Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2942 |
Resumo: | The interest of studding aggressive behaviors in preschoolers was justified because of the evidences related to these children s tendency to follow through disruptive behaviors pathways, marked by academic problems, grade retention and school drop-out, approach with antisocial peers and improvement of antisocial behaviors. One known protective factor that seems to minimize these risk factors and tend to reduce aggressive behaviors is the development of positive relationships between teacher and child. This research intend to study 11 preschoolers, with 7 years old, that had been pointed, when they were 5 years, as presenting aggressive behaviors in high frequency and intensity. The objectives were 1) to characterize this group in aggressive behaviors, other behavior problems, academic skills and school adjustment; 2) to verify the stability of these behaviors along two years; 3) Identify possible risk factors in which these children are exposed; and 4) evaluate if the relationship between teachers and students contains protective elements. The instruments used with teachers were: Teacher's Report Form TRF, which evaluate externalizing and internalizing problems; the Academic Skills and School Adjustment Interview, and the Teacher's Relationship Interview. The mothers answered the Adverse Events Scale as well as an interview about educative practices. Results indicate that 63.6% of the children remain aggressiveness indications according to current teachers, and the other children also have problems as hyperactivity, insecurity, and low self-esteem. TRF indicates the presence of problems in all of the studied children. Ten of eleven cases (90.9%) present externalizing problems, two (18.1%) internalizing problems, and nine of them (81.8%) indications for total problems. In the individual scales of TRF, five children received clinical indication for aggressive behaviors. The academic skills of 54.5% of the children were considered satisfactory, while school adjustment were instable in all of the cases. It is verified that all children are exposed to many risk factors, in special those related to financial problems and family context, through educational practices used. The results of teacher-child relationships pointed that two teachers (18.1%) were considerate able to represent protective factor to their students. Both present high sense of discipline, represent secure base for their students, have empathy, are able to talk about negative events related to the student or to the relationship, feel effective in teaching and also feel capable to reach and to modify student's behaviors as well as demonstrate positive feelings in relation to them. Four teachers (36.3%) showed less presence of these characteristics, and other five (45.4%) seems not to be able to represent protective factors to theirs students. All of these children are exposed to risk factors, and the majority of them do not seem to have protective factors enough to minimize the risk effects in their lives. Possible aggressive pathways to be followed by these children are discussed. The prevention and reduction of aggressive behaviors in preschoolers seems to be the most appropriate alternative to interrupt the evolution of early conduct problems. It is emphasized the needed to develop special competences in teachers, making them able to manage with aggressive behaviors or other behaviors problems, becoming protective factors to those children. |
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Picado, Juliana da RochaRose, Tânia Maria Santana dehttp://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4783679P5http://buscatextual.cnpq.br/buscatextual/index.jsp8003301f-b96b-4b5d-97a6-838500918c482016-06-02T19:45:54Z2007-08-092016-06-02T19:45:54Z2006-02-21PICADO, Juliana da Rocha. Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.. 2006. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006.https://repositorio.ufscar.br/handle/ufscar/2942The interest of studding aggressive behaviors in preschoolers was justified because of the evidences related to these children s tendency to follow through disruptive behaviors pathways, marked by academic problems, grade retention and school drop-out, approach with antisocial peers and improvement of antisocial behaviors. One known protective factor that seems to minimize these risk factors and tend to reduce aggressive behaviors is the development of positive relationships between teacher and child. This research intend to study 11 preschoolers, with 7 years old, that had been pointed, when they were 5 years, as presenting aggressive behaviors in high frequency and intensity. The objectives were 1) to characterize this group in aggressive behaviors, other behavior problems, academic skills and school adjustment; 2) to verify the stability of these behaviors along two years; 3) Identify possible risk factors in which these children are exposed; and 4) evaluate if the relationship between teachers and students contains protective elements. The instruments used with teachers were: Teacher's Report Form TRF, which evaluate externalizing and internalizing problems; the Academic Skills and School Adjustment Interview, and the Teacher's Relationship Interview. The mothers answered the Adverse Events Scale as well as an interview about educative practices. Results indicate that 63.6% of the children remain aggressiveness indications according to current teachers, and the other children also have problems as hyperactivity, insecurity, and low self-esteem. TRF indicates the presence of problems in all of the studied children. Ten of eleven cases (90.9%) present externalizing problems, two (18.1%) internalizing problems, and nine of them (81.8%) indications for total problems. In the individual scales of TRF, five children received clinical indication for aggressive behaviors. The academic skills of 54.5% of the children were considered satisfactory, while school adjustment were instable in all of the cases. It is verified that all children are exposed to many risk factors, in special those related to financial problems and family context, through educational practices used. The results of teacher-child relationships pointed that two teachers (18.1%) were considerate able to represent protective factor to their students. Both present high sense of discipline, represent secure base for their students, have empathy, are able to talk about negative events related to the student or to the relationship, feel effective in teaching and also feel capable to reach and to modify student's behaviors as well as demonstrate positive feelings in relation to them. Four teachers (36.3%) showed less presence of these characteristics, and other five (45.4%) seems not to be able to represent protective factors to theirs students. All of these children are exposed to risk factors, and the majority of them do not seem to have protective factors enough to minimize the risk effects in their lives. Possible aggressive pathways to be followed by these children are discussed. The prevention and reduction of aggressive behaviors in preschoolers seems to be the most appropriate alternative to interrupt the evolution of early conduct problems. It is emphasized the needed to develop special competences in teachers, making them able to manage with aggressive behaviors or other behaviors problems, becoming protective factors to those children.O interesse pela avaliação de pré-escolares que apresentam comportamentos agressivos apóia-se nas evidencias de que é alta a probabilidade destas crianças envolverem-se em uma escalada de comportamentos desviantes, marcada pelo fracasso acadêmico, retenção e evasão escolar, encontro com pares semelhantes e aumento progressivo de tais comportamentos. Um dos fatores protetivos que tende a minimizar estes fatores de risco e favorecer a redução destes comportamentos, remete ao estabelecimento de relações positivas entre crianças e seus professores. Esta pesquisa consistiu em um acompanhamento de 11 pré-escolares, com idade média de 7 anos, que haviam sido indicados aos 5 anos como apresentando comportamentos agressivos de alta freqüência e intensidade. Os objetivos foram 1) Caracterizar este grupo, em termos de comportamentos agressivos, demais problemas comportamentais, desempenho acadêmicos e adaptação escolar; 2) Verificar a estabilidade destes comportamentos ao longo de dois anos; 3) Identificar os possíveis fatores de risco aos quais estas crianças estão expostas; e 4) Avaliar se a relação entre os professores e alunos contém elementos protetivos. Os instrumentos utilizados com professoras foram: Teacher´s Report Form TRF, que consiste em uma avaliação de comportamentos externalizantes e internalizantes; a Entrevista sobre Desempenho Acadêmico e Adaptação Escolar e Entrevista sobre a Qualidade da Relação Professor-Aluno. As mães responderam a uma entrevista e a Escala de Eventos Adversos. Os resultados indicam que 63.6% das crianças permanecem com indicações de agressividade segundo professoras atuais, sendo que as demais crianças apresentam problemas como hiperatividade, insegurança, baixa auto-estima. O TRF indica a presença de problemas de comportamento em todas as crianças estudadas. Dez dos 11 casos (90.9%) apresentam problemas externalizantes, dois (18.1%) internalizantes, e nove deles (81.8%) indicações para problemas totais. Nas escalas individuais do TRF, cinco crianças receberam a indicação clínica para comportamentos agressivos. O desempenho acadêmico de 54.5% das crianças foi considerado satisfatório, enquanto a adaptação escolar apresenta-se dificultada em todos os casos. Verifica-se uma forte incidência de fatores de risco na vida das crianças relacionadas a instabilidades financeiras e ao contexto familiar, em especial nas práticas educativas utilizadas, marcadas por conflitos e hostilidade. Os resultados sobre relação professor-aluno apontam que duas professoras (18.1%) apresentam em alto grau os elementos positivos avaliados, e em baixo grau os elementos negativos e que, portanto, são aptas a exercer função protetiva. Ambas apresentam alto senso de disciplina, representam base segura para seus alunos, possuem altos índices de empatia para com eles, conseguem falar sobre sentimentos e eventos negativos relacionados ao aluno ou à relação, dentre outras características avaliadas. Quatro professoras (36.3%) apresentam presença menos visível destas características. As outras cinco (45.4%) evidenciam características negativas em alto grau e poucas daquelas consideradas positivas. Conclui-se que todas as crianças estão expostas a uma série de fatores de risco, e que a maioria delas não apresenta rede protetiva suficiente para minimizar tais efeitos. Discute-se a possível trajetória a ser seguida por elas. Enfatiza-se que a prevenção e redução de comportamentos agressivos em pré-escolares têm se mostrado a alternativa mais adequada para interromper a evolução de problemas de conduta precoce. Ressaltase a necessidade da capacitação à professores para que se tornem mais aptos a lidar com estas crianças, sendo elas agressivas ou com demais problemas, viabilizando o exercício de fator de proteção frente a realidade destas.Financiadora de Estudos e Projetosapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação Especial - PPGEEsUFSCarBRAgressividade infantilFatores de risco e proteçãoPré-escolaresProfessores e alunosEstudo de acompanhamentoCIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIALFatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1c040ab94-c680-4a4b-8f26-10a486b29a1cinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissJRP.pdfapplication/pdf2203164https://repositorio.ufscar.br/bitstream/ufscar/2942/1/DissJRP.pdfc0f8003dc79ca1462e52366469669f67MD51THUMBNAILDissJRP.pdf.jpgDissJRP.pdf.jpgIM Thumbnailimage/jpeg6673https://repositorio.ufscar.br/bitstream/ufscar/2942/2/DissJRP.pdf.jpg30a22e47ce375562d995dc0c0a2737aaMD52ufscar/29422023-09-18 18:30:53.464oai:repositorio.ufscar.br:ufscar/2942Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:30:53Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
title |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
spellingShingle |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. Picado, Juliana da Rocha Agressividade infantil Fatores de risco e proteção Pré-escolares Professores e alunos Estudo de acompanhamento CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
title_short |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
title_full |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
title_fullStr |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
title_full_unstemmed |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
title_sort |
Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos. |
author |
Picado, Juliana da Rocha |
author_facet |
Picado, Juliana da Rocha |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/index.jsp |
dc.contributor.author.fl_str_mv |
Picado, Juliana da Rocha |
dc.contributor.advisor1.fl_str_mv |
Rose, Tânia Maria Santana de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://genos.cnpq.br:12010/dwlattes/owa/prc_imp_cv_int?f_cod=K4783679P5 |
dc.contributor.authorID.fl_str_mv |
8003301f-b96b-4b5d-97a6-838500918c48 |
contributor_str_mv |
Rose, Tânia Maria Santana de |
dc.subject.por.fl_str_mv |
Agressividade infantil Fatores de risco e proteção Pré-escolares Professores e alunos Estudo de acompanhamento |
topic |
Agressividade infantil Fatores de risco e proteção Pré-escolares Professores e alunos Estudo de acompanhamento CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO ESPECIAL |
description |
The interest of studding aggressive behaviors in preschoolers was justified because of the evidences related to these children s tendency to follow through disruptive behaviors pathways, marked by academic problems, grade retention and school drop-out, approach with antisocial peers and improvement of antisocial behaviors. One known protective factor that seems to minimize these risk factors and tend to reduce aggressive behaviors is the development of positive relationships between teacher and child. This research intend to study 11 preschoolers, with 7 years old, that had been pointed, when they were 5 years, as presenting aggressive behaviors in high frequency and intensity. The objectives were 1) to characterize this group in aggressive behaviors, other behavior problems, academic skills and school adjustment; 2) to verify the stability of these behaviors along two years; 3) Identify possible risk factors in which these children are exposed; and 4) evaluate if the relationship between teachers and students contains protective elements. The instruments used with teachers were: Teacher's Report Form TRF, which evaluate externalizing and internalizing problems; the Academic Skills and School Adjustment Interview, and the Teacher's Relationship Interview. The mothers answered the Adverse Events Scale as well as an interview about educative practices. Results indicate that 63.6% of the children remain aggressiveness indications according to current teachers, and the other children also have problems as hyperactivity, insecurity, and low self-esteem. TRF indicates the presence of problems in all of the studied children. Ten of eleven cases (90.9%) present externalizing problems, two (18.1%) internalizing problems, and nine of them (81.8%) indications for total problems. In the individual scales of TRF, five children received clinical indication for aggressive behaviors. The academic skills of 54.5% of the children were considered satisfactory, while school adjustment were instable in all of the cases. It is verified that all children are exposed to many risk factors, in special those related to financial problems and family context, through educational practices used. The results of teacher-child relationships pointed that two teachers (18.1%) were considerate able to represent protective factor to their students. Both present high sense of discipline, represent secure base for their students, have empathy, are able to talk about negative events related to the student or to the relationship, feel effective in teaching and also feel capable to reach and to modify student's behaviors as well as demonstrate positive feelings in relation to them. Four teachers (36.3%) showed less presence of these characteristics, and other five (45.4%) seems not to be able to represent protective factors to theirs students. All of these children are exposed to risk factors, and the majority of them do not seem to have protective factors enough to minimize the risk effects in their lives. Possible aggressive pathways to be followed by these children are discussed. The prevention and reduction of aggressive behaviors in preschoolers seems to be the most appropriate alternative to interrupt the evolution of early conduct problems. It is emphasized the needed to develop special competences in teachers, making them able to manage with aggressive behaviors or other behaviors problems, becoming protective factors to those children. |
publishDate |
2006 |
dc.date.issued.fl_str_mv |
2006-02-21 |
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2007-08-09 2016-06-02T19:45:54Z |
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2016-06-02T19:45:54Z |
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PICADO, Juliana da Rocha. Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.. 2006. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006. |
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https://repositorio.ufscar.br/handle/ufscar/2942 |
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PICADO, Juliana da Rocha. Fatores de risco e de proteção: um estudo de acompanhamento em pré-escolares com comportamentos agressivos.. 2006. 163 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2006. |
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