Promoting Self-Regulation in Children with Cerebral Palsy: A Mixed Analysis of the Impact of a Training Program for Psychologists.

Abstract

Cerebral palsy is a neurodevelopmental disorder that can impair self-regulatory skills. Narrative-based tools, such as "The Incredible Adventures of Anastácio, the Explorer", have shown promise in fostering these competencies in children with cerebral palsy. This study evaluated a training program for psychologists using a story-based intervention to promote self-regulation skills in children with cerebral palsy. A sequential explanatory mixed-methods design assessed declarative and procedural knowledge and self-efficacy changes. Seventeen psychologists completed a three-level program: Level 1 included sociodemographic and declarative knowledge assessments (pre/post); Level 2 focused on self-efficacy (pre/post) and a procedural knowledge task; and Level 3 reassessed self-efficacy (post 2). Semi-structured interviews explored participants' experiences qualitatively. Results showed a significant increase in declarative knowledge, confirming the effectiveness of training. All participants demonstrated positive levels of procedural knowledge despite individual variations. Self-efficacy did not increase significantly, likely due to the tool's high initial score and novelty. Qualitative findings highlighted the value of balancing theoretical and practical components in training. Although self-efficacy gains were limited, the program enhanced psychologists' declarative and procedural knowledge. Findings suggest that narrative-based training may help professionals update their knowledge and practices, supporting the promotion of self-regulatory skills in children with cerebral palsy.