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Autorregulação das emoções positivas : contributos para o desenho e implementação de uma intervenção focada nas estratégias do savoring com crianças
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Orientador(es)
Resumo(s)
Nas duas últimas décadas verificou-se um crescente interesse e aumento da investigação
no domínio da Psicologia Positiva designadamente nas áreas da promoção da saúde e do bemestar. Contudo, o conhecimento sobre as experiências e emoções positivas na infância, assim como
os processos de autorregulação destas emoções através de estratégias de savoring é escasso, pelo
que carece de aprofundamento. O presente estudo tem como objetivo contribuir para a construção
de um quadro normativo sobre os acontecimentos e emoções positivas, e estratégias de savoring
de crianças dos 7 aos 10 anos de idade, referidos por estas, por pais e professores. Pretende ainda
definir algumas linhas orientadoras para a intervenção focada na promoção de estratégias do
savoring de crianças dessas idades. A recolha de dados recorreu à técnica de entrevista, realizandose entrevistas focus group e entrevistas semi-estruturadas individuais com as crianças e entrevistas
semi-estruturadas individuais com os demais participantes. A amostra foi constituída por 13
crianças com as idades referidas, a frequentarem entre o 2º e o 4º ano de escolaridade; 8 pais; 6
professores dos referidos anos de escolaridade; e ainda 3 especialistas da área da Psicologia.
Procedeu-se à análise de conteúdo das respostas dos participantes com apoio no Software NVivo12. Os resultados revelaram que os acontecimentos positivos mais valorizados pelas crianças
foram os relativos ao “convívio e relacionamento” em contexto familiar e com os amigos, e as
atividades relacionadas com o “contexto escolar”, experienciando mais frequentemente emoções
de “felicidade”. Na perspectiva dos pais e dos professores, os seus filhos e alunos vivenciam mais
frequentemente acontecimentos positivos que ocorrem no “convívio e relacionamento” em
contexto familiar e em atividades relacionadas com as “expressões artísticas” respetivamente. As
estratégias de savoring mais referidas pelas crianças consistiram no “prolongamento da
experiência” e no “prosseguimento para outra experiência”. Na perspectiva dos pais, os seus filhos
recorrem mais frequentemente às estratégias de “partilha com os outros” e “prolongamento da
experiência”. Na perspectiva dos professores os seus alunos utilizam mais frequentemente a
estratégia de “prolongamento da experiência”. Os resultados obtidos a partir das entrevistas com
os adultos permitiram traçar um conjunto de linhas orientadoras para a intervenção futura com
crianças dos 7 aos 10 anos tendo em vista a promoção de estratégias do savoring.
Over the last couple of decades, there has been growing interest and increased research in the field of Positive Psychology, particularly in the areas of health promotion and well-being. However, knowledge about positive experiences and emotions in childhood, and also about the processes of self-regulation of these emotions through savoring strategies, is scarce and needs to be deepened further. This study aims to contribute to developing a normative framework on positive events and emotions, as well as strategies for savoring from 7 to 10 years old children, as referred by them, by their parents and teachers. It also seeks to outline some guidelines for intervention focused on promoting savoring strategies for children of such age. Data collection was interview based, including focus group interviews and individual semi-structured interviews with the children, and individual semi-structured interviews with the other participants. The sample consisted of 13 children in the abovementioned age slot, attending schooling from 2nd to 4th grade; 8 parents; 6 teachers of the stated schooling grades; and, finally, 3 experts in the field of Psychology. The content of the participants’ responses was analysed using the N-Vivo12 Software. The results revealed that the positive events most valued by children were related to “conviviality and relationships”, both in the family context and with friends, and to activities in the “school context”, where they often experience emotions of “happiness”. From the perspective of parents and teachers, their children and students more frequently experience positive events in “conviviality and relationship” in the family context or in activities related to “artistic expressions” respectively. The savoring strategies most mentioned by the children consisted of “experience extension” and “proceeding to another experience”. From the perspective of parents, their children use predominantly strategies of “sharing with others” and “experience extension”. From the perspective of teachers, their students more often use the “experience extension” strategy. The results gathered through the interviews with the adults allowed to develop a set of guidelines for future intervention targeting 7 to 10 year-olds, with the specific purpose of promoting savoring strategies.
Over the last couple of decades, there has been growing interest and increased research in the field of Positive Psychology, particularly in the areas of health promotion and well-being. However, knowledge about positive experiences and emotions in childhood, and also about the processes of self-regulation of these emotions through savoring strategies, is scarce and needs to be deepened further. This study aims to contribute to developing a normative framework on positive events and emotions, as well as strategies for savoring from 7 to 10 years old children, as referred by them, by their parents and teachers. It also seeks to outline some guidelines for intervention focused on promoting savoring strategies for children of such age. Data collection was interview based, including focus group interviews and individual semi-structured interviews with the children, and individual semi-structured interviews with the other participants. The sample consisted of 13 children in the abovementioned age slot, attending schooling from 2nd to 4th grade; 8 parents; 6 teachers of the stated schooling grades; and, finally, 3 experts in the field of Psychology. The content of the participants’ responses was analysed using the N-Vivo12 Software. The results revealed that the positive events most valued by children were related to “conviviality and relationships”, both in the family context and with friends, and to activities in the “school context”, where they often experience emotions of “happiness”. From the perspective of parents and teachers, their children and students more frequently experience positive events in “conviviality and relationship” in the family context or in activities related to “artistic expressions” respectively. The savoring strategies most mentioned by the children consisted of “experience extension” and “proceeding to another experience”. From the perspective of parents, their children use predominantly strategies of “sharing with others” and “experience extension”. From the perspective of teachers, their students more often use the “experience extension” strategy. The results gathered through the interviews with the adults allowed to develop a set of guidelines for future intervention targeting 7 to 10 year-olds, with the specific purpose of promoting savoring strategies.
Descrição
Dissertação de mestrado, Psicologia (Área de Especialização em Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2021
Palavras-chave
Bem-estar Crianças Autorregulação Emoções Psicologia positiva Teses de mestrado - 2021