{"id":8366,"date":"2023-04-25T10:37:42","date_gmt":"2023-04-25T08:37:42","guid":{"rendered":"https:\/\/www.aitanacongress.com\/2023\/?page_id=8366"},"modified":"2023-05-29T13:42:55","modified_gmt":"2023-05-29T11:42:55","slug":"speaker-maryse-guedes","status":"publish","type":"page","link":"https:\/\/www.aitanacongress.com\/2023\/en\/speaker-maryse-guedes\/","title":{"rendered":"Speaker Maryse Guedes"},"content":{"rendered":"

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Beliefs of parents, teachers<\/span>,<\/span> and children about shy-inhibited behaviors<\/span> during the preschool years<\/span>:\u202f Implications for intervention.<\/span><\/span><\/h1>\n

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Within a developmental-transactional framework (Rubin et al., 2009), shy-inhibited behaviors during the preschool years can be understood as a risk factor for the development of later social anxiety and peer difficulties. However, not all inhibited-shy preschoolers experience adverse developmental pathways (Chronis-Tuscano et al., 2009). Identifying the modifiable factors that can explain differential risk and resilience among shy-inhibited preschoolers is crucial for the development of early intervention programs (Danko et al., 2018). The parental information processing model establishes that parental beliefs may be associated with children\u2019s shy-inhibited behaviors, both directly and indirectly via parenting practices (Rubin et al., 2002). Furthermore, the developmental bioecological framework acknowledges that preschool is a core developmental context (Bronfenbrenner &amp; Morris, 2006). Teachers have been found to anticipate negative outcomes for inhibited-shy preschoolers, but to be less prone to worry and intervene with them than with aggressive children (Archbell et al., 2019). This type of beliefs can negatively impact teacher-child relationships (Sette et al., 2014), peers\u2019 attitudes and responses, placing inhibited-shy preschoolers at increased risk of maladaptive developmental pathways (Kalutskaya et al., 2015). This symposium aims to deepen the understanding about the beliefs of key socialization agents toward shy-inhibited behaviors.<\/p>\n

The first communication will explore mother-reported parenting practices and child social behaviors, depending on maternal beliefs\u2019 profiles toward shy-inhibited behaviors.<\/p>\n

The second communication will focus on the beliefs of preschool teachers toward shy-inhibited behaviors, depending on sociodemographic correlates.<\/p>\n

The third communication will examine preschoolers\u2019 attitudes toward shy-inhibited behaviors, considering child age and sex. The last communication will discuss the implications of the findings for developmental science and evidence-based practice will be discussed.<\/p>\n

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MARYSE GUEDES<\/h2>\n

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University of Coimbra. Portugal<\/p>\n

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Maryse Guedes holds a PhD in Clinical Psychology<\/span>, University of Coimbra, Portugal<\/span>. <\/span>She is currently a Junior Researcher in the William James Center for Research, ISPA \u2013 Instituto <\/span>Universit\u00e1rio<\/span>. She is the principal investigator of a nationally funded research project aimed at developing a new universal intervention program for teachers with targeted elements for behavioral inhibition during the preschool years. <\/span>From 2017 to 2022, <\/span>she was involved in the adaptation and evaluation of the effectiveness of a new multi-modal <\/span>intervention program (Turtle Program) targeted at inhibited preschoolers and their parents. In connection with the University of Maryland (USA), she designed <\/span>the intervention manuals for Portuguese therapists and parents for the implementation of the Turtle Program, in-person and online.<\/span><\/span>\u00a0<\/span><\/p>\n

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Organize<\/p>\n

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WITH THE SUPPORT OF<\/p>\n

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Beliefs of parents, teachers, and children about shy-inhibited behaviors during the preschool years:\u202f Implications for intervention.Within a developmental-transactional framework (Rubin et al., 2009), shy-inhibited behaviors during the preschool years can be understood as a risk factor for the development of later social anxiety and peer difficulties. 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