Recursos expressivos e desempenho escolar: intervenção em grupo multifamiliar

Magda Pozzobon; Angela Helena Marin

doi:10.5354/0719-0581.2021.52578

Convocatoria de artículos para Número Especial “Psicología Comunitaria en América Latina: Resiliencia, Justicia Social y Descolonización del Conocimiento”.

Hasta el 31 de julio de 2025.

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Expressive Resources and School Performance: A Multifamily Group Intervention

Authors

Magda Pozzobon Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-8938-173X
Angela Helena Marin Universidade Federal do Rio Grande do Sul https://orcid.org/0000-0002-8056-8661

Vol. 30 No. 2 (2021)

https://doi.org/10.5354/0719-0581.2021.52578

Abstract

The present experience reports a systemic multi-family intervention in which expressive resources were used as instruments for reinforcing the support of families of adolescents with a history of low academic performance, enrolled in two primary schools in a city in the metropolitan region of Porto Alegre/RS. The activities were based on the concept of family support and privileged the dimensions affective-consistent, family adaptation and autonomy. The use of expressive resources (drawing, story, creative writing, scrap metal, clay, and music) provided a playful, relaxed environment of complicity, which facilitated the expression of emotions, insight and stimulated the development of new behaviours related to family support, like sharing activities, praise, play and family group value, also improving the academic performance of adolescents.

Keywords:

systemic intervention, multi-family group, expressive resources, school performance

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How to Cite

Pozzobon, M., & Marin, A. H. (2021). Expressive Resources and School Performance: A Multifamily Group Intervention. Revista De Psicología, 30(2), pp. 1–15. https://doi.org/10.5354/0719-0581.2021.52578