O Surf na promoção da saúde e bem-estar em jovens em contexto de acolhimento – Avaliação de uma intervenção

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O projeto piloto Surf Salva Camp 2016 decorreu em Cascais (Portugal) e teve como principal objetivo promover a integração social, a promoção de bem-estar e saúde, partilha de valores de segurança nas praias e cidadania social em crianças e jovens integrados em instituições de acolhimento através da prática de surf. Os participantes foram 48 adolescentes entre os 10 e os 16 anos de idade, selecionados de 4 Instituições de Acolhimento da área de Lisboa e Vale do Tejo. Os resultados sugerem que a intervenção pelo surf teve efeitos positivos. O autoconhecimento, a exploração, o esforço e perseverança, a resolução de problemas, a gestão do tempo, as competências de grupo, as relações interpessoais e a regulação emocional, tiveram uma evolução positiva nos participantes ao longo do projeto.

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... The multidisciplinary team were constituted by the camp coordinator (a psychologist), two specialized technicians (psychology and sociology areas), and three surf instructors. Additionally, there were two training agents for the lifesaving and first aid skills training from Instituto de Socorro a Náufragos (for more detailed information see Matos, Santos, Fauvelet, & Aventura Social [15]). ...
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The Surf-Salva Camp 2016 project aimed at promoting social inclusion, wellbeing, and mental health, as well as developing beach security values and social citizenship in children and youth in foster care institutions, through surfing (Surf-Therapy). Participants were 48 adolescents aged 10 to 16, selected from 4 foster institutions in the greater Lisbon district. Results suggest that intervention through surf therapy had a number of positive effects: exploration, effort and perseverance, problem-solving, time management, social competencies,interpersonal relationships and emotional regulation all developed among the participants throughout the project. Results support the claim that within a suitable theoretical framework, with a solid and well trained team and with adequate psychotherapeutic supervision and evaluation, Surf Therapy can be a very promising possibility in the care of at-risk young people, and policy makers should consider this suggestion in the development of policies related to vulnerable institutionalized young people.
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Institutionalized adolescents were analysed beyond family relationships, considering, according to an ecological perspective, relationships with significant adults in school (teachers and school staff) as well as with adults from institution staff. This study aims to determine the contribution of relational variables in the prediction of social skills like assertiveness, empathy and self-control in 109 institutionalized adolescents (Mage=16,19; SD=1,37). Besides that we also intend to test the meditational role of peer relationship to predict social skills. Structural equation modelling identified a model able to predict a indirect contribution of teachers and school staff in assertion and empathy, while peer relationship presents a direct effect on these variables. However we can’t confirm the mediator role of peer relationship in the association between quality of the relationship with teachers and school staff and development of social skills. Furthermore we find a direct effect of quality of relationships with institution staff on self-control skills. Institutionalized adolescents seem to be very sensitive to the quality of relationship with significant adults beyond family, perceiving different roles in adults from school and institutional context that permit development of different social skills.
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O Dream Teens é um projeto que envolve jovens portugueses dos 11 aos 18 anos. Fornece uma formação e uma estrutura de apoio para que as suas vozes sejam ouvidas e promove a sua participação numa variedade de contextos e cenários na área da saúde, da educação e da cidadania ativa. O projeto Dream Teens (webpage:; blog em inglês:; e blog em português: teve início em maio de 2014. O objetivo do presente estudo é compreender o conceito, a dinâmica, a extensão e alguns resultados preliminares do projeto Dream Teens, centrandose principalmente no estudo do processo e das experiências dos jovens. Este documento apresenta ainda um conjunto de recomendações para as políticas públicas. This article presents Dream Teens, a project which involves Portuguese adolescents from 11 to 18 years and provides a specific training and a support structure that allows their voices are heard and promote their participation in a variety of contexts and policy arenas in the areas of health, education and active citizenship. The Dream Teens project (webpage:; blog in English:; blog in portuguese:, begun in May, 2014. The objective of this article is to understand the concept, the dynamic, the extent and some preliminary results of the Dream Teens project, focusing mainly on the process and on the experiences of young people. This paper also presents a set of recommendations concerning public policies.
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Children with autism may have difficulties forming and maintaining meaningful relationships with their peers (Reichow & Volkmar, 2009). These difficulties can lead to social isolation (Delaney & Madigan, 2009), and can impact their social, emotional and cognitive development,academic achievements (Stichter, Randolph, Gage, & Schmidt, 2007), and self-esteem (Chamberlain, Kasari, & Rotheram-Fuller, 2007). Thus, it is important to have children with autism involved in interventions to effectively teach social skills, such as therapeutic surfing camps. Therapeutic surfing camps can be used as an intervention to foster development of social skills in children with autism. The surfing camps highlighted in this literature review covered 3 different surfing programs that included participants with ages ranging from 5-18 and varying levels of developmental disabilities and behavioral problems. These programs lasted two days, six weeks or eight weeks, and the number of participants involved ranged from 11 to 121. The two-day surfing camp taught participants the physical skills necessary to surf, and then utilized group activities, socials, and self-reflection to promote interactions and build their social skills among their peers and staff (Cavanaugh & Rademacher, 2014; Cavanaugh et al., 2013). The two-day camps utilized video-modeling, a promising evidence-based practice, and social skills groups, an established evidence-based practice, in order to effectively teach the desired social behaviors (Reichow & Volkmar, 2010). The Wave Project, a six-week surfing intervention, utilized one-on-one surfing training within a group setting to develop confidence, self-reliance, self-management, and social skills in children with autism (Godfrey, Devine-Wright, & Taylor, 2015; Colpus & Taylor, 2014). The goals of the eight-week adapted surfing program were primarily centered on developing physical surfing skills (Clapham et al., 2014). Through learning these movements and interacting with volunteers and peers, the children were also able to improve across many domains, including the psychosocial domain. Overall, the surfing resulted in significant outcomes for assertion, empathy, responsibility, engagement (Cavanaugh & Rademacher, 2014),positive functioning, resilience, self-esteem, emotional wellbeing, vitality, friendship, social trust, physical health, and enjoyment in the outside environment (Godfrey, Devine-Wright, & Taylor, 2015). While there was not significant outcomes for the following results, there was a positive effect on the results for social competence, social skills, self-concept, communication, cooperation, responsibility, engagement, self-control (Cavanaugh & Rademacher, 2014), self-confidence (Clapham et al., 2014), well-being and re-engagement in school (Colpus &Taylor, 2014). Improvements in these skills are integral in being able to form meaningful social supports, and acts as a basis to form new skills to further these improvements (Cavanaugh & Rademacher, 2014). Long-term benefits from these programs were seen in peer relationships that extended past the camp (Cavanaugh et al., 2013), and participants’ continuation in future camps (Godfrey et al., 2015), which is of importance as it shows the longevity of the positive benefits of the surfing camps. Despite the significant and positive findings in the studies, research on this topic is scarce, and multiple limitations were identified within the studies including possible biases within self-reports, lack of control groups, limited study samples, response-bias effects, and the locations of the camps (Cavanaugh & Rademacher, 2014; Godfrey et al., 2015; Colpus & Taylor, 2014). Additionally, two of the studies in this review were descriptive in nature (how to develop and implement a surfing program and its positive effects), rather than studying the effectiveness of the surfing program (Cavanaugh et al., 2013; Clapham et al., 2014). We however still included the information from these two studies because they can provide practitioners who are interested in implementing and/or researching the outcomes of a therapeutic surfing program for children with autism relevant information, as well as sources for programming.
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The purpose of this study was to assess the effectiveness of an eight-week surfing intervention for 16 children with disabilities. The assessment procedure consisted of pre and post physical fitness measures to determine the benefits of this intervention. Our results showed an overall improvement in upper body strength (right: P = 0.024, left: P = 0.022), core strength (P = 0.002) and cardiorespiratory endurance (P = 0.013). This research is the first of its kind, illustrating the feasibility and effectiveness of a surfing intervention on improving the physical fitness of children with disabilities.
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Involvement in positive leisure activities is a key way for young people to develop resilience and social and emotional skills. This paper outlines the evaluation of a six-week surfing intervention, the Wave Project, which aimed to boost wellbeing and confidence among 84 young people aged eight to 18, all of whom faced mental health issues or social exclusion. The intervention resulted in a significant and sustained increase in wellbeing. One year later, 70% of clients regularly attend a surf club and many have become trained as session volunteers. Parents and referrers noticed an increase in positive attitude and better communication, as well as improved self-management and behaviour at both home and school. It is concluded that the Wave Project provides a demonstrable and cost-effective way to deliver mental health care, mentoring and social integration of young people. Further service evaluation of accessibility and long-term outcomes is also recommended.
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We compared the rates of mental health problems in children in foster care across three counties in California. A total of 267 children, ages 0 to 17, were assessed two to four months after entry into foster care using a behavioral screening checklist, a measure of self-concept and, in one county, an adaptive behavior survey. Results confirmed previous research and indicated consistently high rates of mental health problems across the three counties. Behavior problems in the clinical or borderline range of the CBCL were observed at two and a half times the rate expected in a community population. Fewer children fell within the clinical range on the self-concept measure. No significant differences in rates between the three county foster care cohorts were observed, despite the different demographic characteristics of the counties. On the adaptive behavior scale, the mean scores for children in foster care were more than one standard deviation below the norm. Our findings suggest that the most important mental health screening issue with children in foster care is to identify what specific mental health problems need to be addressed so that the most effective treatment services can be provided.
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Given the evidence from studies indicating that children in care have significant developmental, behavioral, and emotional problems, services for these children are an essential societal investment. Youth in foster care and adults who formerly were placed in care (foster care alumni) have disproportionately high rates of emotional and behavioral disorders. Among the areas of concern has been the lack of comprehensive mental health screening of all children entering out-of-home care, the need for more thorough identification of youth with emotional and behavioral disorders, and insufficient youth access to high-quality mental health services. In 2001, the American Academy of Child and Adolescent Psychiatry (AACAP) and the Child Welfare League of America (CWLA) formed a foster care mental health values subcommittee to establish guidelines on improving policy and practices in the various systems that serve foster care children (AACAP and CWLA, 2002). Because of the excellent quality and comprehensiveness of these statements, the Casey Clinical Foster Care Research and Development Project undertook consensus development work to enhance and build upon these statements. This article presents an overview of mental health functioning of youth and alumni of foster care, and outlines a project that developed consensus guidelines.
This paper presents the conceptual framework from a nationwide implementation of the Dream Teens project in the context of Portugal’s economic recession. This project used an innovative Positive Youth Development (PYD) approach that engaged Portuguese youth (11-18 years) through social media, and provided a framework for their voices to be heard while supporting youth participation. Participants were skilled 1) to conduct research activities on topics of their choice and about their life contexts, and 2) to create ways to improve their civic participation and life contexts, while developing supportive interactions with adults and peers. Overall, youth were engaged to their activities; felt their voices were heard and that they were viewed as experts of their own well-being and living contexts. A set of recommendations derived from their research actions was formally received by a high commissioner of the Ministry of Health. Finally, next steps for the project are outlined.
generality and specificity of self-efficacy beliefs / dimensions of self-efficacy / determinants of self-efficacy beliefs / mediating mechanisms / outcome expectancy / outcome value (PsycINFO Database Record (c) 2012 APA, all rights reserved)
A novel behavioural screening questionnaire, the Strengths and Difficulties Questionnaire (SDQ), was administered along with Rutter questionnaires to parents and teachers of 403 children drawn from dental and psychiatric clinics. Scores derived from the SDQ and Rutter questionnaires were highly correlated; parent-teacher correlations for the two sets of measures were comparable or favoured the SDQ. The two sets of measures did not differ in their ability to discriminate between psychiatric and dental clinic attenders. These preliminary findings suggest that the SDQ functions as well as the Rutter questionnaires while offering the following additional advantages: a focus on strengths as well as difficulties; better coverage of inattention, peer relationships, and prosocial behaviour; a shorter format; and a single form suitable for both parents and teachers, perhaps thereby increasing parent-teacher correlations.
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