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Publication
O impacto do programa de intervenção o mundo dos intergalácticos na regulação emocional e mindfulness disposicional, em crianças dos 8 aos 11 anos
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Abstract(s)
O contexto escolar é um local privilegiado para actuar no desenvolvimento de competências socioemocionais, tendo os programas de intervenção um papel crucial no que diz respeito ao bem-estar e desenvolvimento adaptativo das crianças (Carvalho et al., 2017; Schonert-Reichl. et al 2015). O objectivo principal desta tese foi avaliar a eficácia do programa piloto “O Mundo dos Intergaláticos”- programa de intervenção para crianças dos 8 aos 12 anos, no mindfulness disposicional e regulação emocional. Foi realizado um estudo pré-experimental com pré e pós-teste, numa amostra de 50 crianças em pré-teste e 49 no pós-teste, com idades compreendidas entre os 8 e 11 anos. Também foi utilizada uma amostra de 36 encarregados-de-educação no pré-teste e 23 no pós-teste. Os resultados foram obtidos através de uma medida de autorelato para o mindfulness disposicional - Mindfulness Attention Awareness (MAAS-C) -, e heterorelato para a regulação emocional - Emotional Regulation Checklist (ERC). Em suma, observou-se um impacto significativo do programa “O Mundos dos Intergalácticos” na competência de mindfulness disposicional, apesar de não terem existido diferenças referentes à regulação emocional na amostra geral. Estes resultados contribuem para a investigação na área do mindfulness em contexto infantil, como também, facultam pistas relevantes para o potencial impacto do programa em estudo nesta competência e bem-estar nas crianças portuguesas. Posteriormente, discutem-se implicações teóricas e práticas dos resultados, limitações do estudo e apontam-se sugestões de investigação futura.
The school context is a privileged place to act in the development of socio-emotional skills, and intervention programs play a crucial role in children's well-being and adaptive development (Carvalho et al., 2017; Schonert-Reichl et al., 2015). The main goal of this thesis was to evaluate the effectiveness of the pilot program “O Mundo dos Intergalácticos” - an intervention program working, on emotional regulation and dispositional mindfulness in Portuguese students, specifically, children aged 8 to 11. A pre-experimental (pre- and post-test) study was conducted on a sample of 50 pre-test children and 49 post-test children. A sample of 36 pre-test and 23 post-test parents was also used. Results were obtained through a self-report measure for dispositional mindfulness - Mindfulness Attention Awareness (MAAS-C) -, and hetero-report for emotional regulation - Emotional Regulation Checklist (ERC). The results showed a significant impact of the program "O Mundo dos Intergalácticos" on dispositional mindfulness competence, although there were no differences regarding emotional regulation. These results contribute to research in this area, as well as to highlight the potential of the program involved in the well-being of Portuguese children. Subsequently, theoretical and practical implications of the results, methodological limitations and future research lines are discussed.
The school context is a privileged place to act in the development of socio-emotional skills, and intervention programs play a crucial role in children's well-being and adaptive development (Carvalho et al., 2017; Schonert-Reichl et al., 2015). The main goal of this thesis was to evaluate the effectiveness of the pilot program “O Mundo dos Intergalácticos” - an intervention program working, on emotional regulation and dispositional mindfulness in Portuguese students, specifically, children aged 8 to 11. A pre-experimental (pre- and post-test) study was conducted on a sample of 50 pre-test children and 49 post-test children. A sample of 36 pre-test and 23 post-test parents was also used. Results were obtained through a self-report measure for dispositional mindfulness - Mindfulness Attention Awareness (MAAS-C) -, and hetero-report for emotional regulation - Emotional Regulation Checklist (ERC). The results showed a significant impact of the program "O Mundo dos Intergalácticos" on dispositional mindfulness competence, although there were no differences regarding emotional regulation. These results contribute to research in this area, as well as to highlight the potential of the program involved in the well-being of Portuguese children. Subsequently, theoretical and practical implications of the results, methodological limitations and future research lines are discussed.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário para obtenção do grau de Mestre na especialidade em Psicologia Clínica.
Keywords
Mindfulness Crianças Escolas Programa Regulação emocional Socio-emotional skills Children Schools Program Emotional regulation