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Authors
Advisor(s)
Abstract(s)
A investigação indica que as crianças e jovens em acolhimento residencial apresentam
predominantemente um padrão de vinculação insegura. Sabendo que a vinculação
insegura está associada a problemas de internalização e externalização de emoções,
problemas de regulação emocional, dificuldades na relação com os pares, entre outros
problemas, esta alteração sócio-emocional pode afetar a criança em acolhimento,
considerando a sua história de vida. Fatores familiares, sociais, e individuais associados
à história de vida destas crianças podem explicar estes resultados.
Neste sentido, pretendeu-se investigar a qualidade da vinculação e o desenvolvimento
de crianças em acolhimento residencial. Para o efeito, o desenvolvimento dos
participantes foi avaliado segundo a Schedule of Growing Skills II, e a vinculação
segundo o Preschool Attachment Assessment (PAA) com a adaptação de três histórias a
partir do conceito de base segura (afastamento da figura de vinculação e recurso à figura
de vinculação para resolução de problemas). Participaram, nesta investigação, seis
crianças de idades compreendidas entre os três e os seis anos. As crianças em estudo
tinham, em comum, histórias de negligência parental e três viveram situações de
exposição à violência doméstica. Todas as crianças apresentaram uma vinculação
insegura-evitante e três apresentavam ligeiros atrasos de desenvolvimento face à idade
cronológica. A descrição das narrativas das crianças revelou uma elevada incidência de
comportamentos de evitamento, ausência de base segura e elementos de desconforto e
fuga ao acesso das representações da vinculação. Esta investigação exploratória,
corrobora os dados nacionais e internacionais, que indicam que as crianças em
acolhimento residencial se encontram em risco de atraso de desenvolvimento e de
organização de uma vinculação insegura. Deste modo, os profissionais de educação
devem estar preparados profissionalmente para apoiarem estas crianças e
desenvolverem práticas centradas no conceito de base segura.
ABSTRACT Research indicates that children and youth in residential care predominantly have an insecure attachment pattern. Knowing that insecure attachment is associated with problems of emotions internalization and externalization, emotional regulation problems, difficulties with peer relationships, among other problems, this socio-emotional change can affect the child in residential care, considering their life history. Family, social, and individual factors, associated with these children's life histories, may explain these results. In this sense, it was intended to investigate the quality of attachment and the development of children in residential care. For this purpose, the participants' development was evaluated according to the Schedule of Growing Skills II, and the attachment according to the Preschool Attachment Assessment (PAA) with the adaptation of three stories based on the safe base concept (separation of the attachment figure and the attachment figure as an resolution for troubleshooting). Participants were six children between the ages of three and six. The children under study had in common histories of parental neglect, and three of them had also experienced domestic violence exposure. All children had an insecure attachment, and three children had slight developmental delays comparing to chronological age. The description of the children's narratives revealed a high incidence of avoidance behaviors, lack of a secure base and elements of discomfort, and escape from the attachment representations. This exploratory research corroborates national and international data, indicating that children in residential care are at risk of developmental delays and insecure attachment. Thus, professionals should be professionally prepared by trainning to support these children and to develop practices based on the safe base concept.
ABSTRACT Research indicates that children and youth in residential care predominantly have an insecure attachment pattern. Knowing that insecure attachment is associated with problems of emotions internalization and externalization, emotional regulation problems, difficulties with peer relationships, among other problems, this socio-emotional change can affect the child in residential care, considering their life history. Family, social, and individual factors, associated with these children's life histories, may explain these results. In this sense, it was intended to investigate the quality of attachment and the development of children in residential care. For this purpose, the participants' development was evaluated according to the Schedule of Growing Skills II, and the attachment according to the Preschool Attachment Assessment (PAA) with the adaptation of three stories based on the safe base concept (separation of the attachment figure and the attachment figure as an resolution for troubleshooting). Participants were six children between the ages of three and six. The children under study had in common histories of parental neglect, and three of them had also experienced domestic violence exposure. All children had an insecure attachment, and three children had slight developmental delays comparing to chronological age. The description of the children's narratives revealed a high incidence of avoidance behaviors, lack of a secure base and elements of discomfort, and escape from the attachment representations. This exploratory research corroborates national and international data, indicating that children in residential care are at risk of developmental delays and insecure attachment. Thus, professionals should be professionally prepared by trainning to support these children and to develop practices based on the safe base concept.
Description
Dissertação apresentada à Escola Superior de Educação de Lisboa com vista à obtenção
de grau de Mestre de Intervenção Precoce
Keywords
Vinculação Desenvolvimento Acolhimento residencial Intervenção precoce Attachment Development Residential care Early intervention
Citation
Marques, D. R. R. (2019). Estudo da Vinculação em crianças institucionalizadas (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/11020
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa