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Adolescentes institucionalizados: O papel das figuras significativas na predição da assertividade, empatia e autocontrolo
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Advisor(s)
Abstract(s)
Numa perspectiva ecológica foram analisadas as
percepções de 109 adolescentes institucionalizados
(Midade=16,19; DP=1,37) relativas à qualidade das
relações estabelecidas com adultos significativos na
escola (professores e funcionários), bem como com
funcionários da instituição. Este estudo teve como
objectivo determinar o contributo das variáveis
relacionais na predição de competências sociais tais
como a assertividade, a empatia e o autocontrolo.
Pretendeu-se ainda testar o papel mediador da
qualidade da relação com os pares na predição das
competências sociais. A análise mediante equações
estruturais identificou um modelo capaz de predizer
uma contribuição indirecta dos professores e
funcionários da escola na assertividade e na empatia,
enquanto a qualidade da relação com os pares
apresentou um efeito directo nas mesmas variáveis.
Não foi confirmado o papel mediador da qualidade da
relação aos pares na associação entre a qualidade da
relação com professores e os funcionários da escola e
o desenvolvimento de competências sociais. No
entanto, encontrou-se um efeito directo da qualidade
da relação com os funcionários da instituição nas
competências de autocontrolo. Adolescentes institucionalizados
parecem ser sensíveis à qualidade da relação
que estabelecem com adultos significativos para além
da família, percebendo diferentes papéis nos adultos
do contexto escolar e da instituição permitindo-lhes
desenvolver diferentes competências sociais.
Institutionalized adolescents were analysed beyond family relationships, considering, according to an ecological perspective, relationships with significant adults in school (teachers and school staff) as well as with adults from institution staff. This study aims to determine the contribution of relational variables in the prediction of social skills like assertiveness, empathy and self-control in 109 institutionalized adolescents (Mage=16,19; SD=1,37). Besides that we also intend to test the meditational role of peer relationship to predict social skills. Structural equation modelling identified a model able to predict a indirect contribution of teachers and school staff in assertion and empathy, while peer relationship presents a direct effect on these variables. However we can’t confirm the mediator role of peer relationship in the association between quality of the relationship with teachers and school staff and development of social skills. Furthermore we find a direct effect of quality of relationships with institution staff on self-control skills. Institutionalized adolescents seem to be very sensitive to the quality of relationship with significant adults beyond family, perceiving different roles in adults from school and institutional context that permit development of different social skills.
Institutionalized adolescents were analysed beyond family relationships, considering, according to an ecological perspective, relationships with significant adults in school (teachers and school staff) as well as with adults from institution staff. This study aims to determine the contribution of relational variables in the prediction of social skills like assertiveness, empathy and self-control in 109 institutionalized adolescents (Mage=16,19; SD=1,37). Besides that we also intend to test the meditational role of peer relationship to predict social skills. Structural equation modelling identified a model able to predict a indirect contribution of teachers and school staff in assertion and empathy, while peer relationship presents a direct effect on these variables. However we can’t confirm the mediator role of peer relationship in the association between quality of the relationship with teachers and school staff and development of social skills. Furthermore we find a direct effect of quality of relationships with institution staff on self-control skills. Institutionalized adolescents seem to be very sensitive to the quality of relationship with significant adults beyond family, perceiving different roles in adults from school and institutional context that permit development of different social skills.
Description
Keywords
Competências sociais Funcionários da escola e instituição Institucionalização Pares Professores Institution staff Institutionalization Peers School staff Social skills Teachers
Citation
Análise Psicológica, 28 (2), 245-254.
Publisher
ISPA – Instituto Universitário