RESUMEN
Objective:To assess type C behavior in patients with oral lichen planus (OLP) in order to provide basis for clinical prevention,treatment and psychological intervention of OLP.Methods:Type C behavior scale was used on 85 OLP patients and 85 control patients,who were in accordance with the inclusion criteria,in order to investigate their type C behavior.The scale included 9 items:anxiety,depression,anger,anger toward inside (anger-in),anger toward outside (anger-out),reasoning,domination,optimism,and social support.Scores of the 9 items between OLP patients and control group were calculated under the instruction of the scale and were statistically analyzed,and OLP group was further stratified statistically by sex,reticulate-erosive-ulcerative (REU) pathological type and course of diseases,and the scores of each group were analyzed and compared.Results:Among the 85 OLP patients,there were more females,more non-erosive lesion type,and the most common site for OLP was the buccal mucosa.The scores of the type-C behavior questionnaire for anxiety,depression,anger and optimism were respectively 43.01 ± 7.47,44.02 ± 7.61,21.56 ± 5.26,22.15 ± 4.00 among the OLP patients and were 37.94 ±8.70,39.58 ±7.35,18.12 ±5.39,24.05 ±3.23 among control group,with significant differences (P ＜ 0.05 for all) between the two groups.The female OLP patients had higher anxiety,depression,anger scores (43.21 ± 6.97,44.29 ± 7.54,21.64 ± 5.09) and lower reasoning,domination,optimism scores (39.12 ±5.66,16.29 ±3.95,22.05 ±4.12) with significant differences (P ＜0.05 for all) compared with those of the female controls.The scores between male patients and male controls showed no significant difference.The patients with erosive lesions had higher anger score (22.94 ± 5.26) than that of the patients without erosive lesions (20.60 ± 5.03),with a significant difference (P ＜ 0.05).With the development of the disease,the tendency of anxiety and depression of the patients were more obvious,while optimism scores remained declining.The patients suffering more than 3 years of OLP had higher anger-toward-outside scores (17.36 ± 3.35) than the patients suffering less than 3 years of OLP (15.19±3.99),with a significant difference (P ＜0.05).Conclusion:OLP patients showed an obvious type C behavior characteristic,especially in anxiety,depression,anger and low optimism.This research provides the C behavior characteristic of OLP for further psychological consultation or intervention during OLP treatment.
RESUMEN
O Tomando a escola como um lugar de múltiplos encontros, nossa perspectiva é a de discutir as práticas de inclusão que vêm ganhando corpo entre os professores da rede pública de ensino a partir da análise de publicações sobre o tema e das reflexões nas pesquisas que vimos realizando em escolas municipais de Belo Horizonte participantes do Projeto de Educação Inclusiva. Considerando os dispositivos de poder atravessados na formação e os diversos modos de gestão do trabalho, estamos afirmando o processo de inclusão como potencializador de estratégias de transformação da escola que temos. Para isso, iniciamos problematizando a inclusão como tensão entre ensino especial e regular; a seguir, abordamos as práticas de inclusão/exclusão como dispositivos de poder em Foucault, passando às discussões acerca da constituição histórica na educação especial e possíveis rupturas; finalmente, concluímos com desdobramentos e paradoxos quando a perspectiva de análise é a micropolítica.
Focusing on the school as a locus of many different encounters, thispaper aims to discuss inclusive practices that are gaining ground among teachers of the public education network. It is based on the analysis of publications on the theme and the results of our research in Belo Horizonte municipal schools taking part in the Projeto de Educação Inclusiva (Inclusive Education Project). Considering power devices present in the formation process and the different modes of work management, we argue that inclusive practices intensify transformation strategies in the school. For such, we begin discussing inclusion as a tension between special and regular education. Then, based on Foucault, we approach inclusive/exclusive practices as power devices, considering.
Nuestra perspectiva es tomar la escuela como lugar de encuentros múltiples y a partir de ahí discutir las posibles prácticas de inclusión que vienen ganando espacio entre los profesores de la red de enseñanza pública. Nuestro punto de partida será el análisis de las publicaciones sobre el tema, así como también las reflexiones presentes en las investigaciones que hemos venido realizando en las escuelas municipales de Belo Horizonte que participan en el Proyecto de Educación Inclusiva. Al considerar los mecanismos de poder como obstáculos en la formación y en los diversos modos de gestión de trabajo, afirmamos que el proceso de inclusión es el potenciador de estrategias de transformación de la escuela que hoy tenemos. Para ello, introducimos la problemática de la inclusión como tensión entre la enseñanza especial y la regular. A continuación, abordamos las prácticas de inclusión/exclusión como mecanismos de poder basándonos en Foucault y pasamos a las discusiones sobre la constitución histórica de la educación especial y sus posibles rupturas. Finalmente, concluimos con desdoblamientos y paradojas correspondientes cuando la perspectiva de análisis resulta la micro-política.