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- Development and validation of the mental health literacy among Malaysian population (MyMHL) cross-culturally adapted Malay version of MHLq-SVa and MHLSPublication . Yong, Teresa Sui Mien; Azamuddin, Ain Aqiela; Sazali, Siti Syakirin; Johari, Mohamad Zabri; Ahmad, Masitah; Perialathan, Komathi; Campos, LuisaMental health remains taboo in many societies, where stigma often hinders open dialogue and delays support-seeking. Culturally relevant literacy tools is crucial to normalize discussions and encourage early interventions. This study aimed to develop and validate a mental health literacy tool tailored to Malaysia’s multicultural context. The study began with a structured review aligned with Malaysia’s mental health literacy framework. Content and face validity were assessed by six experts and 38 participants using CVI and FVI. Psychometric testing followed in three cycles (May-August 2024) with 500 randomly selected adults proportionally representing ethnicity and locality in Malaysia. Exploratory Factor Analysis identified six factors explaining 71.53% of variance: mental health information knowledge seeking (α = 0.834), attitudes promoting recognition and appropriate help-seeking behaviour (α = 0.914), mental health problems knowledge (α = 0.865), erroneous beliefs and stereotypes (α = 0.831), help-seeking behaviour and first aid skills (α = 0.858), self-help strategies (α = 0.905). Confirmatory Factor Analysis showed acceptable fit, while ICC values above 0.8 confirmed strong reliability. The final 26-item tool demonstrated validity and reliability for Malaysia’s diverse population. This tool offers a culturally sensitive approach to identifying literacy levels, thereby informing targeted interventions and policy initiatives to strengthen early recognition, reduce stigma, and enhance mental health support systems for Malaysia.
- Development and validation of the mental health literacy among Malaysian population (MyMHL) cross-culturally adapted Malay version of MHLq-SVa and MHLSPublication . Yong, Teresa Sui Mien; Azamuddin, Ain Aqiela; Sazali, Siti Syakirin; Johari, Mohamad Zabri; Ahmad, Masitah; Perialathan, Komathi; Campos, LuisaMental health remains taboo in many societies, where stigma often hinders open dialogue and delays support-seeking. Culturally relevant literacy tools is crucial to normalize discussions and encourage early interventions. This study aimed to develop and validate a mental health literacy tool tailored to Malaysia’s multicultural context. The study began with a structured review aligned with Malaysia’s mental health literacy framework. Content and face validity were assessed by six experts and 38 participants using CVI and FVI. Psychometric testing followed in three cycles (May-August 2024) with 500 randomly selected adults proportionally representing ethnicity and locality in Malaysia. Exploratory Factor Analysis identified six factors explaining 71.53% of variance: mental health information knowledge seeking (α = 0.834), attitudes promoting recognition and appropriate help-seeking behaviour (α = 0.914), mental health problems knowledge (α = 0.865), erroneous beliefs and stereotypes (α = 0.831), help-seeking behaviour and first aid skills (α = 0.858), self-help strategies (α = 0.905). Confirmatory Factor Analysis showed acceptable fit, while ICC values above 0.8 confirmed strong reliability. The final 26-item tool demonstrated validity and reliability for Malaysia’s diverse population. This tool offers a culturally sensitive approach to identifying literacy levels, thereby informing targeted interventions and policy initiatives to strengthen early recognition, reduce stigma, and enhance mental health support systems for Malaysia.
- From concept to proof: developing a neurofeedback-fNIRS protocol to train self-regulation for music performance anxiety in adolescent musiciansPublication . Borges, Nery; Ribeiro, Pedro Rodrigues; Serra, Sofia; Veríssimo, Lurdes; Dias, Pedro; Moura, Nádia; Silva, Inês; Raimundo, Isaac; Oliveira-Silva, PatríciaIntroduction: Music Performance Anxiety (MPA) is a prevalent phenomenon among young musicians, affecting both well-being and artistic performance. Despite its early onset and impact, effective interventions supporting the development of self-regulation of MPA in adolescents remain limited, particularly in relation to neurofeedback-based approaches. In response, this study investigates the feasibility of a Neurofeedback–Functional Near-Infrared Spectroscopy (NFDK-fNIRS) training protocol designed to support this process within a proofof-concept research framework. Methods: The protocol alternated MPA induction and regulation within audio-guided sessions conducted in school settings to ensure ecological validity and to integrate top-down control with gradual exposure to performance contexts. The conceptual development and operationalization of the protocol resulted in a theoretical–methodological framework combining gradual exposure, guided imagery, and neurophysiological self-regulation training. This protocol was implemented through standardized auditory scripts and systematic procedures to ensure replicability and experimental coherence. The proof-of-concept implementation was conducted with three female adolescent participants (aged 12–13) across four individual sessions designed to progressively develop physiological self-regulation in response to MPA. Results: The procedure demonstrated technical feasibility, hemodynamic signal stability, and participants’ gradual adaptation to the training. fNIRS data revealed increased modulation of the dorsolateral prefrontal cortex, consistent with topdown self-regulatory learning mechanisms. Researchers’ reflective journals emphasized practical aspects such as equipment calibration, session duration, and participant engagement. Discussion: Altogether, the findings indicate that NFDK-fNIRS represents a technically feasible and ecologically applicable approach for training self-regulation of MPA in adolescents, providing a solid foundation for future studies involving larger samples and controlled validation of the protocol.
- Coping under pressure: police-specific stressors and mental health in Catalonia police forcesPublication . Moreno, Ana F.; Oliveira-Silva, Patrícia; Hill, Rowena; Vilalta, Susanna RubiolIntroduction: Police officers are exposed to elevated psychological risks due to both operational and organizational stressors. Additionally, police officers tend to resort to avoidant coping strategies, which exacerbate poor mental health outcomes, such as burnout and PTSD. Methods: This study aims to examine clinical symptoms (stress, anxiety, depression), coping styles, and perceived stressors among police forces from Catalonia, Spain. A total of 741 officers completed an online survey comprising DASS-21, PSQ-Op, PSQ-Org, Brief COPE and brief open-ended questions. Results: Overall, both operational and organizational stressors were significant predictors of clinical symptoms, with the latter revealing a more pronounced impact. Avoidant coping emerged as the strongest risk factor for distress, while problem-focused coping emerged as a possible protective factor, especially against depression. Both gender and years of service influenced coping strategies: i) female officers reported higher use of adaptive coping, while male officers scored higher in avoidant coping; and ii) more experienced officers reported lower anxiety symptoms but also lower use of active coping strategies. Discussion: These findings underscore the importance of addressing both organizational culture and individual-level factors in promoting psychological resilience, while considering gender and career stage to support sustainable mental health within police forces.
- Fundeb e transição demográfica: efeitos distributivos e sustentabilidade financeira das redes municipais de educação em Caucaia e Eusébio, Ceará, BrasilPublication . Arnaud, José Cavalcante; Alves, José MatiasEste artigo analisa os efeitos do modelo de financiamento educacional via Fundeb sobre a equidade federativa em contextos demográficos contrastantes, com base em um estudo comparativo entre os municípios cearenses de Caucaia (com retração populacional) e Eusébio (em expansão populacional). A pesquisa operacionalizou quatro indicadores principais: taxa de crescimento/redução de matrículas, relação Fundeb/recursos próprios, custo aluno-ano e densidade institucional da rede. Os dados referentes ao período de 2014 a 2024 revelam que Caucaia apresentou redução de 2,2% nas matrículas e maior dependência do Fundeb (relação 3,44), enquanto Eusébio registrou crescimento de 16,4% e menor dependência (relação 0,87). Fundamentado nos referenciais de Rawls (1999), Sen (2009) e Merton (1968), demonstra-se que o atual modelo, embora incorpore fatores de ponderação e mecanismos redistributivos introduzidos pela EC nº 108/2020 (VAAF, VAAT e VAAR), ao manter como eixo central o número de matrículas ponderadas, tende a produzir efeitos assimétricos em contextos demográficos distintos, com municípios em expansão apresentando ganhos relativos de escala e aqueles em retração enfrentando desafios de sustentabilidade financeira. Conclui-se pela urgência na implementação do Custo Aluno-Qualidade (CAQ) e na adoção de mecanismos redistributivos que considerem variáveis demográficas, fiscais e sociais, assegurando sustentabilidade financeira e justiça educacional em contextos de desigualdade.
- A tutoria específica como instrumento de desenvolvimento humanoPublication . Oliveira, Margaria Maria da Gama; Palmeirão, Cristina Maria Gomes da CostaInserida nas medidas de promoção do sucesso educativo, a Tutoria Específica, também designada como autorregulatória, estrutura-se como uma estratégia preconizada pelo Ministério da Educação português destinada a apoiar o desempenho escolar dos alunos com insucesso no 2.º e 3.º ciclos do ensino básico. A presente investigação tem como propósito compreender as condições de implementação do programa no terreno e analisar as perceções sobre os seus efeitos no sucesso educativo dos alunos tutorados. Metodologicamente, mobilizámos uma estratégia de investigação de caráter misto, sob a forma de estudo de caso em três escolas portuguesas da região norte do nosso país. Os dados recolhidos sobre o funcionamento do programa e os resultados escolares dos alunos foram analisados cruzando diferentes técnicas (e.g., análise documental; questionário; entrevista; focus groups e observação livre), que permitiram inferir o alinhamento e a validade pedagógica deste recurso adicional na/para a promoção do sucesso escolar nos contextos estudados, verificando-se ganhos de aprendizagem ao nível pessoal, académico e comportamental nos alunos envolvidos. Em concordância com trabalhos anteriormente realizados neste domínio das tutorias em meio escolar, o nosso estudo ilustra a associação entre relações de apoio prolongadas e de alta qualidade a ganhos de aprendizagem alcançados pelos alunos, sendo mais evidentes nos que se encontram em situação de risco de abandono escolar.
- Inclusão de alunos com perturbação da aprendizagem específica (PAE) e/ou perturbação de hiperatividade e défice de atenção (PHDA): transição para o ensino superiorPublication . Bonança, Rita; Sousa, Francisco; Alves, JoséIntrodução: Este artigo analisa a evolução das adaptações dirigidas a alunos com Perturbação da Aprendizagem Específica (PAE) — designadamente dislexia, disortografia e discalculia —, bem como a alunos com Perturbação de Hiperatividade e Défice de Atenção (PHDA), isolados ou em comorbilidade, implementadas pelo Júri Nacional de Exames (JNE), entre 2016 e 2025, no ensino secundário, visando o acesso ao ensino superior. Objetivo: Analisar as adaptações implementadas a esses alunos nos exames nacionais, na perspetiva de um acesso equitativo ao ensino superior. Métodos: Este estudo sustenta-se numa análise diacrónica dos dez Guias com as adaptações do JNE, no período em estudo, bem como da evolução normativa associada. Resultados: Verificam-se progressos significativos nas adaptações aos alunos com dislexia moderada e grave. Contudo, persistem constrangimentos nos alunos com disortografia, discalculia, PHDA. Observa-se a obrigatoriedade de realização de exames nacionais padronizados, sem correspondência plena com as adaptações mobilizadas na avaliação interna dos mesmos. Conclusão: Apesar dos avanços substanciais alcançados, persistem desigualdades que comprometem a equidade. Recomenda-se, por isso, a criação de exames nacionais adaptados alinhados com a avaliação interna destes alunos, a reativação de um contingente especial para o acesso ao ensino superior e a revisão legislativa dos normativos, no pressuposto de que a diversidade cognitiva deve ser considerada na aplicação das adaptações no processo de avaliação externa.
- Teacher educators navigating barriers and facilitators in teaching research-informed practice in Poland, Portugal and Hungary: insights from focus group discussionsPublication . Kowalczuk-Walędziak, Marta; Sousa, Rita Tavares de; Lopes, Amélia; Kopp, ErikaDrawing upon a larger study, this paper explores how teacher educators in Poland, Portugal and Hungary navigate the barriers and facilitators involved in teaching research-informed practice (RIP) within master’s-level initial teacher education (ITE), as well as what recommendations they would propose for strengthening this process. Thematic analysis of focus group data revealed a range of barriers: institutional fragmentation and ‘policy silence’, curricular and organisational constraints, limited student research literacy and underused opportunities within existing ITE curricula. Conversely, facilitators were found to stem largely from individual commitment and collaboration – teacher educators’ identities as researchers and motivation for teaching RIP, collaborative microcultures and students’ emerging curiosity towards research – as well as institutional openness and opportunities. Despite their contextual differences, the participants across all three countries emphasised the need for coherent support systems, professional learning opportunities for teacher educators and school–university partnerships. The study concludes that sustaining the teaching of RIP in ITE necessitates systemic support that aligns policy, institutional frameworks and professional cultures, moving beyond a reliance on isolated individual efforts.
- Assessing affective touch in early caregiving: development and validation of the Caregiver-Child Affective Touch Assessment (CCATA)Publication . Silvestrini, Gabriela; Veppo, Flávia; Carvalho, Lídia; Andrade, Eliana; Mendes, Ana Filipa; Mesquita, Ana; Sampaio, Adriana; Pereira, Mariana; Baptista, Joana; Soares, Isabel; Negrão, Mariana
Affective touch plays a pivotal role in nonverbal communication between caregivers and young children, supporting the development of emotion regulation and socioemotional functioning. This exploratory study examines the initial development and validation of the Caregiver-Child Affective Touch Assessment (CCATA), an observational measure designed to classify the quality of caregiver touch during interactions with children aged 2 to 5 years. Thirty mother-child dyads were observed during two structured tasks, generating 1,066 coded instances of touch. Inter-rater reliability was very good, with intraclass correlation coefficients ranging from 0.86 to 0.94. An exploratory principal component analysis suggested a three-component structure of maternal touch, reflecting regulatory/controlling, interactive/pragmatic, and affective/spontaneous dimensions. These dimensions reflect distinct caregiving strategies and communicative functions of touch. The CCATA also revealed significant associations with both maternal emotional availability and the use of disciplinary strategies. These findings support the CCATA as a reliable and theoretically grounded instrument for capturing the complexity of affective touch in early caregiving. Its application holds promise for both research and clinical interventions focused on caregiver-child relationships. Future studies should further examine the measure’s factorial structure, cross-cultural validity, and predictive value in developmental outcomes.
- Crafting Utopia: notes on the tensions within Marxist-related conceptualizationsPublication . Soares, Mónica; Arguello, Sergio Martin TapiaIn an era marked by the global hegemony of neoliberal capitalism and the far right’s increasing popularity, the language of utopia has returned to scholarly and political debate, sometimes in conversation with Marxist positions. Still, the discussion hinges on whether such language propels us beyond capitalist social relations or confines itself to limited liberal ambitions. To clarify this tension, the article first revisits Karl Marx and Friedrich Engels’s ambivalent stance on utopianism, underscoring both their principled skepticism toward speculative blueprints and their conviction that utopia, as a communist horizon, is indispensable to revolutionary praxis. It then interrogates three authors, influenced by Marxist frameworks, who have recently renewed the debate on utopia: Erik Olin Wright’s ‘real utopias’, formulated within analytic Marxism; Michael Albert’s ‘practical utopias’, grounded in libertarian-socialist currents; and Ana Cecilia Dinerstein’s ‘concrete utopias’, who borrows Ernst Bloch’s anticipatory consciousness with autonomist Marxism. Its final aim is to ascertain not only the differences among these three perspectives but, above all, the extent to which their respective frameworks converge with a Marxist conception of utopia as articulated in classical Marxism. We undertake this examination to argue that, despite their attempts to revalidate Marxist utopianism in the present, these perspectives may nonetheless fall short of articulating a horizon that truly transcends the proclaimed end-of-history, one commensurate with the Marxian aspiration to abolish class society and build communism.