Assessment of general bullying and bullying due to appearance of teeth in a sample of 11-16 year-old Peruvian schoolchildren

OBJECTIVE: to assess the incidence of general bullying and bullying due to the appearance of teeth in a sample of 11-16 year-old peruvian schoolchildren. MATERIALS AND METHODS: cross-sectional study with a sample of 218 students aged 11 to 16 years old (13.41±1.44), 109 males, and 153 from a public school. a survey on general bullying and the appearance of teeth was applied using a validated questionnaire. RESULTS: the frequency of general bullying was 32.57 precent, and bullying due to dental appearance was 18.81 percent. general bullying (p=0.005) and dental appearance (p=0.024) were more frequent in the public school, but there were no statistically significant differences according to sex. the highest frequency of general bullying was related to name-calling, which accounted for 47.71 percent. victimization by appearance of teeth in one or two occasions in the last two months accounted for 12.39 percent, according to participating subjects. CONCLUSION: general and tooth-related bullying was more frequent among students in public schools, with no significant differences according to sex.

A Inclusão de Crianças com Necessidades Educativas Especiais no Ensino Regular em Portugal: a Opinião de Educadores de Infância e de Professores do 1º Ciclo do Ensino Público e Privado / The Inclusion of Children with Special Educational Needs in Portuguese Mainstream Education: Opinion of Kindergarten and Elementary School Teachers from Public and Private Education

RESUMO: este artigo particulariza dados de uma pesquisa e teve como objetivo descrever a opinião dos docentes acerca da inclusão de alunos com Necessidades Educativas Especiais e conhecer os fatores que justificam essas opiniões, após seis anos da implementação de um decreto Português que teve o objetivo de promover a igualdade de oportunidades, valorizar a educação e promover a melhoria da qualidade do ensino. Foram inquiridos 244 docentes de escolas públicas e privadas do Porto, através de um instrumento constituído por cinco vinhetas que descreviam diferentes funcionamentos de crianças. Os resultados indicaram que as crianças descritas com funcionamentos compatíveis com Perturbação de Espetro de Autismo e Paralisia Cerebral foram as menos aceitos, sendo as justificações aduzidas a falta de formação, a impossibilidade de despender o tempo de ensino necessário e a exigência dos outros alunos obterem bons resultados acadêmicos. A formação em Educação Especial apenas estava associada à maior aceitação de alunos com Paralisia Cerebral, e ser docente-educador versus professor do 1º ciclo influencia a aceitação de alunos com Perturbação de Espetro de Autismo, Paralisia Cerebral e Atraso Global de Desenvolvimento/Dificuldades de Aprendizagem. Os docentes do ensino privado evidenciaram maior aceitação dos alunos descritos do que os do público.

ABSTRACT: This article presents research data and aims to describe the opinion of teachers on the inclusion of students with special needs, exploring the factors that justify their opinion after six years of the Portuguese Decree implementation which aimed to promote equality of opportunities, to value education and to promote improvement in teaching quality. The study included 244 teachers, from public and private schools of Porto through an instrument composed by 5 vignettes with the description of the children's behaviors. The results revealed that behaviors compatible with Autism Spectrum Disorder and Cerebral Palsy were less accepted. The justifications were placed on the lack of training and time to support the child, due to the need of meeting curricular and achievement demands. It also revealed that the training in Special Education was only associated with the students with Cerebral Palsy, and that being kindergarten teacher vs. elementary school teacher influences the acceptance of students with Autism Spectrum Disorder, Cerebral Palsy and Global Developmental/Learning Disabilities. Private school teachers showed a better acceptance of these students in comparison with the ones from public schools.

Escala de Apoyo Parental: Nuevos estudios de estructura interna y su relación con variables socioeconómicas / Parental Support Scale: New studies of internal structure and its relationship with socioeconomic variables

En la literatura se destacan numerosas variables que contribuyen a predecir el rendimiento académico. En tal sentido, el apoyo parentales considerado como una causa distal temprana del mismo. Sin embargo, existen resultados contradictorios en cuanto a su contribución, debido a los diferentes modos de operacionalizar dicho constructo. El objetivo del trabajo que se informa consistió en continuar los estudios de adaptación de la Escala de Apoyo Parental, iniciados por Aparicio y Cupani (2008). Específicamente se obtuvo evidencia de estructura interna y se exploró la contribución explicativa que realiza el apoyo parental en el rendimiento académico de los estudiantes, considerando el tipo de institución a la que asisten (pública o privada) y el nivel socioeconómico de sus padres. Los resultados indican que se logró replicar la estructura original de cuatro factores de la Escala de Apoyo Parental (Sehee & Hsiu-Zu, 2005). El estudio de consistencia interna indicó valores aceptables para tres de las cuatro escalas definidas teóricamente. Tanto en instituciones educativas públicas como privadas se observó que la percepción de apoyo parental se incrementa cuando el desempeño de los alumnos es bajo. Particularmente, la aspiración educacional de los padres y la supervisión que realizan sobre sus hijos contribuyeron a explicar el rendimiento académico de los estudiantes, en colegios públicos y privados, respectivamente. Con respecto al nivel socioeconómico, las familias de nivel medio-alto participan más activamente en la educación de sus hijos. Se discuten los resultados, se sugieren posibles estrategias de intervención y se destacan las limitaciones del estudio realizado.

One of the main purposes in literature related to the field of education has been to identify the variables that contribute to predict academic performance. Particularly, parental support is considered as a distal factor that operates early over time (Byrnes & Miller, 2007). Nevertheless, studies have not identified how parental support triggers the students' academic performance due to the different ways in which this construct has been operationalized. Since in our context it is available an adapted Scale of Parent Support (Aparicio & Cupani, 2008), the present work aims to continue the psychometric studies of the instrument. Specifically, a study of internal structure (confirmatory factor analysis) was developed and explanatory contributions to the academic performance of students were investigated, considering the socioeconomic status of parents and type of institution attended by the students. In this article, participants were 403 adolescents (male and female). They were attending to the third year of high school, in public and private schools of the city of Córdoba (Argentina), and they were between ages 13 to 17 (M = 14.27; SD = .93). The instruments were a questionnaire on socioeconomic status (Comisión de Enlace Institucional, 2006) and a Scale of Parental Support (Aparicio & Cupani, 2008). The students' academic performance was operationalized by the average achieved in the Mathematics during the two semesters of the school year. The results replicated the original four-factor structure of the Scale of Parental Support (Sehee & Hsiu-Zu, 2005). The analysis showed satisfactory internal consistency values for three of the four scales theoretically defined (Communication: .82; Supervision: .77; Parent Educational Aspiration: .77, and Involvement: .61). Both in public and in private schools, it was observed that the perception of parental support increases when student's performance is low. In particular, the educational aspirations of parents and the supervision of their children help to explain the academic performance of students in public and private schools, respectively. With regard to socioeconomic status, it was observed that the families of medium-high status participated more actively in the education of their children. Note that one of the limitations is the way in which the academic performance is measured in Argentina. Indeed, qualifications came from informal assessments designed by the teachers, so that they can be influenced by the particular guidelines of each institution and/or the educational framework of each teacher. Whereas the variables involved in student learning are numerous -among them, not only parental support perceived by students but other propensity factors (personality traits, skills, self-efficacy beliefs, for example) and even the characteristics of the institution-, the results of this study allow an approximation of how the support received by the parents, particularly the Monitoring and Aspiration, contribute to the academic performance of students. These observations have an impact on education because they might be useful to develop programs to maintain and enhance parental involvement in the education of their children. For example, it would be important to work with parents before the school year to encourage communication and participation in their children's educational process.

Preditores da síndrome de burnout em docentes do ensino privado / Predictors of burnout syndrome for teachers in private education / Predictores del síndrome de burnout en docentes de la enseñanza privada

A profissão docente representa uma das categorias mais acometidas pela síndrome de burnout. Com intuito de identificar os fatores de estresse laboral e as variáveis sóciodemográficas preditoras desta doença, foram investigados 202 professores do ensino privado no Rio Grande do Sul - Brasil. Para o levantamento dos dados, utilizou-se o Questionário para Avaliação da síndrome de burnout, um Questionário Sociodemográfico e Laboral e uma Escala sobre Fatores de Estresse no Trabalho, ambos elaborados pelas autoras a partir da revisão da literatura. Foram realizadas análises descritivas e de regressão linear múltipla. Os resultados indicaram um modelo explicativo para cada dimensão da síndrome de burnout. A maioria dos fatores preditivos refere-se à organização do trabalho, ressaltando-se as dificuldades em relação aos alunos. Os achados deste estudo podem subsidiar programas preventivos do adoecimento mental no trabalho docente...

The teaching jobs are one of the most affected groups by burnout syndrome. With the intention of identifying factors of workstress and sociodemographic variables predictive of this disease, 202 teachers from private schools in Rio Grande do Sul - Brasil were investigated. To gather the data we have used the Questionnaire for Assessing burnout syndrome, a Socio Demographic and Labour Questionnaire and a Scale about Stressors at Work, both developed by the authors from the literature review. Descriptive and multiple linear regression analysis of the data were performed. The results indicated an explanatory model for each dimension of the burnout syndrome. Most predictors are related to the organization of work highlighting the difficulties in relation to students. The findings of this study can promote mental disease prevention programs in the teaching jobs...

La docencia es una de las ocupaciones más afectadas por el síndrome de burnout. Con el objetivo de identificar los factores de estrés laboral y las variables sociodemográficas que predicen la enfermedad, fueron investigados 202 docentes de escuelas privadas de Rio Grande do Sul - Brasil. Para recolectar los datos se utilizó el Cuestionario para la Evaluación del Síndrome de Burnout, un Cuestionario Sociodemográfico y Laboral, y una Escala sobre Factores de Estrés en el Trabajo, ambos elaborados por las autoras a partir de la revisión bibliográfica. Se realizaron análisis descriptivos y de regresión lineal múltiple. Los resultados indicaron un modelo explicativo para cada dimensión del síndrome de burnout. La mayoría de los predictores se refiere a la organización del trabajo, destacando las dificultades en relación a los estudiantes. Los resultados de este estudio pueden servir como base para programas de prevención de enfermedades mentales en el trabajo docente...

Estudo comparativo de habilidades sociais e variáveis sociodemográficas de professores / Comparative study of socials kills and socio-demographic variables of teachers / Estudio comparativo de habilidades sociales y variables sócio demográficas de profesores

O professor exerce uma atividade essencialmente relacional cuja qualidade das interações exercidas se reflete no desenvolvimento de competências sociais e acadêmicas de seus alunos. O sucesso dessas interações tende a variar em razão das habilidades sociais e dos indicadores sociodemográficos. Este trabalho teve como objetivo identificar e comparar o repertório de habilidades sociais de professores nos vários níveis de ensino e comparar as variáveis sociodemográficas tais como gênero, tipo de instituição, escolaridade e área em que atuam. Participaram deste estudo 264 docentes. Foi aplicado o inventário de habilidades sociais (DEL PRETTE; DEL PRETTE, 2001b). Os principais resultados deste estudo apontam, principalmente, para a existência de diferenças significativas no que tange ao tipo de instituição, pública ou privada, na qual o professor atua, refletindo as demandas e exigências próprias dos dois sistemas. Os professores, em sua maioria, apresentaram bons repertórios de habilidades sociais, demonstrando que poderão servir de modelos de comportamento para seus alunos.

Assuming a teacher as a professional acting on an essentially relational activity and assuming that the quality of the acted interactions reflects in the development of social skills of the students, this study aimed to recognize the teachers' repertoire of social skills through comparing the socio-demographical variables. We compared variables such as level of education in what the teacher acts, gender, school classification and level of expertise. The study included 264 teachers. We applied the inventário de habilidades sociais (DEL PRETTE; DEL PRETTE, 2001b). The main results of this study suggest that there are significant differences especially regarding to his/her school classification. This means that public and private systems have their own and dissimilar exigencies. I t was identified that the most of teachers has good repertoire of social skills and that they would serve as standards for the behavior of the students.

El profesor realiza una actividad esencialmente relacional y la calidad de las interacciones ejercidas se refleja en el desarrollo social y las habilidades académicas de sus estudiantes. El éxito de estas interacciones tiende a variar en función de las habilidades sociales y también en términos de indicadores sociodemográficos. El objetivo del estudio fue determinar y comparar el repertorio de habilidades sociales de los docentes en los distintos niveles de la educación y comparar las variables sociodemográficas como el género, el tipo de institución, la especialización y el sistema en que actuan. El estudio incluyó a 264 maestros. Fue aplicado el inventario de habilidades sociales (DEL PRETTE; DEL PRETTE, 2001b). Las principales conclusiones de este estudio, apuntan principalmente para la existencia de diferencias significativas en relación al tipo de institución, pública o privada, en la cual el profesor actua lo que refleja las diferentes demandas y necesidades de los dos sistemas. Los profesores, en su mayor parte, presentaron buenos repertorios de habilidades sociales demostrando que pueden servir como modelos de comportamiento para sus alumnos.