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- Socio-emotional competences in Children with Intellectual DisabilityPublication . Faria, Sónia Maria de Matos; Esgalhado, Maria da Graça Proença; Pereira, Cristina Maria GonçalvesThroughout his development, the individual will learn and expand his capacity to understand both the causes and the functions of one's own emotions, as well as to recognize the various emotional experiences (Denham, 2006). This learning provides the individual with strategies and skills that allow him to be able to identify his emotions, to reflect on their causes and to understand how these emotions condition his behaviour in order to regulate them. Thus, given their importance, these competences must be considered and developed at an early age, awakening children to the importance that emotions and the ability to recognize and regulate them in a positive and oriented way on their process of development (Mayer & Salovey, 1999). In this line, the Socio-emotional Learning (SEL) emerges, which presents itself as the development process of fundamental Socio-emotional Competences (SEC) in children and which is embodied in programmes aimed at promoting these competences. SEL programmes are based on the understanding that many different types of problem behaviours are caused by the same or similar risk factors and that better learning emerges from supportive relationships that make it challenging and meaningful (CASEL, 2003). Thus, given the importance of SEL to children who are not at risk, the advantages of working SEC in children with Intellectual Disability will be even greater, assuming that they understand more than they can express and feel their emotions spontaneously, and can also modify them in knowledge, not always orally expressed (Damásio, 2001). Based on these assumptions, this thesis had as main objective the construction and validation of a SEL programme, "Smile, Cry, Scream and Blush", in order to be implemented to groups of children diagnosed with mild ID and integrated into regular teaching classes, in order to verify its effectiveness with regard to emotional understanding. The thesis is organized by the compilation of three articles, two published and one submitted for publication, corresponding to three chapters. The results obtained in the third chapter point to a positive influence of the programme implementation, since statistically significant differences were observed between the mean pre-test and post-test values in the experimental group.