CEDH - Contribuições em Revistas Científicas / Contribution to Journals
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- 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.
- Evaluating how university students adapt to stress: psychometric validation of a psychological instruments batteryPublication . Simães, Clara; Morais, Catarina; Fontes, Liliana; Seixas, Adérito; Gomes, RuiBackground: In modern society, increased awareness of stress stems mainly from the pressures of competitive environments, where the pursuit of academic and professional success places substantial demands on individuals, who must adapt. Drawing on the Transactional Model and the Interactive Model of Human Adaptation to Stress, this paper presents a battery of instruments designed to comprehensively assess university students’ adaptation to stress. Methods: Data were collected from two academic years, using two independent samples of students: a calibration sample (n = 561) and a validation sample (n = 370) to test the psychometric properties of the instruments. The evaluation protocol included the Stress Questionnaire for Students (SQS), the Primary and Secondary Cognitive Appraisal Scale (PSCAS), the Reduced Coping Inventory (Coping-R), and the Academic Achievement Expectations (AAE). Results: Psychometric validation analyses indicated the best versions of the instruments’ battery. Namely, an 18-item version and a six-factor structure for the SQS, a 10-item version and a five-factor structure for the PSCAS, a 12-item version and a four-factor structure for the Coping-R, and a five-item, one-factor structure for the AAE. Conclusions: The proposed instruments can serve as a compound resource for screening for academic stress experiences in university students, and as an original tool to understand the entire process of stress adaptation.
- Men's social representations of the body across age groupsPublication . Silva, Ariane Franco Lopes daBackground This study looks at how men of different ages represent their bodies through verbal and visual modalities and explores their aspirations for their bodies in the future. Drawing on the perspective of social representations, it highlights how culture, tradition, and personal experience shape perceptions of the body. Understanding these representations is important, as they influence how people think about and relate to their bodies. Objective The study aims to map out everyday beliefs and social representations about the body produced by young and middle-aged men and observe their connections with health and well-being. The study also examines how men anticipate bodily changes over the life course, and which physical attributes are considered most ideal and valued. Methods Using a mixed-method approach, the study explores bodily representations through word associations, and drawing techniques. A total of 112 men from Brazil aged 18 to 50 participated in this study. Group 1 consists of 68 men aged 18 to 25 and Group 2 consists of 44 men aged 26 to 50. The software Evoc (2000) was used to analyse data from the word association, while content and image analysis techniques were applied to examine textual and visual data from the image-based tasks. Results The results show patterns in body-representations as well as unique and diverse perspectives on body, well-being, and health. They also highlight both adherence to norms and conventions and ongoing shifts in traditional views about the male body. Conclusion Different age groups integrate cultural norms and personal life experiences in distinct ways. The study contributes to the literature on age-related differences in men's body-representations and explores their possible implications for health related behaviour, and body maintenance protocols.
- Educação e sociedades multiculturais: uma análise das representações sociais de imigração na mídia online no Brasil e PortugalPublication . Silva, Ariane Franco Lopes da; Gil, Silvania Maria da SilvaNos últimos anos, a Europa tem presenciado um expressivo fluxo de migrantes provenientes de diversos países, com distintas origens educacionais, culturais e socioeconômicas. Consequentemente, existe um amplo espectro de identidades e experiências migrantes. No entanto, as imagens disseminadas pela mídia para retratar esse fenômeno frequentemente falham em capturar essa diversidade. A temática da imigração também tem atraído a atenção da comunidade acadêmica, no Brasil, que discute políticas de educação para essa população específica. Apesar de antigos e globais, os fenômenos migratórios e interculturais têm recebido atenção crescente de psicólogos sociais (Prost et al., 2022; De Rosa et al., 2021) e educadores (Figgou, 2018). Para contribuir com a literatura científica sobre essa temática, o estudo reflete sobre as imagens de migrantes publicadas em jornais com edições online, no Brasil e em Portugal, entre 2024 e 2025. O objetivo é analisar o conteúdo e a estrutura dessas imagens sob a perspectiva da teoria das representações sociais (Moscovici, 2012). O estudo, também, objetiva refletir sobre o impacto dessas imagens nas atitudes e comportamentos diante da problemática da migração e na formulação de políticas públicas educativas voltadas para a justiça e inclusão social. Trata-se de uma análise exploratória de imagens publicadas online e de títulos e legendas que as acompanham, com o apoio de métodos de análise de imagens e textos (Silva, et al., 2020; Silva et al., 2021; Silva et al., 2025). A investigação também encontra apoio nos estudos de Abdalla (2020) e Abdalla e Vilalva (2023) sobre as políticas públicas educacionais multiculturais e suas representações e de Placco e Souza (2024) sobre identidade docente. Os resultados preliminares apontam para uma representação dominante que não contempla a diversidade e a pluralidade dos sujeitos. Essa representação pode distorcer as percepções públicas e provocar reações e atitudes que dificultam a formulação de políticas públicas que atendam tanto às necessidades desses indivíduos quanto às expectativas das comunidades que os recebem.
- Promoting personal and social skills in youth with disruptive behaviors: a systematic review of tertiary programsPublication . Soares, Mónica; Sousa, Jacinta; Cardoso, Leonor G.; Cunha, Olga; Caridade, SóniaDisruptive behavior in youth (i.e., persistent oppositional, aggressive, or delinquent conduct) predicts harm to self and others, as well as long-term social exclusion. Tertiary, skill-oriented programs aim to prevent the escalation of these behaviors and strengthen personal and social skills. However, an up-to-date, comprehensive synthesis of their effectiveness is still lacking. In accordance with PRISMA 2020, we searched Web of Science, Scopus, PubMed, ProQuest, and B-on. Studies included justice-involved, school-referred, community, and/or mixed-setting. Overall, 43 peer-reviewed studies (January 2013–May 2025) evaluating tertiary, skill-focused interventions for youth aged 10–24 met the eligibility criteria. Outcomes primarily indexed reductions in disruptive behavior (e.g., aggression, violent behavior) and/or improvements in skills (e.g., emotion regulation, self-control, empathy, problem solving). Theme-focused, multimodal, and sufficiently intensive programs were most consistently associated with reduced aggression and improved skills. However, findings and methodological quality were heterogeneous, and follow-up data was limited. Digital delivery components were rare. We discuss these findings and propose a modular program architecture that combines a structured, evidence-based core (e. g., manualized content, fidelity monitoring) with planned flexibility (e.g., thematic breadth, dosage) to match youths’ risk-need profiles and the constraints of justice, school, and community settings. Key limitations (e.g., limited follow-up, cultural sensitivity) and future directions (e.g., finer-grained analyses linking youngsters’ needs to specific modules) are also discussed.
- As faces luminosas e obscuras da escola através das vozes dos alunosPublication . Alves, José Joaquim Ferreira Matias; Palmeirão, Cristina Maria Gomes da Costa; Magalhães, Andreia Maria BeçaNuma altura em que governos, comentadores, jornalistas e professores debatem o que é melhor para a educação, é crucial ouvir os alunos e compreender suas esperanças e receios em relação à escola. Com isso em mente, convidámos os alunos do 9o ao 12o ano a escrever um texto livre a responder à questão: “Como vê e sente a escola se a associarmos a duas metáforas – Escola do Inferno ou Escola do Paraíso?”. Metodologicamente, adotamos uma abordagem de investigação qualitativa. Para a análise dos textos foi utilizado o software de análise de dados qualitativos NVivo, que permitiu codificar o conteúdo em categorias alinhadas com os objetivos da investigação. Os resultados mostram que, apesar do progresso na audição dos alunos, ainda são necessários mais esforços para garantir que suas vozes sejam realmente valorizadas.
- “My life is already politics.”: the (im)possibility of civic and political participation among street-involved women who use drugs in OportoPublication . Pires, Cristiana Vale; Silva, Inês; Matos, RaquelStreet-involved (SI) women who use drugs are disproportionately impacted by intersectional inequalities, gender-based violence, and stigma. Despite the growing number of collectives and social movements advocating for the rights of women who use drugs, evidence regarding their civic and political participation remains overlooked. This study employs the narcofeminism framework to explore opportunities for developing civic and political literacy, accessing civic rights, and examining the experiences of civic and political participation of ten SI women who use drugs living in Oporto. Qualitative interviews were conducted to gather life stories about their opportunities and experiences related to civic and political participation at different stages of their life cycles (childhood, adolescence, and adulthood). The reflexive narrative analysis of the critical events influencing the participants’ civic and political participation revealed three main themes: “Adverse childhood experiences as barriers to literacy development”, “Early adulthood in adolescence”, and “Civic rights illiteracy and the (im)possibility of political participation in adulthood”. The results indicate that intersectional inequalities, gender-based violence, and stigma adversely impact women's opportunities for civic and political participation. Conversely, they also demonstrate that meaningful civic and political engagement yields social and psychological benefits. Overall, we conclude that outreach teams and services working with SI women who use drugs are pivotal in promoting civic rights literacy and political engagement.
- Schoolwide positive behavior interventions and support in Portuguese schools: an exploratory studyPublication . Carvalho, Marisa; Serrão, Rosário; Azevedo, Helena; Cruz, Joana; Veríssimo, LurdesSchoolwide Positive Behavior Interventions and Support (Schoolwide PBIS) has been identified as a framework that supports schools in promoting positive behavior and preventing and managing behavior problems. The Decree-Law no. 54/2018 in Portugal leads schools to implement multitiered support systems for all students, integrating learning, social–emotional, and behavioral dimensions. Schoolwide PBIS aligns with the aims and principles of this legislation. However, to our knowledge, studies have yet to map Schoolwide PBIS practices in Portuguese schools. This study presents the results from a survey that aimed to explore the practice of Schoolwide PBIS features in Portuguese schools from the perspectives of 375 school psychologists and to analyze self-reported knowledge regarding the Schoolwide PBIS framework and its implementation in schools. Results suggest a limited Schoolwide PBIS implementation in Portuguese schools, with a meager percentage of school psychologists reporting a higher level of knowledge about the framework and the majority mentioning knowing little or nothing about Schoolwide PBIS. The results evidence how complex and challenging the adoption and implementation of Schoolwide PBIS can be, although there is strong evidence of its efficacy and relevance in inclusive contexts.
- Reclaiming professional agency: Portuguese teachers' experiences amidst managerialist professionalismPublication . Sousa, Rita Tavares de; Dotta, Leanete Thomas; Lopes, Amélia; Marta, MargaridaThe teaching profession has been increasingly subjected to a managerialist perspective of professionalism. Concurrently, neoliberal strategies redefine the nature of teachers’ work, constrain teachers’ agency and jeopardise their professional identities. In light of escalating bureaucratic pressures and diminishing professional autonomy, the imperative to explore paths for reinforcing teacher agency becomes paramount. Drawing on an ecological view of agency, the authors conceptualise teacher agency as a dynamic and context-dependent phenomenon. This paper seeks to identify how teachers enact their agency and to scrutinise the enablers and constraints of teacher agency, focusing on the life stories of 102 Portuguese teachers over the past five decades. Through a paradigmatic analysis the authors delve into the interplay of individual experiences, cultural contexts and structural influences in shaping teacher agency. Their findings underscore the importance of fostering teacher agency at multiple levels to uphold the integrity and efficacy of education systems amidst ongoing reforms.