Est-ce que l’intelligence générale et les traits de personnalité des adolescents sont reliés? : relations concurrentes et prospectives dans une étude longitudinale de cinq ans

Selon plusieurs auteurs, l’intelligence générale et les traits de personnalité sont des construits fondamentaux nécessaires à l’adaptation psychosociale des individus. Bien que plusieurs études menées à partir d’échantillons d’adultes aient démontré des liens significatifs entre ces deux construits, peu d’entre elles ont tenté de vérifier si ces relations pouvaient être observées aussi chez les adolescents. De plus, un nombre très restreint d’études ont étudié la question de savoir si les relations entre l’intelligence générale et les traits de personnalité étaient significatives de façon prospective avec un intervalle de temps entre les évaluations. Enfin, les études disponibles ne permettent pas de déterminer si les relations entre l’intelligence générale et les traits de personnalité sont différentes selon le sexe. La présente étude visait à combler ces vides. Les objectifs étaient, d’une part, de déterminer s’il existe des relations prédictives concurrentes et prospectives entre l’intelligence générale et les traits de personnalité chez les adolescents et, d’autre part, de vérifier si ces relations sont différentes entre les garçons et les filles. Les données utilisées proviennent de l’étude longitudinale de la Stratégie d’intervention agir autrement (SIAA). Un large échantillon d’adolescents évalués une première fois en secondaire un et réévalués à nouveau quatre ans plus tard en secondaire cinq a été employé. À la première vague de collecte de données, seule l’intelligence générale a été évaluée, tandis qu’à la deuxième vague, autant l’intelligence générale que les traits de personnalité l’ont été. La modélisation par équations structurales sur des variables latentes a été utilisée pour tester les différentes hypothèses de recherche. Les résultats ont démontré que, sur le plan concurrent, l’intelligence générale et tous les traits de personnalité considérés sont reliés significativement de façon positive, ce qui va partiellement à l’encontre des données obtenues à partir des échantillons d’adultes. Sur le plan prospectif, les résultats ont confirmé que les corrélations diminuent avec le temps, et ce, pour presque tous les traits étudiés. Finalement, les modèles d’équations structurales multi-groupes ont confirmé la présence de différences significatives entre les garçons et les filles pour certains traits de personnalité. Dans l’ensemble, bien que plusieurs résultats de la présente étude obtenus à partir d’un échantillon d’adolescents soient conformes à ceux observés auprès d’échantillons d’adultes, certaines différences intéressantes sont observées.

Educar las emociones: una reflexión sobre los programas de educación emocional en la primera infancia a través de la lente de la Psicología Positiva

La primera infancia es la etapa comprendida entre los 0 y los 6 años, y es el momento en el cual el cerebro tiene mayor plasticidad, por lo que en la actualidad se cree que la educación debe iniciar en este momento de la vida. La educación inicial ha venido dejando de lado el interés por los procesos cognitivos y ha puesto su foco de atención en el desarrollo social y emocional de los niños. El objetivo del presente trabajo es describir las características de los programas de educación emocional en la primera infancia a través de la lente de la Psicología Positiva utilizando una metodología cualitativa documental y específicamente el estado del arte. Los resultados obtenidos se dividen en corte empírico y corte teórico; para los de corte empírico se encontró que si bien el target que se pretende impactar son los niños en la primera infancia, varios programas le apuntan a trabajar como primera instancia con los cuidadores de los niños. Por otro lado como variables más comunes se manejaban las habilidades interpersonales y la resolución de problemas. Para los de corte teórico se encontró que los programas se orientan bajo una pedagogía dinámica y que muchos se centran en enfoques orientados a la promoción de habilidades sociales.

Using eye movements to investigate word frequency effects in children’s sentence reading

While eye movements have been used widely to investigate how skilled adult readers process written language, relatively little research has used this methodology with children. This is unfortunate as, as we discuss here, eye-movement studies have significant potential to inform our understanding of children’s reading development. We consider some of the empirical and theoretical issues that arise when using this methodology with children, illustrating our points with data from an experiment examining word frequency effects in 8-year-old children’s sentence reading. Children showed significantly longer gaze durations to low than high-frequency words, demonstrating that linguistic characteristics of text drive children’s eye movements as they read. We discuss these findings within the broader context of how eye-movement studies can inform our understanding of children’s reading, and can assist with the development of appropriately targeted interventions to support children as they learn to read.

Bystander behaviour as an influence on bullying in high schools

In response to evidence that bullying in schools persists in the presence of bystanders, this study sought to add to the existing knowledge about its reinforcing effects. The objectives of this research project were to investigate non-intervention in bullying incidents by students. Unique approaches of this research are the multi-dimensional investigation of the emotional, cognitive and behavioural factors from the bystander's perspective, within the context of a co-educational Catholic high school, in a sample of eighteen Year 8 students. In-depth and group interviews, participant observation and the input of a focus group of teachers formed the data collection. Previous findings that fear prevents bystanders from taking action, were extended by this study which revealed was that there are several sources of this fear. The study found reasons for students' fear included embarrassment at making a mistake, the importance of the teachers' responses, the need to assimilate into the new school culture, to be 'cool' and to avoid a negative, conforming self-image. Importantly, the existing focus on fear does not explain why students do not anonymously report bullying. This study found that students resisted taking responsibility for intervening, and unexpected findings included that students categorised victims, only caring enough to report bullying if the victim were a friend or sibling; and also that the thrill of watching bullying was a strong deterrent to bystander intervention. The study suggests, therefore, information based anti-bullying policies will be ineffective unless students are motivated to intervene. It is crucial that programmes now address the emotional deterrents of fear, excitement and apathy before considering educational approaches, and that future policies need to examine the culture of the school, including teachers' responses to bullying, which dictates the behavioural code for incoming Year 8 students.

Macro: uma proposta de ação clínica-institucional-educacional-organizacional em psicologia escolar

A presente dissertação de mestrado - Macro, uma proposta de intervenção clínica-institucional-educacional-organizacional em Psicologia Escolar, tem por objetivos: 1. Alertar para a necessidade da formação mais ampla possível do profissional desta área e do caráter essencial de sua análise pessoal; 2. Refletir sobre os modelos existentes; 3. Oferecer uma proposta de ação em Psicologia :V~scolar a partir das contribuições de várias correntes de pensamento, pertinentes às chamadas três áreas principais da Psicologia, segundo um outro olhar, segundo a ética da Psicanálise. Divide-se em 3 capítulos: 1. Macro, uma Proposta. 2. Revisão Bibliográfica: A Psicanálise do Social. O Movimento Institucionalista. A Epistemologia Convergente. A Psicologia Organizacional. 3. Macro, uma Proposta de Ação em Psicologia Escolar. o primeiro capítulo problematiza a ética da psicanálise, enquanto eixo epistemológico da proposta. O segundo apresenta e analisa, em revisão bibliográfica, diferentes modelos de ação que contribuem significativamente, para a formulação da proposta Macro de ação, apresentada no último capítulo.

O sujeito revelado pela prática da psicologia escolar e o sujeito da psicanálise: uma comparação

O tema dessa dissertação ê uma comparaçao o sujeito da teoria psicaüalítica e o sujeito tal concebido pela psicologia escolar. entre qual ê Buscou-se, inicialmente, descrever o sujeito da psicanálise a partir da leitura de alguns textos freudianos, que demonstraram, ser o sujeito, o inconsciente, psicanaliticamente falando. Procurou-se mostrar que, do ponto de vista da teoria psicanalítica, sendo o sujeito, o inconsciente, a ele não se tem acesso através da lógica ou do bom senso. A outra etapa do trabalho foi, a partir de uma pesquisa de campo e de uma pesquisa bibliográfica, a tenta tiva de descobrir quem ª o sujeito para a psicologia escolar. O que ficou claro, como resultado dessas pesquisas, foi que, com pouquíssimas exceções, este sujeito em nada se aproxima do sujeito da teoria psicanalítica. A psicologia escolar. dirige-se, eminentemente, ao indivíduo enquanto sujeito consciente. E, por fim, o que se procurou foi realizar alguns comentários a respeito do confronto entre a visão que a psicanálise apresenta do sujeito e a visão da psicologia escolar. Viu-se, então, que de acordo com alguns autores o papel do psicólogo escolar seria o de contribuir para queo individuo, com o qual lida pudesse tornar-se mais crítico em relação ao sistema social e político ao qual está i~ serido; enquanto que a pesquisa de campo e alguns outros autores mostraram a psicologia escolar como um veículo da melhor adaptação do indivíduo àquilo que se considera como ideal.

Desempenho profissional do psicólogo escolar: relação entre conhecimento da amplitude de suas funções e limites institucionais

Este estudo foi elaborado em função da necessidade de sistematização das múltiplas questões levantadas em torno da eficácia da Psicologia Escolar que, de certa forma, esvaziam e comprometem sua vital importância no contexto Educacional brasileiro. Para um maior aprofundamento na análise das questões referentes à atuação do Psicólogo Escolar, utilizou-se enfoque epistemológico referente à construção do "real", através dos "possíveis" e dos "necessários" em Educação. Foi realizada uma investigação de campo com trinta e três Psicólogos Escolares de escolas particulares com o objetivo de analisar suas funções, a fim de diagnosticar as limitações das mesmas e suas possíveis causas, bem como a amplitude de suas propostas de atuação. Foram levantadas hipóteses para uma melhor compreensão dos motivos que levariam o Psicólogo Escolar a desempenhar suas funções numa tendência mais institucional dentro do contexto educativo ou mais clínica. Os resultados revelam que 67% dos Psicólogos Escolares conhecem a amplitude de suas funções e procuram assumí-las plenamente apesar dos limites que a Instituição oferece, estando sua atuação, mais ligada aos aspectos institucionais. Foi, igualmente, feita uma análise dos motivos que levam os Diretores de escolas a contratar um Psicólogo Escolar, sendo utilizada uma amostra de trinta e quatro escolas, que possuem ou não Psicólogos Escolares. A partir desses resultados pode-se afirmar que quanto mais o Psicólogo Escolar conhecer e assumir a amplitude de suas funções, mais facilmente poderá romper com os limites e dificuldades da própria Instituição, uma vez que, através da análise das possibilidades e necessidades do contexto institucional, terá condições para viabilizar a construção de um "real" educativo. Na medida em que o Psicólogo Escolar assumir sua identidade profissional, abrirá novas perspectivas de trabalho e espaços dentro da própria instituição escolar.

Prática de coordenação pedagógica e concepções acerca da atuação em psicologia escolar: desvendando um contexto, repensando caminhos

Considering the necessary approaches with the quotidian of the pedagogical field mentioned in the recent productions in Psychology about the insertion of psychologists in the school field, the objective of this work was to know and to understand the dynamics of functioning of a team of pedagogical coordination, intending to produce reflections on the possibilities of action in school psychology with these professionals. Our field of research was the Municipal School Teacher Emília Ramos (EMPER), considering its peculiar history, distinguished by a constant effort of achievement of the school success by its pupils. As subject of the study, six pedagogical coordinators participated, who worked at the school in the diurne turns, where regular classrooms of 1º cycle of basic education functioned. As procedures, we use participant observations and open interviews, focusing the activities performed by the coordinators and its possible demands to psychology. We use the analysis of content for the production of results. These results evidenced a work of coordination realized on a structured routine, but flexible, centered around the activity of conduction of groups of studies with the teachers. We grouped the demands to psychology in four thematic groups: diagnosis and attending the pupils; orientation to the families, contribution in the formation of the professionals and clinical listening of the professionals of the school. In this way, it is made clear that, in a context where happens a well articulated and consistent pedagogical work, the possible performance in school psychology is not scrumbled or confused with social and pedagogical practical others which many times takes attendance. With these information, we expect to contribute for the theoretical and practical elaborations, in Psychology and the Pedagogy, compromised with the success of the educative work realized in the public schools

Álcool e sociabilidade: a farra das adolescentes

The experience as a school psychologist allowed me to notice that expressions like I was like trash in the gang s barbecue , and we chatted away, only the girls, and we all got drunk , are very common in conversations between Elementary and High School students, pointing out to a concerning incidence of alcohol consumption among female adolescents. However, studies about this theme haven t gone deep in the nowadays reality these girls are living in. This study aimed at comprehending the aspects of the relation between girls and alcohol, starting from the point that exaggerated consumption indicates introductory rituals for some groups, making social relations easier and becoming a sociability factor. To give this study some support, a questionnaire was applied to 1028 female teenagers, between 12 and 18 years old, students in private schools in Natal, capital of Rio Grande do Norte. The context chosen for the development of the study - private schools -, arose from the notion that the majority of the data collection carried out about alcohol and other psychotropic drugs aim at public school students. The instrument used was divided in two parts, one that treated about the first contact with alcohol (experimentation), and other that points to the current relation with alcoholic beverages, with 27 closed questions but nevertheless with available space for manifestation like if other; which?, applied collectively in classrooms. The data received a statistic treatment from SPSS and showed that the first contact with alcoholic beverage happens in domestic environment, having parents and friends as companions, very precociously, around 10 years of age, as curiosity. At this moment, Ice drink is the most consumed beverage. The main reason that leads them to drink is to pass the time in parties, and they don t drink alone (93% of students researched), what gives alcohol this recreational and socializing characteristic. They do consider alcohol a kind of drug, but are not afraid of getting addicted. People that drink usually show to be extroverted, they get happier (40,3%) and are not shy at all (29,4%), have attitudes of moral character, like to get involved with unknown boys (18,5%), get numb (9,9%), or get sad (1,9%). They label as vulgar the girls that drink, depending on the amount, and to be stimulated by the boys to drink. The study shows that systematic interventions of the school are necessary, once it is an institution that should care about education and personality traits of children and adolescents, as well as the important role of the psychologist in this context. Besides, it claims the society to get effectively involved with the public policies that already exist

Concepções e práticas da psicologia escolar :um olhar através do estágio curricular supervisionado

School psychology can be considered a growing professional field in Brazil, in spite of the difficulties concerning both the role of the psychologists in the schools and the restrictions of the labor market. Professional training is one of the most problems faced by the area. The present study is an attempt to investigate the conceptions of school psychology and the practice of the school psychologists inside de educational agencies, from the point of view of the professional training, expressed by curricular supervised training. The reason for this choice was the important role played by supervised training in the process of professional training. To carry out this study, supervised training reports written in the 1980s and the 1990s used in the student evaluation process were examined. As the main results, we point out the co-existence during the 1980-decade of two models of psychological practice: the clinical and the educational, with the dominance of the first one. During the 1990-decade, we can observe the co-existence of the same models with the dominance (but not the hegemony) of the educational model, as shown by the activities of the students. In the 1980s, for instance, the most common activities were observation of the children (45.9%), teachers guidance (40.5%) and psychodiagnostic (37.8%). In the 1990s, the main activities were participation in staff briefings (66.6%), parents guidance (58.0%), teachers guidance (50.0%) and students counseling (41.6%). Aspects related to the importance of professional training - represented by curricular supervised training - to the professional practice are discussed

Ampliação do ensino fundamental: compreendendo o fazer do professor

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Perfil da língua escrita das crianças da vila de Teotônio

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)