ESEV - DPCE - Capítulo em obra internacional, como autor
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- Cognitive abilities and physical activity in community-dwelling elderlyPublication . Martins, Emília; Fernandes, Rosina; Mendes, Francisco; Felizardo, Sara; Pocinho, R.; Margarido, C.; Santos, R.; Marques, L.; Trindade, B.; Silva, S.; Gordo, S.There is evidence of the protective role of the regular practice of physical activity (PA) in relation to the aging cognitive decline. A non-exper- imental quantitative study was developed to explore the relationship between physical activity and cognitive abilities in community-dwelling elderly, ana- lysing the relevance of sociodemographic and health related variables. The convenience sample included 546 participants, aged between 63 and 94 years (72.85+6.55), mostly female (69.6%), from the inland of the country (79.5%) and rural areas (68.2%). For data collection, in addition to the sociodemographic questionnaire, the Montreal Cognitive Assessment (MoCA) and the Modified Baecke Questionnaire were used. Statistical analyses (p<.05) were performed using the SPSS-IBM 27. The results point to a positive and significant relationship between the global scores of MoCA and Baecke (r,- 138, p<.02). Self-perception of health was also positively associated with both the MoCA and Baecke global scores (r,- 23 2» p<.001 and r =.204, p<.Oil) and age showed a negative relationship with those two variables (r,- -.294, p<.001 and r,-- *1 3, p<.001). In the association between MoCA and Baecke, the contrast between genders was quite sharp, with males not show ing any statistical relevance (p>.05) in contrast to females (rs=.182, p<.05). Household (living alone or accompanied) showed significant differences in the MOCA, favourable to those living accompanied (U=-3.96, p>.001). In Baecke, only the gender contrast was statistically significant, favourable to females (U= 25395, pt.05). These data are reinforced by scientific evidence and point to policies that promote the practice of physical activity in elderly.
- A coleção "Trinka e João": O grande fogo; o dia em que a terra tremeuPublication . Magalhães, Cátia; Sargento, José; Alves, Ana Berta; Carraça, Bruno; Rodrigues, FilipaA ocorrência de desastres naturais pode ser desafiante para crianças e educadores. É descrita uma experiência educativa que utiliza histórias como estratégia para lidar com o stress que estes acontecimentos podem despoletar. Neste âmbito, surge a experiência educativa da coleção ‘Trinka e João’, designadamente com os livros O Grande Fogo e O Dia em que a Terra Tremeu, que visa sensibilizar e capacitar pais e educadores e proporcionar o contacto e a utilização de recursos baseados na evidência e referenciados como boas práticas (APA; NCTSN; SAMHSA). Esta experiência educativa pretende facilitar conversas difíceis, mas importantes, e a prática de estratégias nos distintos contextos educativos. Adotou-se uma metodologia fundamentalmente qualitativa, que permitiu a análise de seis (6) depoimentos de profissionais que utilizaram este recurso em contexto não formal de educação. As histórias infantis, de livre acesso, editadas pela Piplo Productions, com o apoio da Fundação Irving Harris e da Rede de Tratamento de Trauma Precoce da Universidade da Califórnia e do Centro Nacional da Rede Nacional de Stress Traumático Infantil, da Administração de Serviços de Saúde Mental e Abuso de Substâncias, Departamento de Saúde e Serviços Humanos dos EUA, foram traduzidas e adaptadas para português por Magalhães et al. (2021; 2022), por se considerar relevante trazer para o nosso contexto recursos que permitem apoiar pais/educadores, profissionais e as crianças que atravessam momentos de maior desafio.
- Cultural and Gender Adaptations of Evidence Based Family InterventionsPublication . Kumpfer, Karol; Magalhães, Cátia; Xie, JingThis chapter will review culturally and gender-adapted evidence-based family prevention and intervention programs. The growing ethnic populations in the USA and other Western countries have created the need for the development and evaluation of culturally adapted programs. The rapid spread worldwide of Western youth culture has also made effective parenting more critical to youth outcomes in non-Western cultures, requiring an extension of the evidence base for family programs to include populations in Europe, Asia, and Africa
- Defining “success”. In exceptional longevityPublication . Ribeiro, Oscar; Araújo, LiaThis chapter focuses on the conceptualizations of successful in exceptional longevity, and provides a scope review on how the concept has been approached in centenarian studies. Using “successful ageing” AND “centenarians” in a search across PUBMED and ISI Web of Knowledge 125 articles were identified. This analysis focused on 12 studies that have explicitly presented a successful ageing definition or appointed its potential components, highlighting the breadth of definitions and operationalization that have been considered. Main findings demonstrate an emergent interest in understanding successful adaptations to extreme longevity within both well-established conceptual frameworks (e.g., Rowe and Kahn’s model) and through the development of comprehensive alternative models (e.g., Developmental Adaptation Model; Multidimensional models). Several studies, on the other hand, have tried to explore characteristics and factors associated with successful ageing that are not based in any defined model but rather in wide-ranging psychological constructs as resilience. Regardless of the used approach for defining and/or assessing “success” in centenarians, findings highlight its incontrovertible subjectivity (rather than reaching the age of 100 as per se, like it is often appointed in several studies) and the need for more constructs that recognise the role of psychological aspects of adaptation to extreme longevity.
- Editorial introductionPublication . Almeida, Silvia; Sousa, Francisco; Figueiredo, Maria PachecoThis book is based on the International Seminar “Curriculum Autonomy Policies in Europe: Trends, Tensions & Transformations”, which was held at Gulbenkian Foundation, Lisbon, on January 25 and 26, 2019. Besides including a set of papers that were presented in that context, this publication includes texts from other relevant authors who have conducted research on the topic under discussion – curriculum autonomy. This topic has received attention from many researchers, with different theoretical perspectives. In the first decades of the 20th century, which were marked by the predominance of a technical perspective, the conceptualization of curriculum autonomy tended to be limited to the idea of adapting the means to the ends, the latter being usually regarded as instrumental to the satisfaction of societal needs. But by the end of the 1960s, when the first wave of re-conceptualization changed Curriculum Studies, such relation between means and ends was questioned, and the idea that curriculum autonomy may also entail the ends became increasingly accepted. Later on, the consolidation of Critical Theory strengthened this tendency, by contesting the assumption that the ultimate aim of curriculum construction should be to fulfill the needs of society, by uncovering relations between curriculum and interests pursued by different sectors of society, and by legitimating emancipatory ways of dealing with the curriculum. Postcritical approaches also reject a conceptualization of curriculum autonomy as permission to perform technical procedures in adapting curricula whose aims are taken for granted. The concept of curriculum autonomy is not even central in the latter approaches, which emphasize that changing the curriculum requires understanding it from multiple perspectives, which emerge from different identities, related to gender, race, sexual orientation, and other factors. Accordingly, for Pinar, Reynolds, Slattery, and Taubman (1995), curriculum change depends on issues of identity and power.
- EMOÇÃO E AFETO NA EDUCAÇÃO: O OLHAR RELACIONAL DOS MODELOS PSICANALÍTICOSPublication . Sargento, José; OLIVEIRA, Sandra
- Entering a Fluid Research FieldPublication . Pacheco Figueiredo, Maria; Gonçalves, NelsonObtaining access to the research field and participants is an essential part of conducting research successfully, particularly in ethnographic and qualitative research. It can vary to a considerable extent and usually requires time and expertise. Even so, it has been noticed that some researchers do not describe their access to the research field in their research reports. This chapter presents challenges regarding access and entrance to the field and how these connected to data collection during a research project about learning in an online community. The study aimed at understanding characteristics and meanings of participation in an existing online community built around a Free/Libre and Open Source Software (F/LOSS): Blender (www.blender.org/). This community was taken as an example of a virtual distributed community of practice in which people voluntarily develop, maintain and contribute to open source software and thereby produce knowledge and learning. The aim was to produce a ‘thick description’ of the Blender software learning ecosystem through an ethnographic study. The first challenge to be discussed in the chapter pertains to accessing and interacting with a field that doesn’t exist physically, is fluid and intersects online and offline spaces, and has no gatekeepers. A second challenge looks into access to the field in terms of relationships and authenticity. Because the ethnographer was not immersed in a physically delimited field and all the participants were geographically distributed, establishing trust and authenticity were particularly challenging.Some aspects of the challenges were specific to the community that was studied but most of the decisions and processes that were developed are relevant for any study focusing on existing online communities with distributed participation and leadership.
- Envelhecimento positivo e longevidade avançada: contributos para a intervençãoPublication . Araújo, Lia; Ribeiro, Oscar
- Impact of Family Structure, Functioning, Culture, and Family-Based Interventions on Children´s HealthPublication . Kumpfer, Karol; Magalhães, Cátia; Kanse, SheetalBehavioral health problems in children and adolescents are increasing in the USA and worldwide. This chapter will begin by covering the history and possible causes of changes in the traditional two-parent family structure and its negative impact on children’s development and health. These structural family changes resulted in changes in family functioning with the loss of fathers, resulting in increased family poverty and reduced parental involvement. Solutions including broader implementation of the family interventions proven to increase family nurturing and improve children’s behavioral health outcomes will be reviewed including their effectiveness results. These family evidencebased interventions also reduce differential generational acculturation and family conflict prevalent when families from one traditional culture move into a less traditional Western culture. The need for cultural adaptation to increase acceptability and dissemination capacity of health promotion programs is stressed. Despite 20 years of randomized control trial research on evidencebased family interventions, there is a research to practice gap depriving families of the best family services and increasing social and health-care costs. Hence, this chapter ends with policy recommendations to have a broader public health impact including using computer information technology to reduce the cost and increase dissemination of effective health promotion and family interventions.
- Infância, Tecnologias e SustentabilidadePublication . Araújo, Catarina Liane; Faria, Ádila; Ramos, AltinaNuma sociedade em que o fenómeno das Tecnologias de Informação e comunicação (TIC) aumenta e se cruza com uma cultura preocupada com as questões de sustentabilidade, torna-se fundamental que as crianças desde cedo contactem com esta nova realidade. Face à pertinência destas temáticas é nosso objetivo averiguar na literatura o conhecimento científico disponível acerca das TIC, sustentabilidade na infância. De que forma pode ser feita esta integração e estará a escola e o jardim de infância preparados para estes desafios. Por fim, daremos alguns exemplos de práticas pedagógicas com as TIC, sustentadas pela dinâmica da rede, de promoção e incentivo à sustentabilidade na infância. Espera-se que estes recursos possam servir de reflexão e incentivo à criação de diferentes projetos em diferentes contextos.