No abstract

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 intentionto-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.

The present study examined the effectiveness of a personalized remote video feedback parenting program to improve mother-child interactions and child behavior outcomes among mothers of children with behavior problems in comparison to counterparts with no behavior problems. The sample comprised 60 mothers and their 2-to-6-year-old children, including children with behavior problems (BP = 19) and children without behavior problems (NoBP = 41). The Strengthening Bonds program included one in-person group session and remote personalized video feedback about their mother-child interactions in a play situation via smartphone for six weeks. Mother-child interactions were the primary outcome, and children’s behaviors were the secondary outcome. Pre- and post-intervention assessments were performed. The mother-child interactions were recorded during free- and structured-play situations and were then analyzed by the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and the Dynamics of the dyad activity coding system. Additionally, the mothers answered the Strengths and Difficulties Questionnaire. The results showed that, in the post-intervention, the mother-child interaction pattern improved in the BP group, especially in the teaching dimension of the PICCOLO. Also, after the program, more children with normal classification were in the BP group.

O objetivo deste trabalho é apresentar, analisar e discutir a distribuição dos gêneros nos cursos de Ciência da Computação e Engenharia de Computação da Universidade Federal do Espírito Santo (UFES), com o intuito de investigar a baixa presença feminina atual. Estudos no mundo verificaram que houve uma grande inversão nos gêneros na computação, antes ocupada por mulheres criadoras de várias tecnologias e linguagens de programação. Essa realidade se repete na UFES, sendo mensurada nesse trabalho através dos dados, cedidos pela universidade, dos estudantes ingressantes nos cursos de 1990 a 2022. Na análise quantitativa foram considerados, para cada estudante, o ano de ingresso, a idade, o sexo, o curso e a forma de evasão. Além das análises descritivas, testes estatísticos de qui-quadrado de Pearson foram executados com o intuito de mensurar a influência do gênero na conclusão dos cursos.