cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.7102151
title: Prevention of Risk Factors in Adolescents: Intervention for Parents and Mothers

description: Abstract Adolescents experience various changes, which can sometimes put them at risk. The objective was to know the risk factors to which high school adolescents are exposed in Mérida, Yucatán, to later analyze those risks and propose prevention actions in an intervention addressed to their parents. The methodology was based on participatory action research, in three phases. In the first, the social diagnosis, 191 second grade students and 2 female teachers participated. In the second and third, intervention and evaluation, 30 mothers and 6 fathers participated. The techniques were survey, interview, discussion group and participatory techniques. The main risk factors identified are bullying, family violence and alcoholism. Parents express a genuine interest in informing themselves and taking preventive measures. The importance of the social and family context to favor or limit these risk factors in adolescence is discussed.
DOI: 10.6084/m9.figshare.7102151.v1
title: Prevention of Risk Factors in Adolescents: Intervention for Parents and Mothers

description: Abstract Adolescents experience various changes, which can sometimes put them at risk. The objective was to know the risk factors to which high school adolescents are exposed in Mérida, Yucatán, to later analyze those risks and propose prevention actions in an intervention addressed to their parents. The methodology was based on participatory action research, in three phases. In the first, the social diagnosis, 191 second grade students and 2 female teachers participated. In the second and third, intervention and evaluation, 30 mothers and 6 fathers participated. The techniques were survey, interview, discussion group and participatory techniques. The main risk factors identified are bullying, family violence and alcoholism. Parents express a genuine interest in informing themselves and taking preventive measures. The importance of the social and family context to favor or limit these risk factors in adolescence is discussed.
DOI: 10.6084/m9.figshare.20006293
title: The psychological evaluation of voluntary activity from Historical-Cultural Psychology: the instruments developed in Mexico

description: Abstract One of the complaints that comes to the school and educational psychologist is about children with issues on controlling their own behavior. For this reason, the professional is charged with performing a psychological assessment to diagnose difficulties, but many of these evaluations carry out a diagnostic in a way that labels the child without, therefore, contributing to its development. Considering that the theoretical-methodological apparatus of historical-cultural psychology allows the understanding of human development as a social order, we discuss how to evaluate children based on this theory. Thus, this article, which is part of a Master thesis, it presents a voluntary activity evaluation instrument developed by the Maestría en Diagnóstico y Rehabilitación Neuropsicológica (Benemérita Universidad Autónoma de Puebla - Puebla, México) from the neuropsychology and historical-cultural psychology. It is expected that the research will contribute to instrumentalize school and educational psychologists to face the increasing diagnostic labels and to support future researches.
DOI: 10.6084/m9.figshare.20006293.v1
title: The psychological evaluation of voluntary activity from Historical-Cultural Psychology: the instruments developed in Mexico

description: Abstract One of the complaints that comes to the school and educational psychologist is about children with issues on controlling their own behavior. For this reason, the professional is charged with performing a psychological assessment to diagnose difficulties, but many of these evaluations carry out a diagnostic in a way that labels the child without, therefore, contributing to its development. Considering that the theoretical-methodological apparatus of historical-cultural psychology allows the understanding of human development as a social order, we discuss how to evaluate children based on this theory. Thus, this article, which is part of a Master thesis, it presents a voluntary activity evaluation instrument developed by the Maestría en Diagnóstico y Rehabilitación Neuropsicológica (Benemérita Universidad Autónoma de Puebla - Puebla, México) from the neuropsychology and historical-cultural psychology. It is expected that the research will contribute to instrumentalize school and educational psychologists to face the increasing diagnostic labels and to support future researches.
DOI: 10.6084/m9.figshare.20006295
title: Relations between Reading Comprehension and Metalinguistic Abilities Psychological

description: Abstract We consider that reading comprehension is a fundamental skill in the school context, this study aims to examine the relations between it and the metallinguistic abilities - morphological awareness and metatextual awareness. Secondly, it was intended to explore possible differences of the constructs in the variables gender and school year. A total of 71 students from elementary school I (2nd to 5th grade) from a municipal school located in the interior of São Paulo participated in the study. The instruments used were two texts by Cloze, the Morphological Consciousness Tasks and the Metatextual Consciousness Assessment Questionnaire. The results pointed to the identification of positive correlations, of moderate to strong magnitude between the constructs and the presentation of higher averages in the abilities evaluated through the advancement of the school years. We suggest the continuity of studies aimed at the investigation of reading comprehension and metalinguistic skills, extending to the semantic and syntactic consciousness.
DOI: 10.6084/m9.figshare.20006295.v1
title: Relations between Reading Comprehension and Metalinguistic Abilities Psychological

description: Abstract We consider that reading comprehension is a fundamental skill in the school context, this study aims to examine the relations between it and the metallinguistic abilities - morphological awareness and metatextual awareness. Secondly, it was intended to explore possible differences of the constructs in the variables gender and school year. A total of 71 students from elementary school I (2nd to 5th grade) from a municipal school located in the interior of São Paulo participated in the study. The instruments used were two texts by Cloze, the Morphological Consciousness Tasks and the Metatextual Consciousness Assessment Questionnaire. The results pointed to the identification of positive correlations, of moderate to strong magnitude between the constructs and the presentation of higher averages in the abilities evaluated through the advancement of the school years. We suggest the continuity of studies aimed at the investigation of reading comprehension and metalinguistic skills, extending to the semantic and syntactic consciousness.
DOI: 10.6084/m9.figshare.7101407
title: 'Exclude', 'Cursing', 'Crash': meanings of violence at school according to students from Paraíba

description: Abstract We present results of the research 'Social representations of violence in the school' that analyzed the repercussions of the phenomenon in the interactions of the school reality. The school was the locus of the study because it is a space of diversity, plurality and dailylife, it also becomes a place of expressions of conflicts and encounters. The participants were 203 students from the 6th to 9th grade of elementary education in municipal public schools in Paraíba. The plural-methodological approach occurred in two successive and interrelated stages: the structural comprehension of representations with the Free Association of Words (TAL) technique; and there turn of the first analyzes and deepening the understanding of the results in focus groups. In the TAL analysis, we use the EVOC Software, and in the speeches, content thematic analysis. The students objected to violence in physical aspects such as beating, cursing and anchoring the symbolic senses in social and affective aspects, expressive of prejudices and discrimination in relation to differences.
DOI: 10.6084/m9.figshare.7101407.v1
title: 'Exclude', 'Cursing', 'Crash': meanings of violence at school according to students from Paraíba

description: Abstract We present results of the research 'Social representations of violence in the school' that analyzed the repercussions of the phenomenon in the interactions of the school reality. The school was the locus of the study because it is a space of diversity, plurality and dailylife, it also becomes a place of expressions of conflicts and encounters. The participants were 203 students from the 6th to 9th grade of elementary education in municipal public schools in Paraíba. The plural-methodological approach occurred in two successive and interrelated stages: the structural comprehension of representations with the Free Association of Words (TAL) technique; and there turn of the first analyzes and deepening the understanding of the results in focus groups. In the TAL analysis, we use the EVOC Software, and in the speeches, content thematic analysis. The students objected to violence in physical aspects such as beating, cursing and anchoring the symbolic senses in social and affective aspects, expressive of prejudices and discrimination in relation to differences.
DOI: 10.6084/m9.figshare.7103084
title: The metatextual skills: an intervention in the written production of narrative texts

description: Abstract The metatextual skills are an aspect of metacognition, referring to knowledge and control over the structural organization of different textual types. The objective of this study was to verify the effectiveness of intervention sessions aiming at the development of metatextual abilities, on the written production of stories and the explicit knowledge of the narrative structure of students of elementary school. The participants were 97 students from the 4th and 5th grade of a public school, which were divided into experimental and control groups. The instruments that have used were the production of texts about free theme and a questionnaire on the knowledge of narrative structure, applied before and after the intervention. The results indicated a significant favorable effect on the intervention concerning the knowledge of the narrative structure, but this improvement was reflected only partially in the written productions. The difference between the knowledge and control processes involved in the concept of metacognition is discussed.
DOI: 10.6084/m9.figshare.7103084.v1
title: The metatextual skills: an intervention in the written production of narrative texts

description: Abstract The metatextual skills are an aspect of metacognition, referring to knowledge and control over the structural organization of different textual types. The objective of this study was to verify the effectiveness of intervention sessions aiming at the development of metatextual abilities, on the written production of stories and the explicit knowledge of the narrative structure of students of elementary school. The participants were 97 students from the 4th and 5th grade of a public school, which were divided into experimental and control groups. The instruments that have used were the production of texts about free theme and a questionnaire on the knowledge of narrative structure, applied before and after the intervention. The results indicated a significant favorable effect on the intervention concerning the knowledge of the narrative structure, but this improvement was reflected only partially in the written productions. The difference between the knowledge and control processes involved in the concept of metacognition is discussed.
DOI: 10.6084/m9.figshare.7103087
title: Stress, anxiety and quality of life in teachers: effects of progressive relaxation

description: Abstract Studies indicate the presence of symptoms of stress, anxiety and low quality of life linked to teaching in public education; however, few are of an interventional nature. The objective of this research was to investigate the effects of Jacobson's Progressive Relaxation on the stress, anxiety, and quality of life (QOL) measures of public school teachers. The sample consisted of 105 teachers from state public schools, divided into three groups: intervention, lecture, and passage of time. Pre- and post-test comparison has used with ISSL, EVENT, WHOQOL, BAI instruments. In the experimental group, a significant reduction (p = 0.004) has observed in the post-test for stress, and changes in the perception of work stress, anxiety and QoL, without statistical significance, however, indicating a tendency to improve symptoms. It was found that this relaxation was favorable to teachers. Other investigations of an interventional nature with teachers has suggested, making possible the amplification of the behavioral repertoire of healthy responses to aversive environmental stimuli.
DOI: 10.6084/m9.figshare.7103087.v1
title: Stress, anxiety and quality of life in teachers: effects of progressive relaxation

description: Abstract Studies indicate the presence of symptoms of stress, anxiety and low quality of life linked to teaching in public education; however, few are of an interventional nature. The objective of this research was to investigate the effects of Jacobson's Progressive Relaxation on the stress, anxiety, and quality of life (QOL) measures of public school teachers. The sample consisted of 105 teachers from state public schools, divided into three groups: intervention, lecture, and passage of time. Pre- and post-test comparison has used with ISSL, EVENT, WHOQOL, BAI instruments. In the experimental group, a significant reduction (p = 0.004) has observed in the post-test for stress, and changes in the perception of work stress, anxiety and QoL, without statistical significance, however, indicating a tendency to improve symptoms. It was found that this relaxation was favorable to teachers. Other investigations of an interventional nature with teachers has suggested, making possible the amplification of the behavioral repertoire of healthy responses to aversive environmental stimuli.
DOI: 10.6084/m9.figshare.20006301
title: Mindfulness in the school context: Benefits and possibilities of integration

description: Abstract The objective of this study is to investigate the practice of mindfulness in a school context through the analysis of published works on the subject. The development of abilities in mindfulness meets the initiatives that aim to work in the school the socio-emotional capacities. The practice of mindfulness hás already been correlated with the feeling of happiness as well as the mental ramification, its opposite, correlated to higher levels of personal dissatisfaction. The methodology adopted for this article was the exploratory research with data collection through bibliographical research and from this survey Five distinct intervention programs were identified and the same were described and analyzed in this work. It concluded that the interventions studied are quite diverse in their structure and thematic of the meetings, but all show some effectiveness. Comparing the interventions with each other to identify the most effective ones has become difficult because they measure different constructs using various measuring instruments.
DOI: 10.6084/m9.figshare.20006301.v1
title: Mindfulness in the school context: Benefits and possibilities of integration

description: Abstract The objective of this study is to investigate the practice of mindfulness in a school context through the analysis of published works on the subject. The development of abilities in mindfulness meets the initiatives that aim to work in the school the socio-emotional capacities. The practice of mindfulness hás already been correlated with the feeling of happiness as well as the mental ramification, its opposite, correlated to higher levels of personal dissatisfaction. The methodology adopted for this article was the exploratory research with data collection through bibliographical research and from this survey Five distinct intervention programs were identified and the same were described and analyzed in this work. It concluded that the interventions studied are quite diverse in their structure and thematic of the meetings, but all show some effectiveness. Comparing the interventions with each other to identify the most effective ones has become difficult because they measure different constructs using various measuring instruments.
DOI: 10.6084/m9.figshare.7101188
title: Factors that interfere with the process of inclusion of infants with physical disability in the nursery

description: Abstract This study aimed to investigate the factors that interfere in the process of inclusion of infants with physical disabilities in the nursery, from the educators' perspective. Eleven educators from two public daycare centers that had children with physical disabilities included in the nursery participated. The qualitative analysis of the educators' reports pointed to several factors that interfere in the inclusion, attributed to the educators, the disabled baby, and his colleagues, the daycare center, the municipality and other professionals. No aspect was pointed out regarding the family of infants with disabilities, which refers to the difficulty of educators in perceiving families as agents of inclusion. It should be noted that even after more than 20 years of the main declarations and laws that represent education policies in an inclusive perspective, inclusion still occurs in an incipient way, without prioritizing investments in education. This points to the need for research and interventions in the area.
DOI: 10.6084/m9.figshare.7101188.v1
title: Factors that interfere with the process of inclusion of infants with physical disability in the nursery

description: Abstract This study aimed to investigate the factors that interfere in the process of inclusion of infants with physical disabilities in the nursery, from the educators' perspective. Eleven educators from two public daycare centers that had children with physical disabilities included in the nursery participated. The qualitative analysis of the educators' reports pointed to several factors that interfere in the inclusion, attributed to the educators, the disabled baby, and his colleagues, the daycare center, the municipality and other professionals. No aspect was pointed out regarding the family of infants with disabilities, which refers to the difficulty of educators in perceiving families as agents of inclusion. It should be noted that even after more than 20 years of the main declarations and laws that represent education policies in an inclusive perspective, inclusion still occurs in an incipient way, without prioritizing investments in education. This points to the need for research and interventions in the area.
DOI: 10.6084/m9.figshare.7451936
title: Language, Cognition and Early Childhood Education: Contributions of Cognitive Psychology and Neuroscience

description: Abstract The Early Childhood professionals often recommend that educators adopt practices that favor the development of oral language in curricula, but the same does not occur with written language, which although it is also present in children's daily lives, is mostly a postponed and controversial subject. These positions often ignore recent research from Cognitive Psychology and Neuroscience that is devoted to the study of the relationships between cognitive and language development. These are studies that bring new explanations and open perspectives for the prevention of difficulties and the preparation of literacy. This theoretical article discusses some of these contributions aimed at understanding the cognitive processes and brain mechanisms present in the learning of reading and writing in alphabetical systems, as is the case of Brazilian Portuguese.
DOI: 10.6084/m9.figshare.7451936.v1
title: Language, Cognition and Early Childhood Education: Contributions of Cognitive Psychology and Neuroscience

description: Abstract The Early Childhood professionals often recommend that educators adopt practices that favor the development of oral language in curricula, but the same does not occur with written language, which although it is also present in children's daily lives, is mostly a postponed and controversial subject. These positions often ignore recent research from Cognitive Psychology and Neuroscience that is devoted to the study of the relationships between cognitive and language development. These are studies that bring new explanations and open perspectives for the prevention of difficulties and the preparation of literacy. This theoretical article discusses some of these contributions aimed at understanding the cognitive processes and brain mechanisms present in the learning of reading and writing in alphabetical systems, as is the case of Brazilian Portuguese.
DOI: 10.6084/m9.figshare.7452758
title: Family resilience: The look of teachers towards poor families

description: Abstract This research aims to describe the professor’s perspective about family resilience of their student’s family. The data collect phase took place in a public school, located in the outskirts of Belém-Pará city. Eleven professors who teaches from the first to the fifth year participated answering a semi-structured interview and speaking their opinions in a group interview dynamic. The data categorization was made accordingly to Bardin [Análise de conteúdo (2011)] and through the software Nvivo 10 version. The results showed that teachers understand the familiar resilience elements but they underestimate those elements in the school’s family; tend to have a negative and pessimist perception about the success possibilities and resilience in those groups; have a stereotyped vision of family; a stigmatized perspective about poverty and about the social benefits those family have access.
DOI: 10.6084/m9.figshare.7452758.v1
title: Family resilience: The look of teachers towards poor families

description: Abstract This research aims to describe the professor’s perspective about family resilience of their student’s family. The data collect phase took place in a public school, located in the outskirts of Belém-Pará city. Eleven professors who teaches from the first to the fifth year participated answering a semi-structured interview and speaking their opinions in a group interview dynamic. The data categorization was made accordingly to Bardin [Análise de conteúdo (2011)] and through the software Nvivo 10 version. The results showed that teachers understand the familiar resilience elements but they underestimate those elements in the school’s family; tend to have a negative and pessimist perception about the success possibilities and resilience in those groups; have a stereotyped vision of family; a stigmatized perspective about poverty and about the social benefits those family have access.
DOI: 10.6084/m9.figshare.7451633
title: The promotion of the use of cognitive strategies in high school students

description: Abstract The objective of this study was to verify the effects of an intervention in cognitive learning strategies in the curricular infusion modality. The participants were 26 students aged 16 to 19 years participated in the study. The research has divided in three moments: pre-test, intervention and post-test. In the pre- and post-test the Assessment Scale of Learning Strategies for Primary Education (EAVAP-EF) was applied. The intervention phase has developed over a period of 18 weeks, being two weekly meetings, totaling 36 classes organized in 13 sessions, according to the content to be worked. The results showed a positive effect of the intervention on cognitive learning strategies, especially in relation to the most worked ones and indicated that intervention by curricular infusion was possible. Thus, it has suggested that the intervention proposals accompany the entire process of student training, which requires the teacher to be a good learner.