Browsing by Author "Brito, Ana Teresa"
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- A compreensão emocional da morte pela criança: resposta ao artigo de Silva et alPublication . Julião, Miguel; Fareleira, Filipa; Xavier, Maria Raúl; Brito, Ana Teresa
- Dialogues with parents: a parental support and empowerment program based on the Touchpoints ModelPublication . Brito, Ana Teresa; Xavier, Maria Raul; Azevedo, Nair; Fareleira, Filipa; Espirito Santo, Joana; Teixeira, Lina; Tinoco, Joana; Singer, Jayne“Dialogues with Parents-welcoming, listening, and empowering” aimed to understand the impact of an innovative approach supporting parents with identified social/emotional vulnerabilities. Program goals included the promotion of positive parenting, the expansion of parents' knowledge and skills, and the enhancement of parent–child interactions. Based on the Brazelton Touchpoints Developmental-Relational Frameworks, the program applied strength-based assumptions and relationship-based practices to underpin empathic and collaborative relationships with families, seeking to strengthen their confidence in parenting. Two modalities were offered with a modular structure from prenatal–newborn to 6 years. Both included 10 modules, one in which the same group of parents carried out the complete sequence of sessions (Continuous Group) and a second in which parents selected one Touchpoint according to their needs and “drop in” to the session(s) of their choice (Touchpoints 1 by 1 Group). Data were gathered through satisfaction questionnaires at the end of each encounter. A focus group was also held with parents from the Continuous Group. The difference between applications (248) and total participation (99) indicates that parent's interest in participating is high but only a third managed to join the groups. Nevertheless, the results were very positive, highlighting the quality of the Touchpoints approach and program implementation, namely its impact on improving parents' understanding of children's development and of their own role in parenting. Parents particularly valued the opportunity to actively participate in the encounters and, in the Continuous Group, the usefulness of the encounters for themselves as a person and as parents.
- Dialogues with parents: welcoming, listening, empoweringPublication . Brito, Ana Teresa; Espirito Santo, Joana; Teixeira, Lina; Xavier, Maria; Azevedo, Nair
- Is the initial training of Portuguese early childhood education and care professionals adequately preparing them to work with children aged 0-3?Publication . Moreira, Janete Silva; Gregório, Inês; Aguiar, Ana Lúcia; Brito, Ana Teresa; Cadima, Joana; Barros, LuísaThe ProFormação 0-3 project aims to characterize Portuguese early childhood education and care (ECEC) professionals’ initial training regarding children aged 0-3. Literature shows that ECEC professionals with specific training to work with children aged 0-3 have a more complex and multidimensional comprehension of their development and learning processes (Hu et al., 2019; Schaack et al., 2017). But further investigation is needed, specifically in Portugal (Gomes & Brito, 2022; Vasconcelos, 2011), to identify initial training key-elements (i.e., contents; practices) to potentiate ECEC quality (Eckhardt & Egert, 2018; Loizou & Recchia, 2018). To reach its goals, the project included 2 phases: a) documental analysis to identify all higher education and vocational programs available; b) focus groups with higher education lecturers of identified programs to understand their perceptions on how initial training prepares ECEC teachers to work with children aged 0-3, and with ECEC professionals to identify their training needs. The project was approved by the Ethics and Deontology Commission of the Faculty of Psychology of the University of Lisbon and complies with all ethical procedures. Results showed that contents related to work with children aged 0-3 are rarely included in initial programs, raising concerns regarding professionals’ preparation to work with infants/toddlers. Interviewees reported a greater focus on children under 3 is needed and expressed their perceptions on the most relevant changes needed. Gaps between contents of current programs and the training needs of ECEC professionals will be discussed, as well as recommendations for relevant complementary training offers.