Paidéia (Ribeirão Preto)

161-169

Authors: Susana Coimbra, Marina Goulart Mendonça

The increasing dependency of emerging adults (EA) on their family of origin and their lower future expectations challenge intergenerational family support exchanges and may affect their impact on satisfaction with life. This study aims to examine the mediation effect of familism, fi lial maturity, and relationship satisfaction between different directions of support (received, given and anticipated between both) and satisfaction with life. Data was collected through the administration of self-report questionnaires to a convenience sample of 243 EA (18-30 years old) of both genders, students and workers, of different socioeconomic statuses. Results corroborate the mediation effect of the study variables and suggest that the magnitude of this impact depends on the direction of the support: partial mediations are observed for the received support, whereas total mediations are observed for the given support.

179-185

Authors: Ana Paula Porto Noronha, Fabián Javier Marín Rueda, Acácia Aparecida Angeli dos Santos

The aim in this study was to analyze differences between children’s performances on the Bender – Sistema de Pontuação Gradual (B-SPG) [Gradual Scoring System] in the states of Minas Gerais and Paraíba, and to compare them with the results presented in the test manual. The participants were 511 children, both sexes, aged 6-10 years (M = 8.21, SD = 1.33), and 50.7% male. The children were from two states, Minas Gerais (n = 298, 58.3%) and Paraiba (n = 213, 41.7%). The SPG was administered collectively in classrooms. The mean B-SPG scores between the children from Minas Gerais and Paraiba were very similar and not statistically signifi cant. Regarding the comparison between the two states and the normative sample, three results were signifi cant, two of which favored the children from São Paulo and the other the children from Minas Gerais and Paraíba, showing little variation in the results of the B-SPG.

197 - 205

Authors: Talita Pereira Dias, Maria Stella Coutinho de Alcântara Gil, Zilda Aparecida Pereira Del Prette

Social skills compete with behavior problems, and the combination of these aspects may cause differences in social competence. This study was aimed at assessing the differences and similarities in the social competence of 26 preschoolers resulting from: (1) groups which they belonged to, being one with social skills and three with behavior problems (internalizing, externalizing and mixed); (2) types of assessment, considering the estimates of mothers and teachers, as well as direct observation in a structured situation; (3) structured situations as demands for fi ve categories of social skills. Children’s performance in each situation was assessed by judges and estimated by mothers and teachers. There was a similarity in the social competence estimated by mothers, teachers and in the performance observed. Only the teachers distinguished the groups (higher social competence in the group with social skills and lower in the internalizing and mixed groups). Assertiveness demands differentiated the groups. The methodological aspects were discussed, as well as the clinical and educational potential of the structured situations to promote social skills.

217-224

Authors: Aline Roberta Aceituno da Costa, Priscila Crespilho Grisante, Camila Domeniconi, Júlio César Coelho de Rose, Deisy das Graças de Souza

Responding by exclusion in matching-to-sample tasks is a robust behavioral pattern in humans. A single selection, however, does not ensure learning of the arbitrary relationship between the sample and the selected comparison stimulus. The present study aimed to investigate the amount of exposure required until eight preschoolers were able to name two undefi ned pictures, matched by exclusion, to two undefi ned words. After establishing a matching-to-sample baseline between pictures and dictated words, two new words were introduced in exclusion probes. On each probe, a new word was dictated and the matrix of comparison stimuli included a new picture and two experimentally defi ned pictures. Naming emerged after three to10 exclusion trials. Correct naming tended to occur more reliably when the teaching phase established stimulus control by selection.

235-242

Authors: Denise Bortoletto, Evely Boruchovitch

The aim of this study was to investigate the learning strategies and emotional regulation of 298 students of private and public university teacher formation courses of a city in Minas Gerais state. The study also examined the joint contribution of emotional regulation, age group and year of the course on the learning strategies scores of the participants. The participants were of both sexes, ranging from 18 to 54 years of age and enrolled in the fi rst to the fourth year of two universities. Data was collected using two Likert type scales for university students: one for the evaluation of learning strategies and the other for the evaluation of emotional regulation strategies. Results showed a positive, signifi cant, moderate correlation between learning strategies and emotional regulation strategies. Emotional regulation, age range and year of the course showed a joint association with learning strategies scores. Data is discussed in terms of its psychoeducational implications.

253-261

Authors: Alberto Manuel Quintana, Shana Hastenpflug Wottrich, Valéri Pereira Camargo, Evandro de Quadros Cherer

This study aimed to comprehend the meanings that parents/caregivers of children and adolescents diagnosed with cancer attribute to their child’s disease. It is a qualitative, exploratory/descriptive study. Data were collected through group discussions and individual interviews with the parents/caregivers of children/adolescents and categorized using content analysis. The impressions of the researchers were recorded in a fi eld diary, contributing to the data analysis. The results indicate that the disease and treatment involve periods of psychological suffering that affect the family structure. Cancer was reported as a real enemy to be fought through coping or avoidance, which generates expectations about the future and causes feelings of fear, as well as hope. It was concluded that the childhood cancer causes repercussions in the family relationships, the recognition of which can contribute to both the preparation of professional teams who work with this population, as well as the public health policies developed.