Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.
Abstract
The interest of studding aggressive behaviors in preschoolers was justified because of the
evidences related to these children s tendency to follow through disruptive behaviors pathways,
marked by academic problems, grade retention and school drop-out, approach with antisocial
peers and improvement of antisocial behaviors. One known protective factor that seems to
minimize these risk factors and tend to reduce aggressive behaviors is the development of
positive relationships between teacher and child. This research intend to study 11 preschoolers,
with 7 years old, that had been pointed, when they were 5 years, as presenting aggressive
behaviors in high frequency and intensity. The objectives were 1) to characterize this group in
aggressive behaviors, other behavior problems, academic skills and school adjustment; 2) to
verify the stability of these behaviors along two years; 3) Identify possible risk factors in which
these children are exposed; and 4) evaluate if the relationship between teachers and students
contains protective elements. The instruments used with teachers were: Teacher's Report Form
TRF, which evaluate externalizing and internalizing problems; the Academic Skills and School
Adjustment Interview, and the Teacher's Relationship Interview. The mothers answered the
Adverse Events Scale as well as an interview about educative practices. Results indicate that
63.6% of the children remain aggressiveness indications according to current teachers, and the
other children also have problems as hyperactivity, insecurity, and low self-esteem. TRF
indicates the presence of problems in all of the studied children. Ten of eleven cases (90.9%)
present externalizing problems, two (18.1%) internalizing problems, and nine of them (81.8%)
indications for total problems. In the individual scales of TRF, five children received clinical
indication for aggressive behaviors. The academic skills of 54.5% of the children were
considered satisfactory, while school adjustment were instable in all of the cases. It is verified
that all children are exposed to many risk factors, in special those related to financial problems
and family context, through educational practices used. The results of teacher-child relationships
pointed that two teachers (18.1%) were considerate able to represent protective factor to their
students. Both present high sense of discipline, represent secure base for their students, have
empathy, are able to talk about negative events related to the student or to the relationship, feel
effective in teaching and also feel capable to reach and to modify student's behaviors as well as
demonstrate positive feelings in relation to them. Four teachers (36.3%) showed less presence of
these characteristics, and other five (45.4%) seems not to be able to represent protective factors
to theirs students. All of these children are exposed to risk factors, and the majority of them do
not seem to have protective factors enough to minimize the risk effects in their lives. Possible
aggressive pathways to be followed by these children are discussed. The prevention and
reduction of aggressive behaviors in preschoolers seems to be the most appropriate alternative to
interrupt the evolution of early conduct problems. It is emphasized the needed to develop special
competences in teachers, making them able to manage with aggressive behaviors or other
behaviors problems, becoming protective factors to those children.