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Práticas de cidadania : programa de competências socioemocionais numa escola TEIP
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Resumo(s)
The main purpose of this study was to design, implement, and evaluate a program to promote social and emotional skills as a school psychologist in a TEIP school. The research was divided into two studies. In Study 1 the Citizenship Practices Program was developed, consisting of 30 sessions divided into four themes (identity, interpersonal relationships, study method, and citizenship) and eight skills (learning to learn, assertiveness, self-esteem, cooperation, empathy, critical thinking, resilience and responsibility). A quasi-experimental study methodology was adopted to analyze the effects of the program on social and emotional skills, academic performance and student participation in school and community life. The moderating role of the variables age, gender, nationality and socioeconomic status of the participants was also analyzed. In the first year, the program was implemented in small group by the school psychologist during one school year, in extra-school hours, to the intervention group of 54 13-year-old students. The 50 students in the control group, aged 12, did not receive any intervention. In the second year, the program was an integral part of the school curriculum and was implemented in a class group during one school year by the school psychologist, in the presence of the class director, to 52 13-year-old students. The 39 13-year-old students in the control group were not targeted for intervention. A self-report questionnaire was administered to students in both groups before and after the intervention, eight months apart. Students who benefited from the program reported more gains in social and emotional skills compared to the control group (not statistically significant), and participated actively in school and/or community life through assemblies and class projects. Individual characteristics of the students influenced the program results: Portuguese and higher socioeconomic status students benefited more from the intervention and there were no marked differences according to gender and schooling. Students in the intervention group performed better academically than those in the control group, which was statistically significant as they benefited from the group-class implementation format.
Simultaneously, in Study 2 the Social and Emotional Skills Questionnaire was developed with the double objective of (i): assessing the skills promoted by the Citizenship Practices Program (Study 1) and (ii) conducting an exploratory analysis of the social and emotional skills of students attending 7th grade in TEIP schools nationwide. The results of the exploratory factor analysis, from a stratified national sample of 675 students, revealed a multidimensional structure of seven dimensions (resilience, learning to learn, empathy, responsibility, cooperation, participating in class, and self-esteem) with good psychometric properties. The results indicated a tendency for most young people to perceive themselves positively, especially in Self-esteem, while they considered themselves less competent in Class Participation and Responsibility. Differences were observed between regions of the country (Lisbon registered the lowest mean values of socioemotional skills) and individual characteristics of the students: age and number of grade retentions proved to be inversely proportional to socioemotional skills, girls considered themselves more competent than boys, as well as Portuguese students when compared to foreign students, and socioeconomic status emerged as directly proportional to socioemotional skills.
The limitations of the study are indicated, as well as possible future lines of research.
Descrição
Palavras-chave
programa de competências socioemocionais psicólogo escolar Território Educativo de Intervenção Prioritária prevenção socioemotional skills program school psychologist Priority Education Intervention Territories prevention