Browsing by Author "Santos, Ana Filipa"
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- Evidence-based interventions targeted at behavioral inhibition, shyness, and anxious withdrawal during the preschool years: A rapid reviewPublication . Maia, Rita; Santos, Ana Filipa; Veríssimo, Manuela; Santos, António J.; Guedes, MaryseHigh and stable behavioral inhibition (BI) during early childhood may place individuals at increased risk of experiencing anxiety during the COVID-19 crisis. Prior knowledge syntheses showed that selective prevention interventions were efective in reducing child BI and anxiety. However, the efectiveness of preschool-based universal and selective prevention interventions targeted at BI to improve child social outcomes remains unclear. Due to the vulnerability of highly inhibited children, this rapid review aimed to (1) synthetize the characteristics of evidence-based interventions targeted at BI, and (2) summarize intervention outcomes in domains of child individual and social functioning. Randomized controlled trials (RCTs), published between january 1991 and december 2021, conducted with highly inhibited children aged 3 to 5 years, were included in the review. Thirteen RCTs on four evidence-based interventions targeted at BI were retained. Most studies were conducted in samples of married/cohabitating and highly educated mothers and almost half of them described parent-only interventions. Three pilot RCTs on child-only and multimodal interventions found signifcant post-intervention improvements in observed child social competence and positive peer interactions. Pre-to-post intervention changes in parent and teacher ratings on child social outcomes were less consistent across studies. Further large-scale RCTs with medium-to-long term follow-ups are needed to examine intervention outcomes in domains of child social functioning, using a multi-informant and multi-method approach. After the COVID-19 crisis, preschool-based universal interventions targeting BI may enhance the engagement of inhibited children from diverse communities and contribute to the generalization of intervention efects to naturalistic peer settings.
- Factorial structure, measurement invariance and reliability of the Emotion Regulation Checklist (ERC) in a sample of Portuguese parentsPublication . Fernandes, Marília; Morais, Inês; Santos, Carolina; Guedes, Maryse; Ribeiro, Olívia; Fernandes, Carla; Pires, Eva; Santos, Ana Filipa; Santos, Antonio J.; Veríssimo, ManuelaAbstract: Emotion regulation is important for socioemotional and mental health development, with lifelong implications. The Emotion Regulation Checklist (ERC; Shields & Cicchetti, 1997) is a widely used tool to assess emotional regulation and dysregulation in children. Despite wide use and translate into several languages, inconsistent findings have been found in its factorial structure across studies. This study addresses this gap by examining the factorial structure, reliability, and measurement invariance of the ERC in a Portuguese sample. A sample of 789 parents (mostly mothers, 90.9%) with children between 3 to 12 years old (49.3% preschoolers and 50.7% School-age) completed the scale. Confirmatory Factor Analysis (CFA) revealed that the original two-factor model (Emotion Regulation and Lability/Negativity) reached an acceptable fit, however three items had to be removed, and two item residuals correlated. Full invariance was achieved regarding boys and girls. While, regarding age, only configural invariance was achieved, meaning that, different loadings should be expected between preschool and school-age children. Considering the final model the Cronbach’s alphas (α) was .66 for Emotion Regulation and .80 for Lability/Negativity. These findings provide some support for the use of the Portuguese parents’ version of the ERC with preschool and school-age children.
- Minilab do Valado – Um projeto de intervenção no 1º Ciclo do ensino básico e no pré-escolarPublication . Santos, Ana Filipa; Cardoso, Ana; Machado, Eliana; Moreira, Filipe; Costa, Vera; Almeida, Patrícia AlbergariaNeste poster descreve-se e discute-se o projeto de intervenção educacional “MiniLab do Valado”, implementado em duas turmas do 1º ciclo do Ensino Básico (n=40) e numa turma do Ensino Pré-Escolar (n=20), na Costa do Valado, Aveiro. Os objetivos gerais deste projeto são: i) promover junto das crianças o gosto pela ciência, através do seu envolvimento em atividades científicas, e ii) sensibilizar as crianças para questões relacionadas com a sustentabilidade. Pretendeu-se, ainda, que estas crianças fossem veículos de sensibilização das suas famílias, que foram envolvidas, de forma direta, em momentos pontuais da intervenção. Este projeto surge no âmbito de uma Unidade Curricular da licenciatura em Educação Básica, da Universidade de Aveiro. A intervenção teve a duração de um semestre letivo, englobando a conceção, preparação e implementação de várias atividades, em contexto escolar. Estas atividades englobaram, por exemplo, i) a realização de experiências que permitiram discutir os efeitos de poluentes na germinação de sementes e na qualidade da água, e ii) a construção de uma estação meteorológica, com recurso a materiais reciclados, como forma de discutir a temática das alterações climáticas. Após a implementação de cada atividade as crianças responderam a um breve inquérito, de modo a recolher as suas opiniões e a avaliar os conhecimentos adquiridos. O projeto foi muito bem recebido pelos 60 alunos envolvidos, assim como pelas suas famílias e professoras, tendo todos revelado interesse em que o mesmo tivesse continuidade em anos letivos ulteriores.