Caracterização das habilidades sociais de universitários

The entering at the University requires new social skills and their deficits may bring to students academic and interpersonal diffi culties. Few studies have addressed the infl uence of undergraduate periods and gender diff erences regarding social skills shown by college students, including frequency and quality which they occur and previous and consequent interaction variables. The main objective of this article is to describe the social skills shown by college students over undergraduate years. For specifi c objectives this study intends (a) the comparison of student groups in diff erent years (fi rst/second; fi rst/third; second/third) of full-time and nocturne periods, of men and women and (b) the presentation of functional analysis of interactions, considering the most frequent behaviors and contexts. For that, 85 students of Design course were analyzed through the following instruments: the Social Skills Questionnaire to College Students, Behaviors and Contexts; and the Social Skills Inventory (SSI). The results indicate diff erences between men and women and between full-time students and nocturne ones, and the greatest diff erences were in comparison between years, indicating that the fi rst and second years require greater investments in interventions, because they present greater diffi culties in communication behaviors, expressiveness and confl ict resolution. Furthermore, implications, limitations and suggestions for research are discussed.

Problemas de comportamento e habilidades sociais infantis: modalidades de relato

The relationships between behavior problems and children social skills, such as the relevance of analysing these sides by report instruments had been emphasized in researches. It aims: a) to verify the components concerning to behavior problems and children social skills, which was identified through a undirected report instrument; b) to analyze the correlation of such indicators with ones detected by a directed report instrument and those ones referred in bibliography. The participants were 213 primary health carers of children in pre-school age (n = 114) and school age ones (n = 98). The results show that undirected and directed instruments are complementary to obtain informations. Besides, the combination of assessment modalities adds to the characterization of the behavioral repertoire.

Ensino de jornalismo: perfil profissional, regionalização das habilidades técnicas e competências

From 2002 on, when the curricular flexibility was ruled by the Education Ministry, the courses of Journalism in Brazil, more dedicated to improve teaching quality, have tried to adapt its curricular program schedules to regional realities. In this article, they aim to show how Journalism teaching is being provided in the Country and, at the same time, what students think of the disciplines and what do specialists and the press expect from them.

A relação das habilidades sociais educativas e das práticas educativas maternas com os problemas de comportamento em adolescentes

Conselho Nacional de Desenvolvimento Cientifico e Tecnológico (CNPq)

O uso do treino de habilidades sociais em pessoas com fobia social na terapia comportamental

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O uso do treino de habilidades sociais em pessoas com fobia social na terapia comportamental

The effects of an intervention in social skills were assessed in four university students with ages between 19 and 31, with social phobia diagnosis. The performance in social skills as well as performance-compatible disorder was assessed before, after the intervention, and follow-up in four months later, by the instruments: SCID-I, Mini-SPIN, QACC-VU and IHS in a multiple baseline design among participants. The intervention programmed twelve weekly meetings in which the researcher discussed socially skilled alternatives to the described difficulties; leaded dialogued theoretical explanations about the theme of the meeting and also performed functional assessments and repertory training of the participants. It was observed deficits such as public speaking, starting and maintaining conversation in the participants’ social skills repertory, which are consistent with the criteria for social phobia and the difficulties into the adapting to university. After the intervention, the participants left difficulties in public speaking, performance characteristic compatible with the social phobia diagnosis and they also increased social repertory, although it is still necessary the improvement of other skills, such as expressing positive feeling.

Treinamento de habilidades sociais educativas parentais: comparação de procedimentos a partir do tempo de intervenção

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O impacto dos termos competências e habilidades na prática docente de uma professora paulista

The article aims at discussing how the official documents of the curricula of the state of São Paulo, as well as the state's in service teacher training initiatives, provide to teachers guidance towards the development of competencies and skills, with the ultimate objective of guaranteeing successful student performance. The study used semi-structured interviews with a public school teacher in the state of São Paulo, which took place during six meetings. The findings show how the Curriculum of the State of São Paulo, which is part of the System of Assessment of Scholastic Performance in the State of São Paulo (SARESP), when asking elementary school teachers to fulfill the task of affording students the development of competencies and skills, is not effective in its guidance as for the ways of carrying out and modifying teaching practices.

Efeitos de um programa com jogos virtuais na aquisição de habilidades psicomotoras de crianças com paralisia cerebral

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Relação entre as habilidades metalinguísticas, leitura e compreensão leitora em escolares com Transtorno do Déficit de Atenção com Hiperatividade

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Modelo de Resposta à Intervenção (RTI) para desenvolvimento das habilidades fonológicas com tutoria instrucional em contexto escolar: elaboração e controle de eficácia

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Altas habilidades ou superdotação: um estudo em uma Diretoria de Ensino da rede estadual paulista

Special Education includes gifted students. There is a lack of resources and information for identification and care of such students. They were research objectives map students with giftedness characteristic in Elementary and Middle School in Bauru/SP, as well as verify what teachers know about the issue and if they know how to work with such students in their classrooms. This qualitative, quantitative and descriptive research was structured in three stages. Step A: an observation guide of gifted children, Guia de observação de crianças dotadas e talentosas. Step B: True or False questions on the subject. Step C, field diary. Two hundred and thirty one classes from 24 schools were evaluated and 477 students were identified with giftedness characteristic in at least one of six possible areas. Three hundred and one students were in Elementary School and 176 were in Middle School. In Step B, 280 teachers from 26 schools were part of this study and it is confirmed that they have theoretical knowledge on the subject because the number of hits on the main concepts (based on the literature) was superior to the number of misses. A 4th grade classroom, with a gifted girl, was observed in step C. It was found that the teacher pedagogical practice and the resources used are not different from the ones used with other students. Thus, it appears that the student has not received the curricular adaptations to assist her developing skills

Habilidades sociais e características pessoais em escolares de Belém

Este estudo relacionou a frequência da emissão de reação socialmente habilidosa, não-habilidosa passiva e não-habilidosa ativa às variáveis da criança (sexo, idade, condições clínicas). Participaram 57 meninos e 52 meninas, entre seis e 12 anos. O Questionário de Caracterização da Criança (QCC) levantou informações sobre sexo, idade e condições clínicas e o Inventário Multimídia de Habilidades Sociais de Crianças (IMHSC-Del Prette) avaliou as habilidades sociais, respondidos pelos cuidadores e escolares, respectivamente. Utilizou-se os testes U de Mann-Whitney, o coeficiente de correlação de Pearson e o teste t para análises dos dados. Os resultados indicaram: (a) diferenças significativas na adequação das reações habilidosas e não-habilidosas (p < 0,001); (b) aumento do repertório de habilidades sociais conforme o avançar dos anos (p < 0,001); e (c) meninas apresentaram mais frequência de habilidades sociais que meninos (p = 0,040). Não houve associações significativas entre habilidades sociais e condições clínicas (p = 0,539). Verificou-se que sexo e idade podem interferir na presença e desempenho de repertório socialmente habilidoso. Sugerem-se outras técnicas de avaliação que complementem os dados investigados e possibilitem intervenções futuras para amostras semelhantes.