Desenvolvimento socioemocional de adolescentes em acolhimento institucional e habilidades sociais educativas de seus educadores sociais: avaliação e grupo psicoeducativo

Abstract

Institutionalization can hinder socio-emotional development, but through the overcoming of positive adolescents with social educators, it is a condition. Based on the Bioecological Theory of Human Development, the present thesis had as its general objective to investigate the socio-emotional development of adolescents in shelter institutions and implementation of a psychoeducational group with educators. The study was divided into three parts. In Part I, 50 adolescents and 14 educators from nine institutions participated. The adolescents answered the following instruments: General Investigation Questionnaire for Sheltered Children; Multimedia Social Skills Inventory; Caregiver Educational Social Skills Questionnaire (QHSEC); Global Life Satisfaction Scale for Adolescents; Future Expectations Scale. The educators answered the following instruments: Questionnaire for the Characterization of Social Educators; Socioeconomic Classification; Social Skills Inventory (IHS2); Inventory of Educational Skills (IHSE-Edu). Most adolescents showed a good repertoire of assertiveness and self-control. Most educators presented media lists on social skills and outreach elaborated on educational social skills. In Part II, focus groups were held with 17 educators from three institutions who responded to the following instruments: Questionnaire for the Characterization of Social Educators; Socioeconomic Classification; Beliefs Questionnaire; Focus Group Thematic Roadmap. The result of the Belief Questionnaire describes negative behavioral aspects of adolescents. No positive aspects were found in emotional and physical characteristics. Three themes were found in the focus groups: “Adolescence”, “Work of the social educator”, “Socialization practices”. In Part III, a psychoeducational group with 46 participants was carried out. Of these, 31 were educators and 12 were selected for instrument analysis and follow-up. The instruments used were Questionnaire for the Characterization of Social Educators; Socioeconomic Classification; IHSE-Edu, factor 2 and 3; Relationship Quality Assessment; Experience Sheet; Final assessment; Follow-up. In the IHSE-Edu, most had an elaborated repertoire in factor 2 and average repertoire in factor 3. All educators considered their relationships with adolescents to be more satisfied. Final evaluation, positive sensations of learning, methodology and team stood out. In the follow-up, most requested more interventions, positive perceptions of the activities, which contributed to the interaction with adolescents, patience, dialogue, empathy, emotional recognition and behavior change, in addition to reports about the Covid-19 pandemic. With the research data, it will be possible to expand studies on social skills, satisfaction with life, future expectations of sheltered adolescents, promote public policies and actions for the development of social skills and educational social skills of social educators.