Cognitive aging: why we need creativity to increase cognitive preservation.

BACKGROUND: In general terms, aging is associated with a decline in cognitive skills. Nevertheless, researchers are aware of the existence of persons quickly losing cognitive skills during aging, in contrast to others whose skills are preserved. Consequently, an increasing amount of research in the last years has been devoted to individual differences in decline and possible factors affecting cognitive preservation. Creative engagement seems to play a role as a protective factor against cognitive decline in the elderly. PARTICIPANTS AND PROCEDURE: The current correlational study aims to analyze individual differences in terms of cognitive skills in elderly persons engaged or not engaged in creative daily activities. It is hypothesized that creative activities are correlated with higher preservation of cognitive skills in elderly persons. 80 elderly non-institutionalized persons living in the Alentejo region (Portugal) took part voluntarily in this study; 40 of them were male elderly (N = 40, ages from 65 to 90 years) and 40 were female elderly (N = 40, ages from 65 to 89 years). Cognitive skills were assessed with the Mini-Mental State Examination. RESULTS: The results seem to show that creative activities are negatively correlated with cognitive decline in female and male elderly persons. The results of this study seem to emphasize the importance of activities of creative production and expression in the preservation of cognitive functions. CONCLUSIONS: These results suggest the importance of creativity for cognitive preservation and the need to produce innovative strategies to increase and support creative production and expression in elderly persons.

Psychological Adjustment, Quality of Life and Well-Being in a German and Portuguese Adult Population During COVID-19 Pandemics Crisis.

Introduction: The pandemics crisis had consequences in psychological adjustment of persons all over the world. The current study analyzes comparatively the topics of quality of life, and well-being, considering as predictors trait anxiety, feeling of threat, difficulty to relax, empathy and pro-social attitude, health care, sleep quality and optimism, in a population of German and Portuguese adults during the pandemics, in order to obtain a deeper understanding of the psychological reactions to crisis across countries and cultures. Methods: A sample of 470 adults divided in three age groups - -young adults (18-34 years), middle-age adults (34-54 years) and old adults (55 years and older)- completed a self-report questionnaire assessing socio-demographic data, quality of life, well-being, quality of sleep, trait anxiety, Coronavirus threat, optimism regarding the pandemics, difficulty to relax, empathy, and pro-social attitude during the pandemics period. Results: Portuguese participants expresses higher empathy and pro-social attitude and health care but in Germany people have higher quality of sleep. Young adults (a) rated their quality of life lower than middle-age adults and old adults, (b) showed also lower optimism than middle-age and old adults, and (c) showed lower well-being than middle-age,. Conclusions: Young adults rated their quality of life, optimism and well-being during pandemics lower than middle-age and old adults, and experienced higher levels of trait anxiety and difficulty to relax. It seems that young adults show a lower psychological adjustment than other age groups during COVID-19 crisis. It is concluded that quality of life, optimism, and well-being during the pandemics are affected differently according to country and group of age, suggesting individual differences across cultures and ages, and consequently the need of specific interventions to cope with the psychological reactions to pandemics crisis.

Effectiveness of a stress management program in continuous care nursing professionals.

BACKGROUND: Nursing is a stressful profession, because it is highly specialized work done under conditions of considerable pressure and has consequently a strong psychological impact. Occupational stress has been considered a serious public health problem, especially in the case of the nursing profession, with considerable consequences for the individual, for the quality of his work and for the associated economic costs. Although the topic of stress has become an important field of research, experimental studies on stress management strategies are rather scarce, especially in the case of the so-called risk professions, such as nursing. PARTICIPANTS AND PROCEDURE: The present study applied a cognitive-behavioral training program for stress management to a sample of nursing professionals (N = 5) from an intensive care unit. The intervention was applied on the basis of a multiple baseline design. Evaluation of results was carried using quantitative and one qualitative measures. Emphasis was given to evaluation of physiological, cognitive and emotional symptoms of stress. RESULTS: The main hypotheses seem to have been confirmed, i.e. the stress management program reduces the participants' physiological, cognitive and emotional stress symptoms according to applied assessment instruments. The results show different levels of stress reduction, as well as an improvement of the number and efficacy of the coping skills of the participants. Correlations were found between quantitative measures, between quantitative and qualitative measures, as well as between physiological, cognitive and emotional symptoms of stress. CONCLUSIONS: Research hypotheses were confirmed, i.e., the applied program seems to be able to reduce stress.

Stress and burnout in teaching. Study in an inclusive school workplace.

BACKGROUND: Teaching is a profession associated with high levels of stress and burnout, affecting teachers' performance in the workplace. The main goal of the current study is to investigate stress and burnout conditions of teachers working presently in inclusive schools and the corresponding influence of personal variables. PARTICIPANTS AND PROCEDURE: Participants were 7086 regular teachers, or non-specialists, and 442 special education teachers, or specialists (N = 7528). RESULTS: Non-specialist teachers showed higher levels of burnout than specialist teachers in inclusive schools. Additionally, the results showed that higher levels of burnout are correlated with vulnerability to stress (perfectionism, inhibition, lack of social support, adverse living conditions, dramatization of existence and subjugation), in both groups of teachers. Non-specialists with more professional experience showed a high global score on burnout. In both groups, teachers with a higher level of training (academic degree and specialization) showed lesser vulnerability to stress, especially lower dependence. Concerning the predictors of burnout, vulnerability to stress played an important role as a predictor in both groups, suggesting that more vulnerable teachers are more prone to develop burnout, fatigue and exhaustion. CONCLUSIONS: Stress emerges as an important predictor of burnout. Non-specialist teachers are more exposed to burnout and stress in an inclusive workplace, because they have to deal with new demands, requiring new resources, especially new professional skills. On the other hand, teachers with more academic and professional training show higher resilience to stress and more independence, suggesting the crucial value of training to improve an inclusive school workplace. Training can have an important impact on stress/burnout and consequently on the professional performance and efficacy of teachers in inclusive schools.

Training needs of Portuguese practitioners working with children and young people with complex and intense support needs.

Upon the publication in Portugal of Decree-Law No. 3/2008, inclusive education for all children in regular schools became compulsory. In a short period of time, the educational community (special education teachers, regular education teachers, administrators, and technicians) were required to include and teach all students in regular schools. This article characterizes Portuguese teachers' perceptions (TPs; N = 105) about the training needs of practitioners working with children and young people with complex and intense support needs (CISNs). In this work, we use data collected using the questionnaire for practitioners working with children and young people with CISN-TPs, which was drawn up under the auspices of project ENABLIN+. The results of content analysis showed that the most frequently mentioned themes were special education, intervention strategies, international classification of functioning, disability and health, educational legislation, and family support/intervention. In conclusion, training should focus on specific contents, should be for everyone (practitioners and nonpractitioners), and should aim to improve practices, while being sufficiently flexible and differentiated to meaningfully inform each professional.

Behavioral Skills Training in Portuguese Children With School Failure Problems.

This paper postulates that psychology can make an important contribution at an individual level to help children with school failure problems in a context where too little applied research has been conducted on the instructional needs of these children. Some data are analyzed, revealing that, despite some progress, school failure is still a main educational problem in many countries. In this study, Behavioral Skills Training (BST) was applied in Portugal to train children with school failure difficulties. BST is a method based on Applied Behavior Analysis, a teaching package consisting of a combination of behavioral techniques: instructions, modeling, rehearsal, and feedback. Two empirical studies are presented. Their main purpose was to develop behavioral diagnostic and training techniques to teach lacking skills. School success was defined in terms of a set of skills proposed by teachers and school failure as a lack of one or more of these skills. The main instrument was a package of training programs to be applied in three areas: basic behavior (precurrents), academic behavior, or social behavior. The second instrument is a package of check-lists, aimed to determine the level of performance of the child in an area. This check-list was applied before (pre-test) and after (post-test) training. In the first study, 16, 7- to 8-year old children were trained. They were attending the second or third grades and having academic difficulties of different origins. The effects of the training programs are evaluated in terms of percentage of attained objectives, comparing a pre- and a post-test. The results showed an increase in correct responses after training in all cases. To provide a sounder demonstration of the efficacy of the training programs, a second study was carried out using a quasi-experimental design. A multiple baseline design was applied to three 10- to 11-year-old children, referred by teachers because of learning difficulties in the fourth grade. Results showed few performance changes without training. Increases in behavior following BST were evident in all cases, indicating that training generated improvement in all three children. In both studies, comparable results occurred across students, demonstrating replication of the effects of the training programs.

Social and Emotional Learning and Academic Achievement in Portuguese Schools: A Bibliometric Study.

Social and Emotional Learning (SEL) is an educational movement that is gaining ground throughout the world. We can define SEL as the capacity to recognize and manage emotions, solve problems effectively, and establish positive relationships with others. Research has demonstrated the significant role of SEL in promoting healthy student development and academic achievement. Extensive research confirms that SEL competencies: can be taught, that they promote positive development and reduce problem behaviors, and that they improve students' academic achievement and citizenship. At the international level, several rigorous studies have identified programs and practices that promote SEL. In Portugal, however, no review has yet been published regarding the implementation of SEL programs. Such a study would elucidate the current panorama of SEL programs in Portugal. This study aims to identify research on SEL programs implemented in Portuguese schools and the relationship of those programs with academic achievement. To this end, we have consulted the following databases: Scientific Repository of Open Access of Portugal (RCAAP), Online Knowledge Library (b-on), and Web of Science (WoS). The criteria were: (a) all time frames; (b) publications in either Portuguese or English; (c) programs that developed socio-emotional competencies in Portuguese schools; (d) academic levels including elementary, middle, and high school and (e) students of regular education. Few publications on SEL programs implemented in Portugal were found, although the recent decade has witnessed an upsurge of interest in the topic, principally that arising from academic research.

The Influence of Family Support According to Gender in the Portuguese Language Course Achievement.

Several factors like pupils' characteristics, school conditions and family context have been pointed out in the literature as being linked to academic achievement. Regarding the latter, family socio-economic status and parental support have been identified as determining variables on success at school. The current study analyses the influence of family support on the achievement of school children in their native language [Portuguese language course (PLC)]. Participants were 885 students attending PLC on basic and secondary schools (6th and 9th school grades) (ISCED 1); 418 boys and 467 girls, ranged between 10 and 18 years of age (M = 12.99). School achievement was assessed using year-end classifications in PLC. Family support was assessed using the Family Support-Context Variables Questionnaire. A regression analysis showed that students' perception about instrumental and affective family support in school life was positively related to their Portuguese grades. However, different predictive values were revealed according to gender. Girls' Portuguese languge couse classification seemed to depend on affective variables like their perception of affective parental support and affective attitudes toward the PLC, while boys' results seemed to be influenced by instrumental variables, such as the perception of instrumental support from parents and boys' attitudes toward the utility of learning Portuguese language. These results supported those of other studies, showing the need to take gender differences into account in educational interventions, especially during early adolescence. In conclusion, the study shows an influence of parental support on PLC achievement. Such influence differs according to gender, with girls being more sensitive to the affective dimension of parental support and boys to the instrumental one.

Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal.

This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother's educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother's educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.

Academic Achievement in Physics-Chemistry: The Predictive Effect of Attitudes and Reasoning Abilities.

Science education plays a critical role as political priority due to its fundamental importance in engaging students to pursue technological careers considered essential in modern societies, in order to face scientific development challenges. High-level achievement on science education and positive attitudes toward science constitutes a crucial challenge for formal education. Several studies indicate close relationships between students' attitudes, cognitive abilities, and academic achievement. The main purpose of this study is to analyze the impact of student's attitudes toward the school discipline of Physics and Chemistry and their reasoning abilities on academic achievement on that school subject, among Portuguese 9th grade students using the data collected during the Project Academic Performance and Development: a longitudinal study on the effects of school transitions in Portuguese students (PTDC/CPE-CED/104884/2008). The participants were 470 students (267 girls - 56.8% and 203 boys - 43.2%), aged 14-16 years old (µ = 14.3 ± 0.58). The attitude data were collected using the Attitude toward Physics-Chemistry Questionnaire (ATPCQ) and, the Reasoning Test Battery (RTB) was used to assess the students reasoning abilities. Achievement was measured using the students' quarterly (9-week) grades in the physics and chemistry subject. The relationships between the attitude dimensions toward Physics-chemistry and the reasoning dimensions and achievement in each of the three school terms were assessed by multiple regression stepwise analyses and standardized regression coefficients (ß), calculated with IBM SPSS Statistics 21 software. Both variables studied proved to be significant predictor variables of school achievement. The models obtained from the use of both variables were always stronger accounting for higher proportions of student's grade variations. The results show that ATPCQ and RTB had a significantly positive relationship with student's achievement in Physics-chemistry, indicating that both attitudinal and cognitive variables should be taken into account on science education as well as in educative intervention.

Social Competence and Career Development: Validation of a Scale with Secondary Students / Competencia social y desarrollo profesional: validación de una escala de estudiantes secundarios

This paper presents a validation study of the Perceived Social Competence in Career Scale (SCCarS). The sample included 571 adolescents, 283 girls (49.6%) and 287 boys (50.3%), aged 14 to 25 years old (µ=16.33 + 1.41), 10th and 11th grade students attending secondary schools in the northern, central and southern Portugal. Exploratory factor analysis indicates the presence of eight factors, with eigenvalues superior to 1.00, explaining 79.16% of the total variance of the items. Confirmatory factor analysis provided support to the factorial structure of eight factors, with adequate fit indices (X²/ df=4.229, CFI= 0.909, GFI= 0.869, RMSEA= 0.079, p= 0.000). These results are consistent with the factorial structure found in previous studies carried out with Portuguese samples from 8th grade. Implications are drawn related to the need for further study of the psychometric characteristics of the SCCarS with young people from different age groups.

Este trabajo presenta un estudio de validación de la Escala de Competencia Social Percibida en la Carrera (ECSCar). La muestra incluyó 571 adolescentes, 283 mujeres (49.6%) y 287 hombres (50.3%), de 14 a 25 años de edad (µ=16.33±1.41), estudiantes de 10° y 11° grado de escuelas secundarias en el norte, centro y sur de Portugal. El análisis factorial exploratorio indica la presencia de ocho factores con valores propios superiores a 1.00, que explican 79.16% de la varianza total de los ítems. El análisis factorial confirmatorio apoya la estructura factorial de ocho factores con los índices de ajuste adecuados (X²/df=4.229, CFI= 0.909, GFI= 0.869, RMSEA = 0.079, p= 0.000). Estos resultados son consistentes con la estructura factorial encontrada en estudios previos realizados con muestras de portugueses de 8° grado. Se elaboran implicaciones relativas a la necesidad de un mayor estudio de las características psicométricas de la ECSCar con jóvenes de diferentes grupos de edad.

Análise fatorial confirmatória da prova de avaliação de competência social face à carreira / Confirmatory factor analysis of the perceived social competence scale

A competência social diz respeito à forma como as pessoas percebem e atuam face a uma variedade de situações sociais. Este estudo avalia as características métricas da Prova de Avaliação de Competência Social face à Carreira (PACS-Car). Participaram 572 adolescentes (M=13,28 anos; DP=0,59), do 8º ano de escolaridade¹ de escolas portuguesas. Os resultados da Análise Fatorial Confirmatória apontam para uma solução fatorial constituída por oito fatores. Os índices globais de adequação registados para o modelo são bastante robustos, comprovando a sua qualidade no ajustamento aos dados empíricos (X²/gl=4,097, CFI=0,895, GFI=0,851, RMSEA=0,079). Estes resultados estimulam ao desenvolvimento de pesquisa e intervenções que abordem as competências sociais para a promoção de comportamentos socialmente inteligentes de adaptação, progresso, e sucesso de carreira dos jovens...

Social competence is concerned to how people perceive and act in a variety of social situations. This study evaluates the psychometric characteristics of the Perceived Social Competence Scale (PSC-Car). Participants were 572 Portuguese adolescents (M=13.28 years; SD=.59) who are in the 8th grade. Results of the Confirmatory Factor Analysis suggest a factorial solution consisting of eight factors. The global indices of fitness of the model are quite robust, proving that it is a good solution in the adjustment of empirical data (X²/df=4.097, CFI=.895, GFI=.851, RMSEA=.079). The results stimulate the development of new researches and interventions that approach social skills in order to develop socially intelligent behaviors for career adaptation, advancement and success of young people...

Análise fatorial confirmatória da prova de avaliação de competência social face à carreira / Confirmatory factor analysis of the perceived social competence scale

A competência social diz respeito à forma como as pessoas percebem e atuam face a uma variedade de situações sociais. Este estudo avalia as características métricas da Prova de Avaliação de Competência Social face à Carreira (PACS-Car). Participaram 572 adolescentes (M=13,28 anos; DP=0,59), do 8º ano de escolaridade¹ de escolas portuguesas. Os resultados da Análise Fatorial Confirmatória apontam para uma solução fatorial constituída por oito fatores. Os índices globais de adequação registados para o modelo são bastante robustos, comprovando a sua qualidade no ajustamento aos dados empíricos (X²/gl=4,097, CFI=0,895, GFI=0,851, RMSEA=0,079). Estes resultados estimulam ao desenvolvimento de pesquisa e intervenções que abordem as competências sociais para a promoção de comportamentos socialmente inteligentes de adaptação, progresso, e sucesso de carreira dos jovens.(AU)

Social competence is concerned to how people perceive and act in a variety of social situations. This study evaluates the psychometric characteristics of the Perceived Social Competence Scale (PSC-Car). Participants were 572 Portuguese adolescents (M=13.28 years; SD=.59) who are in the 8th grade. Results of the Confirmatory Factor Analysis suggest a factorial solution consisting of eight factors. The global indices of fitness of the model are quite robust, proving that it is a good solution in the adjustment of empirical data (X²/df=4.097, CFI=.895, GFI=.851, RMSEA=.079). The results stimulate the development of new researches and interventions that approach social skills in order to develop socially intelligent behaviors for career adaptation, advancement and success of young people.(AU)

Inteligência social: Contributos para uma psicologia mais contextualizada

Assistimos atualmente a um reconhecimento científico e social da necessidade de contextualizar o estudo das características psicológicas dos indivíduos, como forma de melhor compreender e abarcar a complexidade do seu desenvolvimento, da sua inteligência e da sua adaptabilidade comportamental. É neste contexto que a Psicologia retoma construtos como - inteligência social. A diversidade de abordagens a este conceito, quer implícitas quer explícitas, é grande, dificultando a assumpção de um construto de inteligência social suficientemente coeso para fundamentar a investigação e a prática psicológica. Pelo que, no presente estudo, partimos do pressuposto que se deve procurar uma abordagem que integre concepções implícitas e concepções explícitas, com a finalidade de melhor apreender como os de natureza social para resolver os problemas que se lhes colocam nos diversos contextos da vida. Tal com tem sido proposto por alguns autores de orientação cognitivista (Sternberg, 1985; Carugati, 1990). Com o objetivo de compreender a relação entre concepções implícitas e concepções explícitas de inteligência social, desenvolvemos um estudo exploratório de concepções implícitas dos professores (N=106). Num segundo momento, contrastamos essas concepções com as características do conceito definidas pelas teorias explícitas. A finalizar, apresentamos algumas possibilidades de diferenciação e complementariedade entre estas abordagens e suas implicações para uma Psicologia mais contextualizada(AU)

Inteligência social: contributos para uma psicologia mais contextualizada

Assistimos actualmente a um reconhecimento científico e social da necessidade de contextualizar, o estudo das características psicológicas dos indivíduos, como forma de melhor compreender e abarcar a complexidade do seu desenvolvimento, da sua inteligência e da sua adaptabilidade comportamental. É neste contexto que a Psicologia retoma construtos como inteligência social. A diversidade de abordagens a este conceito, quer implícitas quer explícitas, é grande, dificultando a assunpção de um construto de inteligência social suficiente coeso para fundamentar a investigação e a prática psicológica. Pelo que, no presente estudo, partimos do pressuposto que se dve procurar uma abordagem que integre concepções implícitas e concepções explícitas, com a finalidade de melhor apreender como os indivíduos percepcionam, codificam e organizam a informação de natureza social para resolver os problemas que se lhes colocam por alguns autores de orientação cognitivista (Stenberg, 1985; Carugati, 1990). Com o objectivo de compreender a relação entre concepções implícitas de inteligência social, desenvolvemos um estudo exploratório de concepções implícitas dos professores(N=106). Num segundo momento, contrastamos essas concepções com as características do conceito definidas pelas teorias explícitas. A finalizar, apresentamos algumas possibilidades de diferenciação e complementariedade entre estas abordagens e suas implicações para uma Psicologia mais contextualizada(AU)