RESILIÊNCIA EM TRABALHADORES: IMPACTO DA AUTO- EFICÁCIA E DA PERCEPÇÃO DE SUPORTE SOCIAL

Resiliência representa o processo dinâmico envolvendo a adaptação positiva no contexto de adversidade significativa. Estudos sobre o conceito têm aumentado com o advento da Psicologia Positiva, pelos potenciais efeitos na saúde e no desempenho dos trabalhadores. Outros conceitos importantes para a saúde circunscritos no escopo da Psicologia Positiva no contexto de trabalho são os de auto-eficácia, definida como crenças das pessoas sobre suas capacidades e/ou seu exercício de controle sobre os eventos que afetam sua vida e o de suporte social no trabalho, que compreende a percepção do quanto o contexto laborativo oferece apoio aos trabalhadores. Pouca literatura existe sobre resiliência no contexto de trabalho e nenhum estudo envolvendo os três construtos foi encontrado. Por isto, esta investigação analisou o impacto da auto-eficácia e da percepção de suporte social no trabalho sobre a resiliência de trabalhadores. Participaram 243 universitários trabalhadores da região metropolitana de São Paulo, com idade média de 23 anos (DP=6,2 anos), em sua maioria do sexo feminino (69,5%), cristãos (católicos=51,5%; protestantes=18,1%), atuantes em cargos de apoio administrativo e técnico (49,1%), oriundos de organizações de diversos ramos. Foi aplicado um questionário para coletar dados sócio-demográficos dos participantes e três escalas brasileiras válidas para medir a percepção de suporte social no trabalho (Escala de Percepção de Suporte Social no Trabalho EPSST), as crenças de auto-eficácia (Escala de Auto-eficácia Geral Percebida) e nível de resiliência (Escala de Resiliência de Connor-Davidson CD-RISC-10). Foram realizadas análises estatísticas exploratórias e descritivas, análises de regressão stepwise, análises de variância (ANOVA) e teste t para descrever participantes, variáveis e testar o modelo. Os dados revelaram que os universitários trabalhadores apresentam níveis de resiliência e auto-eficácia acima da média e de suporte social no trabalho, na média. Auto-eficácia se confirmou como preditor significativo de resiliência ao contrário dos três tipos de percepção de suporte social no trabalho (informacional, emocional e instrumental). Os achados indicaram a necessidade de aprofundamento sobre o tema e foi apontada a necessidade de novos estudos que auxiliem na compreensão dos resultados desta investigação.

Future of Capitalism

The moral foundation of capitalism should be reconsidered. Modern capitalism is disembedded from the social and cultural norms of society and produced a deep financial, ecological and social crisis. Competitiveness is the prevailing ideology of today’s business and economic policy. Companies, regions, and national economies seek to improve their productivity and gain competitive advantage. But these efforts often produce negative effects on various stakeholders at home and abroad. Competitiveness involves self-interest and aggressivity and produces monetary results at the expense of nature, society and future generations The collaborative enterprise framework promotes a view in which economic agents care about others and themselves and aim to create values for all the participants in their business ecosystems. Their criterion of success is mutually satisfying relationships with the stakeholders. New results of positive psychology and the Homo reciprocans model of behavioral sciences support this approach. The economic teachings of world religions challenge the way capitalism is functioning, and their corresponding perspectives are worthy of consideration. They represent life-serving modes of economizing which can assure the livelihood of human communities and the sustainability of natural ecosystems. Ethics and the future of capitalism are strongly connected. If we want to sustain capitalism for a long time we have to create a less violent, more caring form of it.

A meta -analysis of empirical research studies on resilience among students at -risk for school failure

Being at-risk is a growing problem in the U.S. because of disturbing societal trends such as unemployment, divorce, substance abuse, child abuse and neglect, and the new threat of terrorist violence. Resilience characterizes individuals who rebound from or adapt to adversities such as these, and academic resilience distinguishes at-risk students who succeed in school despite hardships. ^ The purpose of this research was to perform a meta-analysis to examine the power of resilience and to suggest ways educators might improve academic resilience, which was operationalized by satisfactory test scores and grades. In order to find all studies that were relevant to academic resilience in at-risk kindergarten through 12th-grade students, extensive electronic and hardcopy searches were conducted, and these resulted in a database of 421 articles. Two hundred eighty seven of these were rejected quickly, because they were not empirical research. Upon further examination, another 106 were rejected for not meeting study protocol criteria. Ultimately, 28 studies were coded for study level descriptors and effect size variables. ^ Protective factors for resilience were found to originate in physical, psychological, and behavioral domains on proximal/intraindividual, transitional/intrafamilial, or distal/extrafamilial levels. Effect sizes (ESs) for these were weighted and the means for each level or category were interpreted by commonly accepted benchmarks. Mean effect sizes for proximal (M = .27) and for transitional (M = .15) were small but significant. The mean effect size for the distal level was insignificant. This supported the hypotheses that the proximal level was the source of most protective factors for academic resilience in at-risk students followed by the transitional level. The distal effect size warranted further research particularly in light of the small number of studies (n = 11) contributing effect sizes to that category. A homogeneity test indicated a search for moderators, i.e., study variables affecting outcomes, was justified. “Category” was the largest moderator. Graphs of weighted mean effect sizes in the physical, psychological, and behavioral domains were plotted for each level to better illustrate the findings of the meta-analysis. Suggestions were made for combining resilience development with aspects of positive psychology to promote resilience in the schools. ^

How Can Fredrickson’s Broaden-and-Build Theory Enhance Personal Resources?

Abstract: Positive psychology has garnered great attention towards understanding how individuals develop personal resources to enhance wellbeing and flow. Barbara Fredrickson’s broaden and build theory suggests when individuals imbue various personal resources with more positive affect, individuals are more likely able to develop greater resilient assets as a result.

Bienestar psicológico, optimismo y resiliencia en mujeres con cáncer de mama

Objective: To evaluate the relationship between Perceived Psychological well-being, Optimism and Resilience in women survivors of breast cancer.Method: The sample was composed of 30 women diagnosed with breast cancer who were undergoing adjuvant treatment in Oncology Units General Hospital of Jerez de la Frontera and the University Hospital Puerta del Mar (Cadiz). The average age was 47.47 years (SD = 6,356) and the average of months from diagnosis of the disease was 9.93 (SD = 8,541). Scale of Psychological Well-being administered Perceived Ryff (1989), the Life Orientation Test Revised (LOT-R) Scheier, Carver and Bridges (1994) and the Scale of Resilience Wagnild and Young (1993) to assess psychological well-being the dispositional optimism and resilience respectivelyResults: Descriptive analyzes show that women diagnosed with breast cancer have levels of psychological well-being, dispositional optimism and higher than the average values provided by Resilience scales. On the other hand, regression analyses revealed that only some of the dimensions of resilience allowed to explain and predict some dimensions of psychological wellbeing, not dispositional optimism.Conclusions: The results seem to confirm the idea that if the capacity of women with breast moderate negative affect generated by the diagnosis itself and the consequences of their cancer treatment works and to promote their adaptation to the new situation we can contribute to increasing psychological well-being.

Satisfaction level of adults with University Programmes

This research analyses the degree of satisfaction of a sample of 874 students from University Programmes for adults and elderly, from Spain. The investigation is framed along the lines of positive psychology, specifically in Martin Seligman’s proposal, founder of this movement, who advocates that the main objective of this branch of psychological science is to investigate the healthy aspects of human life. The methodology applied is mixed. The level of satisfaction, collected through the survey technique was analysed by the SPSS 20.0 (using method CHAID) statistical program for the quantitative data; and by the Programme Atlas.Ti 6.0 (textual and conceptual analyses) for the qualitative data. The analysed data reveal that students are highly satisfied with the programme, the teachers and their peers. The discussion confirms these results, since it has also stood out in others studies

Competência Emocional no Ensino Superior Psicologia Positiva

A psicologia positiva é uma nova abordagem científica detentora de vastos recursos que permitem desenvolver competência emocional no individuo facilitando a sua adaptação aos mais diversos contextos. O presente estudo teve como objetivos: conhecer as características sociodemográficas, avaliar o nível de competência emocional (“perceção emocional”, “expressão emocional” e “capacidade para lidar com a emoção”) e relacionar a competência emocional, bem como as suas dimensões com algumas variáveis sociodemográficas num grupo de 103 jovens estudantes (m = 17, f = 86), com idades compreendidas entre os 18 e os 22 anos de idade que frequentavam o 1º ano do ensino superior da Escola Superior de Saúde do Instituto Politécnico de Leiria, nos cursos de Enfermagem, Terapia Ocupacional e Fisioterapia. Este estudo é transversal, de cariz quantitativo e do tipo descritivo e correlacional. O instrumento utilizado na recolha de dados foi um questionário constituído por duas partes: a primeira parte por um Questionário Sociodemográfico e a segunda parte pelo Questionário de Competência Emocional. Os resultados apontam para a existência de evidências estatisticamente significativas em relação ao género, à vida social. No que se refere ao género, as jovens revelam uma aptidão maior para lidar com a emoção comparativamente aos jovens. Observa-se ainda que, uma vida social ativa é um bom preditor para uma maior competência emocional. Concluímos que, de uma forma geral, a maioria dos jovens estudantes que integraram esta amostra revelam possuir bons níveis de competência emocional. / Positive psychology is a new scientific approach that has many features that allow you to develop emotional competence in the individual helping them to adapt to many different contexts. The present study aimed to: to know the sociodemographic characteristics, assess the level of emotional competence ("emotional perception", "emotional expression" and "ability to deal with the emotion") and relate to emotional competence, as well as their dimensions to sociodemographic variables in a group of 103 young students (M = 17, F = 86), aged between 18 and 22 years old, attending the 1st year of university, in School of Health, Polytechnic Institute of Leiria, in Nursing, Occupational Therapy and Physiotherapy. This study is cross-sectional, quantitative, descriptive and correlational. The instrument used for collect data was a questionnaire consisting of two parts: the first part by a sociodemographic questionnaire and the second part of emotional competence questionnaire. The results point to the existence of statistically significant evidence in relation to gender, social life. With respect to gender, young show a higher capacity to cope with the emotion compared to young people. It is also observed that an active social life is a good predictor for greater emotional competence. We conclude that, in general, the majority of young students who have integrated this sample show good levels of emotional competence.

Closing the Gap: Young People's Views on Learning at School

The UK has been criticised for its inequitable education system, as student outcomes are strongly linked to parental socio-economic status. Children and young people experiencing poverty are less likely than their better off peers to leave school with good grades, which can perpetuate disadvantage in later life. The attainment gap between children and young people experiencing poverty and their better off peers in the UK is widening, despite an increasing media and policy focus in this area. Poverty-related educational inequality is a complex area and there is no conclusive evidence in what works to reduce its effects. While there is a plethora of research on the impact of poverty on education, very little of it includes the voice of children and young people and/or the psychological impact of poverty on learning. The importance of hearing the views of children and young people is central to educational psychology, as is social justice and facilitating access to the curriculum for all students. The barriers presented by the experience of poverty to learning are thus vital for educational psychologists to address. This study used qualitative methods to explore the learning journey of Key Stage 3 (age 12-13) young people experiencing poverty in an English coastal borough. Questions from the Little Box of Big Questions 2 were used as a tool in semi-structured interviews, in addition to questions devised by the researcher. Young people discussed aspects of their lives that enabled them to learn at school, and aspects that presented barriers to learning. The research used Positive Psychology, taking a strengths based approach to explore the skills young people thought they brought to education, skills they would like to develop, and how they could be supported in this. The study has highlighted themes that, if addressed, could potentially raise the attainment of children and young people experiencing poverty.

A psicologia positiva aplicada ao contexto escolar

Relatório de estágio apresentado à Escola Superior de Educação de Paula Frassinetti para a obtenção de grau de mestre em educação pré-escolar e ensino do 1º ciclo do ensino básico

Organizações : Uma perspectiva positiva

Nos últimos anos tem ganho expressão nos estudos organizacionais uma nova corrente denominada “estudos organizacionais positivos”. Esta, projecta sobre as organizações um olhar positivo, focando o que está bem e pode ser melhorado, em vez de se basear no modelo da “doença”, que se centra sobre o que está mal e tem de ser mudado. Este artigo faz uma defesa da linha positiva e dos seus possíveis impactos no comportamento organizacional e na gestão.

Determinantes do bem-estar subjetivo na pessoa idosa

Introdução: O Bem-Estar Subjetivo, enquadrado no âmbito da intervenção da Psicologia positiva, refere-se à experiência individual e subjetiva da avaliação da vida, e inclui variáveis como a satisfação com a vida e a vivência de afetos positivos em detrimento dos afetos negativos. Considerando que o bem-estar subjetivo está associado à saúde e longevidade, o objetivo central deste estudo consiste em analisar o modo como determinadas variáveis de contexto sociodemográfico, familiar, clínico e psicossocial se revelam preditoras do bem-estar subjectivo em idosos institucionalizados versus não institucionalizados. Métodos: Realizou-se um estudo de natureza quantitativa, descritivo-correlacional e transversal, com recurso a uma amostra não probabilística, acidental e por conveniência, composta por 116 idosos, 58 não institucionalizados e 58 institucionalizados, maioritariamente do género feminino (60,3%), viúvos (42,3%), com uma média de idades de 77,73 anos (Dp=9,276). O instrumento de colheita de dados incorporou uma ficha de caraterização sociodemográfica, situacional, familiar (Escala de Apgar Familiar), clínico – funcional (Índice de Barthel) e a avaliação do Bem-Estar Subjetivo (Escala de Satisfação com a vida e a Escala de Afetos Positivos e Negativos). Resultados: Constatamos que, os idosos não institucionalizados apresentam níveis de BES mais elevados face aos idosos institucionalizados (p=0,023), com maior significância estatística na dimensão afetiva. Em relação aos determinantes do BES objetivou-se que, são os idosos “mais jovens” (p=0,015), do género masculino (p=0,000), com nível de escolaridade mais elevado (p=0,032), inseridos em famílias funcionais (p=0,010), que percecionam melhor estado de saúde (p=0,000) e que são mais autónomos na realização das suas ABVD’s (p=0,000) a apresentar níveis de bem-estar subjetivo mais elevado. Conclusão: As evidências encontradas neste estudo revelaram a existência de fatores determinantes na perceção do BES pela pessoa idosa daí a importância de planeamento e implementação de projetos direcionados à manutenção da autonomia, à diminuição das limitações, à maximização de potencialidades individuais, à promoção de relações interpessoais. Neste sentido, atendendo às competências do enfermeiro especialista de enfermagem de reabilitação, seria de extrema importância a incorporação deste profissional especializado nas Instituições e em equipas multidisciplinares de apoio a idosos na Comunidade. Palavras-chave: idoso, Bem – Estar Subjetivo, satisfação com a vida, afetos, determinantes.

Influência do capital psicológico positivo no stress ocupacional

Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Social e das Organizações.

Qualidade de vida promotora de psycap?: Estudo acerca da percepção da qualidade de vida dos indivíduos como promotora de psycap

Os conceitos de Qualidade de Vida e Psycap tem vindo a ganhar popularidade nas últimas décadas. Vários têm sido os fatores que têm contribuído para este crescente interesse nas questões que envolvem estes dois conceitos. Por um lado, temos a qualidade de vida e a sua importância para o desenvolvimento da sociedade e por outro, o psycap e todas as vantagens que traz o seu desenvolvimento nos indivíduos. Partindo da importância que a qualidade de vida tem para o individuo pretendeu-se com este trabalho compreender de que forma esta poderá fomentar o desenvolvimento de psycap nos indivíduos. Utilizando a amostra do estudo "Os Melhores Municípios para Viver", estudou-se de que forma as perceções de qualidade de vida dos indivíduos fomentam o surgimento de psycap. A análise dos resultados revelou que o psycap dos indivíduos é explicado, ainda que de uma forma moderada, pelos indicadores da qualidade de vida urbana. /ABSTRACT: The concepts of Quality of Life and PsyCap has gained popularity in the recent decades. There have been several factors that have contributed to this growing interest in issues surrounding these two concepts. On one hand, we have quality of life and its importance to the development of society and secondly, PsyCap and all the benefits it brings to their development on individuals. Starting from the importance that quality of life has for the individual, the goal of this research was to understand how quality of life can encourage the development of PsyCap individuals. Using the sample of the study "Os Melhores Municípios para Viver", we studied how the perceptions of quality of life of individuals foster the emergence of PsyCap on them. The results showed that the PsyCap of individuals is explained, although in a moderate way by the indicators of quality of urban life.

The PROSPER school pathways for student wellbeing : policy and practices

This brief defines student wellbeing and outlines seven evidence-informed pathways that schools can take to promote student wellbeing and develop their school as an enabling institution. The acronym PROSPER is applied as an organizer for both the psychological elements of wellbeing and for these Positive Education pathways. These pathways focus on encouraging Positivity, building Relationships, facilitating Outcomes and a sense of competence, focusing on Strengths, fostering a sense of Purpose, enhancing Engagement and teaching Resilience. Each pathway draws on both the principles of positive psychology and the educational research that identifies the impact of each pathway for student learning. The benefits of a school-wide focus on student wellbeing for student engagement in learning and their success in school and in life are outlined. Practical guidelines for the development and implementation of educational policy that has student wellbeing as its central focus are also provided.

Fluency and attitudes

The goal of this article is to review how, when, and why f luency, or processing ease, affects attitudes. The current article first defines f luency and then discusses its direct impact on attitudes, noting that f luency usually makes attitudes more positive and that it does so for a wide array of attitude objects. Mechanisms and moderators of these direct effects are also described. The article then summarizes how f luency can affect attitudes indirectly, through its impact on other judgments (like perceptions of confidence or truth) and on cognitive operations (like information processing). The article ends by highlighting a few areas where additional research is likely to reap impressive benefits.