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Contribuições para a análise de crianças e jovens em situação de risco: resiliência e desenvolvimento
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Abstract(s)
O objectivo da presente investigação consistiu em conhecer e analisar os processos
e mecanismos protectores a nível da família, escola e comunidade envolvente,
susceptíveis de contribuir e potenciar o desenvolvimento de uma maior Residência
Educacional, junto de uma amostra de jovens com Necessidades Educativas Especiais
(N.E.E.) decorrentes de Dificuldades de Aprendizagem.
Utilizando estratégias de natureza quantitativa e qualitativa este estudo procurou
equacionar alguns aspectos relevantes desta problemática. Nos escassos estudos
nacionais não foi possível encontrar instrumentos que servissem os objectivos definidos,
pelo que optámos pela adaptação e validação de instrumentos para avaliar os factores de
Residência Educacional. Após o pré-teste (N=69) e introduzidas as alterações
necessárias foi efectuada administração dos instrumentos junto de uma amostra de 928
alunos (integrando o 8o, 9o, 10°, 1 Io e 12° anos de escolaridade), tendo como objectivo a
sua análise psícométrica.
Na sequência deste processo efectuou-se levantamento da população existente no
âmbito do Distrito do Algarve com N.E.E., ou em situação de risco para constituir a
amostra experimental. Neste estudo participaram 75 alunos cujo processo académico e
desenvolvimental revelava sucesso académico, não obstante as adversidades advindas
da presença de risco estabelecido por deficiência ou risco envolvimental.
As respostas aos Questionários e Escalas permitiram, posteriormente, a selecção
de uma amostra de 10 alunos que evidenciavam um perfil de Resiliêncía Educacional.
Num processo de aprofundamento efectuaram-se entrevistas semi-directivas tendo como
finalidade o conhecimento dos processos protectores em jogo que contribuíram para o
seu perfil de Resiliêncía
A investigação possibilitou concluir que estes jovens valorizam, prioritariamente,
os Factores de Protecção Internos, indicando que estes desempenham forte efeito
protector e amortecedor dos riscos e adversidades com que se deparam ao longo do seu
processo desenvolvimental e educativo. Destacaram-se como mais relevantes as
capacidades de resolução de problemas, a capacidade para sonhar e estabelecer
objectivos para a vida.No que respeita aos Factores de Protecção Externos é salientado o Envolvimento
Familiar, a valorização das relações afectivas com os pais ou substitutos e o seu apoio
emocional. O Envolvimento Comunitário detém ainda forte reconhecimento, embora de
forma mais indirecta, seguindo-se o Envolvimento com o Grupo de Pares, onde se
assinalam as boas relações com os amigos e a aceitação social. O Envolvimento Escolar
é o menos valorizado, não obstante seja mencionada a boa adaptação à escola, aos
professores e colegas. Particularmente importantes parecem ser as aspirações e
expectativas dos pais, nomeadamente, através do encorajamento contínuo para o
sucesso académico, a disponibilização de meios e ajuda nos estudos e trabalhos.
Concluiu-se também, que estes jovens apresentam um leque de estratégias de
coping bastante diversificado apesar de, preferencialmente, utilizarem estratégias mais
orientadas para a resolução da tarefa, o que parece consonante com as teorias da
Resiliência.
Estes resultados remetem para importantes implicações e desafios face ao futuro.
A investigação nesta temática contribui, de forma significativa, para a nossa
compreensão da Resiliência e dos mecanismos de protecção e oferece a possibilidade de
intervenções mais eficazes. Intervenções preventivas destinadas aos períodos
transaccionais críticos são uma prioridade, bem assim como a procura de estratégias que
permitam promover e desenvolver programas que procuram atingir resultados mais
favoráveis para as crianças e jovens. Tais constatações deixam-nos antever que a
construção e o desenvolvimento da Resiliência Educacional é não só uma tarefa
desejável como possível, desde que se faça da adversidade e dos riscos uma
oportunidade de desenvolvimento.
The purpose of the present research was to examine and analyze the protective processes and mechanisms at family, school and involving commimity, with a sample of youths with Special Educational Needs elapsed with Learning Difficulties. This study also aimed to contribute and valorise the development of Educational Resilience. Using strategies of quantitative and qualitative nature, this research looked for the equitation of some relevant aspects of this problematic. In the scarce national studies it was not possible to fínd instruments adapted to our purposes and so we decided for the adaptation and validation of instruments to evaluate Education Resilience^ Factors. Alter the pretest (N=69) and needed alterations introduced we have administrated the instruments with a sample of 928 students (integrating the Sth, 9th, lOth, 11 st and 12nd grades) for the psychometrics. In the sequence of this process we conduct a survey of the existent population in Algarve with N.E.E. or in risk to constitute the experimental sample. In this study participated 75 students, whose academic and developmental process revealed success, in spite of the adversities due to the presence of established risk for deficiency or envolvimental risk. The analysis of the gathered data allowed us to choose 10 students that showed a Educational Resilience profile. In a deepen process we have conducted in-depth interviews to identiíy the Protective Factors that have contributed to his resilience profile. The present study allowed us to conclude that above youth value in first Internai Protective Factors, indicating that they carry out a strong protective effect and buffers the risks and adversities that they have along developmental and educational process. Among these factors stand out, as the more significant, the resolution capacities, the capacity to dream and to establish purposes of life. Conceming the Externai Protective Factors firstly the youths stands out the Family Involvement, and they value the affectionate relationship with their parents or parent substitutes and their emotional support. Community Involvement has a strong recognitíon of youths, although indirectly, followed by Friends Involvement marked with a good social acceptance. School Involvement is less valued by youth, although their positive adaptation to school, to teachers and friends is worth mentioning. Particularly important seems to be parenfs aspirations and expectations, namely through continuous encouragement in young people's academic success and trough the means that help students with their studies. Looking at the results we can still conclude that these youths present a variety of coping strategies. However they preferentially use strategies leading to task resolution proceed by those leading to emotion which seems consonant with Resilience Theories. The above results lead us to believe and recognise the implications and challenges for the future. Finally, intervention research can make important contributions to our understanding of Resilience and protective mechanisms. An understanding of Resilience offers the possibility of more effective interventions. The design of interventions that address criticai transactional periods is a priority, as the continued search for strategies to enhance and sustain the effects of programs to foster favourable outcomes. This approach reveals us that this is not only a desirable task, as it's something possible, as long as we make from adversity and risks a developing and nonstop opportunity!
The purpose of the present research was to examine and analyze the protective processes and mechanisms at family, school and involving commimity, with a sample of youths with Special Educational Needs elapsed with Learning Difficulties. This study also aimed to contribute and valorise the development of Educational Resilience. Using strategies of quantitative and qualitative nature, this research looked for the equitation of some relevant aspects of this problematic. In the scarce national studies it was not possible to fínd instruments adapted to our purposes and so we decided for the adaptation and validation of instruments to evaluate Education Resilience^ Factors. Alter the pretest (N=69) and needed alterations introduced we have administrated the instruments with a sample of 928 students (integrating the Sth, 9th, lOth, 11 st and 12nd grades) for the psychometrics. In the sequence of this process we conduct a survey of the existent population in Algarve with N.E.E. or in risk to constitute the experimental sample. In this study participated 75 students, whose academic and developmental process revealed success, in spite of the adversities due to the presence of established risk for deficiency or envolvimental risk. The analysis of the gathered data allowed us to choose 10 students that showed a Educational Resilience profile. In a deepen process we have conducted in-depth interviews to identiíy the Protective Factors that have contributed to his resilience profile. The present study allowed us to conclude that above youth value in first Internai Protective Factors, indicating that they carry out a strong protective effect and buffers the risks and adversities that they have along developmental and educational process. Among these factors stand out, as the more significant, the resolution capacities, the capacity to dream and to establish purposes of life. Conceming the Externai Protective Factors firstly the youths stands out the Family Involvement, and they value the affectionate relationship with their parents or parent substitutes and their emotional support. Community Involvement has a strong recognitíon of youths, although indirectly, followed by Friends Involvement marked with a good social acceptance. School Involvement is less valued by youth, although their positive adaptation to school, to teachers and friends is worth mentioning. Particularly important seems to be parenfs aspirations and expectations, namely through continuous encouragement in young people's academic success and trough the means that help students with their studies. Looking at the results we can still conclude that these youths present a variety of coping strategies. However they preferentially use strategies leading to task resolution proceed by those leading to emotion which seems consonant with Resilience Theories. The above results lead us to believe and recognise the implications and challenges for the future. Finally, intervention research can make important contributions to our understanding of Resilience and protective mechanisms. An understanding of Resilience offers the possibility of more effective interventions. The design of interventions that address criticai transactional periods is a priority, as the continued search for strategies to enhance and sustain the effects of programs to foster favourable outcomes. This approach reveals us that this is not only a desirable task, as it's something possible, as long as we make from adversity and risks a developing and nonstop opportunity!
Description
Tese dout. em Psicologia Educacional, Faculdade de Ciências Humanas e Sociais, Univ. do Algarve, 2005
Keywords
Resiliência Factores de Protecção Factores de Risco Necessidades Educativas Especiais Dificuldades de Aprendizagem