Percorrer por autor "Dias, Pedro"
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- Abrir “Espaços” à Saúde Mental nas EscolasPublication . Campos, Luísa; Palha, Filipa; Dias, Pedro; Veiga, Elisa; Duarte, Ana
- Abrir espaço à saúde mental - Promoção da Saúde Mental em Adolescentes (12-14 anos ) : Construção do Guião Focus GroupPublication . Campos, Luísa; Palha, Filipa; Veiga, Elisa; Dias, Pedro; Duarte, Ana
- Abrir espaço à saúde mental - promoção da saúde mental em adolescentes (12-14 anos): construção do Guião de Focus GroupPublication . Campos, Luísa; Palha, Filipa; Veiga, Elisa; Dias, Pedro; Duarte, Ana Isabel
- Abrir espaço à saúde mental : diferenças de género : resultados preliminaresPublication . Campos, Luísa; Duarte, Ana Isabel; Dias, Pedro; Palha, Filipa; Veiga, Elisa
- Academic achievement and emotional and behavioural problems: the moderating role of genderPublication . Dias, Pedro; Veríssimo, Lurdes; Carneiro, Alexandra; Figueiredo, BárbaraThe present study aimed to explore the association between academic achievement and emotional and behavioural problems and the moderation role of gender in this association. 1350 Portuguese school-aged children and adolescents from first to ninth grade (6–15-year-old), part of a national representative sample, were assessed by teachers and parents with questionnaires from the Achenbach System of Empirically Based Assessment (ASEBA). Results show that academic achievement significantly predicts child and adolescent’s internalizing, externalizing, and total problems. Gender moderates the association between academic achievement and child and adolescent’s externalizing and total problems, both at school and in the family context. The results underscore the relevance of academic achievement in children and adolescent’s emotional and behavioural problems, and particularly in boys.
- Acolhimento residencial em PortugalPublication . Rodrigues, Sónia; Leal, Mariana; Martins, Ana; Ribeiro, Rita; Azevedo, Sílvia; Campos, Joana; Dias, PedroIn Portugal there are 8000 children and young people in Residential Care (RC). The concept of RC quality emerges as the adequacy of the characteristics of the centres to the needs of children. Being a complex and multidimensional construct requires different perspectives and an evaluation by various sources, assuming the voice of children as the main reference in measuring the quality. The quality of the RC is closely related to psychological adjustment, well-being and satisfaction with life of children and adolescents. Until now it has not been performed in Portugal an assessment of the quality of the RC system. At this time there is an ongoing study that aims to assess the quality of Portuguese RC system through needs assessment and psychological adjustment of children in RC, the evaluation of the quality of services provided by centres and understanding of the relationship between these two variables. This symposium aims to present some emerging results of the pilot study of national character research, still in progress, which aims to assess the quality of the RC Portuguese system. In this sense, a brief contextualization of the RC will be in Portugal, followed by the presentation of the main methodology that is used for this assessment – A Comprehensive Evaluation System for Residential Care in Portugal (ARQUA-P). Subsequently, it will be presented the data related to the psychological adjustment of adolescents that are in RC, their self-esteem, well-being and happiness subjective, relating these variables with the quality of the RC.
- Actividade cardíaca e comportamentos perturbados de vinculação na situação estranha: Estudo com crianças institucionalizadasPublication . Dias, Pedro; Soares, Isabel; Martins, Carla; Baptista, Joana; Campos, Joana; Henriques, Margarida; Cunha, João Paulo
- Adaptation and content validity of the Brazilian version of the mental health literacy questionnairePublication . Moreira, Wanderson Carneiro; Campos, Luísa; Dias, Pedro; de Sousa Nóbrega, Maria do Perpétuo SocorroOBJECTIVES: to perform cross-cultural adaptation and content validity of the Mental Health Literacy questionnaire into Brazilian Portuguese. METHODS: a validity study developed according to the following stages: (1) assessment of conceptual and item equivalence; (2) idiomatic and semantic equivalence (translation, back-translation, formal assessment, critical analysis by 17 experts and pre-testing with 32 young adults, using the survey technique); (3) operational equivalence. RESULTS: important changes were made to ensure instrument validity. The Content Validity Index for the Brazilian context was 97.2% (feasibility) and 98.9% (relevance). The instrument proved to be understandable and easy to apply in pre-testing. FINAL CONSIDERATIONS: the Mental Health Literacy questionnaire, Brazilian version, contributes to assessing mental health literacy as well as to improving the quality of actions to promote, prevent and protect mental health in young people.
- Adaptation and validation of the youth internalizing and externalizing problems screener in Portugal: a unified psychological health screening toolPublication . Serrão, Rosário; Dias, Pedro; Andrés, Ana; Bowe, Mhairi; Renshaw, TylerResearch points to the importance of school-based universal screening focused on psychological health and well-being dimensions to reach a baseline that allows for the allocation of pupils on adequate interventions and supports, and monitors their response to intervention. When screening for mental health problems, it is recommended to screen for internalizing and externalizing behaviors. This study conducted an adaptation and validation of the Youth Internalizing and Externalizing Problems Screener (YIEPS) in the Portuguese context, following three main steps: translation, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Data was collected in 10 schools, with a final sample of 942 adolescents randomly split into two subsamples. Initially, EFA was conducted on one subsample and then CFA was conducted on the other. Results support a bifactor model with two specific factors (internalizing and conduct problems) and a general mental health problems factor, eliminating items pertaining to attention problems and hyperactivity-impulsivity. This adapted measurement model showed good internal consistency, reliability, concurrent and divergent validity with other measures of mental health problems, and psychosocial functioning. The YIEPS-Portuguese can be used in Portuguese schools to screen for psychological health difficulties, in addition to other measures to screen for the complete mental health of pupils.
- Adolescents’ school-based universal well-being screening: a validation of the student subjective wellbeing questionnaire in PortugalPublication . Serrão, Rosário; Dias, Pedro; Andrés, Ana; Bowe, Mhairi; Renshaw, TylerSchool-based universal well-being screening is proposed within the Multi-tiered Systems of Support approach to collect data on school and individual well-being. Universal screening allows for data-based informed decision, allocating each pupil or set of pupils in universal, selective and/or indicated structured interventions and supports. However, schools require adequate and validated measures of both positive well-being and indicators of psychological health problems. This study focused on the adaptation and validation of the Student Subjective Wellbeing Questionnaire (SSWQ) in Portugal, a tool directed to positive well-being screening. After a translation process, data was collected in 10 schools. A sample of 942 school pupils in the 3rd cycle was randomly split into two subsamples. First was conducted on one subsample, and then, CFA was conducted in the other. Gender and school year invariance were also conducted with the CFA subsample. Internal consistency was likewise analysed. The analysis finished with convergent and discriminant validity. Overall, results supported a second-order factor model (subjective well-being), including four first-order factors, with the elimination of one item and changing one item to another subscale. Results showed good reliability of each factor (all above 0.70). Full measurement invariance was reached for gender (male and female) and school year (7th, 8th and 9th grades). Convergent validity was found with measures of satisfaction with school, group identification with peers and school social support, and divergent validity was found with BPM-Y. Altogether, results support that SSWQ-PG can be used to screen for subjective well-being in schools, helping schools in identifying and addressing pupils’ mental health needs more effectively.