Habilidades socioemocionais: efeitos de uma intervenção em educação para a carreira / Socioemotional skills: effects of a career education intervention / Habilidades socioemocionales: efectos de una intervención en la educación para la carrera

This study aimed to assess the effect of a Career Education intervention intended to promote social-emotional skills. A total of 62 students attending the 9th grade of a public school participated in this study. Data were obtained using the Inventory for the Assessment of Social and Emotional Skills (SENNA 2.0). The intervention effects were analyzed by comparing Intervention Group A (GA), Control Group (CG), and Intervention Group B (GB) and within groups. The results show statistically significant differences only between the groups and in two dimensions: Agreeableness in favor of Intervention Group A (GA) and Openness in favor of Intervention Group B (GB). These findings show the benefits an intervention program intended to promote the development of social-emotional skills can promote in Career Education. However, the small number of participants stands out in terms of limitations. Hence, studies with larger samples are needed to replicate the results. In addition, this study reveals methodological aspects to be considered in the design of Career Education programs, such as more sessions to reach more individuals and obtain more effective results over time.

Este estudo objetivou avaliar o efeito de uma estratégia de intervenção em Educação para Carreira visando o desenvolvimento das habilidades socioemocionais. Participaram 62 estudantes do nono ano do Ensino Fun-damental II de uma escola pública. Os dados foram obtidos por meio do Instrumento para Avaliação de Ha-bilidades Socioemocionais (SENNA 2.0). Os efeitos da intervenção foram analisados nas comparações entre o Grupo de Intervenção (GA) e o Grupo Controle (GC), de Intervenção B (GB) e intragrupos. Os resultados mostram diferenças estatisticamente significativas apenas entre grupos e em duas dimensões: Amabilidade a favor do Grupo de Intervenção A (GA) e Abertura ao novo no Grupo de Intervenção B (GB). Tais achados mostram benefícios que o programa de intervenção para o desenvolvimento das habilidades socioemocionais pode propiciar à Educação para a Carreira. Como limitação, destaca-se o pequeno número de participantes, tornando-se necessário que estudos com amostras maiores, visando a replicação dos resultados. O estudo aponta aspectos metodológicos a serem considerados no delineamento de programas de Educação para a Carreira, com mais sessões, visando maior alcance e resultados mais efetivos ao longo do tempo.

Este estudio tuvo como objetivo evaluar el efecto de una estrategia de intervención en Educación para la Carrera dirigida al desarrollo de habilidades socioemocionales. Participaron 62 estudiantes del grado no-veno de la Enseñanza Básica II de un colegio público. Los datos fueron obtenidos mediante el Instrumento de Evaluación de Habilidades Socioemocionales (SENNA 2.0). Los efectos de la intervención se analizaron en comparaciones entre el Grupo de Intervención (GA) y el Grupo de Control (GC), la Intervención B (GB) e intragrupos. Los resultados muestran diferencias estadísticamente significativas solo entre grupos y en dos dimensiones: Amabilidad a favor del Grupo de Intervención A (GA) y Apertura a lo nuevo en el Grupo de Intervención B (GB). Tales hallazgos muestran los beneficios que el programa de intervención para el desarrollo de habilidades socioemocionales puede brindar a la Educación para la Carrera. Como limitación, se destaca el pequeño número de participantes, lo que obligó a realizar estudios con una muestra mayor, con el objetivo de replicar los resultados. El estudio apunta aspectos metodológicos a ser considerados en el diseño de programas de Educación para la Carrera, con más sesiones, buscando mayor alcance y resul-tados más efectivos en el tiempo

Capital-trabalho-educação: criatividade, habilidades socioemocionais e (con)formação do sujeito empreendedor de si mesmo / Capital-work-education: creativity, socioemotional skills and (con)formation of the self-entrepreneur / Capital-trabajo-educación: creatividad, habilidades socioemocionales y (con)formación del sujeto autoemprendedor

Este trabalho discute a problemática da criatividade e das habilidades socioemocionais nas políticas educacionais neoliberais em sua relação com a psicologia. A partir de uma metodologia documental, são analisados: o Programa Nova Escola (1999-2007), o Projeto SENNA (2014) e o Inova Educação (2019). Objetiva-se demonstrar criticamente os elementos que sustentam as propostas e como se articulam aos interesses empresariais em conformidade com as leis do mercado por meio da instrumentalização dos temas aqui destacados. Os resultados estão organizados em dois eixos: a) caracterização analítica das propostas inseridas em políticas educacionais neoliberais focalizando a criatividade e a habilidade socioemocional; b) processos de subjetivação da classe trabalhados na escola submetidos à logica mercantil e neoliberal: autoempreendedorismo, autocontrole e domínio de si. Tais propostas (auto)denominadas inovadoras ocultam processos de exclusão perversos que, na verdade, investem na reprodução de velhas fórmulas de subjugar a classe trabalhadora.

This paper discusses the issue of creativity and social-emotional skills in neoliberal educational policies in their relationship with psychology. Based on a documentary methodology, the following are analyzed: the Nova Escola Programme (1999-2007), the SENNA Project (2014) and the Inova Educação (2019). The aim is to critically demonstrate the elements that support the proposals and how they are articulated to business interests in accordance with the laws of the market through the instrumentalization of the themes highlighted here. The results are organized in two axes: a) analytical characterization of the proposals inserted in neoliberal educational policies focusing on creativity and socioemotional skills; b) processes of subjectivation processes worked at school submitted to mercantile and neoliberal logic: self-entrepreneurship, self-control and self-mastery. Such (self) so-called innovative proposals hide perverse processes of exclusion that, in fact, invest in the reproduction of old formulas order to subjugate the working class.

Este artículo aborda el tema de la creatividad y las habilidades socioemocionales en las políticas educativas neoliberales en su relación con la psicología. Con base en una metodología documental, se analizan el Programa Nova Escola (1999-2007), el Proyecto SENNA (2014) y el Inova Educação (2019). El objetivo es demostrar críticamente los elementos que sustentan las propuestas y cómo se articulan a los intereses empresariales acuerdo con las leyes del mercado a través de la instrumentalización de los temas aquí destacados. Los resultados se organizan en dos ejes: a) caracterización analítica de las propuestas insertas en las políticas educativas neoliberales centradas en la creatividad y las habilidades socioemocionales; b) procesos de subjetivación de clase trabajados en la escuela sometida a la lógica mercantil y neoliberal: autoemprendimiento, autocontrol y autodominio. Tales propuestas (auto)llamadas innovadoras esconden procesos de exclusión que, de hecho, invierten en la reproducción de viejas fórmulas sometimiento de la clase trabajadora.

Estructura conceptual de la competencia afrontamiento en estudiantes de Licenciatura en Enfermería / Conceptual structure of coping skills in Bachelor of Nursing's students

RESUMEN Las características de los contextos asistenciales y la praxis de los profesionales de la Enfermería justifican la educación emocional. Sin embargo, en Cuba, la formación de estos profesionales enfatiza la adquisicion de habilidades y destrezas con escasa referencia a la formación de competencias socioemocionales. Estas competencias se dividen en cinco grupos que contienen otras de menor generalidad. Incluido en la regulación emocional se encuentra el afrontamiento, considerado paso inicial para la autoconfianza, el manejo de la incertidumbre, la adaptación a los cambios y la resiliencia. El presente trabajo describe conceptualmente la competencia afrontamiento, con el propósito de contribuir a su mayor comprensión e incentivar su formación en el contexto de la educación médica superior. Se proponen tres ejes procesuales, sus indicadores en términos de desempeños deseables y las evidencias requeridas.

ABSTRACT The characteristics of the healthcare contexts and the praxis of the Nursing professionals justify emotional education. However, in Cuba, the training of these professionals emphasizes the acquisition of skills and abilities with little reference to formation of socio-emotional competencies. These competencies are divided into five groups that contain others of lesser generality. Included in emotional regulation is coping, considered an initial step for self-confidence, managing the uncertainty, adaptation to changes and resilience. The work describes conceptually the competence coping, with the purpose of contributing to their greater understanding and encourage their training in the context of medical higher education. Three procedural axes are proposed, their indicators in terms of desirable performance and required evidence.

Factores socioemocionales: una revisión bibliográfica en el campo de la evaluación infantil / Social-Emotional Factors: A Literature Review in the Field of Child Assessment

Resumen Las condiciones socioemocionales en la infancia son claves dentro de los factores de riesgo y protección asociados con la manifestación de distintos problemas de conducta. Así mismo, estos factores se emplean como indicadores para la evaluación del impacto de programas de prevención, en sus distintos niveles, y en diversas áreas de la psicología infanto-juvenil. En este contexto, el objetivo de esta investigación fue identificar los constructos, las definiciones, las variables y los instrumentos utilizados para evaluar estas condiciones socioemocionales en la infancia. Se realizó una revisión bibliográfica a partir de una búsqueda en la base de datos APA PsycNet, de publicaciones registradas entre el 2010 y el 2020, con las palabras clave: Socioemotional OR socio-emotional, AND assessment OR psychometric OR intervention OR program OR prevention OR attention. Se encontraron 241 publicaciones, de las cuales 101 cumplieron con los criterios de elegibilidad. Los resultados indican que se usan diferentes constructos asociados con los factores socioemocionales, que no siempre se definen, tales como: competencias, bienestar, desarrollo, funcionamiento, ajuste, habilidades y aprendizaje. Aunque no existe consenso respecto a un único constructo para hacer referencia las condiciones socio-emocionales, sí se encontraron, en sus procesos de evaluación, variables comunes en diferentes contextos culturales. Sin embargo, en las publicaciones analizadas no se especifican las características psicométricas de los test utilizados, lo cual impidió identificar su rigor metodológico y el de los resultados derivados de su aplicación.

Abstract Social-emotional factors in childhood occupy an important place among the risk and protective factors associated with the manifestation of different behavioral problems. Likewise, these factors are used as indicators for the evaluation of the impact of prevention programs, at different levels, and in different areas of child and adolescent psychology. In this context, this research aimed to identify the constructs, definitions, variables, and instruments used to assess social-emotional factors in childhood. A literature review was conducted based on a search in the APA PsycNet database of publications registered between 2010 and 2020, with the keywords: Socioemotional OR socio-emotional, AND assessment OR psychometric OR intervention OR program OR prevention OR attention. A total of 241 publications were found, of which 101 met the eligibility criteria. The results indicate that different constructs associated with social-emotional factors are used, such as competencies, well-being, development, functioning, adjustment, skills, and learning. Although there is no consensus regarding a single construct to refer to social-emotional conditions, common variables in different cultural contexts were found in their evaluation processes. However, the analyzed publications do not specify the psychometric characteristics of the tests used, which made it impossible to identify their methodological rigor and the results derived from their application.

Transtorno Depressivo Maior: Um Estudo Comparativo sobre Cognição Socioemocional e Funções Executivas / Major Depressive Disorder: A Comparative Study on Socio-Emotional Cognition and Executive Functions

Resumo O objetivo deste estudo foi avaliar a cognição socioemocional e as funções executivas em pacientes com Transtorno Depressivo Maior unipolar. A amostra incluiu 22 pacientes entre 36 e 93 anos de idade (M = 59,32; DP = 12,89) e 23 indivíduos controles entre 30 e 81 anos de idade (M = 63,00; DP = 13,56). Além de dados demográficos, foram avaliados sintomas de ansiedade e de depressão, empatia, teoria da mente, reconhecimento de emoções, controle inibitório, flexibilidade cognitiva e fluência verbal. Não houve diferença estatística significativa entre os grupos quanto à idade e à escolaridade. Os pacientes apresentaram significativamente mais ansiedade, depressão e angústia pessoal do que os controles. Indivíduos com sintomas depressivos mais graves apresentaram menor velocidade de processamento.

Abstract The present study aimed to assess socioemotional cognition and executive functions in patients with unipolar Major Depressive Disorder. The sample included 22 patients between 36 and 93 years of age (M = 59.32; SD = 12.89) and 23 patients between 30 and 81 years of age (M = 63.00; SD = 13.56) controls. In addition to demographic data, symptoms of anxiety and depression, empathy, theory of mind, recognition of emotions, inhibitory control, cognitive flexibility and phonemic verbal fluency were obtained. There was no statistical difference between the groups regarding age and education. Patients had significantly more anxiety, depression and personal distress than controls. Individuals with more severe depressive symptoms had a lower processing speed than the others.

Revisão integrativa sobre métodos e estratégias para promoção de habilidades socioemocionais / Integrative review on methods and strategies to promote socio-emotional skills

Competências socioemocionais são um conjunto de habilidades fundamentais para o desenvolvimento integral dos indivíduos, bem como para seu sucesso nas interações sociais. Estudos longitudinais apontam o impacto dessas habilidades em relação à saúde mental e física, aprendizagem, relações afetivas e profissionais. Neste sentido, pesquisas recentes têm alertado para a importância de promover tais habilidades a partir da primeira infância. Sendo assim, o presente estudo teve como objetivo realizar uma revisão de literatura no recorte de 2008-2019, em busca de estudos que apresentem métodos e estratégias para a promoção de habilidades socioemocionais na infância e na adolescência. Foram utilizadas as bases de dados SciELO, LILACS e PePSIC. Após empregados os critérios de elegibilidade, oito estudos entraram para a revisão. Em todos os estudos, os resultados do pós-teste indicaram diminuição de comportamentos antissociais e aumento de comportamentos pró-sociais. Contudo, foi possível observar que ainda são poucas as pesquisas que visam a investigar a eficácia de programas e estratégias de intervenção e promoção de competências socioemocionais.

Socio-emotional competencies are a set of skills fundamental to the integral development of individuals, as well as to their success in social interactions. Longitudinal studies point out the impact of these skills in relation to mental and physical health, learning, affective and professional relationships. In this sense, recent research has warned of the importance of promoting such skills from early childhood. Thus, the present study aimed to carry out a review of the literature in the 2008-2019 study, in search of studies that present methods and strategies to promote socioemotional skills in childhood and adolescence. The SciELO, LILACS, and PePSIC databases were used. After employing the eligibility criteria 8 studies entered for review. In all studies, post-test results indicated a decrease in antisocial behaviors and increased pro-social behaviors. However, it was possible to observe that there are still few researches that aim to investigate the effectiveness of intervention programs and strategies and the promotion of socio-emotional competences.

Mode of Delivery and Maternal Sensitivity: Effects on the Socioemotional Development of Children at One Year of Age / Tipo de parto y sensibilidad materna: Efectos en el desarrollo socioemocional de niños y niñas al año de edad

Abstract Early childhood is a period of high relevance in children's socioemotional development, establishing the basis for future development. Acquisitions during the first year of life are significant predictors of future social and emotional skills. During this period, maternal sensitivity is also essential, and there is evidence regarding its effects on the socioemotional development of the child. Considering the relevance of this competence, together with the global and national increase in cesarean rates and the possible risks associated with the type of delivery experienced, the influence of the type of delivery and the maternal sensitivity in child's socioemotional development at one year of age was analyzed. For this, an intentional non-probabilistic sample of 91 mothers with their respective children of different socioeconomic levels, who attended public or private nurseries in the city of Santiago, Chile, was studied. The instruments used were the Adult Sensitivity Scale (ESA) and the Functional Emotional Assessment Scale (FEAS). The results showed no differences in the children's socioemotional development according to the type of delivery. However, it was possible to observe an association between a higher maternal sensitivity and a more significant socioemotional development on children at one year of age. The implications of promoting maternal sensitivity are discussed to support optimal socioemotional development in infants.

Resumen La infancia temprana es un periodo de gran relevancia en el desarrollo socioemocional infantil; de hecho, es donde se sientan las bases del desarrollo futuro. En este sentido, las adquisiciones durante el primer año de vida son predictores importantes de las habilidades sociales y emocionales futuras, de modo que la sensibilidad materna, según evidencia respecto a sus efectos en el desarrollo socioemocional del niño, ha demostrado ser un aspecto fundamental durante este periodo. Teniendo esto en cuenta, y considerando la relevancia de dicha competencia, así como el alza mundial y nacional en las tasas de cesárea y los posibles riesgos asociados al tipo de parto vivenciado, el presente estudio tuvo como objetivo analizar la influencia de la sensibilidad materna y del tipo de parto en el desarrollo socioemocional infantil al año de edad. Para ello, se estudió una muestra no probabilística intencionada de 91 madres con sus respectivos hijos o hijas -de distinto nivel socioeconómico- que asistían a salas cuna públicas o privadas en la ciudad de Santiago, Chile, por medio de dos instrumentos: la escala de sensibilidad del adulto (ESA) y la functional emotional assessment scale (FEAS). En general, los resultados no mostraron diferencias en el desarrollo socioemocional de los niños según el tipo de parto, aunque sí se pudo apreciar una relación entre una mayor sensibilidad materna y un mayor desarrollo socioemocional de los niños al año de edad. Al final se discuten las implicaciones de promover la sensibilidad materna con el fin de apoyar un óptimo desarrollo socioemocional en los infantes.

Intervención grupal para díadas madre- infante privadas de libertad: efectos sobre la depresión materna y el desarrollo infantil / Group Intervention for Imprisoned Mother-Infant Dyads: Effects on Mother's Depression and on Children's Development

Resumen La sintomatología depresiva es frecuente en las mujeres durante el período periparto, impacta negativamente el desarrollo infantil y puede mostrar un incremento cuando la maternidad se desarrolla en contextos carcelarios. Objetivo: realizar intervenciones grupales en dos grupos, uno conformado por mujeres embarazadas y otro por díadas madre-infante, que se encontraban cumpliendo condena en cárceles chilenas, y evaluar su efecto en la sintomatología depresiva materna y en el desarrollo socioemocional infantil. Método: Participaron 60 madres recluidas en recintos carcelarios chilenos, 30 embarazadas y 30 díadas (madres-infante). Se realizaron análisis de regresión multinivel para medidas repetidas de la sintomatología depresiva materna (BDI) en ambos grupos y del desarrollo socioemocional (ASQ-SE) en los niños/as participantes en la intervención para díadas. Resultados: se observó una reducción significativa de la sintomatología depresiva en las mujeres embarazadas (b=-3.60, t(29)=-2.66, p=.031) y en las madres con hijos/as nacidos (b=-0.1499, t(93)=-5.3, p=<.001), así como una reducción de las dificultades en el desarrollo socioemocional infantil (b=-15.26, t(18)=-4.107, p=.001). Conclusión: se discute la relevancia de contar con alternativas psicoterapéuticas para el abordaje de la depresión en madres privadas de libertad y la promoción de un desarrollo socioemocional saludable de sus hijos/as.

Abstract Women may frequently present depressive symptomatology during the peripartum period, it impacts negatively child development and may show an increase when motherhood takes place in prison contexts. Furthermore, the negative effects of maternal depression on children's development have been demonstrated by research findings. Aim: To evaluate the effect of two group interventions for pregnant women and mother-infant dyads with children under 2 years of age, on maternal depressive symptomatology and on the children's development. Method: The sample considered 60 incarcerated women from Chilean prisons all over the country; 30 pregnant women and 30 mothers with children under 2 years of age. Multilevel regression analysis for repeated measures were performed for maternal symptomatology (BDI) in both groups and for children's development (ASQ-SE) in the dyad's group. Results: It was observed Significant reductions in the depressive symptomatology frequencies in the pregnant women (b=-3.60, t(29)=-2.66, p=.031) and in the mothers who participated in the dyad's intervention group (b=-0.1499, t(93)=-5.3, p=<.001), as well as a reduction in child social-emotional development difficulties (b=-15.26, t(18)=-4.107, p=.001). Conclusion: The discussion section addresses the relevance of providing psychological support to imprisoned mother/child dyads, to treat maternal depression and to promote a healthy development of the children who grow up in prison contexts.

Construção e Validação de uma Escala de Competências Socioemocionais no Brasil / Development and Validation of a Socioemotional Competences Scale in Brazil / Construcción y Validación de una Escala de Competencias Socioemocionales en Brasil

O objetivo deste artigo é construir e validar uma escala de Competências Socioemocionais no Brasil. A prospecção dos itens foi realizada por meio da coleta de dados a partir de um grupo focal com gerentes de agências do Instituto Nacional do Seguro Social (INSS). Uma amostra de 424 indivíduos (220 mulheres e 204 homens) foi utilizada para avaliar a confiabilidade e a validade de 34 itens, mas o processo de análise exploratória preliminar dos dados possibilitou a exclusão de 9 itens. Os 25 itens da escala final foram agrupados em cinco competências, denominadas de consciência emocional, regulação emocional, consciência social, autocontrole emocional e criatividade emocional. A Escala de Competências Socioemocionais representa uma contribuição teórica nos campos da administração, da psicologia da educação e do trabalho porque foi desenvolvida e validada a partir de uma base teórico-empírica, considerando a realidade da cultura brasileira.

The purpose of this paper is the development and validation of a measure scale of Social-Emotional competences in Brazil. The prospecting of the items was performed by collecting data from a focus group with managers of the National Institute of Social Security (INSS) agencies. A sample of 424 individuals (220 women and 204 men) was used to evaluate the reliability and validity of the 34-Item of Social-Emotional scale, but the preliminary exploratory data analysis process that led the exclusion of 9 items. The 25-Item of the final Scale were grouped into five competences called emotional awareness, emotional regulation, social awareness, emotional self-control, and emotional creativity. The Social-Emotional competence scale represents a theoretical contribution in the field of Management, Education and Work Psychology because it was developed and validated from a theoretical-empirical basis considering the reality of the Brazilian culture.

El objetivo de este artículo es construir y validar una escala de competencias socioemocionales en Brasil. La prospección de los ítems se realizó mediante la recopilación de datos de un grupo focal con gerentes de agencias del Instituto Nacional de Seguridad Social (INSS). Se usó una muestra de 424 individuos (220 mujeres y 204 hombres) para evaluar la confiabilidad y validez de 34 ítems, pero el proceso preliminar de análisis de datos exploratorios requirió la exclusión de 9 variables. Los 25 ítems finales de la escala se agruparon en cinco competencias que fueran denominadas de conciencia emocional, regulación emocional, conciencia social, autocontrol emocional y creatividad emocional. La escala de competencia socioemocional representa una contribución teórica en el campo de la Administración, de la Psicología de la Educación y del Trabajo porque se desarrolló y validó desde una base teórica y empírica considerando la realidad de la cultura brasileña.

¿Cómo es un mejor amigo o mejor amiga? Características de los vínculos de amistad en niños y niñas de Argentina / How is a best friend? Friendship's characteristics in Argentine children

Resumen Los objetivos fueron indagar el concepto de mejor amigo en escolares y explorar la comprensión del mejor amigo como factor protector en situaciones de maltrato entre pares. Se optó una metodología cualitativa y la indagación mediante grupos focales. Participaron 85 escolares de 4º a 7º grado (M = 10.68, DT = 1.34). Se realizó el análisis del método comparativo constante. Las categorías emergentes fueron: compañerismo, conflictos, fraternidad, fidelidad, confianza, ayuda, emociones positivas y aspectos morales, manifestaciones de violencia y búsqueda de diálogo con el agresor, contención afectiva hacia la víctima y recurrencia al docente. Diferentes conceptualizaciones se interpretan considerando el desarrollo cognitivo y socioemocional. La amistad es un recurso psicosocial para amortiguar efectos del rechazo y propiciar el desarrollo socioemocional.

Abstract The aims were to inquire the concept of best friend in school children and to explore the best friend concept as a protective factor against situations of mistreatment between peers. A qualitative methodology was chosen and focus groups made. The sample was made up of 85 schoolchildren, from 4th to 7th grade (M = 10.68, SD = 1.34). The analysis was carried out via constant comparative method. The emergent categories were: companionship, conflicts, fraternity, fidelity, trust, help, positive emotions and moral aspects, manifestations of violence and search for dialogue with the aggressor, affective containment towards the victim and recourse for teacher support. Different conceptualizations are interpreted considering cognitive and socioemotional development. Friendship is a psychosocial resource to cushion the effects of rejection and foster socioemotional development.

Mapping self-report questionnaires for socio-emotional characteristics: What do they measure? / Mapeando instrumentos de autorrelato de competências socioemocionais: o que eles medem?

Whereas the structure of individual differences in many social and emotional attributes is well understood in adults, much less work has been done in children and adolescents. The main goals of this research were to specify the major content domains that are assessed across multiple socioemotional instruments (self-esteem, grit, self-efficacy, strengths and difficulties, Big Five) in research in the United States and Europe, to test them in a less developed context with considerable educational challenges (Brazilian schools). We selected the five most promising instruments and studied their structure at the item level in a large sample of Brazilian school students (N = 3,023). The extracted factors to capture the major domains of child differences represented in these instruments closely resembled the Big Five personality dimensions. We discuss the contribution of our findings to the assessment of socio-emotional skills in education research, as well as limitations of the current study, and suggestions for future research.

Enquanto a estrutura das diferenças individuais em muitos atributos sociais e emocionais está bem estabelecida em adultos, consideravelmente menos estudos foram conduzidos em crianças e adolescentes. Os objetivos do presente estudo foram especificar os principais domínios de conteúdo de múltiplos instrumentos socioemocionais (autoestima, garra, autoeficácia, forças e dificuldades e os cinco grandes fatores) usados em pesquisas nos Estados unidos da América e na Europa, e testá-los em um contexto muito menos desenvolvido e com consideráveis desafios educacionais, a saber, escolas brasileiras. Foram eleitos os cinco principais instrumentos socioemocionais utilizados internacionalmente, sendo investigada a sua estrutura fatorial em uma grande amostra de estudantes escolares (N = 3,023). Os fatores extraídos para representar os domínios socioemocionais dos instrumentos testados se mostraram bastante coerentes com as dimensões do modelo dos cinco grandes fatores. Discutem-se as contribuições do estudo na avaliação de competências socioemocionais na pesquisa educacional, bem como as limitações do estudo e sugestões para futuras investigações.

Revisión sistemática sobre los programas de Entrenamiento Socioemocional para niños y adolescentes de 6 a 18 años publicados entre 2011 y 2015 / Systematic Review of Social-Emotional Training Programs For Children and Adolescents

Resumen En las últimas décadas ha aumentado el número de publicaciones sobre programas de entrenamiento socioemocional y se consideran como factores protectores que facilitan la adaptación de la persona al contexto y favorecen un mejor afrontamiento ante diferentes situaciones de la vida, así como ante situaciones de estrés. El objetivo del presente trabajo fue realizar una revisión sistemática de programas de entrenamiento socioemocional realizados en niños y adolescentes con el fin de seleccionar los más apropiados. El proceso de búsqueda se efectuó a partir de las bases de datos: PsycInfo, MedLine, ERIC, Red de Revistas Científicas de América Latina y El Caribe, Scielo, PUBMED, con palabras claves en inglés y español. Los resultados muestran que, de los 19 artículos que fueron seleccionados por cumplir con los criterios, se identificaron 17 programas de entrenamiento, la mayoría realizados en España y en el período 2011-2015. Los objetivos fueron, en mayor medida, destinados a entrenar la inteligencia emocional, seguido por los entrenamientos mixtos y en menor medida los destinados a entrenar las habilidades sociales. Se identificaron las técnicas empleadas en estos programas, la duración promedio de las intervenciones, la modalidad de aplicación, los administradores y los destinatarios. Por último, del total de los estudios analizados, la mayoría evidencia efectividad del entrenamiento para algunas de las variables analizadas. La evidencia presentada puede ser de utilidad para investigadores y profesionales del área de la salud y la educación que trabajen con niños y adolescentes.

Abstract: In recent decades the number of publications on social-emotional training programs has increased, achieving consideration as protective factors that facilitate the adaptation of the individual to their context and allow better coping with different life situations, as well as of stressful situations. The objective of the present study was to perform a systematic review of social-emotional training programs in children and adolescents in order to select the most appropriate ones. The search process was carried out in the following databases: PsycInfo, MedLine, ERIC, Red de Revistas Científicas de América Latina y el Caribe, Scielo, PUBMED, with key words in English and Spanish and certain inclusion criteria. The results showed that of the 19 articles that were selected because they met the criteria, 17 training programs were identified, most of them carried out in Spain during the 2011-2015 period. The objectives of these training programs were to a greater extent, adapted to emotional intelligence, followed to a lesser extent by mixed training. The techniques used in these programs were identified, together with the duration of the interventions, the mode of application, the administrators and the recipients. Finally, of the total studies analyzed, most evidenced the effectiveness of training for some of the variables analyzed. The evidence presented may be useful for researchers and professionals in the area of health and education who work with children and adolescents.

Understanding success and psychological well-being of gifted kids and adolescents: Focusing on strengths of the heart / Entendendo o sucesso e o bem-estar psicológico de crianças e adolescentes superdotados: concentrando-se nas forças do coração

This article describes the work that the author has been focusing on over the last 15 years: understanding the social and emotional world of the gifted child and adolescent. The article describes the history behind how the author came to develop his thinking on the now popular concept, "strengths of the heart". Strengths of the heart include a triad of psychological concepts: social skills, emotional intelligence, and character strengths and virtues. Together, this triad of psychological concepts, strengths of the heart, predict to important life outcomes, including success, psychological health, happiness, and subjective well-being.

Este artigo descreve o trabalho em que o autor tem se focado nos últimos 15 anos: compreender o mundo social e emocional da criança e do adolescente superdotados. O artigo descreve a história por trás de como o autor veio a desenvolver seu pensamento sobre o conceito atualmente disseminado de "forças do coração". O conceito de forças do coração inclui uma tríade de conceitos psicológicos: habilidades sociais, inteligência emocional e forças e virtudes do caráter. Conjuntamente, essa tríade de conceitos psicológicos, as forças do coração, antevê importantes resultados na vida do indivíduo, incluindo sucesso, saúde psicológica, felicidade e bem-estar subjetivo.

Emotional Regulation Questionnaire (ERQ): evidence of construct validity and internal consistency / Questionário de Regulação Emocional (QRE): evidências de validade de construto e consistência interna / Cuestionario de Regulación Emocional (CRE): evidencias de validez de constructo y consistencia interna

Gather evidence of construct and convergent validity and internal consistency of the Emotion Regulation Questionnaire (ERQ). A total of 441 students, mostly female (54.6%), with a mean age of 16 years (SD = 1.14), answered the ERQ and demographic questions. They were randomly distributed in two databases, which were submitted to exploratory (sample 1) and confirmatory factor analysis (sample 2). The exploratory results indicated a three-factor structure: Cognitive Reappraisal, Redirection of Attentional Focus and Emotional Suppression, which together explained 59.3% of the total variance (α = 0,67; α = 0,63; α = 0,64). For the confirmatory analyses, the following goodness-of-fit indices were found: χ² (24) = 67.02, p <0.001; χ² / df = 2.79, GFI = 0.93; AGFI = 0.88; CFI = 0.88 and RMSEA = 0.08 (IC 90% = 0.064-0.100). Thus, it is concluded that the ERQ possesses satisfactory psychometric indices, being the promising instrument for evaluation of emotion regulation. (AU)

Verificar evidências de validade de construto, validade convergente e consistência interna do Questionário de Regulação Emocional (QRE). Participaram 441 estudantes, a maioria do sexo feminino (54,6%), com idade média de 16 anos (DP = 1,14), respondendo ao QRE e dados sociodemográficos. Distribuíram-se aleatoriamente em dois bancos de dados, nos quais foram submetidos à análise fatorial exploratória (amostra 1) e confirmatória (amostra 2). Os resultados exploratórios apontaram uma estrutura trifatorial: Reavaliação Cognitiva, Redirecionamento do foco de atenção e Supressão Emocional, que explicaram conjuntamente 59,3% da variância total (α= 0,67; α =0,63; α= 0,64). Nas análises confirmatórias, foram encontrados os respectivos índices de bondade de ajuste: χ²(24) = 67,02, p < 0,001; χ²/gl = 2,79, GFI = 0,93; AGFI = 0,88; CFI = 0,88 e RMSEA = 0,08 (IC90% = 0,064 - 0,014). Desse modo, conclui-se que o QRE possui índices psicométricos satisfatórios, sendo um instrumento promissor para avaliação da regulação emocional. (AU)

El objetivo de este estudio fue verificar evidencias de validez de constructo, validez convergente y consistencia interna del Cuestionario de Regulación Emocional (CRE). Participaron 441 estudiantes, en su mayoría de sexo femenino (54,6%) con edad promedio de 16 años (DE = 1,14), que respondieron el CRE y datos sociodemográficos. Ellos fueron distribuídos aleatoriamente en dos bancos de datos en los cuales fueron sometidos a análisis factorial exploratorio (muestra 1) y confirmatorio (muestra 2). Los resultados exploratorios señalaron una estructura trifactorial: Reevaluación Cognitiva, Redireccionamiento de foco de Atención y Supresión Emocional, que en conjunto explicaron 59,3% de la varianza total (α= 0,67; α =0,63; α= 0,64). En los análisis confirmatorios, se encontraron respectivamente los índices de bondad de ajuste: χ²(24) = 67,02, p<0,001; χ² / gl = 2,79, GFI = 0,93; AGFI = 0,88; CFI = 0,88 e RMSEA = 0,08 (IC90% = 0,064 - 0,014). Por lo tanto, se concluye que el CRE posee índices psicométricos satisfactorios, siendo un instrumento prometedor para evaluar la regulación emocional. (AU)

Control esforzado: componente regulatorio del temperamento y sus implicancias en el desarrollo socio emocional de los niños / Effortful control: temperament's regulatory component and its implications in the socioemotional development in children

El modelo de temperamento de Mary Rothbart, nos da un sustento teórico para comprender cómo el control esforzado favorece los procesos de regulación en los niños/niñas. Esta habilidad va marcando cómo el infante se va relacionando con el medio y con los diversos desafíos que éste le presenta. Por lo tanto, el presentar un desarrollo adecuado del control esforzado, le permitiría al infante adaptarse con mayor facilidad a los cambios que se van produciendo de manera constante en el contexto que se desarrolla. Dada la relevancia del control esforzado, es que el objetivo de este trabajo es mostrar una revisión teórica de este constructo, su desarrollo y sus implicancias en el desarrollo socioemocional de los niños.

Mary Rothbart's temperament model, gave as a theoretical background for the understanding of the effortful control implications in the regulatory process in children. This skill shapes the way infants relate to their environment and with different challenges that this present. For this reason, an adequate development of effortful control, allows the infants to adapt in a better way to the changes that emerges constantly in their context. Given the relevance of effortful control, is that the aim of this work is to present a theoretical review of this construct, its development and its implications in the children's socioemotional development.

Percepción materna del desarrollo socioemocional infantil: relación con temperamento infantil y sensibilidad materna / Maternal perception of infant socio-emotional development: Relationship with infant temperament and maternal sensitivity

Resumen Debido al rápido crecimiento en las habilidades sociales y emocionales tempranas, variaciones significativas en el desarrollo socioemocional comienzan tempranamente y pueden hacerse más fuertes a través del tiempo. Además, variables individuales y familiares pueden contribuir a incrementar estas diferencias entre niños de una misma edad. Este estudio examina la relación entre la percepción materna del desarrollo socioemocional infantil a los 12 meses de edad con la sensibilidad materna, el sexo y temperamento infantil, y el nivel socioeconómico familiar, y analiza cuál de estas variables predice dicha percepción. Un total de 90 niños y niñas fueron evaluados con sus madres al año de edad, con la Escala Social Emocional (Bayley), el Infant Behavior Questionnaire (IBQ-R-VSF), la Evaluación de Sensibilidad del Adulto (ESA) y un cuestionario sociodemográfico. Los resultados mostraron que el mejor predictor de la percepción materna del desarrollo socioemocional infantil a esta edad era el temperamento del niño, específicamente la dimensión de extraversión.

Abstract Because of the rapid growth in early social and emotional skills, significant variations in socioemotional development begin early and may become stronger over time. In adittion, individual and family variables may contribute to increase these differences among children of the same age. This study examined the relationship between maternal perception of infants' social-emotional development at 12 months of age, maternal sensitivity, child's gender and temperament, and family's socioeconomic status, and analyzes which of these variables predict such perception. 90 boys and girls were assessed with their mothers at 1 year old with Bayley Social Emotional Scale, Infant Behavior Questionnaire (IBQ-R-VSF), Adult's Sensitivity Assessment (ESA), and a socio-demographic questionnaire. Results showed that the best predictor of maternal perception of infant socio-emotional develop-ment at this age was the child's temperament, specifically the dimension of extraversion.

Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares / Parents and/or teachers? Inter-ratter agreement on preschoolers social-emotional assessment

Pais e professores são os informadores mais requisitados na avaliação socioemocional em idade pré-escolar. Todavia, o facto de informadores que interagem com a criança em diversos contextos poderem ter perspetivas distintas coloca, frequentemente, em causa a fiabilidade e validade desses relatos. O presente artigo tem por objetivo rever 22 estudos de 57 identificados, publicados desde 1987 até 2011, acerca do acordo entre informadores dos contextos familiar e escolar, no preenchimento de inventários comportamentais. Os vários estudos sugerem um grau de acordo reduzido a moderado e a inexistência de um informador-chave na avaliação socioemocional, alertando para a necessidade de recolha paralela da perspetiva de pais e professores, para obter um retrato mais completo dos comportamentos. São discutidas as implicações dos resultados para estudos futuros...

Parents and teachers are the most requested informants for preschool social-emotional assessment. However, the fact that informants who interact with the child in different settings may have different perspectives frequently calls into question the reliability and validity of these reports. The present paper intends to review 22 studies of 57 identified, published between 1987 and 2011, about the agreement between informants from home and school settings while completing rating scales. The studies suggest a low to moderate informant agreement and the inexistence of a key-informant in social-emotional assessment, therefore drawing attention to the need to collect the perspectives of both parents and teachers, as a means of achieving a more complete picture of behaviors. Results are discussed in their implications for future research...

Programa para el Bienestar y Aprendizaje Socioemocional en estudiantes de tercero y cuarto grado: descripción y evaluación de impa / Learning and wellbeing program for third and fourth grade students: Impact description and evaluation

El presente trabajo describe un programa para favorecer el bienestar y aprendizaje socioemocional en estudiantes de tercer y cuarto año de Enseñanza General Básica, y su evaluación de impacto. Los fundamentos conceptuales del programa para el Bienestar y Aprendizaje Socioemocional se apoyan en la perspectiva del aprendizaje socioemocional, que integra factores tanto en el ámbito individual como del contexto. El programa enfatiza el desarrollo de vínculos interpersonales de calidad y el desarrollo de las competencias necesarias para ello. A través de un diseño cuasiexperimental que incluyó a 647 estudiantes de tercero y cuarto grado en cinco colegios particulares subvencionados de Santiago, Chile, la evaluación con análisis de la varianza de medidas repetidas mostró un impacto del programa en la autoestima de los estudiantes percibida por sus profesores (medida a través del test de autoestima). Asimismo, el programa mitigó el descenso en la percepción del clima escolar según la Escala de Clima Social, en indicadores de integración social, y en el rendimiento escolar, que se observó en el grupo control. Se discuten los resultados del programa y sus posibles implicancias para el desarrollo de intervenciones en este campo.

This paper presents a program to foster socioemotional learning and wellbeing in 3rd and 4th graders, and its impact on evaluation. The program is conceptually grounded in the socioemotional learning perspective, which integrates factors both at the individual and contextual levels. Development of quality interpersonal bonding is emphasized, as is the development of the necessary socioemotional skills to achieve this goal. A quasi experimental design was implemented which included tudents in five private subsidized schools in Santiago, Chile. Evaluation with Anova analysis of repeated measures showed an impact of the program on students' self-esteem reported by the teacher (measured with TAE). Seemingly, the program mitigated the decrease in the perception of school social climate (measured with ECLIS), in social integration, and in academic performance, as observed in the control group. Results are discussed in terms of their implications for the development of interventions in this field.

Rendimiento académico y las dimensiones personal y contextual del aprendizaje socioemocional: evidencias de su asociación en estudiantes chilenos / Academic Performance and Personal and Contextual Dimensions of Socioemotional Learning: Evidence of its Association in Chilean Students

El presente estudio respalda la creciente evidencia empírica sobre la relación entre la dimensión socioemocional y el rendimiento académico. Mediante análisis de correlación y regresión se testeó en estudiantes chilenos de educación básica la asociación entre el rendimiento académico y las dimensiones individual (autoestima y bienestar socioemocional) y contextual (percepción del clima social escolar) del aprendizaje socioemocional. Bienestar socioemocional y percepción del clima social escolar respecto a relaciones de pares y lugares de la escuela, mostraron una relación significativa con el aumento en el desempeño académico. Los hallazgos son discutidos en términos de sus implicancias para la práctica educativa y para futuras investigaciones.

This study supports the growing empirical evidence regarding the relationship between the socioemotional dimension and academic achievement. Through correlation and regression analyses the associations between individual (self-steem and socioemotional well-being) and contextual (perception of the school social climate) features of socioemotional learning and academic success in Chilean elementary students were tested. Socioemotional well-being and perception of school social climate with regards to peer relations and places at school were significantly related to improvements in academic achievement. Results are discussed in terms of their implications for educational practice and future research.

Validación en México del inventario de ajuste de Weinberger (WAI) / Validation of the Mexican version of the Weinberger Adjustment Inventory (WAI)

Introducción La incapacidad para aprender a regular los arranques emocionales y la inhibición excesiva de emociones se asocian con una gran variedad de problemáticas personales e interpersonales, así como con alteraciones psicológicas y de salud. Weinberger desarrolló un inventario que evalúa dos aspectos centrales del ajuste socioemocional: la experiencia subjetiva de distrés y la contención emocional. El inventario sólo existía en inglés, por lo que resolvimos traducirlo al español y validarlo en una población de hispanoparlantes mexicanos. Método El cuestionario traducido y revisado se aplicó a 452 participantes, respetando la escala Likert del cuestionario original de cinco puntos. Los participantes fueron personas adultas (mayores de 18 años) sin distinción de sexo que tenían un nivel de escolaridad mínimo de secundaria. Resultados Tras el análisis de la capacidad discriminatoria de los reactivos por el método de grupos extremos y el análisis factorial por el método de componentes principales, el cuestionario quedó conformado por 44 reactivos, agrupados en cuatro factores: 1. Dominio de sí mismo con un total de 19 preguntas que explicaron 18.68% de la varianza, 2. Experiencia subjetiva de distrés, compuesto por 12 preguntas que explicaron 10.84% de la varianza, 3. Defensividad, el cual constó de siete preguntas que explicaron 7.10% de la varianza y 4. Consideración hacia los demás, que agrupó seis preguntas que explicaron 6.54% de la varianza. Finalmente, se evaluó la confiabilidad del cuestionario utilizando el alpha de Cronbach, y quedó como sigue: Dominio de sí mismo 0.89, Experiencia subjetiva de distrés 0.84, Defensividad 0.69 y Consideración hacia los demás 0.74. Conclusiones El Inventario de Weinberger es una herramienta útil para evaluar el ajuste socioemocional, así como para determinar la magnitud de la inhibición emocional en una población, abordar su prevención e instrumentar acciones para la atención de los casos que lo ameriten.

Introduction The inability to control emotional outbursts and the excessive inhibition of emotions are associated with a variety of personal and interpersonal problems, psychological disorders and health status. Weinberger developed an inventory to assesses two central aspects of socio-emotional adjustment: the subjective experience of distress and restraint. As the inventory was in English, we decided to translate it into Spanish and validated it in a population of Spanish-speaking Mexicans. Method The revised Spanish WAI was applied to 452 participants using the same Likert scale used in the English WAI, in which each answer was given a score of five points. The participants were adults (over 18 years) of either sex with a minimum educational level of high school. Results After analyzing the discriminatory power of the questions by the method of extreme groups and factor analysis by principal components analysis, the Spanish WAI was composed of 44 items, which were divided into four factors: 1. Restraint, which grouped together a total of 19 questions, which explained 18.68% of the variance, 2. Subjective experience of distress, consisting of 12 questions, which accounted for 10.84% of the variance, 3. Defensiveness, consisting of seven questions that explained 7.10% of the variance, and 4. Consideration for Others, which grouped six questions that explained 6.54% of the variance. Finally, we assessed the reliability of the questionnaire using Cronbach's alpha as follows: Restraint 0.89, Subjective experience of distress 0.84, Defensiveness 0.69, and Consideration for others 0.74. Conclusions Weinberger's Inventory is a useful instrument to assess restraint as an important aspect of emotional distress of individuals, and to measure the magnitude of restraint in a population, and thus allowing preventive and therapeutic actions in cases that deserve it.