http://hdl.handle.net/10174/967 2026-05-07T17:31:28Z http://hdl.handle.net/10174/41961 Title: PsyCapPromotion Intervention Program (PIPP)for Healthcare Professionals: Intervention Description Authors: Ruiz, Ana Paula; Viseu, João; Cifuentes-Tinjaca, Cristian; Jesus, Saúl Neves Abstract: The well-being of healthcare professionals is a central factor for organizational performance and sustainability and can be promoted through the development of Positive Psychological Capital (PsyCap). The main objective of this study was to describe the development methodology of the Psychological Capital Promotion Intervention Program (PIPP), its theoretical framework, and the practical description of the intervention. The development of the PIPP followed the stages of the World Health Organization’s Healthy Workplace Model, resulting in three systematic reviews and two empirical studies, culminating in the present study, which completes the planning phase. The program was designed based on the Psychological Capital Intervention (PCI), the guidelines of the Portuguese Order of Psychologists, empirical evidence, and Cognitive Behavioral Therapy (CBT) techniques. Structured into six sessions, the PIPP integrates theoretical components and practical activities, including brainstorming, SMART goal setting, role-playing, mindfulness, and cognitive restructuring, supported by eight CBT techniques. Implementation occurs in three phases, with the evaluation of effects conducted at three distinct time points. The PIPP is designed to promote the development of positive psychological resources that facilitate adaptation to challenges, goal-focused behavior, and the management of adversity, contributing to improvements in cognitive, emotional, and behavioral functioning, as well as to healthier and more productive work environments. 2026-01-01T00:00:00Z http://hdl.handle.net/10174/41959 Title: Cognitive-behavioural therapy interventions for health professionals in organisational contexts: A systematic literature review Authors: Ruiz, Ana Paula; Viseu, João; Cifuentes-Tinjaca, Cristian; Jesus, Saúl Neves Abstract: Introduction: Health professionals are particularly vulnerable to various stressors in the work environment, making it essential to study strategies that promote improvements in their well-being. Evidence-based interventions, such as Cognitive Behavioural Therapy, are widely recognised for their effectiveness in managing different stressors and disorders. Objective: This review aimed to identify and synthesise Cognitive Behavioural Therapy interventions (online or face-to-face) applied to health professionals in organisational contexts. Method: A systematic literature review was conducted of articles addressing Cognitive Behavioural Therapy interventions (online or in-person) applied to healthcare professionals in organisational settings. The search for primary studies was conducted in January 2025 in the following databases: PubMed (Medline), Scopus, Web of Science, and B-ON. Results: A total of 1,579 studies were identified, of which 13 met the eligibility criteria. The study characteristics, individual and organisational outcomes assessed, evaluation time points, and the method, model, and description of the interventions were analysed. Conclusion: The interventions identified included combinations with mindfulness and Acceptance and Commitment Therapy, demonstrating efficacy in reducing stress, psychological distress, fatigue, insomnia, depression, anxiety, emotional exhaustion, Post-Traumatic Stress Disorder, alcohol consumption and distress. At the same time, they promoted increased resilience, psychological well-being, mental health, psychological flexibility and normalisation. 2026-01-01T00:00:00Z http://hdl.handle.net/10174/41958 Title: PRÁTICAS EDUCATIVAS EM TURMAS NUMEROSAS NO 1.º CICLO DO ENSINO BÁSICO EM SÃO TOMÉ E PRÍNCIPE: CONTRIBUTOS DE UM PROJETO DE FORMAÇÃO E INVESTIGAÇÃO EM EDUCAÇÃO ESPECIAL E INCLUSIVA Authors: Piscalho, Isabel; Artur, Ana Abstract: Este artigo analisa um projeto de formação e investigação desenvolvido no domínio da educação especial e inclusiva, centrado nas práticas educativas em turmas numerosas do 1.º Ciclo do Ensino Básico em São Tomé e Príncipe. O projeto visa apoiar processos de desenvolvimento profissional docente orientados para a gestão da diversidade, a diferenciação pedagógica e a promoção da participação de todos os alunos em contextos educativos marcados por limitações estruturais. Assente numa abordagem de investigação-ação-formação, a intervenção organiza-se em etapas articuladas que integram diagnóstico, formação, implementação de metodologias pedagógicas participativas e monitorização progressiva das práticas. O artigo centra-se especificamente na Fase I – Diagnóstico, de natureza exploratória, cujo objetivo consiste em identificar desafios, potencialidades e perspetivas dos agentes educativos, de modo a sustentar o desenho de intervenções pedagógicas no âmbito da educação inclusiva. A análise baseou-se numa conversa em grupo, de caráter exploratório, com cinco agentes educativos, selecionados de forma intencional. Os resultados evidenciam a coexistência entre uma compreensão alargada da educação inclusiva e constrangimentos associados à gestão de turmas numerosas, bem como a mobilização de estratégias pedagógicas adaptativas, nomeadamente metodologias colaborativas e participativas. Os dados evidenciam a centralidade da reorganização do trabalho pedagógico, da dimensão relacional e da formação contínua como eixos estruturantes para a promoção de práticas mais inclusivas. O estudo contribui para uma leitura situada das práticas educativas em contexto africano de língua portuguesa, oferecendo implicações relevantes para o desenho de dispositivos formativos contextualizados e para o desenvolvimento de políticas educativas orientadas para a equidade e inclusão. 2026-04-03T23:00:00Z http://hdl.handle.net/10174/41925 Title: Validity evidence based on internal structure of a pilot scientific literacy assessment instrument Authors: Coppi, Marcelo; Fialho, Isabel; Cid, Marília Abstract: This study presents the validity evidence based on internal structure gathered from the application of a pilot instrument to assess the scientific literacy of students at the end of the 3rd cycle of basic education. The instrument, composed of the subtestsnature of science, impact of science and technology on society and content of science, was applied to 176 students in the 10th grade from eight Portuguese schools. Evidence was gatheredusing the Item Response Theory information function.The analysis revealed that the three subtests show evidence of validity based on internal structure that makes it possible to use the results for decision making. Nevertheless, it was found to be necessary to revise the items of the content of science subtest in order forthem to better fit the characteristics of the sample 2024-01-01T00:00:00Z