Avaliação do processo de intervenção com professores para prevenção a problemas de comportamento infantil

Fava, Débora Cristina; Andretta, Ilana; Marin, Angela Helena

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Estudos de Psicologia (Campinas)

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Sumário

RESEARCH REPORT | School and Educational Psychology • Estud. psicol. 40 • 2023 • https://doi.org/10.1590/1982-0275202340e210002 copiar

Avaliação do processo de intervenção com professores para prevenção a problemas de comportamento infantil

Autoria SCIMAGO INSTITUTIONS RANKINGS

Resumo

Objetivo

A prevalência de problemas emocionais e de comportamento chega a 30% em brasileiros em idade escolar. O manejo pelos professores pode reforçar tais dificuldades e, portanto, é fundamental avaliar intervenções para instrumentalizá-los. Objetivou-se apresentar o desenvolvimento e a implementação do Programa Facilitando o conVívio com Alunos em docentes de séries iniciais.

Método

Avaliou-se o processo de duas modalidades desta intervenção: G1, recebeu a intervenção de forma completa, e G2, recebeu a intervenção de forma parcial, priorizando-se a instrução sobre técnicas comportamentais de manejo e apoio socioemocional e excluindo-se o conteúdo do modelo cognitivo.

Resultados

O G1 avaliou melhor a intervenção quanto a importância e utilidade do conteúdo.

Conclusão

O conhecimento do modelo cognitivo por parte do professor é relevante para a modificação de comportamentos perturbadores de alunos em sala de aula.

Palavras-chave
Comportamento infantil; Terapia cognitivo-comportamental; Avaliação de processo; Professores escolares

Module	Contents
1- Cognitive-behavioral model	- How does our mind work? - Why do we think the way we do? - How is the thought pattern built? - Principles of the cognitive-behavioral approach: Thought can be monitored. Thought can be changed. * By modifying the thought, it is possible to change the behavior. - Self-monitoring applied to the school context. - Cognitive distortions in the context of the teacher. - Modification of cognitive distortions and the impact on behavior towards the student.
2- Socio-emotional development and socio-emotional education	- What socio-emotional development is. - What socio-emotional skills / competences are. - How socioemotional skills are acquired. - The relationship between socio-emotional skills, child development, and behavior. - Helping children identify and manage emotions. - Emotional self-awareness and emotional regulation of the teacher.
3- Interaction styles between teacher and student and active observation of child behavior	- What are the styles of interaction between adults and children? - What are the consequences of interaction styles on the behavior of children? - Support and validation of emotion in students. - Definition of child behavior problems and expected behavior according to age group. - Active observation. - Principles of functional behavior analysis applied to the school context. - Maintenance of the behavior problem. - Principles of operant conditioning (behavior modification).
4- Management of dysfunctional behavior and promotion of functional and assertive behaviors	- Types of consequences for dysfunctional behaviors in the classroom. - Social reinforcement in the school context. - Resolution of social conflicts. - Promoting understanding and empathic and prosocial conducts among children (direct interventions and class assemblies). - Classroom routine. - Use of visual cues. - Distraction as a disruptive behavior modification technique. - Dealing with children who exhibit aggressive behavior. - Group points system for behavior modification and encouraging good behavior.

		Variables	G1	G2	p
		Variables	%		p
Activity organization
		Premises and facilities			0.33
		Poor	00.5	–
		Fair	07.3	12.4
		Good	62.4	48.5
		Excellent	29.8	39.2
			N = 386	N = 97
Teaching material (PowerPoint slides and use of whiteboard)					0.09
		Poor	–	–
		Fair	01.0	2.1
		Good	30.7	38.5
		Excellent	68.3	59.4
			N = 388	N = 96
Training workload (two shifts for G2 and four shifts for G1)					0.36
		Poor	03.0	01.0
		Fair	01.5	07.2
		Good	55.0	48.5
		Excellent	43.2	43.3
			N = 391	N = 97
Coordinator
Coordinator’s knowledge regarding the contents					0.09
		Good	11.7	18.6
		Excellent	88.3	81.4
			N = 392	N = 97
Availability of the coordinator to answer questions					0.28
		Fair	01.8	01.0
		Good	20.2	26.5
		Excellent	78.0	72.4
			N = 391	N = 98
Relationship between theory and practice					0.25
		Fair	02.3	6.1
		Good	33.3	34.7
		Excellent	64.4	59.2
			N = 390	N = 98
Teaching and didactic methodology					0.25
		Fair	00.5	1.0
		Good	30.6	36.1
		Excellent	68.9	62.9
			N= 392	N = 97
Contents
Participant’s prior knowledge of the subject					0.22
		None	011.5	5.2
		Low	81.3	88.7
		High	07.2	6.2
			N = 391	N = 97
Importance of contents					0.03^* * Significance level: p < 0.05.
		Low	01.3	5.3
		High	98.7	94.7
			N = 378	N = 94
Usefulness of contents					0.02^* * Significance level: p < 0.05.
		Low	01.6	6.4
		High	98.4	93.6
Self-assessment
	Feeling of well-being				0.00^* * Significance level: p < 0.05.
		Poor	01.5	-
		Fair	11.0	04.1
		Good	73.2	67.3
		Excellent	14.3	28.6
			N = 392	N = 98
Perception of having slept well last night					0.23
		Poor	3.6	02.0
		Fair	22.4	19.4
		Good	58.4	59.2
		Excellent	15.6	19.4
			N = 392	N = 98
Difficulties in eating before the intervention					0.05^* * Significance level: p < 0.05.
		Yes	9.2	3.1
		No	90.8	96.9
			N = 391	N = 98
Difficulties getting ready to leave home					1.00
		Yes	9.5	09.2
		No	90.5	90.8
			N = 391	N = 98
Feeling of being involved with the meetings					0.63
		Yes	98.7	97.9
		No	1.3	2.1
			N = 390	N = 96
Activity organization
Premises and facilities					0.33
		Poor	0.5	–
		Fair	7.3	12.4
		Good	62.4	48.5
		Excellent	29.8	39.2
			N = 386	N = 97
Teaching material (PowerPoint slides and use of whiteboard)					0.09
		Poor	–	–
		Fair	1.0	2.1
		Good	30.7	38.5
		Excellent	68.3	59.4
			N = 388	N = 96
Training workload (two shifts for G2 and four shifts for G1)					0.36
		Poor	3.0	1.0
		Fair	1.5	7.2
		Good	55.0	48.5
		Excellent	43.2	43.3
			N = 391	N = 97
Coordinator
Coordinator’s knowledge regarding the contents					0.09
		Good	11.7	18.6
		Excellent	88.3	81.4
			N = 392	N = 97
Availability of the coordinator to answer questions					0.28
		Fair	1.8	1.0
		Good	20.2	26.5
		Excellent	78.0	72.4
			N = 391	N = 98
Relationship between theory and practice					0.25
		Fair	02.3	06.1
		Good	33.3	34.7
		Excellent	64.4	59.2
			N = 390	N = 98
Teaching and didactic methodology					0.25
		Fair	00.5	01.0
		Good	30.6	36.1
		Excellent	68.9	62.9
			N = 392	N = 97
Contents
Participant’s prior knowledge of the subject					0.22
		None	11.5	05.2
		Low	81.3	88.7
		High	07.2	06.2
			N = 391	N = 97
Importance of contents					0.03^* * Significance level: p < 0.05.
		Low	01.3	05.3
		High	98.7	94.7
			N = 378	N = 94
Usefulness of contents					0.02^* * Significance level: p < 0.05.
		Low	01.6	06.4
		High	98.4	93.6
			N = 385	N = 94
Self-assessment
		Feeling of well-being			0.00^* * Significance level: p < 0.05.
		Poor	01.5	-
		Fair	11.0	04.1
		Good	73.2	67.3
		Excellent	14.3	28.6
			N = 392	N = 98
Perception of having slept well last night					0.23
		Poor	03.6	02.0
		Fair	22.4	19.4
		Good	58.4	59.2
		Excellent	15.6	19.4
			N = 392	N = 98
Difficulties in eating before the intervention					0.05^* * Significance level: p < 0.05.
		Yes	09.2	03.1
		No	90.8	96.9
			N = 391	N = 98
Difficulties getting ready to leave home					1.00
		Yes	9.5	09.2
		No	90.5	90.8
			N = 391	N = 98
Feeling of being involved with the meetings					0.63
		Yes	98.7	97.9
		No	01.3	02.1
			N = 390	N = 96

Programa de Pós-Graduação em Psicologia, Pontifícia Universidade Católica de Campinas Núcleo de Editoração SBI - Campus II, Av. John Boyd Dunlop, s/n. Prédio de Odontologia, 13060-900 Campinas - São Paulo Brasil, Tel./Fax: +55 19 3343-7223 - Campinas - SP - Brazil
E-mail: psychologicalstudies@puc-campinas.edu.br

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[1] Correspondence to: D. C. FAVA. E-mail: deborafava@gmail.com.