Navegando por Assunto "Habilidades sociais"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Habilidades sociais e características pessoais em escolares de Belém
(2015-12) SILVA, Thaciana Araujo da; CAVALCANTE, Lília Iêda Chaves
This study linked the emission frequency of socially skilled reaction, unskilled passive reaction and unskilled active reaction to the child's variables (gender, age, medical conditions). Participated 57 boys and 52 girls between six and 12 years old. The Child Characterization Questionnaire (QCC) collected data on sex, age and clinical conditions and the Social Skills of Children Multimedia Inventory (IMHSC-Del Prette) evaluated social skills answered by caregivers and students, respectively. It is used the Mann-Whitney U test, Pearson's correlation coefficient and the t test were used for data analysis. The results indicated: (a) significant differences in the adequacy of skilled and unskilled reactions (p < .001); (b) increase in social skills repertoire as the years advance (p< .001); (c) higher frequency of social skills in girls than in boys (p = .040).There were no significant associations between social skills and clinical conditions (p = .539). The study observed that gender and age may interfere with the presence and performance of socially skilled repertoire. Other evaluation techniques may be suggested to complement the investigated data and allow for future interventions to similar samples.
Acesso aberto (Open Access)
Habilidades sociais e habilidades de liderança: reflexões sobre os cursos tecnológicos superiores privados na Amazônia
(Universidade Federal do Pará, 2018) SARDINHA, Ana Paula de Andrade; OLIVEIRA, Rosinele da Silva de
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)
Habilidades sociais em portadores de anomalia da diferenciação sexual
(Universidade Federal do Pará, 2010-05-25) SARDINHA, Ana Paula de Andrade; FERREIRA, Eleonora Arnaud Pereira; http://lattes.cnpq.br/6600933695027723
The term Social Skills (SS) is used to describe a set of behavioral repertoires that involve social interactions satisfactory. Most published studies on this topic include the participation of children and adolescents by addressing situations in the school environment. Few studies have focused on the health area, and, so far, it has not been found surveys on SS conducted with individuals with the Anomaly of Sex Differentiation (ASD). This anomaly is characterized by malformations in the genitals and/or dysfunction of the gonads, causing secondary sexual characteristics which do not correspond to the sex of rearing. Clinical studies with individuals with ASD have highlighted the occurrence of deficits in social skills in these individuals, characterized by the escape-avoidance of aversive social situations. In this study, we sought to characterize the behavioral repertoire corresponding to SS in individuals with ASD treated at an outpatient clinic of a specialized program developed in a public hospital in Belém, through two complementary studies. At first, we performed a cross-sectional study, with the aim of characterizing the behaviors corresponding to SS in individuals with ASD. The participants were 9 adults in treatment for more than six months. Were used: Interview Script, Protocol for review of medical records and Social Skills Inventory - SSI. The results suggest that the participants have social skills deficits in all the factors of the SSI to a lesser or greater degree, so that could benefit from a social skills training as part of the treatment because it is a technique that aims at overcoming and/or reducing the deficits produced by them. In the second part, a study with a single subject design was performed seeking for evaluating the effects of using self-monitoring training in the installation of behaviors corresponding to SS. Attended an adult woman diagnosed with ASD selected among those who participated in Study 1. The intervention procedure was conducted through weekly interviews, according to the following steps: (1) Agreement: signing the consent form and scheduling an appointment, (2) Evaluation: Baseline survey of behaviors corresponding to SS, preparation of the hierarchy of behaviors that indicate a deficit, under the analysis rules of the SSI, and training in self-monitoring record, (3) Intervention: reading a text on social skills, presentation of the list of basic human rights, application of the adapted Goldiamond’s Constructional Questionnaire, and training in self-monitoring record, (4) Re-evaluation of the SS: reapplication of the SSI; (5) Follow-up: assessing the maintenance of the gains to the study, and (6) Closing: return interview in order to explain the results of the study to the participant. The results suggest that the intervention promoted the development of SS in the participant, given the interpretation of the participant’s evolution presented in accordance with the variation of Z score and the graphical representation of reliable change and clinical significance.