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O retraimento social em adolescentes: um estudo descritivo do seu ajustamento sócio-emocional segundo a perspectiva dos professores
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Abstract(s)
O retraimento social dos adolescentes refere-se ao auto-isolamento relativamente ao seu grupo de pares,
que se traduz num comportamento solitário manifestado de forma consistente (em diferentes situações
e ao longo do tempo) e na presença de pares com quem têm familiaridade ou não. Este comportamento
pode ter consequências negativas, principalmente na adolescência e pode ser um fator preditor de
ajustamento psicossocial. Este estudo tem por objetivo analisar a relação entre o retraimento social e o
ajustamento sócio-emocional, em termos de comportamento e competências académicas em meio escolar.
Participaram no estudo 348 estudantes, com uma média de idades de 14 anos e residência na região
da grande Lisboa. Os dados do retraimento social foram recolhidos através da adaptação do Extended
Class Play e os do ajustamento sócio-emocional através da adaptação do Teacher-Child Rating Scale.
Os resultados mostram que os professores perceberam os adolescentes socialmente retraídos como sendo
menos assertivos e como tendo menos aptidões sociais com os pares. Estes resultados apontam para
constrangimentos na sua capacidade de ajustamento sócio-emocional à escola.
Adolescents social withdrawal refers to the self-isolation relative to their peer group translating into a solitary behavior manifested consistently (in different situations and over time) and in the presence of either familiar or unfamiliar peers. This behavior can have negative consequences, especially in adolescence and can be a predictor of psychosocial adjustment. This study aims to analyze the relationship between social withdrawal and socio-emotional adjustment in terms of behavior and academic skills in the school environment. A total of 348 students participated in the study, with a mean age of 14 years and living in Lisbon metropolitan region. The data of social withdrawal were collected through the Portuguese adaptation of the Extended Class Play and the socio-emotional adjustment data through the Teacher-Child Rating Scale. The results show that teachers perceived the socially withdrawn young as less assertive and as having fewer social skills with peers. These results point to constraints on the ability of social-emotional adjustment to school.
Adolescents social withdrawal refers to the self-isolation relative to their peer group translating into a solitary behavior manifested consistently (in different situations and over time) and in the presence of either familiar or unfamiliar peers. This behavior can have negative consequences, especially in adolescence and can be a predictor of psychosocial adjustment. This study aims to analyze the relationship between social withdrawal and socio-emotional adjustment in terms of behavior and academic skills in the school environment. A total of 348 students participated in the study, with a mean age of 14 years and living in Lisbon metropolitan region. The data of social withdrawal were collected through the Portuguese adaptation of the Extended Class Play and the socio-emotional adjustment data through the Teacher-Child Rating Scale. The results show that teachers perceived the socially withdrawn young as less assertive and as having fewer social skills with peers. These results point to constraints on the ability of social-emotional adjustment to school.
Description
Keywords
Retraimento social Relação de pares Competências sociais Adolescência Social withdrawal Peer relations Social skills Adolescence
Citation
Temas em Psicologia, 23(2), 255-267 Doi: 10.9788/TP2015.2-02
Publisher
Sociedade Brasileira de Psicologia