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Abstract(s)
O presente estudo tem como principal objetivo compreender as perspetivas dos estudantes do ensino superior sobre experiências de elevada adversidade (EEA). Através do método qualitativo e, mais especificamente, através da aplicação dos princípios da Grounded Theory, procurou-se compreender como é que os participantes conceptualizam as experiências de adversidade. Ou seja, perceber o seu conhecimento sobre o fenómeno e que situações é que consideram ser ou terem sido de elevada adversidade na sua trajetória de vida. Adicionalmente, também se procurou perceber os motivos pelos quais os estudantes avaliaram estas situações como adversas. Os resultados evidenciaram que os participantes possuem um conhecimento alinhado de forma significativa com a literatura teórica disponível acerca da temática em estudo. As características mais frequentemente associadas a EEA incluem a carga negativa associada ao evento, a incontrolabilidade percecionada face à situação e a subjetividade na avaliação dos acontecimentos como traumáticos. Para além disto, o grupo de participantes também considera que as EEA desencadeiam sofrimento psicológico significativo para aqueles que as experienciam e que provocam alterações no sistema individual de crenças e significados. As EEA identificadas pelos participantes foram categorizadas em quatro subcategorias distintas, experiências em contexto familiar, em contexto académico, na esfera social e pessoal. Segundo os participantes, as principais consequências psicológicas que as EEA desencadearam foram: desenvolvimento de quadros psicopatológicos, sensação de medo, tristeza, vergonha, reações agudas ao stress (sensação de choque) e a mudança significativa na atribuição individual de significados. Foi ainda possível compreender, parcialmente, as estratégias de coping utilizadas pelos participantes para lidar com o stress. Percebeu-se que, de forma geral, os participantes utilizaram estratégias mais focadas na emoção e no alívio do sofrimento para lidar com situações de adversidade na sua vida. Emergiu da análise dos dados outra categoria que diz respeito aos aspetos positivos percecionados pelos participantes no seu contacto com a adversidade. Percebeu-se que os participantes desenvolveram mais autonomia, empatia, desenvolvimento pessoal, assertividade a lidar com os problemas e que percecionaram uma melhoria na qualidade das relações familiares.
The main aim of this study is to understand higher education students' perspectives on highly adverse experiences (HAE). Using the qualitative method and, more specifically, applying the principles of Grounded Theory, we sought to understand how the participants conceptualize experiences of adversity. In other words, to understand their knowledge of the phenomenon and what situations they consider to be or to have been highly adverse in their lives. The results showed that the participants' knowledge is significantly aligned with the theoretical literature available on the subject under study. The characteristics most frequently associated with HAEs include the negative charge associated with the event, the perceived uncontrollability of the situation and the subjectivity in evaluating the events as traumatic. In addition, the group of participants also considered that HAEs trigger significant psychological suffering for those who experience them and that they cause changes in the individual system of beliefs and meanings. The HAEs identified by the participants were categorised into four distinct subcategories: experiences in the family context, in the academic context, in the social sphere and in the personal sphere. According to the participants, the main psychological consequences that the HAE originated were: the development of psychopathological conditions, feelings of fear, sadness, shame, acute reactions to stress (feelings of shock) and a significant change in the individual attribution of meanings. It was also possible to partially understand the coping strategies used by the participants to deal with stress. It was realised that, in general, the participants used emotional based strategies to deal with situations of adversity in their lives. Another category emerged from analysing the data, which concerns the positive aspects perceived by the participants in their contact with adversity. It was noted that the participants developed more autonomy, empathy, psychological maturity, assertiveness in dealing with problems and that they perceived an improvement in the quality of family relationships.
The main aim of this study is to understand higher education students' perspectives on highly adverse experiences (HAE). Using the qualitative method and, more specifically, applying the principles of Grounded Theory, we sought to understand how the participants conceptualize experiences of adversity. In other words, to understand their knowledge of the phenomenon and what situations they consider to be or to have been highly adverse in their lives. The results showed that the participants' knowledge is significantly aligned with the theoretical literature available on the subject under study. The characteristics most frequently associated with HAEs include the negative charge associated with the event, the perceived uncontrollability of the situation and the subjectivity in evaluating the events as traumatic. In addition, the group of participants also considered that HAEs trigger significant psychological suffering for those who experience them and that they cause changes in the individual system of beliefs and meanings. The HAEs identified by the participants were categorised into four distinct subcategories: experiences in the family context, in the academic context, in the social sphere and in the personal sphere. According to the participants, the main psychological consequences that the HAE originated were: the development of psychopathological conditions, feelings of fear, sadness, shame, acute reactions to stress (feelings of shock) and a significant change in the individual attribution of meanings. It was also possible to partially understand the coping strategies used by the participants to deal with stress. It was realised that, in general, the participants used emotional based strategies to deal with situations of adversity in their lives. Another category emerged from analysing the data, which concerns the positive aspects perceived by the participants in their contact with adversity. It was noted that the participants developed more autonomy, empathy, psychological maturity, assertiveness in dealing with problems and that they perceived an improvement in the quality of family relationships.
Description
Keywords
Experiências de elevada adversidade Experiências potencialmente traumáticas Perspetivas de estudantes de ensino superior High adversity experiences Potentially traumatic experiences Perspectives of higher education students