ESEV - DPCE - Artigo em revista científica, indexada ao WoS/Scopus
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- Parental functioning and social support in families of children with autism spectrum disordersPublication . Felizardo, SaraIntroduction: Research on the functions of social support in families of children with disabilities in the context of inclusive settings, emphasizes that this concept influence various dimensions of parental and family functioning. Objectives: TThis study aims to analyze the influence of the perception of social support in the parental functioning and development trajectories of families in the context of adaptation to disability and incapacity. Methods: It is a qualitative and comprehensive study of the phenomena. We formed a convenience sample of 10 caregivers of children with ASD. Data collection instrument was a semi-structured interview that covers socio-demographic aspects and other information related to the past, present and future of parental and family development. Results: The analysis of parents discourses suggests a high parental involvement in educational and therapeutic processes, good levels of formal and informal social support, the use of coping strategies focused on solving the problems and positive perceptions on children and on parenting changes; despite these results, speeches indicate a high parental stress resulting from requirements and barriers in the management of daily life. Caregivers are linked to support institutions and reveal close relationships with other parents. Conclusions: The perception of social support emerges as a relevant construct, which must be considered in the context of intervention with families of children with autism. In this sequence, it is proposed areas, measures and actions in the field of family intervention.
- Students’ Involvement in School and Parental Support: Contributions to the Socio-Educational InterventionPublication . Felizardo, Sara; Cantarinha, Diana; Dos santos alves, Ana; Jales Ribeiro, Esperança; Amante, Maria JoãoStudent involvement in the school and the perception of parental support are core variables in the context of studies on personal and school adjustment of children and adolescents and should be considered in the context of socio-educational intervention. In this study, we formulated the following objectives: i) to understand the differences in students’ involvement in school and the perception of parental support, according to several socio- demographic and school variables, ii) to analyse the relationship between involvement and the perception of parental support iii) to outline socio-educational intervention strategies in the contexts of children’s lives. This is a non-experimental, correlational and cross-sectional study by means of a non-probabilistic convenience sample consisting of 150 children, aged between 10 and 16 years, attending the 2nd and 3rd cycles basic education [5th – 9th years of schooling] attending a school in the central region of Portugal. The data collection instruments were “Students’ Engagement in School: a Four-Dimensional Scale – SES-4DS” (Veiga 2013, 2016), the “Perceived Parental Support Scale” (Veiga, 2011) and a part with socio-demographic and school questions was added. We found significant differences in overall (and partial) amounts of student involvement and the perception of parental support, depending on the age, gender (in agency and behaviour subscales), school difficulties/retentions and methods of study (time, a place to study and a study schedule). We also found positive and significant relationships between student involvement and perception of parental support. The results are in line with the scientific literature in the field, which highlights the key role of the variables, student involvement and perception of parental support in the academic and psychosocial adjustment of young people. These should be considered in the context of socio-educational intervention. Given the above, we present areas and action strategies promoting parent and student involvement in the educational process.