Percorrer por autor "Costa, Leonor Pereira da"

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    É cada um para o que nasce?: Desenvolvimento das atribuições causais da pobreza infantil na infância e soluções percebidas para a pobreza
    (Edições Universitárias Lusófonas, 2020) Costa, Leonor Pereira da; Rodrigues, Ricardo Borges; Waldzus, Sven; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    O presente estudo analisa o desenvolvimento das atribuições causais da pobreza infantil, o papel do estatuto sócio económico nestas atribuições e as soluções que as crianças identificam para a pobreza. Foram entrevistadas crianças com idades entre os 6 e 12 anos (N = 107), e os resultados mostram a prevalência da externalização das causas da pobreza, nomeadamente através de explicações fatalistas (e.g. sorte) e estruturalistas (e.g. desemprego). Este estudo permite, ainda, verificar que as crianças percecionam dois tipos de soluções para a pobreza, que variam no grau de agência imputado à criança pobre. Análises de mediação mostram que a indicação de soluções que requerem a ação da criança pobre aumenta com a idade através do aumento da perceção de que a pobreza é causada por fatores sociais. Os resultados são discutidos em termos do desenvolvimento sociocognitivo, refletindo sobre as consequências das atribuições causais da pobreza na perpetuação das desigualdades sociais.
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    “Everything Is Gonna Be Alright with Me”: The Role of Self-Compassion, Affect, and Coping in Negative Emotional Symptoms during Coronavirus Quarantine
    (Edições Universitárias Lusófonas, 2021-02-19) Beato, Ana; Costa, Leonor Pereira da; Nogueira, Rita Santos; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    Self-compassion has been associated with less distress, particularly when people face stressful and negative events. This study analyzed the mediation role of coping and affect in the relation between self-compassion and negative emotional symptoms during the quarantine decreed by Portuguese Health Authorities in the first phase of the coronavirus outbreak. A total of 428 Portuguese adults (75% women; Mage = 40.8, SD = 11.6) completed an online survey comprised by the Self-Compassion Scale (predictor); Short Version of Depression, Anxiety and Stress Scale (outcomes); The Positive and Negative Affect Schedule; and Brief-COPE. These instruments were adapted to COVID 19’s epidemic. Parallel mediation analyses demonstrated that self-compassionate participants were at less risk of suffering from symptoms of depression, anxiety, and stress during the quarantine. Plus, the relation between self-compassion and depressive, anxious, and stress symptoms were mediated by negative affect and dysfunctional coping style, but only for symptoms of depression. The findings support coping strategies and affect as links between self-compassion and distress but also the importance of separately analyzing the role of self-compassion, negative affect, and coping on symptoms of anxiety, depression, and stress. Low self-compassion might increase negative affect, maintaining stress responses to face demanding events during the COVID-19 epidemic. Results were discussed in the context of the pandemic outbreak.
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    GBL for Psychological Intervention Related Skills: What Challenges? What Paths?
    (Dechema e.V., 2021) Sousa, Carla Patrícia Gonçalves e; Fonseca, Micaela; Mansuklal, Shivani Atul; Carvalho, Jéssica; Silva, Diogo; Neves, Pedro Pinto; Luz, Filipe Costa; Salvador, Ágata; Costa, Leonor Pereira da; Oliveira, Jorge; Gamito, Pedro; HEI-LAB (FCT) - Digital Laboratories for Environments and Human Interactions
    In recent research, games have become an important reference with regards to learning skills with certain characteristics, as well as in promoting contemporary literacies. Games have similarly become highly relevant in the promotion of psychological well-being and mental health. Even considering this role in promoting learning in general, soft skills, motivation, cooperation, empathy, among others, in the field of psychological intervention, the potential of games has been much more applied to patients than to the psychologists and their professional development. The present study aims at mapping the intersection between psychological intervention related skills learning and game-based pedagogical strategies. For such purpose, a Systematic Literature Review was conducted through some of the most relevant scientific databases. The obtained sample was further selected following the PRISMA guidelines with screening and eligibility processes based on inclusion criteria, defined considering the research’s aim. Non-peer reviewed research and studies aimed at other pedagogical approaches, such as gamification, were excluded from the final sample. Papers were categorized, coded, and analysed through statistical procedures and content analysis techniques. The results contextualize games as effective and feasible tools in the professional development of psychologists and psychology graduates, simultaneously highlighting the scarcity of resources in this field and the need for more experimental and quasi experimental approaches to foster evidence-based pedagogical choices. Keywords: GBL, Psychology, Psychology Learning, Psychology Students, Mental Health Professionals, Therapists