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Promoção da empatia em crianças do 1.º ciclo do Ensino Básico : programa de competências sócio-emocionais
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Abstract(s)
A literatura sobre a inteligência emocional tem mostrado a importância do desenvolvimento de competências socio-emocionais, e o seu contributo na obtenção de relações sociais saudáveis e positivas.
O presente trabalho teve como principais objetivos: avaliar a sessão da empatia incorporada no programa de competências socio-emocionais, e testar se a participação no referido programa interfere com a adoção de comportamentos empáticos.
A presente investigação de caráter quase-experimental, contou com uma amostra de 176 crianças provenientes de seis escolas básicas da ilha de São Miguel-Açores. Os dados deste estudo foram recolhidos através de uma abordagem qualitativa e quantitativa. Este trabalhado contemplou três estudos.
Os resultados obtidos no estudo 1 sugerem que a sessão se apresentou adequada, bem planeada e pertinente, tendo em conta o público-alvo deste estudo. O segundo estudo pretendeu caracterizar os níveis de empatia geral, empatia afetiva e empatia cognitiva na amostra em estudo. Os resultados obtidos mostraram que os participantes pontuaram níveis elevados de empatia geral (M=115,56), empatia afetiva (M=43,41) e empatia cognitiva (M=40,78). Os resultados obtidos sugerem, ainda, que os níveis de empatia geral variam em função do género, não se verificando o mesmo na empatia afetiva e cognitiva. Para além disso, os resultados mostraram que o nível socioeconómico dos participantes não influencia nos níveis empáticos dos mesmos. Ainda no estudo 2, pretendeu-se correlacionar a inteligência emocional e a empatia geral, empatia afetiva e empatia cognitiva. Os resultados obtidos apontam para correlações fracas e positivas entre a inteligência emocional e empatia geral (r=.407), empatia afetiva (r=.310) e empatia cognitiva (r=.360), sugerindo que crianças emocionalmente inteligentes apresentam uma maior predisposição a serem empáticos para com os outros.
Os resultados obtidos no terceiro estudo permitem verificar que a intervenção foi eficaz, no que diz respeito ao impacto da intervenção do programa de promoção de competências socio-emocionais na empatia geral e cognitiva.
Neste sentido, parecem justificar-se intervenções no âmbito educativo que promovam competências socio-emocionais, visto serem fundamentais no desenvolvimento do indivíduo.
ABSTRACT: The literature on emotional intelligence has demonstrated the importance of the development of social-emotional competency and its contribution to healthy, positive social relationships. The principle objectives of this thesis are: to evaluate the empathy session incorporated in the social-emotional competency program, and to discover if participation in said program influences the adoption of empathetic behaviors. This investigation, of a quase-experimental nature, had a sample size of 176 children across six elementary schools on the island of Sao Miguel, Azores. The data in this study was gathered from both the qualitative and the quantitative approaches. This thesis considers three studies. The results obtained in the first study suggest that the session was adequately presented, well planned and pertinent, considering the stated goal of the study. The second study intended to characterize the levels of general empathy, demonstrated empathy, and cognitive empathy in the study sample. The obtained results point to elevated levels of general empathy (M=115,56), demonstrated empathy (M=43,41), and cognitive empathy (M=40,78). The results suggest that the levels of general empathy vary in relation to gender, a trend not shown in demonstrated and cognitive empathy. In addition, the results show that the socioeconomic level of the participants does not affect their empathy levels. Study two also aimed to correlate emotional intelligence with general, demonstrated and cognitive empathy. Obtained results point to weak, positive correlations between emotional intelligence and general empathy (r=.407), demonstrated empathy (r=.310), and cognitive empathy (r=.360), suggesting that emotionally intelligent children present a greater disposition to be empathetic toward others. The results of the third study verify that the intervention was effective, regarding the impact of the program to promote social-emotional competency, on general and cognitive empathy. In this respect, the study seems to justify interventions, in the educational setting, to promote social-emotional competencies, as they are fundamental to the development of the individual.
ABSTRACT: The literature on emotional intelligence has demonstrated the importance of the development of social-emotional competency and its contribution to healthy, positive social relationships. The principle objectives of this thesis are: to evaluate the empathy session incorporated in the social-emotional competency program, and to discover if participation in said program influences the adoption of empathetic behaviors. This investigation, of a quase-experimental nature, had a sample size of 176 children across six elementary schools on the island of Sao Miguel, Azores. The data in this study was gathered from both the qualitative and the quantitative approaches. This thesis considers three studies. The results obtained in the first study suggest that the session was adequately presented, well planned and pertinent, considering the stated goal of the study. The second study intended to characterize the levels of general empathy, demonstrated empathy, and cognitive empathy in the study sample. The obtained results point to elevated levels of general empathy (M=115,56), demonstrated empathy (M=43,41), and cognitive empathy (M=40,78). The results suggest that the levels of general empathy vary in relation to gender, a trend not shown in demonstrated and cognitive empathy. In addition, the results show that the socioeconomic level of the participants does not affect their empathy levels. Study two also aimed to correlate emotional intelligence with general, demonstrated and cognitive empathy. Obtained results point to weak, positive correlations between emotional intelligence and general empathy (r=.407), demonstrated empathy (r=.310), and cognitive empathy (r=.360), suggesting that emotionally intelligent children present a greater disposition to be empathetic toward others. The results of the third study verify that the intervention was effective, regarding the impact of the program to promote social-emotional competency, on general and cognitive empathy. In this respect, the study seems to justify interventions, in the educational setting, to promote social-emotional competencies, as they are fundamental to the development of the individual.
Description
Dissertação de Mestrado, Psicologia da Educação, especialidade de Contextos Educativos, 20 de Outubro de 2016, Universidade dos Açores.
Keywords
Competência Emocional Criança Emoção Empatia Inteligência Emocional Child Emotional Intelligence Empathy Social-Emotional Competencies
Citation
Rodrigues, Sara Maria. "Promoção da empatia em crianças do 1.º ciclo do Ensino Básico: programa de competências sócio-emocionais ". 2016. 126 p.. (Dissertação de Mestrado em Psicologia da Educação, especialidade de Contextos Educativos). Ponta Delgada: Universidade dos Açores, 2016. [Consult. Dia Mês Ano]. Disponível em www:<http://hdl.handle.net/10400.3/3931>.