AUTORREGULAÇÃO EMOCIONAL PARA ADOLESCENTES: PROPOSTA DE INTERVENÇÃO PSICOEDUCATIVA BASEADA NA TERAPIA COMPORTAMENTAL DIALÉTICA

• Autor(a) principal: Gandra, Cristiane Tedesco
• Data de Publicação: 2023
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)
• Texto Completo: http://repositorio.ufes.br/handle/10/16926
• topic: Psicologia; Palavra-chave; Terapia; Adolescentes; Autorregulação; Regulação Emocional; Comportamental Dialética; Psicoeducação.; subject.br-rjbn

Emotional self-regulation consists of mechanisms that individuals use to control their emotional reactions in order to achieve desired goals, and this ability depends on biological (such as temperament) and environmental (lifelong learning) factors. The capacity for emotional regulation begins to develop from childhood and is influenced by the quality of interaction with caregivers. In adolescence, this capacity is still under development, with the particularities of this stage of life, in which there are many stressors related to physical, cognitive, and social relationship changes. Thus, there are risk factors that can make healthy emotional self-regulation development dificult in adolescents and protective factors that can help in this process, such as teaching and training emotional regulation skills. In this context, Dialectical Behavioral Therapy (DBT), developed by the American psychologist Marsha Linehan, with DBT Skills Training, fulfills the role of teaching people such skills. This training, in addition to being effective for the adult population with various disorders, has also been studied with adolescents, based on the work of Rathus and Miller, who developed a specific Skills Training model for this population. Thus, this quantitative and qualitative study, with a quasi-experimental design, aimed to evaluate a proposed face-to-face psychoeducational intervention based on DBT for adolescents, composed by six meetings, in order to compare the level of satisfaction with life and emotional regulation before and after the intervention, and also to understand the opinion of adolescents about the impact of the intervention on their lives. The sample was composed by 30 low-class adolescent students, aged between 11 and 16 years, from two public schools in Serra/ES, most of them attending the 9th grade of Elementary School (83%). The meetings had five main themes, which were: mindfulness, dialectics, discomfort tolerance, emotional regulation, and interpersonal effectiveness. The instruments used were the Emotional Regulation Strategies Questionnaire for Children and Adolescents (ERQ-CA), the Global Life Satisfaction Scale for Adolescents (GLSSA), the Intervention Evaluation Questionnaire and a semi-structured interview. When comparing the results before and after the intervention, higher scores were identified in the emotional regulation indicators, with the positive construct of reappraisal increased and the negative construct of suppression decreased, that is, it is suggested that the intervention improved levels of emotional regulation of the participants. The data also showed an increase in the life general satisfaction scores, suggesting that the intervention generated significant changes in this aspect. The interviews showed in more detail how adolescents use the skills developed with the intervention, including sleeping better, being less impulsive, fighting less, listening to people more and expressing themselves more assertively. It is concluded that the intervention proposal fulfilled the objective of teaching self-regulation skills, and was positively evaluated by the participants, who learned more effective ways to deal with different situations in their daily lives.