Percorrer por autor "Barros, Luisa"

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    Escala de avaliação da ansiedade e superprotecção parentais: estudo psicométrico numa amostra de pais e mães de crianças em idade escolar.
    (Edições Universitárias Lusófonas, 2013) Pereira, Ana Isabel; Barros, Luisa; Beato, Ana; Escola de Psicologia e Ciências da Vida
    Different theoretical models emphasize the role of parental control in the development of children's anxiety disorders. This literature has been criticized because of its lack of specific evaluation measures of different components of parental control and parental overprotection in particular. The main objective of this study was to develop a scale for the evaluation of Parental Anxiety and Overprotection (EASP). The sample consisted of 246 children (7-13 years old), who answered to SCARED-R to evaluate anxiety symptoms, and their parents (203 fathers and 243 mothers) who answered to EASP, SCARED-R and EMBU-P. The principal component analysis identified three components that are conceptually consistent with the proposed dimensions: (1) parental anxiety and worry; (2) parental overprotection; and (3) support of children's coping behaviors. The scale revealed good psychometric qualities: both content and construct validity, and adequate internal consistency of its different subscales.
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    Father's and mother's beliefs about children's anxiety
    (Edições Universitárias Lusófonas, 2018-09) Beato, Ana; Barros, Luisa; Pereira, Ana Isabel; Escola de Psicologia e Ciências da Vida
    Previous research has focused on parenting styles and parental behaviors associated with children's anxiety. Parental beliefs about their child's anxiety have scarcely been studied, in spite of their probable influence in parents seeking help. The present study intended to fil that gap, by exploring what parents think about their children's anxiety and whether these cognitions are related or not to their use of professional help. Method: In‐depth semistructured interviews were conducted with 48 parents (50% fathers) of children (9–12 years old) with anxiety problems. Theoretical thematic analysis was performed on the transcripts. Results: Three dimensions were derived from the analysis, concerning (a) the causes of child's anxiety, (b) the impact of anxiety in the child's functioning, and (c) the evolution of anxiety. Most parents perceived the child's anxiety as a permanent condition, attributing it to external and parental factors and considering that the anxiety problems have a negative impact on the child's well‐being. Plus, parents who had previously sought professional help for the child's emotional problems tended to believe that anxiety could improve with child's or parents' efforts and with professional guid ance, contrarily to those who had not. Implications for research and clinical practice are discussed. Conclusion: The present study highlighted important parental beliefs about their children's anxiety that might influence their attitudes and decisions (e.g., seek for professional help). Other parental cognitions should be investigated in order to understand parenting in the context of childhood anxiety
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    Parenting Strategies to Deal with Children’s Anxiety: Do Parents Do What They Say They Do?
    (Edições Universitárias Lusófonas, 2016-08) Beato, Ana; Pereira, Ana Isabel; Barros, Luisa; Escola de Psicologia e Ciências da Vida
    Parents’ perceptions about their strategies to deal with children’s anxiety have been minimally explored. Based on a mixed-method approach, the current study compared the strategies that parents said they use more frequently to deal with their child’s anxious behaviors and the strategies they actually used during two mildly anxio genic interactions with their child. Forty-two parents of children with anxiety disorders, aged 9–12 years, partici pated in the study. Semi-structured interviews were administered to identify parental perceptions about their strategies to deal with their children’s anxiety. Subse quently dyadic interactions were observed and coded by two independent coders. We found discrepancies relating to four strategies. Significantly more parents used strategies based on overinvolvement and anxious behavior during the interactions than had been reported by them in the inter views. In contrast, reassurance and reinforcement of avoidance/dependence were used in interactions by fewer parents than would be expected, according to the interviews. Relevant implications for assessment and interven tion with families of anxious children are suggested.
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    The relationship between different parenting typologies in fathers and mothers and children’s anxiety
    (Edições Universitárias Lusófonas, 2015-11-28) Beato, Ana; Pereira, Ana Isabel; Barros, Luisa; Muris, Peter; Escola de Psicologia e Ciências da Vida
    Research on the role of parental rearing behaviors in the development of children’s anxiety prob lems has predominantly adopted a dimensional approach studying the effects of isolated parenting behaviors such as overprotection and rejection, while mainly focusing on the mother. Our study was set up to identify parenting typologies of both mothers and fathers, and to explore their relationship with children’s anxiety symptoms. Three hundred-and-ninety non-clinical Portuguese children aged 8–12 years completed a self-report questionnaire on anxi ety disorder symptoms, while their fathers (27–64 years of age) and mothers (24–65 years of age) filled in two scales on parental rearing behaviors as well as an index of par ental anxiety. Cluster analysis revealed three parenting typologies that were similar for mothers and fathers, and were labeled as overinvolved, disengaged, and supportive parenting. Only the disengaged typology of mothers was associated with higher levels of anxiety symptoms on children. Disengaged parents and Overinvolved fathers were associated with higher levels of parental anxiety whereas overinvolved parents evidenced more anxiety/worry about the child. These results suggest that the study of parenting typologies, contextualized within a cultural background, are an invaluable approach because it can be used to explore the effects that different combinations of various parenting behaviors may have on childhood anxiety