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- The Millon Index of Personality Styles Revised (MIPS-R) in Portugal: Gender DifferencesPublication . Pires, Rute; Fagulha, Teresa; Silva, Danilo R.This study aims to determine whether males and females differ in the personality styles mesured with the Portuguese version of the Millon Index of Personality Styles Revised, MIPS-R (Millon, 2004). The MIPS-R is a 180-item, True/False inventory designed to measure personality styles of normally functioning adults between the ages of 18 and 65+. It is a theory-based inventory, grounded in biosocial and evolutionary theory, and comprises 12 pairs of scales organized into three main areas: Motivating Styles – that assess what purposes and goals direct individual’s behaviour; Thinking Styles – that describe cognitive processes, the sources employed to gather knowledge about life and the ways in which people evaluate and organize experiences, once apprehended; Behaving Styles – that represent different ways of interacting with others. Gender differences in some personality styles are theoretically expected (Millon, 2004) and have been empirically confirmed (Millon, 1994, 2004; Sánchez López, et al., 2001). This study was carried out with a sample of 280 participants, 120 males (age average = 35,85; standard deviation = 11,44) and 160 females (age average = 34,63; standard deviation = 10,93). Preliminary data analysis point to significant differences between men and women in the Other-Nurturing Style (p=.006), the Internally Focused Style (p=.036), the Thought-Guided Style (p=.000), the Feeling-Guided Style (p=.003), the Unconventional/Dissenting Style (p=.013) and the Cooperative/Agreeing Style (p=.012). The are compared with those obtained with the original test (Millon, 1994,2004) and its spanish adaptation (Sánchez López, et al., 2001).
- Anxiety Elaboration Strategies in the Response Sequences of Scenes in the “Once-Upon-A-Time…” Projective TechniquePublication . Pires, Rute; Fagulha, TeresaIn this study we proceed to the identification of four anxiety elaboration strategies in the response sequences of scenes in the “Once-upon-a-time…” projective technique. A strategy which corresponds to the negation of the anxiety emotion – Negation –, two strategies which represent different means of positive dealing with anxiety – Operational Adaptative Strategy and Emotional Equilibration Strategy –, and a fourth strategy which represents the failure of the elaboration of this emotion – Impossibility – were conceived. In a sample of 100 children, from six to ten years old, without identified psychological difficulties, the evolution of the four strategies was studied according to their age and expressiveness in each of the seven cards of the “Once-upon-a-time…” technique. The process of growing implies an increase of the adaptative strategies – Operational Adaptative Strategy and Emotional Equilibration Strategy – and a decrease of the Negation and Impossibility. These findings were expected in theory and support the validation of the anxiety elaboration strategies that have been conceived. Comparing these results with those of 30 neglected children, from six to ten years old, whose emotional difficulties lead to their attendance at a Psychological Service, it was expected that, in this latter group of children, the adaptative strategies would be lower and the Negation and Impossibility of dealing with anxiety would be higher. There aren’t meaningful differences in the results of the two groups, although the neglected childrens’ group uses slightly more the Negation than the other group. Limitations of this second study, partly due to the low number of subjects, might have contributed to these results. It is our belief that this study improves the interpretative process of the “Once-upon-a-time…” technique and may contribute for a new branch of studies regarding this technique.
- Estratégias de elaboração da ansiedade na Prova “Era uma vez...”: Contributos para a diferenciação de crianças com funcionamentos psicológicos distintosPublication . Pires, Rute; Fagulha, TeresaQuatro estratégias de elaboração da ansiedade, identificadas nas respostas sequências de cenas à Prova “Era uma vez...”, foram utilizadas para descrever o movimento interno de elaboração das emoções nas respostas de duas crianças de 10 anos, com e sem perturbação emocional identificada. A estratégia Negação traduz um movimento interno que impede o reconhecimento dos aspectos perturbadores da situação, defendendo o Ego da experiência de ansiedade. As restantes estratégias caracterizam-se pela possibilidade de reconhecimento da ansiedade. Na Estratégia Adaptativa Operacional e na Estratégia com Equilibração Emocional, a situação ansiogénea é resolvida, respectivamente, através do recurso à acção e da utilização criativa da fantasia. A Impossibilidade traduz o insucesso na elaboração adaptativa da ansiedade. Estudos prévios sobre a comparação entre as estratégias de elaboração da ansiedade utilizadas por crianças com diferentes capacidades de adaptação psicológica, sugerem um aumento da utilização da Negação e da Impossibilidade com a idade, nas crianças com perturbação emocional (Pires & Fagulha, 2003/2004). Através da apresentação de algumas respostas à Prova “Era uma vez...”, ilustram-se as diferentes possibilidades de elaboração da experiência ansiosa das duas crianças mencionadas, reconhecendo-se a utilidade clínica das estratégias identificadas na diferenciação de crianças com funcionamentos psicológicos distintos.
- The use of the "Once-Upon-A-Time…" Test in treatment outcome assessmentPublication . Pires, Rute; Fagulha, TeresaIn an era in which the advent of managed health care is questioning the value of traditional psychological assessment, we discuss the role of the "Once-upon-a-time…" Test in treatment outcome assessment. The "Once upon a time..." Test (Fagulha, 1992, 1997) is a storytelling projective technique whose purpose is to describe the way children deal with the emotions of anxiety and pleasure. In psychodynamic theories, these emotions have an important adaptive function for psychological development (Freud, 1926/1978; Klein, 1932/1969). The “Once upon a time..." Test task is to complete seven stories which are presented as pictures in a cartoon format. Each story depicts common situations in the life of any child that evoke emotions of anxiety and of pleasure. Five cards refer to anxiety provoking situations and two refer to pleasurable experiences. For each card there are nine scenes that represent different possible ways of dealing with the emotional experience evoked by the card. These scenes are grouped into three categories of three scenes each – the Anxiety category (A), the Fantasy category (F) and the Reality category (R). The child is asked to complete the story drawn on the card by selecting and then placing three of these nine scenes in sequence. The categories of the scenes chosen by the child and the sequences organized with these scenes reflect the way children deal with their emotions, anxiety and pleasure, in a transitional space (Winnicott, 1971/1975) between fantasy and reality. After selecting and placing the scenes in sequence, the child tells the story that he/she has just invented. Although the majority of the studies done on the "Once upon a time..." Test have been centered on the analysis of the chosen scenes, according to their category (Anxiety, Fantasy and Reality) and their placement in sequence (in the first, second or third position), a complementary coding system was developed afterwards. This system involves the study of the arranged sequences based on the nine scenes available for each card, and not only the three categories (Pires & Fagulha, 2001). According to this system, the arranged sequences based on the nine scenes available for each card correspond to four different possible ways of facing anxiety and confronting with it. There is a strategy that represents the non-recognition of the painful emotion – Denial –, and three strategies that involve the recognition of this disturbing affect, corresponding to two distinct ways of coping with it – Operational Adaptive Strategy and Emotional Equilibration Strategy – and to one other that proves to be inefficient in dealing with it – Impossibility. The studies done with both coding systems have come to the same conclusion: the patterns of answers reflect differences in ages. As children mature they are able to master anxiety in a more active and efficient manner. In the coding system category of the scenes chosen and their position in the sequence, this developmental achievement is seen through a tendency to respond to anxious situations by choosing scenes that show either anxiety or reality in the first position of the sequence. There is also a progressive decrease in choice of anxiety scenes for story endings corresponding to an increase in the choice of reality or fantasy scenes. As children mature, fantasy scenes in first position of the sequence are less chosen because they reflect the denial of the distress reflected in the card (Fagulha, 1992, 1997, 2000) Regarding the complementary coding system sequences of scenes, the higher degree of emotional stability allows children to deal with anxious situations through adaptive strategies, such us Operational Adaptive Strategy and Emotional Equilibration Strategy. Denial of the anxiety and Impossibility to deal with it are strategies less used by mature children (Pires & Fagulha, 2001) In view of these empirical data is our aim to analyze and discuss a child pattern of answers to the "Once upon a time..." Test at two different moments of her psychotherapeutic process, at treatment initiation and then again to make a decision about treatment termination. We expect to give an account of the "Once upon a time..." Test potentialities to the objective evaluation of the results of child psychotherapy.
- Relationships between the perceived quality of life and the personality styles measured with the The Millon Index of Personality Styles Revised (MIPS-R)Publication . Pires, Rute; Silva, Danilo R.; Sousa Ferreira, Ana Maria; Fagulha, TeresaThis exploratory study aims to determine whether the personality styles measured with the Portuguese adaptation of Millon Index of Personality Styles Revised, MIPS-R affect the perceived quality of life. The MIPS-R is a theory-based inventory that measures 24 personality styles in normally functioning adults. Life satisfaction was measured with the Portuguese version of the Quality of Life Inventory, QOLI (Fagulha, Duarte & Miranda, 2000). It refers to a person’s subjective evaluation of the degree to which his/her most important needs, goals and wishes have been fulfilled. This study was carried out with a sample of 43 college students, 36 females (age mean = 19,7; SD = 3,1) and 7 males (age mean = 27,4; SD = 11,4). Based on the participants’ overall life satisfaction score three groups were defined: (1) Low/Very Low quality of life, (2) Average quality of life, (3) High quality of life. Discriminant Factor Analysis (DFA) and the Kruskal-Wallis Test were used to identify the styles that most differentiate these groups and to compare each style in the groups. The Other-Nurturing style is the one that best differentiates the groups. DFA results will be further exploited. Considering the Kruskal-Wallis Test, differences are observed in the Pleasure-Enhancing (p=.006), the Actively Modifying (p=.002), the Gregarious/Outgoing (p=.012), the Passively Accommodating (p=.027), the Asocial/Withdrawing (p=.036), the Unconventional/Dissenting (p=.041) and in the Dissatisfied/Complaining (p=.019) styles. Multiple comparisons were used to compare these styles in the groups. The authors believe that the discussion of these results will provide a better understanding of the MIPS-R.
- Desenvolvimento profissional dos professores: Acepções, concepções e implicaçõesPublication . Moreira, JoãoO conceito de desenvolvimento profissional do professor tem conhecido em anos recentes uma crescente popularidade, não só junto dos investigadores, como dos responsáveis por programas de formação de professores. O objectivo desta comunicação será o de apresentar resumidamente algumas das principais acepções em que o conceito de desenvolvimento do professor tem sido utilizado, as concepções teóricas daí derivadas, e as respectivas implicações para a investigação, formação inicial e contínua, e política de recursos humanos na educação.
- Utilização de um treino de auto-instrução num caso de dificuldades de leituraPublication . Moreira, JoãoO autor debruçar-se-á sobre a eficácia do uso de um treino de auto-instrução com um aluno do 9º ano de escolaridade, de 15 anos de idade, apresentando dificuldades de leitura e compreensão de textos, bem como um elevado número de erros ortográficos. Este terino visou desenvolver no sujeito competências que permitissem: a) melhorar o ritmo da leitura, b) facilitar a compreensão do texto lido; e c) reduzir o número de erros ortográficos. Os procedimentos utilizados para a obtenção desses objectivos, bem assim como os resultados atingidos, serão objecto de apresentação detalhada.
- A auto avaliação das reacções fisiológicas em situações emocionais: resultados preliminares utilizando um novo instrumentoPublication . Moreira, JoãoO objectivo desta comunicação é apresentar os primeiros resultados de um projecto de investigação visando clarificar o papel desempenhado pela percepção da activação autónoma-fisiológica no desenvolvimento, diferenciação e amplificação das reacções emocionais, especialmente daquelas que possuem maior relevância clínica. Neste contexto, serão apresentados os resultados obtidos através da aplicação de um Inventário de Auto-Descrição de Reacções Autónomas, relacionando-os com alguns modelos teóricos disponíveis neste campo e sugerindo possíveis vias para o prosseguimento da investigação.
- The internship program in a cognitive-behavioural therapy service at the university settingPublication . Afonso, Helena; Sá-Saraiva, Ana IsabelThis presentation describes the internship program for psychology students at the Psychotherapy Service housed at the Cognitive-Behavioural Department of the Faculty of Psychology, University of Lisbon. This Psychotherapy Service has two main goals: 1-Provide psychological help for children, adolescents and adults with common mental health issues, enabling access to affordable services to community. 2-Provide training in cognitive-behavioural therapy for clinical psychology master students, conducting clinical sessions during their full-time, one year internship training.It is used a group format supervision by seniors teachers, scheduled on a weekly basis. It is discussed the account of the internship clinical activities for the essential skills acquisition in therapeutic relationship, assessment procedures, conceptualization and implementation of key interventions. It seems also important to discuss how the training goals at this academic environment can prepapre students to function as professional clinical psychologists.
- Automonitorização do desempenho em tarefas de composição escritaPublication . Gonçalves, Maria Dulce