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Associação de fatores ambientais na participação em casa de crianças e adolescentes com síndrome de Down : estudo transversal
(Universidade Federal de São Carlos, 2022-05-04) Fernandes, Gésica; Brugnaro, Beatriz Helena; https://lattes.cnpq.br/6802096350143438; Rocha, Nelci Adriana Cicuto Ferreira; https://lattes.cnpq.br/2035754554780009; https://lattes.cnpq.br/2472405339126976
Introduction: Children and adolescents who have some type of disability, such as Down syndrome (DS), may be less involved in participating in daily activities, and contextual factors involve personal and environmental factors and environmental factors can be facilitators or barriers to functionality, thus favoring or restricting their participation. However, it is not known whether environmental factors are associated with restricted participation in children and adolescents with DS, in an assessment based on the International Classification of Functioning, Disability and Health (ICF). Objectives: To verify associations between participation at home and environmental factors in children/adolescents with DS and to verify whether environmental factors predict participation. Methods: Fifty-two children/adolescents with DS (mean age 9.12±4.31) were remotely evaluated regarding: i) participation at home (Participation and Environment Measure (YC-PEM and PEM-CY) - part participation); ii) environmental factors (environmental support for participation at home (YC-PEM and PEM-CY- part environment), social support perceived by the caregiver (Social Support Scale), caregiver education and family economic classification (ABEP), considering 5% significance Spearman correlation analysis and multiple linear regression were performed.Results: There was a weak correlation between the average involvement in participation with the support of the home environment (r= .275; p= .048). linear regression, there were significant results and the environmental variables together explained 5% of the outcome of frequency in participation at home, and 8.6% of the involvement in participation at home. In the outcome of involvement, only the last model with the variable of support from environment was significant, predicting 8.2% of participation.Conclusion: The supportive environment of the home is associated with greater involvement in participation at home, reinforcing the important role of the environment for the functionality of creating children/adolescents with DS.
Efeitos de um curso de habilidades sociais e educativas para professores via (EaD) na prevenção e combate ao bullying
(Universidade Federal de São Carlos, 2022-05-04) Botura, Beatriz Jabor; Del Prette, Zilda Aparecida Pereira; https://lattes.cnpq.br/8113238388739093; https://lattes.cnpq.br/0998164701209837
The theoretical practical field of Social Skills is important not just only for academic development of the student, but also for your socioemotional development and prevention of externalizing and internalizing behavior problems. Among them, one that has been a matter of high concern in this century: bullying. Inserted in a replication of a distance course for teacher training, the present research aimed to evaluate the impact of the program and of one unity about bullying on the Social Skills and Social Educational Skills repertoire, your conceptions and practices of combat and prevention of bullying and on your perception of socioemotional development and academic competence of your students. Six Elementary School teachers were evaluated throughout the course, as well as six students each. The instruments used to assess the repertoire of these teachers were Social Educational Skills Inventory, Social Skills Inventory and a quiz about bullying. The Children’s Social Skills, Behavior Problems and Academic Competence Inventory were used to assess the students. Two types of analysis were made, qualitative and quantitative, the first being through the NVivo software and focused on specific data about bullying. As for the quantitative, parametric and non-parametric tests were performed and analyses with the JT method to access the participants’ social skills and social educational skills repertoires. The obtained results by the research showed statistically significant difference in the teacher’s performance in the social skills and social educational skills repertoire and knowledge about bullying and the JT method showed that for some participants these differences can be attributed to the intervention. Furthermore, it has been a significant impact of the academic competence of the evaluated students and in the factor 4 of the social skills indicator. These results demonstrate the importance of teacher training, aiming the socioemotional development of their students. Future researches with big samples and multimodal evaluations are suggested.