Como gerir os conflitos através da dança

Relatório de Prática Profissional Supervisionada (Modulo II) apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Educação Pré-EscolarO presente relatório surge no âmbito da Unidade Curricular Prática Profissional Supervisionada II e tem como objetivo retratar de modo reflexivo o meu processo enquanto estagiária e da minha intervenção educativa, no período compreendido entre o dia 18 de outubro de 2021 e o dia 18 de fevereiro de 2022. Neste são apresentados diversos tópicos que refletem todo o processo de intervenção, entre eles a caracterização do contexto socioeducativo, a definição das minhas intencionalidades educativas e da problemática da investigação, a introdução à investigação em jardim de infância, as considerações finais e a construção da identidade profissional. Importa referir que a investigação mencionada, realizada no decorrer da prática, teve como principal objetivo responder à problemática “Como gerir conflitos através da Dança”. Esta surge a partir das observações efetuadas no decorrer da prática, nas quais foi possível constatar os frequentes conflitos entre pares e os reduzidos momentos de Dança no quotidiano deste grupo. O estudo realizado foi de natureza qualitativa, sendo utilizadas como técnicas de recolha de dados as observações participantes, não participantes, meios audiovisuais e entrevista semiestruturada. Como instrumentos foram utilizados registos fotográficos, vídeos, documentos, notas de campo e reflexões diárias e semanais. A análise realizada demonstra que a dança, aplicada como estratégia de gestão de conflitos, especialmente nos momentos de espera, é uma opção bastante viável.ABSTRACT This report is part of the Curricular Unit Supervised Professional Practice I and aims to reflect on my process as a trainee and on my educational intervention, from October 18th, 2021, to February 18th, 2022. It presents diverse topics that reflect the entire process of intervention, including the characterization of the socio-educational context, the definition of my educational intentions and the research issue, the introduction to research in day care, the final considerations, and the construction of professional identity. It is important to mention that the above-mentioned, conducted during the practice, had as its main objective to answer the problem "How to manage conflicts through dance". This issue arose from observations made during the practice, in which it was possible to observe the frequent conflicts between peers and the reduced moments of dance in the daily life of this group. The study was qualitative in nature, and the techniques used for data collection were participant and non-participant observations and audio-visual media. As instruments I used photographic records, videos, documents, field notes, and daily and weekly reflections. The analysis conducted shows that dance, applied as a conflict management strategy, especially in moments of waiting, is a very viable option.N/

¿Está la alfabetización en salud mental relacionada con diferentes tipos de afrontamiento? Comparando las correlaciones entre adolescentes, jóvenes-adultos y adultos.

Introduction: Mental health literacy is associated with better mental health outcomes and believed to improve the way people cope with life challenges and manage mental health issues. Nevertheless, no study has yet empirically examined the relationships between mental health literacy and the use of coping strategies. Aims: This study aims to describe the levels of mental health literacy (literacy about mental illness and literacy about positive mental health) and the use of coping (coping styles) in adolescents, young-adults and adults; To explore the relationship between coping and mental health literacy in each age group; To compare if patterns of significant correlations vary across groups. Methods: This is a cross-sectional / exploratory design study. We have collected online and through paper-pencil method three developmental samples: adolescents aged between 15-18 years old (N=240), young-adults aged between 19-36 (74) and adults aged between 37-75 (N=105). Measures used were: Positive Mental Health Questionnaire PosMHLitq (Maia de Carvalho et al., in preparation) to evaluate literacy about positive mental health; the Mental Health Literacy Questionnaire MHLq (Campos et al., 2016; Dias et al., 2018) and the Portuguese adaptation of the Brief Cope by Pais Ribeiro and Tavares (2004) to control coping styles. Results: Across the three developmental groups, most coping styles are associated with both literacy about mental illness and literacy about mental well-being, but with different patterns of correlation between coping/literacy about mental well-being/coping/literacy about mental illness and between groups. The Use of Emotional Support is the only coping style significantly associated with both mental health literacy about mental illness and literacy about mental well-being in adolescents, young-adults and adults. Conclusions: Future research should examine this findings with longitudinal design.Introducción: La alfabetización en salud mental se asocia con mejores resultados en salud mental y se cree que mejora la forma en que las personas afrontan los retos de la vida y gestionan los problemas de salud mental. Sin embargo, ningún estudio ha examinado empíricamente las relaciones entre la alfabetización en salud mental y el uso de estrategias de afrontamiento. Objetivos: Este estudio pretende describir los niveles de alfabetización en salud mental (alfabetización sobre la enfermedad mental y alfabetización sobre la salud mental positiva) y el uso del afrontamiento (estilos de afrontamiento) en adolescentes, jóvenes-adultos y adultos; explorar la relación entre el afrontamiento y la alfabetización en salud mental en cada grupo de edad; comparar si los patrones de las correlaciones significativas varían entre los grupos. Métodos: Este es un estudio de diseño transversal/exploratorio. Hemos recogido online y mediante el método de lápiz-papel tres muestras evolutivas: adolescentes de entre 15-18 años (N=240), jóvenes-adultos de entre 19-36 años (74) y adultos de entre 37-75 años (N=105). Las medidas utilizadas fueron: Cuestionario de Salud Mental Positiva PosMHLitq (Maia de Carvalho et al., en preparación) para evaluar la alfabetización sobre salud mental positiva; el Cuestionario de Alfabetización en Salud Mental MHLq (Campos et al., 2016; Dias et al., 2018) y la adaptación portuguesa del Brief Cope de Pais Ribeiro y Tavares (2004) para controlar los estilos de afrontamiento. Resultados: En los tres grupos de desarrollo, la mayoría de los estilos de afrontamiento se asocian tanto con la alfabetización sobre la enfermedad mental como con la alfabetización sobre el bienestar mental, pero con diferentes patrones de correlación entre afrontamiento/alfabetización sobre el bienestar mental/alfabetización sobre la enfermedad mental y entre los grupos. El uso de apoyo emocional es el único estilo de afrontamiento que se asocia significativamente tanto con la alfabetización sobre la enfermedad mental como con la alfabetización sobre el bienestar mental en adolescentes, jóvenes-adultos y adultos. Conclusiones: Las investigaciones futuras deberían examinar estos hallazgos con un diseño longitudinal

Niveles de miedo de COVID en una muestra de adolescentes: ¿Ayuda la alfabetización en salud mental?

Background: The Covid-19 pandemic generated great fear and anxiety across the world. Debates concerning mental health promotion and mental illness prevention have reinforced the importance of promoting mental health literacy and providing psychological help to the population. Nonetheless, no study has examined the effect of mental health literacy and psychological help in levels of fear of covid. Aims: This study aims to explore the relationship between literacy about mental illness, literacy about mental well-being, having consulted a psychologist / psychiatrist in the past and levels of fear of covid, in a sample of Portuguese adolescents. Methods: Using cross-sectional design we collected a sample of 345 adolescents (53.2% of the participants are female) aged between 15-18 years old, that filled during the months of May-June 2021 an online survey composed of a sociodemographic questionnaire, two mental health literacy scales – one measuring literacy about mental illness (Mental Health Literacy Questionnaire - MHLq), one measuring literacy about mental well-being (Positive Mental Health Literacy Questionnaire - PosMHLit) - and two questionnaires measuring coronavirus anxiety and fear of Covid (CAS and FCV-19S). In order to assess professional psychological help,subjects werealso asked if they had consulted a psychologist or psychiatrist in the past. Results: Fear of covid is related to mental health literacy and having psychological support in the past. Results from multiple regression analysis, on the other hand, suggest that variance in fear of covid is better explained by sociodemographic variables, such as gender, than by mental health literacy. Conclusions: Exploring the main findings and the relationships between variables, the implications of the results will be addressed.Introducción: La pandemia de Covid-19 ha generado gran temor y ansiedad en todo el mundo. Los debates sobre la promoción de la salud mental y la prevención de las enfermedades mentales han reforzado la importancia de promover la alfabetización en salud mental y proporcionar ayuda psicológica a la población. Sin embargo, ningún estudio ha examinado el efecto de los conocimientos sobre salud mental y la ayuda psicológica en los niveles de miedo de Covid. Objetivos: Este estudio tiene como objetivo explorar la relación entre la alfabetización en enfermedades mentales, la alfabetización en bienestar mental, el haber consultado a un psicólogo/psiquiatra en el pasado y los niveles de miedo a Covid, en una muestra de adolescentes portugueses. Metodología: Utilizando un diseño transversal, recogimos una muestra de 345 adolescentes (el 53,2% de los participantes son mujeres), de entre 15 y 18 años, que rellenaron durante mayo-junio de 2021 una encuesta online compuesta por un cuestionario sociodemográfico dos escalas de alfabetización en salud mental una que mide la alfabetización en enfermedad mental (Cuestionario de Alfabetización en Salud Mental - MHLq), la otra que mide la alfabetización en bienestar mental (Cuestionario de Alfabetización en Salud Mental Positiva -PosMHLit)- y dos cuestionarios que miden la ansiedad por coronavirus y el miedo a Covid (CAS y FCV-19S). Para evaluar la ayuda psicológica profesional, también se preguntó a los individuos si habían consultado a un psicólogo o psiquiatra en el pasado. Resultados: El miedo a la covid se relaciona con la alfabetización en salud mental y el apoyo psicológico en el pasado. Los resultados de los análisis de regresión múltiple, por otro lado, sugieren que la variación en el miedo a la covida se explica mejor por variables sociodemográficas, como el género, que por los conocimientos de salud mental. Conclusiones: se exploran las principales conclusiones y las relaciones entre las variables, y se abordan las implicaciones de los resultados

Saúde mental e desenvolvimento pessoal positivo

En este artículo se discute un nuevo enfoque a la salud mental, abordada desde su autodesarrollo positivo. Para comenzar, las perspectivas patogénicas y salutogénicas de la salud mental son presentadas con relación a sus raíces históricas y culturales. Reconociendo el papel que ha venido desempeñando la psicología positiva en el estudio de la salud positiva, los dos modelos continuos de salud y enfermedad mental explorados por Corey Keyes (Keyes, 2002, 2005; Westerhof &Amp; Keyes, 2010) son resaltados. Para comprender los criterios dentro del modelo de salud mental que presentamos, clarificamos la importancia del bienestar (sentimiento de bienestar, bienestar psicológico y bienestar social) para lograr una completa salud mental. Un enfoque para prevenir y tratar las enfermedades mentales, así como para proteger y promover la salud mental, es considerado el punto clave para abordar el potencial del desarrollo humano.In this article a new approach to mental health, which addresses positive self development, is discussed. To start, pathogenic and salutogenic perspectives of mental health are presented in respect to its historical and cultural roots. Recognizing the role that Positive Psychology has been playing on the study of positive health, the two continua model of mental health and mental illness explored by Corey Keyes (Keyes, 2002, 2005; Westerhof & Keyes, 2010) is highlighted. To understand the criteria within the mental health model, the importance of well-being (emotion well-being, psychological well-being and social well-being) and flourishing for attaining complete mental health are clarified. An approach to prevent and treat mental illness, so as to protect and promote mental health, is considered the key-point for addressing human potential development.Neste artigo é discutida uma nova abordagem à saúde mental que contempla o desenvolvimento pessoal positivo. Começamos por apresentar as perspetivas patogénica e salutogénica de saúde mental, enquadrando-as em termos históricos e culturais. Conferindo à área da Psicologia Positiva um papel fundamental no estudo da saúde positiva, destacamos o modelo dos dois contínuos de saúde mental e de doença mental explorado por Corey Keyes (Keyes, 2002, 2005; Westerhof & Keyes, 2010). Para compreender os critérios do modelo de saúde mental apresentado clarificamos a importância do bem-estar (bem-estar emocional, bem-estar psicológico, bem-estar social) e do florescimento no alcance de um estado de saúde mental completo. Para concluir, consideramos como fator chave para o desenvolvimento do potencial humano uma abordagem que se ocupe da prevenção e tratamento da doença mental e da proteção e promoção da saúde mental.peerReviewe

Roads to positive self-development: styles of coping that predict well-being

La literatura científica viene registrando un creciente interés en el campo del bienestar. Aunque el consenso conceptual es que el afrontamiento es uno de los factores responsables de la preservación del bienestar a lo largo de la vida, pocas investigaciones empíricas abordan esta cuestión usando medidas apropiadas del bienestar. Así, este trabajo apuntaba esencialmente a explorar las relaciones entre bienestar y afrontamiento, examinando más específicamente la influencia de los estilos de afrontamiento en el bienestar psicológico. Para ello, se trabajó con una muestra de 293 individuos con edades comprendidas entre los 18 y los 84 años que completaron tres instrumentos: un Cuestionario Socio-Demográfico (Maia de Carvalho y Vale Dias, 2010), la versión en portugués de Brief Cope (Carver, 1997) de Pais- Ribeiro y Rodrigues (2004) y la versión portuguesa de las Escalas de Bienestar Psicológico de Carol Ryff (1989b) por Ferreira y Simões (1999). Se encontró que estilos particulares de afrontamiento predicen dimensiones específicas del bienestar psicológico y que los factores socio-demográficos explican una pequeña proporción de la varianza en el bienestar. La discusión abordó las implicaciones de los resultados con respecto a la comprensión del desarrollo del bienestar.Scientific literature has been registering an increasing interest in the field of well-being. Though the conceptual consensus is that coping is one of the factors responsible for well-being preservation through life span, few empirical researches address this issue using appropriate well-being measures. Thus, this work aimed essentially to explore the relations between well-being and coping, examining more specifically the influence of styles of coping in psychological well-being. In order to do so, we worked with a sample of 293 individuals with ages ranging from 18 to 84 years old, which completed three instruments: a Socio-Demographic Questionnaire (Maia de Carvalho & Vale Dias, 2010), the Portuguese version of Brief Cope (Carver, 1997) by Pais- Ribeiro and Rodrigues (2004) and the Portuguese version of the Psychological Well-Being Scales from Carol Ryff (1989b) by Ferreira and Simões (1999). It was found that particular styles of coping predict specific dimensions of psychological well-being and that socio-demographic factors explain a small proportion of the variance in well-being. The discussion addressed the results implications regarding the understanding of well-being development.peerReviewe

Leadership and mediation in risk contexts: new actors and models of Intervention

This article aims to analyze the program Network of Mediators of Capacitation for Academic Achievement which has been presented in international agencies of great prestige as a model of “good practices.” The program, which is promoted by the EPIS Association, founded by a group of Portuguese entrepreneurs under the theme of social inclusion, presents itself as an innovative model of solidarity and social capacitation of young people under risk of academic underachievement and school withdrawal. The research we have carried out focuses on the following aspects: the objectives of the EPIS Association, the work methodology of the Network of Mediators and the manner in which it is developed and envisioned on the field. The study, which is qualitative in nature, is based on the analysis of a vast documental compilation and interviews with actors which are more directly involved with the program (head teachers, mediators, and local authorities). The results of the study show that the program under analysis favours a highly structured intervention which, although generally valued and considered effective, does not concede a wide margin of leadership, autonomy, and participation to local actors. On a deeper analytical level, the study shows that the creation of the Association and program under analysis is included in the affirmation process of new forms of governance and public action in Portugal, namely the affirmation of “new philanthropies” on education, a tendency with scarce tradition in the country.info:eu-repo/semantics/publishedVersio