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- Well-Being At Work: A Study With Social EducatorsPublication . Fernandes, Rosina; Sargento, José; Martins, Emília; Mendes, FranciscoEmployee health and well-being are on organizations leaders’ agendas, including in the social area. So, this study aimed to explore the associations between job satisfaction and other well-being at work variables (success, salary, and occupation’s prestige) in a recent social sector profession. Also, intended to reflect on its importance in promoting health and well-being in workers who daily deal with other’s suffering. This quantitative study involved 74 employed Portuguese Social Educators, 94.6% female with mean age of 30.12±8.94. A questionnaire was specifically prepared for this research project, given the scarcity of studies about well-being at work in Social Education area. SPSS 25 was used for data analysis, assuming a 95% confidence level. Job satisfaction was positively correlated (p≤.05) with success and prestige. Salary was relevant (p≤.05) to job satisfaction, regardless of whether the professionals were working in the training area. In those who were, job satisfaction was also correlated with the desire to keep the job (p=.002). Participants with higher success, career satisfaction and prestige were more optimistic about professional future (p≤.05). Given the Social Educators intervention in high risk and social vulnerability contexts, work benefits such as access to counselling or other health initiatives preventing occupational stress and burnout, may be an effective alternative to salary increase, often difficult to social organizations. It’s effect on satisfaction and success, together with growing social recognition of profession is essential for these workers well-being.
- Well-being and physical activity in health young adultsPublication . Martins, Emília; Mendes, Francisco; Fernandes, Rosina; Magalhães, Cátia; Araújo, PatríciaRecent studies show a positive relationship between physical activity and well-being, although mediated by other variables. The most negative self-reported well-being is in the age group of 18-25 years.
- Families of children with special educational needs: perceptions of social support and parental well-beingPublication . Felizardo, Sara; Fernandes, Rosina; Martins, Emília; Ribeiro, Esperança Jales; Mendes, FranciscoResearch on social support in families of children with Special Educational Needs (SEN) points its influence in parents’ health and well-being as well as in their involvement in the educational and therapeutic process. National and international laws assign parents a central role in assuring children’s educational interests. Promoting quality of life and well-being are key areas in educational and therapeutic contexts. The aim of this study is to: i) compare parents of children with and without SEN in social support and parental well-being (life satisfaction) and these variables in parents of children with different problems; ii) understand the relationship between social support and well-being; iii) analyze the effect of sociodemographic variables on social support and parental well-being. This is a non-experimental and cross-correlated study with a non-probabilistic and convenience sample of 152 parents of children with SEN and 149 without SEN. Of the 152 children, 53.9% (n=82) showed Intellectual Disabilities (ID), 24.3% (n=37) Motor Disabilities (MD) and 21.7% (n=33) Autism Spectrum Disorders (ASD). Data were collected in the central region of Portugal. Instruments: Social Support Questionnaire – short version, Life Satisfaction Scale; and a parental sociodemographic questionnaire. There are significant and positive correlations (r=0.539, p<.001) between social support and well-being (life satisfaction). Both parent groups have significant differences in well-being and in satisfaction with social support. In the SEN group, parents of children with ASD showed significantly higher values in social support than those with children with ID (p=.001) and MD (p=.004). A similar trend was observed in life satisfaction scale, but only with the ID group (p=.005). The results highlight the relationship between well-being/life satisfaction and social support and the need to invest in social support in SEN children’s families. Intervention programs should include ways to support family’s adaptation, empowering them to deal with these children giving them special attention. In the ecological/systemic and social support approaches, families are perceived as having skills, resources and needs, and the professionals should be, essentially, promoters, in a (co)constructed and dynamic process between family and technical expert, respecting family’s autonomy.