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Promoção de saúde mental e cidadania : uso de técnicas psicoterapêuticas com recurso à imaginação guiada
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Introdução e objetivos: O estímulo de valores educativos em contexto escolar, no âmbito da Psicologia Positiva (“Values In Action”/VIA), pode não só facilitar o interesse pela aprendizagem numa perspetiva construtiva em relação ao futuro, mas também incentivar a uma mudança comportamental nos jovens, no sentido de prevenir o aparecimento de condutas agressivas. O objetivo deste trabalho consistiu em analisar os efeitos de uma intervenção através de técnicas psicoterapêuticas de imaginação guiada, na promoção de uma educação de valores junto de alunos do 2º Ciclo, com benefícios para a saúde mental. Pais e professores participaram na escolha destes valores (estudo observacional) e na avaliação do seu progresso ao longo do tempo durante o estudo experimental. Métodos: Participaram no total 83 alunos de quatro turmas do 2º Ciclo, tendo-se distribuído aleatoriamente duasturmas pelo grupo experimental (46 alunos) e duasturmas pelo grupo controlo (37 alunos). As turmas do grupo experimental foram sujeitas a técnicas de imaginação guiada, sob relaxamento, com leitura de histórias enquadradas em contexto positivo, incidindo sobre seis valores educativos previamente escolhidos por pais e professores (“Amizade”, “Cidadania”, “Aprendizagem”, “Esperança”, “Comportamento” e “Autenticidade”). A intervenção psicológica decorreu ao longo de um ano letivo, em paralelo com o leccionamento da disciplina de Formação Cívica incidindo sobre os mesmos valores, nos alunos do grupo controlo. A pontuação obtida para cada um dos seis valores foi avaliada nos dois grupos de alunos, mediante a aplicação de uma escala visual analógica (EVA) em três momentos: um pré-teste (M0) e dois pós-teste (M1, M2). Resultados: Devido às diferenças de pontuação encontradas entre as quatro turmas no M0, partiu-se de uma comparação entre turmas controlo-experimental com uma “baseline” semelhante de valores educativos (p > 0.05), por forma a evitar qualquer viés. Segundo pais e professores, verificou-se uma melhoria significativa (p < 0.05) na aquisição dos 6 valores educativos nas duas turmas experimentais, em relação às respetivas turmas controlo, principalmente no “Comportamento”, “Autenticidade” e “Esperança”. As turmas sem intervenção, registaram uma melhoria significativa (p < 0.05) apenas na “Amizade” e “Autenticidade”, chegando mesmo a registar-se um decréscimo significativo na pontuação dos outros valores.
Conclusão: A intervenção através de imaginação guiada usada sob relaxamento, demonstrou uma melhoria significativa (p < 0.05) na aquisição dos valores educativos em estudo, nos alunos das turmas experimentais, em relação aos alunos das turmas da disciplina de Formação Cívica. Os alunos que registaram um aumento mais significativo na pontuação, foram aqueles que partiram de uma “baseline” de valores educativos mais baixa.
Introduction and aims: The promotion of educational values within the scope of Positive Psychology (Values In Action/VIA) on schools may not only improve learning skills towards a more rewarding future perspective, but also lead to behavioral changes in the youngest, in order to prevent violence outbreaks. The aim of this work was to assess the effect of guided imagination on the acquisition improvement of educational values in students of elementary-middle school (5th -6 th grade), with benefits for mental health. Both parents and teachers have participated in the selection of the educational values (observational study) and on the evaluation of these values during the experimental study. Methods: A total of 83 students of the 5th -6 th grade were randomly distributed into a control (37 individuals) and an experimental group (46 individuals) with two classes of students each. The experimental group has been exposed to guided imagination, under relaxation, with telling stories reporting to a positive context related with the six values under study, previously selected by both parents and teachers (“Friendship”, “Citizenship”, “Learning”, “Hope”, “Behavior” and “Authenticity”). The psychological intervention was conducted during a whole school year, in parallel with the class of Citizenship (the control group), that despite having no intervention, has worked on the same educational values. The scores obtained for all educational values were evaluated in the two groups by using a Visual Analog Scale (VAS) at three different time points: pre-test (M0) and two pos-test (M1, M2). Results: Due to the differences registered on the scores of the four classes of students at the initial time (M0), a comparison was established between control-experimental classes with a similar score of educational values (p > 0.05) to avoid any bias. It was observed a significant improvement (p < 0.05) on the acquisition of the six values under study, across the two experimental classes when compared to their controls, mostly on “Behavior”, “Authenticity” and “Hope”, according to both parents and teachers. Control student classes showed a significant improvement (p < 0.05) only on “Friendship” and “Authenticity”, being even observed a decrease on the scores of the other values. Conclusions: The students exposed to guided imagination improved significantly (p < 0.05) their scores for all the educational values under study, compared to the students enrolled on Citizenship classes. The most significant increase occurred on those students that had the lowest baseline score values.
Introduction and aims: The promotion of educational values within the scope of Positive Psychology (Values In Action/VIA) on schools may not only improve learning skills towards a more rewarding future perspective, but also lead to behavioral changes in the youngest, in order to prevent violence outbreaks. The aim of this work was to assess the effect of guided imagination on the acquisition improvement of educational values in students of elementary-middle school (5th -6 th grade), with benefits for mental health. Both parents and teachers have participated in the selection of the educational values (observational study) and on the evaluation of these values during the experimental study. Methods: A total of 83 students of the 5th -6 th grade were randomly distributed into a control (37 individuals) and an experimental group (46 individuals) with two classes of students each. The experimental group has been exposed to guided imagination, under relaxation, with telling stories reporting to a positive context related with the six values under study, previously selected by both parents and teachers (“Friendship”, “Citizenship”, “Learning”, “Hope”, “Behavior” and “Authenticity”). The psychological intervention was conducted during a whole school year, in parallel with the class of Citizenship (the control group), that despite having no intervention, has worked on the same educational values. The scores obtained for all educational values were evaluated in the two groups by using a Visual Analog Scale (VAS) at three different time points: pre-test (M0) and two pos-test (M1, M2). Results: Due to the differences registered on the scores of the four classes of students at the initial time (M0), a comparison was established between control-experimental classes with a similar score of educational values (p > 0.05) to avoid any bias. It was observed a significant improvement (p < 0.05) on the acquisition of the six values under study, across the two experimental classes when compared to their controls, mostly on “Behavior”, “Authenticity” and “Hope”, according to both parents and teachers. Control student classes showed a significant improvement (p < 0.05) only on “Friendship” and “Authenticity”, being even observed a decrease on the scores of the other values. Conclusions: The students exposed to guided imagination improved significantly (p < 0.05) their scores for all the educational values under study, compared to the students enrolled on Citizenship classes. The most significant increase occurred on those students that had the lowest baseline score values.
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Adolescentes Intervenientes educativos Imaginação guiada Psicologia positiva Valores em ação Teses de doutoramento - 2022