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Qualidade das relações de vinculação e regulação emocional em crianças de idade pré-escolar
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Abstract(s)
A teoria da vinculação e a importância da qualidade das relações primárias tem sido amplamente estudada e relacionada com vários fatores do desenvolvimento da criança. Diversos estudos foram desenvolvidos no sentido de compreender o impacto desta variável no desenvolvimento sócio emocional, capacidade determinante da qualidade das interações sociais da criança. Contudo, poucos investigaram o impacto destas primeiras experiências de vinculação no posterior desenvolvimento emocional, nomeadamente na capacidade de regulação das emoções, objetivo fundamental para o desenvolvimento sócio emocional das crianças.
O presente estudo pretende explorar de que forma a qualidade das relações de vinculação se relaciona com a capacidade das crianças regularem as sua próprias emoções. Participaram neste estudo 87 crianças de idade pré-escolar às quais foram aplicados os seguintes instrumentos: Attachment Story Completion Task (Bretherton, Ridgeway & Cassidy, 1990) para aceder à qualidade das representações de vinculação e Emotion Regulation Q-Sort Scale (Shields & Cichetti,1997) para avaliar os perfis de personalidade individual das crianças.
Os resultados mostraram uma correlação positiva entre as duas variáveis (qualidade de vinculação e regulação emocional), o que significa que quanto maior a qualidade da vinculação maior a capacidade das crianças desenvolverem estratégias que lhes permitam uma regulação emocional adequada. Assim, conclui-se que a perceção de uma qualidade de vinculação positiva e segura influencia a utilização de estratégias de coping utilizadas que irão ter impacto no desenvolvimento do conhecimento emocional das crianças.
The attachment theory and the importance of the quality of primary relationships have been widely studied and related to various factors in child development. Several studies have been developed in order to understand the impact of this variable on socio-emotional development, a determining capacity for the quality of the child´s social interactions. However, few investigated the impact of these first bonding experiences on later emotional development, namely on the ability to regulate emotions, a fundamental objective for the socio-emotional development of children. This study aims to explore how the quality of attachment relationships is related to the ability of children to regulate their own emotions. Eighty-seven preschool children participated ins this study. The following instruments were applied: Attachment Story Completion Task (Bretherton, Ridgeway & Cassidy, 1990) to assess the quality of the representations of attachment and Emotion Regulation Q-Sort Scale (Shields & Cichetti,1997) to assess children´s individual personality profiles. The results showed a positive correlation between the two variables (attachment quality and emotional regulation), which means that the higher the attachment quality, the greater the children´s capacity to develop strategies that allow them to have adequate emotion regulation. Concluding, the perception of a positive and secure attachment quality influences their use of coping strategies that will impact the development of children´s emotional knowledge.
The attachment theory and the importance of the quality of primary relationships have been widely studied and related to various factors in child development. Several studies have been developed in order to understand the impact of this variable on socio-emotional development, a determining capacity for the quality of the child´s social interactions. However, few investigated the impact of these first bonding experiences on later emotional development, namely on the ability to regulate emotions, a fundamental objective for the socio-emotional development of children. This study aims to explore how the quality of attachment relationships is related to the ability of children to regulate their own emotions. Eighty-seven preschool children participated ins this study. The following instruments were applied: Attachment Story Completion Task (Bretherton, Ridgeway & Cassidy, 1990) to assess the quality of the representations of attachment and Emotion Regulation Q-Sort Scale (Shields & Cichetti,1997) to assess children´s individual personality profiles. The results showed a positive correlation between the two variables (attachment quality and emotional regulation), which means that the higher the attachment quality, the greater the children´s capacity to develop strategies that allow them to have adequate emotion regulation. Concluding, the perception of a positive and secure attachment quality influences their use of coping strategies that will impact the development of children´s emotional knowledge.
Description
Dissertação de Mestrado apresentada no
ISPA Instituto Universitário para obtenção de grau de Mestre
na especialidade de Psicologia Clínica
Keywords
Vinculação Conhecimento emocional Regulação emocional Crianças pré escolares Attachment Emotional knowledge Emotional regulation Pre-schoolers