Dissertação Mestrado de Stephanie Afonso.pdf - DSpace at ISMT

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Abstract The literature has shown that personal and social skills have been relevant to the development of well-being and psychosocial adjustment of children and youth in general. It is important to encourage individuals to adopt an active approach, by learning tools for life. Programs that have as their purpose the promotion of these skills have become crucial for the children and young people grow up with skills to future, prevent dysfunctional behaviors and even protect against certain diseases. Thus, the earlier the intervention is carried out within the framework of social and emotional skills more easily recognize the individual's own emotions and those of others, thus developing the ability to regulate their own emotions, allowing them also to in the interpersonal space may reveal feelings, desires, opinions, respecting others, and always showing the ability to solve immediate problems, to minimize the occurrence of future problems. In this context we developed a quasi-experimental study, using pre and post test without a control group, in order to evaluate the effect of frequency of a program to promote personal and social skills at the level of self-concept, self-esteem, assertive behavior, the effect of coping and emotional intelligence. This sample consisted of seven children of the female gender, aged between eight and eleven years old institutionalized, and all these children were submitted to the program "Learning to Be," which was designed to last three months divided into thirteen sessions. In the final evaluation, the results revealed that children had improvements in all dimensions evaluated, the differences being statistically significant at the level of coping strategies (cognitive-behavioral and active), and aggressive behavior total and all domain scores of emotional intelligence. This leads us to suggest that the implementation of the program should be longer and should include more children so that skills can be developed to help children to recognize, manage their emotions and appreciate the perspectives of others, setting positive goals, to take responsible decisions. Keywords: personal, social, emotional, Emotional Intelligence, Kids Dissertação de Mestrado 2011 Página iv
Índice Geral INTRODUÇÃO ................................................................................................................ 1 1.ENQUADRAMENTO TEORICO ................................................................................ 5 1.1Competência/s .......................................................................................................... 5 1.2 Competência Pessoal, Social e Emocional ............................................................. 7 2.MATERIAIS E MÉTODOS ........................................................................................ 23 2.1 Objectivos e Tipo de estudo ................................................................................. 23 2.2 Hipóteses .............................................................................................................. 25 2.3 População e Amostra ............................................................................................ 25 2.4 Instrumentos de medida utilizados na avaliação do programa ............................. 26 2.5 Validação do instrumento Baron:EQ-i:YV .......................................................... 34 2.6 Procedimentos formais & informais ..................................................................... 40 2.7 Análise estatística utilizada .................................................................................. 42 3.APRESENTAÇÃO E ANÁLISE DOS RESULTADOS ............................................ 43 4 .DISCUSSÃO DOS RESULTADOS .......................................................................... 51 5. CONCLUSÃO ............................................................................................................ 57 6. REREFERENCIA BIBLIOGRAFIAS ....................................................................... 61 ANEXO A- CONTRACTO DOS PARTICIPANTES ....................................................... ANEXO B- DIPLOMAS .................................................................................................... ANEXO C- ―COMO É QUE EU SOU‖ SELF-PERCEPTION PROFILE FOR CHILDREN ........................................................................................................................ ANEXO D- CABS-CHILDREN´S ASSERTIVE BEHAVIOR SCALE.......................... ANEXO E- SCSI- SCHOOLAGER´COPING STRATEGIES INVENTORY ................. ANEXO F- BARON:EQ-i:YV ........................................................................................... ANEXO G- PEDIDO DE AUTORIZAÇÃO Á DIRECÇÃO GERAL DO MINISTERIO DE EDUCAÇÃO ................................................................................................................ ANEXO H- PEDIDO DE AUTORIZAÇÃO AOS DIRECTORES DOS AGRUPAMENTOS DAS ESCOLAS ............................................................................... ANEXO I- PEDIDO DE AUTORIZAÇÃO AOS ENCARREGADOS DE EDUCAÇÃO ............................................................................................................................................ Dissertação de Mestrado 2011 Página v
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