Silva, Joana Ribeiro da
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Silva
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Joana Ribeiro da
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Joana Ribeiro da Silva
Biography
Concluiu o(a) Doutoramento em Doutoramento em Psicologia Clínica em 2011 pelo(a) Universidade do Minho e Licenciatura em Psicologia, área de pré-especialização em Psicologia Clínica em 2005 pelo(a) Universidade do Minho. É Professora Auxiliar na Universidade Portucalense Infante Dom Henrique, Departamento de Psicologia e Educação.
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011A-FC28-0157
36612283800Research Projects
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CINTESIS.UPT - Centro de Investigação em Tecnologias e Serviços de Saúde
Centro de Investigação em Tecnologias e Serviços de Saúde (CINTESIS.UPT), former I2P, is an R&D unit devoted to the study of cognition and behaviour in context. With an interdisciplinary focus, namely on Education, Translational and Applied Psychology
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Publication Open Access Tracking narrative change in the context of extremism and terrorism: Adapting the Innovative Moments Coding System2019-07 - Silva, Raquel da; Fernández-Navarro, Pablo; Gonçalves, Miguel M.; Rosa, Catarina; Silva, Joana Ribeiro daExisting models of deradicalisation, countering violent extremism (CVE), and counter-terrorism (CT) have lacked a clear theory of change, as well as robust empirical methodologies. This paper proposes an empirically-based systematic and transparent methodology – the Innovative Moments Coding System (IMCS) – which is empirically sensitive, ethically defensible, and can be of use in the context of research to inform practitioner contexts. Through a case study of former violent militants, we explore the adaptation and usage of this instrument to identify and track self-narrative change in the processes of engagement and disengagement, as well as radicalisation and deradicalisation in the context of violent extremism and terrorism. We illustrate how this methodology has the potential to bring benefits to the work of researchers involved in producing guidelines for disengagement, deradicalisation or risk-reduction interventions.Publication Open Access Innovation and ambivalence: a narrative-dialogical perspective on therapeutic change2018-05 - Gonçalves, Miguel M.; Ribeiro, António P.; Rosa, Catarina; Braga, Cátia; Magalhães, Carina; Oliveira, João Tiago; Silva, Joana Ribeiro daChange is indisputably one of the main goals of psychotherapeutic work. From a dialogical perspective, psychotherapeutic change entails a transformation in the transactional and communicative relationships established in the client’s “inner society of I-positions”. In the present chapter, we summarize the main findings of our narrative-dialogical research program on the processes of change in psychotherapy, privileging three related processes: the emergence of innovation, the occurrence of ambivalence (i.e., rejection of innovation), and 2 ambivalence resolution (i.e., back to innovation again). The systematic empirical study of these processes has been made possible by their operationalization and subsequent development of three process-oriented coding systems, respectively: the Innovative Moments Coding System, the Ambivalence Coding System, and the Ambivalence Resolution Coding System. Additionally, the theoretical and clinical implications of this empirical line of research is discussed and illustrated.Publication Open Access Early family adversity, stability and consistency of institutional care and infant cognitive, language and motor development across the first six months of institutionalization2019-11 - Baptista, Joana; Belsky, Jay; Marques, Sofia; Martins, Carla; Silva, Joana Ribeiro daThis study extends research on the effects of institutionalization—by examining the trajectories of cognitive, language and motor development of 64 Portuguese infants and toddlers across the first six months of institutionalization, while determining whether pre-institutional adversities and the stability and consistency of institutional care predict children’s development. At time of enrollment, 23.4%, 32.8% and 31.3% of the children were moderately to severely delayed, respectively, in their cognitive, linguistic and motor functioning. Developmental problems persisted after six months of institutionalization. The accumulation of early pre-institutional adversities predicted cognitive and motor limitations at admission to the institutions, but not variation in subsequent development. The stability and consistency of institutional care also failed to predict developmental growth and change. Children who had never lived with their families of origin showed a better language development at enrollment than their counterparts who had lived with their families of origin before institutionalization. Such advantage was followed by a deceleration in language growth after six months of institutional placement. Results are discussed in terms of short- vs. longer-term effects of institutionalization.