Avaliação das funções executivas em crianças através de questionários/inventários: uma revisão sistemática
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Data
2023
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A avaliação das funções executivas é essencial devido à sua importância para uma vida bem sucedida e adaptada, principalmente para a primeira infância, fase em que estas começam a
desenvolver-se (Anderson et al., 2001). Assim, a presente revisão pretende sistematizar os
questionários e inventários existentes para a avaliação das funções executivas em crianças
até aos doze anos de idade, com o intuito de contribuir para a aplicabilidade dos mesmos.
Consequentemente, o estudo debruça-se sobre a análise das características psicométricas dos
instrumentos e na qualidade dos seus estudos, através de uma análise de risco de viés.
De forma a garantir o rigor metodológico, esta revisão sistemática segue as diretrizes
PRISMA (Preferred Reporting Itens for Systematic Reviews and Meta-Analyses; Page et al.,
2021). A pesquisa de artigos foi conduzida através do motor de busca EBSCO, tendo como
referência os últimos dez anos e recorrendo às seguintes bases de dados: Psychology and
Behavioral Sciences, Academic Search Complete, APA PsycInfo e Eric. Após a fase de
elegibilidade, seguiram para inclusão no estudo 83 artigos, por respeitarem os critérios
definidos. Os resultados sugerem uma grande diversidade de questionários/inventários
(cerca de 18) que avaliam as FE para diversas faixas etárias (dos 2-21 anos), sendo o
Behaviour Rating Inventory of Executive Function (BRIEF) o mais frequentemente usado,
seguido do Behavior Assessment System for Children, Second Edition (BASC-2) e do
Childhood Executive Functioning Inventory (CHEXI). Além disso, os resultados revelam
boas características psicométricas dos instrumentos, mas revelam pontuações desfavoráveis
no que toca à qualidade dos seus estudos.
Em conclusão, o estudo sobre este tema permite notabilizar a necessidade de maior atenção
no que diz respeito à investigação nesta área.
Palavras-Chave: Avaliação; Funções Executivas; Questionários; Inventários; Crianças
This study aims to analyze the knowledge and practices of teachers in relation to the identification, signaling and response to children and young people in danger. This is an exploratory and descriptive study, with a sample of 417 Portuguese teachers from public and secondary education, from schools on the continent and islands. For data collection, a questionnaire was constructed based on the review of scientific literature and the documentary and legislative consultation on the promotion and protection of children and young people in danger, as well as the guardianship guidelines emanating to educational establishments. The results obtained regarding the knowledge of the concept of maltreatment reveal that it seems to be familiar to most teachers. However, the majority of teachers (87.3%) reported not having received initial or continuous training in the problem of maltreatment and 60.2% of teachers report the need to receive specific training. Regarding the knowledge of the signs of maltreatment, the results indicate that 40.5% of teachers consider having insufficient knowledge about the behavioral indicators of children observable in the school context, and 38.4% report insufficient knowledge about the indicators associated with academic performance. The majority of teachers also note that they have insufficient knowledge regarding the Observation Protocol for the Detection of Dangerous Situations, the consequences of victimization experiences, the Law for the Promotion and Protection of Children and Young People in Danger, resources and support networks, and the prevention of intra- and extra-family abuse. Regarding the signage of children and young people potentially victims of maltreatment, the results indicate that the majority of teachers favor referral to the CPCJ. Regarding the response to the revelation of a child about experiences of maltreatment, the results reveal that teachers choose to be available to help. Knowledge of this national reality results in a set of implications for the promotion of knowledge and practices, in an educational context, which facilitate the protection and efficient and immediate response to children and young people in danger, as well as empirical implications for the deepening of research in this area.
This study aims to analyze the knowledge and practices of teachers in relation to the identification, signaling and response to children and young people in danger. This is an exploratory and descriptive study, with a sample of 417 Portuguese teachers from public and secondary education, from schools on the continent and islands. For data collection, a questionnaire was constructed based on the review of scientific literature and the documentary and legislative consultation on the promotion and protection of children and young people in danger, as well as the guardianship guidelines emanating to educational establishments. The results obtained regarding the knowledge of the concept of maltreatment reveal that it seems to be familiar to most teachers. However, the majority of teachers (87.3%) reported not having received initial or continuous training in the problem of maltreatment and 60.2% of teachers report the need to receive specific training. Regarding the knowledge of the signs of maltreatment, the results indicate that 40.5% of teachers consider having insufficient knowledge about the behavioral indicators of children observable in the school context, and 38.4% report insufficient knowledge about the indicators associated with academic performance. The majority of teachers also note that they have insufficient knowledge regarding the Observation Protocol for the Detection of Dangerous Situations, the consequences of victimization experiences, the Law for the Promotion and Protection of Children and Young People in Danger, resources and support networks, and the prevention of intra- and extra-family abuse. Regarding the signage of children and young people potentially victims of maltreatment, the results indicate that the majority of teachers favor referral to the CPCJ. Regarding the response to the revelation of a child about experiences of maltreatment, the results reveal that teachers choose to be available to help. Knowledge of this national reality results in a set of implications for the promotion of knowledge and practices, in an educational context, which facilitate the protection and efficient and immediate response to children and young people in danger, as well as empirical implications for the deepening of research in this area.
Descrição
Orientação: Marisa Filipe
Palavras-chave
MESTRADO EM PSICOLOGIA CLÍNICA E DA SAÚDE, PSICOLOGIA, PSYCHOLOGY, PSICOLOGIA CLÍNICA, CLINICAL PSYCHOLOGY, FUNÇÕES EXECUTIVAS, EXECUTIVE FUNCTIONS, CRIANÇAS, CHILDREN, TESTES PSICOLÓGICOS, PSYCHOLOGICAL TESTS, AVALIAÇÃO, EVALUATION