{"id":1046,"date":"2025-05-22T14:29:31","date_gmt":"2025-05-22T17:29:31","guid":{"rendered":"https:\/\/www.ufrgs.br\/nefies\/?page_id=1046"},"modified":"2025-11-19T21:43:16","modified_gmt":"2025-11-20T00:43:16","slug":"child-mental-health-in-the-school-context","status":"publish","type":"page","link":"https:\/\/www.ufrgs.br\/nefies\/en\/child-mental-health-in-the-school-context\/","title":{"rendered":"Child mental health in the school context"},"content":{"rendered":"\t\t
\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t

Child mental health in the school context<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Evaluation and intervention proposal based on socioemotional learning<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\n\t\t\t\t\t
About the project <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

The school context has been identified as a strategic local for the development of prevention and health promotion practices, as it concentrates a large part of the children and youth population in a single environment since early childhood. The incidence of mental disorders, such as emotional and behavioral problems, has been associated with difficulties in relation to school performance, which constitutes a matter of public health relevance due to the clinical and social consequences that they entail. In this sense, the present research proposal intends to address child mental health prevention in the school context with a view to improving school performance. For that purpose, two studies were developed:<\/p>

Study 1, entitled \u201cRelationship between children\u2019s mental health, their parents and teachers and school performance\u201d, sought to assess individual factors of the child (gender, age, emotional and behavioral problems and social competence), family (parents\u2019 education) , family setting and environment, presence of resources for learning, emotional and behavior problems of parents or legal guardians) and school (emotional and behavior problems of teachers, school routine and family-school involvement) and their interrelation with children\u2019s school performance. \u00a0It is also intended to identify which of the predictive variables considered (parents \u2018mental health, teachers\u2019 mental health and family-school involvement) best explain mental health and children\u2019s school performance. Finally, a booklet based on the research data was developed, with a view to transmitting relevant information on the subject to sensitize teachers, families and the school community towards a biopsychosocial understanding of child health-disease processes. This proposal is in line with psychological literacy and with initiatives to popularize science.<\/p>

Afterwards, Study 2, entitled \u201cDevelopment and evaluation of preventive interventions in child mental health based on socio-emotional learning\u201d, was carried out, which aimed to develop mental health prevention actions in the school context, which were based on the perspective socio-emotional learning. An intervention characterized as universal or primary prevention was developed, aimed at students supposedly without risk associated with the development of emotional and behavioral problems, which aimed to develop or improve socio-emotional competence, and also a selective or secondary prevention intervention, which it involved actions aimed at students identified as having some risk directly or indirectly related to the development of emotional and behavioral problems, which were identified in Study 1. Such intervention brought together actions aimed at the most punctual needs of the students.<\/p>

\u00a0It is hoped that the data may give rise to the reflection that the construction of knowledge and the transmission of information are intrinsically related to the development of socio-emotional competences. Together, it is also hoped that the results of the studies will influence changes in educational and health policies and practices, in order to expand the resources and opportunities for implementing preventive interventions with children, parents and teachers, as well as supporting the development of empirically validated treatment techniques aimed at children\u2019s mental health.<\/p>

Keywords: primary prevention, secondary prevention, mental health, emotional problems, behavior problems, socioemotional learning, school, child.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\n\t\t\t\t\t
Brochures <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t
\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Sa\u00fade Mental na Escola: Uma cartilha para a comunidade escolar<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess booklet<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

TDAH*
na Escola<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess booklet<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Bullying:
Cartilha de orienta\u00e7\u00e3o para preven\u00e7\u00e3o em escolas<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess booklet<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t
\n\t\t\t\t\n\t\t\t\t\t
Funding <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Chamada Universal MCTI\/CNPq N\u00ba 01\/2016<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

\n\t\t\t\t\n\t\t\t\t\t
Articles in scientific journals <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Fava, D. C., Andretta, I., Marin, A. H. (2022). Efic\u00e1cia docente e dificuldades emocionais e comportamentais infantis: resultados do Programa FAcilitando o conV\u00edvio com Alunos (FAVA). Psicologia: Teoria e Pesquisa, 38, e38317.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Machado, B., Vieira, B. S., & Marin, A. H. (2021). Empatia e problemas emocionais e de comportamento infantil. Estudos Interdisciplinares em Psicologia, 12, 119-136.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Marin, A. H., Teixeira, T., & Ghedin, D. (2020). Tal como nossas m\u00e3es? Problemas emocionais e de comportamento materno-filiais e desempenho escolar infantil. Pensando Fam\u00edlias, 24, 113-127.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Fava, D. C. , Ghedin, Dienifer Mattos, Munhoz, M. M., Hiratuca, M., & Marin, A. H. (2020). Interven\u00e7\u00f5es com professores para ajustamento do comportamento infantil: revis\u00e3o sistem\u00e1tica da literatura. Contextos Cl\u00ednicos, 13, 221-243.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Nedel, R., Ghedin, D., & Marin, A. H. (2020). Autoestima e autoconceito infantil, escolaridade parental e sua rela\u00e7\u00e3o com desempenho escolar no ensino fundamental I. Psicologia em Pesquisa (UFJF), 14, 149-168.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Trevisan, L., & Marin, A. H. (2020). Compet\u00eancia emocional em professores e sua rela\u00e7\u00e3o com tempo de doc\u00eancia e satisfa\u00e7\u00e3o com o trabalho. Psicopedagogia. Associa\u00e7\u00e3o Brasileira de Psicopedagogia, 37, 52-63.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Marin, A. H., Lins, T. C. S., Oliveira, J. M., Pozzobon, M., & Alvarenga, P. (2019). Evas\u00e3o em interven\u00e7\u00f5es psicol\u00f3gicas com pais de crian\u00e7as e adolescentes: relato de experi\u00eancia. Psicologia Ci\u00eancia e Profiss\u00e3o, 39, 1-14.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Marin, A. H., Silva, C. T., Andrade, E., Bernardes. J., & Fava, D. (2017). Compet\u00eancia socioemocional: conceitos e instrumentos associados. Revista Brasileira de Terapias Cognitivas, 13(2), 92, 2017.\u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Article<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t
\n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Diehl, L., & Marin, A. H. (2016). Adoecimento mental em professores brasileiros: revis\u00e3o sistem\u00e1tica. Estudos Interdisciplinares em Psicologia, 7(2), 64-85.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t\t

\n\t\t\t\t\n\t\t\t\t\t
Open and online course (20h) <\/div><\/span>\n\t\t\t\t\t\t\t\n\t\t\t<\/path><\/svg><\/span>\n\t\t\t<\/path><\/svg><\/span>\n\t\t<\/span>\n\n\t\t\t\t\t\t<\/summary>\n\t\t\t\t
\n\t\t\t\t\t
\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t

Mental health at school<\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

\n\t\t\t\t\t\t\t\t\t\t\n\t\t\t\t\t\t\n\t\t\t\t\t\t\t\t\tAccess Free Course<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/details>\n\t\t\t\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

Child mental health in the school context Evaluation and intervention proposal based on socioemotional learning About the project The school […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"","ast-site-content-layout":"full-width-container","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","ast-disable-related-posts":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-1046","page","type-page","status-publish","hentry"],"jetpack-related-posts":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/1046","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/comments?post=1046"}],"version-history":[{"count":7,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/1046\/revisions"}],"predecessor-version":[{"id":1162,"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/pages\/1046\/revisions\/1162"}],"wp:attachment":[{"href":"https:\/\/www.ufrgs.br\/nefies\/wp-json\/wp\/v2\/media?parent=1046"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}