Percorrer por autor "Ramalho, Sofia"
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- Eating disorders and non-suicidal self-injury: cluster analysis considering eating pathology, emotion dysregulation, and negative urgencyPublication . Gonçalves, Sónia; Ramalho, Sofia; Machado, Bárbara C.; Vieira, Ana IsabelResearch on the interplay between eating pathology, emotion dysregulation and negative urgency is needed to inform intervention approaches for patients with eating disorders and non-suicidal self-injury. This study aimed to investigate the characterization of patients with eating disorders and non-suicidal self-injury considering eating pathology, emotion dysregulation and negative urgency. This cross-sectional study evaluated 73 outpatients with eating disorders and non-suicidal self-injury (14-55 years; 68 women). A cluster analysis was performed using eating pathology, emotion dysregulation and negative urgency. Differences between clusters were explored on sociodemographic/ psychological variables, eating disorder diagnostics and past/current non-suicidal self-injury engagement. Three clusters were identified. Cluster 1 (n=29) (moderate severity) was characterized by high levels of eating pathology, but moderate emotion dysregulation and negative urgency. Cluster 2 (n=29) (high severity) was characterized by the highest scores in eating pathology, emotion dysregulation and negative urgency, and included more patients with current non-suicidal self-injury. Cluster 3 (n=15) (low severity) was characterized by the lowest levels of eating pathology, emotion dysregulation and negative urgency, and included more patients with past non-suicidal self-injury. These profiles highlight the importance of emotion dysregulation and negative urgency as treatment targets for eating disorders patients with current non-suicidal self-injury.
- Ensinar e aprender no século XXI: um olhar sobre as preocupações relatadas por professoresPublication . Trigo, Luísa Ribeiro; Ramalho, Sofia; Baldaque, Margarida Rodrigues; Cabral, Ana; Dias, Teresa; Quintas, Rita; Sequeira, Cristiana; Cabral, Leonor; Cunha, RosárioEste estudo teve como objetivo analisar as preocupações relatadas por educadores/professores, relativamente à sua experiência diária enquanto profissionais docentes. Participaram na investigação 178 educadores e professores de estabelecimentos de ensino privado em Portugal, do pré-escolar ao 12.º ano. Os dados foram recolhidos através de um questionário com questões abertas, cujas respostas foram analisadas através de análise de conteúdo. Emergiram três preocupações principais: preocupações relativas à esfera do aluno, à esfera do professor e ao contexto familiar e societal. As preocupações com o aluno centraram-se sobretudo na promoção da sua aprendizagem e desenvolvimento e em atributos do aluno percecionados como dificultadores do processo de ensino-aprendizagem. As preocupações da esfera do professor focaram-se na gestão da sala de aula, nas exigências inerentes ao papel de professor e no processo de ensino na sala de aula. Algumas características do contexto familiar e societal mais amplo emergiram também como preocupações destes educadores/professores. São discutidas algumas implicações para as práticas profissionais dos psicólogos e dos educadores/professores.
- Exploring Portuguese teachers’ perceptions of the challenges they face in schoolsPublication . Ribeiro, Luísa; Baldaque, Margarida Rodrigues; Cabral, Ana; Ramalho, Sofia; Dias, Teresa; Quintas, Rita; Cabral, Leonor; Sequeira, Cristiana; Cunha, RosárioTeachers, school psychologists, learners and their families are facing new challenges. The purpose of this study was to analyse Portuguese teachers’ perceptions of the demands they feel respectively to their educational practices. Participants (N = 178) included private schools teachers from preschool through secondary school. Data were collected through an anonymous questionnaire composed of open-ended questions. Teachers’ responses were analysed using content analysis. Findings from the study showed that teachers identify instructional challenges, classroom management demands and challenges concerning teacher-student relationship. Participants also refer the demand of promoting significant learning and improving student global development. Challenges concerning specific students’ attributes are also identified. Implications for professional practices of school psychologists and teachers are discussed.
- Exploring Portuguese teachers’ perceptions of the challenges they face in schoolsPublication . Ribeiro, Luísa; Baldaque, Margarida Rodrigues; Cabral, Ana; Ramalho, Sofia; Dias, Teresa; Quintas, Rita; Cabral, Leonor; Sequeira, Cristiana; Cunha, Rosário
- Perceções de alunos sobre a (des)motivação e a (des)atenção no aprenderPublication . Ribeiro, Luísa Mota; Ramalho, Sofia; Sequeira, Cristiana; Barros, Rita; Cunha, Rosário; Baldaque, Margarida Rodrigues; Dias, Teresa Silva; Quintas, Rita
- Romantic relationships and nonsuicidal self-injury among college students: the mediating role of emotion regulationPublication . Silva, Eliana; Machado, Bárbara César; Moreira, Célia S.; Ramalho, Sofia; Gonçalves, SóniaNonsuicidal self-injury (NSSI) is an increasing health problem among college students. Research about risk factors behind the development of this behavior has been limited. This study aims to test whether emotion regulation mediates the connection between romantic relationships and NSSI. Participants were 566 college students (72.8% female) between 18 and 35 years old. Eighty participants (14.1%) reported having injured themselves. Emotion regulation fully mediated the associations between NSSI and four important subdomains of romantic relationships, namely, avoidance of intimacy, anxiety over abandonment, violence victimization, and violence perpetration. We specified a model that evidences the mediating role of the emotion regulation between romantic relationships (romantic attachment and intimate partner violence) and NSSI. This study makes a unique contribution by assessing the pathway through which romantic relationship functioning impact NSSI.
- School psychologists training in applied approaches for the construction of inclusive schools in Portugal: process descriptionPublication . Carvalho, Marisa; Martins, Cristina; Alves, Diana; Marques, Elisabete; Azevedo, Helena; Cruz, Joana; Fonseca, Marisa; Tormenta, Nuna; Cunha, Rosário Serrão; Ramalho, Sofia; Jesus, Teresa
- School psychologists training in Portugal: trainers' perspectivesPublication . Carvalho, Marisa; Martins, Cristina; Alves, Diana; Marques, Elisabete; Azevedo, Helena; Cruz, Joana; Fonseca, Marisa; Tormenta, Nuna; Cunha, Rosário Serrão; Ramalho, Sofia; Jesus, Teresa
- School psychologists’ training to support inclusive education in Portugal: trainers' perspectives of opportunities, challenges, and improvementsPublication . Carvalho, Marisa; Cunha, Rosário Serrão; Azevedo, Helena; Cruz, Joana; Alves, Diana; Martins, Cristina; Marques, Elisabete; Fonseca, Marisa; Tormenta, Nuna; Jesus, Teresa de; Ramalho, SofiaSchool psychologists can support schools in implementing inclusive practices. In Portugal, the Decree-Law 54/2018 has set the country on the path to inclusive education based on whole-school approaches. This policy shift demands a change in school psychologists’ practices to be agents for systems change versus traditional roles (such as assessing and counseling students). An e-learning training course was developed and implemented by nine psychologists through a partnership between the Ministry of Education and the Portuguese Psychology Association, focused on the Multi-tiered Systems of Support framework for constructing inclusive schools. The main aim was to empower school psychologists to support adequate, inclusive, and multi-tiered intervention responses in their schools, resourcing a collaborative and supervised approach. From all Portuguese regions, 327 psychologists participated in the training from October 2020 to April 2021. This article focuses on the trainers’ experiences of training, collected through a focus group, reflecting on the challenges, opportunities, and necessary improvements for future training in school psychologists in Portugal on this topic. Trainers have identified organizational and pedagogical aspects as critical to the training delivery and quality that should be addressed in future training courses for school psychologists.