Ansiedade e competência socioemocional de pré-escolares: compreendendo os efeitos de um programa de intervenção

• Ano de defesa: 2018
• Autor(a) principal: Vaz, Aline Francine Corrêa
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Psicologia; UFES; Programa de Pós-Graduação em Psicologia
• Palavras-chave em Português: Anxiety; Behavior problems; Pro-social behaviors; Preschoolers; Intervention; Problemas de comportamento; Comportamentos pró-sociais; Intervenção; Psicologia infantil; Ansiedade; Crianças - Conduta; Comportamento de ajuda em crianças; Pré-escolares; Saúde mental infantil; Psicologia; 159.9
• Link de acesso: http://repositorio.ufes.br/handle/10/10656

Promoting social-emotional competencies can result in lessening of emotional and behavioral problems. This paper analyzes behavioral and socioemotional indicators of pre-school children, and verifies the effects of a preventive intervention, through two studies: 1- Behavior problems, anxiety and social skills of preschool children, which presents the characterization, from the perception of parents and teachers; and 2) Anxiety and prosocial behaviors of preschoolers: the experience of the Fun Friends program, which verified the effects of the "Fun Friends" intervention program (Fun Friends, children aged 5 to 6 years (Average = The following were used: Sociodemographic Data Questionnaire, Pre-school Anxiety Scale, Capacities and Difficulties Questionnaire, Child / Adolescent Behavior Inventory, Preschool Social Behavior Scale, and Questionnaire (73.9%) and anxiety (78.2%) were reported in the normal range for behavioral problems (73.9%). have diverged, with those responsible assigning more deficits in Total Anxiety, Obsessive-Compulsive Disorders, Fear of Physical Damage and Separation Anxiety Outsourcing and Hyperactivity (SDQ); and Internalizing and Outsourcing (PKBS) problems. There was a correlation between variables, reinforcing the interdependence between aspects of social-emotional development. Teachers perceived difficulties regarding the prosocial behaviors, with 30% of the children in the clinical range. After the intervention, there was a significant increase in pro-social behaviors. The Program obtained favorable indicators of social validity. The findings can subsidize actions in the interface between Health and Education.