PDES - Artigos em revistas internacionais
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- The impact of positive childhood experiences: A systematic review focused on children and adolescentsPublication . Sousa, Marta; Machado, Ana Beatriz; Pinheiro, Marina; Pereira, Bárbara; Caridade, Sónia; Almeida, Telma Catarina; Cruz, Ana Rita; Cunha, OlgaChildhood and adolescence are crucial stages of life, characterized by significant changes that profoundly influence overall development. While positive childhood experiences (PCEs) can help mitigate the effects of adverse events during these formative years, they have not been as thoroughly researched. Then, this systematic review aims to address this gap by organizing the existing literature on PCEs and examining their impact on both positive and negative outcomes in children and adolescents. A search through databases such as B-On, PsycINFO, PubMed, SCOPUS, and Scielo, as well as supplementary searches, identified 30 studies that met the inclusion criteria. The results indicate that most studies were published in the last 4 years, primarily in the USA, and focused on community populations with mixed samples. In addition, the results reveal that among children and adolescents, higher levels of PCEs were associated with better mental health outcomes (e.g., reduced depressive symptoms, anxiety, self-harm, substance use, and suicidal ideation), improved psychosocial outcomes (e.g., enhanced adult functioning and future orientation), better academic achievement (e.g., reduced absenteeism and fewer academic difficulties), and some improvements in physical health (e.g., reduced chronic pain). However, the relationship between PCEs and behavioral outcomes showed mixed results. Strengthening efforts to promote PCEs and resources that support child and adolescent resilience is crucial. Further research involving diverse samples is needed to gain a deeper understanding of the role of PCEs.
- Effects of an individual cognitive stimulation intervention on global cognition, memory, and executive function in older adults with mild to moderate Alzheimer’s diseasePublication . Justo-Henriques, Susana I; Pérez Sáez, Enrique; Carvalho, Janessa O.; Lemos, Raquel; Ribeiro, OscarObjective: To determine the efficacy of a 12-week individual cogni-tive stimulation (iCS) intervention on global cognition, memory,and executive function of older adults with mild to moderateAlzheimer’s disease (AD). Method: Protocolized analysis using datafrom a multicenter, single-blind, randomized, parallel two-arm RCTof iCS for older adults with probable AD. A sample of 142 peoplewith probable Alzheimer’s disease attending 13 Portuguese institu-tions providing care and support services for older adults wereselected. Intervention group (n = 72) received 24 iCS sessions, twicea week for 12 weeks. Control group (n = 70) maintained their activ-ities as usual. Outcomes included global cognitive function(Mini-Mental State Examination, and Alzheimer’s Disease AssessmentScale—Cognitive Subscale), memory (Memory Alteration Test, andFree and Cued Selective Reminding Test), and executive function-ing (Frontal Assessment Battery). All participants were assessed atbaseline (T0), after the intervention (T1), and 12 weeks follow-up(T2). Results: The results showed significant improvements in mem-ory performance at follow-up for the intervention group andgreater stability in global cognition in the intervention relative tothe control group. Conclusion: The current iCS protocol showseffectiveness in cognitive functioning in older adults with probableAD, particularly for memory upon completion of the interventionand at follow-up, adding further support to previous iCS studiesshowing similar results and to the effectiveness of the currentintervention.
- The moderating role of oxytocin in the association between parental support and change in secure attachment developmentPublication . Budniok, Samuel; Bakermans-Kranenburg, Marian; Bosmans, GuyAccording to the Learning Theory of Attachment, neuroendocrinological processes affect the association between parental support and change in attachment. The current study aimed to test this assumption for oxytocin (OT) given its role in social behavior. We conducted a three-wave longitudinal study in which 91 children (56% girls, Mage = 9.55, SDage = 0.63) participated. Change in attachment was assessed from Wave 1 to Wave 3 and was indexed by measuring trust in maternal support and Secure Base Script (SBS) knowledge. Measures of salivary child OT and parental support (child and mother report) were obtained during respectively the first and last wave. Results indicated that child-reported parental support was positively related to change in trust and more so for children with high OT levels. No (moderation) effects were found for SBS knowledge. Overall, these findings illustrate the importance of considering biological factors along with experienced parenting to explain differences in attachment.
- Sensitive responsiveness in expectant and new fathersPublication . Bakermans-Kranenburg, Marian J.; Van IJzendoorn, MarinusFathers have an increasingly important role in the family and contribute through their sensitive responsiveness to positive child development. Research on parenting more often included fathers as caregivers in the past two decades. We present a neurobiological model of sensitive responsive parenting with a role for fathers’ hormonal levels and neural connectivity and processing of infant signals. We tested this model in a research program (“Father Trials”) with correlational and randomized experimental studies, and we review the results of these studies. So far, interaction-focused behavioral interventions seem most promising in supporting fathers’ sensitive responsiveness, even though the mechanisms are still uncharted.
- Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effectsPublication . Dede Yildirim, Elif; Frosch, Cynthia A.; José dos Santos, António; Veríssimo, Manuela; Bub, Kristen; Vaughn, BrianPreschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes inf luence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.
- Configurations of mother–child and father–child attachment relationships as predictors of child language competence: An individual participant data meta‐analysisPublication . Dagan, Or; Schuengel, Carlo; Verhage, Marije L.; Madigan, Sheri; Roisman, Glenn I.; Bernard, Kristin; Duschinsky, Robbie; Bakermans‐Kranenburg, Marian; Bureau, Jean‐François; Sagi‐Schwartz, Abraham; Eiden, Rina D.; Wong, Maria S.; Brown, Geoffrey; Soares, Isabel; Oosterman, Mirjam; Fearon, R. M. Pasco; Steele, Howard; Martins, Carla; Aviezer, OraAn individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage: 19.84months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d=.26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d=.23), and this difference was observed in older versus younger children in exploratory analyses. Mother– child and father–child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes.
- Imagined and extended contact experiences and adolescent bystanders' behavioral intentions in homophobic bullying episodesPublication . António, Raquel; Guerra, Rita; Cameron, Lindsey; Moleiro, CarlaBystanders' helping interventions in bias‐based bullying are rare, although they have the potential to intervene on behalf of the victim and quickly stop the aggression. Two studies tested, experimentally, the impact of adolescents' imagined (Study 1, N = 113, Mage = 16.17) and extended contact experiences (Study 2, N = 174, Mage = 15.79) on assertive bystanders' behavioral intentions in the context of homophobic bullying, an under‐ researched but highly detrimental behavior that emerges mainly during early adolescence. Potential mediators (empathic concern, social contagion concerns, and masculinity/ femininity threat) were also examined. Results showed that female younger participants revealed more behavioral intentions to help victims of homophobic bullying when asked to imagine an interaction with an outgroup member (Study 1). Younger participants revealed less masculinity/femininity threat in the positive extended contact condition, and female participants revealed less empathic concern in the negative extended contact condition (Study 2). Overall, these findings identify specific conditions (e.g., younger females) where indirect contact interventions (i.e., extended and imagined) are likely to have a stronger impact. Age and sex differences were found to illustrate how adolescents vary in their behavioral intentions, empathic concern, and threat; and also highlight the need to further examine age and sex differences regarding responses to homophobic bullying episodes.
- Depicting #fatherhood involvement on Instagram: Caregiving, affection, and stimulationPublication . Diniz, Eva; Sepúlveda, RitaThis article aims to analyze how fatherhood is performed on Instagram by examining the domains of involvement. Parental roles and behaviors have changed in the last years and are currently a relevant social and scientific topic. The way that fatherhood is performed is also a frequent subject on social media, spreading the ideal of a new fatherhood and portraying the father as committed to childcare duties. The hashtag “fatherhood” was used to identify posts on Instagram representing father involvement. A final sample of 121 posts was identified. Results depicted three main domains in fatherhood’s online representations of involvement: (1) child caregiving; (2) fathers as a source of the child’s affection; and (3) fathers involved in play, committed to the child’s interests and offering new opportunities of stimulation. The display of fatherhood as a role requiring dedication and effort also emerged, but to a lesser extent. Nevertheless, only positive emotions were shared, depicting pleasure in the performed role, and communicating an ideal and self-enhancing profile. Moreover, posts seemed to disseminate an ideal of fatherhood rather than raise questions or discuss the challenges related to it. Findings uncover how media social representations of fatherhood are still an unfinished process, failing to capture diversity and challenges in contemporary families.
- Father involvement during early childhood: a systematic review of the literaturePublication . Diniz, Eva; Brandão, Tânia; Monteiro, Lígia Maria Santos; Verissimo, ManuelaInexistente
- Singularidades de género nas representações de vinculação durante o período pré-escolarPublication . Maia, Joana; Veríssimo, Manuela; Ferreira, Bruno; Ferreira, Bruno; Silva, Filipa; Antunes, MartaVisando identificar diferenças individuais no modo como as crianças encenam uma variedade de situaçõesrelacionadas com a vinculação, o Attachment Story Completion Task-ASCT (Bretherton. Ridgeway, &Cassidy, 1990) tem sido utilizado em diferentes culturas, tanto com amostras clínicas como normativas,sendo uma das metodologias de narrativas mais utilizadas durante o período pré-escolar. Todavia, umponto problemático da sua utilização prende-se com o facto de alguns estudos reportarem especificidadesao nível dos perfis narrativos evidenciados por meninos e meninas o que, do ponto de vista da Teoria daVinculação, não seria de esperar. O ASCT foi aplicado a 252 crianças em idade pré-escolar (M=62; DP=15,1) tendo as narrativas sido analisadas através de uma escala contínua de segurança. Não foi encontradanenhuma relação significativa entre a segurança das narrativas e o Q.I. verbal dos participantes. Nasrespostas ao ASCT verificou-se uma diferença em função do género [F(1, 253)=11,8, p<0,01], com ashistórias produzidas pelas raparigas, em média, a receberem pontuações mais elevadas na dimensãosegurança. Várias hipóteses teóricas são exploradas para explicar os perfis encontrados e, partindo daideia avançada por Oppenheim (1997) de que a aplicação deste tipo de metodologias representa umasituação indutora de ansiedade para a criança, é dado destaque à tese evolutiva proposta por Taylor et al.(2000) que afirma existir divergências ao nível das estratégias de regulação emocional tendencialmenteadoptadas pelos dois sexos em situações de stress e de conforto interpessoal.