Artigo ResumoO vestibular se tornou um grande fator de comprometimento da saúde mental dos jovens. O objetivo desse artigo é relatar a experiência de aplicação de um programa breve de intervenção para o manejo de stress e ansiedade em vestibulandos e apresentar seus resultados preliminares. Foram utilizados instrumentos de avaliação psicológica para análise da ansiedade, depressão, desesperança, stress e repertório de habilidades sociais, aplicados aos 12 participantes antes e após a intervenção, composta por seis sessões grupais. Os resultados e relato dos participantes registrado durante as sessões foram promissores, indicando melhora nos sintomas de alguns participantes, embora estes dados devam ser analisados com cautela. Palavras-chave: stress, ansiedade, vestibularAbstract: Intervention for stress and anxiety in senior high school students: a pilot study The college entrance examination has become a major factor affecting the mental health of young people. The objective of this article is to report the experience of applying a brief intervention program for the management of stress and anxiety in senior high school students and present its preliminary results. Psychological evaluation tools were used to analyze anxiety, depression, hopelessness, stress and repertoire of social skills, applied to the 12 participants before and after the intervention, composed of six group sessions. The results and report of the participants recorded during the sessions were promising, indicating improvement in the symptoms of some participants, although these data should be analyzed with caution. Keywords: stress, anxiety, entrance examinationResumen: Intervención para el estrés y la ansiedad en preuniversitarios: estudio piloto Las pruebas de ingreso a la educación superior se han convertido en un gran factor de riesgo para la salud mental de los jóvenes. El objetivo de este artículo es relatar la experiencia de aplicación de un breve programa de intervención para el manejo del estrés y la ansiedad en estudiantes preuniversitarios y presentar sus resultados preliminares. Se utilizaron instrumentos de evaluación psicológica para el análisis de la ansiedad, depresión, desesperanza, estrés y repertorio de habilidades sociales, aplicados a los 12 participantes, antes y después de la intervención, que estuvo compuesta por seis sesiones grupales. Los resultados y manifestaciones de los participantes registrados durante las sesiones fueron promisores, indicando mejoría en los síntomas de algunos participantes, aunque estos datos deben ser analizados con cautela. Palabras clave: estrés, ansiedad, pruebas de ingreso Revista Brasileira de
The family is the system that most influences a child’s development throughout different phases. The perceptions of parents about skills, abilities, and characteristics of each developmental stage influence the way they will behave with their children. Objectives: To identify the main difficulties found by mothers in the education/upbringing of children in early childhood (3-6 years) and middle childhood (6-12 years). Method: Participants were 120 mothers (two groups of 60 mothers for each age range), mostly married, ranging in age from 30.4 to 36.5 years, who completed a self-administered questionnaire containing essay and multiple-choice questions about data on characterization of the sample and maternal difficulties in dealing with their children according to the child’s stage of development. Participants completed the questionnaires at home or in schools. Results: More than 75% of mothers live with their child’s father, and more than 78% of these fathers help in child-rearing activities. Mothers spent an average of more than 4 hours a day with their children. Major difficulties of mothers of children in early childhood: putting toys away (63.3%), obedience to maternal commands (46.7%), sleeping on schedule (43.3%), eating an adequate diet (40%). Major difficulties of mothers of children in middle childhood: eating an adequate diet (43.3%), sleeping on schedule (41.7%), putting toys away (38.3%), and obedience to maternal commands (36.7%). Conclusion: The data show an increasing difficulty by mothers in getting children to do their homework and to learn school content as the child’s age advances. Common difficulties are centered on the establishment of a routine and obedience.
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