{"id":7170,"date":"2023-03-23T11:40:10","date_gmt":"2023-03-23T10:40:10","guid":{"rendered":"https:\/\/www.aitanacongress.com\/2023\/?page_id=7170"},"modified":"2023-04-25T11:57:57","modified_gmt":"2023-04-25T09:57:57","slug":"speaker-diana-alves","status":"publish","type":"page","link":"https:\/\/www.aitanacongress.com\/2023\/en\/speaker-diana-alves\/","title":{"rendered":"Speaker Diana Alves"},"content":{"rendered":"

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Socioemotional<\/span> <\/span>learning<\/span> in Portuguese <\/span>educational<\/span> <\/span>contexts<\/span>: <\/span>interventions<\/span> <\/span>across<\/span> <\/span>ages<\/span> and <\/span>settings.<\/span><\/h1>\n

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The<\/span> <\/span>relevance<\/span> <\/span>of<\/span> Social <\/span>Emotional<\/span> <\/span>Learning<\/span> (SEL) has <\/span>become<\/span> a <\/span>consensus<\/span> in <\/span>the<\/span> global <\/span>education<\/span> <\/span>community<\/span>. SEL <\/span>is<\/span> <\/span>defined<\/span> as a <\/span>process<\/span> <\/span>through<\/span> <\/span>which<\/span> <\/span>children<\/span> and <\/span>adults<\/span> <\/span>acquire<\/span> and <\/span>effectively<\/span> <\/span>apply<\/span> <\/span>the<\/span> <\/span>knowledge<\/span>, <\/span>attitudes<\/span>, and <\/span>skills<\/span> <\/span>to<\/span> <\/span>manage<\/span> <\/span>their<\/span> social and <\/span>emotional<\/span> <\/span>well-being<\/span>. International <\/span>policymakers<\/span> <\/span>have<\/span> <\/span>emphasized<\/span> <\/span>the<\/span> <\/span>importance<\/span> <\/span>of<\/span> SEL <\/span>development<\/span> <\/span>to<\/span> <\/span>assure<\/span> <\/span>students<\/span>\u2019 <\/span>readiness<\/span> as future <\/span>citizens<\/span> in a <\/span>world<\/span> <\/span>characterized<\/span> <\/span>by<\/span> more <\/span>significant<\/span> <\/span>turbulence<\/span>, <\/span>diversity<\/span>, and <\/span>uncertainty<\/span>. <\/span>It<\/span> has <\/span>been<\/span> <\/span>recently<\/span> <\/span>emphasized<\/span> <\/span>that<\/span> <\/span>the<\/span> <\/span>implementation<\/span> <\/span>of<\/span> SEL <\/span>programs<\/span> <\/span>is<\/span> a <\/span>situated<\/span> <\/span>process<\/span> in <\/span>the<\/span> <\/span>school<\/span> <\/span>context<\/span>, <\/span>which<\/span> in <\/span>turn<\/span> <\/span>influences<\/span> <\/span>the<\/span> <\/span>program<\/span> <\/span>outcomes<\/span> <\/span>students<\/span> <\/span>may<\/span> <\/span>obtain<\/span> <\/span>through<\/span> <\/span>supporting<\/span> <\/span>or<\/span> <\/span>hindering<\/span> <\/span>that<\/span> <\/span>process<\/span>. New SEL <\/span>interventions<\/span> <\/span>have<\/span> emerged in <\/span>recent<\/span> <\/span>decades<\/span>, <\/span>including<\/span> <\/span>many<\/span> <\/span>preschool<\/span> and <\/span>school-based<\/span> <\/span>interventions<\/span>, <\/span>which<\/span> are <\/span>based<\/span> <\/span>on<\/span> <\/span>research<\/span> <\/span>evidence<\/span> and <\/span>follow<\/span> a particular <\/span>theoretical<\/span> <\/span>perspective<\/span>. <\/span>Different<\/span> <\/span>approaches<\/span> <\/span>emphasize<\/span> <\/span>different<\/span> <\/span>practices<\/span> and <\/span>skills<\/span>. As <\/span>the<\/span> <\/span>field<\/span> <\/span>of<\/span> SEL has <\/span>evolved<\/span>, a <\/span>variety<\/span> <\/span>of<\/span> <\/span>helpful<\/span> and <\/span>essential<\/span> <\/span>ways<\/span> <\/span>to<\/span> <\/span>assess<\/span> <\/span>students<\/span>\u2019 social-<\/span>emotional<\/span> <\/span>competence<\/span> <\/span>have<\/span> emerged, <\/span>including<\/span> <\/span>classroom-based<\/span> <\/span>strategies<\/span> <\/span>for<\/span> <\/span>teachers<\/span> <\/span>to<\/span> monitor <\/span>their<\/span> <\/span>student\u2019s<\/span> <\/span>progress<\/span> <\/span>in social<\/span> and <\/span>emotional<\/span> <\/span>development<\/span> and <\/span>strategies<\/span> <\/span>for<\/span> <\/span>schools<\/span> <\/span>to<\/span> <\/span>assess<\/span> <\/span>the<\/span> <\/span>quality<\/span> <\/span>of<\/span> <\/span>implementation<\/span>. <\/span>Therefore<\/span>, <\/span>an<\/span> <\/span>in<\/span>-depth<\/span> <\/span>understanding<\/span> <\/span>of<\/span> <\/span>assessment<\/span> <\/span>tools<\/span> and <\/span>intervention<\/span> <\/span>characteristics<\/span> <\/span>that<\/span> can <\/span>contribute<\/span> <\/span>to<\/span> positive <\/span>impacts<\/span> has <\/span>been<\/span> <\/span>emphasized<\/span> as a crucial <\/span>research<\/span> <\/span>area<\/span>. <\/span>This<\/span> <\/span>symposium<\/span> <\/span>presents<\/span> <\/span>five<\/span> <\/span>communications<\/span> <\/span>about<\/span> <\/span>the<\/span> <\/span>assessment<\/span> and <\/span>intervention<\/span> in SEL. <\/span>Thus<\/span>, <\/span>the<\/span> <\/span>first<\/span> <\/span>communication<\/span> <\/span>will<\/span> share <\/span>the<\/span> <\/span>results<\/span> <\/span>of<\/span> a <\/span>Socioemotional<\/span> <\/span>Scale<\/span>, <\/span>the<\/span> SSIS, and <\/span>the<\/span> <\/span>development<\/span> <\/span>of<\/span> a short <\/span>version<\/span>. <\/span>The<\/span> <\/span>second<\/span> <\/span>communication<\/span>, <\/span>will<\/span> <\/span>present<\/span> a <\/span>program<\/span> \u201c<\/span>Emogenius<\/span>\u201d <\/span>developed<\/span> <\/span>to<\/span> <\/span>promote<\/span> <\/span>socioemotional<\/span> <\/span>skills<\/span> in <\/span>preschool<\/span> <\/span>education<\/span>, and <\/span>results<\/span> <\/span>that<\/span> <\/span>illustrate<\/span> <\/span>specific<\/span> <\/span>effects<\/span> <\/span>on<\/span> <\/span>children\u00b4s<\/span> <\/span>emotional<\/span> <\/span>knowledge<\/span> <\/span>from<\/span> <\/span>the<\/span> <\/span>intervention<\/span>. In <\/span>the<\/span> <\/span>third<\/span> and <\/span>fourth<\/span> <\/span>communication<\/span>, <\/span>two<\/span> SEL <\/span>programs<\/span>, <\/span>one<\/span> <\/span>focusing<\/span> <\/span>on<\/span> <\/span>children<\/span> and <\/span>the<\/span> <\/span>other<\/span> <\/span>on<\/span> <\/span>teachers<\/span>\u2019 <\/span>well-being<\/span> <\/span>will<\/span> be <\/span>presented<\/span>, as <\/span>well<\/span> as <\/span>preliminary<\/span> <\/span>results<\/span> <\/span>about<\/span> <\/span>their<\/span> <\/span>effectiveness<\/span>. <\/span>The<\/span> <\/span>last<\/span> <\/span>communication<\/span> <\/span>will<\/span> <\/span>present<\/span> <\/span>the<\/span> <\/span>results<\/span> <\/span>of<\/span> <\/span>the<\/span> <\/span>impact<\/span> <\/span>of<\/span> <\/span>promoting<\/span> <\/span>Teachers<\/span>‘ <\/span>well-being<\/span> <\/span>through<\/span> <\/span>the<\/span> Positive <\/span>Behaviour<\/span> <\/span>Support<\/span> in <\/span>Early<\/span> <\/span>Childhood<\/span> <\/span>Education<\/span> (<\/span>ProW<\/span>) <\/span>model<\/span> <\/span>on<\/span> <\/span>Early<\/span> <\/span>childhood<\/span> <\/span>teachers<\/span>\u2019 <\/span>wellbeing<\/span>.<\/span><\/span>\u00a0<\/span><\/p>\n

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DIANA ALVES<\/h2>\n

[\/et_pb_text][et_pb_text admin_label=\u00bbEstudios\u00bb module_class=\u00bbestudios\u00bb _builder_version=\u00bb4.14.7″ text_font=\u00bbMontserrat|600||on|||||\u00bb text_text_color=\u00bb#180302″ header_font=\u00bb||||||||\u00bb animation_style=\u00bbslide\u00bb animation_direction=\u00bbright\u00bb animation_intensity_slide=\u00bb5%\u00bb animation_starting_opacity=\u00bb100%\u00bb global_colors_info=\u00bb{}\u00bb]University of Porto. Portugal[\/et_pb_text][et_pb_divider divider_weight=\u00bb3px\u00bb _builder_version=\u00bb4.14.7″ max_width=\u00bb80px\u00bb animation_style=\u00bbslide\u00bb animation_direction=\u00bbright\u00bb animation_intensity_slide=\u00bb5%\u00bb animation_starting_opacity=\u00bb100%\u00bb global_colors_info=\u00bb{}\u00bb][\/et_pb_divider][et_pb_text admin_label=\u00bbTexto\u00bb _builder_version=\u00bb4.14.7″ text_font=\u00bbMontserrat|300|||||||\u00bb text_font_size=\u00bb16px\u00bb text_line_height=\u00bb1.8em\u00bb animation_style=\u00bbslide\u00bb animation_direction=\u00bbright\u00bb animation_intensity_slide=\u00bb5%\u00bb animation_starting_opacity=\u00bb100%\u00bb global_colors_info=\u00bb{}\u00bb]<\/p>\n

Diana Alves is Assistant Professor at the Faculty of Psychology and Education Sciences of the University of Porto (FPCE UP, Psychology Department), where she teaches the courses of Child and Adolescent Psychopathology, Learning Disabilities, Clinical Assessment of Children and Adolescents and Educational Psychological Counselling . She is a board certified psychologist in Clinical and Educational Psychology by the OPP She is also a clinical psychologist at the Service of Psychological Intervention for Children and Adolescents (FPCEUP), where she coordinates the Specialized Unit of Learning Difficulties. She has been a consultant in several interventions implemented in educational contexts aiming to promote the socio-emotional competence of children in school age.. In the last 20 years, she has been dedicated to the study of learning of reading and writing and socioemotional competence in children and adolescents, as well as developing and testing a triadical model of Learning Disabilities intervention. She conducts research in the field of developmental psychology, as well as academic, social and emotional competence in children, having published both papers and book chapters. In terms of outreach, she has presented dozens of trainings and workshops for teachers and parents on promotion of socioemotional adjustment and academic success. As a supervisor for seven Clinical and Health Psychology master\u2019s theses, she has guided work in the field of mental health with a focus on promotion and remediation. Actually, she collaborate as a researcher in one Erasmus+_KA3_2020(ProWSI-PBS-ECE-623489-EPP-1-2020-1-EL-EPPKA3-PI-POLICY). Promoting Teachers Wellbeing through Positive Behaviour Support in Early Childhood Education is a policy experimentation project aiming to develop evidence-based policies and practices to enhance the teaching profession and elevate teachers\u2019 careers and capacities in Early Childhood Education and Care (ECEC) settings.<\/p>\n

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Organize<\/p>\n

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WITH THE SPONSORSHIP OF<\/p>\n

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WITH THE SUPPORT OF<\/p>\n

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Socioemotional learning in Portuguese educational contexts: interventions across ages and settings.The relevance of Social Emotional Learning (SEL) has become a consensus in the global education community. SEL is defined as a process through which children and adults acquire and effectively apply the knowledge, attitudes, and skills to manage their social and emotional well-being. 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