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- Emotional Skills and Promotion of School Success: Preliminary Data of an Intervention Programme with ParentsPublication . Ferreira, Manuela; Duarte, João; Campos, Sofia; Margarida Correia Balula Chaves, Cláudia; Felizardo, Sara; Cardoso, Ana PaulaAn 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 promoting School Success in the 3rd cycle: students perceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Chaves, Claudia; Duarte, João; Felizardo, SaraProblem Statement: The perceptions about school, play a central role in behavior, performance and results. There is evidence that an improvement in emotional skills is associated with a higher success. Research Questions: What is the relationship between internalizing and externalizing behaviors, emotional skills and academic success in the 3rd cycle of basic education? Purpose of Study: To promote social and emotional skills of students, in the 3rd cycle of basic education. Research Methods: A pilot study with groups of 7th year at a school central Portugal. Made diagnosis of disruptive behavior (ASEBA) was identified 6 children aged 12 0s and 14 and followed by 3 focus groups with students, parents, and teachers respectively. Findings: 6 students mostly male were identified (70 %), with the predominance of externalizing behaviors and academic failure. Not like school (80%) and have no motivation for learning. The relationship between parents and teachers is conflituoso. 100 % of parents have the utmost concern academic success and teachers perceptional good practices, but without success. Conclusions: This program is seen in a perspective of empowerment of the various educational agents to manage various environments and relationships. The results point to the importance of the focus group in the awareness of relational problems in schools. Less adjusted change behaviors imply the involvement of all educators.
- Emotional skills and promoting school success in the 3rd cycle : students perceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Duarte, João; Felizardo, Sara; Margarida Correia Balula Chaves, CláudiaAbstract The perceptions about the school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to establish the relationship between internalizing and externalizing behaviors, emotional skills and academic success of lower secondary education students. In order to promote students social and emotional skills, a pilot study in a School Grouping from the central region of Portugal was carried out. A diagnosis of disruptive behavior (ASEBA) was made and 6 children aged between 12 and 14 years old were identified and followed by 3 focus groups of students, parents, and teachers, respectively. Six students, mostly male, showing signs of externalizing behaviors and academic failure were identified. They didn’t like school and showed no learning motivation. The relationship between parents and teachers was conflictive. All parents had the utmost concern about academic success and teachers showed good practices but without success. This program is seen as a way to improve the educational agents’ action and to help them manage different environments and relationships. The results point out the importance of a systemic intervention program which aims are to improve the social and emotional competences and academic achievement.
- Emotional competences and promotion of school success: Preliminary data of an intervention programme with teachersPublication . Cardoso, Ana Paula; Ferreira, Manuela; Campos, Sofia; Duarte, João; Margarida Correia Balula Chaves, Cláudia; Felizardo, SaraTeachers’ emotional competences and well-being are fundamentally important to developing and maintaining positive relationships in the classroom, which can contribute to improving pedagogical action. References to several intervention programmes are found in the literature with the purpose of changing the practices, attitudes, and beliefs of teachers, who show evidence of a significant improvement in personal competences and school success. Therefore, an intervention with teachers integrating a broader line of research was carried out, involving parents and students as well. It consists of a programme which promotes personal (well-being and emotional intelligence) and professional (acquiring differentiated pedagogical strategies) competences over a period of six months, followed by a focus group to assess the contribution of an empowerment programme with the intention of promoting school success. The preliminary action-research study involved 10 teachers of two classes with students who show disruptive behaviour in the 7th year in a school in the central region of Portugal. The teachers, of both genders, are aged between 44 and 52, and belong to several recruitment groups. The main research question was: “To what extent does an intervention programme, intended for training, contribute to developing personal and professional competences in teachers of the 3rd cycle of basic education?” The teachers revealed a rather favourable view of their participation in the programme, considering that it helped them perceive some behaviours and practices which are less adjusted to their action in the classroom with these students (shouting, scolding, etc.). From the pretest to the posttest, statistically significant differences were found in assessing their own emotions and in their use. Signs of improvement in positive affections and satisfaction with life were also found, though with a marginal significance. The preliminary data in this empowerment programme for these educational agents points towards the importance of teachers’ awareness in what concerns their pedagogical action, as well as the need to change traditional pedagogical practices that contribute to discouraging students towards learning. The need to establish closer and systematic contact with the students and their families in order to meet their needs and expectations was also highlighted.
- Emotional Skills and Promoting School Success in the 3rd Cycle: Students PerceptionPublication . Campos, Sofia; Ferreira, Manuela; Cardoso, Ana Paula; Duarte, João; Felizardo, Sara; Margarida Correia Balula Chaves, CláudiaThe perceptions about school play a central role in behavior, performance and learning outcomes. There is evidence that an improvement in emotional skills is associated with a higher school success. The aim of this paper is to know the relationship between internalizing and externalizing behaviors, emotional skills and academic success of students of the 3rd cycle of basic education. In order to promote students social and emotional skills, a pilot study in a School Grouping of the central region (Portugal) was carried out. It was made a diagnosis of disruptive behavior (ASEBA) and identified 6 children aged between 12 and 14 years old and followed by 3 focus groups with students, parents, and teachers, respectively. Six students mostly male were identified, with the predominance of externalizing behaviors and academic failure. They don’t like school and have no motivation for learning. The relationship between parents and teachers is conflictive. All parents have the utmost concern academic success and teachers perceived good practices, but without success. This program is seen in a perspective of empowerment of the educational agents to manage various environments and relationships. The results point to the importance of the systemic intervention program on the improvement of the social and emotional competences and academic achievement.