Psicologia

A Série Sex Education enquanto Recurso de Educação Sexual: Estudo Qualitativo

Resumo A educação sexual (ES) é um tópico de investigação em crescente interesse, sendo os estudos unânimes quanto aos seus efeitos positivos. A utilização de meios de comunicação pelos adolescentes vem igualmente aumentando e sabe-se que são utilizados para obter informação sobre sexualidade. A série Sex Education tem-se destacado neste contexto, tendo sido produzidas várias temporadas. Assim, este estudo pretende analisar as perspetivas de jovens e profissionais sobre o impacto da série Sex Education nos mais novos e explorar de que forma pode constituir-se um recurso pedagógico para a ES. Para o efeito, foram realizadas nove entrevistas a jovens e três a profissionais cujos dados foram tratados através da análise de conteúdo. Os resultados mostram que a série apoia o desenvolvimento psicossexual, promovendo conhecimentos, atitudes e competências; é um ótimo recurso pedagógico na ES com adolescentes, por ser educativa, lúdica e realista, abordando a sexualidade com naturalidade.

Abstract Sexuality education (SE) is a growing research topic. Studies have unanimously shown positive resulting effects off SE. The media use by teenagers is increasing and one of its purposes is to obtain information on sexuality. The series "Sex Education" has gained relevance in this context, having already been renewed for several seasons. Thus, this study aims to analyse teenagers' and professionals' perspectives about the impact of the previously mentionated series on younger people and explore its use as an educational resource for SE. In order to achieve those goals, we conducted nine interviews with teenagers and three with professionals and then analyzed the data through context analysis. The results show that "Sex Education" supports the psychosexual development, promoting knowledge, attitudes and competences. It is a great teaching resource for ES with teenagers, as it's educational, playful and realistic, approaching sexuality in a natural way.

The European Portuguese version of the Revised Anticipated Sexual Jealousy Scale: Psychometric properties in a sample of individuals in dating relationships

Abstract The aim of this study was to examine the psychometric properties of the European Portuguese version of the Revised Anticipated Sexual Jealousy Scale (RASJS). The sample consisted of 578 heterosexual participants (68.3% female) in a dating relationship for an average of about 34 months. Participants completed the RASJS and self-reported measures assessing romantic attachment and relationship and sexual satisfaction. Confirmatory factor analysis corroborated the three-factor solution. The RASJS showed good reliability (Cronbach’s alpha range: .77-.92; McDonald’s omega range: .76-.92) as well as construct and criterion-related validity. Participants who did not report their own past history of infidelity showed higher values of reactive jealousy than those who reported these experiences; and individuals who reported a past history of a partner’s infidelity presented significantly higher anxious jealousy. Sex differences in romantic jealousy were not significant. The RASJS is particularly suitable for the assessment of romantic jealousy, and its psychometric characteristics validate its use in Portugal.

Wisdom and divergent problem solving as resources for eudaimonic psychological well-being in old age

Abstract Theoretical perspectives on positive ageing highlight the centrality of personal resources for reaching and maintaining a high level of overall functioning in this stage of life. Personal resources such as wisdom, creativity and eudaimonic psychological well-being can give a substantial contribution to this desirable condition. The study investigated the relationships between wisdom, eudaimonic well-being and perceived efficacy on divergent problem solving in old age. It also explored the presence of differences for structural variables gender and school education on these factors. 105 Italian participants filled in the Psychological Well-being Questionnaire (PWB), the Wise Thinking and Acting Questionnaire (WITHAQ) and the Perceived Efficacy Questionnaire on Divergent Problem solving (APSP). Positive associations emerged between wisdom as pragmatic knowledge and divergent problem-solving, between wisdom as dialectical post-formal thinking and divergent problem solving. Positive associations emerged between wisdom as pragmatic knowledge and PWB, wisdom as dialectical post-formal thinking and PWB. A Hierarchical Regression Model highlighted divergent problem solving as the most powerful contributor to eudaimonic well-being (PWB), together with wisdom as pragmatic competence. Not significant statistical values for grouping variables gender and school education emerged.