Advisor(s)
Abstract(s)
A literatura tem demonstrado a eficácia dos programas de Aprendizagem Social e Emocional (SEL- Social and Emotional Learning) na promoção de competências sociais e emocionais, na prevenção de problemas comportamentais (Zins & Elias, 2006) e consequentes melhorias noutros domínios. Contudo, a investigação neste domínio tem-se focado sobretudo em contexto escolar. Por outro lado, estudos indicam que crianças e jovens em acolhimento institucional constituem uma população de risco no que concerne a problemas psicológicos, comportamentais e sócioemocionais (Marinkovic & Backovic, 2007). Apesar da vulnerabilidade demonstrada por parte destas crianças e jovens, a investigação relativa à avaliação da eficácia de programas SEL em contexto de acolhimento institucional é escassa. Assim, este estudo tem como objetivo implementar e avaliar a eficácia de um programa de intervenção, no âmbito das competências sociais e emocionais, numa instituição de acolhimento. Optou-se por um estudo pré-experimental, com design de grupo-único, com pré e pós-teste.
O programa foi desenvolvido e implementado junto de seis jovens de um lar de infância e juventude, do sexo masculino, entre os 13 e 16 anos. O programa integrou 11 sessões, focando-se em três das cinco dimensões referidas por CASEL (2003): autoconsciência, consciência social e autogestão. A recolha de dados integrou uma multiplicidade de instrumentos, de natureza qualitativa e quantitativa, recorrendo aos próprios participantes e aos respetivos gestores de caso como informadores.
Os resultados apontam para a eficácia do programa, tendo-se verificado melhorias nos conhecimentos e competências sociais e emocionais, nomeadamente no que respeita à definição e nomeação de emoções, reconhecimento do estado emocional do outro, estratégias de regulação emocional, reconhecimento da dimensão cognitiva, comportamental e física das emoções, e autocontrolo. São discutidas as implicações do estudo, que reforçam a pertinência do desenvolvimento de programas SEL de forma planeada, sistemática, contínua e coordenada (Greenberg et al., 2003), em contexto de acolhimento institucional.
The literature has demonstrated the efficacy of Social and Emotional Learning (SEL) programs on the promotion of social and emotional skills, on the prevention of behavioral problems (Zins & Elias, 2006) and subsequent improvements in other domains. However, the investigation on this domain has focused mainly on the school context. On the other hand, studies indicate that children and youngsters in residential care constitute a risk population regarding psychological, behavioral and socialemotional problems (Marinkovic & Backovic, 2007). Despite the vulnerability revealed by this children and youngsters, the investigation concerning the efficacy evaluation of SEL programs in residential care contexts is scarce. Therefore, the objective of this study is to implement and evaluate the efficacy of an intervention program, on the domain of social and emotional skills, in a residential care facility. A pre-experimental study was chosen, with one group design, with pre and posttest. The program was developed and implemented with six youngsters of a residential care facility, of the male gender, between 13 and 16 years old. The program integrated 11 sessions, focusing on three of the five dimensions referred by CASEL (2003): self-awareness, social awareness and self-management. The data collection integrated a variety of instruments, both of qualitative and quantitative nature, resorting to the participants and respective case managers as informants. The results indicate the efficacy of the program, being verified improvements on social and emotional knowledge and skill, namely regarding the definition and designation of emotions, recognizing others emotional state, strategies of emotional regulation, recognition of the cognitive, behavioral and physical dimensions of emotions, and self-control. The implications of the study are discussed, which strengthen the relevance of developing SEL programs in a planned, systematic, continuous and coordinated way (Greenberg et al., 2003), in residential care context.
The literature has demonstrated the efficacy of Social and Emotional Learning (SEL) programs on the promotion of social and emotional skills, on the prevention of behavioral problems (Zins & Elias, 2006) and subsequent improvements in other domains. However, the investigation on this domain has focused mainly on the school context. On the other hand, studies indicate that children and youngsters in residential care constitute a risk population regarding psychological, behavioral and socialemotional problems (Marinkovic & Backovic, 2007). Despite the vulnerability revealed by this children and youngsters, the investigation concerning the efficacy evaluation of SEL programs in residential care contexts is scarce. Therefore, the objective of this study is to implement and evaluate the efficacy of an intervention program, on the domain of social and emotional skills, in a residential care facility. A pre-experimental study was chosen, with one group design, with pre and posttest. The program was developed and implemented with six youngsters of a residential care facility, of the male gender, between 13 and 16 years old. The program integrated 11 sessions, focusing on three of the five dimensions referred by CASEL (2003): self-awareness, social awareness and self-management. The data collection integrated a variety of instruments, both of qualitative and quantitative nature, resorting to the participants and respective case managers as informants. The results indicate the efficacy of the program, being verified improvements on social and emotional knowledge and skill, namely regarding the definition and designation of emotions, recognizing others emotional state, strategies of emotional regulation, recognition of the cognitive, behavioral and physical dimensions of emotions, and self-control. The implications of the study are discussed, which strengthen the relevance of developing SEL programs in a planned, systematic, continuous and coordinated way (Greenberg et al., 2003), in residential care context.