http://hdl.handle.net/20.500.11796/601 2026-08-20T17:26:05Z http://hdl.handle.net/20.500.11796/3515 Title: SOS Centers – a importância da participação juvenil num projeto de prevenção de violência contra crianças e jovens Authors: Ribeiro, Patrícia Abstract: O estudo descreve o envolvimento de jovens na criação e dinamização de Centros SOS em contexto escolar, enquanto estratégia de prevenção da violência contra crianças e jovens. A intervenção incidiu em duas escolas públicas, com participação ativa de alunos e profissionais. Os resultados apontam para a valorização da intervenção entre pares, o reforço da sensibilização comunitária e a consolidação de práticas colaborativas no ambiente escolar. 2026-01-01T00:00:00Z http://hdl.handle.net/20.500.11796/3509 Title: Associations Between Classroom Quality, Child Self-Regulation, and Psychological Adjustment in Early Childhood´ Authors: Soares, Mónica Nogueira; Coelho, Vera; Azevedo, Helena; Teixeira, Andreia; Grande, Catarina Abstract: Early childhood classroom quality can significantly influence children’s social-emotional and behavioral development, particularly during the early years, as shown in research emphasizing the importance of high emotional support, organization, and instructional quality. This study analyzes the influence of classroom quality dimensions, namely, emotional support, classroom organization, and instructional support, with self-regulation skills, on preschool children’s psychological adjustment, including prosocial behavior, hyperactivity, peer problems, emotional difficulties, and conduct. Participants included 193 Portuguese preschool children (Mage = 46.60 months, SD = 6.58). Classroom quality was assessed using the Classroom Assessment Scoring System; self-regulation was measured using the Head-Toes-Knees-Shoulders; psychological adjustment was reported by teachers using the Strengths and Difficulties Questionnaire. Results revealed that classrooms generally had medium-high emotional support (M = 4.89, SD = 0.75), moderate organization (M = 4.19, SD = 0.90), and low instructional support (M = 2.76, SD = 0.94). Emotional support strongly predicted reduced difficulties (β= -0.53) and hyperactivity (β= -0.44), while classroom organization significantly predicted more emotional symptoms (β = 0.65). Self-regulation emerged as a key predictor across child adjustment dimensions, enhancing the overall explanatory power of models. Findings highlight the roles of quality of teacher-child interactions and self-regulation in supporting psychological adjustment, emphasizing the need for early education to foster high-quality teacher-child interactions and actively develop children’s self-regulatory abilities to promote well-being and future learning success. 2026-03-07T00:00:00Z http://hdl.handle.net/20.500.11796/3508 Title: Early Childhood Educators’ Reported Social-Emotional Learning Practices in Portuguese Preschool Education: The Role of Beliefs and Training Authors: Soares, Mónica Nogueira; Peixoto, Carla; Coelho, Vera; Machado, Francisco; Azevedo, Helena; Neto, Ana Margarida Abstract: The early childhood years are a particularly important period for social-emotional learning (SEL), as key social-emotional competencies begin to emerge and consolidate during the first years of life. This cross-sectional study examined Portuguese early childhood educators’ reported SEL practices, beliefs, and training. A total of 182 educators completed self-report questionnaires on classroom practices, beliefs about the importance of social-emotional competencies, perceived needs and difficulties in promoting SEL, and professional background. Descriptive findings showed that educators frequently reported using relational and routine-based practices, such as creating opportunities for peer interaction and positively reinforcing children’s autonomous problem solving. By contrast, more explicit SEL strategies, including role-play, emotion-themed storybooks, and visual materials focused on emotional states, were reported less frequently. Correlational analyses showed that stronger beliefs about the importance of social-emotional competencies and lower perceived needs in promoting SEL were associated with more frequent reported implementation of explicit practices. In the hierarchical regression model, perceived needs remained the strongest predictor after controlling for academic qualifications. Educators with a bachelor’s or licentiate degree reported more frequent use of such practices than those with postgraduate, master’s, or doctoral qualifications, whereas recent in-service training was not significantly associated with reported implementation. Overall, the findings suggest that SEL is unevenly embedded in preschool practice, with stronger emphasis on relational climate than on explicit instructional strategies. 2026-06-29T00:00:00Z http://hdl.handle.net/20.500.11796/3504 Title: Os irmãos Oliveira Ferreira e o Monumento da Guerra Peninsular em Lisboa – uma construção sem fim à vista entre 1916 e 1928. Authors: Monteiro, Isilda 2020-01-01T00:00:00Z