117 research outputs found
Contribuciones teóricas y empíricas al estudio del Desarrollo Positivo Juvenil
Introducción al Monográfico del vol. 10 (2020
Editorial
Revista de Psicologia da Criança e do Adolescente. - ISSN 1647-4120. - V. 10, n. 1 (Janeiro-Dezembro 2019). - p. 11-13.El presente número de la “Revista de Psicologia da Criança e do Adolescente” tiene como objetivo general presentar los resultados más destacados de la última edición del estudio Health behaviour in School-aged Children (HBSC) en Portugal, cuya recogida de datos se llevó a cabo en 2018
The multilevel analysis of risk and protective factors to promote resilience in development
El estudio de la salud y el bienestar en base al análisis de los factores de riesgo y de protección a lo largo del desarrollo ha ido ganando terreno en las últimas décadas. Recientemente desde la ciencia evolutiva se ha puesto el foco más que en el estudio del riesgo y la psicopatología, en la promoción de competencias y el desarrollo de la resiliencia. La resiliencia viene a ser la capacidad potencial o manifiesta de un sistema dinámico para adaptarse con éxito a los múltiples procesos y a las múltiples amenazas que pueden poner en peligro su funcionamiento, su supervivencia o su adecuado desarrollo. Dado que el individuo se encuentra inmerso y en interacción en diversos contextos sociales, muchos de estos procesos protectores son de carácter interactivo. Entre los modelos que han guiado la intervención que más evidencia han recogido en los últimos años, se encuentran la teoría del desarrollo positivo juvenil y el modelo de educación positiva. En estas intervenciones la construcción de competencias no sólo sirve para la promoción del bienestar, sino que también sirve para la prevención de problemas en el desarrollo.The study of health and well-being based on the analysis of risk and protective factors throughout
development has received greater attention in recent decades. Recently, developmental science has been more focused on the promotion of competences and the development of resilience than on the study of risk and psychopathology. Resilience is the potential or manifest capacity of a dynamic system to successfully adapt to multiple processes and threats that may endanger its functioning, survival, or proper development. Since the individual is immersed in and in interaction with various social contexts, many of these protective processes are interactive. Among the models that have guided intervention, the theory of positive youth development and the model of positive education have collected the most evidence in recent years. In these interventions, promoting competences not only serves to foment well-being, but also helps to prevent problems in development
Parents’ attitudes towards inclusive school
La inclusión puede conocerse como la uniformidad
de la enseñanza para crear una sociedad igualitaria
y sin prejuicios que atienda a la diversidad. Nuestra
prioridad como docentes es promover la igualdad
entre todos los niños y niñas para hacer posible una
educación sin distinciones. Este proyecto examina
las actitudes de padres y madres tanto de niños con
necesidades educativas especiales, como de padres y
madres con niños que presentan un desarrollo normativo.
Además, compara las actitudes positivas y negativas
de éstos hacia la inclusión. Asimismo, analiza
el conocimiento que tienen los padres y madres sobre
la forma que tiene los docentes de trabajar con niños
con NEE respecto al resto. Para ello, se ha realizado
un cuestionario a 36 padres y madres mediante un
análisis tanto cualitativo como cuantitativo. El análisis
muestra un porcentaje mayor de actitudes positivas
que negativas, demandando una mayor formación de
los docentes, así como una mayor presencia de personal
cualificadoInclusion can be considered as the education´s
uniformity to create an equal and non-judgemental
society that pay attention to diversity. Our priority as
teachers is to promote equality between all children in
order to make possible an education without distinction.
This plan examines parents´ attitudes of children
with special needs, as well as parents with average
abilities´ children. Indeed, it compares positives and
negatives attitudes of them towards inclusion. Additionally,
it analyses parents´ knowledge of how teachers
work with children with special needs compared
to the rest. To that end, a questionnaire was filled in
by 36 fathers and mothers using both qualitative and
quantitative analyses. These analyses showed a higher
percentage of positives attitudes rather than negatives,
underlining the need of more teachers training
as well as a greater presence of qualified staf
The Importance of the 5Cs of Positive Youth Development to Depressive Symptoms: A Cross-Sectional Study with University Students from Peru and Spain
Background: Prior research has documented the protective role of the 5Cs of Positive
Youth Development (PYD) on adjustment problems, such as depressive symptoms. Nonetheless,
more research is needed, especially in non-US contexts. The main objective of the present study was
to assess associations between the 5Cs and depressive symptoms in Peru and Spain, considering
gender differences across contexts. Methods: Cross-sectional data was collected from undergraduate
students from Peru [n = 250] and Spain [n = 1044]. Results: The results revealed significant negative
associations of Competence, Confidence, Character and Connection with depressive symptoms, while
Caring was positively and significantly related to depressive symptoms in both samples. Regarding
gender differences, female undergraduates in both samples reported high levels of Caring, while
Competence was predominant among males compared to females in both countries. Likewise,
higher scores in Competence and Confidence were registered among Peruvian male undergraduates
compared to Spanish students, while Caring and Character were more prevalent in Spanish female
undergraduates compared to Peruvian students. Conclusions: These findings confirm the importance
of targeting the 5Cs of PYD alongside the role of gender and country context in intervention programs,
put together to address the mental health of students in Peru and Spain.The study in Spain received funding from Research, Development and Innovation Projects of European Regional Development Fund in Andalusia 2014–2020 (Grant number UHU-1259711), awarded to the second author
Trait Emotional Intelligence as a Predictor of Adaptive Responses to Positive and Negative Affect During Adolescence
Introduction and aim : The examination of trait emotional intelligence as an important component of adolescent psychological adjustment and coping has received a great deal of attention. Trait emotional intelligence is expected to reduce the vulnerability to emotional problems by reducing mood deterioration in adverse situations. Most research to date has addressed the regulation of negative affective states, with less attention paid to the responses to positive affect. Thus, the aim of this research was to examine the cross-sectional and prospective associations between trait emotional intelligence dimensions (i.e., trait emotional attention, trait emotional clarity, and trait emotional repair), response styles to negative affect (i.e., depressive rumination and distraction) and response to positive affect (i.e., emotion-focused and self-focused positive rumination and dampening) in adolescence.Methods: A 1-year follow-up study was conducted with a sample of 880 adolescents (52.4% girls) aged 14–17 years old (M = 14.74, SD = 0.68) who were enrolled in 18 high schools in Andalusia (Spain). Participants completed self-report measures of trait emotional intelligence, response to negative affect and response styles to positive affect. To analyse the data, hierarchical regression analyses and path analysis were performed.Results: Our results showed that high trait emotional attention was cross-sectionally and longitudinally associated with more dampening of positive affect and more depressive rumination. Furthermore, high trait emotional repair was cross-sectionally and longitudinally related to more distraction to negative affect and more self-focused positive rumination. Some gender differences were also found; girls reported higher trait emotional attention, higher dampening, and higher depressive rumination. Furthermore, boys reported higher trait emotional repair, higher self-focused positive rumination and higher distraction to negative affect.Conclusions and discussion: Our findings provide longitudinal evidence of the relationships between trait emotional intelligence and responses to both positive and negative affect during adolescence. Consequently, interventions designed to promote resilience during adolescence could target the development of more adaptive responses to both negative and positive affect within the framework of school-based emotional education programmes
Dream Teens Project in the Promotion of Social Participation and Positive Youth Development of Portuguese Youth
To present a youth participatory
action-research program developed in
Portugal - Dream Teens project, focused
on promoting social participation and
active citizenship, alongside with its
impacts. Methodology: In total, Dream
Teens brought together 147 participants
(girls=66.66%; boys=33.33%). Five studies
were conducted to assess its impact: (i)
pre and post test assessment of actionresearch skills among participants (feelings
and action-oriented competencies,
interpesonal skills, problem solving skills,
humanitarianism and feelings towards life);
(ii) analysis of the most and least prioritized
themes of the program. (iii) interpretation
of the project’s results by core group of participants (iv) interpretation of the
project’s results by stakeholders; (v) actionresearch projects implemented by core
group within their community. A multimethod and multiparticipant approach
was used. Results: Although in the pre and
post-test there are no statistically significant
differences in any action-research skill,
there is a perception of overall improvement
by young people. The most prioritized
themes are associated to the cognitive
and relational levels (in what society and
friends are concerned, respectively); and
the least prioritized is the cognitive level
but only for school-related topics. When
interpreting the results, participants report
positive impacts on personal development,
actions, feelings of social support and
relationships. In turn, stakeholders clarify
that the absence of statistically significant
impacts is common in programs that aim
to promote competencies, that school is
not the main concern of this generation,
and that bureaucracies in accessing
institutions are due to their difficulty in
self-reforming. Two main projects and a
conference emerged from the core group’s
work. Conclusions: results suggest that
participatory research programs with young
people can constitute important resources
to promote the positive development of
this populationPresentar un programa de
investigación-acción participativa para
jóvenes desarrollado en Portugal (Proyecto
Dream Teens), centrado en promover la
participación social y la ciudadanía activa,
junto con sus consecuencias. Metodología:
En total, el proyecto Dream Teens reunió a
147 participantes (niñas = 66,66%; niños =
33,33%). Se realizaron cinco estudios para
evaluar su impacto: (i) evaluación previa
y final de las habilidades de investigación-acción entre los participantes (sentimientos
y competencias orientadas a la acción,
habilidades interpersonales, habilidades para
la resolución de problemas, humanitarismo y
sentimientos hacia la vida); (ii) análisis de los
temas más y menos priorizados del programa, (iii) interpretación de los resultados del
proyecto por parte del grupo principal
de participantes (iv) interpretación de los
resultados del proyecto por parte de las partes
interesadas; (v) proyectos de investigaciónacción implementados por grupos centrales
dentro de su comunidad. Se utilizó un enfoque
multimétodo y multiparticipante. Resultados:
Aunque en la prueba previa y posterior
no se hallaron diferencias estadísticamente
significativas en ninguna habilidad de
investigación-acción, hay una percepción de
mejora general por parte de los jóvenes. Los
temas más priorizados están asociados con
los niveles cognitivo y relacional (en lo que a
sociedad y amigos se refiere, respectivamente);
y el menos priorizado es el nivel cognitivo,
pero sólo para temas relacionados con
la escuela. Al interpretar los resultados,
los participantes informaron de impacto
positivo en el desarrollo personal, acciones,
sentimientos de apoyo social y relaciones.
A su vez, los organizadores indicaron que
la ausencia de impactos estadísticamente
significativos es común en los programas
que buscan promover competencias, que la
escuela no es la principal preocupación de esta
generación de jóvenes y que las burocracias
en el acceso a las instituciones se deben a su
dificultad para auto-reformarse. Del grupo
principal de participantes surgieron dos
proyectos principales y una conferencia.
Conclusiones: los resultados sugieren que los
programas de investigación participativa con
jóvenes pueden aportar recursos importantes
para promover el desarrollo positivo de esta
població
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