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Projeto de investigação
Health promotion and school engagement in youth: the influence of social and emotional competencies
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Publicações
Resilience in deaf children: a comprehensive literature review and applications for school staff
Publication . Freitas, Eunice; Simões, Celeste; Santos, Anabela Caetano; Mineiro, Ana
Resilience is a dynamic, multidimensional complex concept that implies risk and protective factors, adaptation, and success. Communication and language are often identified as barriers in deaf children's development. However, research linking deafness in childhood and resilience is scarce. The present comprehensive literature review aims to verify which are the predominant risk factors for this group, which protective factors may be identified and if significant differences have been found between deaf and hearing children regarding resilience. A systematic search, performed in seven databases, identified 11 articles published in peer-reviewed journals between 2000 and 2019 that met the criteria. Deaf children experience exposure to risk through obstacles in communication, language, and information failure. Consequently, differences between hearing and deaf children are related to more difficulties in emotion regulation and interpersonal relationships. Principal protective factors are a supportive family, school staff, and peers. Practical implications and recommendations for future research are provided.
Catching the audience in a job interview : effects of emotion regulation strategies on subjective, physiological, and behavioural responses
Publication . Santos, Anabela Caetano; Arriaga, Patrícia; Simões, Celeste
In the emotion regulation process more than one strategy is often used, though studies continue to rely on the manipulation of one strategy alone. This study compares the effects of Combined Cognitive Reappraisal (CCR: acceptance and reappraise via perspective-taking) and suppression using the Trier Social Stress Test (TSST). One hundred participants were randomly assigned to one of the two groups and subjective, physiological, and behavioural data were recorded. Continuous electrocardiography was recorded to measure heart rate variability (HRV) and stress levels. Affective ratings were provided before and after the TSST. Behavioural expressions were videotaped and analysed independently. Trait social anxiety/fear, age and gender entered as covariates. Although no group differences were found on affective ratings, the CCR group presented less physiological stress, higher HRV, their speech was better perceived, displayed more affiliative smile and hand gestures. Results suggested that CCR is more appropriate than suppression for managing social stress situations.
Assessing the impact of the European resilience curriculum in preschool, early and late primary school children
Publication . Simões, Celeste; Santos, Anabela Caetano; Lebre, Paula; Daniel, João R.; Branquinho, Cátia Sofia dos Santos; Gaspar, Tania; Matos, Margarida Gaspar de
Resilience is an individual’s ability to adapt successfully to and persevere during and after significant challenges. Resilience programmes based on a socioemotional learning approach have been associated with an increase in protextive factors (e.g., prosocial competencies), improvements in physical and mental health, and a decrease in internalised and externalised symptoms. The present study aimed to evaluate the impact of the RESCUR curriculum implemented in Portuguese schools on students’ academic, behavioural, and socioemotional outcomes, based on child and teacher reports. Participants included 1,084 children (53.2% male) aged 3-15 (M = 7.24, SD = 2.31). A quasi-experimental study compared outcomes for an experimental intervention group (AIG) with a waiting list control group (WG). The results showed the RESCUR programme decreased mental health difficulties while increasing both prosocial behaviours and well-being. In addition, academic performance increased for those in preschool after implementation. Both teachers and children consistently reported positive behavioural changes in resilience-related competencies after implementing RESCUR. Our findings contribute to the recent research on the potential of RESCUR to address key socioemotional competencies and improve relevant protextive factors. Study limitations and future recommendations are addressed.
Resilience in deaf children: a comprehensive literature review and applications for school staff
Publication . Freitas, Eunice; Simões, Celeste; Santos, Anabela Caetano; Mineiro, Ana
Resilience is a dynamic, multidimensional complex concept that implies risk and protective factors, adaptation, and success. Communication and language are often identified as barriers in deaf children's development. However, research linking deafness in childhood and resilience is scarce. The present comprehensive literature review aims to verify which are the predominant risk factors for this group, which protective factors may be identified and if significant differences have been found between deaf and hearing children regarding resilience. A systematic search, performed in seven databases, identified 11 articles published in peer-reviewed journals between 2000 and 2019 that met the criteria. Deaf children experience exposure to risk through obstacles in communication, language, and information failure. Consequently, differences between hearing and deaf children are related to more difficulties in emotion regulation and interpersonal relationships. Principal protective factors are a supportive family, school staff, and peers. Practical implications and recommendations for future research are provided.
Truancy: the relevance of resilience-related internal assets, student engagement and perception of school success in youth living with parents and in residential care
Publication . Santos, Anabela Caetano; Simões, Celeste; Branquinho, Cátia Sofia dos Santos; Arriaga, Patrícia
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.
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Entidade financiadora
Fundação para a Ciência e a Tecnologia
Programa de financiamento
OE
Número da atribuição
SFRH/BD/126304/2016