Determinantes da qualidade de vida dos alunos da escola primária
DOI:
https://doi.org/10.35362/rie660378Palavras-chave:
qualidade de vida; atividades de lazer; resiliência; necessidades específicas de apoio educativo.Resumo
Promover o bem-estar e a educação integral de todos os alunos tornou-se um objetivo prioritário para as políticas educativas de muitos países. Numerosas pesquisas tratam de conhecer as variáveis que podem atuar como barreiras ou facilitadores deste processo. Os objetivos da presente pesquisa foram avaliar a qualidade de vida de alunos de educação primária e identificar fatores do contexto pessoal, familiar e escolar que limitam ou potenciam seu bem-estar e seu desenvolvimento integral.
Participaram do estudo 78 alunos de educação primária, entre 10 e 13 anos de idade. A metade apresentava necessidades específicas de apoio educativo (chamaremos neae), enquanto o resto constituía um grupo equivalente em idade, gênero e curso, sem neae. Os participantes obtiveram pontuações elevadas em qualidade de vida e resiliência e médias/baixas em atividades de lazer. Os alunos com neae obtiveram pontuações inferiores na percepção de suas fortalezas internas e na participação em atividades extraescolares de tipo físico. Não se encontraram diferenças entre ambos os grupos em qualidade de vida.
Estes resultados constituem um ponto de partida relevante para o desenvolvimento de ações que promovam o bem-estar e o ajuste psicossocial de todo o alunado a partir do contexto educativo.
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Referências
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Beasley, M., Thompson, T. y Davidson, J. (2003). «Resilience in response to life stress: the effects of coping style and cognitive hardiness». Personality and Individual Differences, 34, pp. 77–95.
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Dickinson, H. O. y otros (2007). «Self-reported quality of life of 8-12-year-old children with cerebral palsy: a cross-sectional European study». Lancet, 369(9580), pp. 2171-2178.
Echeita, G. y Verdugo, M. A. (2004). La Declaración de Salamanca sobre Necesidades Educativas Especiales diez años después. Valoración y prospectiva. Salamanca: Publicaciones inico.
Erhart, M. y otros (2009). «Measuring mental health and well-being of school-children in 15 european countries using the kidscreen-10 Index». International Journal of Public Health, 54, (suppl. 2), pp. 160-166.
Gómez-Vela, M. (2007). «La calidad de vida de alumnos con necesidades educativas especiales y sin ellas: elaboración de un marco conceptual y un instrumento de evaluación». Revista Interuniversitaria de Investigación sobre Discapacidad e Interculturalidad, 1, pp. 113-136.
Gómez-Vela, M. y Verdugo, M. A. (2009). Cuestionario de evaluación de la calidad de vida de alumnos adolescentes: Manual de aplicación. Madrid: cepe.
Goodman, R. (1997). «The strengths and difficulties questionnaire: A research note». Journal of Children Psychology and Psychiatry, 38, pp. 581-586.
Hochhauser, M. y Engel-Yeger, B. (2010). «Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (hfasd)». Research in Autism Spectrum Disorders, 4, pp. 746-754.
Hogan, D. P., Shandra, C. L. y Msall, M. E. (2007). «Family developmental risk factors among adolescents with disabilities and children of parents with disabilities». Journal of Adolescence, 30(6), pp. 1001-1019.
King, G. A. y otros (2007). «Measuring children’s participation in recreation and leisure activities: Construct validation of the cape and pac». Child: Care, Health and Development, 33, pp. 28-39.
Liebenberg, L., Ungar, M. y Van de Vijver, F. (2012). «Validation of the Child and Youth Resilience Measure-28 (cyrm-28) among canadian youth». Research on Social Work Practice, 22(2), pp. 219-226.
Longo, E., Badia, M. y Orgaz, B. (2013). «Patterns and predictors of participation in leisure activities outside of school in children and adolescents with cerebral palsy». Research in Developmental Disabilities, 34, pp. 266-275.
Longo, E., Badia, M. y Verdugo, M. A. (2012). «Cross-cultural validation of the Children›s Assessment of Participation and Enjoyment (cape) in Spain». Child: Care, Health and Development, 40(2), pp. 231–241.
McConnell, D., Savage, A. y Breitkreuz, R. (2014). «Resilience in families raising children with disabilities and behavior problems». Research in Developmental Disabilities, 35(4), pp. 833–848.
Michel, G. y otros (2009). «Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis». Quality of Life Research, 18(9), pp. 1147-1157.
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Ottova, V. y otros (2012). «Overweight and its impact on the health-related quality of life in children and adolescents: results from the european kidscreen survey». Quality of Life Research, 21(1), pp. 59-69.
Palisano, R. J. y otros (2011). «Determinants of intensity of participation in leisure and recreational activities by children with cerebral palsy». Developmental Medicine and Child Neurology, 53(2), pp. 142-149.
Ravens-Sieberer, U. y otros (2007). «The kidscreen-27 quality of life measure for children and adolescents: psychometric results from a cross-cultural survey in 13 european countries». Quality of Life Research, 16(8), pp. 1347-1356.
Sabeh, E., Verdugo, M. A., Prieto, G. y Contini, E. (2009). cvi-cvip. Cuestionario de evaluación de la calidad de vida en la infancia. Madrid: cepe.
Schalock, R. L. y otros (2010). Intellectual disability, definition, classification and systems of supports (11.ª ed.). Washington: aaidd.
Schreuer, N., Sachs, D. y Rosenbaum, S. (2014). «Participation in leisure activities: Differences between children with and without physical disabilities». Research in Developmental Disabilities, 35(1), pp. 223-33.
unesco (1994). Conferencia mundial sobre necesidades educativas especiales: acceso y calidad. Madrid: unesco.
unesco (2005). Guidelines for inclusion: ensuring access to education for all. París: unesco.
Von Rueden, U. y otros (2006). «Socioeconomic determinants of health related quality of life in childhood and adolescence: results from a European study». Journal of Epidemiology and Community Health, 60(2), pp. 130-135.
Beasley, M., Thompson, T. y Davidson, J. (2003). «Resilience in response to life stress: the effects of coping style and cognitive hardiness». Personality and Individual Differences, 34, pp. 77–95.
Booth, T. y Ainscow, M. (2002). Index for inclusion. Developing leaning and participation in schools. Manchester: csie.
Challen A. y otros (2011). UK Resilience Programme Evaluation: Final report. Londres: London School of Economics and Political Science. Disponible en: www.education.gov.uk/publication.
Constantine, N. A. y Bernard, B. (2001). California healthy kids survey resilience assessment module: technical report. Berkeley: Public Health Institute.
Dickinson, H. O. y otros (2007). «Self-reported quality of life of 8-12-year-old children with cerebral palsy: a cross-sectional European study». Lancet, 369(9580), pp. 2171-2178.
Echeita, G. y Verdugo, M. A. (2004). La Declaración de Salamanca sobre Necesidades Educativas Especiales diez años después. Valoración y prospectiva. Salamanca: Publicaciones inico.
Erhart, M. y otros (2009). «Measuring mental health and well-being of school-children in 15 european countries using the kidscreen-10 Index». International Journal of Public Health, 54, (suppl. 2), pp. 160-166.
Gómez-Vela, M. (2007). «La calidad de vida de alumnos con necesidades educativas especiales y sin ellas: elaboración de un marco conceptual y un instrumento de evaluación». Revista Interuniversitaria de Investigación sobre Discapacidad e Interculturalidad, 1, pp. 113-136.
Gómez-Vela, M. y Verdugo, M. A. (2009). Cuestionario de evaluación de la calidad de vida de alumnos adolescentes: Manual de aplicación. Madrid: cepe.
Goodman, R. (1997). «The strengths and difficulties questionnaire: A research note». Journal of Children Psychology and Psychiatry, 38, pp. 581-586.
Hochhauser, M. y Engel-Yeger, B. (2010). «Sensory processing abilities and their relation to participation in leisure activities among children with high-functioning autism spectrum disorder (hfasd)». Research in Autism Spectrum Disorders, 4, pp. 746-754.
Hogan, D. P., Shandra, C. L. y Msall, M. E. (2007). «Family developmental risk factors among adolescents with disabilities and children of parents with disabilities». Journal of Adolescence, 30(6), pp. 1001-1019.
King, G. A. y otros (2007). «Measuring children’s participation in recreation and leisure activities: Construct validation of the cape and pac». Child: Care, Health and Development, 33, pp. 28-39.
Liebenberg, L., Ungar, M. y Van de Vijver, F. (2012). «Validation of the Child and Youth Resilience Measure-28 (cyrm-28) among canadian youth». Research on Social Work Practice, 22(2), pp. 219-226.
Longo, E., Badia, M. y Orgaz, B. (2013). «Patterns and predictors of participation in leisure activities outside of school in children and adolescents with cerebral palsy». Research in Developmental Disabilities, 34, pp. 266-275.
Longo, E., Badia, M. y Verdugo, M. A. (2012). «Cross-cultural validation of the Children›s Assessment of Participation and Enjoyment (cape) in Spain». Child: Care, Health and Development, 40(2), pp. 231–241.
McConnell, D., Savage, A. y Breitkreuz, R. (2014). «Resilience in families raising children with disabilities and behavior problems». Research in Developmental Disabilities, 35(4), pp. 833–848.
Michel, G. y otros (2009). «Age and gender differences in health-related quality of life of children and adolescents in Europe: a multilevel analysis». Quality of Life Research, 18(9), pp. 1147-1157.
Muntaner, J. J. y otros (2010). Estándares e indicadores para analizar la calidad de vida del alumnado con discapacidad durante su proceso educativo. Mallorca: Edicions uib.
Oliver, K. G. y otros (2006). «Building resilience in young people through meaningful participation». Australian e-Journal for the Advancement of Mental Health, 5(1), pp. 1446-7984.
Organización Mundial de la Salud (oms) (2001). Clasificación Internacional del Funcionamiento, de la Discapacidad y de la Salud (cif). Ginebra: oms.
Organización Mundial de la Salud (oms) (2011). Guía de Intervención mhgap para los trastornos mentales, neurológicos y por uso de sustancias en el nivel de atención de la salud no especializada. Ginebra: oms.
Ottova, V. y otros (2012). «Overweight and its impact on the health-related quality of life in children and adolescents: results from the european kidscreen survey». Quality of Life Research, 21(1), pp. 59-69.
Palisano, R. J. y otros (2011). «Determinants of intensity of participation in leisure and recreational activities by children with cerebral palsy». Developmental Medicine and Child Neurology, 53(2), pp. 142-149.
Ravens-Sieberer, U. y otros (2007). «The kidscreen-27 quality of life measure for children and adolescents: psychometric results from a cross-cultural survey in 13 european countries». Quality of Life Research, 16(8), pp. 1347-1356.
Sabeh, E., Verdugo, M. A., Prieto, G. y Contini, E. (2009). cvi-cvip. Cuestionario de evaluación de la calidad de vida en la infancia. Madrid: cepe.
Schalock, R. L. y otros (2010). Intellectual disability, definition, classification and systems of supports (11.ª ed.). Washington: aaidd.
Schreuer, N., Sachs, D. y Rosenbaum, S. (2014). «Participation in leisure activities: Differences between children with and without physical disabilities». Research in Developmental Disabilities, 35(1), pp. 223-33.
unesco (1994). Conferencia mundial sobre necesidades educativas especiales: acceso y calidad. Madrid: unesco.
unesco (2005). Guidelines for inclusion: ensuring access to education for all. París: unesco.
Von Rueden, U. y otros (2006). «Socioeconomic determinants of health related quality of life in childhood and adolescence: results from a European study». Journal of Epidemiology and Community Health, 60(2), pp. 130-135.
Como Citar
Ruiz Fernández, B., Gómez-Vela, M., Fernández Pulido, R., & Badia Corbella, M. (2014). Determinantes da qualidade de vida dos alunos da escola primária. Revista Ibero-Americana De Educação, 66, 59–74. https://doi.org/10.35362/rie660378
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2014-09-01
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