Suporte parental: um estudo sobre crianças com queixas escolares<A NAME="n1"></A>

Abstract

RESUMO. O objetivo deste artigo foi investigar o suporte parental recebido por crianças encaminhadas para atendimento psicológico em razão do baixo desempenho escolar, em comparação com crianças não encaminhadas. Os participantes foram 60 crianças de 7 a 11 anos e suas mães, selecionadas em uma clínica de psicologia e em uma escola, ambas públicas. O suporte foi avaliado em três domínios: acadêmico, desenvolvimental e emocional. Da criança avaliou-se o nível de inteligência, o desempenho escolar e a presença de problemas de comportamento. Em concordância com estudos anteriores, o grupo encaminhado mostrou desempenho cognitivo e acadêmico mais baixo e mais problemas de comportamento. O suporte acadêmico não diferiu entre os grupos. As mães de crianças encaminhadas relataram menos suporte desenvolvimental e emocional, com problemas nas práticas educativas e relacionamento pais-criança conflituoso. Os resultados salientam a necessidade de cuidados de saúde mental para crianças vulneráveis que vivem em ambientes pouco apoiadores. Palavras-chave: suporte parental, desempenho escolar, problema de comportamento.

Prevalence of behavior problems and associated factors in preschool children from the city of Salvador, state of Bahia, Brazil

“…There is evidence that maternal mental health problems have a deleterious effect on child behavior, which may have significant repercussions on the acquisition of cognitive and social skills over both the short and long term. 3,[23][24][25][26]34 This finding is in line with other studies, which have demonstrated that maternal mental health is an important predictor of behavior problems in children. 7,16,21 The prevalence of behavior problems found in this study (23.5%) falls within the range reported in other investigations conducted in developing countries (12 to 29%).…”

“…22 Child mental health problems are fairly common and may influence development in different areas, such as cognition, socialization, and learning. [23][24][25][26] Numerous studies emphasize the severe long-term consequences of behavior problems as predictors of inadequate adjustment throughout the life course. These predictors cross into different domains, including delinquency, abuse of psychoactive substances, major depression, long-term unemployment, and difficulties in educating one's own children.…”

Inteligência emocional no Brasil: um panorama da pesquisa científica

“…Alguns estudos trataram as emoções de uma forma ampla, sem considerar o construto da Inteligência Emocional (Rueda, Bartholomeu & Sisto, 2004;Candiani, 2004;D'Avila-Bacarji, Garcia, Edna, & Elias, 2005;Linhares et al, 2005). O estudo quantitativo de D'Avila-Bacarji, Garcia, Edna e Elias (2005) …”

Association between child maltreatment indicators and developmental problems in early childhood education

“…2,20 Some studies suggest that maltreatment has caused depression and withdrawal, especially because these disorders are commonly associated with individuals' homeostatic imbalance 15 and can harm the brain structuring process, especially in children, during this critical period of their development. 18,19,32 Furthermore, depression and withdrawal, during childhood can lead to isolation, and therefore, generate, in the long-term, new problems with the child's social development as associated with suicide risk. 13 Anxiety (in different levels) can also have important maladjusted responses mainly if this condition triggers high levels of stress for a long period, which will also affect the aforementioned structuring and organization process of the neurophysiologic responses.…”

“…All these changes generate a period of unpredictability that cause tension and anxiety among children. 18,19 Therefore, the family experiences combined with the time spent exert strong influence on how children grow and develop. 8 In this context, it may be assumed that children who are being subjected to maltreatment will have more difficulty coping with the typical tasks of this developmental phase.…”