CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- Pregnancy and pregnancy outcomes in women with eating disorders: a four-year longitudinal study with case seriesPublication . Machado, Bárbara César; Gonçalves, Sónia; Duarte, Sofia; Brandão, Isabel; Roma-Torres, António; Soares, FilipaBackground/Objectives: Eating disorders (EDs) often affect fertility, yet many women with ED still become mothers. The pattern of ED symptoms during pregnancy and postpartum, along with their effects on maternal and child health, is not yet fully understood. This longitudinal study aimed to (1) examine the course of ED symptoms from conception to postpartum, (2) evaluate pregnancy outcomes and children’s health and developmental milestones, and (3) assess ED status approximately four years after the initial evaluation. Methods: Thirty women with a prior ED diagnosis (21 with anorexia nervosa, 9 with bulimia nervosa) were evaluated at two time points. Time 1 with the Eating Disorders Examination and the Oxford Risk Factors for Eating Disorders: Interview Schedule; Time 2, approximately four years later, with the Eating Disorders Examination and the Clinical Interview on Reproductive History and Eating Behavior that also included clinical data related to mother’s health and baby’s health and development accessed through the Pregnant Women’s Health Bulletin and the Child and Youth Health Bulletin using the national health records. Results: ED symptoms (dietary restriction, self-induced vomiting, laxative misuse) persisted from conception through postpartum. BN participants reported more severe symptoms and higher rates of pregnancy complications (hyperemesis gravidarum, gestational diabetes, preeclampsia), while premature births occurred only in AN participants. Children of mothers with AN more frequently showed delays in developmental milestones (sitting, walking, speaking, sphincter control) compared to those of BN mothers. Conclusions: A substantial proportion of women with prior ED continued to experience symptoms during and after pregnancy, and nearly half still met diagnostic criteria four years later and are still in treatment. Cognitive features such as body dissatisfaction persisted despite partial symptom remission. These findings highlight the chronicity of ED and underscore the need for systematic screening, psychological support, and interdisciplinary follow-up during pregnancy and early motherhood.
- Media and ambivalence: the value of a quandaryPublication . Zelizer, Barbie; Ribeiro, NelsonAmbivalence is often associated with indecision or ineptitude, capable of paralyzing our ability to make decisions and take sides. For institutions such as the media and academia, which privilege messages that project certainty, ambivalence is a particularly terrifying concept. Even so, the concept has been central to how media scholars have thought about messages, reception, effects, and technologies. While some consider that ambivalence undercuts and undermines the media environments it inhabits, others consider it is a necessary complication of the overused binaries of late modernity. This article argues that the presence of ambivalence in contemporary media environments may well be the best we can get in times of extreme polarization.
- Predicting different dimensions of music performance anxiety in young adolescents: the role of gender, psychological vulnerability, and music self-efficacyPublication . Dias, Pedro; Veríssimo, Lurdes; Silva, InêsThe present study aimed to examine sociodemographic, music-related, and psychological predictors of music performance anxiety (MPA) in a group of 145 adolescent music students. The study also aimed to confirm the bifactorial structure of the Portuguese version of the MPAI-A. Results from the CFA showed an appropriate fit of the bi-dimensional organization of MPA into two dimensions: cognitive-somatic and performance. The results showed that each dimension of MPA was predicted by different variables: cognitive-somatic MPA was predicted by gender (female), higher levels of emotional and behavioural problems, and lower levels of music self-efficacy; performance MPA was predicted by lower levels of music self-efficacy. Results highlight the importance of mental health and motivational cognitions, particularly the role of emotional and behavioural problems and self-efficacy on MPA.
- Innovation plans in Portuguese schools: the importance of the aspects and locus of action on the slow path to metamorphosisPublication . Martins, Natália; Palmeirão, Cristina; Alves, José MatiasAcademic failure and social inequalities are becoming more prevalent in schools. While knowledge has evolved and society has undergone significant transformation, schools have largely remained structured around a uniform model applied indiscriminately to all. In Portugal, efforts were made to initiate change through the conceptualisation and implementation of innovation plans to alter the prevailing grammar of schooling, prompting an inquiry into whether these initiatives yielded the intended outcomes. To this end, a case study was conducted in two such schools, aiming to capture the perspectives, ideas, and perceptions of various stakeholders: students and teachers through questionnaires, coordinating teachers via narrative accounts, and school leaders through semi-structured interviews. The findings reveal that the contexts of implementation, the scale of the initiative, and the number of schools involved significantly influence both practices and leadership outcomes. Nonetheless, despite these constraints, the innovation plans facilitated the emergence of more collaborative dynamics and the creation of more meaningful learning environments, wherein students assumed a more active role in their educational processes. The results further indicate that these innovation plans encountered obstacles rooted in entrenched professional and organisational cultures, which hindered profound changes in the structuring of teaching and learning practices.
- Perceptions about family foster care and intention of becoming a foster family: a short reportPublication . Alves, Stephanie; Camilo, Cláudia; Pereira, Luísa; Correia, Madalena; Araújo, Kamila; Ornelas, Sandra; Justo, Mariana; Grangeia, Helena; Negrão, Mariana; Baptista, JoanaFamily foster care (FFC) is associated with positive developmental outcomes for children. However, the recruitment and retention of foster families prepared to respond to children's needs are a cross-cutting challenge worldwide and require a better understanding of which factors may influence it. This study analysed the associations between personal characteristics, perceptions about FFC and intention of becoming a foster family in a community sample. A total of 348 Portuguese adults completed an online cross-sectional survey. Participants completed the Integrated Model of Family Foster Care-Perceptions about Family Foster Scale (MIAF-PFFS; ProChild CoLAB & SCML, 2024), comprising five dimensions (perceptions about caregiving, about foster children, about the biological family, about the foster family and about the decision-making process) and answered two questions reporting on their intention of becoming a foster family. Female participants, with higher education, and with children reported higher intention for fostering. More adequate perceptions about caregiving, the biological family and the decision-making process were associated with higher intention for fostering. Regression analyses showed that being female, having children and more adequate perceptions of caregiving of foster children were the factors that most contributed to the intention for fostering. These results highlight how specific perceptions of FFC can enhance individuals' intention for fostering, thus informing targeted recruitment strategies.
- Promoting socioemotional development in early childhood: implementation and evaluation of the VIPP-SD parenting intervention in PortugalPublication . Veríssimo, Manuela; Guedes, Maryse; Fernandes, Marilia; Fernandes, Carla; Santos, Carolina; Diniz, Eva; Oliveira, Paula; Negrão, Mariana; Sampaio, Filipa; Bakermans-Kranenburg, MarianBackground: The prevention of internalizing and externalizing behavioral problems in children is a critical scientific and public health priority. Research highlights maternal sensitivity—defined as a caregiver’s ability to perceive, interpret, and respond appropriately to their child’s cues—and consistent but non-coercive discipline as key factors in reducing these behavioral issues. The Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline (VIPP-SD) aims to enhance maternal sensitivity and promote non-coercive discipline strategies. Meta-analyses have demonstrated its effectiveness in improving parental sensitivity, limit-setting practices, and child attachment security, particularly among socioeconomically disadvantaged families. However, evidence on its impact on externalizing behaviors remains mixed, with some studies suggesting delayed or context-specific effects. This project aims to evaluate VIPP-SD’s impact on parental sensitivity, discipline, child behavioral problems, and parental mental health in Portugal. Additionally, it seeks to assess the intervention’s cost-effectiveness by analyzing health outcomes, resource utilization, and associated costs. Methods: The program consists of a baseline visit, four intervention sessions, and optional booster sessions, focusing on themes such as sensitive responsiveness, positive reinforcement, and empathetic boundary-setting. 120 families from vulnerable populations in Portugal will be recruited and randomly assigned to the VIPP-SD intervention or the same number of contacts without feedback on parenting. Trained interveners will deliver the intervention. Pre- and posttest assessments include observed and self-reported parenting behaviors, parental mental health, quality of life, and resource use. Follow-up assessments include questionnaires on parent and child variables. Discussion: The study aims to provide robust evidence to inform health policy decisions and prioritize cost-effective early interventions that improve developmental outcomes, reduce societal costs, and support family well-being. Trial registration: NCT07153198, 02/09/2025.
- Conhecimento humano e social na era da IA: ética do rosto e sabedoria práticaPublication . Baptista, Isabel Maria de CarvalhoO questionamento ético constitui parte integrante das culturas científicas e académicas, enquanto lugares privilegiados de intelectualidade crítica, tornando-se especialmente atual num mundo marcado pelo uso generalizado dos sistemas de inteligência artificial (IA). Em que medida esse progresso serve os propósitos de desenvolvimento humano? Partindo desta interrogação nuclear, a reflexão sobre ética na investigação em Ciências HumanaseSociais inscreve-se aqui no quadro de uma ética relacional indexada a valores de alteridade.As possibilidades proporcionadas pelas ferramentas de IArepresentam um enorme desafio para quem faz ciência, colocando os autores diante de oportunidades de trabalho inéditas e extraordinariamente promissoras, correndo-se, contudo, o risco de uma confiança excessiva, protagonizada por consumidores ávidos, mas insensíveis e acríticos. Assim, reconhecendo os impactos positivos e negativos da IA e, em linha com as recomendações da Organização das Nações Unidas para a Educação, a Ciência e a Cultura –UNESCO (2024), os desafios da investigação científica em Ciências Sociais eHumanas surgem equacionados a partir de três eixos de reflexão-ação fundamentais: formação, regulação e pesquisa.Concebidos numa lógica de articulação dinâmica, estes três eixos funcionam como base de desenvolvimento de uma inteligência ética, de uma sabedoria prática, de teor eminentemente prudencial, aqui descrita como ética do rosto ou ética da hospitalidade.
- Como se ensina na graduação? Mapeamento de práticas pedagógicas em uma universidade portuguesaPublication . Cabral, Carina Amorim; Rocha, Magda; Soares, Diana; Gil, Maitê MoraesUma educação inclusiva e inovadora tem ocupado a agenda das Instituições de Ensino Superior. Nesso contexto, este estudo visa identificar as práticas pedagógicas em implementação nos cursos de graduação de uma universidade portuguesa. A metodologia adotada foi de natureza quantitativa e a amostra não probabilística por conveniência foi composta por 170 docentes; na análise, partiu-se da estatística descritiva para a inferencial. Os resultados revelam as práticas mais privilegiadas pelos docentes, destacando-se o método expositivo e as estratégias de aprendizagem colaborativa e em equipe, em detrimento de abordagens mais experienciais, como o voluntariado e a aprendizagem através de projetos de responsabilidade social. Os resultados permitem delinear ações concretas de capacitação pedagógica dos docentes.
- Alcohol use and attitudes thought pregnancy and motherhood during pregnancy in a group of Portuguese womenPublication . Xavier, Maria Raul; Dias, Pedro; Veiga, Elisa; Silva, Rui; Gordinho, CláudiaIntroduction Alcohol during pregnancy is a significant health problem with negative prenatal, neonatal and later outcomes. In spite of increase consumption of Portuguese women, data about alcohol during pregnancy is scarce. The objective is to describe patterns of alcohol consumption and related attitudes though pregnancy in group of Portuguese pregnant women. Method The study group includes 222 women seeking prenatal care (childbirth preparation courses) in public health services in the north of Portugal. After a presentation of the aims of the study, and followed a written informed consent, pregnant women fulfil the Alcohol Use Disorders Identification Test - AUDIT (Babor, 2001) and the Pregnancy and Maternal Attitudes Scale - PMAS (Xavier, Paul & Sousa, 2001). Results Data concerning descriptive analysis of the group will be present. We found that more than 20% of the pregnant women continue to drink during pregnancy. Among this group who reported consumption, a majority (82.6%) reported a consumption frequency of once/month or less and 17.4% reported use two or four times/month. No one reported a superior amount. Results also indicated that consumptions are related to differences on some dimensions of the psychological experience of pregnancy (PMAS: The Imagined Child and Body Image and Dependency subscales). Conclusions Despite WHO, European and Portuguese governmental concerns and recommendations, more than 20% of pregnant women continue to drink. If women were not pregnant, this data corresponds to level risk 1- abstinent and low risk drinkers, but during pregnancy must be viewed with concern and indicate a continued need for research.
- Unveiling students' voices: an exploratory study of Portuguese students' feelingsPublication . Alves, José Matias; Serra, Lídia; Pinheiro, GenerosaUnderstanding students' feelings about daily school life can be a tool for schools to enhance their learning experience and sense of belonging. Despite the abundant research on achievement and engagement, few studies jointly examine the effect of students' over-age status considering the grade attended, gender, and school level within a multi-domain framework of student feelings. Even rarer are studies that examine how these variables interrelate to identify predictors of students' feelings about the learning experience, the aim of this study. Then, adopting a quantitative research approach, data were collected through a 1012-participant survey to map the students' feelings about school life. The data were analyzed using t-tests, ANOVA, and linear regression statistics to identify causes and associations with the schooling experience. The findings indicate that students who did not disclose their gender or are over-age, considering the grade attended, exhibited less-positive feelings. Additionally, positive feelings decrease along the school path, and six predictors-assessment, school climate, teacher support, emotional discomfort, relationship with peers, and grade-explain the learning experience feelings, with relevance to their interaction effect. The findings highlight the need for coordinated school interventions that promote students' positive feelings through inclusive, student-centred, and context-sensitive practices.