Introduction. A mother’s verbal and non-verbal behaviour towards her infant is known as maternal responsiveness (MR). Positive MR is associated with better child social and emotional development (SED). A mother’s ability to accurately recognise emotions is thought to enhance MR. Method. Data from 1,122 mother-infant interactions from a longitudinal birth cohort study, was used firstly to examine whether positive MR at 12 months was associated with better child and adolescent SED, and secondly to explore whether better maternal facial and vocal expression recognition at 151 months was associated with positive MR and child SED. MR was measured using the Thorpe Interaction Measure (TIM) from observed mother-infant interactions and SED from questionnaire data adjusting for potential confounding variables. A test of facial expression recognition was used with vocal expression recognition additionally used in mothers. Results. Logistic regression revealed that positive MR was associated with positive SED outcomes in childhood but there was little effect in adolescence. Positive MR was associated with mothers having better facial and vocal expression recognition at 151 months and these recognition skills were associated with children showing less emotional problems at 158 months independent of MR. Adjustments for confounding variables had no effect on these results. Conclusion: These findings support the benefit of positive MR on a child’s SED in middle childhood. Further, the findings suggest that a mother’s facial and vocal expression recognition skills are important to both MR and a child’s SED. Limitations include subjective reporting of SED.

Made available in DSpace on 2016-04-04T18:32:58Z (GMT). No. of bitstreams: 1 Jurandir dos Santos.pdf: 753781 bytes, checksum: edaf550959cabc4cf67779de6c7eb663 (MD5) Previous issue date: 2005-11-30 / This study is inserted in the research line University, Docency and Formation of Teachers and it is going to investigate, to know and to describe the experiences and practical evaluatives and the possible changes resulting in the learning evaluation in the profissionalizing technical courses , administered by Senac S?o Paulo, starting from the implementation of the Law of Guidelines and Bases (LDB), no. 9394 of 1996. The text presents a brief historical of the professional education in Brazil, focused on the professional education and the creation of Senac. The practices and the profile of the educational formation, the approaches of good quality teaching, the development of competences and the different evaluation conceptions are discussed. The research was developed in the year 2005 and had as analyzed, 14 teachers from different areas of professional education of technical level. The collection of data was based in the approaching qualitative, with applications of questionnaires, with open and half-open subjects and they were addressed respectively to the characterization of the teachers and their knowledge and educational practices. The analysis reveals us that the main problems faced by the teachers in the learning evaluation are centralized in the absence of pedagogic training, in the work excess in several institutions and in the reduced hourly load destined to the pedagogic practice of the institution. / Este estudo est? inserido na linha de pesquisa Universidade, Doc?ncia e Forma??o de Professores e visa investigar, conhecer e descrever as experi?ncias e pr?ticas avaliativas e as poss?veis mudan?as advindas da avalia??o da aprendizagem nos cursos t?cnicos profissionalizantes, ministrados pelo Senac S?o Paulo, a partir da implanta??o da Lei de Diretrizes e Bases (LDB) , n? 9394 de 1996. O texto apresenta breve hist?rico da educa??o no Brasil, focando a educa??o profissional e a cria??o do Senac. S?o discutidas as pr?ticas e o perfil da forma??o docente, os crit?rios de ensino de boa qualidade, o desenvolvimento de compet?ncias e as diferentes concep??es de avalia??o. A pesquisa foi desenvolvida no ano 2005 e teve como sujeitos 14 docentes de diferentes ?reas de educa??o profissional de n?vel t?cnico. A coleta de dados fundamentou-se na abordagem qualitativa, com aplica??es de question?rios, com quest?es abertas e semi-abertas e foram direcionadas, respectivamente, ? caracteriza??o dos sujeitos e de seus conhecimentos e pr?ticas docentes. A an?lise nos revela que os principais problemas enfrentados pelos professores na avalia??o da aprendizagem est?o centralizados na aus?ncia de capacita??o pedag?gica, no excesso de trabalho em diversas institui??es e na reduzida carga hor?ria destinada ?s praticas pedag?gicas da institui??o.

Bereits vor der Pandemie stellten räumliche Distanz, fehlende Ausbildung im Bereich der Kollaborationskompetenzen, der Umgang mit digitalen Medien sowie in der interkulturellen Interaktion Hemmschwellen für die virtuelle Zusammenarbeit dar (Händel et al., 2021; Scherer et al., 2021). Potenziale für hochschul- und landesübergreifende Lehrangebote und Projekte zur Vernetzung werden weiterhin unzureichend umgesetzt. Existierende Projekte werden zumeist auf Basis von aufwändigen Reisen sowie Videokonferenzen abgehandelt. Der tatsächliche Austausch der Studierenden und der damit einhergehende Wissenstransfer durch Vernetzung rückt in diesen Umsetzungsvarianten in den Hintergrund. Einen alternativen Ansatz stellt die kollaborative Onlinelehre, mit starkem Fokus auf die Entwicklung der nötigen Kompetenzen, Vernetzungsaktivitäten, sowie asynchrone und synchrone Kollaborationstools, dar. In diesem Kontext stellt das Virtual Collaborative Learning (VCL) Framework erprobte Ansätze bereit, welche zur Entwicklung von Lehrangeboten genutzt werden können. Als Laborumgebung zur Weiterentwicklung des Frameworks werden Lehrangebote beforscht, durch iterative Weiterentwicklung neue Erkenntnisse gewonnen sowie bestehende Annahmen überprüft (Schoop et al., 2020). [Aus: Einführenden Beitrag]

This dissertation deals with the relationship between a person's emotional development and physical diseases. The term 'development' refers to development over the lifespan (Paper 1 and Paper 2) and to the development of competencies over training (Paper 3). Emotional development is operationalized in this dissertation via several emotional constructs: Early trauma (Paper 1), the tendency toward negative emotions and quality of emotions (Paper 2), and emotional competencies and their enhancement via training (Paper 3). Physical diseases are measured via self-report (slight deviation in Paper 1) and via the assessment of the impairment through various disease symptoms, which are comparable across all three papers (disease symptoms, Paper 1 (also objectively measured); physical complaints in adolescents, Paper 2; disease symptoms in young adults, Paper 3). Emotional processes within a person are fundamental in predicting physical disease. They are of value for future studies as well as for practice and should be further investigated and applied.:Summary 6 1 Basic Ideas About This Dissertation 10 1.1 Historical Outline: The Connection Between the Soul and the Body 10 1.2 Research Gaps and Aims of the Dissertation 13 1.3 Previous Theories and Models Explaining the Relationship Between Psyche and Diseases 16 2 Resulting Model: How Does the Emotional Development Influence Physical Diseases? 25 2.1 Resulting Model for the Underlying Dissertation 25 2.2 How Does (Early) Stress Affect the Body? 27 2.3 How Does Emotion Affect the Body? 29 2.4 How Does Emotional Competence Affect the Body? 30 2.5 Definition of Physical Diseases 32 3 The Role of (Early) Stress 38 3.1 What is Stress? 38 3.2 The Experience of Trauma in Childhood 39 3.3 Adverse Childhood Experiences and Diseases: The Need for Further Research 40 3.4 What are the Objectives of the First Paper? 40 3.5 First Part of Research Questions for the Underlying Dissertation 41 3.6 Paper 1: Adverse Childhood Experiences and Physical Diseases in Adulthood: A Summary of Meta-Analyses 42 3.7 Problems with the Trauma- and the Stress-Variable 67 4 The Role of Emotion (Paper 2) 68 4.1 What are Emotions? 68 4.2 Effects of Specific Emotions on Specific Diseases and Other Predictors in This Regard 69 4.3 What are the Objectives of the Second Paper? 70 4.4 Second Part of Research Questions for the Underlying Dissertation 71 4.5 Paper 2: Physical Health Complaints in Adolescents: Findings from the 2018 Brandenburg HBSC Study (Paper 2) 72 4.6 Difficulty in Measuring Emotions 93 5 The Role of Emotional Competence (Paper 3) 94 5.1 What are Emotional Competencies? 94 5.2 The Need for Paper 3 96 5.3 What are the Objectives of the Third Paper? 97 5.4 Third Part of Research Questions for the Underlying Dissertation 97 5.5 Paper 3: Effects of Emotional Competencies on Disease Symptoms 98 6 Conclusion 126 6.1 Comparison of the Studies 126 6.2 A Few Answers to the Opening Questions 131 6.3 Assumptions of Psychological Characteristics as Causal Factors 132 6.4 Explanation of the Connections Between the Emotion-System and the Body-System 133 7 Practical Implications 134 7.1 Relevance of the Findings for Parents and Caregiving Institutions 134 7.2 Relevance of the Findings for the Health Care System 138 7.3 Relevance of the Findings in the Light of Covid-19 141 8 Research Gaps and Outlook 142 9 References 146 Appendix 177

Il progetto di ricerca muove dall’interesse per l’emergere di nuove epistemologie della formazione professionale che riconoscono la pratica condivisa come contesto epistemologico di produzione e sviluppo di competenze. Recenti ricerche collegano le possibilità di crescita professionale del singolo allo sviluppo complessivo delle organizzazioni, interpretate come sistemi di comunità che apprendono. Il tema di fondo su cui si confronta la ricerca attiene alla trasformazione delle conoscenze dell’insegnante, all’interno dei vincoli e delle possibilità connesse all’attuale fase di transizione, in favore dell’apprendimento organizzativo. Più in dettaglio, la ricerca indaga il ruolo che assumono le conoscenze tacite nella trasformazione di conoscenza dal livello individuale a quello collettivo. / The research project originates from the interest in emerging new epistemologies of professional formation which identify shared practice as the epistemological context of competence creation and development. Recent research relates the opportunities of individual professional growth to the overall development of the organizations, considered as learning community systems. Given the limits and possibilities connected to the present moment of transition, the main point the research deals with is the transformation of the teacher's knowledge in favour of organizational learning. To be more precise, the research investigates the role of tacit knowledge in the transformation of knowledge from individual to collective level.