Browsing by Author "Silva, Ana"
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- Competência social em adolescentes adotados : estudo comparativo com adolescentes não adotados e em acolhimento residencialPublication . Barroso, Raquel; Ducharne, Maria Adelina Barbosa; Cruz, Orlanda; Silva, AnaResumo: Os adolescentes que foram adotados são frequentemente identificados como um grupo em risco em termos de competência social. Neste estudo pretendeu-se analisar a competência social de um grupo de adolescentes adoptados, através da comparação com um grupo de adolescentes em acolhimento residencial (AR) e de um grupo de adolescentes que viviam com a família de nascimento e explorar a sua relação com variáveis relativas a adopção. Participaram neste estudo 135 adolescentes, com idades compreendidas entre os 12 e os 17 anos, dos quais 45 foram adotados, 45 estavam em AR e 45 viviam com a família de nascimento. A competência social foi avaliada junto dos próprios adolescentes através do SSIS-RS. Os resultados demonstraram diferenças estatisticamente significativas entre os três grupos de adolescentes, apresentando os adolescentes adoptados mais habilidades sociais e menos problemas de comportamento que os adolescentes em AR, mas menos habilidades sociais e mais problemas de comportamento que os adolescentes que viviam com a família de nascimento. Verificou-se ainda quanto mais tarde os adolescentes que vem a ser adotados entraram em acolhimento, menor o seu reportório de habilidades sociais. Estes resultados apontam a premência de praticas de intervenção em protecção infantil que propiciem o desenvolvimento da competência social.
- Determinantes de saúde e estilo de vida em estudantes do ensino superiorPublication . Guimarães, Teresa; Robalo, Cláudia; Mateus, Cristiana; Silva, Ana
- Invented spelling and perspectives on spelling development : the necessity of an integrated cognitive modelPublication . Silva, Ana; Almeida, Tiago; Martins, Margarida AlvesThere are several models about the mechanism that make pre-school children evolve regarding the quality of their invented spelling. Ehri's teorical perspective (1997) describes the development of children's spelling skills in terms of their increasing ability to map sounds of words to phonetically appropriate letters. According to this perspective, written language is conceived as an instrument for translating oral language and phonological awareness determines the precision of invented spelling. This model neglects linguistic variables that might influence children ability to analyse the oral and written language and also does not conceive children's reflection about written code as a factor of evolution. The constructivist perspective from Ferreiro (1988), emphasizes the importance of internal conflict between different criterion about the organization of the alphabetic code. For instance, the repetition of the same vowel in syllabic phonetised writing might cause a conflict in children's thinking with another criterion that they attaint, related with the variation of letters within the written word (e.g. Nunes Carraher and Rego (1984) cited a Portuguese-speaking child who spelled urubu 'vulture' as UUU). This conflict might lead children to analyse syllables in their phonemes and became a source for an alphabetic approach of writing. This and other conflicts are the main factor, from the point of view of this theory, for the evolution of children's conceptions about written language. However those mechanisms are described independently of children ability to analyse oral words or the frequency of words and the articulatory properties of phonemes that integrate those words. On the other hand, Polo, Kessler and Treiman (2005), think that that statistical learning skills exists from an early age. These skills are applied in learning to spell, as in other tasks. This perspective emphasizes that children's writing reflects the characteristics of the input to which they have been exposed as they try to find meaningful patterns in regularities of written language. These regularities give children information about graphical as well as phonological patterns of the language in which they reflected their very early spellings. However, this perspective never analyses the nature of children thinking and how that reflects their approach to written language. It is quite important to create a model that integrates these several contribution. © 2011 by Nova Science Publishers, Inc. All rights reserved.
- Principios éticos en psicoterapia dentro de un amplio marco deontológico psicológico y médico: Una comparación internacionalPublication . Ricou, Miguel; Neto, David; Silva, Ana; Marina, SílviaABSTRACT: Awareness of ethics codes and professional guidelines is crucial to a professional role in psychotherapy practice. Psychotherapy practice is increasingly heterogeneous, and there is much discussion about their effectiveness for clients. In some countries, psychotherapy is an autonomous profession. In others, is part of the professional features of psychologists and psychiatrists, and it is possible to find other health professionals working as psychotherapists in some countries. Considering that ethical principles are central to the performance of a profession, we intend to find connections between the ethical principles for psychotherapists and psychologists or psychiatrists. A critical review was done to promote an integrative vision of ethics codes in psychotherapy. Content analysis of the ethics codes in psychotherapy was performed. Confidentiality, competence, and integrity were the principles more frequently found. Psychotherapists seem to have a major concern with interpersonal relationships and are less linked to social responsibility.
- Why do winners keep winning? Androgen mediation of winner but not loser effects in cichlid fishPublication . Oliveira, Rui Filipe; Silva, Ana; Canário, Adelino V. M.Animal conflicts are influenced by social experience such that a previous winning experience increases the probability of winning the next agonistic interaction, whereas a previous losing experience has the opposite effect. Since androgens respond to social interactions, increasing in winners and decreasing in losers, we hypothesized that socially induced transient changes in androgen levels could be a causal mediator of winner/loser effects. To test this hypothesis, we staged fights between dyads of size-matched males of the Mozambique tilapia (Oreochromis mossambicus). After the first contest, winners were treated with the antiandrogen cyproterone acetate and losers were supplemented with 11-ketotestosterone. Two hours after the end of the first fight, two contests were staged simultaneously between the winner of the first fight and a naive male and between the loser of first fight and another naive male. The majority (88%) of control winners also won the second interaction, whereas the majority of control losers (87%) lost their second fight, thus confirming the presence of winner/loser effects in this species. As predicted, the success of anti-androgen-treated winners in the second fight decreased significantly to chance levels (44%), but the success of androgenized losers (19%) did not show a significant increase. In summary, the treatment with anti-androgen blocks the winner effect, whereas androgen administration fails to reverse the loser effect, suggesting an involvement of androgens on the winner but not on the loser effect.