Banca de DEFESA: DÉBORA GOMES VALOIS COUTINHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : DÉBORA GOMES VALOIS COUTINHO
DATA : 22/04/2021
HORA: 09:00
LOCAL: Plataforma digital
TÍTULO:

Adaptation of an Intervention to Favor Child Emotional Socialization in the
School Context

PALAVRAS-CHAVES:

child emotional development; emotional understanding; emotional socialization at school; intervention with teachers

PÁGINAS: 225
GRANDE ÁREA: Ciências Humanas
ÁREA: Psicologia
SUBÁREA: Psicologia do Desenvolvimento Humano
ESPECIALIDADE: Desenvolvimento Social e da Personalidade
RESUMO:

Evidence confirms that teachers' emotional socialization practices impact children's emotional development. The current study adapted an intervention program originally aimed at parents to be carried out in early childhood classrooms to promote teachers' emotional socialization practices. The original program, Living Emotions, is an eight-session intervention carried out in groups of parents that promotes practices that support children's emotional expression. The adaptation of the intervention was carried out in three phases. In the first phase, the objective was to characterize contexts of teacher-student interaction in early childhood classrooms relevant to the intervention's adaptation. Four teachers participated in the study, who worked in groups 4 and 5 of early childhood education, in two municipal schools in Feira de Santana, Brazil, and in a municipal school in Salvador, Brazil. The teachers answered the Interview about Emotions at School. Data were examined following the six phases of Thematic Analysis, which generated a thematic map composed of three themes and seven subthemes. Theme 1 revealed that the participants perceived children's negative emotions only in challenging, new, or unknown situations and had difficulty labeling emotions. Theme 2 showed that the participants recognized the importance of addressing students' emotional development but had doubts about their role in this process. Theme 3 indicated the participants' lack of knowledge about using discussions about emotions in their school routine and non-supportive reactions of children's emotional expression, which caused them to feel insecure and disappointed. The second phase corresponded to the adaptation of the program's objectives carried out based on the needs listed in the previous phase. Only the objectives of the third and eighth sessions were changed to suit the identified needs. Finally, in the third phase, for the sessions' adaptation, changes were made in the original program manual to suit the school context, based on the two previous steps. The intervention manual's main change was the addition of activities and materials for teachers to start conversations with students about emotions. The Living Emotions at School program maintains the original program's fundamental characteristics, such as the group modality, the number of sessions, and the topics covered in each session. The manual offers researchers and psychology professionals a detailed description of materials and activities that stimulate the discussion of emotions in the classroom and the adoption of supportive emotion socialization practices by teachers.

MEMBROS DA BANCA:
Presidente - 1291296 - PATRICIA ALVARENGA
Interno(a) - 1560690 - JOSE NEANDER SILVA ABREU
Externo(a) à Instituição - LIDIA NATALIA DOBRIANSKYJ WEBER - UFPR