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The randomized controlled trial examined the efficacy of a personalized remote video feedback parenting program to improve parenting and child behavior outcomes. Ninety-two mothers of 2-6-year-old children were randomly allocated into the intervention group (n = 50) and waiting-list control group (n = 42). The Strengthening Bonds preventive program was performed to improve positive parenting. The mothers participated in one in-person group session. During six weeks, the mothers received, via smartphone, remote personalized video feedback about their mother-child interactions in a play situation. Parenting was the primary outcome, and child behavior was the secondary one. Pre- and post-intervention assessments were performed. The generalized estimating equation analysis showed no significant results in the intention-to-treat (ITT). In the treatment-on-the-treated (TOT), there were statistically significant effects of the intervention decreasing mothers' coercive parenting practices and child behavior problems. The structural equation model analysis showed that the intervention-induced reductions in children's behavior problems were mediated by improvements in coercive practices. There was a direct effect of the intervention to improve the parental sense of competence. Despite the null findings in the ITT analysis, the TOT analysis showed promising results to strengthen positive parenting behaviors and beliefs and reduce child behavior problems.

Violence against children is a significant problem, particularly during early childhood development. Spanking and other forms of corporal punishment in child-rearing have been used by families worldwide to correct children’s unwanted behaviors. Despite previous studies focusing on the negative consequences of these parental practices, open questions remain. The present study aimed to systematically review the empirical studies published in scientific literature that examined the associations between parenting practices of spanking and corporal punishment of mothers and their children’s behaviors and development in early childhood. Search was performed in PubMed, APA PsycNet, Web of Science, SciELO, and LILACS databases using the combination of the following keywords: ((spank OR physical punishment OR physical abuse OR physical maltreatment OR corporal punishment) AND (parenting)) AND (child* development OR child* behavior). The inclusion and exclusion criteria were applied and 34 articles were selected for review. The inclusion criteria were the following: studies that evaluated associations between maternal spanking or corporal punishment practices and behaviors or development of 0-to-6-year-old children; quantitative studies; studies published in English, Spanish, or Portuguese language. The results showed that in 94% of the studies, there were significant associations between maternal spanking and corporal punishment with deteriorated child behavior and development, concurrently or later. In addition, maternal physical practices also acted as mediators or moderator variables in models that explained behavioral and developmental problems in early childhood.

Adverse childhood experiences negatively impact future violence, victimization, perpetration, health, and lifelong development. The aim of the present study was to systematically review the scientific evidence of empirical studies on the association between maternal childhood adversity in a familial context, including maltreatment, household challenges, and later maternal negative parenting. A search was performed in the PubMed, PsycINFO, Web of Science, SciELO, and LILACS databases, using the combination of the following keywords: (neglect OR abuse OR maltreatment OR harsh parenting OR punishment OR discipline OR negative parenting practices) AND (adverse childhood experiences OR early adversity OR cycle of violence OR cycle of maltreatment OR history of maltreatment) AND (mother OR maternal). The results of 29 studies showed predominantly significant direct associations between maternal childhood adversities and negative parenting with their children (83%). Parental stress was also significantly associated with a maternal history of childhood adversities. Focusing on the type of maltreatment practices, there were similar intergenerational transmission types: homotypic and heterotypic. Few studies have examined the protective factors that could buffer the negative impact of a maternal childhood history of adversities on later negative parenting.

Child maltreatment is a severe worldwide public health problem because of its negative consequences and should therefore be prevented through parenting programs to improve parental behavior and practices. The present review aimed to update a published review of 5 years of empirical studies on universal parenting programs to strengthen positive parenting and prevent child maltreatment. A systematic search of the PubMed, Web of Science, PsycINFO, Lilacs, and SciELO databases was performed to identify the studies of group-based structured parenting programs published from 2015 to 2019. Eighteen studies were found that fulfilled the inclusion and exclusion criteria. The results showed that 14 different parenting programs were conducted in high-, medium-, and low-income countries, showing an increase in the number of studies in low-income countries compared with the previous review. In 89% of the studies, the parenting outcomes improved in the post-intervention. Additionally, studies have demonstrated that these programs also improved other parental outcomes such as mental health, couple relationships, coparenting, and coping ability of parents. From 18 studies, nine child variables were evaluated, and eight of them showed a decrease in behavior problems. Regarding the methodological quality of the studies, 55%, 28%, and 17% were classified as moderate, weak, and strong, respectively. In conclusion, the positive changes in parenting and child behavior outcomes encourage the implementation of parenting programs as a universal prevention strategy. Further research should increase the methodological quality of the design study.

Investigate factors associated with symptoms of postpartum depression in mothers from families in social vulnerability.Information was used from the baseline of a randomized trial to assess a child development program that enrolled 3,242 children12 months of age from beneficiary families of the Bolsa Família Program residing in 30 municipalities (counties) in six states of Brazil. The Edinburgh Postnatal Depression Scale (EPDS) was applied to the mothers, and depression was defined as score ≥10. Information on the mother (schooling, age, parity, marital status, skin color, smoking, number of prenatal appointments, and planning of the pregnancy), family (paternal schooling, household crowding, support from the child's father and the family during the pregnancy, and number of children under 7 years living in the household), and infant (sex, gestational age, birthweight, Apgar score, and child's age at the time of the interview) was collected. Prevalence rates for depressive symptoms were calculated with crude and adjusted odds ratios (OR) and 95% confidence intervals (95%CI), using hierarchical logistic regression, in a multilevel model.The analysis included 3,174 mothers with information on EPDS. The interviews were conducted on average 7.9 months (standard deviation= 2.9) after childbirth. Overall prevalence of depressive symptoms was 26.5% (25.0-28.1%). In the adjusted analysis, higher parity was associated with higher odds of postpartum depression (p0.001). Women with ≥3 previous deliveries showed an odds 84% higher of presenting depressive symptoms (OR= 1.84; 1.43-2.35) than primiparae. Higher maternal and paternal schooling, presence of husband or partner, and having received support from the child's father and the family during the pregnancy were protective factors against postpartum depression.The study showed high prevalence of postpartum depressive symptoms. Promotion of parental education, alongside with the promotion of support to the woman during pregnancy by the child's father and by the family, as well as family planning leading to birth spacing are measures that may help to prevent postpartum depressive symptoms.

The present study aimed to evaluate the effectiveness of a universal parenting program of violence prevention against children to improve the parenting practices in groups of mothers differentiated by the presence or not of a history of adverse childhood experiences. The study also aimed to characterize the types of violence experienced by the participants. A mixed-methods approach was used with qualitative and quantitative analyzes. The study sample consisted of 125 mothers of 3- to 8-year-old children. Mothers participated in the ACT-Raising Safe Kids Program with pre- and post-intervention evaluations. A self-report questionnaire was used to assess mothers’ parenting practices (emotional and behavioral regulation, communication, and positive discipline). After the intervention, an individual interview was carried out, including open-ended questions about the participants’ history of relationship with their parents and violence and maltreatment situations in their childhood. For the analysis, the mothers were divided into two groups, with a history of violence in childhood (VG; n = 103) and without violence in childhood (CG; n = 24). Results showed a high prevalence (81%) of mothers who reported violent episodes in their childhood, predominantly physical abuse. In the ACT post-intervention, both groups of mothers reported improvements in all dimensions of their parenting practices. In conclusion, the mothers improved their parenting practices after participation in a preventive program, regardless of their history of violence in childhood.

The present study evaluated the efficacy of the ACT Raising Safe Kids Parenting Program for improving parenting practices and reducing child behavior problems. Mothers of children aged 3 to 8 years were randomly allocated into the intervention (IG, n = 40) or wait list control (CG, n = 41) groups, and 67 caregivers were second informants on the children's behavior. Results showed that, after participation in the ACT program, the IG mothers reported improvements in their parenting practices, and the mothers and the other caregivers reported less child behavior problems. These positive improvements were maintained at the 3–4 month follow-up. During the waiting period the CG did not report changes in parents and child outcomes, however, after participating in the intervention, they also reported improvements in both outcomes. In conclusion, the ACT Program showed efficacy for improving the mothers' positive parenting practices and reducing the children's behavior problems.

OBJECTIVE To assess the perceptions of pregnant women about COVID-19 and the prevalence of common mental disorders during the implemented social distancing period. METHODS This was an observational, cross-sectional study using digital media, of pregnant women exposed to social distancing due to the COVID-19 pandemic, in Fortaleza, Ceará, Northeastern Brazil. Common mental disorders were estimated using the modified Self-Report Questionnaire-20 (SRQ-20) scale, and the feelings towards COVID-19 were assessed using the Fear of COVID-19 scale through telephone calls made in May 2020. COX multivariate regression models were used to verify the associations. RESULTS Of the 1,041 pregnant women, 45.7% (95%CI: 42.7–48.8) had common mental disorders (CMD). All items of the Fear of COVID-19 Scale showed a significant association with the prevalence of CMD (p < 0.001). A CMD risk gradient was observed, going from a prevalence ratio of 1.52 (95%CI: 1.13–2.04) in pregnant women with two positive items to 2.70 (95%CI: 2.08–3.51) for those with four positive items. Early gestational age and the lack of prenatal care were also associated with CMD. CONCLUSIONS The prevalence of common mental disorders in pregnant women was high during the period of social distancing and was aggravated by negative feelings towards COVID-19.

This study examined the theory of change of the ACT Raising Safe Kids parenting program, including whether intervention effects on children's behavior problems were explained by improvements in mothers' reported parenting practices, as well as whether baseline child behavior problems moderated these relations. Adult mothers of 3-to 8-year-old Brazilian children were assigned to the intervention (n = 97) or control (n = 46) groups. Results showed that the intervention improved mothers' perceptions of their parenting practices (positive discipline, emotional and behavioral regulation, and communication). Intervention-induced reductions in children's internalizing and externalizing behavior problems were mediated by improvements in mothers' emotional and behavioral regulation. Program effects were strongest for children with high levels of baseline behavior problems.

The study aimed to assess socioeconomic, family, and individual factors associated with infant development (i.e., in the first year of life) among families with social vulnerability. This was a cross-sectional analysis of baseline data from a randomized trial. The study included 3,242 children12 months of age living in 30 municipalities from five regions of Brazil. The choice of states and municipalities was intentional, based on the implementation of the Brazilian Happy Child Program. The sample was selected among eligible children for the Brazilian Happy Child Program, and the objective was the promotion of infant development. The Ages and Stages Questionnaire (ASQ) was used to assess infant development. A three-level analytical model (state, municipality, and individuals), using the Wald test for heterogeneity and linear trend, estimated the mean ASQ-3 and 95% confidence interval (95%CI). The analyses were adjusted for potential confounders. Information was analyzed for 3,061 (94.4%) children with available data for ASQ-3. Infant development scores (total and in all the domains) were some 12% lower in preterm children and those with intrauterine growth restriction (small for gestational age). Lower scores were seen in children of mothers with low schooling, depressive symptoms, two or more children under seven years of age living in the household, and who did not report self-perceived support or help during the pregnancy. In conclusion, potentially modifiable characteristics (schooling, maternal depression, and prematurity/intrauterine growth restriction) showed greater impact on reducing the infant development score in all the target domains.O objetivo deste artigo foi avaliar os fatores socioeconômicos, familiares e individuais associados ao desenvolvimento infantil no primeiro ano de vida, entre famílias em vulnerabilidade social. Trata-se de uma análise transversal, com dados da linha de base de um ensaio randomizado. O estudo incluiu 3.242 crianças12 meses de idade, residentes em 30 municípios de cinco regiões do Brasil. A escolha de estados e municípios foi intencional, tendo como base a implementação do Programa Criança Feliz. A amostra foi selecionada a partir de crianças elegíveis para o Programa Criança Feliz, cujo objetivo é promover a estimulação e o desenvolvimento infantil. O Ages and Stages Questionnaire (ASQ) foi utilizado para avaliação do desenvolvimento infantil. Um modelo de análise multinível em três níveis (estado, município e indivíduos), usando teste de Wald para heterogeneidade e tendência linear, estimou a média do ASQ-3 e intervalo de 95% de confiança (IC95%). Análises foram ajustadas para potenciais confundidores. Foram analisadas informações de 3.061 (94,4%) crianças com dados disponíveis para ASQ-3. Escores de desenvolvimento infantil (total e em todos os domínios) foram cerca de 12% menores em crianças nascidas pré-termo e com restrição do crescimento intrauterino (pequenas para idade gestacional). Observou-se menores escores em filhos de mães com baixa escolaridade, com sintomas de depressão, com duas ou mais crianças menores de sete anos residindo no domicílio e que não relataram autopercepção de apoio/ajuda durante a gestação. Conclui-se que características potencialmente modificáveis (escolaridade, depressão materna e prematuridade/restrição do crescimento intrauterino) apresentaram maior impacto na redução do escore de desenvolvimento em todos os domínios avaliados.El objetivo fue evaluar los factores socioeconómicos, familiares e individuales, asociados al desarrollo infantil en el primer año de vida, entre familias con vulnerabilidad social. Se trata de un análisis transversal, con datos de la base de referencia de un ensayo aleatorio. El estudio incluyó a 3.242 niños12 meses de edad, residentes en 30 municipios de cinco regiones de Brasil. La elección de estados y municipios fue intencional, considerando como base la implementación del Programa Niño Feliz. La muestra se seleccionó a partir de niños elegibles para el Programa Niño Feliz, cuyo objetivo es promover la estimulación y el desarrollo infantil. Se utilizó el Ages and Stages Questionnaire (ASQ) para la evaluación del desarrollo infantil. Un modelo de análisis multinivel en tres niveles (estado, municipio e individuos), usando el test de Wald para la heterogeneidad y tendencia lineal, estimó la media del ASQ-3 y el intervalo de 95% de confianza (IC95%). Los análisis se ajustaron para potenciales factores de confusión. Se analizó información de 3.061 (94,4%) niños con datos disponibles para ASQ-3. Las puntuaciones de desarrollo infantil (total y en todos los dominios) fueron cerca de un 12% menores en niños nacidos pretérmino y con restricción del crecimiento intrauterino (pequeños para la edad gestacional). Se observaron menores puntuaciones en hijos de madres con baja escolaridad, con síntomas de depresión, con dos o más niños menores de siete años residiendo en el domicilio y que no informaron autopercepción de apoyo/ayuda durante la gestación. Se concluye que las características potencialmente modificables (escolaridad, depresión materna y prematuridad/restricción del crecimiento intrauterino) presentaron un mayor impacto en la reducción de la puntuación de desarrollo en todos los dominios evaluados.

Background Children in many low- and middle-income countries (LMICs) are at high risk for exposure to violence and later violent behaviour. The World Health Organization has declared an urgent need for the evaluation and implementation of low-cost parenting interventions in LMICs to prevent violence. Two areas of significant early risk are harsh parenting and poor child cognitive and socio-emotional development. Parenting interventions suitable for LMIC contexts have been developed targeting these risk factors and have been shown to have promising effects. However, their impact on child aggression, a key precursor of violence, has yet to be determined. The Pelotas Trial of Parenting Interventions for Aggression (PIÁ) has been designed to address this issue. Methods We are conducting a randomised controlled trial to evaluate two early parenting interventions for mothers of children aged between 30 and 42 months in a Brazilian city. The first of these, dialogic book-sharing (DBS), aims to promote child cognitive and socio-emotional development; and the second, the ACT Raising Safe Kids Program (ACT), is designed to reduce harsh parenting. These interventions are being compared with a control group receiving neither intervention. Three hundred and sixty-nine families in a birth cohort are being randomly allocated to one of the three groups (DBS, ACT, Control). Facilitators deliver the interventions to groups of five to 10 mothers at weekly sessions for 8 weeks in DBS and 9 weeks in ACT. Independent assessments of parenting and child development are being made before the interventions, shortly afterwards, and at follow-up 6 months later. The primary outcome is child aggression, and the two main secondary outcomes are: (1) child cognitive and socio-emotional development and (2) harsh parenting. Longer-term outcomes will be investigated as the birth cohort is followed into late childhood, adolescence, and adulthood. Discussion The Pelotas Trial of Parenting Interventions for Aggression (PIÁ) aims to evaluate the impact of two early parenting interventions on child aggression and several other key risk factors for the development of violence, including aspects of parenting and child cognition and socio-emotional functioning. The study is being carried out in a LMIC context where violence constitutes a major social and health burden. Since the two interventions are brief and, with modest levels of training, readily deliverable in LMIC settings, a demonstration that they benefit parenting and reduce risk factors for violence would be of major significance. Trial registration Brazilian Ministry of Health Register of Clinical Trials, ID: RBR-2kwfsk . Registered on 6 June 2018.

The present study evaluated the effectiveness of the Adults and Children Together (ACT) Raising Safe Kids Parenting Program for violence prevention in a developing country. The specific objectives were the following: (i) to compare parenting practices according to the mothers' perceptions pre- and post-intervention and (ii) to compare child behavior problems and resources according to mothers' and other caregivers' perceptions pre- and post-intervention. The participants were 82 Brazilian mothers of 3- to 8-year-old children. Another caregiver of the child was included in the study as a second informer about child behavior (n = 72). Mothers participated in the ACT program and pre- and post-intervention evaluations. The other primary caregiver only participated in the two evaluations of child behavior. The results showed that parenting practices improved significantly from pre- to post-intervention. Mothers and the other primary caregivers reported a significant decrease in child behavior problems from pre- to post-intervention with regard to total behavioral difficulties, emotional symptoms, and peer relationship scales. Mothers also reported a significant decrease in scores for conduct problems and hyperactivity and improvements in child behavioral capabilities with regard to prosocial behavior. In conclusion, improvements on parenting practices and child behavior were observed after the ACT program.

Preterm infants constitute a high-risk population for presenting emotional and behavioral problems and developmental dysregulation. Parenting preventive interventions can support mothers to act as co-regulators and prevent child behavior problems. The ACT – Raising Safe Kids Program is recommended to strengthen positive parenting practices. The present study aimed to examine the feasibility of the ACT Program in a target sample of mothers of children born preterm, comparing parenting practices and child behavior problems at pre- and post-intervention. The sample consisted of 30 mothers of 1- to 7- year - old children born preterm. The mothers answered the ACT and Parenting and Family Adjustment scales, and the Strengthen and Difficulties Questionnaire, in the pre- and post-intervention. The within-group comparison was performed. The results showed that, after the intervention, there was a significant improvement in parenting practices dimensions of communication, emotional/behavioral regulation, monitoring of electronic media, positive encouragement, and parental consistency and adjustment. Also, the coercive practices decreased in the post-intervention. Furthermore, there was a decrease in child behavior problems and improvement in the pro-social behavior, from pre- to post-intervention. In conclusion, the ACT showed the feasibility to improve positive parenting practices, enabling mothers to act as a co-regulator of the behavior of children born preterm.

The present cross-sectional study aims to examine the relations between socioeconomic status (SES), parenting practices, and child internalizing and externalizing behavior problems in Brazil. To achieve this aim, we begin by examining the factor structure of a parenting scale (the ACT scale) for use in the Brazilian context. Participants were 204 Brazilian mothers of 3- to 8-year-old children, who answered questionnaires about SES, parenting practices, and child behavior. The results of exploratory and confirmatory factor analysis of the ACT scale revealed three latent parenting practices in the Brazilian context: emotional and behavioral regulation, communication, and positive discipline. Results of the final structural equation model showed that lower socioeconomic status was directly related to higher levels of child internalizing behavior problems and more negative parenting practices in the communication and positive discipline domains. Although mothers' emotional and behavioral regulation was not related to socioeconomic status, it was negatively predictive of children's behavior problems. The findings provide evidence for the utility of the ACT scale for measuring three distinct dimensions of parenting practices in Brazil. Results also suggest nuanced relations between SES, parenting practices, and child behavior in this developing country context.

Made available in DSpace on 2014-09-30T18:18:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-12-01Bitstream added on 2014-10-01T14:03:29Z : No. of bitstreams: 1 S1413-73722013000400003.pdf: 211817 bytes, checksum: 568d55e868798404d86562ecf1bb6978 (MD5) Esta pesquisa visa descrever os efeitos de um programa de intervenção com foco nas práticas parentais de mães de bebês mediante comparações pré e pós-teste (comparação intragrupos) realizadas com grupos de mães adolescentes e mães adultas (comparação intergrupos). Participaram 40 mães, sendo 20 adolescentes e 20 adultas. Para a coleta de dados foi utilizado o Inventário de Estilos Parentais para Mães de Bebês (IEPMB), aplicado antes e após a intervenção, sendo esta caracterizada por dez encontros semanais abordando temas referentes ao ciclo do desenvolvimento humano e às práticas parentais. Os resultados apontaram para práticas educativas significativamente melhores para mães adolescentes quando comparados com mães adultas principalmente na primeira avaliação conduzida. O grupo de intervenção foi efetivo para a maioria das participantes, adultas e adolescentes, que melhoraram suas práticas parentais ou as mantiveram adequadas. Discute-se a importância de grupos interventivos para aprimorar as práticas parentais de mães de bebês. This research aims to describe the effects of an intervention program focusing on parenting practices of mothers of babies by comparing pre- and post -test (intragroup comparison) performed with groups of adolescent mothers and adult mothers (intergroup comparison). Participants were 40 mothers, 20 adolescents and 20 adults. To collect data we used the Parenting Styles Inventory for Mothers of Babies (IEPMB), applied before and after the intervention, which is characterized for ten weekly meetings on topics related to the cycle of human development and parenting practices. The results showed significantly better educational practices for adolescent mothers compared to adult mothers especially in the first evaluation conducted. The intervention group was effective for most participants, adults and adolescents, who improved their parenting practices or remained appropriate. It discusses the importance of interventional groups to improve parenting practices of mothers of babies. Esta investigación tiene como objetivo describir los efectos de un programa de intervención se centra en las prácticas de crianza de las madres de los bebés mediante la comparación pre y post -test (comparación intragrupo) realizado con grupos de madres adolescentes y madres adultas (comparación entre grupos). Los participantes fueron 40 madres, 20 adolescentes y 20 adultos. Para recoger los datos se utilizó el Inventario de Estilos y Prácticas Parentales para las madres de bebés (IEPMB), aplicado antes y después de la intervención, que se caracteriza por diez reuniones semanales sobre temas relacionados con el ciclo de las prácticas de crianza de los hijos y el desarrollo humano. Los resultados mostraron significativamente mejores prácticas educativas para las madres adolescentes en comparación con las madres adultas, especialmente en la primera evaluación realizada. El grupo de intervención fue eficaz para la mayoría de los participantes, adultos y adolescentes, que mejoraron sus prácticas de crianza de los hijos o permanecieron apropriado. Se discute la importancia de los grupos de intervención para mejorar las prácticas de crianza de las madres de los bebés. Universidade Estadual Paulista Júlio de Mesquita Filho UNESP Departamento de Psicologia e do Programa de Pós- Graduação em Psicologia do Desenvolvimento e Aprendizagem Universidade Estadual Paulista Júlio de Mesquita Filho UNESP Departamento de Psicologia e do Programa de Pós- Graduação em Psicologia do Desenvolvimento e Aprendizagem

Background Evidence-based practices are often viewed as lofty goals endorsed by wealthy academics in developed nations, but impossible to implement in other contexts. This article will provide evidence suggesting that, to the contrary, we can indeed scale up western-developed parenting interventions that can be both effective and warmly received by parents in diverse cultural and economic contexts. Methods/Results This paper gives a brief overview of the ACT Raising Safe Kids Program and summarizes the results of evaluation studies done with parents around the world. It discusses specific strategies facilitators use to modify the program as necessary to fit cultural contexts while also maintaining fidelity, implementing the manualized curriculum under varied, and complex circumstances. Conclusions It is hoped that the lessons learned from our work will inspire practitioners to adapt ACT or other programs to diverse contexts, evaluate those programs, and thereby improve the mental health and life trajectories of children and families around the world.

Made available in DSpace on 2022-04-29T07:26:34Z (GMT). No. of bitstreams: 0 Previous issue date: 2015-01-01 Introduction: The strategies used by parents in education and childcare play a major role in the child's development and health. Objective: To describe and analyse the maternal educational practices during the first year of life. Methods: A total of 250 mothers of infants between 1-12 months participated in the study. The data was collected using the Parental Styles Inventory for Mothers of Babies (IEPMB). Results: Mothers used the positive parenting practice: Monitoring Positive. However negative practices were also present in the repertoire of the participants, especially Relaxed Discipline. Conclusion: The negative practices were not common in the behavioural repertoire of the mothers, so this phase is an appropriate stage to promote preventative interventions aimed at improving the mother-infant relationship, and therefore impacting health prevention, health promotion and child development. Medicine Faculty of Ribeirão Preto USP Psychology Department Universidade Estadual Paulista Júlio de Mesquita Filho, campus Bauru Psychology Department Universidade Estadual Paulista Júlio de Mesquita Filho, campus Bauru

A seleção do parceiro é um dos passos mais importantes de um relacionamento amoroso. De acordo com o modelo de investimento parental, as mulheres são mais seletivas do que os homens ao escolher um companheiro, na medida em que há um elevado investimento nos filhos. A situação de paquera foi investigada em dois ambientes (faculdade e festa), tendo como objetivos avaliar a seletividade entre gêneros em cada contexto e verificar as diferenças de um mesmo sexo em relação aos dois ambientes. Participaram da pesquisa 100 estudantes universitários (metade de cada sexo) de diferentes cursos. A todos os participantes foi aplicado um questionário para cada ambiente de paquera com 18 características, as quais foram pontuadas de acordo com o grau de importância num possível parceiro: (0) nenhuma, (1) pouca, (2) média e (3) muita. Foram encontradas diferenças significativas entre os gêneros para algumas características, assim como diferenças significativas em relação ao local. Os resultados demonstram que, de uma forma geral, as mulheres são mais seletivas do que os homens e que ambos os sexos são mais seletivos na faculdade em comparação com a festa. Os resultados permitem uma associação do ambiente festa com relacionamentos de curto prazo com menor comprometimento, como “ficar”, e da faculdade com relações de longo prazo, caracterizadas como relacionamentos estáveis.

A prática docente demanda o conhecimento de como o indivíduo aprende, como se origina e se desenvolve o aprendizado e como se transforma em experiência significativa de aprendizagem. O objetivo deste artigo é apresentar as concepções teóricas sobre o processo de aprendizagem dos indivíduos e sua relação com as abordagens pedagógicas adotadas nos modelos de cursos de graduação. Nesse sentido, os modelos pedagógicos foram agrupados de forma sintetizada, em modelos que se distinguem por estarem centrados no professor; no estudante; no saber; no meio de comunicação ou na técnica; no contexto social e na interação. Foram apresentadas algumas das principais vertentes discutidas na área da Psicologia do Desenvolvimento Humano, que influenciaram as tendências pedagógicas, como a Inatista, a Ambientalista/Behaviorista, e as Interacionistas. Discute a necessidade das práticas educativas serem conceitualmente fundamentadas.

CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior Experiências Adversas na Infância (ACEs) são acontecimentos e/ou circunstâncias negativas, potencialmente traumáticas, vivenciadas antes dos 18 anos. Os efeitos das ACEs no comportamento de lactentes ainda são pouco estudados. Objetivo: Analisar o efeito das ACEs no comportamento aos 18 meses de lactentes nascidos em uma maternidade pública de referência para partos de alto risco. Métodos: Foram analisados os dados de uma coorte retrospectiva composta por 95 lactentes acompanhados ao longo de 18 meses no Ambulatório de Seguimento do Desenvolvimento do Recém-nascido de Alto Risco do Hospital Sofia Feldman. As características demográficas e socioeconômicas, condições perinatais, estresse parental, sintomas depressivos maternos, conflitos conjugais, exposição familiar ao uso abusivo de substâncias e violência na vizinhança foram utilizados para analisar os efeitos de 10 ACEs. Essas adversidades refletiram a exposição dos lactentes a problemas de saúde mental na família, disfunção familiar, pobreza e violência na vizinhança. O comportamento foi avaliado aos 18 meses por meio do questionário Preschool Pediatric Symptom Checklist (PPSC), que é parte integrante do SWYC (Survey of Well-being of Young Children). O efeito das ACEs no comportamento foi analisado por regressão linear múltipla, enquanto o tamanho do efeito foi analisado pelo d de Cohen. O efeito cumulativo das ACEs no comportamento foi analisado pelo teste de correlação de Spearman. Resultados: A maioria dos lactentes eram do sexo feminino (57%), prematuros (52,6%) e de baixo peso ao nascer (62,1%). Menos de 10% das mães eram adolescentes, a maioria estudou por mais de 8 anos (57,4%) e viviam em arranjos familiares nucleares (64,2%). A ACE mais prevalente foi a violência na vizinhança (59,1%), seguida por sintomas depressivos maternos (38,9%) e exposição ao uso abusivo de substâncias (32,6%). Cerca de 10% das famílias apresentaram triagem positiva para insegurança alimentar, 14% foram classificadas nos estratos socioeconômicos mais baixos (D-E) e cerca de 12% recebiam Bolsa Família. Em média os lactentes foram expostos a 2,4 ACEs, sendo que 42% deles foram expostos a 3 ou mais ACEs ao longo dos primeiros 18 meses de vida. O modelo final da análise multivariada mostrou que entre as ACEs, apenas a presença de sintomas depressivos maternos esteve associada a maior pontuação no PPSC (p