Repositório do ISPA
Repositório Institucional do Ispa-Instituto Universitário
Entradas recentes
Early parenting and infant–parent attachment: Developmental origins of psychotic experiences
Publication . Hidalgo, Andrea P. Cortes; Bolhuis, Koen; Tiemeier, Henning; Bakermans‐Kranenburg, Marian J.; IJzendoorn, Marinus H. van
Introduction: The infant–parent relationship is theorized to be related to the origins of psychotic experiences, given the key role of infant–parent attachment and early-life caregiving in children’s neurodevelopmental trajectories. Yet, the magnitude of this
association is not well understood, and research is often based on self-reports. We examined the relationship of disconnected and
extremely insensitive parenting and disorganized infant attachment with the occurrence of psychotic experiences in childhood and adolescence. We additionally examined the role of maternal experiences of loss, a hypothesized antecedent of disconnected
parenting, disorganized attachment, and psychotic experiences.
Methods: This prospective study ( N = 627) is embedded in the Generation R Study. Maternal experiences of loss within 2 years
of the child’s birth were self-reported. Parenting behaviors (based on continuous scores) and the infant–parent attachment were observed when infants were 14 months old. Psychotic experiences were self-reported via questionnaires at ages 10 and 14 years. We used a structural equation model adjusted for covariates to assess the association between maternal loss experiences, parenting behaviors, infant disorganized attachment, and psychotic experiences.
Results: Extreme insensitive parenting was associated with more hallucinations and delusions at age 14 years (hallucinations OR
= 1.34, 95% CI = 1.07–1.66; delusions OR = 1.31, 95% CI = 1.02–1.68). Disorganized infant attachment and disconnected parenting
were not related to psychotic experiences. Maternal experiences of loss were not associated with psychotic experiences, and we
found no evidence for a pathway between maternal experiences of loss, parenting behaviors, or disorganized attachment, and
subsequent psychotic experiences.
Conclusion: This study suggests that the role of disorganized infant–parent attachment in the risk of psychotic experiences of
children from the general population might be smaller than expected. Instead, our results suggest that adverse caregiving behaviors related to harsh and maltreating parenting very early in development may predict psychotic experiences in adolescence.
Pain perceptions, body image, and quality of life in women with endometriosis
Publication . Correia, Mariana; Brandão, Tânia; Pais Brandão, Tânia Raquel
Introduction: Endometriosis is a chronic gynecological condition characterized by
significant pain leading to a diminished quality of life (QoL). This study investigated the
extent to which body image mediates the relationship between pain perception and
QoL.
Methods: A total of 106 women (mean age=33.54 years, SD=7.43) participated in this
cross-sectional study.
Results: The results indicated that both pain perception and body image significantly
influenced QoL. Mediation analysis revealed that higher pain perception was associated
with increased body dissatisfaction, which, in turn, contributed to poorer QoL.
Discussion: These findings highlight the importance of a multidisciplinary approach to
endometriosis management.
O papel do professor e dos pares na inclusão de alunos migrantes
Publication . Laranjeira, Ricardo Nuno da Silva Campos Fontes; Gaitas, Sérgio
O aumento da migração, vem introduzir na escola, uma maior diversidade linguística e cultural, criando barreiras sociais e de aprendizagem, à inclusão de alunos migrantes que não dominam a língua nativa. Considerando que estas barreiras podem ser ultrapassadas mais facilmente, com o auxílio dos pares, importa que sejam desenvolvidos ambientes positivos de inclusão, o mais cedo possível, nas escolas. Em Portugal vigora a lei 54/2018, que vem estipular o direito de todos os alunos em aceder e participar nos mesmos contextos educativos, sublinhando que a escola é para todos. Para que o contexto educativo se torne mais inclusivo,
cabe aos professores executarem uma avaliação contínua e sistemática, com o objetivo de determinar quais as estratégias, de diferenciação pedagógica, que devem ser implementadas,
bem como, a melhor forma de as adaptar às necessidades dos alunos. A presente investigação tem como objetivo caracterizar as estratégias de ensino, mobilizadas pelos professores, em turmas de 1º ciclo com alunos migrantes de língua materna não portuguesa. Também é
objetivado, a descrição das experiências sociais de alunos migrantes de 1º ciclo com os seus pares nativos. De modo a responder aos objetivos, foram realizados dois estudos de caso, em turmas de 3º e 4º ano letivo, em que se constituíram como participantes os 20 alunos e a professora titular, de cada uma das turmas. Foram realizadas observações, em sala de aula, recreio e refeitório, com recurso a duas grelhas de observação criadas para o efeito. Realizaram se 17 entrevistas no total, aos vários participantes, professores, alunos de língua portuguesa e migrantes. Foi também criado um sociograma de cada uma das turmas em análise. Da análise dos dados obtidos foi possível categorizar o modo como as professoras colocavam em prática as estratégias escolhidas, foi possível verificar a existência de apoio entre pares em sala de aula, ainda que sejam estabelecidas interações diferentes entre as turmas. Por último, foi possível
descrever as interações sociais entre os alunos migrantes e os seus colegas. Os resultados obtidos indicam que existem estratégias que promovem a inclusão dos alunos, e que outras poderão representar um fator de exclusão. Os resultados também indicam que os pares podem ser um meio importante na inclusão dos colegas migrantes, através do apoio prestado dentro e fora da sala de aula.
The refugees’ “integration” in portugal an exploratory study
Publication . Briozzo, Erica; Vargas-Moniz, Maria João
In an era marked by heightened border control and securitization of migration, war,
genocide, and Land devastation, this thesis sits alongside the critical scholars' increasing call
for migration research that can help build communities rooted in solidarity with refugees. The
present dissertation, titled “The refugees’ 'integration' in Portugal: an exploratory study,”
consists of an exploratory research project that seeks to contribute to the knowledge production
in migration studies.
The exploratory objectives of the research project presented in this thesis unfold on two
primary levels: using the lens of the COVID-19 pandemic to explore structural problems,
disparities, and pre-existing barriers within the Portuguese asylum system; and understanding
the experiences of refugees and Civil society actors (CSAs) in the urban context of Lisbon,
considering refugees not as the sole unit of analysis; to understand the experiences of refugees,
based on a combination of existing literature and empirical evidence. To explore the supra
local nexus and transnational value of research outcomes, and to contribute to a deeper
understanding of the role played by CSAs in migration governance.
To engage with these goals, and consistent with Community Psychology's pluralism and
triangulation methodological perspective, a multi-qualitative case study was implemented.
The main body of the thesis was organized according to the following sections: an
Introduction, which presents an overview of the entire research project, rationales, theoretical
perspective; State of the Art in the field of migration Studies, the research project-based
theoretical framework, as well as a descriptive overview of the Portuguese asylum reception
context. The second section will present the research project’s method, phases, questions, and
design. The third section comprises four studies, which represent the empirical evidence
supporting this thesis. The fourth session concludes with a detailed presentation of the main
evidence encompassing three different levels: methodological, theoretical, and practical.
Additionally, it addresses limitations of the research project, ethical challenges, and outlines
future research lines. Finally, the last session provides appendices with supplementary
materials and field images.
Interdependency between oxytocin and dopamine in trust-based learning in mice
Publication . Budniok, Samuel; Callaerts-Vegh, Zsuzsanna; Bakermans-Kranenburg, Marian; Bosmans, Guy; D’Hooge, Rudi
Oxytocin (OT) is a neuropeptide implicated in complex social behaviors such as trust and attachment,
yet the neural mechanisms underlying its effects remain unclear. OT is thought to modulate behavior
by enhancing salience of social cues and attenuating prediction error (PE) processing, the discrepancy
between expected and actual outcomes that drives learning. Since both salience coding and PE
processing involve dopamine (DA), we investigated OT and DA interdependency in social safety
learning using the social transmission of food preference (STFP) paradigm. In STFP, mice overcome
neophobia towards novel food after a conspecific demonstrator signals its safety. We interpreted
STFP acquisition as a functional parallel to human trust-based learning and found that OT enhanced
demonstrated food preference in a trust acquisition condition, but only when DA signaling was intact.
In a trust violation condition, the expectation of food safety was violated by pairing demonstrated food
with lithium chloride (LiCl)-induced aversion. Updating was blocked after OT administration and non
significantly reduced after DA depletion, resulting in a continued preference for demonstrated food.
However, this effect was absent when OT was administered under DA depletion. These findings reveal
a functional interaction between the OT and DA systems in social safety learning, which may have
important implications for OT’s potential in treating disorders involving DA dysfunction.