Do útero à adoção: a experiência de mulheres férteis que adotaram uma criança

Even with all changes and ruptures related to the social roles that woman had performed, the literature had confirmed that the motherhood still configures it like one of the main roles that she hopes to play in some moment of her life. When the woman did not get pregnant or take ahead a pregnancy, some women find in adoption an alternative to play this role. This research aimed to understand the experience of being mother for adoption in the case of fertile women, but whose partner is infertile. Supported by existential-phenomenological theory, used it the narrative, how methodological instrument. Participated five women, whose adoption process followed the legal ways in the Youngness and Infancy Judgeship of Natal/RN. The results showed that in the selfish training, the woman to see herself how whose role principal is to generate children, although, she think that is natural her participation in others activities go out home too. In male infertile case is a tendency that the woman strikes the infertile status too. The adoption is an alternative to fulfill her desire of being a mother and, meanwhile, please her husband and guarantee the continuity of her love relationship. Through motherly care, the woman discover herself as a mother, what brings a new meaning for her live, independent of to generate a child. Though, exit frustration, sometimes, in association with suffering, on account of the pregnancy and childbirth absence. The end of the research suggests reflections that to become fulfilled herself as mother, the woman does not need, necessarily, to generate a child, being the maternity one of the uncountable possibilities that are shown, and that she can choose, or not, accomplish it

O comportamento pró-social de crianças com sintomatologia do transtorno da conduta

Pro-social behaviors are seen regularly throughout our daily lives, as we often witness people giving alms, helping a neighbor move, donating blood, or taking care of a friend's children, among others. From an evolutionary perspective, such behaviors occur because they have a high adaptive value to our species, precisely due to our high degree of dependence on group living for survival. Probably, for this same reason, since children have shown a preference for prosocial behaviors over antisocial behaviors, this preference becomes more visible as we grow. However, children with symptoms of conduct disorder show a pattern of aggressive, impulsive and more selfish behaviors than children without such symptoms. Furthermore, these children also experience environments in which antisocial behaviors are more frequent and intense compared to the general population. Priming experiments are one way of measuring the influence of simple environmental cues on our behavior. For example, driving faster when listening to music, religious people help more on religious elements, like the bible, and children are more cooperative after playing games of an educational nature. Thus, the objectives of the current study were to: evaluate whether there is any difference in generosity, through sharing behavior, among children with and without symptoms of conduct disorder; analyze the influence of prosocial priming on sharing behavior on children with and without symptoms of conduct disorder; and finally, analyze from an evolutionary perspective, the reasons given by children with and without symptoms of conduct disorder for sharing or not sharing with their best friend in a classroom environment. To address this question, the teachers of these children were asked to respond to an inventory that was designed to signal the presence or absence of symptoms of conduct disorder. Children identified as having or not having symptoms of conduct disorder could then undergo an experimental (with priming) or control (no priming) condition. Under the experimental condition, the children were asked to watch two short videos showing scenes of helping and sharing among peers, to perform a distraction activity, and finally to chose two of four different materials presented by the researcher and decide how much of these two materials they would like to share with their best friend in the classroom. Then the children were asked about their reasons for sharing or not sharing. Children subjected to the control condition performed the same activities as in the xi experimental condition, but did not watch the video first. The results showed a notable difference in the effect of priming in accordance with the child's stage of development; a difference in the amount of material donated to a best friend by children with and without symptoms of conduct disorder, and a change in this observed difference with the influence of pro-social priming; and finally, a convergence in the thinking of children regarding their reasons for sharing with evolutionary theory. The results of this study also indicate the importance of individual factors, developmental stage, environmental and evolutionary conditions in the pro-social behavior of children with and without symptoms of conduct disorder.

Generosidade e cooperação de crianças monitoradas e não monitoradas: a interação entre a condição socioeconômica e o ambiente escolar

Studies have shown that a person's socioeconomic status (SES) and the environment in which they are inserted modulate their pro-sociality. While children studying in schools with a more affluent student body tend to be more generous, adults with high SES in both real and experimental situations tend to be more selfish, greedy and individualistic. Another factor that influences pro-sociality is monitoring. When we do something under the supervision of another person, we tend to be more generous and cooperative, compared to situations in which no one is watching, even if the "observer" is a drawing of eyes. This monitoring effect occurs in both adults and children. To date, no studies have investigated whether the SES and the environment influence the pro-sociality of the children. There have also been no studies on how the monitoring effect might be influenced by SES and the environment (in this case, whether the environment is a public or private school). Given this context, our main objective was to investigate whether the generosity and cooperation of monitored and unmonitored kids is modulated by these factors. To this end, we did eight matches of the public goods, under monitoring and control conditions, with 249 children from the ages of 7 to 10 years enrolled in public and private schools in Natal, state of Rio Grande do Norte (Brazil). The SES of each child's family was assessed according to the Economic Classification Criterion of Brazil (2013). Contrary to our predictions, SES, school environment and experimental conditions did not significantly influence cooperation and generosity behavior when analyzed separately. We discuss whether the influences of resource and experimental design adopted for the current study and the historical and economic conditions of Brazil might explain these observations. Interestingly, when SES and school environment were analyzed together, an effect of monitoring on generosity and cooperation was detected. More specifically, monitoring had the effect of decreasing generosity among children with greater SES in private schools; and increased cooperation among children with greater SES in public schools. These results suggest that there is an influence of monitoring on the pro-sociality of children in relation to their SES and acquaintanceship environments. We argue that these observations may be explained by different preoccupations with reputation, according to the environment in which a child is inserted.