Fabiana Cia

Comunicação e participação pais-filhos: correlação com habilidades sociais e problemas de comportamento dos filhos

The objectives of this study were to compare indicators of the involvement between parents with their children and to compare parental involvement with the childrens repertoire of social skills as well as to behavior problems. 110 children from the 4th grade of Elementary School participated, using the Quality of Family Interaction from the childrens viewpoint questionnaire (QIFVF), to assess the childrens perception of parental communication and involvement in their lives; the Multimedia System for Childrens Social Skills (SMHSC-Del-Prette), to assess social skills and indicators of behavior problems. Statistical analyses were performed. According to the children, mothers showed greater indicators of communication and participation when compared with fathers; these indicators were positively correlated with the childrens scores of social skills, and negatively correlated with childrens externalizing behaviors. Results suggest that positive parental involvement plays an important role in childrens socioemotional development and that programs for parents should be developed.

Repertório de habilidades sociais, problemas de comportamento, autoconceito e desempenho acadêmico de crianças no início da escolarização

This study aims to examine the relationships between childrens socio-emotional development (social skills, internalizing and externalizing behavioral problems and self-concept) and their academic achievement. Study participants included 97 mothers and fathers, 99 children in grades one or two, and 20 teachers. The childrens repertory of social skills and behavioral problems was evaluated by parents, teachers and children (Social Skills Rating Scale). The childrens self-concept was assessed using self-evaluations (Self-description Questionnaire 1); the childrens academic performance was evaluated by the teachers based on the Social Skills Rating Scale, and subsequently together with the children using the School Performance Test. Significant positive correlations were found among the childrens repertory of social skills, self-concept and academic achievement. In addition, these three variables were negatively correlated with the childrens behavioral problems. These results point to there being a relationship between socio-emotional development and academic performance among children at the school-entry transition stage and the probable benefits of skills programs for children during this period, in either area, with gains also likely in the other area.

O impacto do envolvimento parental no desempenho acadêmico de crianças escolares

The relationship between parental involvement in children’s education and children’s academic performance is provided. A total of 110 (fourth grade children) participated in this study. The children completed the questionnaire “Quality of family interaction according to the children” and were evaluated by the using the School Performance Test (TDE). Results showed that the higher the frequency of mother-and father-child communication and the greater the parents’ involvement in the children’s school, cultural and leisure activities, the higher the children’s academic performance. Results suggest the importance of parental involvement on the children’s academic performance. In case of deficits is this area, the urgent need of programs aiming at improving the quality of the interactions between parents and their children, is enhanced.

Influências paternas no desenvolvimento infantil: revisão da literatura

This paper was aimed at reviewing the indexed scientific production on the Brazilian and international literature, of empirical studies related to adult fathers of children (zero to six years old), between 1999 and 2003 that described the father-child interaction or corr elated the father-child interaction with child development. A systematic search on bibliographical database (PsycInfo, LILACS and Periodicos Capes) was conducted, using the key-words: father, paternal involvement, child and child development . A total of twelve studies were identified (four Brazilian and eight international). They were analyzed taking into account different aspects (published journal, variables studied, technique of da ta collection, results and indications for future research). A low incidence of articles regarding the importance of paternal involvement on child dev elopment was noted, specially in the Brazilian context.

O envolvimento paterno e o desenvolvimento social de crianças iniciando as atividades escolares

Este estudo relacionou indicadores do envolvimento paterno com indicadores de desenvolvimento social dos filhos. Participaram 97 pares de pais e maes (com filhos na 1a ou 2a serie) e 20 professoras. Para avaliar o envolvimento paterno, pais e maes responderam a Avaliacao do bem-estar pessoal e familiar e do relacionamento pai-filho - Versao Paterna, e para avaliar o desenvolvimento social das criancas, os pais, as maes e as professoras preencheram o Social Skills Rating System-SSRS. Quanto maior a frequencia de comunicacao entre pai e filho e de participacao do pai nos cuidados e nas atividades escolares, culturais e de lazer do filho, menor o indice de hiperatividade e de problemas de comportamento e mais adequado o repertorio de habilidades sociais das criancas. Os resultados indicam a provavel importância do envolvimento positivo do pai para o desenvolvimento social dos filhos e os provaveis beneficios de programas para promover envolvimento paterno.This study aimed to examine the relationships between indicators of parental involvement and their children’s social and included 97 father-mother pairs (parents of children in the first or second grade), and 20 teachers. To evaluate father involvement, fathers and mothers completed an Evaluation of personal and family wellbeing and the parent-child relationship – Fathering Version, and to evaluate the children’s social development, the mothers, fathers and teachers completed the Social Skills Rating System–SSRS. The results indicate that more frequent: communication between father and child, paternal participation in child caregiving and in the child’s school, cultural and leisure activities are each associated with indicators of lower hyperactivity, fewer behavior problems and a wider repertoire of appropriate social skills. These results point to the importance of the constructive involvement of fathers for their children’s social development and the likely benefits of programs to promote father involvement.

Trabalho noturno e o novo papel paterno: uma interface difícil

The demand for night shift workers is increasing at the same time as the role of the father within the family has expanded. The objective of this study was to compare workplace conditions, personal well-being and family involvement between fathers working on the day shift (n=36) and on night shift (n=22). Workers completed a questionnaire that used various scales to evaluate these issues. Compared to the day shift workers, the night shift workers indicated that they received greater support from work colleagues and supervisors, felt more satisfied with their benefits and salary and had a lower frequency of interruptions during the workday, but felt less satisfied about the shift they worked and about spending less time with their children. With regard to family involvement, both groups experienced moderate to high levels of stress and only a moderate level of satisfaction. Despite the more favorable working conditions, fathers on the night shift were less satisfied with their work hours, seemingly due to the lack of time spent with family members.

Impactos de uma Intervenção com Pais: O Desempenho Acadêmico e Comportamento das Crianças na Escola

This paper presents the impacts of a parent intervention program on the academic performance and classroom behavior of their children. The participants of the study were either first or second grade students. There were three groups of participants: Experimental Group 1 (EG1 - 29 children whose fathers participated in the intervention program along with the childrens teachers); Experimental Group 2 (EG2 - 36 children whose mothers participated in the intervention program along with the childrens teachers); and Control Experimental Group (CG - 34 children, whose parents did not participate in the intervention program, and the childrens teachers). Before and after the intervention program, the children were evaluated using the Academic Achievement Test (AAT) and their teachers completed an open-ended questionnaire as well as the teachers version of the Social Skills Rating Scale (SSRS-T). In comparison with the pre-test, in the post-test the children in the EG1 and EG2 (but not in the CG) obtained: (a) higher overall scores in the AAT and in the reading sub-test; (b) more positive results in the SSRS-T; and (c) were rated by their teachers as presenting a greater number of positive attributes and a smaller number of negative attributes.

Habilidades sociais das mães e envolvimento com os filhos: um estudo correlacional

This study aimed to identify and to analyze the mothers social skills repertoire and their involvement with their children. Twenty-two mothers, whose children were in the first grade, participated in this study. They completed the Mothers Evaluation of Family Interaction Quality questionnaire and Social Skills Inventory (IHS-Del-Prette). The participants reported good social skills repertoire , which was positively correlated to the interaction scales between the mothers and their children. These results suggest the importance of the mothers social skills repertoire on involvement with their children and, in case of deficits, specific programs focused on the motherly social skills improvement would be necessary.

Salas de recursos multifuncionais: Revisão de artigos científicos

Despite the expansion of scientific production in the field of special education, there is need for coordination in the collaborative research context. This research integrates the “National Observatory of Special Education” (ONEESP), which focuses the production of

Interações familiares de crianças com necessidades educacionais especiais: revisão da literatura nacional

The purpose of this study was to get a review about the scientific production shown by the Brazilian indexed literature at the psychology area for the period between 1999 and 2008. It was based on empiric studies, which described distinct interactions between children with special educational needs and their relatives, as well as the implications for their development, seen by different theoretical perspectives. A systematic search has been done using data registered in three bibliographic bases (SCIELO, LILACS and Capes periodic reviews). The key words used were: families with deficient children, special education needs, family, familiar relations, brothers, fraternal relations. A number of 17 articles was found. They were analyzed considering different aspects (periodic reviews in which they were published, related variables, collecting techniques and main results obtained. It could be seen that the theme has been scarcely studied.Este trabalho teve como objetivo revisar a producao cientifica na literatura nacional indexada na area de Psicologia, entre 1999 e 2008, de estudos empiricos que descreveram diferentes interacoes entre as criancas com NEE e seus familiares e as implicacoes para o desenvolvimento das mesmas, sob diferentes perspectivas teoricas. Foi realizada uma busca sistematica em tres bases de dados bibliograficos (SCIELO, LILACS e Periodicos Capes), utilizando as palavras-chave: familias de criancas com deficiencia, necessidades educacionais especiais, familia, relacoes familiares, irmaos e relacoes fraternais. Foram identificados 17 artigos que foram analisados considerando diferentes aspectos (periodicos em que foram publicados, variaveis relacionadas, tecnicas de coleta de dados utilizadas e principais resultados obtidos). Constatou-se a carencia de estudos sobre o tema em questao.