Eficácia Docente e Dificuldades Emocionais/Comportamentais Infantis: Resultados do Programa FAVA
Programa FAcilitando la convivencia con los alumnos - FAVA
DOI:
https://doi.org/10.1590/0102.3772e38317.pt%20Palavras-chave:
intervenção, professores, terapia cognitivo-comportamental, problemas de comportamento, crianças.Resumo
Este estudo quase-experimental avaliou os resultados do programa FAcilitando o conVívio com Alunos - FAVA, destinado a professores do ensino fundamental I, visando a promoção da eficácia docente e a redução de problemas emocionais/comportamentais infantis, aferidos pela Escala de Avaliação das Crenças de Eficácia do Professor e pelo Questionário de Capacidades e Dificuldades, respectivamente. O FAVA contemplou a psicoeducação sobre o modelo cognitivo, o desenvolvimento socioemocional e a modificação de comportamentos. Comparação entre os grupos experimentais (GE1, que recebeu intervenção completa, e GE2, sem o modelo cognitivo) e o grupo de comparação evidenciou a promoção da eficácia pessoal docente (GE2) e a redução da percepção das dificuldades emocionais/comportamentais infantis (GE1). Ressalta-se a contribuição do modelo cognitivo e da aprendizagem socioemocional em intervenções com professores.
Downloads
Referências
American Psychiatric Association. (2014). DSM-5: Manual diagnóstico e estatístico de transtornos mentais. Artmed.
Atkins, M. S., Shernoff, E. S., Frazier, S. L., Schoenwald, S. K., Cappella, E., Marinez-Lora, A., Mehta, T. G., Lakind, D., Cua, G., Bhaumik, R., & Bhaumik, D. (2015). Redesigning community mental health services for urban children: Supporting schooling to promote mental health. Journal of Consulting and Clinical Psychology, 83(5), 839-852. https://doi.org/10.1037/a0039661
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Barkley, R. A. (2013). Defiant children: A clinician’s manual for assessment and parent training. Guilford Press.
Barroso, L. P. (1995). Imputação de dados em painéis para populações finitas [Tese de Doutorado em Estatística, Universidade de São Paulo]. Repositório institucional USP. https://www.teses.usp.br/teses/disponiveis/45/45133/tde-20210728-194559/publico/BarrosoLuciaPereira.pdf
Beck, A. T., Davis, D. D., & Freeman, A. (2015). Cognitive therapy of personality disorders. Guilford Publications.
Bzuneck, J. A., & Guimarães, S. E. R. (2003). Crenças de eficácia de professores: Validação da escala de Woolfolk e Hoy. Psico-USF, 8(2), 137-143. https://doi.org/10.1590/S1413-82712003000200005
Chow, J. C., & Gilmour, A. F. (2016). Designing and implementing group contingencies in the classroom: A teacher ’s guide. TEACHING Exceptional Children, 48(3), 137-143. https://doi.org/10.1177/0040059918757945
Chuang, C. C., Reinke, W. M., & Herman, K. C. (2020). Effects of a universal classroom management teacher training program on elementary children with aggressive behaviors. School Psychology, 35(2), 128–136. https://doi.org/10.1037/spq0000351
Collaborative for Academic, Social, and Emotional Learning. (2017). Framework for systemic social and emotional learning. http://www.casel.org/what-is-sel
Delahooke, M. (2019). Beyond behaviors: Using brain science and compassion to understand and solve children’s behavioral challenges. Pesi Publishing e Media.
Espírito-Santo, H., & Daniel, F. (2015). Calcular e apresentar tamanhos do efeito em trabalhos científicos: As limitações do p < 0,05 na análise de diferenças de médias de dois grupos. Revista Portuguesa de Investigação Comportamental e Social, 1(1) 3-16. https://doi.org/10.7342/ismt.rpics.2015.1.1.14
Fava, D. C. M (n.d.). Manual de aplicação do programa FAVA (em elaboração). Artesã.
Fleitlich, B., Cortázar, P. G., & Goodman, R. (2000). Questionário de capacidades e dificuldades (SDQ). Infanto Revista de Neuropsiquiatria da Infância e Adolescência, 8(2), 44-50.
Frey, K. S., Hirschstein, M. K., & Guzzo, B. A. (2000). Second step: Preventing aggression by promoting social competence. Journal of Emotional and Behavioral Disorders, 8(2), 102-112. https://doi.org/10.1177/106342660000800206
Goodman, A., Lamping, D.L. & Ploubidis, G.B. (2010). When to use broader internalising and externalising subscales instead of the hypothesised five subscales on the Strengths and Difficulties Questionnaire (SDQ): Data from british parents, teachers and children. Journal of Abnormal Child Psychology, 38, 1179–1191. https://doi.org/10.1007/s10802-010-9434-x
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Journal of Child Psychology and Psychiatry, 38(5), 581-586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27, 961e968. https://doi.org/10.1016/j.tate.2011.03.008
Hajal, N. J., & Paley, B. (2020). Parental emotion and emotion regulation: A critical target of study for research and intervention to promote child emotion socialization. Developmental Psychology, 56(3), 403–417. https://doi.org/10.1037/dev0000864
Harding, T. W., De Arango, V., Baltazar, J., Climent, C. E., Ibrahim, H. H. A., Ladrido-Ignacio, L., & Wig, N. N. (1980). Mental disorders in primary health care: A study of their frequency and diagnosis in four developing countries. Psychological Medicine, 10(2), 231-241. https://doi.org/10.1017/S0033291700043993
Haslip, M. J., Allen-Handy, A., & Donaldson, L. (2020). How urban early childhood educators used positive guidance principles and improved teacher-child relationships: A social-emotional learning intervention study. Early Child Development and Care, 190(7), 971-990. https://doi.org/10.1080/03004430.2018.1507027
Herman, K. C., Hickmon-Rosa, J., & Reinke, W. M. (2018). Empirically derived profiles of teacher stress, burnout, self-efficacy, and coping and associated student outcomes. Journal of Positive Behavior Interventions, 20(2), 90-100. https://doi.org/10.1177/1098300717732066
Jager, M. E., & Macedo, J. C. (2018). Relação afetiva professor-aluno e esquemas iniciais desadaptativos em crianças pré-escolares. Revista Brasileira de Terapias Cognitivas, 14(1),11-20. http://dx.doi.org/10.5935/1808-5687.20180003
Keller, F., & Langmeyer, A. N. (2019). An item response theory analysis of the Strengths and Difficulties Questionnaire (SDQ). European Journal of Psychological Assessment, 35(2), 266–279. https://doi.org/10.1027/1015-5759/a000390
Kratochwill, T. R., & Stoiber, K. C. (2002). Evidence–based interventions in school psychology: Conceptual foundations of the procedural and coding manual of division 16 and the society for the study of school psychology task force. School Psychology Quarterly, 17(4), 341-389. https://doi.org/10.1521/scpq.17.4.341.20872
Kusche, C. A., & Greenberg, M. (1994). PATHS: Promoting alternative thinking strategies. South Deereld: Developmental research programs Inc. https://doi.org/10.1002/ijop.12426
LaForett, D. R., Murray, D. W., Reed, J. J., Kurian, J., Mills-Brantley, R., & Webster-Stratton, C. (2019). Delivering the Incredible Years® dina treatment program in schools for early elementary students with self-regulation difficulties. Evidence-Based Practice in Child and Adolescent Mental Health, 4(3), 254-272. https://doi.org/10.1080/23794925.2019.1631723
Lievens, F., Reeve, C. L., & Heggestad, E. D. (2007). An examination of psychometric bias due to retesting on cognitive ability tests in selection settings. Journal of Applied Psychology, 92(6), 1672-1682. https://psycnet.apa.org/doi/10.1037/0021-9010.92.6.1672
Lochman, J. E., Palardy, N. R., McElroy, H. K., Phillips, N., & Holmes, K. J. (2004). Anger management interventions. Journal of Early and Intensive Behavior Intervention, 1(1), 47-56. http://dx.doi.org/10.1037/h0100283
Lopes, C. S., Abreu, G. D. A., Santos, D. F. D., Menezes, P. R., Carvalho, K. M. B. D., Cunha, C. D. F., Vasconcellos, M.T.L., Bloch, K. V., & Szklo, M. (2016). ERICA: Prevalência de transtornos mentais comuns em adolescentes brasileiros. Revista de Saúde Pública, 50(1), 1-9. https://doi.org/10.1590/s01518-8787.2016050006690
MA, K., & Cavanagh, M. S. (2018). Classroom ready? Pre-service teachers’ self-efficacy for their first professional experience placement. Australian Journal of Teacher Education, 43(7). http://dx.doi.org/10.14221/ajte.2018v43n7.8
Marin, A. H., Alvarenga, P., Pozzobon, M., Lins, T. C. D. S., & Oliveira, J. M. D. (2019). Evasão em intervenções psicológicas com pais de crianças e adolescentes: Relato de experiência. Psicologia: Ciência e Profissão, 39, 1-14. https://doi.org/10.1590/1982-3703003187233
Marin, A. H., Borba, B. M. R., & Bolsoni-Silva, A. T. (2018). Problemas emocionais e de comportamento e reprovação escolar: Estudo de caso-controle com adolescentes. Psicologia: Teoria e Prática, 20(3), 283-298. http://dx.doi.org/10.5935/1980-6906/psicologia.v20n3p299-313
Marin, A., & Fava, D. C. (2020). Programas de intervenção no contexto escolar: Revisão da literatura científica. In D. C. Fava (Ed.), A Prática da psicologia na escola: Introduzindo a abordagem cognitivo-comportamental (pp. 325-348). Artesã.
Marin, A. H., Silva, C. T. D., Andrade, E. I. D., Bernardes, J., & Fava, D. C. (2017). Competência socioemocional: Conceitos e instrumentos associados. Revista Brasileira de Terapias Cognitivas, 13(2), 92-103. http://dx.doi.org/10.5935/1808-5687.20170014
McIntosh, R. D., Fowler, E. A., Lyu, T., & Della Sala, S. (2019). Wise up: Clarifying the role of metacognition in the Dunning-Kruger effect. Journal of Experimental Psychology: General, 148(11), 1882–1897. https://doi.org/10.1037/xge0000579
Murray, A.L., Booth, T., Eisner, M., Ribeaud, D., McKenzie, K., & Murray, G. (2019). An analysis of response shifts in teacher reports associated with the use of a universal school-based intervention to reduce externalizing behavior. Prevention Science, 20(8), 1265-1273. https://doi.org/10.1007/s11121-019-00999-2
Papa, A., & Epstein, E.M. (2018). Emotion and emotional regulation. In S. Hayes & S. Hofmann (Eds.), Process Based CBT (pp. 137-152). Context Press.
Paulus, F. W., Ohmann, S., & Popow, C. (2016). Practitioner review: School-based interventions in child mental health. Journal of Child Psychology and Psychiatry, 57(12), 1337-1359. https://doi.org/10.1111/jcpp.12584
Reinke, W. M., Herman, K. C., Stormont, M. (2013). Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Journal of Positive Behavior Interventions, 15, 39–50. https://doi.org/10.1177%2F1098300712459079
Renshaw, T. L. (2019). Screening using the SDQ total difficulties scale: An analog test of three cutoff values. Journal of Psychoeducational Assessment, 37(8), 1030–1036. https://doi.org/10.1177/0734282918809808
Santos, R. G. H., & Celeri, E. H. R. V. (2018). Rastreamento de problemas de saúde mental em crianças pré-escolares no contexto da atenção básica à saúde. Revista Paulista de Pediatria, 36(1), 82-90. https://doi.org/10.1590/1984-0462/;2018;36;1;00009
Shernoff, E. S., Bearman, S. K., & Kratochwill, T. R. (2017). Training the next generation of school psychologists to deliver evidence-based mental health practices: Current challenges and future directions. School Psychology Review, 46(2), 219-232. https://doi.org/10.17105/SPR-2015-0118.V46-2
Silveira, D.T., & Córdova, F. P. (2002). A pesquisa científica. In T.E. Gerhardt, & D. T. Silveira (Eds.), Métodos de pesquisa (pp 31-42). Editora da UFRGS.
Sparafino, E. P. (2020) Autogerenciamento. In S. C. Hayes, & S. G. Hofmann (Eds), Terapia cognitivo-comportamental baseada em processos: Ciência e competências clínicas (pp. 184-192). Artmed.
Streiner, D. L. (2003). Starting at the beginning: An introduction to coefficient alpha and internal consistency. Journal of Personality Assessment, 80(1), 99-103. https://doi.org/10.1207/S15327752JPA8001_18
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T. J., ... & Ruef, M. (2000). Applying positive behavior support and functional behavioral assessment in schools. Journal of positive behavior interventions, 2(3), 131-143. https://doi.org/10.1177/109830070000200302
Von Suchodoletz, A., Jamil, F. M., Larsen, R. A., & Hamre, B. K. (2018). Personal and contextual factors associated with growth in preschool teachers’ self-efficacy beliefs during a longitudinal professional development study. Teaching and Teacher Education, 75, 278-289. https://doi.org/10.1016/j.tate.2018.07.009
Walker, H. M., Kavanagh, K., Stiller, B., Golly, A., Severson, H. H., & Feil, E. G. (1998). First step to success: An early intervention approach for preventing school antisocial behavior. Journal of Emotional and Behavioral Disorders, 6(2), 66-80. https://doi.org/10.1177/106342669800600201
Wenzel, A. (2018). Inovações em terapia cognitivo-comportamental: Intervenções estratégicas para uma prática criativa. Artmed.
Woolfolk, A. E. & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81-91. https://doi.org/10.1037/0022-0663.82.1.81
Wu, Y., Lian, K., Hong, P., Liu, S., Lin, R. M., & Lian, R. (2019). Teachers’ emotional intelligence and self-efficacy: Mediating role of teaching performance. Social Behavior and Personality: An International Journal, 47(3), 1-10. https://doi.org/10.2224/sbp.7869
Zee, M., & Koomen, H. M. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981-1015. https://doi.org/10.3102/0034654315626801
Zee, M., de Jong, P. F., & Koomen, H. M. (2017). From externalizing student behavior to student-specific teacher self-efficacy: The role of teacher-perceived conflict and closeness in the student–teacher relationship. Contemporary Educational Psychology, 51, 37-50. https://doi.org/10.1016/j.cedpsych.2017.06.009
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Débora Cristina Fava, Ilana Andretta, Angela Helena Marin
![Creative Commons License](http://i.creativecommons.org/l/by/4.0/88x31.png)
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.