Ansiedade e competência socioemocional de pré-escolares: compreendendo os efeitos de um programa de intervenção

Abstract

Promoting social-emotional competencies can result in lessening of emotional and behavioral problems. This paper analyzes behavioral and socioemotional indicators of pre-school children, and verifies the effects of a preventive intervention, through two studies: 1- Behavior problems, anxiety and social skills of preschool children, which presents the characterization, from the perception of parents and teachers; and 2) Anxiety and prosocial behaviors of preschoolers: the experience of the Fun Friends program, which verified the effects of the "Fun Friends" intervention program (Fun Friends, children aged 5 to 6 years (Average = The following were used: Sociodemographic Data Questionnaire, Pre-school Anxiety Scale, Capacities and Difficulties Questionnaire, Child / Adolescent Behavior Inventory, Preschool Social Behavior Scale, and Questionnaire (73.9%) and anxiety (78.2%) were reported in the normal range for behavioral problems (73.9%). have diverged, with those responsible assigning more deficits in Total Anxiety, Obsessive-Compulsive Disorders, Fear of Physical Damage and Separation Anxiety Outsourcing and Hyperactivity (SDQ); and Internalizing and Outsourcing (PKBS) problems. There was a correlation between variables, reinforcing the interdependence between aspects of social-emotional development. Teachers perceived difficulties regarding the prosocial behaviors, with 30% of the children in the clinical range. After the intervention, there was a significant increase in pro-social behaviors. The Program obtained favorable indicators of social validity. The findings can subsidize actions in the interface between Health and Education.