Programa ACT para educar crianças em ambientes seguros na versão remota: adaptação, viabilidade e avaliação

• Autor(a) principal: Faraj, Suane Pastoriza
• Data de Publicação: 2021
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/001300000vc89
• Texto Completo: http://repositorio.ufsm.br/handle/1/23648
• topic: Violência contra a criança; Intervenção; Programa ACT; Prevenção da violência; Avaliação de programa; Violence against children; Intervention; ACT program; Violence prevention; Program evaluation; Violencia contra el niño; Intervención; Prevención de la violência; Programa de evaluación; CNPQ::CIENCIAS HUMANAS::PSICOLOGIA

This thesis aimed to adapt, implement, and evaluate the feasibility and effects of the remote version of the ACT Raising Safe Kids Program nationwide. To answer this objective, four studies have been conducted by using different methodological outlines. In the first study, the process of adapting the ACT Program to a remote model was carried out. There were four stages: (1) elaboration of the script with the adjustments; (2) evaluation of the proposal by six expert judges; (3) modifications; and (4) integration of the results. The adaptations were considered adequate, with adaptations of activities being carried out through digital platforms. In the remote version of the ACT Program, it is possible to include parents/caregivers from different places in Brazil, expanding the prevention of violence against children. The second study, with a qualitative approach, aimed to understand the expectations of mothers/caregivers about participation in the ACT Program in its remote model. It also aimed to identify the participants’ perception of raising a child in a safe environment. Semi-structured interviews were carried out with 12 mothers/caregivers. The results indicated different expectations regarding the participation in the ACT Program: acquiring new knowledge, improving parenting skills, exchanging experiences, receiving support during the COVID-19 pandemic, and enabling the child a healthy development. For the mothers/caregivers, educating the child in a safe environment was related to promoting education, health, leisure, care, affection, and violence protection. It is important to offer parenting programs, especially in adverse times. The third study analyzed the availability of the remote version of the ACT Program, based on the following criteria: demand, acceptability, adherence, facilitator evaluation, understanding of the content, satisfaction with the program, and satisfaction with the facilitator, as effects of the program from pre-test to post-test. Eleven mothers/caregivers of children participated in this study. The instruments used were: field diary, evaluation questionnaires from the ACT Program and observers’ evaluation form. The results showed high demand and adherence of the participants, satisfaction with the program, satisfaction with the facilitator as well as increased averages from pre-test to post-test in the four dimensions: parenting styles, means of communication, child development and parental behavior. The fourth study, with a mixed method, analyzed the experience, learning and impact of the intervention in a group of mothers and caregivers in three domains: emotion regulation, communication, and positive discipline. Data were collected from the ACT Program questionnaires (pre and post-test), semi-structured interviews, field diary and follow-up focus group. The results indicated a satisfactory experience of the participants regarding intervention, learning about the topics addressed, and a positive impact on the group through improvement in the three domains, with significant improvement in emotional and behavioral regulation. The conclusion of the four studies allowed the objective of the thesis to be achieved, through a wider approach to the phenomenon, which permitted the collection of theoretical arguments and empirical evidence to advocate that the application of the ACT Program in its remote model is viable and presents both significant learning and impacts in groups of mothers/caregivers of children, thus fostering the promotion of positive educational practices and the prevention of violence against children.