Luciana Carla dos Santos Elias

Suporte parental: um estudo sobre crianças com queixas escolares

The objective of this article was to investigate the parental support received by children directed for psychological attendance due to poor academic achievement, in comparison with children not sent to psychological attendance. Participants consisted of 60 children from 7 to 11 years of age and their mothers, selected at a psychology clinic and at school, both public ones. The support was evaluated in three domains: academic, developmental and emotional. The child was evaluated regarding his/her intelligence level, performance at school and the presence of behavior problems. In agreement with previous studies, the studied group showed lower academic and cognitive development and greater incidence academic of problems regarding behavior. The academic support did not differ among the groups. Mothers of referred children showed less developmental and emotional support, with problems in the educational practices and conflicting relationship parent-child. The results point out the need of mental health care for vulnerable children that live in an environment with little support.The objective of this article was to investigate the parental support received by children directed for psychological attendance due to poor academic achievement, in comparison with children not sent to psychological attendance. Participants consisted of 60 children from 7 to 11 years of age and their mothers, selected at a psychology clinic and at school, both public ones. The support was evaluated in three domains: academic, developmental and emotional. The child was evaluated regarding his/her intelligence level, performance at school and the presence of behavior problems. In agreement with previous studies, the studied group showed lower academic and cognitive development and greater incidence academic of problems regarding behavior. The academic support did not differ among the groups. Mothers of referred children showed less developmental and emotional support, with problems in the educational practices and conflicting relationship parent-child. The results point out the need of mental health care for vulnerable children that live in an environment with little support.

Gênero, adversidade e problemas socioemocionais associados à queixa escolar

Abstract The studies about children with school distress have pointed out boys and behavior problems high frequency, which can be asso ciated toa weak prognostic, if they had been made up in an adverse environment. This study purpose was the investigation of gender adversityoccurrence and gender association to behavior problems. Forty-six boys and 29 girls aged from 7 to 12 have participated in th is investigation.All of them had been referred to a Psychology training clinic as they had presented school distress or bad performance. Behavi oral problemswere investigated by Achenbach’s Inventario de Comportamentos da Infância e Adolescencia, and a life event scale was used to a ssess lifeadversities. According to the statistical analysis, girls present more internalizing problems, , higher adversity exposure, and more frequentgender-related correlation patterns between environmental and behavioral problems. Results can contribute to design support p racticesfor these children, whose needs go beyond the school environment.Key words : environmental adversity; psychological assistance; child; students; gender; sociemotional problems.

Recursos e adversidades no ambiente familiar de crianças com desempenho escolar pobre

The aim of this paper was to investigate resources that promote development as well as adversities in the homes of children referred for psychological help due to low school performance, in comparison with two groups of non-referred children, one with low school performance and the other with good school performance. 60 children aged 7 to 11 and their mothers participated in, recruited in a free child guidance clinic and in a public school. Home measures were obtained for 12 types of resource and seven classes of adversity. Childrens level of intelligence, academic performance and behavior problems were also assessed. Results showed that referred children had more behavior problems; their families offered them less development-promoting resources, and there were more difficulties in parent-child relations at their homes. Strategies are suggested to support families who seek for help in the community to cope with their childrens school learning problems.

Oficinas de linguagem: proposta de atendimento psicopedagógico para crianças com queixas escolares

Quando o baixo rendimento escolar esta associado a problemas de comportamento, ha risco de desajustamento psicossocial. O objetivo do estudo foi verificar os efeitos de uma intervencao baseada em principios da aprendizagem mediada, sobre o desempenho academico e problemas de comportamento, em criancas que apresentam ambas as dificuldades. Participaram do estudo 17 meninos, com idade entre sete e onze anos, encaminhados a uma clinica de psicologia por dificuldades escolares. As dificuldades academicas e comportamentais das criancas foram avaliadas antes e apos a intervencao, tendo como informantes as criancas e suas maes. A intervencao consistiu de 20 oficinas de linguagem, realizadas semanalmente em pequenos grupos. Apos a intervencao, verificaram-se progressos no desempenho escolar e atenuacao dos problemas de comportamento. Problemas de atencao e manifestacoes internalizantes parecem sensiveis a intervencao, ao passo que comportamentos agressivos tendem a persistir. Estudos de seguimento sao necessarios para verificar a permanencia dos efeitos encontrados.

Família, dificuldades no aprendizado e problemas de comportamento em escolares

Nos anos escolares, familia e escola sao contextos em que se engendram mecanismos de risco e protecao para trajetorias favoraveis ou nao de desenvolvimento das criancas. Dificuldades adaptativas precoces, expressas em altos niveis de problemas emocionais e/ou comportamentais, tem sido associadas a trajetorias desfavoraveis. O presente estudo objetivou testar um modelo de predicao de problemas de comportamento em escolares, tendo como preditores variaveis de apoio ao desenvolvimento e adversidade no contexto familiar, bem como a presenca da queixa escolar, sinalizando adversidade no contexto escolar. Participaram 60 criancas, de 7 a 11 anos, e suas maes, recrutadas em escola publica de Ensino Fundamental e em clinica-escola de psicologia. Os instrumentos utilizados foram Matrizes Progressivas Coloridas de Raven, Inventario de Comportamento da Infância e Adolescencia (CBCL), Inventario de Recursos do Ambiente Familiar (RAF), subescala Vida Familiar , da Escala de Eventos Adversos (EEA). A coleta ocorreu na clinica e na escola. Os dados foram analisados por meio de regressao linear multipla, verificando-se o poder explicativo das variaveis ambientais sobre os desfechos comportamentais. Os resultados apontaram a adversidade escolar como principal preditor de problemas de atencao, problemas sociais e comportamento agressivo. A adversidade familiar foi associada a problemas internalizantes e externalizantes. Duas modalidades de apoio familiar (rotina regular no dia a dia e atividades de lazer no tempo livre) parecem implicadas na atenuacao dos problemas de comportamento. Destaca-se que esses sao recursos passiveis de intervencao.

Eu posso resolver problemas e oficinas de linguagem: intervenções para queixa escolar

Based on the evidence of interrelationships between the academic, interpersonal and behavior development domains, the goal of this study was to evaluate the effects and permanence of the effects of two interventions for children with behavior problems associated with learning difficulties. Forty-four children with ages between 7 to 11 years participated in one of two conditions: Language Workshops (academic emphasis) and Interpersonal Problem Solving - HSPI (interpersonal emphasis). The participants were assessed with the School Performance Test, the Child Behavior Scale and the Child Interpersonal Problem Solving scale. Both conditions promoted academic improvement and reduction of behavior problems. The reduction of behavior problems was higher in program interpersonal emphasis, suggesting greater effectiveness in relation to the intervention with academic focus.

Predictors of Academic Achievement at the End of Middle School: History of Repetition, Social Skills and Social Support

The literature has shown that the socio-emotional development of students can be associated with their repertoire of social skills and perception of social support, while the school repetition experience seems Artigo –––––––––––––––––––––––––––––––––––––––––– * Endereço para correspondência: Rua Maestro José Botelho, 2, Apto 203, Vital Brasil, Niterói, RJ, Brasil 24230410. Fone: (21) 2711-9291. E-mail: luapsi@gmail.com Fernandes, L. M., Leme, V. B. R., Elias, L. C. S., Soares, A. B. 216 to negatively infl uence their development and academic achievement at the end of Middle School. In this context, the present study aimed to test a prediction model for academic achievement, having social skills, perception of social support from family, teachers and peers and history of school repetition of students as independent variables. The participants were 311 at the end of Middle School (8th and 9th grade), from public schools in the state of Rio de Janeiro. The data were collectively obtained using the Social Skills Inventory for Adolescents and the Social Support Appraisal Scale. The experience of school repetition, social skills and perceived social support from teachers predicted the academic achievement of students. From these results, the importance of the resources of students and of their context is discussed. These can be used in the school through programs of prevention and promotion of good academic achievement with students, families and teachers.