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- What makes parents of young children stressed? A systematic review of quantitative studiesPublication . d’Orsi, Dora; Garraio, Carolina; Santos, Rita; Matias, Marisa; Verissimo, Manuela; Diniz, EvaThe arrival of a baby and the early years of a child’s life represent a critical period for parents, often marked by increased parental stress that can impact both their well-being and the child’s development. Although parental stress has been widely studied, no systematic review has yet focused specifically on early childhood. To address this gap, we conducted a systematic review synthesizing evidence on factors examined as antecedents of parental stress during the first three years postpartum. Following PRISMA guidelines, we included 108 quantitative studies published in the past 12 years that investigated variables statistically modeled as predictors of parental stress. Key determinants of parental stress were identified at three levels: (1) at the personal level, internalizing symptoms, adverse childhood experiences, and perinatal negative experiences were related to higher stress; (2) at the relational level, marital satisfaction and coparenting quality were associated with lower stress; and (3) at the contextual level, social support from friends and family served as a protective factor of parental stress, while children’s developmental problems served as risk factors. Despite the increasing number of longitudinal studies and the growing inclusion of fathers in research, few studies have focused on participants from social minority groups or from non-Western contexts. These findings may contribute to the development of effective strategies to support families during the early years of parenthood.
- Gender and judicial decision-making: A systematic review of how gendered narratives shape judicial reasoningPublication . Pereira, Bárbara; Sousa, Marta; Rodrigues, Andreia de Castro; de Castro Rodrigues, AndreiaGendered assumptions within judicial reasoning shape how cases of sexual violence (SV) are interpreted, prosecuted, and adjudicated. This systematic review synthesizes empirical evidence on how gender stereotypes and cultural myths influence judicial and prosecutorial perceptions of adult female victims, primarily in SV cases, with limited evidence from intimate partner violence (IPV). Twenty-eight studies, with judges, prosecutors, and jury eligible mock jurors’ samples were identified across five databases (PubMed, Web of Science, Medline, PsycINFO, and SCOPUS), following PRISMA guidelines. Findings suggest that gender stereotypes function as heuristic frameworks shaping the construction and discounting of victim credibility, the interpretation of evidence, and the attribution of responsibility. These patterns were most consistently observed in SV contexts, where deviations from the “ideal victim” stereotype were associated with increased victim-blaming and reduced case progression. Evidence from IPV studies, although limited, suggests distinct credibility dynamics linked to ongoing relational contexts. The review highlights the persistence of gendered biases across decision-maker types and study designs. Conclusions are therefore tempered by the heterogeneity of the evidence base and the predominance of SV research. The findings support the need for structural, procedural, and training-based interventions to reduce bias and promote more equitable judicial outcomes.
- Literacia em saúde digital entre adolescentes do 3º Ciclo do Ensino Básico e SecundárioPublication . Viana, Cláudia ElisabeteIntrodução: O acesso crescente à internet ampliou as possibilidades de promoção da literacia em saúde, entre os adolescentes, tornando relevante o conceito de literacia em saúde digital (eHealth Literacy), que se refere à capacidade de aceder, compreender, avaliar e utilizar informações de saúde online. Objetivo: Descrever os níveis de literacia em saúde digital de adolescentes do 3º ciclo e ensino secundário de um Agrupamento de Escolas do distrito de Viseu, explorando relações com as variáveis género, compreensão de informações em saúde e o uso problemático da internet. Métodos: Estudo descritivo-correlacional, quantitativo e transversal, realizado com 291 adolescentes, utilizando a eHealth Literacy Scale (eHEALS) e a análise estatística no SPSS 27. Resultados: A média global da eHEALS foi de 3,674, indicando perceções positivas sobre as competências de literacia em saúde digital. Os rapazes apresentam maior confiança no uso de informações online para tomada de decisões (t= 2,001; p= 0,046). A capacidade de avaliar criticamente a qualidade da informação digital relacionou-se positivamente com a compreensão da informação em saúde. O impacto no desempenho e nas relações correlacionou-se significativamente com os itens da eHEALS. Conclusão: Os adolescentes apresentaram boa literacia em saúde digital, destacando-se a avaliação crítica como essencial para decisões mais informadas e uso consciente da informação online.
- Working With VIPP-School to improve teacher–child interaction: Two case studiesPublication . Starreveld, Kim M.; Mathilde M., Overbeek; Willemen, Agnes M.; Bakermans-Kranenburg, MarianThe Video-Feedback Intervention to Promote Positive Pedagogy and Sensitive Discipline in School (VIPP-School) aims at enhancing teacher sensitivity and sensitive discipline in interactions with children showing behavior problems. Although the first evidence for effectiveness has been shown, the mechanisms of change that underly the learning process of teachers during the intervention are still unclear. This study presents two case studies of kindergarten teachers participating in VIPP-School. Drawing on the intervention manual, logbooks, intervener feedback, and independent observations, we describe how the intervention was carried out and how each teacher’s personalized learning path related to changes in sensitivity and sensitive discipline. These cases highlight the importance of iterative cycles of reflection and application of new strategies for learning. The results provide further insight into mechanisms of change in video-feedback interventions and show how the protocolized VIPP-School intervention can be tailored to individual teacher–child dyads.