ResumoObjetivo: realizar a adaptação e validação do conteúdo da secção I da escala "Assessment of Peer Relations" -Avaliação das Relações com Pares para o idioma Português. Método: a secção I foi traduzida e retro traduzida por tradutores experientes. A versão de consenso resultante desta tradução foi utilizada em dois estudos piloto que indicaram a necessidade de melhoramentos linguísticos. Realizadas as alterações necessárias, reuniu-se um painel com oito peritos -investigadores na área da intervenção precoce e das interações sociais -que procedeu à discussão aprofundada de cada um dos itens secção I. Resultados: todo o processo inerente a este estudo revelou-se de extrema importância para a exploração aprofundada da secção I e para a realização de todas as alterações consideradas necessárias para que a escala possa ser funcional e aplicável na Língua e Cultura Portuguesas. Conclusões: o processo de investigação permitiu atingir o objetivo delineado e, assim, foi possível adaptar e validar, para o idioma português, o conteúdo da secção I da escala Assessment of Peer Relations -Avaliação das Relações com Pares.Palavras-chave: ajustamento social; relações interpessoais; transtornos do comportamento social; comportamento infantil; validação de conteúdo. Abstract PURPOSE: adaptation and content validation of Section I of the scale "Assessment of Peer Relations" to the Portuguese language. METHOD: section I was translated and back translated by experienced translators. The version of consensus was used in two pilot studies that indicated the necessity of linguistic improvements. After realizing these modifications, it was possible to gather an expert panel -composed by 8 researchers in early intervention and social interaction -who thoroughly discussed each item of section I. RESULTS: this research process was essential to deeply explore section I allowing, consequently, to perceive which modifications should be done in order to operationalize its use in Portuguese's language and culture. CONCLUSIONS: the objective of this research was achieved and, consequently, it was possible to do the adaptation and the content validation to the Portuguese language concerning Section I of the scale "Assessment of Peer Relations".Key words: Social adjustment; interpersonal relations; social behavior disorders; child behavior; content validation. INTRODUÇÃOAs situações de interação com os pares são contextos nos quais a criança pode evoluir e complexificar todas as suas competências que a curto e a longo prazo serão essenciais para o seu ajustamento social num mundo menos protegido e onde as situações são reais e, portanto, distantes dos vários mundos de faz de conta que pode encontrar dentro da sua cultura de pares [1][2][3][4] .É nestas interações que a criança pode experimentar estratégias sociais para resolver determinados desafios como sejam, a entrada no grupo de pares, a resolução de conflitos e a manutenção da brincadeira; é também nestas interações que a criança pode vivenciar e/ou observar as consequên-cias de determina...
Background: Interdisciplinary research has the potential to optimize communication, accelerate discoveries and their translation into practice. Interdisciplinary collaboration is useful in bringing together professionals from different disciplines in order to share new ideas, express different perspectives and create new solutions that emerge from interdisciplinary collaboration and catalyse scientific innovations (VanWormer, Lindquist, Robiner, & Finkelstein, 2012). Little is known about student's involvement in interdisciplinary practice-based research specially concerning their perception about their participation in this kind of research process. This paper is part of a larger interdisciplinary practice-based research project named Help2Care. Help2Care involves students, teachers and stakeholders aiming to empower the informal caregiver and the dependent person by integrating multimedia resources and technology in healthcare. Students were involved in the development of resources that optimize care among caregivers, dependent person and health care professionals, integrating networks of formal and informal care. Objectives: the main objective is to analyze the experience of students involved in an interdisciplinary team, collaborating in the design of multimedia resources that impact the quality of life of informal caregivers of the dependent person. Methods: This is a qualitative study, using thematic content analysis. Ethical issues were taken into account according to Helsinki declaration. Students from different health backgrounds (nursing, nutrition and rehabilitation) participated and were interviewed in an online (20 students) and in a face to face interview (7 students). After the free-floating reading, data were analyzed independently by each of the two researchers according to Bardin (2004). Afterwards the researchers cross-checked the categories in order to assure the validity of the content analysis. Results: The students express positive feelings regarding this experience. The exchange of knowledge, experiences and contributions regarding different health themes is highlighted. The contact with each other allowed them to perceive that they have different visions taking into account the same health topics which enabled them to develop a complementary and integrated vision. Considering the SWOT http://ijaedu.ocerintjournals.org 230 analysis strengths, weaknesses, opportunities and threats were identified, regarding the collaborative team work in the development of innovative health solutions. Conclusions: This research reveals the importance of implementing interdisciplinary teaching-learning processes in health professions higher education.
Na intervenção precoce, as práticas centradas na família são preponderantes, realçando-se o impacto positivo das redes sociais de apoio na capacitação, bem-estar, melhoria da coesão da família e dos padrões de interação criança – família. Destacam-se, assim, os grupos de apoio a pais como um recurso essencial de apoio social que permitem desenvolver relações de suporte positivas com outros pais e possibilitam o apoio mútuo com grande influência na competência social e emocional da criança e sua família. Com este estudo pretende-se conhecer, compreender e explorar: 1) As expectativas dos pais, quando da entrada, no grupo de apoio a pais; 2) Os benefícios que os pais consideraram obter pelo fato de participarem no grupo de apoio a pais; 3) As barreiras que identificam, no funcionamento do grupo de apoio a pais; 4) As recomendações de melhoria identificadas pelos pais, na dinâmica de funcionamento do grupo de apoio a pais. Este é um estudo qualitativo, com recurso a entrevistas semiestruturadas realizadas com 7 pais (5 mães e 2 pais) que recebem apoio numa Equipe Local de Intervenção da Zona Norte de Portugal. A análise e tratamento dos dados baseou-se na análise de conteúdo. A participação no Grupo de Apoio a Pais contribuiu para uma maior tranquilidade e empoderamento das famílias envolvidas, conduzindo a uma maior capacitação através de um aumento de informação e normalização das suas emoções.
ResumenOs sentimentos e atitudes na gaguez podem originar na criança angústia e frustração. Atendendo à importância de se avaliarem estas dimensões e, na ausência de instrumentos validados para o português europeu, considerou-se importante proceder à tradução e adaptação transcultural da Escala A-19. Este artigo descreve as primeiras três fases, qualitativas, desse processo. Realizaram-se duas traduções independentes e síntese das mesmas. Para verificar inconsistências ou erros conceptuais efetuaram-se duas retrotraduções independentes, concluindo-se que a tradução realizada foi consistente com o instrumento original. A presente investigação permitiu obter o conteúdo da "A-19, Scale of Children's Attitudes traduzido para Portugués Europeu.Palabras clave: gaguez, avaliação, instrumento, escala A-19, crianças. AbstractThe feelings and attitudes in stuttering can produce in the child distress and frustration. Given the importance of assessing these dimensions and, in the absence of validated instruments for European Portuguese, it was considered important to proceed with the cross-cultural adaptation of Scale A-19. This article describes the first three qualitative phases of this process. Two independent translations and synthesis of the same were made. In order to verify inconsistencies or conceptual errors, two independent backtranslations were carried out, concluding that the translation was consistent with the original instrument The present investigation allowed to obtain the content of the A-19, Scale of Children's Attitudes translated to european portuguese.
Children with special needs, due to the greater likelihood of developing a disorder in one or more areas of their development, and due to the obstacles they may find in the context, can have their social performance compromised, which can entail consequences in short and in long term. It is, therefore, essential to know the factors that may influence the development of their peer related social competence. Only then can the caregivers play an active role in order to increase the chances of stimulating these competencies. This review addresses the perspectives of different authors about the social development of children with their peers. It is at the convergence of each of these perspectives that one can find the complementarity needed to effectively understand the dynamism and the inter-relational characteristics inherent to social competence.
The purpose of the study is to identify the admission processes to the speech and language therapy degree worldwide and characterize how Portuguese speech and language therapists assess the candidates to the speech and language therapy degree. This is a descriptive, exploratory, and cross-sectional study. This study is divided into two studies. Questionnaires were used to collect data in both studies. The data were inserted and analyzed through descriptive statistics (via Statistical Package for the Social Sciences (SPSS) version 27) and content analysis. Considering study 1, the results show that there are no school admission criteria performed by a speech and language therapist in most countries. However, in some institutions, there are some specific procedures considering the acceptance of applicants to enter the speech and language therapy degree. Study 2 reveals that Portuguese speech and language therapists use mainly informal assessment procedures when performing school admission criteria. The skills/areas most valued as school admission criteria for accessing the degree are writing and reading skills. Most participants consider it essential to perform the school admission criteria before candidates can access the speech and language therapy degree. There are different procedures worldwide considering the entrance in speech and language therapy degree. If school admission criteria should or should not exist is a matter of debate concerning inclusion and non-discrimination policies. Even in Portugal, where school admission criteria are mandatory, there is a high variability of procedures. All these results state the importance of discussing this matter in more depth, involving all the institutions and entities that formally represent the scientific area of speech and language therapy.
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