Adelina Lopes da Silva

Emotion regulation in childhood: delimitation and definition

This article makes a conceptual and theoretical review of emotion regulation, as well as empirical studies associated with correlates and psychosocial adjustment indicators. Within Developmental Psychology, this article aims to contribute to the definition and delimitation of emotion regulation in childhood. To do this, we begin by making a historical overview of its study; then we seek to delimitate the term over others that are contiguous (e.g., coping and emotional intelligence), to then provide a definition focusing in several issues that are relevant to the topic (e.g., emotion regulation and emotional regulation, self-regulation and external regulation of emotions).

Autorregulação da Motivação: Crenças e Estratégias de Alunos Portugueses do 7º ao 9º Ano de Escolaridade

A motivacao e um tema essencial quando se reflete sobre a aprendizagem e o sucesso escolar. A autorregulacao da motivacao na aprendizagem (AMA) e identificada como um aspeto fundamental das competencias de autorregulacao da aprendizagem. O processo de AMA inclui o metaconhecimento sobre a motivacao e as estrategias de regulacao da motivacao. Neste estudo, a Escala de Autorregulacao da Motivacao na Aprendizagem (EAMA) foi aplicada a 316 estudantes entre o 7o e o 9o ano de Escolaridade. Os resultados obtidos indicam que as expectativas de autoeficacia, o valor da tarefa e as metas de realizacao sao bons preditores do uso de estrategias de AMA. Foram encontradas diferencas entre os generos e o ano escolar na utilizacao de estrategias e nas crencas motivacionais.

O treino de auto-instrução, uma via de acesso às estratégias metacognitivas

Self-regulatory cognitive processes have been studied in order to understand how they affect the learning results and how they can be stimulated and developed in students. In this article we review the main characteristics of the self-instruction training, a clinical procedure first developed to promote self-control competencies. The application of this procedure to the development of the cognitive and metacognitive regulatory processes in students with learning problems soon followed. Second, we present some of the most well known metacognitive models that highlight the metacognitive components of the learning process. Last, we draw a parallel between the self-instruction procedures applied to solving learning problems and the goals of metacognition. We consider the first a privileged way of access to the goals of metacognition.

A formação inicial de terapeutas infantis: o caso do Serviço de Atendimento Clínico da Faculdade de Psicologia da Universidade de Lisboa

The purposes of this paper are to: (a) describe the clinical service delivery by psychology post-graduate students (intervention modalities and clinical supervision); and (b) characterize children, adolescents, and parents that ask for help (according to gender, age group, educational level, presenting problems and referrals). We used a documented retrospective methodology through the analysis of clinical files. The data shows that in the last 8 years the clinic attended to 93 children and adolescents (61 boys and 32 girls), aging from 4 to 18 years old (M=11,3), presenting a wide range of behavioural and emotional problems, and the intervention processes are concluded between 1 and 29 sessions (M=12). We discuss how the analysis of this characterization has supported changes in the services and the advantages and limitations of this kind of clinic for the training of beginning therapist in a cognitive and behavioural modality.