Utilize este identificador para referenciar este registo: http://hdl.handle.net/10071/29260
Autoria: Antunes, R.
Alexandre, J.
Guedes, M.
Filipe, M. G.
Veríssimo, M.
Data: 2023
Título próprio: Assessing the benefits of the “Intergalactic World” social emotional learning program for 8–12-year-old children in Portugal: Perspectives from teachers and caregivers
Título da revista: Frontiers in Psychology
Volume: 14
Referência bibliográfica: Antunes, R., Alexandre, J., Guedes, M., Filipe, M. G., & Veríssimo, M. (2023). Assessing the benefits of the “Intergalactic World” social emotional learning program for 8–12-year-old children in Portugal: Perspectives from teachers and caregivers. Frontiers in Psychology, 14, Article 1233335. https://doi.org/10.3389/fpsyg.2023.1233335
ISSN: 1664-1078
DOI (Digital Object Identifier): 10.3389/fpsyg.2023.1233335
Palavras-chave: Social-emotional learning programs
Internalizing behaviors
Externalizing behaviors
Caregivers
Teachers
Resumo: Introduction: “Intergalactic World” is a new social–emotional program designed to reduce psychopathological symptoms and improve social and emotional skills in children aged 8–12. This study aims to evaluate the program’s benefits from teachers’ and caregivers’ perspectives, focusing on internalizing and externalizing behaviors. Methods: The findings were obtained through self-reported measures using a pretest-posttest design with a follow-up period, but with no control group. One hundred fifty-four children (M age = 9.66, SD = 0.78) participated in this intervention study. Eleven teachers completed the Teacher’s Report Form (TRF) for these children, and 133 caregivers completed the Child Behavior Checklist (CBCL). Participants without caregivers’ reports were excluded from the analysis. Data were collected at three-time points: before the intervention (T1), immediately after (T2), and 6 months after the implementation of the program (T3). Results: Results (n = 133) showed an effect of time on the Internalization scores (at T3 for teachers and T2 and T3 for caregivers) with no gender effect and a decrease in the perception of externalizing behaviors with a gender effect: Boys were perceived as exhibiting more externalizing behaviors than girls. However, these behaviors significantly decrease at T3 for teachers and at T2 and T3 for caregivers. Discussion: Despite its limitations, this study highlights the benefits of employing social–emotional programs to help reduce children’s internalizing and externalizing behaviors. A multi-informant approach enables a comprehensive analysis and provides insights into the child’s significant contexts and interactions with adults.
Arbitragem científica: yes
Acesso: Acesso Aberto
Aparece nas coleções:CIS-RI - Artigos em revistas científicas internacionais com arbitragem científica

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