Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

Family relationships are extremely important for human development and may act as either protective or risk factors for the emergence of dysfunctional cognitions and emotional and behavioral problems (EBP). This study aimed to investigate the relationships between perception of family conflict and affectivity, dysfunctional cognitions, and the EBP of 371 adolescents aged 11 to 16 years, as well as the mediating role played by dysfunctional cognitions in the relationship between family perception and EBP. Data were collected at the participants’ schools using self-report instruments. Analyses of correlation, between-group comparison, and regression were conducted. The perception of family conflict had an indirect and significant effect on most of the EBP, with dysfunctional cognitions presenting a partial mediation role. Family affectivity had a less significant effect on the EBP and was totally mediated by cognition.

As of March 2020, the COVID-19 pandemic made an important impact on work on a global scale. In the absence of a vaccine, the most adopted measures were social distance and preference for remote work. The present study sought to understand the meanings that eight health professionals attributed to their practices in this context. Meetings held with a dentist, a physician, an occupational therapist, a nurse, a psychologist, a physiotherapist, a speech therapist, and a nutritionist, were registered through comprehensive narratives. Three categories of results were found: 1) the meaning of work, 2) the option for liberal practice, and 3) the implications of the pandemic. It was possible to see how the effects of the pandemic were peculiarly experienced by each of the participants, in some cases making them reconsider the meaning of work in their lives.

Self-efficacy for emotion regulation is understood as the perceived capability to regulate the negative affect and to express the positive ones. This study aimed at the validity evidence for the Regulatory Emotional Self-Efficacy Scale in the Brazilian context through two studies. In the first one, participants were 41 students from middle school (M = 13.49; SD = 1.52), being 58.5 % male. Results indicated a few adjustments in some items. The second study had 932 participants from two cities: one from Southeast Brazil and one from the North. The students were from middle and high schools being 50.3 % (n = 469) female. Their ages ranged from 13 to 23 years old (M = 16.50; SD = 1.52). After analysis through structural equation modeling, results indicated that the dimensions of the scale have a good fit according to the theoretical model with good accuracy indexes, thus confirming the validity evidence for this instrument, being reliable to be used in Brazil.

The aim of the this study was to verify the evidence of validity of the reduced version adapted for Brazilian Portuguese of the Traumatic Grief Inventory, through confirmatory factor analysis and relationship with external variables, in addition to assessing the reliability and presence of invariance. The first step consisted of the adaptation and evaluation by expert judges of the translated version. After the evaluation, the pilot version was answered by five participants of the target population, for semantic and content evaluation, being named, in Brazil, as the Inventário de Luto Traumático (ILT-BR). Then, 211 Brazilians, who went through a grieving process, answered the following instruments: Sociodemographic Questionnaire, Mental Health Self-Perception Questionnaire, and ILT-BR. The ILT-BR presented good fit indexes and reliability, positively correlated with stress, fear, and obsessive thoughts, with no invariance found. From these results, we concluded that the ILT-BR is suitable for use in Brazil.

The learning of theory of mind (ToM) skills is considered essential to guarantee good adaptive performance in the social context since it allows people to attribute mental states to themselves and others, and thus be able to predict the behavior of others. The aim of the present study was to analyze the performance of ToM tasks and the understanding of mental verbs contextualized in stories with typically developing children. A sample of 41 children aged between 3 and 5 years was used with a descriptive methodology. Results show that ToM level 3 was the one with the lowest levels of achievement. In relation to the test that evaluated the understanding of mental verbs, the lowest results were obtained in the one that referred to the verb to know. Results found suggest that mental verbs referring to desires first learned before beliefs, as well as that the levels of information defended by the ToM model of Howlin et al. (1999) are not sequenced in levels of complexity.

The objective of this study was to describe the association of teachers' self-efficacy in inclusive educational practices with variables of the teaching context and teachers' characteristics. There were 193 teachers in basic education, 77.72 % female and 22.28 % male from private, confessional and public state schools located in the municipalities of Belém and Castanhal, Pará, Brazil. The instruments of characterization and the scale of effectiveness of teachers in inclusive educational practices were applied. The data analysis techniques were factorial analysis and correspondence analysis. Among the results found, associations between the investigated variables were verified, which suggests that when judging one's own capacity in inclusive educational practices, the teacher considers some factors present in the context and in his or her teaching path. It is hoped that this study can contribute to the stimulation of continued teacher education in the inclusive context.

The purpose of the research was to analyze the psychometric properties of the Connor-Davidson Brief Resilience Scale (CD-RISC 10). The sample consisted of 345 university students of both genders from a private university, aged between 18 and 50 years from Metropolitan Lima. The tools used were the Brief Scale of Resilience CD-RISC 10, the Perceived Stress Scale (PSS-10), and the General Self-efficacy Scale (GSE). Regarding the results, for the construct validity the factor analysis was carried out, which showed that the unifactorial model explains 47 % of the total accumulated variance, then the proposed model was corroborated through the confirmatory factor analysis, which yielded optimal values of goodness setting. Convergent validity was established with the variable’s general self-efficacy (r = .664, p = .000) and divergent validity with perceived stress (r = -.402, p = .000). Reliability was established through the coefficients of Cronbach's Alpha (α = .827) and McDonald's Omega (Ω = .827). These results allow us to conclude that the tool presents evidence of validity as well as its scores are consistent.

Several international studies show math learning difficulties for indigenous students. These difficulties have also been seen in the context of Chilean Mapuche intercultural education. This could be related to a lack of school engagement. This study seeks to describe school engagement in Mapuche students. A qualitative study based on phenomenology and ethnography was carried out, which included interviews and class observations of two school subjects: beyentun (Mapuche worldview and spirituality), and mathematics. 10 students from a public school located in the Biobío Region, in Chile, took part in the study. They were in the first two years of high school. The resulting data was analyzed using content analysis. The results show high levels of engagement. However, there are differences between the subjects: students have higher levels of emotional engagement in the beyentun class and higher levels of cognitive engagement in mathematics. Additionally, the results suggest that beyentun classes strongly promote belonging and autonomy needs, while mathematics focuses on competence. These findings are discussed regarding school engagement and intercultural education.

This study investigated whether the skin color of the victims of police violence influenced the arguments used in the face of this type of violence. 105 residents of João Pessoa (Brazil) participated in this study (age M = 25.31; SD = 7.5). A questionnaire with a fictitious report was used, in which the suspect of committing an assault had been seriously attacked by a police officer. In one condition, it was mentioned that the suspect was white and, in another, that he was black. Participants were asked to write a text justifying their views on the event. The responses were analyzed using Iramuteq. When the suspect was white, most of the positions (65 %) disagreed with the police action, justifying that the use of violence was illegal or arbitrary. When the suspect was black, most of the positions were in agreement with the use of violence (51.43 %), justifying it as a kind of punishment of the suspect and as a necessary procedure given the ineffectiveness of Justice in fighting against the crime. It was concluded that the position in the face of police violence is one of the expressions of discrimination against blacks and contributes to the maintenance of racial hierarchies in Brazil.