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Publication
Programas de intervenção para o desenvolvimento de competências socioemocionais : uma revisão crítica dos enquadramentos SEL e SEAL
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Advisor(s)
Abstract(s)
Resumo:Nos últimos anos tem aumentando o interesse pelos programas de desenvolvimento de competências
socioemocionais implementados em escolas, face à perceção incrementada destas competências como
cruciais para a promoção do sucesso escolar e na vida. Este aumento impulsionou a criação de medidas
legislativas de suporte e orientação nos Estados Unidos (Social and Emotional Learning – SEL) e em
Inglaterra (Social and Emotional Aspects of Learning – SEAL). O presente artigo pretende analisar
as semelhanças e diferenças entre as duas abordagens, comparando vários pontos cruciais como
objetivos, âmbito de intervenção, estratégia de implementação, formato dos programas,
implementadores empregues e a adequação da implementação dos programas com o respetivo
enquadramento teórico. Adicionalmente será analisada a eficácia e a efetividade de cada abordagem,
contemplando questões como a existência de diferenças de género no impacto dos programas de
desenvolvimento socioemocional, bem como a importância de envolver múltiplos informantes na
avaliação dos resultados. Em suma, pretendeu-se analisar criticamente estas abordagens de forma a
apoiar a implementação de programas eficazes em Portugal, bem como a identificar as temáticas que
requerem investigação adicional. Pode-se concluir que são necessários estudos adicionais sobre a
efetividade, o formato mais adequado e o impacto do género sobre os programas de desenvolvimento
socioemocional.
Abstract: In recent years there has been an increase in interest for school-based social and emotional learning programs, given the consistent data that presents this studies as crucial to the promotion of success in school and in life. In England (Social and Emotional Aspects of Learning – SEAL) and the United Stated (Social and Emotional Learning – SEL) this increase in importance led to the creation of legislation to support and guide the development of such programs. The present article aims to analyze the similarities and differences between both approaches, comparing the several crucial point such as objectives, program format, implementers and the fit between program implementation and theoretical framework. Additionally, the efficacy and effectiveness of each approach will also be given attention, focusing in the existence of differential gender impact of the programs, and the use of multiple informants to analyze program impact. In sum, the article aims to critically analyze these approaches in order to support the implementation of effective school-based programs in Portugal, as well as to identify the subjects that require further analysis. It may be concluded that additional studies about effectiveness, program format and differential gender impacts are required.
Abstract: In recent years there has been an increase in interest for school-based social and emotional learning programs, given the consistent data that presents this studies as crucial to the promotion of success in school and in life. In England (Social and Emotional Aspects of Learning – SEAL) and the United Stated (Social and Emotional Learning – SEL) this increase in importance led to the creation of legislation to support and guide the development of such programs. The present article aims to analyze the similarities and differences between both approaches, comparing the several crucial point such as objectives, program format, implementers and the fit between program implementation and theoretical framework. Additionally, the efficacy and effectiveness of each approach will also be given attention, focusing in the existence of differential gender impact of the programs, and the use of multiple informants to analyze program impact. In sum, the article aims to critically analyze these approaches in order to support the implementation of effective school-based programs in Portugal, as well as to identify the subjects that require further analysis. It may be concluded that additional studies about effectiveness, program format and differential gender impacts are required.
Description
Keywords
Desenvolvimento socioemocional Implementação de programas Eficácia Efetividade Social and emotional learning School-based programs Efficacy Effectiveness
Citation
Coelho, V. A., Marchante, M., Sousa, V., & Romão, A. M. (2016). Programas de intervenção para o desenvolvimento de competências socioemocionais: Uma revisão crítica dos enquadramentos SEL e SEAL. Análise Psicológica, 34(1), 61-72. https://doi.org/10.14417/ap.966
Publisher
Edições ISPA