade retention, and depression) showed that perception of school success and resilience-related internal assets significantly contributed to truancy. Conclusions: Results are discussed in the context of universal and selective interventions. These interventions can foster individual strengths and provide opportunities for every student to experience success. Consequently, they promote engagement and reduce the likelihood of school absences, especially for those in more vulnerable situations such as youth in residential care.The Portuguese National Foundation for Science and Technology (FCT-MCTES) funded this study through the PhD grant SFRH/BD/126304/2016 attributed to A.C. Santos.info:eu-repo/semantics/publishedVersio

Youth have a voice : qualitative exploration of a participatory action-research program

© Under License of Creative Commons Attribution 3.0 LicenseAlthough the participatory action-research programs with young people are increasingly common around the world, their inclusion in the evaluation of intervention programs in the area of health promotion is still not a rule. This study presents youths’ assessment of strengths, weaknesses, opportunities and threats of the Dream Teens project, along with its impact on their development as a person, the development of their individual action and their social support (family, school and community). Two studies are presented: study 1, referring to individual interviews, including a total of 12 young people, with a mean age of 18.5 years (± 1.62), mostly girls (83.3%) attending secondary school (41.67%), higher education (33.33%) and third grade (25%); and study 2, referring to a focus group that involved 8 young people, mostly girls (75%), age 18.5 years ( ± 2) attending higher education (37.5%), secondary school (37.5%) and third grade (25%). The NVivo software was used for the analysis and processing of data. Overall, young people identify the establishment of goals in the project, the relationships established, the acquired knowledge and face-to-face meetings as forces; their difficulty in dealing with empowerment, and weak participation of some young people as weaknesses; the availability of local authorities and some teachers to listen to young people as opportunities; and the necessary bureaucracy in order for a project to be implemented, the lack of support from the educational community and some teachers, along with the lack of support of political power as threats. In terms of impact on the participants, there is an increase in their capacity for the development of the person, in the promotion of their self-esteem, personal goals, a sense of community participation, communication skills and respect for themselves and for others; and their development of individual action, a greater political empowerment, development of skills and confidence for research-action, and relationships established. The opportunities created include the establishment of new contacts and the feeling of support from some political bodies at a social support level; promotion of active listening, capacity for argumentation and development of new interests at the family level; at school, these include better relationships with teachers and colleagues, better academic performance, easier coping with frustration, better acceptance of the other; and in the community, although they have not noticed significant changes, they believe that their work will have future repercussions. This work is expected to contribute to an increase in the number of research-action programs with the participation of young people, enhancing their effectiveness as a way to promote their health and wellbeing.Branquinho, C. receives a PhD grant from The University of Lisbon (UL) (Grant Number 800178), and Matos, M. G. receives a Sabbatical grant from the Foundation for Science and Technology (FCT) (SFRH / BSAB / 135160 / 2017).info:eu-repo/semantics/publishedVersio

The effect of a social-emotional school-based intervention upon social and personal skills in children and adolescents

Copyright for this article is retained by the author(s), with first publication rights granted to the journal. This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution license (http://creativecommons.org/licenses/by/4.0/).In the middle of the 20th century, there was a shift from a skills deficit approach to a positive approach, focused on promoting assets and individual strengths. The role of social-emotional competences became salient. School is a privileged arena for universal and selective prevention interventions that can help pupils in raising their competence to cope with life challenges in a relaxed, non-violent and effective way. Personal and social-emotional skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors and there is a need to evidence-based interventions. The scale “For me it’s Easy” is an evaluation tool for personal and socio-emotional skills and was used to assess the effect of a Social and Emotional Skills Promotion Program. Personal and social skills play a key role in children and adolescents’ development, as well as their behavior towards risk factors. The study includes an intervention group with 960 Portuguese children and adolescents with a mean age of 12.5 years (SD = 1.61) and included were 56.8% boys of different educational levels. The waiting-list group included 171 children and adolescents; 46.2% were boys. The mean age was 14.7 years and the SD was 3.3. The results reveal significant differences in the intervention group related to the competences before and after the intervention, namely in the interpersonal relationships and definition of goal related skills, while in the waiting list group there were no significant differences in the moment before and after the intervention, and the scale “For me it’s Easy” can be considered an instrument which contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.info:eu-repo/semantics/publishedVersio

Health and wellbeing behaviors of portuguese and foreign adolescents living in Portugal in the context of economic recession

This study aims to understand the evolution of health and risk behaviors of Portuguese and foreign teenagers living in Portugal between 2010 and 2014, a period that overlap with the economic recession. Participants are adolescents included in the study HBSC - Health Behaviour in School-aged Children in 2010 and 2014 in Portugal, including 11,079 young people from the 6th, 8th and 10th grades. Despite the general favorable evolution in health and wellbeing of adolescents, some vulnerabilities are identified, needing an urgent action. This study reinforces the importance of preventing the effects of the economic recession on health and adolescents behaviors, and points out some policy implications particularly in the area of education and health.O presente estudo tem como objetivo compreender a evolução dos comportamentos de saúde e de risco dos adolescentes portugueses e estrangeiros a viver em Portugal entre 2010 e 2014, período que coincide com a recessão económica. Conta com a participação dos adolescentes incluídos no estudo HBSC – Health Behaviour in School-aged Children, em 2010 e 2014 em Portugal, incluindo 11.079 jovens do 6º, 8º e 10º anos de escolaridade. Conclui-se deste estudo que apesar da evolução em geral favorável da saúde e bem-estar dos adolescentes, se identificam algumas fragilidades. Esta investigação vem reforçar a importância de prevenir os efeitos da recessão económica na saúde e nos comportamentos dos adolescentes e aponta algumas implicações nas políticas públicas nomeadamente na área da educação e saúde.info:eu-repo/semantics/publishedVersio

Bullying, ciberbullying e problemas de comportamento : o género e a idade importam?

The main goal of this study was to analyze the effect of gender and age on the involvement in bullying, cyberbullying and violence situations. For this purpose, a random sample composed of 8215 students who participated in the study, 52.7% female, mean age of 14.36 years (SD = 2.28), who attended the 6th, 8th, 10th and 12th grades were studied. In the scope of the present study, the indicators related to the involvement in bullying and cyberbullying situations and in behavioral problems, as well as callous-unemotional traits, were analyzed. The association between gender and grade with the variables under study was analyzed through Chi-Square tests. Gender and grade differences for behavioral problems and callous-unemotional traits were studied through Student’s t-tests and analysis of variance. Females reported being more involved in bullying and cyberbullying as victims and males as aggressors and/or provocative victims; boys reported more behavioral problems and more callous-unemotional traits. Finally, the involvement in situations of violence has also shown, according to the literature, a decrease with age. These results demonstrated the importance of the development of prevention programs paying attention to the role of gender and age, and especially of characteristics that, although still less studied, such as callous-unemotional traits, can play a moderating role.O presente trabalho, realizado no âmbito do estudo de 2018 do Health Behaviour in School Age Children teve como objetivo a análise do efeito do género e da idade no envolvimento em situações de bullying, ciberbullying e violência. Para esse fim, foi estudada uma amostra aleatória composta por 8215 estudantes participantes no estudo, 52,7% do género feminino, com uma média de idades de 14,36 anos (DP=2,28), que frequentavam os 6º, 8º, 10º e 12º anos de escolaridade. No âmbito do presente trabalho foram analisados os indicadores relacionados com o envolvimento em situações de bullying, ciberbullying e problemas de comportamento, a par da frieza emocional. A associação entre o género e a escolaridade com as variáveis em estudo foi analisada através de testes de Qui-Quadrado. As diferenças de género e em função da escolaridade para os problemas de comportamento e para a frieza emocional foram estudadas através de testes t de Student e análises de variância. As jovens do género feminino relataram estar mais envolvidas nas situações de bullying e ciberbullying como vítimas e os rapazes como agressores e/ou vítimas provocadoras; os rapazes relataram mais problemas de comportamento e mais frieza emocional. Por fim, o envolvimento em situações de violência demonstrou, também de acordo com a literatura, diminuir com a idade. Estes resultados demonstram a importância do desenvolvimento de programas de prevenção com atenção ao papel do género e da idade e, especificamente, de caraterísticas que, apesar de ainda menos estudadas, como a frieza emocional, podem desempenhar um papel moderador.Cátia Branquinho é apoiada pela Bolsa da ULisboa (BD Nº 800178).info:eu-repo/semantics/publishedVersio

Integrated skills program : perception of teachers and psychologists

© Federação Brasileira de Terapias CognitivasThe aim is to study the impact of the implementation of a program to promote social and emotional competences in an education center, based on teachers and psychologist perception. This study included teachers’ perceptions of 755 students aged 9 to 21 years, 24.0% with 12 or less years, 26.0% from 13 to 15 years and 50.1% with 16 or more years of schooling. age. 59.5% are boys and 9.3% are under the Individual Educational Program (PEI). The study of the socio-emotional skills scale reveals good psychometric properties and reveals to be a good contribution to the evaluation of competences in childhood and adolescence. According to the perception of the teachers and psychologists who implemented the program, there is an increase in competences in most of the dimensions of the scale, namely global competences, advanced skills, skills in dealing with feelings, skills that are alternative to aggression and planning between the pre and post intervention moments. The study contributes to the research and evaluation of intervention in children and adolescents, especially in the prevention and promotion of personal and social skills and healthy development.info:eu-repo/semantics/publishedVersio

Mental health promotion in school context : validation of the ES’COOL scale for teachers

Copyright: © Tomé G (2018). This Article is distributed under the terms of Creative Commons Attribution 4.0 International License.Introduction: In general, a large proportion of young people report themselves as healthy, happy and satisfied with their circumstances. However, it was estimated that about 20%of youths experience significant stress at times, which raised concerns about the long-term impact of this distress on future adjustment. However, there is evidence that only a small proportion of young people with disorders receive treatment, and that their personal distress is steadily linked to negative outcomes at school and to overall maladjustment ...info:eu-repo/semantics/publishedVersio

Determinants in tobacco consumption behaviors and implications for its prevention

Revista de Psicologia da Criança e do Adolescente. - ISSN 1647-4120. - V. 4, n. 1 (Janeiro-Junho 2013). - p. 191-206.O comportamento tabágico é a principal causa evitável de doença e morte. Noventa por cento dos fumadores estão dependentes do tabaco. Fumar tabaco é também um determinante importante da dependência de outras drogas e está relacionado com outros problemas nas esferas da saúde mental e das relações sociais, incluindo os comportamentos desviantes. A grande maioria dos fumadores iniciou o consumo de tabaco no início da adolescência. Este conjunto de caraterísticas e de consequências do tabagismo não deixa dúvidas sobre a sua relevância para a prevenção das doenças e dos problemas comportamentais, emocionais e sociais. Os objetivos deste artigo são apresentar os principais determinantes do comportamento tabágico e discutir as suas implicações para a prevenção do tabagismo. A investigação nesta área indica que o determinante fundamental do comportamento tabágico é ... o comportamento tabágico. Em primeiro lugar, porque as experiências iniciais com o tabaco, que ocorrem em geral no início da adolescência, são um determinante importante da dependência no futuro. Por outro lado, o comportamento tabágico dos pares, dos pais e de outros referentes relevantes para os adolescentes é um reconhecido determinante da iniciação e da dependência tabágica. Relativamente à prevenção do tabagismo, um objetivo essencial é evitar ou atrasar a iniciação do comportamento tabágico, levantando todas as barreiras possíveis à ocorrência dos primeiros contactos com o tabaco. A ideia que fumar tabaco implica um risco muito elevado de dependência deve ser enfatizada e reforçada nas campanhas dirigidas aos jovens. É também importante melhorar as competências sociais dos adolescentes para melhorar a sua capacidade de lidar com a influência social. Os pais devem ser sensibilizados relativamente ao modo como o seu próprio comportamento pode influenciar o comportamento dos seus filhos

Emotional intelligence and basic psychological needs : highlights from a teachers’ survey in Iran

Copyright © 2017 Asian Journal of Humanities and Social StudiesPurpose: Psychological needs, as the foundation for a wide range of human behaviors, provide requirements for psychological growth, psychological integrity and well-being. Emotional intelligence is also a general structure that can be the related to success in various aspects of life. The present study examined the relationship between emotional intelligence with the dimensions of basic psychological needs (autonomy, competence and relatedness). Participants: The population of this research consisted of all teachers of Urmia city (n= 6441). To achieve our aim, 365 teachers of Urmia city were selected using stratified random sampling methods. Results: In general, a significant relationship was obtained between the components of emotional intelligence and the components of basic psychological needs. Canonical analysis presented a significant set of relationships between emotional intelligence and basic psychological needs: problem-solving, happiness, independence, stress tolerance, self-actualization, emotional self-awareness, realism, interpersonal relationship, optimism, self-esteem, assertiveness, flexibility and social responsibility showed positive relationships with sense of autonomy, competence and relatedness (p <0.05); however, the relationship between empathy and these needs was negative. Conclusion: The results showed that components of emotional intelligence are able to predict basic psychological needs.info:eu-repo/semantics/publishedVersio