Marisa Cosenza Rodrigues

Interpersonal problem-solving

The present work reports a research intervention that aimed to implement and evaluate the impact of an adapted program existing in literature about Interpersonal Problem-Solving Skills. Participants included 30 children aged between 6 and 7 years old in the first grade of elementary school. All students were from a public school from Minas Gerais state. The study involved pre-and post- assessment using the instrument SSRS-BR and non-systematic observations carried out by researchers and teachers. Additionally, the researchers held meetings and guidance to care providers and teachers of the children. The comparative results of pre-and post-assessment indicated an increase of some skills in children as empathy, assertiveness, expression of positive feeling, civility and responsibility, converging with the data from comments made. There was greater awareness among parents and teachers about the educational strategies and management of undesirable behaviors. It was also found a greater opening regarding preventive practices of school psychology in the educational settings.

O psicólogo na atenção primária à saúde: contribuições, desafios e redirecionamentos

The present work investigated the conceptions about health promotion and prevention, theoretical and practical conceptions and the work difficulties in primary health care in Juiz de Fora-MG. The interviews (with seven psychologists) were submitted to the technique of content analysis. The results suggest the need of a more contextualized practice in public health and in the curriculum change in order to provide a better professional preparation in this area of work.

Resolução de problemas interpessoais: promovendo o desenvolvimento sociocognitivo na escola

The present work reports a research intervention that aimed to implement and evaluate the impact of an adapted program existing in literature about Interpersonal Problem-Solving Skills. Participants included 30 children aged between 6 and 7 years old in the first grade of elementary school. All students were from a public school from Minas Gerais state. The study involved pre-and post- assessment using the instrument SSRS-BR and non-systematic observations carried out by researchers and teachers. Additionally, the researchers held meetings and guidance to care providers and teachers of the children. The comparative results of pre-and post-assessment indicated an increase of some skills in children as empathy, assertiveness, expression of positive feeling, civility and responsibility, converging with the data from comments made. There was greater awareness among parents and teachers about the educational strategies and management of undesirable behaviors. It was also found a greater opening regarding preventive practices of school psychology in the educational settings.

Literatura infantil, teoria da mente e processamento de informação social

Esta pesquisa objetivou identificar a ocorrencia de termos/expressoes que denotam estados mentais e analisar uma amostra de 100 livros de historias infantis nacionais dirigidas a pre-escolares de 4 a 6 anos com foco no processamento de informacao social. Os livros foram codificados a partir de tres eixos de analise: via palavras e expressoes no texto, via figuras; e presenca de ironia e crenca falsa na narrativa. A analise dos termos mentais foi submetida ao julgamento de dois juizes e, posteriormente, ao teste de coeficiente de Spearman. Quanto ao processamento de informacao social, a amostra de livros foi analisada considerando a ocorrencia dos seis componentes de um programa estadunidense de reducao do comportamento agressivo por meio de historias infantis. Os resultados apontam a viabilidade da utilizacao dos livros infantis nacionais como recurso para promover o desenvolvimento sociocognitivo e prevenir comportamentos agressivos e anti-sociais no contexto educativo.

Análise de livros infantis para a promoção de desenvolvimento sociocognitivo em pré-escolares

Considerando a necessidade de uma atuacao mais pro-ativa dos psicologos escolares, este estudo teve como objetivo analisar, com foco no processamento de informacao social, uma amostra de cem livros de historias infantis nacionais dirigidos a pre-escolares de 4 a 6 anos. Os livros foram analisados considerando a ocorrencia dos seis componentes de um programa estadunidense de reducao do comportamento agressivo por meio de historias infantis. Os resultados mostraram que 32% dos livros apresentaram um repertorio relevante e 47% evidenciaram um repertorio significativo de pistas sociais, apontando para a viabilidade da utilizacao dos livros infantis nacionais como recurso para promover o desenvolvimento sociocognitivo e prevenir comportamentos agressivos e antissociais no contexto educativo.

Caracterização da queixa escolar no Centro de Psicologia Aplicada da Universidade Federal de Juiz de Fora

Poor school performance has historically constituted one of most frequent reasons for student referrals to applied psychology centers and, due to the complexity involved, has posed a challenge to academic development and practices in the field of educational and school psychology. Faced with the need to improve customer service and the screening process, this study aimed to examine a total of 1,590 school records registering poor performance for the period of 1996-2009 among patients to the Centre for Applied Psychology of the Federal University of Juiz de For a, Minas Gerais, Brazil. Results revealed a prevalence of boys aged between 9 and 13 and a predominance of referrals from schools located in the citys outskirts. Poor school performance was found to often involve behavioural problems and learning difficulties. The data allowed us to make a critical analysis of poor school performance and other contextual factors, as well as the need for an improvement in the screening process.

Desenvolvimento sociocognitivo e histórias infantis: subsídios para a prática docente

This study aimed to evaluate the occurrence of mental terms in a sample of Brazilian childrens books and the possibility to explore narratives through the process of the social information model. Based on international studies, 119 Brazilian books directed to preschoolers were analyzed considering four axes: (a) words and expressions denoting mental states; (b) convergence figure/mental state; (c) situational irony and false belief and (d) situations giving social tips. The results indicate a high number of references to mental states (99%), with predominance of cognitive (42%) and emotional terms (39%), high convergence figure/mental state (74%), presence of irony (21%) and false belief (13,5%), and expressive occurrence of situations involving internal and external social tips (98%). The use of childrens books as a resource to promote social-cognitive development is discussed and support is presented with a view to contribute to the practice of preschool teachers.Este estudo objetivou avaliar a ocorrencia de termos mentais em uma amostra de livros de historias infantis nacionais bem como a possibilidade de exploracao das narrativas pelo modelo do processamento de informacao social. Com base em estudos internacionais, 119 livros nacionais dirigidos a pre-escolares foram analisados, considerando-se quatro eixos: (a) palavras e expressoes denotando estados mentais; (b) convergencia figura/estado mental; (c) presenca de ironia situacional e crenca falsa; (d) situacoes oferecedoras de pistas sociais. Os resultados indicaram alto indice de referencias a estados mentais (99%), com predominância de termos cognitivos (42%) e emocionais (39%), alta convergencia figura/estado mental (74%), presenca de ironia (21%), crenca falsa (13,5%) e expressiva ocorrencia de situacoes, envolvendo pistas sociais internas e externas (98%). A viabilidade da utilizacao dos livros infantis como recurso promotor de desenvolvimento sociocognitivo e discutida, apresentando-se subsidios que visam contribuir para a pratica docente pre-escolar.

Leitura Mediada com Enfoque Sociocognitivo: Avaliação de uma Pesquisa-Intervenção

El objetivo fue evaluar la efectividad del programa destinado a la diversificacion de practicas de ensenanza de narracion y promocion indirecta de comprension infantil de estados mentales y procesamiento de informacion social. Participaron cinco profesores y 57 estudiantes con edad promedia de 6 anos en una escuela publica. Profesores fueron evaluados antes y despues de la capacitacion por cuestionarios que investigaron el impacto de la formacion socio-cognitivo en la practica de lectura mediada. Aspectos sociocognitivos y asignacion de terminos mentales de los ninos fueron evaluados mediante analisis de la lectura de dos libros. Se utilizo un diario de campo para documentar observaciones semanales. Hubo evidencias de mejora de la ensenanza: seleccion de libros, explotacion de relatos y condiciones mentales, para los alumnos, diferencias significativas en lenguaje mental y mejora del procesamiento de informacion social. Los resultados confirmaron la viabilidad de la aplicacion del enfoque socio-cognitivo de lectura mediada en la escuela.

Evaluation of theory of mind: A study with students from public and private schools

This study assessed the development of the theory of mind in preschool children aged 4 and 5 years old, along with potential interactions among gender, age and whether children were from private or public schools. A total of 178 children (91 students from public schools and 87 from private schools) participated in the study. After securing ethical compliance with applicable guidelines, we applied the Theory-of-Mind-Scale. There was no evidence of differences regarding gender (p< 0.38). Differences were found in regard to age (p< 0.001) and whether students were from private or public schools (p< 0.008). Five-year-old children performed better on the scale and children from private schools also performed better than those from public schools. The results show that the scale was sufficiently sensitive to capture the evolutionary sequence of the theory of mind and the relevance of socio-cultural factors. Because research in this field is still incipient, we emphasize the importance of further studies conducted with larger samples.

Programas de Intervenção na Adolescência: Considerações sobre o Desenvolvimento Positivo do Jovem

This article aims to discuss theoretical, conceptual and empirical foundations that support prevention and promotion programs in mental health in adolescence, focusing on the positive development. It appears that Brazil exhibits progress regarding the development and implementation of interventional programs, having advanced in the fi eld of promoting skills and well-being of young people, and expanding its reach beyond the prevention of risk behaviors. The paper makes considerations on the contributions of positive psychology to interventional programs regarding the need to reassess potential and human virtues. It also highlights the advances in empirical studies of adolescence that indicate trends in science, and the emergence of investigations arising from the application of the young’s positive outlook theories. Finally, we briefl y discuss the background of the national programs focused on positive psychology. The paper agrees with the pertinence and interest of the development of interventions based on this theoretical and practical approach, we emphasize however, the need to