Psychosocial Development

Enquadramento: O desenvolvimento pessoal e social é um direito humano universal e forja-se, além da maturação, nas oportunidades que os jovens encontram nos contextos do seu dia-a-dia, com destaque para a escola. Da revisão da literatura em torno do desenvolvimento e da escola, sobressaíram na revisão da literatura os dois conceitos que orientam a construção deste projeto. O primeiro conceito, na esteira de Erikson, é o desenvolvimento psicossocial (DP), centrado na importância do desenvolvimento psicológico e social. Surge no âmbito deste projeto a proposta de complementar a avaliação psicossocial com os 5 Cs do positive youth development (PYD). O segundo conceito é o Envolvimento dos Alunos na Escola (EAE), empiricamente associado a melhores resultados escolares, à aprendizagem, ao bem-estar e ao desenvolvimento psicológico. Objetivos: Aprofundar a investigação teórica e empírica em torno do desenvolvimento psicossocial e do envolvimento dos alunos na escola, no sentido de um maior conhecimento do potencial da escola enquanto contexto privilegiado de desenvolvimento humano. Metodologia: o estudo vai incluir alunos do 6º, 9º e 11º ano de três escolas diferentes no distrito de Lisboa: uma escola pública integrada no programa TEIP; uma escola particular; uma escola pública. Os instrumentos de avaliação propostos são a EPSI - Erikson Psychosocial Inventory Scale (desenvolvimento psicossocial), a escala PYD-Short Form (5 Cs); EAE-E4D – Envolvimento dos Alunos na Escola: Escala de 4 Dimensões (envolvimento dos alunos na escola). Resultados: O projeto pretende: (a) caracterizar a amostra do ponto de vista do desenvolvimento psicossocial e do envolvimento dos alunos na escola; (b) verificar a existência expectável de diferenças entre sexos, anos letivos e escolas; (c) perceber a associação do desenvolvimento psicossocial com o envolvimento dos alunos na escola, e as suas dimensões; (d) perceber a associação do desenvolvimento psicossocial e do envolvimento dos alunos na escola com as variáveis escolares (rendimento académico e reprovações) e participação em atividades (extracurriculares e de voluntariado). Conclusões: As conclusões vão ser retiradas da análise dos resultados à luz de uma nova revisão da literatura. Espera-se um contributo positivo ao nível da avaliação do desenvolvimento psicossocial, e a possibilidade de abrir pistas de investigação e intervenção com valor para a prática educativa.

This study explored how psychosocial development affects doctoral students’ relationship and communication with their advisor. Chickering and Reisser’s vectors of psychosocial development were examined in the doctoral context to understand how students preserve communicatively satisfying relationships with their advisor through the use of relational maintenance behaviors. Doctoral students (N = 304) completed self-report surveys and the results revealed that psychosocial development was related positively to their use of relational maintenance behaviors. The results also indicated that students’ relational maintenance behaviors mediated the associations between psychosocial development and communication satisfaction in the student–advisor relationship. These findings support the importance of psychosocial development in graduate school and provide information that may be used to improve the quality of doctoral education.

El presente trabajo tiene el objetivo de desarrollar e implementar un programa de formación basado en la evidencia dirigido a entrenadores de un club de hockey sobre patines, con el fin de optimizar el desarrollo psicosocial de sus deportistas. Esta experiencia profesional explica cómo a partir de una demanda del club, el Grup d’Estudis en Psicologia de l’Esport i de l’Activitat Física (GEPE) desarrolló un programa de formación adaptado a sus características y necesidades. Para desarrollar el programa, se siguieron las fases propuestas por el Modelo GEPE de PBE (i.e., Práctica Basada en la Evidencia): (a) actualización documental mediante la revisión de evidencia científica sobre la influencia del entrenador en los deportistas, (b) análisis de necesidades del club y de sus entrenadores, (c) desarrollo y aplicación de un programa de formación basado en el Modelo de las 5Cs (i.e., compromiso, comunicación, concentración, control, y confianza) para aumentar las habilidades de los entrenadores en la promoción del desarrollo psicosocial de sus deportistas, (d) evaluación del programa de formación, y (e) seguimiento de los efectos del programa a lo largo del tiempo. El programa de formación constó de 5 talleres teórico-prácticos, uno para cada C, en los que participaron entre 6 y 12 entrenadores por taller. La satisfacción de los participantes, evaluada tras cada taller, mostró que los talleres habían cubierto las expectativas de los entrenadores y que, además, consideraban que el taller brindaba un contexto ideal para compartir experiencias con sus colegas. Como áreas de mejora, consideraron que se debían añadir más contenidos prácticos. Este trabajo se plantea como un ejemplo de integración de la evidencia científica en la práctica aplicada para los profesionales de la psicología del deporte, dotando de rigor su práctica profesional.

The main objective of this work was to develop and implement an evidence-based education programme aimed at enhancing roller-hockey coaches’ coaching effectiveness to optimize players’ psychosocial development. This professional experience describes how the GEPE (Research Group in Sport and Exercise Psychology) developed their consultancy work after receiving the demand from the roller-hockey club by following the five steps proposed in the GEPE Model of Evidence-Based Practice: (a) literature about scientific and applied evidence regarding the coaches’ influence in their players, (b) assessing the needs of the club and the coaches, (c) development of an education program with the objective of teaching coaches how to promote the 5Cs (i.e., commitment, communication, concentration, control, and confidence) of the players’ psychosocial development, (d) assessment of the program, and (e) monitoring of the program’s effects through the time. The education program consisted of 5 sessions (i.e., one for each C) and the number of coaches attending to every workshop ranged from 6 to 12. Participants’ satisfaction, assessed after every workshop, showed that coaches’ expectations were fulfilled, and they considered that the program offered an appropriate setting to share experiences between them. However, coaches felt that more practical exercises were needed. This work can be used as a guide for sport psychology practitioners wanting to increase rigor by integrating scientific evidence into their applied practice, besides adding research evidence to the sport psychology field by publishing these experiences.

The study focuses mainly on the predictors of identity and its effect on the psychosocial development of adolescents. These factors that were found in the study are family and peers. Qualitative and quantitative research designs were used and 180 respondents participated in the study. It was known that adolescents have already acquired personal, relational, social and collective identities. They express their search for identity by facing three major issues; individual expression, autonomy and social pressure. It was also discovered that identity formation cannot be achieved by the end of adolescence because most of them are still in the state of moratorium and foreclosure.

The study focuses mainly on the predictors of identity and its effect on the psychosocial development of adolescents. These factors that were found in the study are family and peers. Qualitative and quantitative research designs were used and 180 respondents participated in the study. It was known that adolescents have already acquired personal, relational, social and collective identities. They express their search for identity by facing three major issues; individual expression, autonomy and social pressure. It was also discovered that identity formation cannot be achieved by the end of adolescence because most of them are still in the state of moratorium and foreclosure.

The aim is to present the psychometric properties of a multisource scale measuring children’s and adolescents’ self-, peer-, and teacher-evaluated social competence and, further, to study whether these evaluations predict later psychosocial ill-being consisting of loneliness, social anxiety, and social phobia. Sample 1 consisted of 318 Finnish elementary school children, who in the beginning were fourth graders (approximately 10 years old). Sample 2 consisted of 191 adolescents who in the beginning were seventh graders (approximately 13 years old) in lower secondary school. The self, peer and teacher ratings of the participants’ social competence were collected in the fourth and seventh grades. Further, their loneliness, social anxiety, and social phobia were evaluated a year later, i.e., in the fifth and eighth grades. The factor structure of the scales was validated with separate CFA models and the consistency between the raters evaluated with Pearson correlations. Based on the re...

The etiology of compromised spermatogenesis is often genetic. Because male subfertility has been associated with a higher incidence of genomic defects, ranging from aneuploidy to Yq microdeletions, concerns have been raised as to the risk of transmitting genetic defects to the offspring. Thus, screening for such defects can be important for appropriate counseling prior to intracytoplasmic sperm injection (ICSI) treatment. However, only a few reports of father–son cohorts have evaluated the heritability of mutations associated with male factor infertility, as well as the well-being of the children. Because of their invasiveness and their ability to treat severely infertile men known to carry genetic defects, assisted reproductive technologies (ARTs), and ICSI in particular, have generated concerns as to the normality of the offspring. Although early studies on neonatal outcomes failed to reveal any differences between ICSI and in vitro fertilization babies, some recent reports claim a greater incidence of abnormalities in ART children compared with those conceived normally. Anxieties have been voiced also in regard to rare imprinting disorders, as well as cancer following ART. Here we assess the genetic profiles of infertile men treated by ICSI and the profiles of the pregnancies they generated, including obstetrical and perinatal outcomes and developmental milestones in children born from ART. These children were also subjected to genetic and epigenetic analysis as well as to pediatric and psychological examinations.

Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an ...

The study focuses mainly on the predictors of identity and its effect on the psychosocial development of adolescents. These factors that were found in the study are family and peers. Qualitative and quantitative research designs were used and 180 respondents participated in the study. It was known that adolescents have already acquired personal, relational, social and collective identities. They express their search for identity by facing three major issues; individual expression, autonomy and social pressure. It was also discovered that identity formation cannot be achieved by the end of adolescence because most of them are still in the state of moratorium and foreclosure.

... 1991). The family as a unit and its developmental course, in turn, can profoundly influence fathers' involvement." Family time," or the timing of transitional events for the family as a unit, is important for understanding fathers. Family ...

Sense of belonging is the degree to which students feel integrated with their peers and teachers at school. This study describes sense of belonging among Peruvian students entering high school. Socioeconomic status had no direct effect on sense of belonging but had an ...

The study focuses mainly on the predictors of identity and its effect on the psychosocial development of adolescents. These factors that were found in the study are family and peers. Qualitative and quantitative research designs were used and 180 respondents participated in the study. It was known that adolescents have already acquired personal, relational, social and collective identities. They express their search for identity by facing three major issues; individual expression, autonomy and social pressure. It was also discovered that identity formation cannot be achieved by the end of adolescence because most of them are still in the state of moratorium and foreclosure.

Examen de l'applicabilite de la theorie de developpement psychosocial d'Erikson sur les Hausa du Nigeria septentrional. Description du systeme de developpement des hommes et des femmes, puis comparaison avec le systeme d'Erikson. Cette comparaison permet aux AA. d'indiquer les similarites et les differences entre le systeme indigene Hausa et le schema universel d'Erikson.

Erik Erikson is an ego psychoanalytic theorist who developed a psychohistorical approach to human development and formulated an epigenetic sequence of ego developmental stages encompassing the human life span from infancy through old age. His theory provides a linkage between intrapersonal Freudian theory and social–contextual approaches to personality development. He emphasizes strengths accrued by the individual in the context of social institutions or rituals keyed to individual physiological development.

Adolescent suicide remains an international tragedy, yet a common denominator continues to elude researchers. Some adolescents internalize rejection and respond with suicide; other troubled adolescents engage in homicide before ending their own lives. One factor underlying suicide concerns the failure to construct a healthy identity. Using Erikson's theories on identity development as a framework, this paper examines the motives for and contexts of suicide among preadolescents, adolescents, and young adults, identifies specific school-age populations that are vulnerable to suicide, and discusses implications.

The Slovenian National Human Development Report, prepared by the Slovenian Institute of Macroeconomic Analysis and Development (UMAD), focuses on general human development trends in 2002-2003, with special attention paid to health and the health care system. The ...