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Práticas educativas parentais e desempenho linguístico em crianças vítimas de negligência
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Advisor(s)
Abstract(s)
Este trabalho de investigação tem como objectivo relacionar as Práticas Educativas Parentais (PEP) e o Desempenho Linguístico (DL) em crianças negligenciadas (i.e., Grupo Experimental – GE) versus crianças não negligenciadas (i.e., Grupo de Controlo – GC). A amostra total foi constituída por 346 participantes. Foram criados dois grupos distintos de crianças em idade escolar (6-10 anos). Fizeram parte do GE 173 crianças – 97 (56.1%) do género masculino e 76 (43.9%) do género feminino. Estas crianças foram referenciadas como negligenciadas e eram seguidas no Centro Hospitalar do Porto, na Consulta Externa de Pediatria e Nutrição. Fizeram parte do GC 173 crianças não referenciadas como negligenciadas – 101 (58.4%) do género masculino e 72 (41.6%) do género feminino. Estas crianças, frequentavam o 1º. Ciclo do Ensino Básico, na região norte. Nos dois grupos de investigação, foram utilizados os seguintes instrumentos: para a caracterização da amostra – Ficha de Consulta de Crianças e Jovens em Risco (Pires-Lima, et al., 2006); Questionário Sócio-demográfico e a Escala de Avaliação da Negligência Familiar – Versão Técnicos de Intervenção (Lopes, et al., 2009) – esta última apenas usada no GE. Foram ainda usados instrumentos padronizados destinados a avaliar as variáveis “práticas educativas” e a “linguagem” nomeadamente o Inventário de Práticas Educativas – I.P.E. (Gonçalves, et al., 2000) e a Grelha de Observação da Linguagem Nível Escolar – GOL – E (Sua Kay, & Santos, 2003).
Os dados sugerem que o GE apresentou scores mais baixos e diferenças em relação às estruturas que compõem a linguagem, quando comparados com o GC. Encontrou-se também diferenças significativas em todas as dimensões avaliadas pelo IPE, sendo que os cuidadores de crianças negligenciadas têm maior ocorrência de práticas educativas inadequadas do que os cuidadores das crianças do GC. Quando analisadas as PEP e o DL no GC, verificou-se uma relação entre Práticas Educativas Desadequadas, do tipo: Fisicamente Abusivas e à Punição Física e scores mais baixos em algumas das componentes da linguagem. Por último, verificou-se que a adopção de Práticas Educativas Adequadas estão relacionadas com bons scores linguísticos. No final, foram analisadas questões relevantes, no âmbito da prevenção, intervenção e da problematização acerca da negligência infantil, dando sugestões para futuro.
This research aims to relate the Parental Educational Practices (PEP) and the Linguistic Performance (LP) in neglected children (ie. Experimental Group – EG) versus non-neglected children (ie. Control Group – CG). The total sample consisted of 346 participants. It has been created two distinct groups of school age children (6-10 years): 173 children from EG – 97 (56.1%) were male gender and 76 (43.9%) were female (children referred to as neglected and followed in the Hospital Centre of Porto, in Outpatient Paediatrics and Nutrition); 173 children from CG (not referred as neglected) – 101 (58.4%) male gender and 72 (41.6%) were female. These children attended the 1st cycle of basic education in the northern region. In the two research groups, were used the following instruments to characterize the sample – Medical Record of Children and Youth at Risk (Pires-Lima, et al., 2006); Socio-demographic questionnaire and Evaluation Scale of Familiar Negligence – Intervention Technicians version (Lopes, et al., 2009) – the latter only used in the EG. Were also used standardized instruments to assess the variables “educational practices” and the “language” including the Inventory of Educational Practices-IPE (Gonçalves, et al., 2000) and the Observation Grid of School Language Level – GOL-E (Sua Kay, & Santos, 2003). The data suggest that the EG had lower scores in the structures which comprise the language compared to the CG. We also found significant differences in all dimensions evaluated by the IPE, the neglected children’s caregivers have a higher incidence of inadequate educational practices than the children’s caregivers of CG. When were analysed the PEP and the LP in the CG, was verified a relationship between inadequate educational practices like Physically Abusive and Physical Punishment) and lower scores in some of the language components. Finally, it was found that the adoption of Appropriate Educational Practices is related with good language scores. At the end, were analysed relevant issues in the context of prevention, intervention and problematization about child neglect, giving suggestions for the future.
This research aims to relate the Parental Educational Practices (PEP) and the Linguistic Performance (LP) in neglected children (ie. Experimental Group – EG) versus non-neglected children (ie. Control Group – CG). The total sample consisted of 346 participants. It has been created two distinct groups of school age children (6-10 years): 173 children from EG – 97 (56.1%) were male gender and 76 (43.9%) were female (children referred to as neglected and followed in the Hospital Centre of Porto, in Outpatient Paediatrics and Nutrition); 173 children from CG (not referred as neglected) – 101 (58.4%) male gender and 72 (41.6%) were female. These children attended the 1st cycle of basic education in the northern region. In the two research groups, were used the following instruments to characterize the sample – Medical Record of Children and Youth at Risk (Pires-Lima, et al., 2006); Socio-demographic questionnaire and Evaluation Scale of Familiar Negligence – Intervention Technicians version (Lopes, et al., 2009) – the latter only used in the EG. Were also used standardized instruments to assess the variables “educational practices” and the “language” including the Inventory of Educational Practices-IPE (Gonçalves, et al., 2000) and the Observation Grid of School Language Level – GOL-E (Sua Kay, & Santos, 2003). The data suggest that the EG had lower scores in the structures which comprise the language compared to the CG. We also found significant differences in all dimensions evaluated by the IPE, the neglected children’s caregivers have a higher incidence of inadequate educational practices than the children’s caregivers of CG. When were analysed the PEP and the LP in the CG, was verified a relationship between inadequate educational practices like Physically Abusive and Physical Punishment) and lower scores in some of the language components. Finally, it was found that the adoption of Appropriate Educational Practices is related with good language scores. At the end, were analysed relevant issues in the context of prevention, intervention and problematization about child neglect, giving suggestions for the future.
Description
Projeto de Graduação apresentado à Universidade Fernando Pessoa como parte dos requisitos para obtenção do grau de Licenciada em Terapêutica da Fala
Keywords
Negligência infantil Desempenho linguístico Componentes da linguagem Práticas e educativas parentais Estilos educativos Estilos educativos Child neglect Linguistic performance Language components Parental childrearing practices Educational styles Negligence typologies