Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento - PPGTPC/NTPC

URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/2332

O Programa de Pós-Graduação em Teoria e Pesquisa do Comportamento (PPGTPC), que integra o Núcleo de Teoria e Pesquisa do Comportamento(NTPC) da Universidade Federal do Pará (UFPA), iniciou suas atividades em 1987 com o curso de Mestrado Acadêmico em Psicologia: Teoria e Pesquisa do Comportamento. O curso de Doutorado passou a ser oferecido a partir do ano 2000.

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Adoção de crianças e adolescentes com necessidades especiais: aspectos psicossociais envolvidos
(Universidade Federal do Pará, 2013-03-06) SILVA, Fabíola Helena Oliveira Brandão da; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This study aimed to understand and describe the psychosocial aspects of adoption of children and adolescents with special needs since the creation of the National Register of Adoption (NRA), in April 2008. Thus, we set out goals that motivated the development of the three constituents of the dissertation studies. The first described the social and family demographic characteristics of applicants for adoption to parents of children with and without typical development. Furthermore, drew a profile of children and adolescents considered suitable for adoption, enrolled in CNA. The second study aimed to investigate risk factors and protective for the development of three adopted children with special needs, analyzing common and unique aspects of their life histories, since the psychosocial condition of the biological parents to the process of entering and living in the family replacement. The third involved three families who have adopted children with special needs, who had prior knowledge of this infantile condition, in order to describe the familiar routines. From the results obtained by the three studies was possible to know the sociodemographic characteristics and aspects of structure and family dynamics that mark in general, and in particular in the cases studied, the demands generated by children with special needs and how applicants and parents by adoption have undertaken to answer them. We conclude that both candidates to the adoption of children with special needs, as their adoptive parents appeared to favor the fulfillment of children's demands, especially family life provide these children in vulnerable.
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As atividades de vida diária de crianças em situação de acolhimento institucional
(Universidade Federal do Pará, 2013-03-04) VASCONCELOS, Thamires Bezerra de; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This research aimed to analyze the activities of daily living (ADLs) of children in situations of institutional care, discussing the importance of systematic evaluation of this type of activity and the critical role that caregivers may have in gaining greater autonomy in personal care and the acquisition of various skills. Comprising two interlinked studies in the first part (study I) provides a characterization of scientific literature on the assessment of activities of daily living in different contexts, covering research methods and instruments used for this purpose. The observed results showed a prevalence of use of standardized assessment instruments, and Pediatric Evaluation of Disability Inventory (PEDI), most often found in the literature reviewed. Despite these developments in evaluation methods, there was little or no attention to the contexts of ADL performance, placing greater emphasis on the characteristics of the person, as the presence of limiting pathologies. In this direction, the second study presents a description of the levels of assistance provided by the ADL that involve educators, specifically, children who live in a host institution and incentive strategies used by caregivers dealing with their routines for each able to perform them in the most autonomous and efficient way possible. This description used categories inspired in part II of the PEDI, the Caregiver Assistance. The results showed a higher level of assistance in activities of hygiene and clothing compared to data obtained in feeding activities. Is attributed these findings to routine institutional and personal traits of the participants involved. We conclude that, in the institutional context, the highest level of service observed may have a different meaning than would be expected in a family environment. This higher level of attention and support checked could mean, on the one hand, more educators moments of interaction with the child, this can be a positive aspect in an environment that tends to be marked by the treatment depersonalized and rigid routines. And another, less opportunity for the child to develop from a greater degree of autonomy in ADL, which may have negative implications for the course of development. The importance of assessing ecological and cast a glance to the daily activities of children in residential institutions makes this research is located in order to contribute to a better understanding of the development in this specific context, since it, often have their first experiences of self-care. The results can guide and reflections indicated the formation of programs to optimize resources and opportunities present in the routines of self-care in this environment of institutional care.
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Características biopsicossociais de autores de agressão sexual de crianças e/ou adolescentes em contexto intrafamiliar e extrafamiliar
(Universidade Federal do Pará, 2015-08-28) COSTA, Lucilene Paiva da; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This research had general goal to understand the biopsychosocial characteristics of authors of sexual aggression of children and/or adolescents in intrafamilial and extrafamilial contexts. Two studies were carried out, one referring to the systematic literature review and other descriptive, documental with exploratory character and quantitative approach. The first research examined the similarities and differences of biopsychosocial characteristics of authors of sexual aggression of children and adolescents in the period 1983-2013, from publications in national and international literature. The second study analyzed, through data contained in legal processes, the biopsychosocial characteristics of adult people accused of sexual aggression against children and adolescents in the city of Belem, State of Para, in the period 2012-2014. The result of first study indicated that the researches about authors of sexual aggression were realized more frequently with convicted prisoners (84%) and were male (93%). Among the selected publications, predominated those referred to both intrafamilial and extrafamilial contexts (77%). These publications showed that in the intrafamilial context, sexual offenders maintain a non-hostile relationship with the victim and utilized manipulative strategies. Unlike what has been observed in extrafamilial context, in which the author of aggression tends to use coercive strategies and to be exposed to higher risks of apprehension. The result the second study indicated in the intrafamilial context, the principal authors were the father and the stepfather of the victims. In extrafamilial context, there was a prevalence of perpetrators of sexual assault who were known to their victims’ families. In both contexts, the victims were mostly female. The results of the second study suggested that among those accused in the legal processes of practicing sexual assault over the age of 30 years, with spouse and children, and family relationship with the victim had most likely to belong to intrafamily context of those that have aged below 30 years, with spouse and children, but no family relationship with the victim. The odds ratio (2.949) suggests that the accused persons over age 30 had about 2 times more likely to belong to intrafamily context when compared to an aged below 30 years. In this study, was used at data collect the instrument Biopsychosocial Characterization Form, and all analyzes were made with SPSS software version 20.0 for Windows. The results of the studies suggest that there are clear differences among the profiles of sexual authors of sexual aggression of children and adolescents from intrafamilial and extrafamilial contexts, in the first case being more handlers and the second most coercive, however more research needs to be conducted so that this issue is better understood. Expected that this study may have contributed to broaden the discussion of this theme, especially in the context of the Amazon region, which needs further investigation using as reference the bio-ecological perspective of human development to understand the profile and trajectory of the authors anyway of aggression, mainly sexual.
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Concepções de desenvolvimento e práticas de cuidado à criança em ambiente de abrigo na perspectiva do Nicho Desenvolvimental
(Universidade Federal do Pará, 2011-04-28) CORRÊA, Laiane da Silva; MAGALHÃES, Celina Maria Colino; http://lattes.cnpq.br/1695449937472051; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Psychology has engaged in researches with target in institutional care. This interest makes growing in the scientific field necessity of studies to take care about collective environments whereas Developmental of Niche, where the social and physical environment, care practices that are often used in daily routines, besides who use psychology for taking care should be understood from integrated and close way. This study has for the purpose of investigating social and physical environment aspects, knowledge and concepts about infant development, routines and care practices present among educators in institution for children. This study is compound for 100 educators (95% of the population) who are responsible for children daily care of the children referred to a child care space.The educators answered through an individual interview based and structured in Knowledge of Infant Development Inventory (KIDI), instrument consists of 75 questions, divided into four categories: care practices, health and safety, rules and acquisitions, and principles of development. In this sample, 10 educators were selected and they compound the observation sessions, having importance for care routines at institution, and main criterion about this choice was a selection based in the performance obtained by KIDI. Of all observational sessions were selected moments that each educator got involved in situations like baths, food, sleep and plays. Those situations were extracted episodes that show care practices and routine activities. The results showed the most of professionals are women (99%), more than 35 years old, and they have kids and high school finished, and also more than 24 months of experience like educator. The results of instrument application showed 66% of educators got about 66 questions right. Thus, outperformed the 50% of performance at all categories analyzed by instrument, however the best results were extracted in statements related to care practices (80%) and principles of development (68%). The scholar level has not showed like an important variable. In institutional routine was checked the institucional care counts on rules collection that are followed by educators and children, with schedules and determinate places. It was noticed that knowledge about infant development is a relevant variable for quality of interactions and cares offered to child. Could be identified educators change routine, change the social and physical environment and adapt their practices following the demand and structure of situation, looking for to promote their well-being, and especially children well-being, give them possibilities to chance their environment and make individual choices in agreement with their own necessities. Besides is offered to institucional care children many experiences can rescue children to their cultural community, especially in situations of play and sleep. The results found in this study show how are important knowing about institucional care like spaces as a Development of Niche. It keeps a mutual relation with environment, practices and psychology of educators. This way it can be put in debate the importance to understand about institutional care in many points of view, and therefore must be understood in its various dimensions.
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Desempenho neuropsicomotor de crianças em creches no município de Belém: uma análise a partir do teste de triagem do desenvolvimento de Denver II
(Universidade Federal do Pará, 2015-03-03) SILVA, Mariane Lopes da; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This research aimed to analyze the neuropsychomotor development (NPMD) of children aged aroud 3 years old who attend Child Education Units (CEU) in Belém using data from their performance (successes and failures) in the Denver II Developmental Screening Test (DDSTII). To this end, two descriptive-exploratory studies were conducted. The first was a systematic review of researches envolving the assessment of child development in Brazil, which aimed for the identification of the instruments used to assess the neuropsychomotor development (NPMD) of children and the variables considered favorable or unfavorable to the acquisitions expected in this process. The following indexed databases were used: Virtual Health Library-VHL (Scielo, Medline, Lilacs), SCOPUS, PubMed and Web of Science. There were included 48 studies (91,66%) and, in this ones, identified 13 assessment instruments. The DDST II was the most used instrument and the low socioeconomic status was the most frequent variable among the factors and conditions considered unfavorable for the development. The second study the children NPMD profile analysing their performance in the DDST-II, questioning possible differences related to gender. There were participating in this study 318 children enrolled in public Child Education Units (CEU) of the city of Belém (Brazil). To evaluate the performance of children in the DDST II in relation to gender, frequency analysis and t test were used. It was verified that girls performed better than boys in three of the four studied areas in the test: personal-social (p < 0.001), motor-fine (p = 0.017) and language (p = 0.014). In the gross motor area there were no significant differences between the sexes. When analyzing the performance of children in performing the test, it was observed that in the Personal-Social area the failed items were the same for boys and girls: 'Wash hands', 'Appoint 1 friend', 'Wear the shirt'. In the fine motor area, boys failed more in these items, 'Imitate the vertical line', 'Make the 8 cubes tower' and 'Indicate the longest line', as the girls failed more in the following items, 'Make the 8 cubes tower', 'Copy a circle' and 'Copy a cross'. In the area of language, boys failed more in this items, 'Know two adjectives', 'Appoint 1 color' and 'Use of 3 objects' and the girls in 'Appoint 1 color', 'Account 1 block' and 'Use of 3 objects'. In the gross motor area, children of both sexes failed more in the items: 'Play ball from top to bottom', 'broad jump' and Jump with only one foot'. Apart from these, the girls showed poorer performance also in the item 'Equilibrate in only 1 foot for 2 seconds'. It is emphasized the importance of monitoring the NPMD and the need to offer theoretical and empirical subsidies for intervention in order to minimize the damage that possible delays expected in the period can represent to all areas or any of them.
Acesso aberto (Open Access)
Desenvolvimento linguístico de crianças de Belém: associação com características pessoais e ambientais
(Universidade Federal do Pará, 2014-11-07) COSTA, Elson Ferreira; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This study aimed to analyze the profile neurodevelopmental status of children enrolled in preschools in Belém, with a focus in language, according to the Denver Developmental Screening Test (DDST), with this purpose, two studies, both quantitative and cross-sectional, with descriptive and exploratory were performed. The first one investigated the neurodevelopmental profile of children, according to their presence in the Administrative Districts of Belém. The score on DDST was assessed, and their neurodevelopmental status (normal or delay) and distribution on the districts were described. The second study examined the associations between the score of language, according to DDST, with the personal and contextual variables. For both studies, 319 children from elementary schools were selected, from August to December 2012. For assessment of development the DDST was applied. The instruments were a questionnaire administered to parents to collect personal, contextual and family data and an instrument to measure the level of family poverty. The results of the first study indicated that 77.7 % of potential developmental suspected delay and 59.2% of potential delay in language. The level of family poverty variable showed a statistically significant association with development score (p=0.011) and language (p=0.003). The results of the second study indicates that 59.2% delay were associated with language. The variables that showed a statistically significant relationship with language development were paternal education (p=0.003), maternal age (p=0.03) and family poverty level (p=0.003). The high prevalence of suspected delay in the development at the children highlights the need of implementation of programs to stimulated and monitor the infant development, using instruments such as the DDST. In addition, alert to the poses of risk factors that may interfere with the neurodevelopment in early years.
Acesso aberto (Open Access)
Desenvolvimento neuropsicomotor de crianças das unidades de educação infantil do município de Belém: características pessoais e fatores ambientais associados
(Universidade Federal do Pará, 2013-08-08) GUERREIRO, Talitha Buenaño França; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Child development is considered a sequence of changes in behavior and underlying processes, being influenced by biological and environmental factors. Screening and monitoring the neurodevelopment (DNPM) have been shown to be effective procedures for early identification of different disorders of childhood development. This study was focused on children aged 36-48 months attending Early Childhood Education Units (SIU), distributed in the Administrative Districts of the city of Belém. It aimed to relate their state of the neurodevelopment to personal characteristics and variables from the ecological environment. The study is cross-sectional, descriptive exploratory. For the development assessment, it was used the Developmental Screening Test II Denver. For the characterization of families, it was used a questionnaire oriented to the biopsychosocial characteristics of the child, and an instrument for measuring the poverty level of their families. The study revealed that of the 319 children evaluated, 77.74% had probable delays in development. The variables that were statistically significant were paternal education (0.000 **), the child's primary caregiver (0.039 *), and pregnancy planning (0.007 *). Regarding the instrument measuring the level of urban poverty, the scores ranged from 28 to 52 points, and showed a statistically significant relation with the outcome (0.003). The high prevalence of probable developmental delays seen in children of the city’s UEI showed the need to introduce early stimulation programs, encouraging the monitoring of child development through screening, in addition to alert for the issue of negative interference of socioeconomic and cultural factors in child growth and development.
Acesso aberto (Open Access)
Habilidades sociais em escolares de Belém e suas características pessoais e fatores contextuais
(Universidade Federal do Pará, 2014-02-19) SILVA, Thaciana Araujo da; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This study aims to evaluate social and school skills of Belém students by connecting them to personal and contextual variables. Such purpose has directed the three studies which are part of this dissertation. The first one has connected social skills medium to children biosocial demographic features. The second one, on the other hand, has associated social skills medium to the social economic and demographic conditions of the evaluated family children, besides aspects of parent’s engagement over their children school life. The third one has compared two groups of 10 children who had low and high medium of social skills in relation to personal features (relationships and behavior), contextual activities, and school aspects describing and also analyzing the similiarities and differences among them, according to a theorical focus of Human Development Bioecology. The studies results have shown that evaluated children have an appropriate repertory of social skills with social skills reactions medium higher than non skills medium. Some personal, familiar, contextual and school features of sample, mainly activities done in this context are related to socially skills responses. There were no significant associations among social economic, social demographic and familiar aspects , nor parents engagement in their children school activities, with social skills medium. To conclude, social skills may be influenced by personal aspects, and that familiar relationship quality and activities that provide children development contribute to an adequate repertory of social skills. This kind of study may direct other ones to children intervention in similar contexts to this sample and increase knowledge over this research area and students of Belém city when including other aspects, such as processual and temporarily in specific contexts, showing as an important challenge to human development researchers nowdays.
Acesso aberto (Open Access)
Homens autores de violência conjugal: caracterização biopsicossocial e a relação com a vítima, o tipo de agressão praticada e suas consequências processuais
(Universidade Federal do Pará, 2017-05-03) MORAES, Maria do Socorro Barros; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Conjugal violence (VC) is a globally widespread phenomenon, spanning multiple cultures and social classes, which assumes forms and is expressed in a variety of contexts, and is considered today a public health problem. This research aims to know the relationship between the characteristics of the author of the biopsychosocial assault and the victim, the types of violent acts committed by him, in addition to investigating possible variations in relation to procedural consequences to the perpetrator in accordance with the form of aggression. The present study examined the marital violence in heterosexual couples, taking as a reference the man as author of the assault. So, it was used as a source of 150 research Criminal Action proceedings, sentenced in the year 2015, in a domestic violence against women and the family, in the region of Bethlehem-PA. The data collected, based on the form to the author and the Biopsychosocial Characterization victim of Conjugal Violence were submitted and evaluated by means of three types of statistical analysis: descriptive analysis, Cluster analysis and logistic regression. The results obtained by the descriptive analysis show that, in demographic terms, the author and the victim have similar features as regards the age range (both from 24 to 34 years of age), declared color/ethnicity parda and live in populous neighborhoods, however, differ in schooling: the men in your most attended until the elementary school and the women arrived at the high school. Characteristics of biopsicológicas authors of aggression include: use of alcohol, aggressive behavior, difficulty in dealing with the frustration, irritable mood and exaggerated jealousy. In this category women showed greater frequency on affective dependence in relation to marital partners. About the marital relationship, it was identified that most couples or ex-casais had children, related by period from four to seven years, were separated when the occurrence of the aggressive act denounced, with separation period set in a range between one to six months, with indication of previous assaults, particularly physical violence, but no record of these occurrences by the police. Considering the characteristics of the assault, the results show that most often was physical violence, practiced in the couple's residence, at weekends, on the night shift, having the author declared to be under a State of strong emotion. The procedural data indicate that reported in your most denied the accusation, did not provide defense and even attended the hearings designated by judge, having been found guilty and sentencing one to two months. The analysis method of segmented Cluster participants into three groups, according to their characteristics that the approach and move away from each other. In the Cluster 1 are participants that present among their characteristics, have practiced physical aggression, deny the aggression, not to defence in Criminal Action and fails to appear at hearings scheduled, having been judged guilty. Already the Cluster 2 presents individuals without aggressive or criminal record, who committed assault with use of force, in public places, attended the hearings marked and were acquitted of the assault charge. Participants were allocated in the Cluster 3, had record of aggression, but not responded to processes, practiced equivalently physical aggression with the use of force and psychological aggression with threat, attended all the hearings, and were judged guilty of reported assaults. Was also applied the statistical method of logistic regression, that showed there was a significant 13 association between the variable practice physical abuse, with the variables have practiced physical aggression in the past, have practiced psychological aggression earlier and disruption of the marital relationship. The results indicate the existence of a right chance of 2.159 a man who practiced physical violence earlier, come to practice it again. When the practice of physical violence is linked to disruption of the marital relationship, the right chance a man become the author of violence rises to 8.56. It is hoped that this study will contribute to the construction of contextualized intervention strategies and therefore supposedly more effective in preventing and in adopting measures to curb various kinds of conjugal violence according to the characteristics of the subjects involved.
Acesso aberto (Open Access)
Interações criança-criança no pátio da escola e no abrigo: o comportamento de cuidado entre pares
(Universidade Federal do Pará, 2011-08-29) COSTA, Débora Lisboa Corrêa; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Studies show that when children interact to each other they have the opportunity to develop their social skills. For example, the behavior of care stands out as different actions that resemble parental care, which aims to give physical or emotional support to others, considering attitudes such as helping, sharing and playing care. For children who are living and growing up in shelters, studies find that due to their specific condition of personal and social vulnerability, they can take advantages of this behavior in the interactions established at school, for example. This study aims to investigate the physical and social aspects of the environment that contribute to the manifestation of the behavior of care observed between pairs in the school playground and shelter. Besides that, to check and to analyze the social and physical characteristics of people who were part of the research that may also have influenced the manifestation of this kind of pro-social behavior. The study included five children, four to six year-old, who lived more than a year in the shelter and attend school regularly. For data collection, each target and their interactions with other children were recorded over ten observing sessions during fifty minutes, in both environments. In total, we had 500 minutes of observation. The results showed that all five participants expressed care behaviors in the study sites. In total, 43 behavioral events were recorded (26 at school and 17 in the shelter), organized around the following sub-categories: Establishing Affectionate Contact, Helping, Entertaining and Playing Care. Intragroup evaluation showed no statistical difference in the percentage difference in the behavior of care observed at school and in the shelter. When we analyze the performance of each category of care, it is clear that the behavior of help at school (n = 14, 53.8%) had higher frequencies than in the shelter (n = 7, 41.2 %). However, the binomial test indicates that this difference is not statistically significant (p> 0.05), i. e., percentages referring to the help actions are similar in both sites. The same happens to the behavior of Playing Care, which was higher in the shelter (n = 4, 23.5%) than at school (n = 2, 7.7%). However, statistical analysis showed that there were no statistical differences between sites. The description of the frequency of the behavior Establishing Affectionate Contact shows that there is a higher occurrence at school (n = 7, 26.9%) than in the shelter (n = 6, 35.3%), but the test shows there is no statistical difference between the averages sites are compared. And finally, it was found that the Entertaining behavior did not occur in the shelter, being observed only at school (n = 3, 11.5%), so it is not possible the application of the statistical test. The data showed that each site had a predominant type of care due to the physical and social characteristics of each institution, as well as participant characteristics (age and residence time of the targets) and recipients gender and the offered care.
Acesso aberto (Open Access)
Metas parentais de socialização da emoção em Vilas agrícolas e pesqueiro extrativistas no norte do brasil.
(Universidade Federal do Pará, 2021-07-07) REIS, João Victor Medeiros da Silva; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Based on the concept of socialization as a process of cultural transmission that involves the sharing of rules, values and parental beliefs, the present dissertation, based on the Ecocultural Model of Human Development, aimed to analyse and compare the participants’ emotion socialization goals and socialization strategies of emotion. 66 caregivers (mothers and fathers) participated of this research. They were from fishing-extractivist villages in the city of Bragança-PA, at the Mesoregion of the Northeast of Pará, and from agricultural villages in the city of Castanhal-PA, at the Metropolitan Mesoregion of Belém. Data were collected using the Participant Identification Form (PIF), the Sociodemographic Data Form (SDDF) and the Emotion Socialization Goals Questionnaire (ESGQ). Firstly, the results referring to the fishingextractivist villages, an unprecedented context of investigation, were described and soon after, the data related to the comparison between the fishing-extractivist villages of Bragança and the agricultural villages of Castanhal were described. Initially, it was found that in the emotion socialization goals of the caretakers in fishing villages predominated evocations of the category 'automaximization' (63.64%), followed by those referring to the category 'emotionality' (19.83%). About the conditions for children's development, caregivers responded mostly to evocations referring to the category 'caregiver-centered' (37.70%). In relation to what caregivers believed it was possible for them to do about the characteristics aimed, the emotion strategies, evocations of the category 'educating/guiding' predominated (56.92%). In the comparison between the two research contexts, emotion socialization goals in the ‘automaximization’ category predominated in both and in the the application of the Chi-square Test of Independence showed a significant association (p = 0.0021) between this category and the researched contexts, with emphasis on the caregivers from the fishing and extractive villages of Bragança that showed a higher frequency of responses in this category than those of the agricultural villages of Castanhal. Answers represented by the 'caregiver-centered' category also predominated in the two research contexts, but with no significant difference from the central categories in the comparison between the two contexts, as suggested by the results obtained by the Chi-square Test of Independence and Fisher's Exact Test. As for the actions of the parents themselves so that the children have the targeted characteristics, the caregivers in the two contexts presented responses mostly referring to the category 'educate/advise', but with no significant association between this category and the contexts surveyed, according to the Chisquare Independence Test and Fisher's exact Test. These results suggest that caregivers socialize their children based on the construction of an autonomous-relational self, with a tendency to value autonomy in expressing emotions and making decisions related to them. In addition, it is also expected that the child prioritizes emotional expressions that contribute to the harmony of interpersonal relationships and emotional interdependence in relation to the family, which the literature has shown to be a characteristic usually present in contexts that experience a process of transition from rural for the urban, with modernization of its economic and social structures.
Acesso aberto (Open Access)
O primeiro ano escolar como transição ecológica no desenvolvimento neuropsicomotor de crianças: qualidade do ambiente, envolvimento parental e de professores
(Universidade Federal do Pará, 2020-06-30) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735; https://orcid.org/0000-0003-3154-0651
The first school year is considered an important ecological transition in childhood, because changes in the environment, role or both are expected, which stimulates changes in the child's neuropsychomotor development. Therefore, investigations about this transition become increasingly necessary and current, particularly when considering the possible influence in this process of variables such as the quality of the school environment, the socioeconomic level of the family, parental and teacher involvement. This research has a descriptive-correlational character, with a quantitative approach to the data and a transversal and longitudinal design. It aimed to demonstrate whether and how the neuropsychomotor development of children in the first year of school life occurs and how it is influenced by the quality of the school environment, the socioeconomic level of their families, the involvement of parents and teachers in the researched context, understanding this process as an ecological transition. In a specific way, the neuropsychomotor development of the children surveyed was longitudinally related to their family socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in the first and last months of school; the neuropsychomotor development of the children surveyed was related to the socioeconomic level, the quality of the school environment, the involvement of parents and teachers, in different schools, in the last months of class; and, at the end, the researched variables were correlated, longitudinally and transversely. 168 people participated, being 80 children, from two to five years old, enrolled in different schools, public (1) and private (2), and their respective parents and / or family guardian (80) and teachers (8) linked to the classes from Maternal, Jardim I, and Jardim II, in Belém / PA. The research took place in the internal facilities of the schools selected for data collection, according to the convenience of the children, parents and / or family guardian and teachers. With the children, the Child Biopsychosocial Characterization Questionnaire - QCBC, the Denver II Development Screening Test - TTDDII was applied. While with the parents and / or family guardian, the Parental Involvement Questionnaire was applied in the Secondary School Version for Parents, in addition to the Brazil Economic Classification Criterion and the Family Development Index - IDF. Among teachers, the Teacher Involvement Questionnaire - Version for teachers was used. An instrument was also used to assess the quality of the school environment - the Child Education Environment Assessment Scale (ECERS- Revised). Data collection took place in the first and last months of the year 2016. A statistical analysis of the data was performed. The main results of the longitudinal study showed that there was progress in the DNPM over time, considering the first and last months of school. There was a statistically significant association between the DNPM domains in the first and last months of class and the variables surveyed, such as children's favorite games, parental involvement, teacher involvement and quality of the school environment, with the exception of the family socioeconomic level, assessed Brazil Economic Classification Criterion. As far as cross-sectional study is concerned, most children who were considered to have normal development studied in a public school. With regard to public and private schools, three DNPM domains showed a statistically significant association with the following variables: age, family socioeconomic level, parental involvement, teacher involvement and quality of the school environment. Regarding the correlational study, among the main results, in the first and last months of class, the strongest correlations to 1 (positive)involved the variables teacher involvement - going to the board meetings, was correlated with the statement to do activities that help in student learning; quality of the school environment - item 2 furniture for routine care, games and learning, had a greater number of strong correlations; and the family's socioeconomic level, assessed by the Family Development Index (IDF) - family income per capita higher than the extreme poverty line, had a correlation with family income per capita higher than the poverty line. The variable parental involvement also had strong correlations, in the first and last months, with regard to Talking to the child about what is going on at school. It was found that the greatest correlation for the variable Parental Involvement was 0.83 (positive), in the last few months - I have the habit of checking if my son did the homework, which was correlated with the statement I Convert with my son about what's going on at school. Correlations to -1 (negative) in the last months of class stand out, to the variable involvement of teachers - I have a habit of looking for information with the class director, it showed a correlation with I try to participate in solving school problems (eg giving ideas to solve problems of indiscipline and / or violence). It was possible to demonstrate that the neuropsychomotor development of children in the first year of school life can be influenced by the quality of the school environment, by the socioeconomic level of their family, by parental and teacher involvement, in some aspects, depending on personal, contextual variables, time, understanding this process as an ecological transition, insofar as it presupposes the insertion in an ecological environment with new activities, relationships and roles. As the research discussed the results obtained from the perspective of this concept, it offers theoretical and methodological contributions to the understanding of this important transition inscribed in childhood, but which has implications for the child's future life, making it necessary to think about ways of supporting the subjects involved in this developmental process.
Acesso aberto (Open Access)
Qualidade dos berçários e aspectos biopsicossociais e familiares no desenvolvimento neuropsicomotor de crianças em Belém
(Universidade Federal do Pará, 2017-03-10) LIMA, Samyra Said de; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
This dissertation aimed to investigate the association between the quality of municipal public nurseries and biopsychosocial and family aspects on children's neuropsychomotor development in Belém. There were carried out three cross-sectional and descriptive studies. The first study investigated the twelve municipal public nurseries quality in Belém through the Infant/Toddler Environment Rating Scale, Revised Edition (ITERS-R), identifying nurseries with higher and lower quality averages and the main differences between them. The second study set the neuropsychomotor development profile of 54 children that belonged to the four nursery classes with higher and lower quality averages, through the Denver II Development Screening Test (DDST II), where it was analyzed the biopsychosocial and familial associated aspects. Finally, the third study tried to relate quality aspects of the ecological environment the Child Education Units to the children's development. The first study results indicated quality averages by scale ITERS-R between nursery classes ranging from 2.62 (inadequated) to 4.42 (minimally adequated) and with quality average per class group of 3.68. The subscales with lower quality averages between the classes were Personal Care Routines and Space and Furniture and Activities, considered as inadequated and minimally adequated, respectively. The subscale with the higher means was Structure of the program, evaluated as good quality. Items that obtained the lowest quality scores among the classes were Provisions for personal needs of the team with an mean of 1, in addition to Furniture for routines care and plays and Health practices, both with means of 1.25 each. Items that obtained the highest quality scores among the groups were Interaction and cooperation between the team with mean of 5.83 and Team stability with mean of 6. The second study results indicated that 62.96% of the children were classified by DDST II with suspicion of developmental delay, especially in the Language domain. Birth weight, prenatal accomplishment, childbirth complications, child primary caregiver, place of the child's home and also Child Education Unit locations were variables presented a statistically significant relation to DDST II outcomes. The third study results showed that the mean of indicators of nursery quality by the ITERS-R scale, as well as several items from six of the seven subscales contained therein, there were significantly associated with DDST II scores, especially in fine motor area. The three studies results reinforced the influence of both biopsychosocial and family characteristics, as well as the ecological factors that characterize the quality of Nursery schools, in the child developmentprocess. For this reason, it is necessary to encourage the complementarity of the care and education offered by the family and the public nurseries in order to obtain more adequate neuropsychomotor development scores in the early childhood years and in the following years.
Acesso aberto (Open Access)
Relações de amizade de adolescentes em situação de acolhimento institucional: fatores de risco e de proteção
(Universidade Federal do Pará, 2016-01-29) COSTA, Amanda Cristina Ribeiro da; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Studies show that in addition to the family, the peer group constitutes an important development context for the adolescents, and friendship among its members an influential factor of risk and protection during this period of life. In this sense, this work aimed to investigate the risk and protective factors associated with the friendly relations and the perception of the quality of this type of relationship by adolecents in the context of institutional care. In the first study, quantitative and descriptive and exploratory, we sought to determine the risk and protective factors to which adolescents welcomed institutionally are exposed in the Região Metropolitana de Belém (RMB), besides identifying the presence or absence of friends in events of life that can be characterized as a situation or experimentation of risk or protection. The participants were 40 adolescents welcomed institutionally in five institutions of RMB, which this sample was selected by convenience. We used the Questionário Juventude Brasileira (QJB) for data collection. The results showed differences by sex, boys was associated with a statistically significant to the variables thus: 'have been expelled from school' (X² = 4.09; p = 0:04), institucional care (X² = 5.87; p = 0.01) and 'worked on the street' (X² = 8.67; p = 0.003). The female sex among adolescents surveyed was significantly associated with the variable to have suffered aggression by punching or beating (X² = 4.73; p = 0.02). Among the risk factors involving adolescent friendships with peers, was evidenced that male sex statistically significant association with the variables: 'you have friends who use drugs' (X² = 4.5; p = 0.03),' friends who use legal drugs' (X² = 3.74; p = 0.05) and 'friends who use illicit drugs' (X² = 6.34 and p = 0.01). In situations which represented protective factors and involved friends it was not found statistically significant association, although it is important to emphasize that adolescents revealed high expectations of having friends who give you support (72.5%). In the second study, with qualitative approach, we sought to know aspects relating to the quality of friendship from the perception of adolescents welcomed institutionally. It used semistructured interviews whose script was developed especially for this work. Attended by 20 adolescents chosen for convenience. To understand the perceptions of the participants about the friendship quality, the content of interview transcripts was organized in pre-established categories, 'help and guidance' and 'companionship' the most frequent with 18 mentions each, followed by 'conflict resolution '(05 mentions),' validation and caring '(02)' intimate exchange '(02) and 'conflict betrayal' (03). It was dentified that the friendship of adolescents received were highlighted in positive and protective characteristics in developmental terms. It appears that the adolescents in this study were exposed to various risk and protective factors in developmental contexts such as family, the institucional care and the peer group. In the latter, in particular, there was the paradoxical character can have friendship, representing both a risk factor as protection and development, for although this relationship expose your adolescence to risky behavior such as drug use, too It is shown as an important basis for social support of adolescents. This type of study may contribute with specific actions for the population studied and studies on human development and interpersonal relationships contexts marked by long stay in institutions.
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Rotina de crianças e adolescentes em instituições de acolhimento: uma abordagem bioecológica
(Universidade Federal do Pará, 2017-07-30) HEUMANN, Sabine; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Acesso aberto (Open Access)
Rotinas de moradores no contexto do pré e pós-remanejamento habitacional
(Universidade Federal do Pará, 2015-09-26) COSTA, Danielen rodrigues; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
The presence of structure and predictability in daily routines is seen as a key element of stability in the family microenvironment, which makes the investigation of particularly interesting involuntary relocation housing in that allow us to understand how this ecological system can be affected by changes in the housing context. In order to investigate possible relationships between daily routines and satisfaction levels in the post housing relocation period, this study conducted a field survey with residents of the municipality of Ananindeua-PA, metropolitan area, using two instruments for data collection: the Housing Adaptation Questionnaire (HAQ) and the Inventory routines (IR). The first study data showed that among the 34 participants, the positive assessments prevailed in the post-relocation (94.1%) and a statistically significant association between post-relocation assessment and the variables related to current home: family leadership (p = 0,001), income composition (p = 0,008), privacy in the house (p = 0,044), hydraulics (p = 0.048), neighborly relations (p = 0,001), claim to change (p = 0,006 ), use of time with their spouse (p = 0,042), with the children (p = 0,033) and in extra-familiar workplace (p = 0,050). The results of the second study showed that among the 34 participants, 29 consider that their routines were completely or partially changed because of housing relocation, the other three participants reported either stays as changes in your daily life and two did not notice such changes. The content of the changes noted by residents was organized into six broad categories of analysis: "characteristics of space and organization of activities", "relationships and family composition", "income and household budget", "network of relationships and social life" "no change in the routine" and "permanencies and changes in routines". Research in this direction can contribute to the study of human development in populations that are in transition from one to another context to another in that specific characteristics of investigating interactions of the person with their ecological environment that undergoes substantial processing. It is hoped that this study and others who carried out this type of research can effectively contribute to the understanding of interactional environments that have changed for various reasons, but in this case, the transition experienced by relocated residents of a housing context (home) and resettled 16 in another (flat), and who have had to adapt their daily routines to the changes they perceived in the constitution of this new ecological environment process.
Acesso aberto (Open Access)
Transição ecológica: crianças no início da vida escolar e as mudanças de ambiente, atividades, relações e papeis
(Universidade Federal do Pará, 2013-08-26) ALVÃO, Maureanna Cardoso; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
Throughout life the individual undergoes changes in its way of thinking, doing and feeling, usually resulting from transitions experienced in childhood and the changes that underlie the exchange of roles and changing ecological environment. In this sense, it is understood that the concept of ecological transition having been made in the scope of a theory of human development applies to studies like this intends to investigate the perception that children have their insertion and adaptation to school as an ecological context which differs from the family environment. This research aimed to study the process of ecological transition that involves the connection between family and school microsystems from the point of view of children and their caregivers, by investigating the changes of environment, activities, roles and relationships that mark the beginning of school life. The specific aims were to investigate how children experience and perceive the processes of ecological transition characterized by their inclusion and participation in daily life in two different microsystems, but related - family and school, to identify factors that facilitate and hinder the process of adjusting to school and that mark the experience of this form of ecological transition from the point of view of children and their families and teachers; describe ecological transition processes experienced by children in the first year of their school life, identifying possible similarities and differences in their perception on grounds of age. 53 people participated in the survey, with forty-six children enrolled in the Children's House School St Agnes (ECCSI), four parents and/or guardian and three teachers. Besides the family environment (here considered as the place of residence) and school (internal dependencies school, especially the kids bedrooms , the staff room and classrooms), children (especially in the study of multiple cases) were observed in their path way to school and on their return home. Parents were interviewed in the staff room, as well as the male child dorm. Have teachers were interviewed in classrooms Garden I, and the staff room. Among the main results, it was found that, every day, during the journeys of going to school and back to the house the children demonstrated both feelings of bem-estar/alegria (involving the mother and other family members in daily routines , relationships started in the environment school) as mal-estar/tristeza (complaints of pain and other symptoms of illness, violence). With regard to the factors that facilitate and hinder the process of adjusting to school that were organized around the four cores of the bioecological model was observed to be the most frequent categories: person (living comfortable and positive emotions, and bodily manifestations physiological) changes, and process (positive attitude toward school and learning). Comparing the three selected cases, it was noticed that each of the children lived in a particular way the adaptation process at the beginning of school life, it is important to note how much resisted changes resulting from their stay in a new environment and their activities, relationships and roles. This study may be useful to expand knowledge about this and other ecological transitions experienced in childhood, especially the adaptation of the child at the beginning of school life.
Acesso aberto (Open Access)
A visita familiar no contexto do acolhimento institucional de crianças
(Universidade Federal do Pará, 2015-08-31) SILVA, Tamires Santos Rufino e; CAVALCANTE, Lília Iêda Chaves; http://lattes.cnpq.br/4743726124254735
The family visit (VF) should be understood as an important means of bringing people together who, for various reasons, are far apart and / or had difficult relationship. This research aimed to investigate aspects that characterize the family visit in child care institutions in the metropolitan area of Belém. For this, three studies were performed, one quantitative and two qualitative with descriptive and exploratory approaches. The first study aimed to describe general caracteristics of family visit in host institutions in the metropolitan region of Belém. The second study investigated aspects of environmental organization and the preparation of the child before, during and after the visit, considering, therefore, the point of view of the technicians and educators in the surveyed institutions. The third study investigated the family visit as a proximal process, analyzing the interactions occurring among children who were in the child care institutions and the family that visited these infants. In the first study, as the research was done through documentary research, data collection was made exclusively from medical records provided by the institutions surveyed, using two research tools: a characterization form of children and a description of the institution questionnaire. In the second study, the collection data was carried out using semi-structured interviews to identify the perception of technicians and educators about the VF in a particular context. In the third study, data collection was carried out through semi-structured interviews with visitors and the observation of their interactions with the children at the time of visit. The results from the first study indicated that there was a significant statistically association between the condition of the child receive or not the visit with the following variables: the welcoming time (p = 0.034) and the destiny of the child after leaving the institution (p = 0.012). It was verified that there was a significant statistically association between the condition of the child receive or not mother's visit with the following variables: abandonment (p = 0.25) and sexual violence (p = 0.002) as well as with the visit of uncles who abandon (p = 0.001) and sexual violence (p = 0.000). In addition, the results indicate a significant statistically association between the variables to receive community’s visit with the abandonment as a motive of the caring for the child (p = 0.037). In the second study, the data suggest that in the government institution little or no attention has been given for the preparation of the child and for the environment at the moment of the family’s visit while in the non-governmental organization, it was observed a care and great attention to this form of face-to-face and social interaction among members of the same family or community, separated for whatever reason. In the third and last study, it was discussed why and how the visit can constitute an important proximal process in terms of bioecology of human development. Based on four case studies, aspects were analyzed searching to describe the proximal processes observed at different moments of the family visit. The results showed that in all cases there were effects of competence and dysfunction in the proximal relationship between the visitors and the ones who are visited. The studies helped to verify that the family visit (VF) can act as a means to guarantee the right to family and community life for children institutionally accepted, in that it contributes through the quality of interactions held at this time for the preservation of ties relatives. In this sense, it is considered that the family visit can promote the healthy development of the child even in a often hostile environment, such as host institutions.

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