CEDH - Documentos de Conferências / Conference Objects
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- Ethics is only good when useful to us: reassessing ethical behavior considering the leader's group membershipPublication . Morais, Catarina; Moura, Georgina Randsley de; Leite, Ana Castro; Abrams, Dominic
- Vulnerability in recreational settings: the city of Porto, PortugalPublication . Carvalho, M. C.; Araújo, I.; Brotto, A.; Gonçalves, S.; Pinto, M. J.; Rocha, I.; Rodrigues, T.; Soares, M.; Teixeira, J.; Brito, I.; Mendes, F.Between April and June 2015 a data collection process took place that aimed to contribute to the characterization of vulnerability in recreational settings in the city of Porto. These data contribute to a larger project that aims to characterize vulnerability in a number of Portuguese and Portuguese speaking cities. A total of 7 Porto nightlife areas were observed, including 4 downtown Porto sites (Piolho - outdoors, Piolho – indoors, Galerias – indoors, Túnel de Ceuta – indoors and outdoors), the Ribeira area, a party at a disco associated with university students at an industrial area, and a large scale annual festival for university students (Queima das Fitas). Data include over 53 images (photo voice), n=11 structured interviews, n=7 structured observation instruments and content of 1 focus group (world café) with participation of n=11 young adults (ages 20-28, graduate or post- graduate students, or recently graduated professionals). Data were analyzed through a content analysis procedure that identified vulnerability dimensions and recommendations offered to deal with those vulnerabilities. Ideal nights to go out varied from Thursday to Monday. The considerable growth of tourists in the city was identified as a major factor for the recent increase of nightlife offer.
- Justiça restaurativa e sistema tutelar educativo: enquadramento atual e direções futurasPublication . Matos, Raquel; Ribeiro, Catarina; Soares, Mónica; Cunha, Conceição
- Reincidência entre jovens ao abrigo da Lei Tutelar Educativa: análise de dimensões familiares, grupo de pares e contextuaisPublication . Cunha, Cláudia; Soares, Mónica; Veríssimo, Lurdes; Matos, RaquelEnquadramento legal e teórico: Em Portugal, o quadro de referência legal para a delinquência juvenil é a Lei Tutelar Educativa (Lei nº 166/99 de 14 de setembro) que a define como a “prática, por menor com idade compreendida entre os 12 e os 16 anos, de facto qualificado como crime”. Várias medidas podem ser aplicadas aos jovens que cometem crimes, entre elas medidas na comunidade (e.g., acompanhamento educativo) e internamento em centro educativo. Este estudo foca-se especificamente nos jovens que reincidem no sistema tutelar educativo, isto é em jovens com percursos de delinquência persistente. Para que as medidas tutelares educativas fomentem a plena reinserção e reabilitação social, torna-se necessário intervir adequadamente em percursos de elevada persistência delituosa. Atendendo a uma perspetiva desenvolvimental da delinquência juvenil, sabemos que os percursos delinquentes persistentes são caraterizados por um início precoce e por elevada estabilidade ao longo da vida (Moffitt, 1993; Van Domburgh et al., 2009), o que motiva um número superior de contactos oficiais com o sistema de Justiça (Andersson et al., 2012). Estes percursos podem ainda relacionar-se especificamente com determinados fatores de risco que merecem assim uma discussão diferenciada (Stouthamer-Loeber et al., 2008). Partindo dos dados recolhidos no projeto MERLINO (HOME/2011/ISEC/AG/4000002611), este estudo pretende assim avaliar como diferentes dimensões associadas ao risco (e.g., familiares, grupo de pares e contextuais) podem distinguir-se entre jovens com diferentes percursos de reincidência (i.e., não reincidentes, reincidentes intermédios e reincidentes persistentes). Discussão e conclusões: 1) Dimensões familiares: um grande número de jovens definidos como reincidentes intermédios (75,6%) e maioria dos reincidentes persistentes (91,2%) detêm contactos prévios com o sistema de promoção e proteção. Este dado é compatível com evidências demonstradas em estudos anteriores (e.g., Stewart, Dennison & Waterson, 2002), em que percursos pautados por elevada persistência tendem a caracterizar-se pela conjugação de processos ‘tutelares’ e de proteção. 2) Grupo de pares: o grupo de pares parece surgir como uma dimensão especialmente diferenciadora dos diferentes percursos de reincidência. Todos os comportamentos elencados na tabela e perpetrados pelo grupo de pares são progressivamente mais expressivos entre os reincidentes moderados e persistentes. Desta feita, a afiliação a grupos de pares que adotam vários comportamentos delinquentes parece associar-se à reincidência delituosa. 3) Dimensões contextuais: a exposição à criminalidade na vizinhança – significativamente mais expressiva entre os reincidentes persistentes - pode paralelamente oferecer um contexto legitimador da delinquência, contribuindo para a sua normalização (Halliday-Boykins & Graham, 2001). Conclusão: as dimensões analisadas podem contribuir para explicar porque após sucessivas intervenções tutelares, os jovens persistem na adoção de comportamentos delinquentes. Face à escassez de modelos normativos na adoção de comportamentos próssociais e ditos convencionais (espelhado em contextos familiares sinalizados pelo sistema de promoção e proteção) e sendo continuamento expostos a pares com comportamentos delinquentes, bem como a espaços comunitários caraterizados por elevada criminalidade, podemos admitir que no momento em que intervenção cessa, os principais fatores associados à persistência do comportamento delinquente não foram adequadamente modificados.
- A influência do desporto escolar na delinquência juvenil: perceções dos professores de desporto escolarPublication . Carvalho, Hugo; Soares, Mónica; Veríssimo, Lurdes; Matos, Raquel
- 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.
- Believing in a just-world: the neoliberal rationality and the everyday legitimation of social inequalityPublication . Soares, Mónica CatarinaNeoliberal rationality is currently changing the ways concepts like freedom or equality are framed. As an omnipresent and context-sensitive paradigm, homo oeconomicus is continuously taking place in realms of life previously insulated from economic and market-driven principles. This presentation is based on the argument that, more than ever, this paradigm is nowadays framing institutional and everyday discourses in regard to social problems. Although neoliberal rationality is based on the putative ideological basis that everyone is equal, equality seems to be reshaped by specific meanings apprehended by this rationality. In this sense, an illusion of equality seems to be relevant to legitimize different social inequalities (e.g., access to health care or to habitation). Political psychology has studied how ideology is relevant to legitimize market and unequal systems, but still the specific relation between markets, (in)equality and neoliberal languages is not widely addressed. The goal is to discuss the smithereens of the neoliberal rationality when it comes to legitimizing social inequalities by contesting the arguments of meritocracy, progressive freedom and minimal guarantees obeying to market-rules and principles. This analysis can be helpful to grasp for instance the continuously dismantlement of the welfare-state in different countries of the global north and how it is turning the regulation/emancipation tension inside out. The ultimate goal is to contribute to the breaking up of a paradigm that is still too big to capture, too depoliticized and chameleonic to fully acknowledge the biopolitics of power that is helping to create it.
- Leading service-learning in management education: a framework proposalPublication . Veiga, Pedro; Ribeiro, Célia; Passos, Clotilde; Correia, Maria José; Ribeiro, Paulo; Ferreira, António; Figueiredo, Vítor; Ribeiro, Luísa Mota; Themudo, CarmoThe adoption of Service-Learning in higher education institutions has emerged as one of the contemporary teaching and learning methodologies. In these contexts, cooperation processes implemented between universities and non-profit organizations turn out to be mutually beneficial. Despite the high volume of research on the adoption of Service-Learning, there is a scarcity of research on the role of Service-Learning in management courses. Thus, this study aims to conduct a systematic literature review to reflect on approaches to the implementation of Service-Learning in management courses. The process of systematic literature review consisted of protocol development, identification of inclusion and exclusion criteria for relevant publications, data extraction and synthesis. Data were collected from the Web of Science and Scopus databases. The search resulted in 89 articles, with publication dates between 1996 and 2022. Based on the findings of the systematic literature review, we developed a conceptual framework that relates to the existing research on Service-Learning in management courses. We evaluated the applicability of the conceptual model by analyzing the implementation of four projects with the Service-Learning methodology in subjects of the Degree in Management, taught at Universidade Católica Portuguesa – Viseu. The reserarch concludes with the definition of strategies for the implementation of Service-Learning in management education.
- Responsibility managers: a learning experience - service at the Universidade Católica Portuguesa - ViseuPublication . Passos, Clotilde; Ribeiro, Célia; Correia, Maria José; Ferreira, António; Veiga, Pedro Mota; Ribeiro, Paulo; Figueiredo, Vítor; Ribeiro, Luísa Mota; Themudo, Carmo
- Explaining turnover intention: the role of leadership in organizational contextsPublication . Sousa, B.; Gomes, A. R.; Morais, C.; Dias-Oliveira, E.; Araújo, P.; Simães, C.Introduction Leaders are important in organizational success because they influence workers’ attitudes and behaviors [1,2]. The Leadership Efficacy Model (LEM) is a recent theoretical proposal focusing on factors that increase leadership efficacy[3]. According to the LEM, three leadership factors can explain the efficacy of leadership. Methodology Participants: The study included 842 participants (451 females), employed and aged at least 18 years ( MAge = 42.2, SD = 11.0; Min = 18, Max = 67). Most participants worked in the private sector (91%) and organizations with more than 500 employees (55%). Measures: a) Leadership Cycles Congruence Index (LCCI) through the Leadership Cycles Questionnaire (LCQ; Gomes et al., 2022); b) Conclusions The results confirmed that congruence between the conceptual and practical cycles of leadership was associated with lower leadership cycles, leadership styles, and antecedent factors of leadership (Figure 1). This study explored the relationship between the congruence of leadership cycles and leadership efficacy (measured by turnover intention), analyzing whether leadership styles and antecedent factors of leadership moderate this relationship.