Desenvolvimento Socioemocional Pós-pandemia

O Caso de uma IPSS Direcionada à Camada Infantojuvenil

Abstract

The pandemic situation that took place in 2020 has caused several psychosocial impairments in children and youth. There have been restrictions in social and relational activities that act as important developmental milestones. Significant mood and behavioral changes have also been observed, such as depression, anxiety, irritability, loneliness, frustration, anger, fear, insecurity, and sleep and appetite disturbances. In this regard, promoting socioemotional development in children and youth seems an appropriate response, empowering emotional regulation, self-efficacy, and social skills. To reinforce the role of the school institution in this promotion, non-formal education units appear, meeting the needs in an individualized way, according to reality and context. It’s with the aim of promoting the social-emotional development that the project "Social and Emotional Education for a Full Education" was created, with an action research methodology, developed in an Institution of Social Solidarity (IPSS) on a vulnerable territory, located at Carnaxide (Oeiras). Still in progress, the project has proven beneficial, and results can already be seen in the daily lives of the beneficiary children. This article aims, therefore, to present the project developed in response to the post-pandemic and contextual needs, as well as reflect on ways to strengthen the empowerment of the children and youth in terms of socio-emotional skills.