Mães avaliam comportamentos socialmente "desejados" e "indesejados" de pré-escolares

Bolsoni-Silva, Alessandra Turini; Marturano, Edna Maria; Manfrinato, Jair Wagner de Souza

doi:10.1590/s1413-73722005000200011

Cited by 9 publications

(15 citation statements)

References 13 publications

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“…The gender of children little distinguished the repertoire of social skills from the parent's point of view, which is in agreement with Massola and Silvares (2005) and, in part, with Bolsoni-Silva et al (2005). It is noteworthy that among students, the item taking initiative was discriminative in the present study and in the study of Bolsoni-Silva et al (2005).…”

Section: Discussionsupporting

confidence: 91%

“…Considering the simultaneous assessments of fathers/mothers/caregivers and teachers, we cannot affirm that preschool children are more socially skilled than school-age children, which is not in agreement with the literature (Berry & O'Connor, 2010;Bolsoni-Silva et al, 2010;Konold et al, 2010) because the overall scores of social skills and the similar number of items distinguished preschool and school-age children in different areas of social skills, such as civility, communication, affection and coping (Bolsoni-Silva et al, 2005;Bolsoni-Silva et al, 2011). We did not confirm the findings that show that preschool children have more behavior problems Karp et al, 2004) in accordance with the reports of fathers/mothers/caregivers and teachers.…”

Section: Discussioncontrasting

confidence: 88%

“…However, Massola and Silvares (2005), in agreement with other studies, did not find any differences in externalizing and internalizing problems when evaluating boys and girls from the point of view of teachers and parents using the instruments Child Behavior Checklist (CBCL) and Teachers Report Form (TRF). With respect to social skills, studies have shown that girls have higher scores and more skills (Bandeira et al, 2006a;Leman & Björnberg, 2010), such as taking initiative, expressing opinions (Bolsoni-Silva, Marturano, & Manfrinato, 2005) and communicating (Leman & Björnberg, 2010).…”

mentioning

confidence: 99%

“…From the point of view of preschool mothers, the most frequent social skills in children without behavior problems are as follows: expressing frustrations, playing with peers, expressing wishes, expressing rights, being in a good mood, seeking attention, communicating (Bolsoni-Silva et al, 2005), expressing affection, criticizing (Leme & Bolsoni-Silva, 2010) and the overall score (Bolsoni--Silva et al, 2011). As for the teachers of pre-school children without behavior problems the most frequent skills are as follows: seeking attention, expressing frustrations, communicating, being in a good mood (Bolsoni-Silva et al, 2011), seeking help, greeting people, praising, taking initiative, expressing desires, affection, expressing rights, interacting nonverbally (Bolsoni-Silva et al, 2006), playing with colleagues, showing concern for others, participating in play groups, participating in discussions, helping others, expressing opinions, negotiating and convincing, speaking, taking initiative, expressing frustrations, and greeting (Bolsoni-Silva, Marturano, & Loureiro, 2009).…”

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confidence: 99%

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Simultaneous assessement of social skills and behavior problems: Education and gender

Bolsoni-Silva

Loureiro

2016

Estud. psicol. (Campinas)

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The aim was to compare the social skills of preschool and school-age children, considering groups differentiated by behavior problem indicators, according to the assessment performed by parents and teachers. Children of both genders participated in this study. Parents/primary caregivers assessed 194 children and 294 children were assessed by their teachers. The results indicated that, for the parents and teachers, the children without problems were more socially skilled. The gender of the children distinguished the repertoire of social skills, according to their parents, mainly the school-age children. For the teachers, considering both school periods, girls were more socially skilled and, for both parents and teachers, boys presented more behavior problems. These data have implications for assessment and intervention procedures.Keywords: Behavior problems; Children preschool; Social skills; Students. Resumo Objetivou-se comparar as habilidades sociais de crianças pré-escolares e escolares considerando grupos diferenciados

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Section: Discussionsupporting

confidence: 91%

Section: Discussioncontrasting

confidence: 88%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Simultaneous assessement of social skills and behavior problems: Education and gender

Bolsoni-Silva

Loureiro

2016

Estud. psicol. (Campinas)

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“…Os problemas de comportamento internalizantes podem ser considerados como privados e desajustados, mas não ocorrem diretamente no ambiente, diferentemente dos externalizantes. Dessa forma, problemas de comportamento internalizantes, por exemplo, podem privar o acesso a diferentes interações sociais, e os externalizantes podem prejudicar relações interpessoais favorecendo conflitos (Bolsoni-Silva, Marturano, & Manfrinato, 2005). Além disso, alguns autores destacam que os pais se preocupam mais com os problemas de comportamento externalizantes, por serem visíveis, do que com os internalizantes (Bolsoni-Silva, & Marturano, 2002;Del Prette, & Del Prette, 2005;Fonseca, 2012).…”

Section: Introductionunclassified

Análise das queixas da rede municipal encaminhadas para a Educação Especial

et al. 2015

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ResumoO Atendimento Educacional Especializado (AEE), em parceria com as escolas públicas, objetiva complementar a aprendizagem de alunos com deficiência, no contraturno da escola comum. Esta pesquisa objetivou descrever e analisar o conteúdo dos encaminhamentos dos professores das escolas públicas para o AEE, categorizando-o de acordo com o sexo, idade, diagnóstico de deficiência, problemas de comportamento externalizante e internalizante, dificuldade de aprendizagem e outros. Para tal contatou-se uma instituição que oferece o AEE em um município do interior paulista e foram analisados 92 encaminhamentos de crianças do ensino infantil. Os resultados demostram que a maior parte dos atendimentos realizados pelo AEE destina-se a crianças que não possuem diagnóstico de deficiência. Além disso, 69% das queixas referem-se a problemas de comportamento externalizantes. A partir de tais dados discute-se sobre práticas educativas de professores e alternativas de atendimento para alunos com ou sem deficiência que apresentam dificuldades no processo de ensino-aprendizagem. Palavras-chave:Comportamento; educação especial; trabalho docente. Analysis of complaints of municipal directed network submitted to special education AbstractThe Atendimento Educacional Especializado (AEE), in partnership with public schools, aims complementary disabled student learning in the comum school, in turn against. This study aimed to describe and analyze the contents of the referrals of teachers in public schools to the AEE, categorizing them according to sex, age, disability diagnosis, behavior problems externalizing and internalizing, disabilities learning, and others. Was contacted an institution that offers the AEE, in an interior city of São Paulo, to describe and analyze 92 referrals of children of kindergarten. The results show that most of the services performed by the AEE intended for children that do not have disabilities. In addition, 69 % of the complaints relate to externalizing behavior problems. From these data we discuss about educational practices of teachers, and alternative care for patients, whether or not students with disabilities, who have difficulties in the learning process.Keywords: Behavior; special education; teaching work. Análisis de las quejas de la red municipal encaminadas para la Educación Especial ResumenLa Atención Educacional Especializada (AEE), en conjunto con las escuelas públicas, tiene como objetivo complementar el aprendizaje de alumnos con deficiencia, en el contra-horario de la escuela común. Esta investigación tiene el objetivo describir y analizar el contenido de los encaminamientos de los profesores de las escuelas públicas para el AEE, categorizándolo de acuerdo con el sexo, edad, diagnóstico de deficiencia, problemas de comportamiento exterior e interior, dificultad de aprendizaje y otros. Para eso se contactó una institución que ofrece el AEE en un municipio del interior paulista y se analizaron 92 encaminamientos de niños de la enseñanza infantil. Los resultados demostraron que la mayor parte ...

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Behavioural/emotional problems in Brazilian children: findings from parents' reports on the Child Behavior Checklist

Rocha

Rescorla

Emerich

et al. 2012

Epidemiol Psychiatr Sci

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Background. To compare Child Behavior Checklist (CBCL) findings for a large Brazilian general population sample with those for US children considering: (a) mean problem item ratings; (b) fit of the US-derived CBCL 8-syndrome model; (c) scale internal consistency measured by Cronbach's alphas; (d) effects of society, age, gender on CBCL problem scores; and (e) ability to discriminate referred from non-referred children. Methods. Parents of 1228 non-referred 6-to-11-year-olds from three different regions of Brazil and 247 referred 6-to-11-year-olds from one clinic rated their children's behavioural and emotional problems using the CBCL/6-18. Results. Results for mean item ratings and scale internal consistencies were very similar to those found in the US and in Uruguay. Confirmatory factor analysis indicated that Brazilian data showed the best fit to the US 8-syndrome model of all countries studied to date. Gender patterns were comparable to those reported in other societies, but mean problem scores for non-referred Brazilian children were higher than those for US children. Therefore, the CBCL discriminated less well between non-referred and referred children in Brazil than in the US. Conclusions. Overall, our findings replicated those reported in international comparisons of CBCL scores for 31 societies, thereby providing support for the multicultural robustness of the CBCL in Brazil.

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Mães avaliam comportamentos socialmente "desejados" e "indesejados" de pré-escolares

Cited by 9 publications

References 13 publications

Simultaneous assessement of social skills and behavior problems: Education and gender

Simultaneous assessement of social skills and behavior problems: Education and gender

Análise das queixas da rede municipal encaminhadas para a Educação Especial

Behavioural/emotional problems in Brazilian children: findings from parents' reports on the Child Behavior Checklist

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