RAQUEL VIEIRA DA SILVA (**)

MANUELA VERÍSSIMO (***)

ANTÓNIO J. SANTOS (***)

RESUMO

Baseados no conhecimento de que a avaliação objectiva e rápida dos problemas comportamentais se está a tornar cada vez mais importante, este artigo trata da adaptação do questionário Adaptação Psicosocial da Criança (APSE) a Portugal. O APSE, desenvolvido no Canadá pelo Laboratoire d'Ethologie Humaine (1990), é um questionário, que através de 17 descritores comportamentais, procura detectar problemas de adaptação em crianças que frequentam o pré-escolar. Neste artigo não só se debatem as vantagens do questionário, como também ele é validado para a população Portuguesa. Analisam-se, ainda, a premência de despistagens precoces de crianças com comportamentos entendidos como em risco pelas educadoras. Várias educadoras avaliaram 398 crianças, entre os três e os cinco anos, através do questionário APSE (Strayer & Noël, 1990). Identificaram-se quatro perfis, de entre os quais o das crianças Retiradas é percebido como em risco. Analisam-se as relações existentes entre os diferentes domínios decorrentes da análise multivariada e as três idades. As análises mostraram um bom índice de coerência interna para o questionário, em todas as escalas, o que prova que ele pode ser aplicado com segurança no nosso país.

Palavras-chave: Risco, pré-escolar, desenvolvimento social.

ABSTRACT

The early evaluation of risk behaviour is become an important objective of Developmental Psychology. This article reports the adaptation of the questionnaire Preschool Psychosocial Adaptation (APSE) to Portugal. The APSE developed in Canada by the Laboratoire d'Ethologie Humaine (1990), is a questionnaire that aims to detect problems of adaptation in children in preschool. 398 children were evaluated, between three and five years, using the APSE questionnaire (Strayer & Noël, 1990). The different domains of risk are analyzed at the three age levels. The analyses showed a good index of internal coherence for the questionnaire in all scales. Four profiles were identified, the retired children were considered as the group in risk.

Key words: Risk, preschool, social development.

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

REFERÊNCIAS

Bergman, L. R., & Magnusson, D. (1997). A person oriented approach in research on developmental psychopathology. Development and Psychopathology, 9, 291-319.         [ Links ]

Berlin, L. J., Cassidy, J., & Belsky, J. (1995). Loneliness in young children and infant-mother attachment: a longitudinal study. Merrill-Palmer Quarterly, 41 (1), 91-103.         [ Links ]

Bonnet, J. (1998). Dépistage précoce des enfants à risque en milieu préscolaire. Tese de mestrado. Toulouse: Université de Toulouse.         [ Links ]

Bonnet, J. (1999). Précurseurs socioaffectifs de l'adaptation Social en Milieu Préscolaire. Toulouse: Inédit.         [ Links ]

Cairns, R. B., & Cairns, B. D. (1994). Lifeline and risks: Pathways of youth in our time. New York: Cambridge University Press.         [ Links ]

Cains, R. B., Bergman, L. R., & Kagan, J. (1998). Methods and models for studying the individual. Thousand Oaks: Sage Publications.         [ Links ]

Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350-365.         [ Links ]

Crick, N. R. (1996). The role of overt agression, relational agression, and prosocial behavior in the predition of children's future socual adjustment. Child Development, 67, 2317-2327.         [ Links ]

Crick, N. R., & Grotpeter, J. K. (1995). Relational aggression, gender, and social-psychological adjustment. Child Development, 66, 710-722.         [ Links ]

Coie, J. D., & Kupersmidt, J. B. (1983). A behavioural analysis of emerging social status in boys groups. Child Development, 54 (6), 1400-1416.         [ Links ]

Fortin, L., & Bigras, M. (1996). Les facteurs de risqué et les programmes de prévention auprés d'enfants en troubles de comportment. Québec: Éditions Behaviora.         [ Links ]

Farrington, D. (1998). Youth crime and antisocial behavior. In Campbell & Muncer (Eds.), The Social Child (pp. 353-392). U. K.: Psychology Press.         [ Links ]

Gottlieb, G. (1991). Experimental canalization of behavioral development theory. Developmental Psychology, 27, 4-13.         [ Links ]

Grotpeter, J., & Crick, N. (1996). Relational aggression, overt aggression and friendship. Child Development, 67, 2328-2338.         [ Links ]

Harrist, A. W., Zaia A. F., Bates, J. E., Dodge, K. A., & Pettit, G. S. (1997). Subtipes of social withdrawal in early childhood: sociometric status and social cognitive differences across four years. Child Development, 68 (2), 278-294.         [ Links ]

Ladd, G., & Price, J. M. (1987). Predicting Children's Social and School Adjustment Following the Transition from Preschool to Kindergarten. Child Development, 58 (5), 1168-1180.         [ Links ]

Ladd, G., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade school. Child Development, 70 (4), 910-929.         [ Links ]

Merikangas, K. R., & Swendsen, J. D. (1997). Genetic Epidemiology of psychiatric disorders. Epidemiological Reviews, 19 (1), 43-56.         [ Links ]

Rose-Krasnor, L., Rubin, K. H., Booth, C. L., & Coplan, R. (1996). The relation of maternal directive-ness and child attachment in preschoolers. International Journal of Behavioral Development, 19 (2), 309-325.         [ Links ]

Rubin, K. H., Stewart, S. L., & Chen, X. (1995). Parents of aggressive and withdrawn children. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 1, pp. 255-284). New Jersey: Lawrence Erlbaum Associates Publishers.         [ Links ]

Rubin, K. H., Stewart, S. L., & Coplan, R J. (1995). Social withdrawl in childwood: Conceptual and empirical perspectives. Advances in Clinical Child Psychology, 17, 157-196.         [ Links ]

Rutter, M. (1999). Resilience concepts and findings: implications for family therapy. Journal of Family Therapy, 21 (2), 119-125.         [ Links ]

Serbin, L. A., Cooperman, J. M., Peters, P., Lehoux, M., Stack, M., & Schwartzman, E. (1998). Intergenerational transfer of psychosocial risk in women with childhood histories of agression, withdrawal, or agression and withdrawl. Developmental Psychology, 34, 1246-1262.         [ Links ]

Strayer, F. (1997). La psychobiologie de la sélection sociale chez le jeune enfant: recherches écologiques sur la construction précoces des habilités sociales. Toulouse: Laboratoire d'Ecologie Sociale et Culturelle.         [ Links ]

Strayer, F., & Noël, J. M. (1990). Adaptation psychosociale de l'enfant en milieu préscolaire, questionnaire APSE. Montréal: Documento inédito.         [ Links ]

Strayer, F., Bonnet, J., & Cayrou, M. (1998). Complexité de l'insertion sociale des jeunes enfants. Poster apresentado no Congresso de Psicologia Diferencial, Paris.         [ Links ]

Sroufe, L. A. (1990). An organizational perspective on the self. In D. Cicchetti, & M. Beeghly (Eds.), The self in transition: Infancy to childhood (pp. 281-307). Chicago, IL: University of Chicago Press.         [ Links ]

Wangby, M., Bergman, L., & Magnusson, D. (1999). Development of adjustment problems in girls: what syndromes emerge? Child Development, 70 (3), 678-699.         [ Links ]

(*) Agradecimentos: Os autores agradecem a todas as mães, crianças e educadoras que aceitaram participar neste estudo, o qual faz parte de um projecto de investigação financiado pela FCT (POCTI/1999/PSI/ 36429) com fundos do FEDER.

(**) Psicóloga.

(***) Instituto Superior de Psicologia Aplicada, Lisboa. UIPCDE, ISPA.