Positive Educational Practices Programme for Social Educators from Residential Care Institutions: Quasi Experimental Study
This study evaluated the effects and impacts of a program on positive educational practices in social educators of children and youth care institutions, called "Programa Cuida". A quasi-experimental design was used, with baseline and post-intervention assessments. The intervention consiste...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2024 |
| Country: | Brasil |
| Institution: | Universidade do Estado do Rio de Janeiro (UERJ) |
| Repository: | Estudos e Pesquisas em Psicologia (Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.www.e-publicacoes.uerj.br:article/78556 |
| Online Access: | https://www.e-publicacoes.uerj.br/revispsi/article/view/78556 |
| Access Level: | Open access |
| Keyword: | acolhimento institucional educadores sociais intervenção avaliação de programas Psicologia out-of-home care social educators intervention programme evaluation acogimiento institucional educador social intervención evaluación de programas |
| Summary: | This study evaluated the effects and impacts of a program on positive educational practices in social educators of children and youth care institutions, called "Programa Cuida". A quasi-experimental design was used, with baseline and post-intervention assessments. The intervention consisted of 8-weekly group sessions of two hours each, considering the topics emotional regulation, assertive communication, conflict resolution strategies and self-esteem/self-efficacy. Participated 69 social educators from the south of Brazil (F=54; M=15), aged between 23 and 65 years (M=44.86; SD=9.90), allocated to the Experimental Group (EG=47) and to the Control Group (CG=22). The instruments used were a socio-demographic questionnaire and the Educational, Emotional and Social Skills of the Social Educator Scale. Statistical analysis indicated that there was no significant difference between groups after the intervention and no differences between pre and post-intervention within each group (p>0.05). However, an upward trend was observed (p=0.084) in the Emotional Regulation scores between pre and post-intervention for the EG. Study limitations are discussed, as well as the usefulness and applicability of this intervention model to assist in training policies for professionals who work in this area. |
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