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- Perceção da empatia em estudantes de educação social: implicações para a formação no ensino superiorPublication . Ribeiro, Esperança; Felizardo, Sara; Novo, Rosa; Prada, Ana Raquel Russo; Magalhães, CátiaO educador social, enquanto mediador da relação humana, deverá ser capaz de perceber as pessoas e os grupos nos diversos contextos de intervenção com o intuito de potenciar o seu desenvolvimento, empowerment e integração social. Para o cumprimento destas exigências, associadas à sua função, importa assegurar, aquando da sua formação, a promoção de competências com estreita ligação ao seu desenvolvimento (Inter) pessoal de que é exemplo a empatia, variável nuclear ao exercício das funções de apoio socioeducativo. A presente investigação tem com objetivo identificar as perceções de empatia em estudantes em duas instituições de Ensino Superior de Portugal e perceber como variam em função do ano de formação, género e idade, de modo a compreender as implicações para a formação e/ou as estratégias para promover o desenvolvimento (inter)pessoal. Trata-se de um estudo não experimental e transversal, tendo para o efeito, sido utilizada a adaptação portuguesa (Limpo, Alves & Castro, 2010) do Índice de Reatividade Interpessoal (IRI, Davis, 1980, 1983) que mede a empatia. O IRI tem na sua base uma conceção multidimensional de empatia sendo composto por quatro subescalas: Tomada de Perspetiva, Preocupação Empática, Desconforto Pessoal e Fantasia. Participaram 242 alunos, sendo a amostra não probabilística e de conveniência. Verificou-se não existirem diferenças, estatisticamente significativas, nos resultados parciais e globais do IRI de acordo com a idade e a instituição. No entanto, registaram-se diferenças estatisticamente significativas na subescala Preocupação Empática, em função do género e do ano de curso. Verificou-se ainda a influência do género na dimensão afetiva e a escala global de empatia.Os resultados obtidos permitem situar implicações para a formação, no âmbito do ensino superior.
- Empathy perception in social education students: an inter-institutional studyPublication . Felizardo, Sara; Ribeiro, Esperança; Novo, Rosa; Prada, Ana Raquel Russo; Magalhães, CátiaAffirming the profession of social educator, one who is best suited to mediate human relationships, requires an investment in training to improve the (inter)personal development of students, thereby contributing to a professional profile able to face the complex challenges of contemporary society. Research into developing empathy, a core variable in exercising of social-educational support functions, should be invested in by educational institutions. In this context, the aim of this study is to identify the students’ perceptions of empathy in two higher education institutions in Portugal and to see how they vary according to academic year, gender and age, in order to understand the implications for training and outline strategies to promote (inter)personal development. It is a non-experimental, cross-sectional study, for which the Portuguese adaptation (Limpo, Alves & Castro, 2010) of the Interpersonal Reactivity Index (IRI, Davis, 1980, 1983) was used to measure empathy. The convenience sample is non-probabilistic with 242 students participating. There were no statistically significant differences in the partial and overall results of the IRI according to age and the institution. However, there were statistically significant differences in the Empathic Concern subscale, by gender and academic year. We also assessed the influence of gender on the affective dimension and on the overall empathy scale. The results obtained are in line with most of the scientific literature on empathy and allows us to outline implications in terms of education
- Contributions to training in Social Education: solving conflicts dating and empathyPublication . Ribeiro, Esperança; Felizardo, Sara; Novo, Rosa; Prada, Ana Raquel Russo; Magalhães, CátiaThe Social Educator works with very diverse populations for the promotion of well-being and autonomy. In this sense, it is important to understand to what extent higher education students in this area present perceptions regarding the use of conflict resolution strategies (abusive and not abusive in dating) and empathy that can be mobilized in the future exercise of the profession. Hence, the study aims to know the relation between the perceptions of conflict resolution and empathy strategies; and to what extent the influence of sociodemographic variables (gender and age) and degree year. In this way, we seek to foresee how training can contribute to enhance the use of positive strategies for conflict resolution and the improvement of empathic perceptions. A total of 242 students from two Polytechnic Higher Education Institutions participated. This is a non-experimental and cross-sectional study. The instruments used were the Conflict in Adolescent Dating Relationships Inventory – CADRI - developed by Wolfe, Scott, Reitzel-Jaffe, Wekerle, Grasley e Straatman (2001), validated for the Portuguese population by Saavedra, Machado, Martins, e Vieira (2011) and the Interpersonal Reactivity Index (IRI, Davis, 1980, 1983), in the Portuguese version (Limpo, Alves, & Castro, 2010). In the results, we highlight in the CADRI, statistically significant differences; i) by gender, in the abusive strategies of conflict resolution (own behavior - perceptions of sexual violence and behavior of the other - perceptions of physical violence), and non-abusive conflict resolution strategies (behavior of the other); ii) by age (age group) in abusive conflict resolution strategies, behavior of the other-perceptions of physical violence. In IRI, there were statistically significant differences in the subscale of the empathic perspective; in the global scale of empathy (according to gender and degree year), as well as in the empathic concern subscale (according to the degree year). Positive and significant correlations are also found in some of the conflict resolution strategies identified from the CADRI and one of the IRI subscales and dimension, as well as in the global scale. Based on the results, strategies that could be developed in the context of training were thought,
- Dating violence: an exploratory characterization study in social education students in higher educationPublication . Novo, Rosa; Ribeiro, Esperança; Prada, Ana Raquel Russo; Felizardo, Sara; Magalhães, CátiaDating violence among young people in Higher Education hás been pointed out by national and intemational research as a topic of extreme relevance. The purpose of this study is: (i) to characterize the prevalence of victimization behaviors and perpetration of dating violence, distinguishing the studenfs own behavior and his/her partner; (ii) to compare the prevalence of dating violence according to the years of student training. The participants were portuguese students from the Polytechnics Institutes of Bragança and Viseu of Social Education degrees. This quantitative study used as a data collection a sociodemographic questionnaire and the portuguese version of the Conflict in adolescent dating relationships inventory (CADRI-Saavedra et al, 2008), both administered online. Results ofthe first phase ofthis partnership project, developed among the already focused institutions, allow the unveiling of this reality, the development ofpreventive measures ofviolence among young people and also of interpersonal competences required for their future professional practice as Social Educators.
- Dating violence: an exploratory characterization study in social education students in higher educationPublication . Novo, Rosa; Ribeiro, Esperança; Prada, Ana Raquel Russo; Felizardo, Sara; Magalhães, CátiaDating violence among young people in Higher Education hás been pointed out by national and intemational research as a topic of extreme relevance. The purpose of this study is: (i) to characterize the prevalence of victimization behaviors and perpetration of dating violence, distinguishing the studenfs own behavior and his/her partner; (ii) to compare the prevalence of dating violence according to the years of student training. The participants were portuguese students from the Polytechnics Institutes of Bragança and Viseu of Social Education degrees. This quantitative study used as a data collection a sociodemographic questionnaire and the portuguese version of the Conflict in adolescent dating relationships inventory (CADRI-Saavedra et al, 2008), both administered online. Results ofthe first phase ofthis partnership project, developed among the already focused institutions, allow the unveiling of this reality, the development ofpreventive measures ofviolence among young people and also of interpersonal competences required for their future professional practice as Social Educators.
- Contributions to training in social education: solving conflicts in dating and empathyPublication . Ribeiro, Esperança; Felizardo, Sara; Novo, Rosa; Prada, Ana Raquel Russo; Magalhães, CátiaThe Social Educator works with very diverse populations for the promotion of well-being and autonomy. In this sense, it is important to understand to what extent higher education students in this area present perceptions regarding the use of conflict resolution strategies (abusive and not abusive in dating) and empathy that can be mobilized in the future exercise of the profession. Hence, the study aims to know the relation between the perceptions of conflict resolution and empathy strategies; and to what extent the influence of sociodemographic variables (gender and age) and degree year. In this way, we seek to foresee how training can contribute to enhance the use of positive strategies for conflict resolution and the improvement of empathic perceptions. A total of 242 students from two Polytechnic Higher Education Institutions participated. This is a non-experimental and cross-sectional study. The instruments used were the Conflict in Adolescent Dating Relationships Inventory – CADRI - developed by Wolfe, Scott, Reitzel-Jaffe, Wekerle, Grasley e Straatman (2001), validated for the Portuguese population by Saavedra, Machado, Martins, e Vieira (2011) and the Interpersonal Reactivity Index (IRI, Davis, 1980, 1983), in the Portuguese version (Limpo, Alves, & Castro, 2010). In the results, we highlight in the CADRI, statistically significant differences; i) by gender, in the abusive strategies of conflict resolution (own behavior - perceptions of sexual violence and behavior of the other - perceptions of physical violence), and non-abusive conflict resolution strategies (behavior of the other); ii) by age (age group) in abusive conflict resolution strategies, behavior of the other-perceptions of physical violence. In IRI, there were statistically significant differences in the subscale of the empathic perspective; in the global scale of empathy (according to gender and degree year), as well as in the empathic concern subscale (according to the degree year). Positive and significant correlations are also found in some of the conflict resolution strategies identified from the CADRI and one of the IRI subscales and dimension, as well as in the global scale. Based on the results, strategies that could be developed in the context of training were thought, with a view to enhancing improvements with impact on the personal and social development of trainees.