emotional competence, coping styles and the included student-teacher relationship cecilia t. silva参考-匠人.pdf

该【emotional competence, coping styles and the included student-teacher relationship cecilia t. silva参考-匠人 】是由【学习一点新东西】上传分享，文档一共【15】页，该文档可以免费在线阅读，需要了解更多关于【emotional competence, coping styles and the included student-teacher relationship cecilia t. silva参考-匠人 】的内容，可以使用淘豆网的站内搜索功能，选择自己适合的文档，以下文字是截取该文章内的部分文字，如需要获得完整电子版，请下载此文档到您的设备，方便您编辑和打印。:..TrendsinPsychology/TemasemPsicologiaDOI:-19ISSN2358-1883(onlineedition)Articlepetence,CopingStylesandtheIncludedStudent-TeacherRelationshipCecíliaTonialdaSilva?,1/0000-0002-5140-9856AngelaHelenaMarin1/0000-0002-8056-8661––––––––––––––––––––––––––––––––––––––––––––––––––––1UniversidadedoValedoRiodosSinos,S?oLeopoldo,RS,BrasilAbstractSignedsince1990,schoolinclusionhasbroughtchallengestotheteachingpracticenotonlyduetothedemandsofteaching-learning,,thepresentpetenceandcopingstyles,aswellasevaluatethequalityoftheincludedstudent-,quantitativeandcross-sectional,observationalstudywascarriedout,involving63teachersfromschoolsthatattendstudentswithde?citsintheperformanceofmental/intellectualfunctionsinS?oLeopoldo-,theInventorypetencies,theBriefScaleCOPEandtheTeacher-(Pearson’scorrelationandMultipleLinearRegression)revealedthatalthoughteachershaveemotionalskillsandadaptivecopingstrategies,thecon?ictfactorwashighlightedintheevaluationoftheteacher-studentrelationship,withself-blame,,theimportanceofinvestingintrainingactionsintheareaofinclusioniscon?rmed,sincethedemandsinvolvedinthisworktendtooverwhelmteachers,re?:Schoolinclusion,petence,copingstyles,coping,teacher-ênciaEmocional,EstilosdeCopingeRela??oProfessor-AlunoIncluídoResumoFirmadadesde1990,ainclus?oescolartrouxedesa?osparaapráticadocenten?oapenasdevidoàsdemandasdeensino-aprendizagem,alunoincluí,opresentepetênciaemocionaleestilosde–––––––––––––––––––––––––––––––––––––––––––*Mailingaddress:RuaS?oJoaquim,611,sala1202,Centro,S?oLeopoldo,RS,Brasil93010--mail:******@andmarin.******@ArticlederivedfromtheMaster’sthesisofCecíliaTonialdaSilva,conductedundertheguidanceofAngelaHelenaMarin,presentedtotheGraduatePrograminPsychologyofValedoRiodosSinosUniversity–S?oLeopoldo–RS,.,Ribeir?oPreto,,no2,-583-June/2019:..570Silva,.,Marin,,oavaliaraqualidadedarela??oprofessor-alunoincluídoeaassocia??oentreessasvariá-delineamentoobservacionalanalítico,deabordagemquantitativaecortetransversal,dé?citsnodesempenhodefun??esmentais/intelectuaisnomunicípiodeS?oLeopoldo-árioSociodemográ?coeLaboral,petênciasEmocionais,EscalaBriefCOPEeEscaladeRelacionamentoProfessor-álisesestatísticasdescritivaseinferenciais(correla??odePearsoneRegress?oLinearMúltipla)revelaramqueemboraosprofessoresapresentemcompetênciasemocionaseestratégiasdecopingadaptativas,ofatorcon?itosedestacounaavalia??odarela??oprofessor-aluno,sendoaautoculpabiliza??o,reinterpreta??opositivaehumorasestraté?rma-se,assim,aimportanciadeinvestirema??esdeforma??onaáreadainclus?o,poisasdemandasenvolvidasnestetrabalhocostumamsobrecarregarosprofessores,re?etindooalunoincluí-chave:petênciaemocional,estilosdeenfrentamento,rela??oprofessor-ênciaEmocional,EstilosdeCopingyRelaciónProfesor-AlumnoIncluidoResumenDesde1990,lainclusiónescolarhatraídodesafíosparalaprácticadocentedebidoalasdemandasdeense?anza-aprendizajeyrelació,oevaluarlacalidaddelarelaciónprofesor-alumnoincluidaylaasociació?oanalítico-observacional,abordajecuantitativoytransversal,participarondelestudio63profesoresdeescuelasqueatiendenaalumnoscondé?citeneldesempe?odefuncionesmentales/intelectualesenelmunicipiodeS?oLeopoldo-,seobservóálisisestadísticodescriptivoeinferencial(correlacióndePearsonyRegresiónLinealMúltiple)revelóque,aunquelosprofesoresteníanhabilidadesyestrategiasdeenfrentamientoadaptativoemocionantes,factordecon?ictodestacadoenlaevaluacióndelarelaciónprofesor-alumno,siendolaauto-culpa,reinterpretació?rmaionesdeformacióneneláreadelainclusión,yaquelasdemandasinvolucradasenestetrabajotiendenasobrecargaralosprofesores,re?ejandoenlacalidaddesurelació:petenciaemocional,estilosdeenfrentamiento,relaciónprofesor-,adolescentsandadultswithspecialduetothehighincidenceofenrollmentofeducationalneedshadthesamerightsasstudentswithsomekindofdisability,,newregulationshavebeendevelopeddemandstemsfromguidelinessuchastheaimingtoful?,theConventionontheRightsoftheChild,(Política(1990),theWorldDeclarationonEducationforNacionaldeEduca??oEspecialnaPerspectivaAllandtheSalamancaStatement(UnitedNationdaEduca??oInclusiva;Portariano948,2008)Educational,anizationinstitutedspecializededucationalservices[UNESCO],1994),whichestablishedthatforstudentswithdisabilities,developmentalTrendsPsychol.,Ribeir?oPreto,,no2,-583-June/2019:..petence,CopingStylesandtheIncludedStudent-,inallthehighlightedthat,eventhoughstudentswithlevelsofeducation,esstoregulareducation,importanceofprovidingtrainingforteacherstherearestillmanygapstobe?lledregardinganddevelopingspeci?,whichmayberelated4oftheNationalPlanofEducation(PlanotohowtherelationshipbetweenteacherandNacionaldeEduca??o-PNE),,agedbetween4and17years,Teachersinvolvedintheinclusionprocess,esstoFundamentalEducationandfacedwiththedi?cultiespresented,tendtospecializededucationalservice(SES),mainlyinexperiencestressfulsituations(Platsidou,2010),work(,whicha?ecttheirmotivationandoptimism2014).(Carlotto,Librelotto,Pizzinato,&Barcinski,AccordingtodatafromthelastSchool2012).ThesefeelingsmayinterferewiththeCensus(2017),approximately87%ofstudentsteacher’sperformanceintheclassroom,aswithdisabilities,developmentaldisordersandobservedinthestudybySekkel,Zanelatto,andhighskillswereenrolledinregularclassesinBrand?o(2010),whoveri?%inhighschoolsocializationandlearninginthepracticeofearlyeducation(MinistériodaEduca??o,2018).childhoodeducationteacherswithincludedHowever,only40%,FantaciniandDias(2015)esstotheSES(MinistériodaEduca??o,indicatedthattheSESteachersdemonstrated2018),?cultiesandresistancetomodifyteachingThestudentsincludedinthepresentstudystrategiesdirectedtowardstudentswithwerethosewithde?(mentalandintellectual)functions,ordingly,,disabilitieshavefewskillstoadapttoeverydayasoneofthemainlimitationsfoundisthesituations,whetherrelatedtoroutine,self-careestablishmentoftherelationshipwiththeorinterpersonalconditions(Araújo&Silva,includedstudents,eptingthem,2017).Therefore,,sinceitcounterposesoneguaranteemoree?ectiveinclusion(Brand?ooftheprimaryfunctionsofschools,whichisthe&Ferreira,2013),?citsintheInordertopromotetheinclusionofperformanceofstructuralfunctionscanlearnstudentswithde?citsinstructuralfunctions,itisnewwaysofinteracting(Costa,2008).importanttoconsiderthespeci?,whichcancharacteristicsandinterestsofthesestudentsbeunderstoodastheabilitytoidentifyemotionsinthedevelopmentoftoolsandresourcestoinoneselfandinothers,tounderstandtheirpromotetheirdevelopment(Brand?o&Ferreira,functioningandhowtheya?ectone’sbehavior2013;Magalh?es&Soares,2016;Santos&andthatofothers,tothinkwhenemotionallyBatista,2015),makingthecurriculummoreactivatedandtoregulateone’semotionalstates?exible(Cruz&Glat,2014).However,itcan(Mayer&Salovey,1997).Thesecharacteristicsbeobservedthatschoolsoftenfailtoadapttheirallowtheteachertobettersolvethestressfuleducationalactionsduetolimitationsrelatedtosituationsexperiencedintheschool(Vargas,thecurriculumandthephysicalstructure(Rosin-2015).Inaddition,itisbelievedthatemotionalPinola&DelPrette,2014;Santos&petenceisrelatedtocopingstyles(Carver,2015).Poker,Valetim,andGarla(2017)Weintraub,&Scheier,1989),understoodasTrendsPsychol.,Ribeir?oPreto,,no2,-583-June/2019:..572Silva,.,Marin,(Folkmantheseconcepts,especiallyinthecontextof&Lazarus,1980)thatleadtostressresponses,inclusion,itisnecessarytocarryoutresearcha?ectingthewaysofactinginfuturesituationsthattheoreticallyandmethodologicallysupports(Carver&Scheier,1994).theconstructionofanadequateenvironmentforItisknownthatpracticingtheteachingthedevelopmentofskills,especiallyemotionalpetence,duetoitsimportanceinthelearningdi?cultiesinherenttotheinclusioncontext,processes,andadaptivecopingstyles,,suchaslowmotivationtolearnneedforthistobeindividualizedandplannedandperformtasks,indiscipline(Cruz,Gomes,&withaviewtothespeci?citiesofeachstudent,Melo,1997)andrelationaldistancingfromtheirasindicatedbythelegislation(,familymembers(Fernandes,Maciel,&Carlotto,2011)),,theassertiveandMethoda?ectiveattitudesoftheteacher(Santos,2016),aswellastheuseofadaptivecopingstrategiesDesignandParticipantseimportant,astheytendtoresultinaThiswasanobservational-analyticalstudyfavorableclassroomclimate,enablingahigher(Grimes&Shulz,2002),withacross-sectionalqualityrelationshipwiththestudents,inadditionquantitativeapproach,inwhich63teachersfromtoenablingnewwaysofteaching(McDonaldetpublicschoolsinS?oLeopoldo-RS,selectedbyal.,2016).convenience,,therefore,thatcooperationwomen(%),(SD=),marriedorinastableunion(%)students,(SD=).plishmentoftheAlltaughtstudentsevaluatedbytheCenterproposedactivities,aswellasmakingthemofSupportandResearchfortheInclusionProcessmoreautonomousandactive(Malaquias&(NúcleodeApoioePesquisaaoProcessodeSekkel,2014;Santos,2016).However,itisInclus?o-NAPPI)ashavingde?citsinthenecessaryfortheteachertohavetheknowledgeperformanceofstructural(mental/intellectual)(SD=),(Portilho,Batista,Banas,&Oliveira,2017),students(SD=),attendingabout8studentswhichshouldbeafocusoftrainingintheareaeach(SD=).%workedin(Pokeretal.,2017).,(SD=).Table1showsmoredataonthetrainingwithde?citsintheperformanceofstructuraloftheteachers,aswellastheirevaluationofthepetencequalityofthephysicalstructureandthematerialsandcopingstyles,-studentrelationshipheextenttowhichemotionalInstrumentsandcopingstylesexplainthequalityofthisTheinstrumentswerechosenconsideringrelationshi