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(analítico) Se analizan las intersecciones entre territorio, movilidades y experiencias educativas de jóvenes de un barrio periférico de la ciudad de Córdoba, Argentina. A partir de un abordaje etnográfico, basado en observaciones, talleres de mapeo territorial y entrevistas grupales con estudiantes de nivel secundario, damos cuenta de una monopolización de tiempos y espacios por parte de la escuela, que inhibe su participación en otras esferas sociales significativas. Desde la perspectiva juvenil, la escuela asume una connotación paradojal: es un «buen lugar» para estar, aunque también un ámbito que no satisface demandas específicas relativas a la salud, el respeto a la diversidad y el reconocimiento. El papel de las/os educadoras/es no es impugnado, tanto como el modo en que muchas/os están pudiendo hacer frente a dichas demandas.
(analytical) This paper analyzes the intersections between territory, mobilities, and educational experiences of youngsters from a peripheral neighborhood in the city of Córdoba, Argentina. Through an ethno-graphic approach based on observations, territorial mapping workshops, and group interviews with secondary level students, we account for a monopolization of time and space by the school, which inhibits their participation in other significant social spheres. From the youth perspective, the school assumes a paradoxical connotation: it is a «good place» to be, although it is also an environment that does not meet specific demands related to health, respect for diversity, and recognition. The role of educators is not contested, as much as the way in which many of them are able to meet these demands.
(analítico) O trabalho analisa as interseções entre território, mobilidade e experiências educacionais de jovens de um bairro periférico da cidade de Córdoba, Argentina. Através de uma abordagem etnográfica baseada em observações, oficinas de mapeamento territorial e entrevistas em grupo com estudantes do ensino medio, reconhecemos uma monopolização do tempo e do espaço pela escola, o que inibe sua participação em outras esferas sociais significativas. Do ponto de vista dos jovens, a escola assume uma conotação paradoxal: é um «bom lugar» para estar, embora também seja um ambiente que não atende às demandas específicas relacionadas à saúde, respeito à diversidade e reconhecimento. O papel dos educadores não é contestado, assim como a maneira como muitos deles estão lidando com essas demandas.
Subject(s)
AdolescentABSTRACT
OBJETIVO: Identificar o conhecimento de estudantes sobre os métodos contraceptivos, antes e após a realização de oficinas sobre a temática. MÉTODOS: Pesquisa-ação, realizada com 38 estudantes do ensino médio. Foram realizadas oficinas com discussão da temática (audiogravadas) e aplicação de pré e pós-teste em outubro de 2022. Utilizou-se a análise de conteúdo temática para as narrativas e cálculo da frequência relativa para as questões fechadas do questionário. RESULTADOS: As narrativas se diferenciam entre as escolas. Os estudantes acreditam que o dispositivo intrauterino é abortivo; conhecem pouco sobre dupla proteção; e associam a pílula anticoncepcional aos benefícios à estética. Após as oficinas houve ampliação dos acertos e incorporação de novos conhecimentos mensurados pelo pós-teste nas duas escolas. CONCLUSÃO: É importante realizar oficinas no ambiente escolar a fim de reduzir danos à saúde e o Programa Saúde na Escola pode ser um facilitador para o acesso às temáticas da sexualidade e saúde reprodutiva.
OBJECTIVE: To identify students' knowledge about contraceptive methods, before and after workshops on the topic. METHODS: Action research, carried out with 38 high school students. Workshops were held with discussion of the topic (audiorecorded) and application of pre- and post-tests in October 2022. Thematic content analysis was used for the narratives and calculation of the relative frequency for the closed questions of the questionnaire. RESULTS: The narratives differ between schools. Students believe that the intrauterine device is abortifacient; they know little about double protection; and they associate the contraceptive pill with aesthetic benefits. After the workshops, there was an increase in correct answers and the incorporation of new knowledge measured by the post-test in both schools. CONCLUSION: It is important to hold workshops in the school environment in order to reduce harm to health and the School Health Program can be a facilitator for access to sexuality and reproductive health topics.
OBJETIVO: Identificar los conocimientos de los estudiantes sobre métodos anticonceptivos, antes y después de los talleres sobre el tema. MÉTODOS: Investigación acción, realizada con 38 estudiantes de secundaria. Se realizaron talleres con discusión del tema (audiograbados) y aplicación de pre y post pruebas en octubre de 2022. Para las narrativas se utilizó análisis de contenido temático y cálculo de la frecuencia relativa para las preguntas cerradas del cuestionario. RESULTADOS: Las narrativas difieren entre escuelas. Los estudiantes creen que el dispositivo intrauterino es abortivo; saben poco sobre la doble protección; y asocian la píldora anticonceptiva con beneficios estéticos. Luego de los talleres, hubo un aumento en las respuestas correctas y la incorporación de nuevos conocimientos medidos por el post-test en ambas escuelas. CONCLUSIÓN: Es importante realizar talleres en el ámbito escolar para reducir los daños a la salud y el Programa de Salud Escolar puede ser un facilitador para el acceso a temas de sexualidad y salud reproductiva.
Subject(s)
Contraception , Students , Education, Primary and SecondaryABSTRACT
ObjectiveTo analyze the varicella cases from the illness-induced absenteeism system and the National Notifiable Disease and Reporting System （NNDRS） in primary and secondary school students in Minhang District， determine the characteristics of varicella-induced absenteeism in schools， and provide scientific evidence for the prevention and control of varicella in schools. MethodsSurveillance data of varicella-induced absenteeism and varicella cases in the NNDRS in 2021 were collected. Characteristics of varicella-induced absenteeism and consistency of data between the illness-induced absenteeism system and the NNDRS were determined， using descriptive analysis and matching varicella cases in the two systems. ResultsThe incidence of varicella in Minhang District was 48.28/105 in 2021. The overall rate of illness-induced absenteeism was 612.08/105 in primary and secondary schools， and the rate of varicella-induced absenteeism was 6.03/105. The distribution of varicella-induced absenteeism was consistent with the incidence of varicella cases. Furthermore， the rate of varicella-induced absenteeism was significantly higher in boys than in girls. The rate increased synchronously during the peak of varicella incidence. The rate differed significantly across the students in diverse schools （χ2=135.217，P<0.001）， which was the highest in middle school students. However， there was no significant difference in the number of absent days between peak incidence and non-peak incidence periods of varicella （t=0.173， P=0.863）. Moreover， actual matching proportion of varicella cases between illness-induced absenteeism system and the NNDRS was 88.90%. The varicella cases that had been notified and those had not been notified in the NNDRS did not differ significantly in the number of absent days （t=0.346， P=0.730）. ConclusionThe incidence of varicella and varicella-induced absenteeism in schools is relatively low in Minhang District. Data between the illness-induced absenteeism system and the NNDRS is consistent. Routine prevention and control of varicella in schools is maintained a good level throughout the year.
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Guided imagery technique is a cognitive behavioural technique in which under the guided instructions a client is guided in imagining a relaxing scene or series of experiences. It is a gentle powerful technique more often used to promote relaxation and to provide therapeutic bene?ts. Adolescents are very often susceptible to emotional distress due to exam anxiety .The aim of the study was to assess the effectiveness of guided imagery technique on examination anxiety among adolescent students. A quasi-experimental research which includes a pre-test, guided imagery technique training and a post-test was conducted. A convenient sampling was used to select the 60 adolescent students and their knowledge was assessed by multiple-choice questionnaire and standardized test anxiety questionnaire developed by Nist and Diehl. The results revealed that the mean post-test anxiety level score (14.97) was lesser than the mean pre-test score (21.2). The obtained “t” value was 5.74 which was signi?cant at p<0.05 level .The study concluded that guided imagery technique is an effective intervention for reducing examination anxiety among adolescent students.
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RESUMEN Introducción. La victimización escolar es un problema vigente en el Perú. El enfoque de género en el análisis de sus características permitirá adaptar estrategias de intervención diferenciadas. Objetivo. Determinar los factores de riesgo de victimización según enfoque de género en adolescentes escolares de las ciudades de Huamanga y Sicuani. Diseño. Estudio observacional transversal analítico. Participantes. 1160 alumnos de primero a quinto de secundaria de dos colegios (privado y público) en Huamanga y Sicuani. Intervención. Encuesta validada para identificar víctimas de bullying. Análisis. Descriptivo, chi-cuadrado, OR (IC95%) y análisis multivariado de regresión logística. Se utilizó SPSS v. 15. Principales medidas de resultados. Porcentaje y factores de riesgo de victimización escolar. Resultados. El 37,3% de estudiantes fueron victimizados. En varones, "ha presenciado algún acto violento" 1,72 (1,122 - 2,636); en mujeres "vivir con uno de los padres" 1,682 (1,072 - 2,641); en "Huamanga" 1,767 (1,119 - 2,790); en ambos sexos "tener algún defecto físico" y "padres reaccionan con violencia cuando se portan mal" fueron los factores de riesgo más importantes. Formas de victimización más reportadas en ambos sexos fueron "te pusieron apodos" y "has sido discriminado". Predominó en varones, las formas directas como "te llamaron homosexual" y "has sido golpeado"; y en mujeres las indirectas. Conclusiones. La victimización escolar es problema importante. En mujeres estuvo asociada con características individuales y familiares; y en varones con la seguridad escolar. Las formas directas de victimización se relacionaron con varones.
ABSTRACT Introduction. School victimization is a current problem in Peru. Gender approach in analysis allows the adaptation of differentiated intervention strategies. Objective. To determine the risk factors for victimization according to gender approach in school adolescents from cities of Huamanga and Sicuani. Design. Analytical cross-sectional observational. Participants. 1160 students from first to fifth grade from two schools (private and public) in Huamanga and Sicuani. Intervention. Validated survey to identify victims of bullying. Analysis. Desciptive, chi-square, OR (95% CI) and multivariate logistic regression analysis. The SPSS vs. 15 program was used. Main outcome measures. Percentage and risk factors for school victimization. Results. 37.3% of students were found victims. In male gender, "has witnessed a violent act" 1.72 (1.122 - 2.636); in female gender "to live with one of parent" 1.682 (1.072 - 2.641); "live in Huamanga" 1.767 (1.119 - 2.790); and in both genders "having a physical defect" and "parents react with violence when they misbehave" were the most important risk factors. The most reported forms of victimization in both genders were "they gave you nicknames" and "you have been discriminated against". Direct forms such as "they called you homosexual" and "you have been beaten" prevailed in men, and indirect forms in women. Conclusions. The school victimization is an important problem. In female gender is related to individual and family characteristics and in male gender to school safety. The direct forms of victimization are related to male gender.
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Resumen (descriptivo): En este artículo presentamos los resultados -desde el discurso del estudiantado- de la investigación "Representaciones de lo político en estudiantes y profesores en la educación secundaria de la Región Metropolitana. Criterios para una nueva propuesta de formación ciudadana", realizada en Santiago de Chile. La investigación tuvo una fase exploratoria cuantitativa que recogió en estudiantes y docentes su percepción sobre la política, así como algunos conceptos asociados, tales como democracia, poder, participación. Le siguió una etapa cualitativa en la que indagamos los significados del valor y el sentido de la política y la democracia, a nivel escolar y social. Los resultados muestran un distanciamiento de la política institucional por parte de la gente joven, una valoración de la participación de la sociedad en la política nacional y la necesidad de fortalecer la democracia en la escuela.
Abstract (descriptive): This article presents the results obtained from the study "Representations of 'the political' among secondary students and teachers of secondary schools in the metropolitan region: Guidelines for a new proposal for citizenship education", undertaken in the city of Santiago, Chile. This study began with an initial quantitative exploratory phase to collect students' and teachers' perceptions about politics and associated concepts -democracy, power, participation. As a second step, this study employed qualitative methodology to investigate the meanings attached by participants to the value and significance of politics and democracy at social and school levels. The results of the study show a withdrawal of young boys and girls from institutional politics, a high valuation of the participation of members of society in national politics and the need to strengthen democracy at schools.
Resumo (descritivo): Este artigo apresenta, desde discursos dos e das estudantes, os resultados da pesquisa "Representações políticas nos estudantes e professores na educação secundária da Região Metropolitana de Santiago. Critérios para uma nova proposta de formação cidadã" realizada em Santiago do Chile. A pesquisa teve uma etapa exploratória quantitativa que coletou a percepção dos estudantes e professores sobre a política e conceitos associados, como democracia, poder e participação. A segunda etapa foi qualitativa, onde indagou os significados sobre o valor e o sentido da política e da democracia no nível escolar e social. Os resultados mostram um distanciamento entre os jovens da política institucional. Uma valorização da participação da sociedade na política nacional e a necessidade de fortalecer a democracia na escola.
Subject(s)
Politics , Democracy , SchoolsABSTRACT
Se realizó un estudio descriptivo y transversal de los 694 estudiantes de la Escuela Secundaria Básica Camilo Cienfuegos Gorriará de Santiago de Cuba, durante el trimestre de enero a marzo del 2015, con vistas a determinar la afectación por caries en el primer molar permanente. Para el análisis de la información se empleó el porcentaje y entre los principales resultados se obtuvo que la mayoría de los examinados (74,0 por ciento) presentara caries en al menos uno de dichos molares, con una mayor frecuencia del sexo femenino y la edad de 13 años (45,6 y 77,6 por ciento, respectivamente), mientras que los molares inferiores fueron los más dañados (26,5 por ciento) y las fosas y fisuras, las superficies dentales más afectadas (5,1 por ciento). Finalmente, se recomendó intensificar los programas de atención estomatológica a escolares de 12 a 15 años de edad
A descriptive and cross-sectional study of 694 students from Camilo Cienfuegos Gorriarán secondary school in Santiago de Cuba was carried out from January to March, 2015 with the purpose of determining the disorder due to dental decays in the first permanent molar. The percentage was used to analyze the information and among the main results it was found that most of those examinated (74 percent) presented dental decay in at least one of the molars, with a higher frequency in the female sex and 13 years students (45.6 and 77.6 percent respectively), while the most damaged were the lower molars (26.5 percent); fossas and fissures were the most affected dental surfacies (5.1 percent). Finally, it was recommended to intensify the stomalogical care programs to school children from 12 to 15 years
Subject(s)
Humans , Male , Female , Child , Adolescent , Dental Care , Dentition, Permanent , Dental Caries/therapy , Dental Caries/epidemiology , Epidemiology, Descriptive , Cross-Sectional StudiesABSTRACT
RESUMO Objetivo Elaborar banco de palavras de alta, média e baixa frequência em leitura para o Ensino Fundamental II. Método As palavras foram retiradas do material didático de Língua Portuguesa, utilizado pela rede de ensino do Estado de São Paulo do 6º ao 9º ano do Ensino Fundamental. Selecionaram-se apenas os substantivos. Foi registrada a frequência de ocorrência de cada palavra e elaborado um banco único. Para classificá-las como alta, média e baixa frequência, optou-se por trabalhar com os tercis da distribuição, frequência média e ponto de corte dos tercis. Para verificar se as palavras de alta, média e baixa frequência correspondem a essa classificação, foram avaliados 224 alunos: G1 (6º ano, n= 61); G2 (7º ano, n= 44); G3 (8º ano, n= 65); e G4 (9º ano, n= 54). As listas de palavras foram apresentadas aos escolares, para leitura, em voz alta, em duas sessões: 1ª) palavras de alta e média frequência e 2ª) palavras de baixa frequência. Resultados Foram excluídas palavras que contemplavam os critérios de exclusão e que geravam desconforto ou piadas por parte dos alunos. O banco de palavras ficou constituído por 1659 palavras e foi denominado E – LEITURA II. Conclusão O E-LEITURA II é um recurso útil para os profissionais, pois disponibiliza um banco de palavras que poderá ser utilizado para fins de pesquisa, educacionais e clínicos em escolares do Ensino Fundamental II. O profissional poderá escolher as palavras de acordo com seus objetivos e critérios para elaborar procedimentos de avaliação e intervenção com leitura.
ABSTRACT Purpose To develop a database of words of high, medium and low frequency in reading for Basic Education II. Methods The words were taken from the teaching material for Portuguese Language, used by the teaching network of the State of São Paulo in the 6th to the 9th year of Basic Education. Only nouns were selected. The frequency with which each word occurred was recorded and a single database was created. In order to classify the words as of high, medium and low frequency, the decision was taken to work with the distribution terciles, mean frequency and the cutoff point of the terciles. In order to ascertain whether the words of high, medium and low frequency corresponded to this classification, 224 students were assessed: G1 (6th year, n= 61); G2 (7th year, n= 44); G3 (8th year, n= 65); and G4 (9th year, n= 54). The lists of words were presented to the students for reading out loud, in two sessions: 1st) words of high and medium frequency and 2nd) words of low-frequency. Results Words which encompassed the exclusion criteria, or which caused discomfort or joking on the part of the students, were excluded. The word database was made up of 1659 words and was titled ‘E – LEITURA II’ (‘E-READING II’, in English). Conclusion The E-LEITURA II database is a useful resource for the professionals, as it provides a database which can be used for research, educational and clinical purposes among students of Basic Education II. The professional can choose the words according to her objectives and criteria for elaborating evaluation or intervention procedures involving reading.
Subject(s)
Humans , Reading , Vocabulary , Students , Teaching , Public SectorABSTRACT
El presente artículo aborda desde un punto de vista histórico el proceso de institucionalización de las prácticas de los equipos de profesionales que trabajan en las escuelas medias dependientes del GCBA. El mismo se basa en material producido en la investigación para la tesis "Los equipos profesionales ante la vulnerabilidad social, institucional y subjetiva en los Departamentos de Orientación Educativa (DOE) de escuelas medias públicas de la Ciudad de Buenos Aires: entre las normativas y las prácticas", de la Maestría en Ciencias Sociales con orientación en Educación de la FLACSO- Argentina, y en actualizaciones recientes respecto del tema abordado. El propósito es echar luz al lugar que ocupa la normativa y cómo se fueron definiendo las funciones de los agentes psicoeducativos del DOE en su recorrido histórico hasta la actualidad, identificando tres períodos clave para comprender los sentidos que orientan las prácticas, y definen la dimensión institucional de las mismas. Se describen y analizan las incumbencias de los cargos de Psicólogo, Psicopedagogo y Asesor Pedagógico, y las especificaciones reglamentarias que se introducen en la última década, con una mayor presencia de instancias de normativización y control gubernamental del Ministerio de Educación de la Ciudad, surgidas en el marco de las políticas de inclusión educativa y de la reforma de la escuela secundaria.
The current article addresses from a historical point of view the process of the institutionalization of practices by the teams of professionals working in the secondary schools that are dependent on the GCBA. This is based on the research material produced for the thesis, "Teams of professionals facing social, institutional, and subjective vulnerability in the Departments of Educational Orientation (DOE) at public secondary schools in the city of Buenos Aires: between the norms and practices," for the Masters in Social Sciences with an orientation in Education at FLACSO-Argentina," as well as in recent updates of the issue being addressed here. The purpose is to highlight the place that the norm occupies and how the functions of the psycho-educational agents of the DOE came to be defined in their historical course up until now, along with the identification of three key periods to understand the sense that orient the practices and define their institutional dimension. We describe and analyze the tasks of those in the roles of psychologist, psycho-pedagogue, and pedagogical advisor, as well as the regulatory specifictions introduced in the last decade, with a major presence of instances of standardization and governmental control from the City's Ministry of Education, emerging within the framework of the educational inclusion policies and the reform of the secondary school.
Subject(s)
Humans , Institutionalization , Organizations/legislation & jurisprudence , EducationABSTRACT
El presente artículo está basado en el material de la investigación para la tesis "Los equipos profesionales ante la vulnerabilidad social, institucional y subjetiva en los Departamentos de Orientación Educativa (DOE) de escuelas medias públicas de la Ciudad de Buenos Aires: entre las normativas y las prácticas", de la Maestría en Ciencias Sociales con orientación en Educación de la FLACSO- Argentina. En el mismo, por medio del estudio de la situación de una alumna construida como un caso, se explora el dispositivo de la entrevista, empleado frecuentemente por los profesionales de los equipos interdisciplinarios que trabajan en las escuelas. Desde una perspectiva clínica socio-educativa (Zelmanovich, 2012) en el marco teórico del Psicoanálisis, y desde la función del psicólogo nos proponemos visibilizar los efectos educativos de un abordaje que parte de una lectura de los resortes inconscientes de las acciones de la adolescente y sus posibilidades de simbolización ante la irrupción de impulsiones (Rabinovich, 1992), con episodios que bordean el riesgo. Partiendo de la demanda de la institución al psicólogo por situaciones de violencia, a través del trabajo con la estudiante a lo largo de tres años de su trayecto educativo analizamos la dimensión subjetiva de la vulnerabilidad, los padecimientos adolescentes y las posibilidades de construcción de un lugar simbólico en el marco de la experiencia escolar.
The current article is based on the research material for the thesis, "Teams of professionals facing social, institutional, and subjective vulnerability in the Departments of Educational Orientation (DOE) at public secondary schools in the city of Buenos Aires: between the normative and practices," for the Masters in Social Sciences with an orientation in Education at FLACSO-Argentina. Through the study of a situation with a student that was constructed into a case study in the thesis, the instrument of the interview is explored, being that it is employed frequently by the interdisciplinary teams that work in the schools. From a clinical, socio-educational perspective (Zelmanovich, 2012) in the theoretical framework of psychoanalysis, and from the function of the psychologist, we propose to make the educational effects visible with an approach that sets forth from an interpretation of the un-conscious sources of the adolescent's behaviors and the possibilities of symbolization, in light of the irruption of impulses (Rabinovich, 1992) with risk-bordering episodes. Starting out with the demand from the institution to the psychologist over the incidences of violence, through the work done with the student over a three year period of her academic development, we analyze the dimension of the subjective vulnerability, the adolescent afflictions, and the possibilities of constructing a symbolic place within the school experience.
Subject(s)
Adolescent , Violence , Interview, Psychological , Schools , Case Reports , Adolescent , Impulsive BehaviorABSTRACT
Context: Adolescents seek health information from diverse sources. When such information is appropriately sought, correct and complete, it ensures an understanding of their reproductive health needs and encourages healthy sexual decision making and behaviors. Objective: To determine the level of knowledge and source of information about reproduction and sexually transmitted infections among senior secondary schools students in Ojo military barracks, Lagos. Materials and Methods: A cross-sectional study of 400 senior secondary schools students in Ojo military barracks, Lagos, selected using multistage sampling technique was done. Data collection employed pretested, self- administered structured questionnaires. Data was analysed using statistical package for social sciences version 17. Tests of statistical significance were carried out using chi square and t tests. A p value of <.05 was considered significant. Results: Majority of them 391(97.8%), were in the age group (10-19 years) while the mean age was 152.4 for males and 152.2 for females respectively. Information on sexual and reproductive health was sought from the electronic media by 238(59.5%), 115 (52.0%) males and 123 (68.7%) females; peer group 231(57.8%), 120 (54.3%) males and 111 (62.0%) females as well as print media and other sources with a statistically significant difference in this practice between the males and females (P=.01). Only 38 (9.5%) had very good knowledge. The sexually experienced were less knowledgeable than the non-experienced (3.71.3 and 3.91.3 respectively; P<.05). Knowledge was found to increase with age (P<.05). Females had more knowledge than males (P<.05). Conclusions: Overall knowledge was assessed as fairly good, while key sources of information were the electronic media and peer groups. Interventions including peer education are recommended to ensure that these sources provide veritable information on reproductive health.
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Background: Self esteem among adolescents is a neglected issue in pediatrics, especially in this part of the world. Females ages fourteen to seventeen seemed to have positive self-esteem and so do the males but self esteem is low at middle ages. Females tend to have a low self esteem than males Objectives: The objective of this study is to determine the pattern of self esteem among adolescents and associated factors. Methods: The study was carried out among adolescents attending secondary schools from two cities; (Enugu and Abakiliki located in south eastern part of Nigeria) within age range of 10-19 yr. A structured self administered questionnaire developed from self esteem scores was used for data collection. Pearson’s chi-square was used to test for relationship between categorical variables while student t- test was used to test significant relationship between continuous variables. Test of significance was set at p<0.5. Results: The self esteem questionnaire used was classified into two major questions with several sub questions. The first group is about self confidence, self fulfillment and self worth and confidence, the second group include depression, hopelessness, loneliness, and suicidal thoughts. We enrolled 507 adolescents in this study. The mean age of all participants was 16.3 (1.2) yr. Total mean self esteem score for all respondents is 15.77±2.769. Low self esteem was observed in 3.6% of the respondents with 4.3% of females and 2.5% of Males. Low self esteem is mostly seen in older adolescents aged 18-19 (44%) and rare among (adolescents less than 11 yr (0%). Low self esteem was more common among the female respondents in all the age ranges. Conclusion: Self esteem is high among adolescents, though this is may be overemphasized as more research is needed in this area.
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Los trastornos psiquiátricos en la adolescencia se vinculan con algunas adversidades sociales como la disfunción familiar y el abuso. En la Ciudad de México, hasta el 68% de los adolescentes ha sufrido al menos una adversidad crónica y los problemas de salud mental, como la depresión y el trastorno por déficit de atención con hiperactividad, son frecuentes y ocasionan problemas académicos. Las diferencias sociales y económicas de los alumnos de secundarias públicas y privadas son bien conocidas, sin embargo no se ha establecido cuáles son las diferencias entre la adversidad social y los trastornos psiquiátricos entre estas poblaciones. El objetivo de esta investigación fue diagnosticar, en un procedimiento clínico de dos pasos, y comparar estas características en los adolescentes de secundarias del sur de la Ciudad de México. Método Se realizó un acuerdo por conveniencia con siete secundarias del sur de la Ciudad de México, cuatro públicas y tres privadas. Previo consentimiento de los padres y asentimiento de los adolescentes, se aplicó un tamizaje clínico que evaluó sintomatología internalizada y externalizada en 1 474 alumnos. El tamizaje positivo a probable psicopatología se encontró en 419 alumnos, de los cuales 319 aceptaron la entrevista clínica y se presentaron a la misma 117. Resultados De los 117 adolescentes entrevistados, 83.8% fueron casos, más frecuentes en los alumnos de escuelas públicas que en las privadas: 64 (91%) vs. 34 (71%), (?2=7.85; P=0.005). La edad promedio fue de 13.39 años (DE=0.98). La disfunción familiar se encontró en 57 (48.71%) de los 117 adolescentes. El funcionamiento general fue evaluado mediante el GAF, la puntuación media de todos los alumnos fue de 65.48 (DE=11.68). El trastorno depresivo mayor y el trastorno por déficit de atención con hiperactividad fueron los diagnósticos más frecuentes: 48.7% y 59.8%, respectivamente. El abuso psicológico y físico, la disfunción familiar y el trastorno depresivo mayor se presentaron significativamente más en los alumnos de las escuelas públicas. Conclusiones La adversidad social y la depresión se presentan y se asocian más frecuentemente en alumnos de secundarias públicas que en las privadas. Esto representa un reto para los servicios educativos y de salud mental para el reconocimiento temprano y la atención oportuna, ya que existe una vinculación entre el bienestar social y la salud mental...
Psychiatric disorders in adolescence are linked to social adversity, family dysfunction and abuse. In Mexico City, up to 68% of the adolescents have experienced at least one chronic adversity. Mental health problems, such as depression and attention deficit hyperactivity disorder, are frequent and cause academic problems. The social and economic differences between students in public and private secondary is well known. However, it has not been established what the differences between social adversity and psychiatric disorders are among these populations. The aim of this investigation was to determine and compare, in a clinical two-step procedure, these features in secondary students from southern Mexico City. Method Agreement for convenience with seven secondary schools from southern Mexico City, four public and three private, was carried out. Prior parental consent and adolescent assent, a clinical screening that evaluated internalized and externalized symptoms was applied to 1 474 students. Positive screening for probable psychopathology was found in 419 students. Of these, 319 accepted a clinical interview and 177 were interviewed. Results Of the 117 adolescents interviewed, 83.8% were cases. There were more public school students than private school students: 64 (91%) vs. 34 (71%) (?2=7.85, P=0.005), respectively. The average age was 13.39 years (SD=0.98). Family dysfunction was found in 57 (48.71 %) of the 117 adolescents. The overall performance was assessed by the GAF; the mean score of all students was 65.48 (SD=11.68). Major depressive disorder and attention deficit hyperactivity disorder were the most frequent diagnoses, with 48.7% and 59.8%, respectively. The psychological and physical abuse, family dysfunction and major depressive disorder occurred significantly in more students from public schools. Conclusions Social adversity and depression were present and more associated in students from public than private secondary schools. This represents a challenge for educational and mental health services for the early recognition and prompt attention as there is a link between social welfare and mental health...
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This paper is an attempt to discuss the various aspects of Unit Cost of Education in Government Higher Secondary Schools of Imphal, Manipur, India.
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Community engagement efforts in brains and neurosciences projects involving higher education institutions are currently sporadic in Malaysia and likely to contribute the apparent lack of neuroscience awareness in the society. In this paper, we highlight ‘The Brain Apprentice’ project as a knowledge transfer effort to raise neuroscience awareness using school-centred neuroscience clubs. These groups promote the appreciation of neuroscience beyond conventional classroom approaches and the training of neuroscience graduate interns as student facilitators in the teaching and learning of neuroscience. The Brain Apprentice was delivered through the establishment of two school-based neuroscience clubs, Sekolah Kebangsaan Kubang Kerian 3 (primary level) and Sekolah Menengah Sains Tengku Muhammad Faris Petra (secondary level). The teaching and learning of neuroscience was delivered through practical sessions and competitions. Questionnaires were collected from the students based on the following four domains: general satisfaction, impact of knowledge transfer, satisfaction with graduate interns, and knowledge and practical relevance of neuroscience. The National Brain Bee championship has resulted in the first Malaysia representative competing at the International Brain Bee 2012. Students, who had participated as neuroscience club members were exposed to the basic principles of neuroscience, which boosted their interest in science and neuroscience. The graduate interns had also been provided with opportunities to hone in their soft skills and be involved in community-engagement efforts. This project offered a suitable model of community-engagement in raising awareness about and the profile of neuroscience both in terms of knowledge exposure and from the perspective of career options in the field.
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AlM:To investigate the myopia risk factors of different nationalities students in primary and secondary schools in Karamay City. METHODS:This survey was a cross-sectional design, the sample was selected in the first, third and sixth grade primary school and middle school students by stratified random cluster method. The survey team comprised of ophthalmologists, technicians, optometrists and administrative staff. The staff was trained about the design, method and quality control, etc. According to the research needs, questionnaires were designed. ln person interview, pilot study, questionnaire, intraocular pressure, corneal curvature, refraction, axial length, corneal thickness, slit lamp microscopy and fundus examination were performed. A database was established using the Epi-data software by double entry method. All statistical analysis was completed by SPSS 17. 0 software. RESULTS:The survey covers 1 922 students in total, which account for 91. 4% students of the whole four grades. The total prevalence of myopia was 39. 2%. Multivariate analyses revealed that ethnic origin, age, gender, parents of short-sightedness, daily after-school reading and writing time and bad reading and writing habits were closely related to myopia ( OR=0. 149, 95%CI:0. 103-0. 216, P=0. 000; OR=1. 372, 95%CI: 1. 296-1. 453, P=0. 000; OR=1. 517, 95%CI: 1. 200-1. 918, P=0. 000;OR=0. 695, 95%CI: 0. 602-0. 804, P=0. 000; OR=1. 310, 95%CI:1. 086-1. 581, P=0. 005;OR=0. 655, 95%CI:0. 486-0. 882, P=0. 005). CONCLUSlON: Ethnic origin, age, gender, parents of short - sightedness, daily after - school reading and writing time and reading and writing habits were independent risk factors for myopia.
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O estudo das relações entre o trabalho docente e a Síndrome de Burnout (SB) constitui-se em um desafio para se entender o processo saúde-doença do trabalhador docente e aponta a relação entre as características do trabalho dos professores e a SB. Realizou-se, no presente estudo, uma revisão sistemática com o objetivo de descrever a prevalência da SB e avaliar a possível relação entre o trabalho dos professores de ensino médio e fundamental e a SB. Utilizaram-se as seguintes bases de dados: BVS, Psycinfo, LILACS, MEDLINE (PubMed) e SciELO, considerando-se o período de janeiro de 1989 a dezembro de 2009. Os critérios de inclusão foram os estudos originais, com delineamento transversal, populacionais e/ou amostrais, em professores do ensino fundamental e/ ou médio, que utilizaram o Maslach Burnout Inventory (MBI) original ou versões para a identificação da SB.A busca resultou em 1.244 artigos sobre a temática, sendo selecionados 65 estudos epidemiológicos de delineamento transversal. Desses, 35 foram elegíveis por atender aos critérios de inclusão. Os resultados apontaram uma elevada prevalência de SB entre professores do ensino fundamental e/ou médio e revelaram associação entre características do trabalho docente (carga horária em sala de aula e número de alunos por sala) e a SB
The study of the relationship between teachers work and Burnout Syndrome (BS)constitutes a challenge in the understanding of the health-disease process of teachers. Studies show a relationship between teacher s job characteristics and Burnout Syndrome. In this study, a systematic review aimed at describing the prevalence of burnout syndrome and to evaluate the possible relationship between the work of teachers of elementary and middle school and SB was realized.The following databases were used; VHL, PsycINFO, LILACS, MEDLINE (Pub Med) and SciELO, considering the period from January 1989 to December 2009. Criteria for inclusion were: the original studies, cross-sectional, population and/or sampling, on elementary school teachers and/or medium that used the Maslach Burnout Inventory, MBI or original versions to identify the syndrome of burnout. The search resulted in 1,244 articles on the subject; and 65 cross-sectional epidemiological studies were selected. Of these, 35 were eligible for meeting the inclusion criteria. The results showed a high prevalence of SB among elementary and/or middle school teachers and showed an association between characteristics of the teaching work (hours in class and number of students per class) and the Burnout Syndrome.
El estudio de las relaciones entre el trabajo docente y el síndrome de burnout (BS) constituye un reto para comprender el proceso salud-enfermedad del trabajador docente e indica la relación entre las características del trabajo de los profesores y el SB. Se llevó a cabo, en el presente estudio, una revisión sistemática con el objetivo de describir la prevalencia del SB y evaluar la posible relación entre el trabajo de los profesores de la enseñanza primaria y secundaria y el SB. Se utilizaron las siguientes bases de datos: BVS, Psyc INFO, LILACS, MEDLINE (PubMed) y SciELO, teniendo en cuenta el período comprendido entre enero 1989 y diciembre 2009. Los criterios de inclusión fueron estudios originales, de corte transversal, poblacional y/o muestreo, en maestros de la enseñanza primaria y/o media, que utilizaron el Maslach Burnout Inventory (MBI) originales o las versiones para identificar el SB. La búsqueda resultó en 1.244 artículos sobre el tema, siendo seleccionados 65 estudios transversales epidemiológicos. De estos, 35 fueron elegibles para el cumplimiento de los criterios de inclusión. Los resultados mostraron una alta prevalencia del SB entre los maestros de la enseñanza primaria y/o media y revelaron correlaciones entre las características del trabajo docente (horas de clase y el número de estudiantes por clase) y el SB.