Francisco Simões
Francisco Simões earned his PhD in Psychology at the University of Coimbra in 2013. Between 2004 e 2015 he managed several youth development projects at Centro de Desenvolvimento e Inclusão Juvenil da Caritas da Ilha Terceira. These projects were sponsored by public and private grants from the Regional Government of The Azores, EDP Foundation, Gulbenkian Foundation, among others. He has a long experience as teacher trainer in subjects such as behavior management and prevention, school-based mentoring or school-family relationships. In 2015, he became a full member of CIS-IUL. He is presently collaborating with Community, Education and Development research group. He is also a post-doctoral fellow for the Science and Technology Foundation. His research is a longitudinal analysis of the impact of autonomy support (in)consistencies provided by parents, teachers and mentors on the internalization of social norms. His senior advisors are Manuela Calheiros, from ISCTE-IUL, and Madalena Alarcão, from the University of Coimbra. In general, his research interests are focused on the social development of adolescents, especially of vulnerable youths.
Supervisors: Manuela Calheiros and Madalena Alarcão
Supervisors: Manuela Calheiros and Madalena Alarcão
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Our study involved 337 university students (M = 21.55; SD = 2.48; 63.50% female) enrolled in tertiary education in mainland Portugal. The participants were from The Azores Islands, a remote and mostly rural Portuguese region. Using a Structural Equation Model (SEM) and Multi-Group Analysis (MGA) approach, we found that greater PA significantly improved their prospects of returning, rather than greater expected monthly income 3 years after graduation. However, these trends were only relevant among young women. Our findings indicate the need to strengthen youth civic engagement policies, as well as new youth employment packages that diversify the transition from education to the labor market or better match local resources with more promising and rewarding careers.
Using Latent Class Analysis LCA), a four-class solution for MASA presented the best fit. A Generalized Linear Model (GLM) approach revealed that lower SES was associated with greater antisocial behavior, while MASA was linked to improved prosociality and self-regulation when youths were included in a high-attuned multiple autonomy support class, compared to other MASA classes. Thus, optimal levels of MASA can represent an asset for training, implementation, and assessment stages of interventions aimed at improving early adolescents' positive social development.
demographic and professional experience factors on the selfefficacy
and perceived barriers of rural Portuguese youths not in
employment, education or training (NEET), as well as on their
educational and vocational expectations at age 35. These
indicators are involved in the compromise mechanism of choice
of the circumscription and compromise theory, a construct that
describes the reason why certain vocational alternatives are
progressively restricted among young adults. Most of the
participants (n = 137) were female (62%) and their age ranged
from 18 to 30 (M = 24.88; SD = 2.30).
Findings show that the participants’ self-efficacy was positively
affected by having a previous job contract, and negatively
influenced by longer unemployment periods (>24 months).
Longer unemployment periods also increase the perception of
barriers. Educational expectations at age 35 were significantly
higher among participants who had completed middle school and
marginally lower for those living with their parents, while
vocational expectations at age 35 were more conservative among
those who had concluded high school. Recommendations are
made regarding employment policies as well as training and
vocational guidance interventions for NEETs in rural regions.
Objectives The purpose of this work is to explore the factors that may facilitate or undermine the completion of SBM goals, according to the perspectives of both mentors
and parents.
Methods We conducted a qualitative study using the focus group technique, followed by a content analysis. The study involved 22 mentors and 16 parents. We then classified the emergent themes as either facilitators of or barriers to SBM success.
Results and Conclusions The participants focused on how the relationships of mentors with parents, teachers and, more rarely, with social service officials affected the SBM
accomplishments. The participants seldom regarded the characteristics of the mentees as an important influence on mentoring effectiveness. Our findings suggest that mentoring
delivered by teachers may help to address some of the practical limitations of SBM programs. However, the overlap of mentoring and teaching roles in SBM may also necessitate additional care regarding the definition of purposeful interactions of the mentors with the other adults who are significant in the lives of the mentees, namely their parents and teachers."
Our study involved 337 university students (M = 21.55; SD = 2.48; 63.50% female) enrolled in tertiary education in mainland Portugal. The participants were from The Azores Islands, a remote and mostly rural Portuguese region. Using a Structural Equation Model (SEM) and Multi-Group Analysis (MGA) approach, we found that greater PA significantly improved their prospects of returning, rather than greater expected monthly income 3 years after graduation. However, these trends were only relevant among young women. Our findings indicate the need to strengthen youth civic engagement policies, as well as new youth employment packages that diversify the transition from education to the labor market or better match local resources with more promising and rewarding careers.
Using Latent Class Analysis LCA), a four-class solution for MASA presented the best fit. A Generalized Linear Model (GLM) approach revealed that lower SES was associated with greater antisocial behavior, while MASA was linked to improved prosociality and self-regulation when youths were included in a high-attuned multiple autonomy support class, compared to other MASA classes. Thus, optimal levels of MASA can represent an asset for training, implementation, and assessment stages of interventions aimed at improving early adolescents' positive social development.
demographic and professional experience factors on the selfefficacy
and perceived barriers of rural Portuguese youths not in
employment, education or training (NEET), as well as on their
educational and vocational expectations at age 35. These
indicators are involved in the compromise mechanism of choice
of the circumscription and compromise theory, a construct that
describes the reason why certain vocational alternatives are
progressively restricted among young adults. Most of the
participants (n = 137) were female (62%) and their age ranged
from 18 to 30 (M = 24.88; SD = 2.30).
Findings show that the participants’ self-efficacy was positively
affected by having a previous job contract, and negatively
influenced by longer unemployment periods (>24 months).
Longer unemployment periods also increase the perception of
barriers. Educational expectations at age 35 were significantly
higher among participants who had completed middle school and
marginally lower for those living with their parents, while
vocational expectations at age 35 were more conservative among
those who had concluded high school. Recommendations are
made regarding employment policies as well as training and
vocational guidance interventions for NEETs in rural regions.
Objectives The purpose of this work is to explore the factors that may facilitate or undermine the completion of SBM goals, according to the perspectives of both mentors
and parents.
Methods We conducted a qualitative study using the focus group technique, followed by a content analysis. The study involved 22 mentors and 16 parents. We then classified the emergent themes as either facilitators of or barriers to SBM success.
Results and Conclusions The participants focused on how the relationships of mentors with parents, teachers and, more rarely, with social service officials affected the SBM
accomplishments. The participants seldom regarded the characteristics of the mentees as an important influence on mentoring effectiveness. Our findings suggest that mentoring
delivered by teachers may help to address some of the practical limitations of SBM programs. However, the overlap of mentoring and teaching roles in SBM may also necessitate additional care regarding the definition of purposeful interactions of the mentors with the other adults who are significant in the lives of the mentees, namely their parents and teachers."
A primeira parte serve de enquadramento à temática pelo que se procede: à definição do conceito, à apresentação sumária das funções de tutoria e à distinção entre tutoria e outras formas de aconselhamento e orientação, de que é exemplo o coaching. Nesta secção do presente guião, especifica-se, ainda, a noção de tutoria escolar, analisa-se, sucintamente, os benefícios e limites da tutoria escolar no desenvolvimento dos tutorandos e reflecte-se, de forma panorâmica, sobre algumas contra-indicações na sua utilização.
Na segunda parte, são descritas cinco áreas de organização de um programa de tutoria escolar cuja sistematização, em nosso entender, é nuclear. A selecção de professores tutores, o modo de fazer tutoria, a motivação dos tutorandos para o desempenho escolar, a capacidade de olhar para além do problema e de gerar soluções que contribuam para reescrever a história da criança/jovem e a supervisão/acompanhamento dos programas de tutoria escolar são os tópicos desenvolvidos. A segunda parte deste guião está orientada para a intervenção, pelo que a sua elaboração teve por pressuposto norteador a necessidade de a mesma revelar uma utilidade prática. Daí que a sua organização obedeça, em cada tópico, à apresentação de um sumário, à tipificação de potenciais dificuldades e respectivas soluções e à apresentação dessas mesmas soluções sob a forma de propostas concretas ou de narrativas que exemplificam a sua operacionalização.