Maternal attachment representations in relation to emotional availability and discipline behaviour

"Published online: 15 Sep 2015."

Revisões da infraestrutura viária local: o reconhecimento do lugar público no território desruralizado e extensamente urbanizadode Santa Maria da Feira

Tese de Doutoramento Arquitetura, Cidade e Território.

Otra visión del patrimonio geológico: la puesta en valor de los depósitos cuaternários de la costa galega (NW España)

En la última década se ha desarrollado una base de conocimiento sólido relacionado con la geodiversidad, caracterización, conservación y gestión del patrimonio geológico, que lleva implícito una legislación al respecto. Sin embargo, el escaso conocimiento a nivel científico por parte de la Administración sobre “lugares de interés geológico” hace complicado conseguir una normativa adecuada, a fin de proteger algo que no está contemplado. A esto se suma, un desconocimiento parcial de la sociedad sobre procesos geológicos, su relación con la biodiversidad y su valor como patrimonio natural. Este trabajo tiene como objetivo mostrar el valor de los depósitos sedimentarios antiguos localizados en la costa de Galicia como archivos paleoambientales y geoformas con entidad propia. Estos valores son ejemplificados con depósitos localizados en la “Costa Sur”, así definida en el Plan de Ordenación Litoral (POL) de Galicia.

Examining mindfulness and its relation to self-differentiation and alexithymia

Published online first in 10 July 2013

Cultura, liderança e resultados escolares: uma abordagem a partir das representações dos alunos do ensino secundário

Grande parte dos estudos produzidos sobre a liderança escolar tem incidido na análise da relação entre os processos de liderança, a aprendizagem e o sucesso. Embora esta convergência de enfoque (liderança/sucesso) encubra abordagens teóricas, disciplinares e metodológicas muito diferenciadas, é evidente a presença de uma perspetiva unidirecional, mais focada nas políticas e nas práticas de liderança e menos na forma como estas são entendidas pelos alunos. Neste artigo, propomos um enfoque invertido, focado nas representações dos alunos sobre os processos de liderança. Do ponto de vista metodológico, recorremos aos dados recolhidos no âmbito de quatro estudos de caso realizados em escolas/agrupamentos com ensino secundário, resultantes da administração de um inquérito por questionário e da realização de focus group a alunos com resultados académicos de excelência e a alunos não incluídos neste nível de desempenho. Elegemos como referência analítica um estudo de caso de longa duração, a partir do qual colocamos em confronto os dados recolhidos nos outros três contextos estudados. Os resultados deste estudo apontam para a existência de relações e diferenças significativas entre a cultura organizacional da escola e os estilos de liderança, sendo destacada a importância do papel do Diretor na condução do ideário de excelência da escola.

O papel da prática profissional/prácticum na formação de professores: um olhar dos professores tutores universitários

A universidade no Espaço Europeu de Educação Superior (EEES) assume-se como um espaço aberto e permeável a mudanças no processo de ensino e de aprendizagem, reduzindo os “conhecimentos mortos, a favor de conhecimentos vivos”, diversificando metodologias de trabalho (aulas práticas, workshops, seminários, tutorias conjuntas, e-learning, entre outras) e valorizando a relação pedagógica. A ênfase mais ou menos atribuída às Praticas/Practicum nos diferentes planos de estudo de cada universidade, a sua distribuição e organização ao longo da formação, prescrevem a cientificidade do trajeto de construção, desconstrução, co-construção e reconstrução do perfil, competências e identidade profissionais do estudante em formação. Amplia-se a função e ação do professor tutor/supervisor universitário que, sustentado num enfoque formativo competencial, assume ser mais do que um responsável pela formação integral dos estudantes integrando uma aprendizagem profissional relacionadas com o saber e o saber-fazer, mas também está implicado na aquisição e desenvolvimento de um conjunto de habilidades sociais, éticas e de valores humanos relacionados com o saber-ser e o saber-estar. O objetivo deste estudo é analisar o papel dos tutores/supervisores de Práticas/Practicum nos processos de construção e desenvolvimento de competências e identidade profissional através de processos de mediação e transferência de conhecimento profissional. Neste trabalho apresentamos os resultados parciais de um estudo de caso de carácter descritivo-interpretativo. Analisam-se as entrevistas (n=11) realizadas a professores universitários que em 2012-13 constituíam o corpo de tutores de Practicum dos cursos de Educação de Infância e Ensino do1º ciclo do Ensino Básico da Universidade Autónoma de Barcelona. Os resultados valorizam mais os aspetos organizacionais do que os curriculares. As preocupações com o desenvolvimento de competências conceptuais (saber) e procedimentais (saber-fazer) estão mais presentes nos discursos dos tutores/supervisores do que as competências relacionais intra e interpessoais (saber-ser, saber-estar).

A VEP study in sleeping and awake one-month-old infants and its relation with social behavior

With the present study we aimed to analyze the relationship between infants' behavior and their visual evoked-potential (VEPs) response. Specifically, we want to verify differences regarding the VEP response in sleeping and awake infants and if an association between VEP components, in both groups, with neurobehavioral outcome could be identified. To do so, thirty-two full-term and healthy infants, approximately 1-month of age, were assessed through a VEP unpatterned flashlight stimuli paradigm, offered in two different intensities, and were assessed using a neurobehavioral scale. However, only 18 infants have both assessments, and therefore, these is the total included in both analysis. Infants displayed a mature neurobehavioral outcome, expected for their age. We observed that P2 and N3 components were present in both sleeping and awake infants. Differences between intensities were found regarding the P2 amplitude, but only in awake infants. Regression analysis showed that N3 amplitude predicted an adequate social interactive and internal regulatory behavior in infants who were awake during the stimuli presentation. Taking into account that social orientation and regulatory behaviors are fundamental keys for social-like behavior in 1-month-old infants, this study provides an important approach for assessing physiological biomarkers (VEPs) and its relation with social behavior, very early in postnatal development. Moreover, we evidence the importance of the infant's state when studying differences regarding visual threshold processing and its association with behavioral outcome.

Fine time scaling of purifying selection on human nonsynonymous mtDNA mutations based on the worldwide population tree and mother-child pairs

A high-resolution mtDNA phylogenetic tree allowed us to look backward in time to investigate purifying selection. Purifying selection was very strong in the last 2,500 years, continuously eliminating pathogenic mutations back until the end of the Younger Dryas (∼11,000 years ago), when a large population expansion likely relaxed selection pressure. This was preceded by a phase of stable selection until another relaxation occurred in the out-of-Africa migration. Demography and selection are closely related: expansions led to relaxation of selection and higher pathogenicity mutations significantly decreased the growth of descendants. The only detectible positive selection was the recurrence of highly pathogenic nonsynonymous mutations (m.3394T>C-m.3397A>G-m.3398T>C) at interior branches of the tree, preventing the formation of a dinucleotide STR (TATATA) in the MT-ND1 gene. At the most recent time scale in 124 mother-children transmissions, purifying selection was detectable through the loss of mtDNA variants with high predicted pathogenicity. A few haplogroup-defining sites were also heteroplasmic, agreeing with a significant propensity in 349 positions in the phylogenetic tree to revert back to the ancestral variant. This nonrandom mutation property explains the observation of heteroplasmic mutations at some haplogroup-defining sites in sequencing datasets, which may not indicate poor quality as has been claimed.

A música clássica: um objeto cultural, artístico e comunicacional para o desenvolvimento humano

Dissertação de mestrado em Comunicação, Arte e Cultura

Las palabras son semillas…: aquisição e ampliação de vocabulário com recurso ao audiovisual

Relatório de estágio de mestrado em Ensino do Português no 3º Ciclo do Ensino Básico e Ensino Secundário e de Espanhol nos Ensinos Básico e Secundário

The alarm distress baby scale in a longitudinal Portuguese study reanalyzed with attachment data

Article first published online: 13 NOV 2013

Mother's anxiety and depression during the third pregnancy trimester and neonate's mother versus stranger's face/voice visual preference

Background: Neonates show visual preference for their mother's face/voice and shift their attention from their mother to a stranger's face/voice after habituation. Aim: To assess neonate's mother versus stranger's face/voice visual preference, namely mother's anxiety and depression during the third pregnancy trimester and neonate's: 1) visual preference for the mother versus the stranger's face/voice (pretest visual preference), 2) habituation to the mother's face/voice and 3) visual preference for the stranger versus the mother's face/voice (posttest visual preference). Method: Mothers (N=100) filled out the Edinburgh Postnatal Depression Scale (EPDS) and the State Anxiety Inventory (STAI) both at the third pregnancy trimester and childbirth, and the “preference and habituation to the mother's face/voice versus stranger” paradigm was administered to their newborn 1 to 5 days after childbirth. Results: Neonates of anxious/depressed mothers during the third pregnancy trimester contrarily to neonates of non-anxious/non-depressed mothers did not look 1) longer at their mother's than at the stranger's face/voice at the pretest visual preference (showing no visual preference for the mother), nor 2) longer at the stranger's face/voice in the posttest than in the pretest visual preference (not improving their attention to the stranger's after habituation). Conclusion: Infants exposed to mother's anxiety/depression at the third gestational trimester exhibit less perceptual/social competencies at birth.

Mother's stress, mood and emotional involvement with the infant: 3 months before and 3 months after childbirth

Adverse effects of maternal anxiety and depression are well documented, namely on the foetus/child behaviour and development, but not as much attention has been given to the mother's emotional involvement with the offspring. To study mother's prenatal and postpartum stress, mood and emotional involvement with the infant, the State-Trait Anxiety Inventory, the Edinburgh Postnatal Depression Scale and the Mother-to-Infant Bonding Scale were filled in and cortisol levels were measured, 3 months before and 3 months after childbirth, in a sample of 91 Portuguese women. From pregnancy to the postpartum period, mother's cortisol levels, anxiety and emotional involvement toward the child decrease. No significant change was observed regarding mother's depression. Mother's depression predicted a worse emotional involvement before childbirth, while mother's anxiety predicted a worse emotional involvement with the infant after childbirth. Additionally, pregnant women with a worse emotional involvement with the offspring are at risk of poorer emotional involvement with the infant and higher anxiety and depression at 3 months postpartum. It should be given more attention to mother's poor emotional involvement with the offspring during pregnancy, as it interferes with her emotional involvement with the infant and her psychological adjustment 3 months after childbirth.

Mother-to-infant emotional involvement at birth

Objectives. To study mother-to-infant emotional involvement at birth, namely factors (socio-demographics, previous life events, type of delivery, pain at childbirth, support from partner, infant characteristics, early experiences with the newborn, and mother’s mood) that interfere with the mother’s positive, negative and not clear emotions toward the newborn. Methods. The Bonding Scale (an extended Portuguese version of the ‘New Mother-to-Infant Bonding Scale’) and the Edinburgh Postnatal Depression Scale were administrated during the first after delivery days to 315 mothers recruited at Ju´lio Dinis Maternity Hospital (MJD, Porto, Portugal). Results. A worse emotional involvement with the newborn was observed when the mother was unemployed, unmarried, had less than grade 9, previous obstetrical/psychological problems or was depressed, as well as when the infant was female, had neonatal problems or was admitted in the intensive care unit. Lower total bonding results were significantly predicted when the mother was depressed and had a lower educational level; being depressed, unemployed and single predicted more negative emotions toward the infant as well. No significant differences in the mother-to-infant emotional involvement were obtained for events related to childbirth, such as type of delivery, pain and partner support, or early experiences with the newborn; these events do not predict mother’s bonding results either. Conclusion. The study results support the need for screening and supporting depressed, unemployed and single mothers, in order to prevent bonding difficulties with the newborn at birth.

Postpartum Depression: Is it a condition affecting the mother-infant interaction and the development of the child across the first year of life?

Noting that maternal depression is common during a baby's first year, this study examined the interaction of depressed and non-depressed mother-child dyads. A sample of 26 first-time mothers with postpartum depression at the third month after birth and their 3-month-old infants was compared to a sample of 25 first-time mothers with no postpartum depression at the third month after birth and their 3-month-old infants. The observations were repeated at 6 months and again at 12 months postpartum. The samples were compared for differences in mother interaction behavior, mother's infant care, mother's concern with the baby, infant behavioral difficulties, infant mental and motor development, and infant behavior with the observer. Among the findings are the following: (1) depressed mothers' interaction behavior and care of their infants are less adequate than the non-depressed mothers' interaction behavior and care of their infants at 3, 6, and 12 months postpartum; (2) infants' interaction behaviors during feeding and face-to-face interaction with depressed mothers are less adequate than infants' interactions with non-depressed mothers at 3, 6, and 12 months postpartum; (3) mother-infant interactions are less adequate in the depressed mother dyads than the non-depressed dyads at 3, 6, and 12 months postpartum; (4) depressed mothers are less concerned about their infants than non-depressed mothers at 3, 6, and 12 months postpartum; (5) infants of depressed mothers have more behavioral difficulties at 3, 6, and 12 months postpartum than infants of non-depressed mothers; (6) infants of depressed mothers had lower mental and motor development rates at 6 and 12 months postpartum than infants of non-depressed mothers; and (7) infants of non-depressed mothers behaved in a more positive way with the observer than the infants of depressed mothers. (AS)