Almir Del Prette

Qualidade de vida, apoio social e depressão em idosos: relação com habilidades sociais

Current studies suggest that the capacity to socially interact is basic for the elderly in order to reach out and keep social support, and to guarantee a better quality of life. The present study aimed to investigate the social abilities, social support, quality of life and depression of the elderly from Universidade Aberta da Terceira Idade da Universidade do Estado do Rio de Janeiro (UnATI/UERJ), in the contexts of family and asylums. For this research the following tools were used: Social Skills Inventory, Social Support Measurement, WHOQOL-BRIEF and Geriatric Depression Scale-15. Analysis of the data obtained from the instruments above, show that the elderly that live in asylums present a reduced repertoire of social abilities, a diminished social support network and an impaired quality of life. This research offers subsidies for the implantation of Social Skills Training Programs directed for the elderly, enhancing their ability to get social support and, therefore, a better quality of life.

Treinamento de habilidades sociais educativas para pais de crianças com problemas de comportamento

This paper describes a Parental Social Skills Program aimed to reduce children behavior problems. The program, lasting 11 weeks, was implemented by means of weekly sequential steps starting with behavior analysis principles for parents to practice a non-coercitive discipline and to learn, models of parental social skills. Parents received weekly home assignments to observe the childrens behavior, to establish favorable learning conditions for children to behave in desirable ways (empathy, compliance, independence etc.) and to adequately express emotions. Thirty-two mothers and two fathers participated in the program. Self-report questionnaires and open interviews in the pre-and post-intervention phases were used to assess the programs efficacy. Results showed significant reduction in the frequency and severity of disruptive and/or noncompliant behavior, as assessed by the parents. In conclusion, the approach of educational social abilities for parents may contribute positively to the development of non-coercitive disciplinary practices.

Validação das escalas de habilidades sociais, comportamentos problemáticos e competência acadêmica (SSRS-BR) para o ensino fundamental

Besides the growing interest on social skills, there are few scales available in Brazil. This research validated the SSRS scale, which evaluates social skills, behavior problems, and academic competence of elementary school students. The participants were 416 students (224 boys and 192 girls) from the first to the fourth elementary school grades, from public and private schools of five cities of four Brazilian states as well as 312 parents and 86 teachers of these children. The results showed some components structure explaining 40% to 62% of data variance. The internal consistency analysis, measured by Cronbach coefficients, showed the following values for each scale: social skills (student=0,78; parents=0,86; teachers=0,94), behavior problem (parents=0,83; teachers=0,91), and academic competence (0,98). Concerning on the temporal stability, results showed positive and significant correlations between test-retest applications for the global scores of the social skills (students: r=0,78; parents: r=0,69; teachers: r=0,71), behavior problems (parents: r=0,75; teachers: r=0,80), and academic competence (r=0,73) scales.

Habilidades sociais de estudantes de Psicologia: um estudo multicêntrico

Social skills occurring in a high frequency and low variability can be taken as patterns, suggesting cultural or sub-cultural features which are important when selecting instruments for evaluation and planning interventions. This research aimed to characterize the social skills repertoire among Psychology students from 4 Brazilian places: Sao Paulo (SP), Bahia (BA), Minas Gerais (MG)e Rio de Janeiro (RJ), also examining their differences and the influence of sex and age on their patterns. Five hundred sixty four Psychology undergraduates completed a self-report inventory (IHS-del-Prette) with a structure of 5 factors: F1) coping and assertion; F2) expressing positive affection; F3) talking and self-confidence; F4) dealing with unknown people and new situations; F5) aggressiveness self-control. The samples were compared considering general (GS) and factorial (F1, F2, F3, F4 e F5) scores as well as sex and age influence in each one (ANOVA, followed by t or Scheffe test). The results showed that: a) Psychology students presented higher scores than normative sample in the GS, F1, F3 and F4 and lower in the F2 and F5, but sex differences were similar to the normative pattern; b) place, sex and age significantly affected the scores, with place-sex and place-age interactions; c) samples from MG, BA, RJ and SP presented similar profiles, with higher values for RJ in the F1 and for MG and SP in the F2 and F5; d) students from BA presented the highest sex differences and from RJ the lowest ones; e) age differences occurred in the F4 (favorable to younger students for SP) and in the F5 (favorable to older ones for BA and RJ). The meaning of these differences and similarities are discussed as well as some explanatory hypotheses and questions for further studies.

Qualidades psicométricas do Inventário de Habilidades Sociais (IHS): estudo sobre a estabilidade temporal e a validade concomitante

Esta pesquisa investiga as qualidades psicometricas do Inventario de Habilidades Sociais (IHS) em termos de sua validade concomitante e de sua fidedignidade ou estabilidade temporal. Participaram desta pesquisa, 104 estudantes de Psicologia que foram submetidos a aplicacao do IHS e da Escala de Assertividade de Rathus. Os resultados mostram uma correlacao significativa entre estas duas escalas de avaliacao. Os dados referentes a aplicacao teste-reteste do IHS, em uma subamostra aleatoria de 39 sujeitos, mostram igualmente um correlacao significativa entre as duas aplicacoes. Estes resultados indicam que o IHS possui validade concomitante e fidedignidade ou estabilidade temporal. Estas conclusoes complementam os resultados de estudos anteriores sobre as qualidades psicometricas do IHS e recomendam a utilizacao desta escala para avaliar as habilidades sociais de estudantes universitarios no contexto brasileiro.

No contexto da travessia para o ambiente de trabalho: treinamento de habilidades sociais com universitários

On the crossing for the work context: social skills training with undergraduate students. Considering the current challenges concerning the insertion in the work context and the growing valorization of the interpersonal competence by employers, this paper describes a group program of social skills training with ten undergraduates attending the final stages of their courses, all in the area of exact sciences. The program, with A-B-A design, lasted thirty-six hours, with two weekly sessions of about two hours each. The whole program was planned in theoretical and practical modules, both occurring in a single session. The program was evaluated with the application of a self-report inventory (HIS-Del-Prette) before and after the intervention and with a peer evaluation at the final session. The results indicated significant differences (Wilcoxon test) between the first and final intervention scores for most of the participants with peer positive evaluations about these changes.

Um sistema de categorias de habilidades sociais educativas

Este estudo apresenta um Sistema de Habilidades Sociais Educativas (SHSE), com classes e subclasses aplicaveis a tarefa de pais, professores e demais pessoas comprometidas com a promocao do desenvolvimento e aprendizagem do outro. A elaboracao do SHSE iniciou-se com a analise da literatura, a definicao funcional de habilidades sociais educativas e uma primeira proposta de classes e subclasses, sucessivamente testadas e aperfeicoadas em estudos empiricos de observacao direta. Como resultado, apresenta-se a versao atual do SHSE, com definicoes, exemplos e indicadores de viabilidade e confiabilidade. Sao discutidas algumas questoes e encaminhamentos de pesquisa para estudos futuros nessa tematica.

Role of social performance in predicting learning problems: Prediction of risk using logistic regression analysis

Social skills are specific behaviors that individuals exhibit in order to successfully complete social tasks whereas social competence represents judgments by significant others that these social tasks have been successfully accomplished. The present investigation identified the best sociobehavioral predictors obtained from different raters (judges) in order to classify children into Learning Problem (LP) and No Learning Problem (NLP) groups. A sample of 119 elementary school students from six Brazilian public state schools participated in this study. The sample consisted of 59 NLP and 60 LP students. A forward stepwise logistic regression analysis showed the peer ratings of collaborativeness was the best predictor of LP and NLP group membership and correctly classified 94% of the LP group and 90% of the NLP group. Self-ratings of compliance and self-ratings of ease of joining a peer group as well as teacher ratings of collaborativeness were added to the model which correctly classified 98% and 98.1% of the LP and NLP groups respectively. These results are discussed in terms of social skills as academic enablers for academic success in the classroom.

Habilidades sociais do professor em sala de aula: um estudo de caso

Este artigo apresenta um estudo de caso sobre os resultados de uma analise de filmagens do desempenho de uma professora antes e depois de sua participacao em um Programa de Desenvolvimento Interpessoal Profissional. O objetivo do programa - promover a habilidade do professor em estruturar interacoes sociais educativas - serviu tambem de base para a organizacao de uma tipologia de classes e subclasses de desempenho em sala de aula. Com base na frequencia dessas classes e subclasses, foi feita a comparacao entre o desempenho pre e pos-intervencao. Os resultados indicam importantes mudancas no desempenho da professora em direcao aos objetivos da intervencao e sugerem a potencialidade do procedimento de analise para a avaliacao da efetividade desse tipo de intervencao. Discute-se algumas questoes sobre procedimentos de analise do desempenho do professor em sala de aula.

Comportamentos problemáticos em estudantes do ensino fundamental: características da ocorrência e relação com habilidades sociais e dificuldades de aprendizagem

Investigou-se as caracteristicas socio-demograficas da ocorrencia de comportamentos problematicos e suas relacoes com as habilidades sociais e dificuldades academicas, em uma amostra de 257 estudantes de 1a a 4a series do ensino fundamental de uma cidade de medio porte de Minas Gerais, utilizando-se a escala Social Skills Rating System (SSRS). Participaram ainda da pesquisa 185 pais e 12 professores destes estudantes. Os resultados mostraram que 6,65% dos estudantes apresentavam muitos comportamentos problematicos e 9,37% apresentavam poucos, na classificacao dos professores. A ocorrencia de comportamentos problematicos foi mais elevada em criancas do sexo masculino, de nivel socio-economico mais baixo e com desempenho academico mais deficitario. A frequencia de comportamentos problematicos foi menor em criancas que apresentaram um nivel mais adequado e elaborado de habilidades sociais. Os resultados levantados na presente pesquisa confirmam dados da literatura da area e indicam a necessidade de se desenvolver intervencoes junto a esta populacao-alvo.