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Determinantes psicossociais da capacidade adaptativa: um modelo teórico para o estresseSantos, André Faro January 2010 (has links)
Atualmente, diversos modelos de saúde consideram o estresse um agente que potencializa
a vulnerabilidade ao adoecimento. Tanto a área da saúde, como as ciências humanas,
situam-no como um fator psicossocial que eleva a probabilidade de indivíduos e grupos
apresentarem problemas de saúde em virtude de suas experiências psicológicas e sociais.
Conceitualmente, o estresse é derivado de avaliações sucessivas dos estímulos percebidos,
ocorrendo quando pressões ambientais, psicológicas ou desajustes biológicos imprimem a
necessidade de ativar recursos adaptativos, até que seja dissipado o caráter estressor da
situação, ou o organismo sucumba à magnitude e/ou ao tempo de exposição ao elemento
avaliado como estressógeno. Embora seja encontrado maior volume de estudos acerca das
características dos estressores ou sobre as consequências do estresse, o estado atual do
conhecimento é parco no que tange ao processo de mediação do estresse, principalmente
quando se enfatiza o efeito multidimensional das diversas facetas da capacidade de
adaptação. Além disso, percebe-se que grande parte das investigações realizadas priorizou
a comprovação de impacto sobre a saúde em contextos específicos; no entanto, poucas
pesquisas detalharam a ação interativa das diferenças individuais e do ambiente social na
vulnerabilidade ao estresse. Diante desse quadro, o presente estudo objetivou testar
empiricamente um modelo teórico da capacidade de adaptação psicossocial, sob a
perspectiva da arquitetura explicativa do estresse. Para tanto, avaliou-se o impacto isolado
e conjunto das características do contexto psicossocial e dos mecanismos psicossociais de
adaptação na variabilidade do estresse. A amostra compôs-se de 471 indivíduos e foram
aplicados seis instrumentos: Escala de
Locus
de Controle Multidimensional de Levenson
(MHLC), Escala de Afetos Positivos e Negativos, Escala de Resiliência, Escala de Modos
de Enfrentamentos de Problemas (EMEP), Escala de Suporte Social (SSQ-6), Escala de
Estresse Percebido (PSS), além de um questionário acerca do contexto psicossocial. Foram
desenvolvidos dois modelos teóricos para testagem sob a técnica do Modelo de Equações
Estruturais. O primeiro modelo serviu à análise da mediação do estresse, exclusiva aos
mecanismos psicossociais de adaptação, e o segundo, denominado como Modelo da
Capacidade Adaptativa, testou o impacto conjunto do principal preditor do contexto
psicossocial e os mediadores do estresse. Os resultados mostraram que no Modelo de
Mediação apenas os construtos
locus
interno, afetos negativos, resiliência e o foco no
problema foram mediadores do estresse. No Modelo da Capacidade Adaptativa, o principal
preditor do contexto psicossocial foi a renda média individual, exibindo efeito indireto
sobre o estresse (
d=-
0,10). Quanto aos mediadores desse modelo, tiveram efeito indireto o
locus
interno (
d=
0,09), os afetos negativos (
d=
0,09) e a resiliência (
d=
-0,33) e, com efeito
direto, o foco no problema exibiu impacto negativo sobre o índice de estresse (
d=
-0,52),
enquanto os afetos negativos denotaram efeito positivo (
d=
0,59). Conclui-se que a análise
do impacto conjunto dos preditores e dos mediadores pode contribuir com os estudos sobre
o ajustamento psicossocial, pois a testagem simultânea das variáveis discriminou de que
modo a variabilidade do estresse é produzida, além de ter sido apresentada uma proposta
teórica de como ocorre a ativação das diversas facetas da responsividade adaptativa._________________________________________________________________________________________ ABSTRACT: Nowadays, several health models consider stress an agent that increases the vulnerability
to illness. Researches in health sciences and humanities regard stress as a psychosocial
factor that increases the probability of individuals and groups have health problems
induced by psychological and social experiences. The stress derived from successive
evaluations of the perceived stimulus, that occur when environmental pressures,
psychological or biological maladjustment evokes activate of adaptive resources until
stressor character decreases or the body succumbs to the magnitude and/or time of
exposure to the stressor. Although it is found greater volume of studies regarding the
characteristics of the stressors or the consequences of stress, the current state of knowledge
is scant regarding the mediation process of stress, especially when it emphasizes the effect
of the various facets of the multidimensional ability adaptation. Moreover, most
investigations prioritized the evidence of impact on health in specific contexts. However,
few studies detailed the interactive action of individual differences and the social context
on vulnerability to stress. This study aimed an empirical test of a psychosocial adaptability
theoretical model, according to the perspective of explanatory architecture of stress. We
have studied conjoint and isolated impact of characteristics of psychosocial context and the
psychosocial adjustment resources in the stress variability. The sample consisted of 471
participants and six instruments were applied: Multidimensional Health Locus of Control
(MHLC), Positive and Negative Affects Scale, Resilience Scale, Ways of Coping (EMEP),
Social Support Scale (SSQ-6), Perceived Stress Scale (PSS), and a questionnaire about the
psychosocial context. We developed two theoretical models for testing with Structural
Equation Modeling. The first model analyzed the mediation of psychosocial adjustment
resources of stress. The second model, defined as Adaptive Capacity Model, tested the
conjoint impact of the main predictor of psychosocial context and the mediators of stress.
The results showed that in the Mediation Model only internal locus, negative affect,
resilience and problem-focused coping were mediators of stress. In Adaptive Capacity
Model, the main predictor of psychosocial context was the individual income, exhibiting
indirect effect on stress (
d
=-0,10). As the mediators of this model, internal locus (
d
=0,09),
negative affect (
d
=0,09) and resilience (
d
=-0,33) had indirect effect. With direct effect, the
problem-focused coping exhibited negative impact on stress levels (
d
=-0,52), while
negative affect denotes positive effect (
d
=0,59) on stress levels. We conclude that the
analysis of the combined impact of predictors and mediators can contribute to studies on
the psychosocial adjustment, because simultaneous testing of the variables discriminated
how the variability of stress is produced, and has been introduced a theoretical proposal of
activation of the various facets of adaptive responsiveness.
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Kindergarten classroom engagement skills : the road to academic success in elementary schoolFitzpatrick, Caroline 08 1900 (has links)
No description available.
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自閉スペクトラム症児の社会的スキルの測定に関する検討 : Autism Social Skills Assessment for Parents(ASAP)の開発と心理社会的適応の関連 / ジヘイ スペクトラムショウジ ノ シャカイテキ スキル ノ ソクテイ ニカンスル ケントウ : Autism Social Skills Assessment for Parents ASAP ノ カイハツ ト シンリ シャカイテキ テキオウ ノ カンレン / 自閉スペクトラム症児の社会的スキルの測定に関する検討 : Autism Social Skills Assessment for Parents ASAPの開発と心理社会的適応の関連中西 陽, Yo Nakanishi 19 September 2020 (has links)
博士(心理学) / Doctor of Philosophy in Psychology / 同志社大学 / Doshisha University
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Disease-related collaboration and adjustment among couples coping with type 2 diabetesHemphill, Rachel C. 19 July 2013 (has links)
No description available.
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Psychosocial Adjustment During the Post-Radiation Treatment TransitionMazanec, Susan Rose 07 October 2009 (has links)
No description available.
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Vaikų, augančių socialinės atskirties šeimose, psichosocialinė adaptacija / Psychosocial adjustment of children, growing in the families of social exclusionSapižovaitė, Inga 20 June 2014 (has links)
Tyrimo objektas – vaikų iš socialinės atskirties šeimų psichosocialinės adaptacijos ypatumai.
Tyrimo tikslas – atskleisti 8 – 9 klasių vaikų iš socialinės atskirties šeimų psichosocialinės adaptacijos ypatumus.
Tyrimo uždaviniai:
1. nustatyti 8 – 9 klasių vaikų iš socialinės atskirties šeimų psichosocialinės adaptacijos ypatumus.
2. palyginti vaikų, augančių socialinės atskirties šeimose ir vaikų ne iš socialinių atskirties šeimų psichosocialinę adaptaciją.
3. palyginti berniukų ir mergaičių psichosocialinę adaptaciją atskirai vaikų, augančių socialinės atskirties šeimose ir vaikų ne iš socialinių atskirties šeimų grupėse.
Tyrimo metodai: kiekybinis empirinis tyrimas: apklausa raštu, naudojant uždaro tipo klausimyną (K. Rogers ir R. Dymond psichosocialinės adaptacijos klausimynas).
Išvados:
1. Tyrimu atskleista, kad 8 – 9 klasių paauglių iš socialinės atskirties šeimų psichosocialinė adaptacija yra šiek tiek aukštesnė už vidutinį psichosocialinės adaptacijos lygį nurodomą šiai amžiaus grupei. Nustatyta, kad tiriamų vaikų iš socialinės atskirties šeimų psichosocialinės adaptacijos komponento „savęs vertinimas“ subskalė turi aukščiausią vidutinį balą (75,36±13,43 balai), o „polinkio dominuoti“ subskalė – žemiausią (37,81±17,92 balai).
2. Lyginant tiriamuosius nustatėme, kad tirto amžiaus vaikai iš socialinės atskirties šeimų yra linkę mažiau dominuoti (37,81±17,92 balai) nei jų bendraamžiai ne iš socialinės atskirties šeimų (46,91±17,05 balai) (p=0,03). Kitų abiejų grupių... [toliau žr. visą tekstą] / The object of research – peculiarities of psychosocial adjustment of children from the families of social exclusion.
The aim of research – reveal peculiarities of psychosocial adjustment of 8 – 9 form children from the families of social exclusion.
The goals of research:
1. Define peculiarities of psychosocial adjustment of 8 – 9 form children from the families of social exclusion.
2. Compare psychosocial adjustment of children, growing in the families of social exclusion and children not from families of social exclusion.
3. Compare psychosocial adjustment of boys and girls, separately and in groups, growing in the families of social exclusion and not from families of social exclusion.
The methods of research: quantitative empiric method: written questioning, using closed questionnaire (K. Rogers and R. Dymond questionnaire of psychosocial adjustment).
Conclusions:
1. The research reveals that psychosocial adjustment of 8 – 9 form teenagers from the families of social exclusion is a bit higher than average level of psychosocial adjustment specified for this age group. It is defined that the subscale of the component „self-esteem“ of psychosocial adjustment of investigated children from the families of social exclusion has the highest average point (75.36±13.43 points), the subscale of „the tendency to dominate“ – the lowest (37.81±17.92 points).
2. Comparing the research, it was found that children of investigated age from the families of social exclusion are tend to... [to full text]
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Fiziškai aktyvių ir fiziškai neaktyvių 16 – 18 metų moksleivių psichologinio funkcionavimo sunkumų raiška rudens ir pavasario laikotarpiais / Expression of psychological functioning difficulties for physically active and physically inactive 16-18-year-old adolescents in the periods of autumn and springKairytė, Justina 10 September 2013 (has links)
Tyrimo objektas – fiziškai aktyvių ir fiziškai neaktyvių moksleivių psichologinio funkcionavimo sunkumų raiška rudens ir pavasario laikotarpiais.
Problema – trūksta tyrimų, kuriuose būtų analizuojamos problemos, susijusios su moksleivių adaptacija, emocijų ir elgesio sunkumais, neadaptyvaus elgesio paplitimu. Reikia pripažinti, kad daugelis atliktų tyrimų yra epizodiniai, pasižymintys fragmentiškumu. Pasigendama tyrimų, kuriuose būtų išsiaiškintos visos psichologinių sunkumų priežastys (vidinės – susijusios su emocijomis, ir išorinės – susijusios su aplinka, šeima, mokykla). Tyrimai, kuriuose nagrinėjamas sezoniškumo poveikis susirgimų pasireiškimui ir psichoemocinės būklės pokyčiams, dažniausiai apima vyresnio amžiaus žmonių kontingentą, tačiau trūksta tokio pobūdžio tyrimų, kuriuose būtų tiriami jauni žmonės.
Tyrimo prielaida – moksleiviai daugiau psichologinio funkcionavimo sunkumų patiria rudenį nei pavasarį.
Tyrimo tikslas – nustatyti 16 – 18 metų, fiziškai aktyvių ir fiziškai neaktyvių moksleivių psichologinio funkcionavimo sunkumų raišką rudens ir pavasario laikotarpiais.
Tyrimo uždaviniai:
1. Nustatyti 16 – 18 metų moksleivių fizinį aktyvumą ir psichologinio funkcionavimo sunkumų raišką lyties ir amžiaus aspektu rudens ir pavasario laikotarpiais.
2. Įvertinti sezoniškumo poveikį 16 – 18 metų amžiaus paauglių fiziniam aktyvumui ir patiriamų psichologinio funkcionavimo sunkumų raiškai.
3. Nustatyti 16 – 18 metų moksleivių psichologinio funkcionavimo sunkumų raišką... [toliau žr. visą tekstą] / Research object was the expression of psychological functioning difficulties for physically active and physically inactive 16-18-year-old adolescents in the periods of autumn and spring.
Research problem involved the lack of research analysing problems associated with schoolchildren’s adjustment, emotional and behavioural difficulties, and occurrence of maladaptive behaviour. It must be admitted that many of the studies are episodic and of fragmentary character. There is a lack of research examining the causes of psychological difficulties (internal - related to emotions and external - connected with the environment, family and school). Studies analysing the effects of seasonality on the manifestations of diseases and changes in psycho-emotional conditions often include the contingent of elderly people, but there is a lack of such studies that are subject to young people.
Research hypothesis: schoolchildren encounter more psychological functioning difficulties in autumn than in spring.
Research aim was to establish the expression of psychological functioning difficulties for physically active and physically inactive 16-18-year-old schoolchildren in the periods of autumn and spring.
Research objectives:
1. Assess the effect of seasonality on the physical activity of 16–18 –year–old adolescents and the expression of the encountered psychological functioning difficulties.
2. Establish the physical activity and the expression of psychological functioning difficulties for 16–18... [to full text]
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LA "NASCITA" DELLA FAMIGLIA ADOTTIVA: SVILUPPO PSICOSOCIALE DEI BAMBINI E BENESSERE GENITORIALE. UNO STUDIO LONGITUDINALECANZI, ELENA CAMILLA ROSA 12 March 2015 (has links)
Il presente progetto di ricerca nasce dalla collaborazione tra il mondo accademico e il mondo dei servizi che si occupano di adozione e ha l’obiettivo di progettare e applicare un protocollo di accompagnamento delle famiglie nel primo anno post-adozione. Il primo contributo della tesi è dedicato alla presentazione dettagliata del protocollo, in termini di finalità, obiettivi, metodo e, grazie a uno studio di caso singolo, si mettono in evidenza le ricadute operative dell’applicazione del protocollo stesso nell’intervento con le famiglie. Il secondo contributo offre, invece, una panoramica della situazione all’arrivo dei bambini in famiglia: lo studio si pone l’obiettivo di valutare il benessere dei bambini, considerando il peso delle esperienze vissute prima dell’adozione, e il benessere di madri e padri, con un approfondimento specifico sulla dimensione dello stress genitoriale. Il disegno di ricerca longitudinale ha, poi, consentito di tracciare i percorsi di cambiamento cui le famiglie vanno incontro e a cui sono dedicati i successivi contributi. Si sono valutati sia il recupero dei bambini, con un’attenzione specifica all’area dello sviluppo cognitivo e agli aspetti socio-emotivi legati alle performance intellettive, nonché l’andamento del benessere genitoriale. In particolare, lo studio che chiude l’elaborato di tesi discute la specifica modalità con cui le madri e i padri adottivi sembrano affrontare la transizione genitoriale, in analogia o meno a quanto accade nelle famiglie biologiche: è stata rivolta specifica attenzione alla dimensione della qualità della relazione coniugale e del supporto sociale, ancora largamente inesplorate nel panorama della ricerca nazionale e internazionale. / The research project was promoted by the Athenaeum Center for Family Studies and Research with the cooperation of the public adoption agency “Il Cerchio” Centro Adozioni ASL Milano 1, and it was aimed at developing and applying a research protocol for the agency’s first year post-adoption practice. In the first study of the thesis the research protocol was presented, in terms of finalities, aims, method, and practical implications for the intervention with adoptive families through a single-case study. The second study documented the situation at children’s arrival into the new family and it was aimed at investigating children’s wellbeing, taking into account their pre-adoptive experiences, and parents’ wellbeing, especially focusing the attention on parental stress. The next two studies presented the longitudinal data about families’ changes during the first year post-adoption. Children’s recovery in the area of social, emotional, and cognitive development, and parents’ wellbeing were evaluated. In particular the last study discussed the specific way adoptive mothers and fathers cope with the transition to parenthood, comparing with biological families’ experiences, especially on marital relationship and social support, two dimensions still not largely explored in the field of national and international research.
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Évaluation des effets de La classe enchantée, un programme d’activités parascolaires d’enrichissement musical non sélectif, sur l’adaptation d’élèves de niveau primaire issus de familles immigrantesMeilleur, Marilou 09 1900 (has links)
Cette étude examine, à partir d’un devis quasi-expérimental mixte de type concomitant triangulé, les effets de La classe enchantée, un programme parascolaire d’enrichissement musical non sélectif, sur deux dimensions de l’adaptation retenues à la lumière des objectifs du programme et des études précédentes sur celui-ci, soit les expériences positives à l’école et les difficultés intériorisées. Selon les prémisses du modèle de développement positif de Lerner (2005), il était anticipé que ces indicateurs d’adaptation évolueraient plus favorablement chez les élèves participant à La classe enchantée que chez leurs pairs n’y participant pas. Ces hypothèses ont été examinées auprès d’un échantillon comprenant 50 élèves (30% participant au programme, 66% de sexe masculin) majoritairement issus de familles immigrantes (90%) et fréquentant une école primaire située dans un quartier montréalais défavorisé socioéconomiquement. Ces élèves ont été suivis pendant 7 mois à partir du début de la 4e année (Mâge = 9,74). Les résultats quantitatifs montrent que la participation au programme est associée à une évolution favorable en matière de difficultés intériorisées, mais pas en ce qui a trait aux expériences positives à l’école. Les analyses qualitatives du discours des différents acteurs impliqués dans le programme (élèves inscrits et leurs parents, enseignants de musique et membres de la direction) suggèrent que l’atteinte partielle des effets attendus s’explique par une implantation inégale du programme, qui n’aurait pas permis l’avènement de tous ses bénéfices potentiels. Les résultats soutiennent l’idée que la participation à une activité parascolaire musicale de qualité a le potentiel de favoriser le bien-être chez les élèves issus de familles immigrantes. / This study examines the effects of La classe enchantée, a non-selective after-school music
enrichment program, on two dimensions of adjustment identified considering the program's goals
and previous studies of the program: positive school experiences and internalized difficulties.
Based on the premises of Lerner's (2005) positive development model, it was anticipated that these
indicators of adjustment would change more favorably for students participating in La classe
enchantée than for their peers not participating. These hypotheses were examined in a sample of
50 students (30% participating in the program, 66% male) from immigrant families (90%)
attending an elementary school located in a socioeconomically disadvantaged Montreal
neighborhood. These students were followed for 7 months from the beginning of grade 4 (Mage =
9.74). Quantitative results show that participation in the program is associated with positive
changes in internalized difficulties, but not in positive experiences at school. Qualitative analyses
of the discourse of the various actors involved in the program (participating students and their
parents, music teachers and members of the administration) suggest that the partial achievement of
the expected effects can be explained by the uneven implementation of the program, which did not
allow for the realization of all its potential benefits. The results support the idea that participation
in a quality musical extracurricular activity has the potential to promote well-being among students
from immigrant families.
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