Emotional Skills And Promotion Of School Success: Preliminary Data Of An Intervention Programme With Parents

Abstract

An intervention with the parents was carried out, which integrates a broader line of research, involving both teachers and students. This consists in the implementation of a programme of promotion of personal and parental skills, during half a year, in which a pre-test is executed followed by the implementation programme and a post-test to compare the results. The instruments used in the two moments of the research included questionnaires to obtain sociodemographic data, the PANAS Scale, the Satisfaction with Life Scale and the Emotional Intelligence Scale.The preliminary action-research study involved 5 parents of pupils from two classes of a school in the centre of Portugal, who showed disruptive behaviours in the 7th year of schooling. The parents showed a very favourable perception regarding their participation in the programme, considering that it helped them perceive some behaviours and practices less adjusted to their performance, for instance at home (shouting, scolding, etc.). From the pre-test to the post-test, there were statistically significant differences in the evaluation of one's own emotions and their use, as well as evidence of an improvement in positive affects and satisfaction with life. Preliminary data on this parental empowerment programme point to the importance of raising awareness about its action, as well as the need to change traditional educational practices that contribute to the demobilization of children in the face of school tasks. The need to establish a closer and more systematic contact with teachers was also highlighted in order to meet their needs and expectations.

Emotional Skills And School Success: An Exploratory Study Of A Programme Of Systemic Intervention

“…The results obtained highlight the positive contribution of the training programme in the promotion of personal and parental skills, namely the parents' perceptions regarding positive and negative effects, satisfaction with life and emotional intelligence, as well as with the promotion of emotional management skills at home and the improvement of parent-child relationship interaction (Ferreira et al, 2017).…”

“…This seeks to change a particular situation in the sense of improving it as well as produce knowledge about the changes in social reality, with the participation of the actors themselves with a view to overcoming the duality of theory and practice (Noffke & Somekh, 2010;Cardoso, 2014). In this case, it includes constructing and implementing an intervention programme called "Develop+" aimed at developing students' socioemotional skills and their school motivation, in conjunction with their parents and teachers´ personal (well-being and emotional intelligence) and relational skills Ferreira, Duarte, Campos, Chaves, Felizardo, & Cardoso, 2017).…”

“…Participatory and varied methods were used to involve parents, including thematic debates (emotional management and their relevance in the relational context, parent-child and parentteacher relationship, study organization methodologies, training for an assertive education, and so on), case studies, movie viewing, group dynamics, etc. (Ferreira et al, 2017).…”

Avaliação de programa sobre identificação de emoções por alunos do ensino básico

“…Outras investigações realizadas com o mesmo objetivo (16)(17)(18)(19) em amostras de alunos do 3º ciclo, pais e professores apuraram resultados semelhantes aos encontrados no presente estudo, nomeadamente uma maior capacidade de identificar e diferenciar emoções nas crianças mais velhas e do sexo feminino. Semelhantes pesquisas salientam ainda como decisiva a formação dos professores envolvidos nos programas de intervenção, condição determinante para que os alunos se envolvam e para uma implementação mais efectiva, estando esta relacionada com resultados mais duradouros nos alunos.…”

“…Nos estudos analisados no âmbito desta investigação, (9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19) as conclusões apontam para benefícios como, maior bem-estar, melhores competências relacionais, atitudes mais positivas perante as situações de vida, menos manifestações de comportamentos internalizantes e externalizantes, maior capacidade na utilização de estratégias de "coping", comportamentos mais adaptativos em situações de maior pressão e maior sucesso académico na crianças e jovens envolvidos. (21) No presente estudo os resultados indicam que a aplicação de um programa de identificação de emoções a crianças e jovens permitiu melhorar as competências de identificação e diferenciação de algumas emoções, porém, mais dificuldade na diferenciação de outras, o que poderá estar relacionado com a natureza fortuita do programa de intervenção realizado, reforçando a pertinência de uma implementação mais efetiva, se se pretende melhorias significativas e potencialmente duradouras nos alunos.…”