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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博士(心理学) / Doctor of Philosophy in Psychology / 同志社大学 / Doshisha University

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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]

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]

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.

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.