Análisis de intervenciones en autorregulación de niños y adolescentes que vivenciaron experiencias adversas: una revisión sistemática con metaanálisis

• Ano de defesa: 2022
• Autor(a) principal: Rodríguez Pérez, Elisa Azucena
• Orientador(a): Costa, Carolina Severino Lopes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: spa
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação Especial - PPGEEs
• Palavras-chave em Português: Autoregulação; Experiências adversas na infância; Revisão sistemática; Intervenções
• Palavras-chave em Inglês: self-regulation; Adverse childhood experiences; Systematic review; Interventions
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/17526

Self-regulation interventions have been the object of study due to their increasing evidence and association with health throughout life, social and educational aspects. Research shows that children who have experienced adverse experiences (for example, experiencing violence at home), tend to have deficits in self-regulation skills, therefore, it is important to delve into intervention processes. This research aims to analyze, through a systematic review with meta-analysis, following the "PRISMA" reporting guide, the interventions in self-regulation that have contributed to those children who experienced adverse experiences. The search in six databases, reflected a total of 6,854 studies of self-regulation and adverse experiences in childhood. After making a selection by reading titles, abstracts, 83 studies were selected for full reading, an analysis of quality and bias of randomized controlled studies and randomized controlled studies by groups, selected 41 studies for a qualitative analysis and 21 studies for meta-analysis, based on measures of heterogeneity between studies. The main results found are related to the type of intervention: interventions within the school environment, interventions based on electronic or computerized games, interventions focused on family support, interventions based on games or physical activities, such as yoga, mindfulness or some sport. Finally, the results based on the type of population that has experienced adverse experiences and the studies that work on self-regulation, limitations, and the implications of the results for practice, policy, and future research are discussed.