Adaptation of the Psychological Wellbeing Scale in Mexican medical students / Adaptación de la Escala de Bienestar Psicológico en estudiantes Mexicanos de medicina

Abstract Introduction The Ryff Scale of Psychological Well-Being is the most widely used instrument for assessing the eudemonic perspective of well-being. Although it has been adapted for the Spanish population, it has not been modified for health science students in the Mexican population. Objective Adapt and obtain the psychometric properties of this scale for medical students in the Mexican population. Method The study was conducted with 1,974 undergraduate students, 1,551 from the UNAM Medicine Faculty and 423 from the La Salle University Mexican School of Medicine. The analysis was undertaken using the IBM SPSS Statistics 21 and AMOS 21 SPSS programs. Results An instrument with a robust structure derived from the exploratory and confirmatory factor analyses carried out was obtained, with satisfactory explained variance, adequate internal consistency obtained through the Cronbach's alpha coefficient, and appropriate discrimination. Discussion and conclusion Our adaptation is a suitable version for Mexican medical students with four final dimensions; purpose in life, personal rejection and self-acceptance, personal control, and personal growth.

Resumen Introducción La Escala de Bienestar Psicológico de Carol Ryff es la más utilizada para evaluar la perspectiva eudaimónica de bienestar. Si bien se ha adaptado para población española no se ha adaptado para estudiantes de ciencias de la salud de población mexicana. Objetivo Realizar adaptación y obtener propiedades psicométricas de esta escala para estudiantes de medicina de población mexicana. Método El estudio se desarrolló con 1974 estudiantes de pregrado, 1551 de la Facultad de Medicina de la UNAM y 423 de la Escuela Mexicana de Medicina de la Universidad La Salle. El análisis desarrollado se realizó mediante el programa IBM SPSS Statistics 21 y AMOS 21 de SPSS. Resultados Se obtuvo un instrumento con una estructura sólida derivada de los análisis factoriales exploratorios y confirmatorios desarrollados, con una varianza explicada satisfactoria, una consistencia interna obtenida mediante el coeficiente alfa de Cronbach adaptada y una discriminación favorable. Discusión y conclusión El artículo es una adaptación del instrumento adecuada para estudiantes de medicina mexicanos con cuatro dimensiones finales; proyecto de vida, rechazo personal y auto aceptación, control personal y crecimiento personal.

Trabalho remoto, saúde docente e greve virtual em cenário de pandemia / Remote work, teaching health and virtual strike in a pandemic scenario / Trabajo remoto, salud docente y huelga virtual en el escenario de la pandemia

Resumo Este ensaio possui como principal objetivo problematizar mudanças ocorridas no trabalho de professoras e professores da rede particular de ensino no contexto de pandemia e sua relação com a saúde. Apresenta novas formas de resistências e organização coletiva, como a greve virtual, do ponto de vista dos próprios docentes que se encontram em atividades de ensino remoto e, também, em exercício de direção sindical. Foi construído de forma compartilhada, entre professore(a)s e pesquisadore(a)s. Fundamenta-se na pedagogia crítica e dialógica freireana, cujos processos valorizam a formação mútua e emancipadora. Dos diálogos empreendidos durante a construção do texto, chegamos a quatro importantes pontos de análise e problematização, a saber: trabalho docente em tempos de isolamento social; mudanças no processo e na organização do trabalho; aspectos geracionais e questões de gênero; saúde docente, resistências e greve virtual. Ao fim, observa-se que o tipo de atividade de ensino, não presencial, por meio de plataformas e outros recursos digitais, se constitui como uma configuração atual do trabalho que se aprofunda no contexto de pandemia e faz uso exacerbado da tecnologia, articulando novos modos de controle, extração de sobretrabalho e do mais-valor social.

Abstract This essay has as main objective to problematize changes occurred in the work of teachers and private school teachers in the context of a pandemic and its relationship with health. It presents new forms of resistance and collective organization, such as the virtual strike, from the point of view of the teachers themselves who are in remote teaching activities and also in the exercise of union leadership. It was built in a shared way, between professors and researchers. It is based on Freire's critical and dialogical pedagogy, whose processes value mutual and emancipatory formation. From the dialogues undertaken during the construction of the text, we come to four important points of analysis and problematization, namely: teaching work in times of social isolation; changes in the work process and organization; generational aspects and gender issues; teaching health, resistance and virtual strike. In the end, it is observed that the type of teaching activity, not in person, through platforms and other digital resources, constitutes a current configuration of work that deepens in the context of a pandemic and makes exacerbated use of technology, articulating new control modes, extraction of overwork and social added value.

Resumen Este ensayo tiene como principal objetivo problematizar los cambios ocurridos en el trabajo de profesoras y profesores de la red de enseñanza particular en el contexto de la pandemia y su relación con la salud. Presenta nuevas formas de resistencias y organización colectiva, como la huelga virtual, del punto de vista de los propios docentes que se encuentran en actividades de enseñanza remota y, también, en ejercicio de dirección sindical. Fue construido de forma compartida, entre profesores(a)s e investigadores(a)s. Se fundamenta en la pedagogía crítica y dialógica freireana, cuyos procesos valorizan la formación mútua y emancipadora. De los diálogos emprendidos durante la construcción del texto, llegamos a cuatro importantes puntos de análisis y problematización, a saber: trabajo docente en tiempos de aislamiento social; cambios en el proceso y en la organización del trabajo; aspectos generacionales y cuestiones de género; salud docente, resistencias y huelga virtual. Al fin, se observa que el tipo de actividad de enseñanza, no presencial, por medio de plataformas y otros recursos digitales, se constituye como una configuración actual del trabajo que se profundiza en el contexto de la pandemia y hace uso exacerbado de la tecnología, articulando nuevos modos de control, extracción de sobretrabajo y de plusvalía social.

Representações sobre clima criativo: uma perspectiva de alunos e de professores do ensino básico em escolas públicas e privadas de portugal / Representations of creative environment: a perspective of primary education for pupils and teachers in portuguese public and private schools / Representaciones sobre clima creativo: una perspectiva de alumnos y profesores de educación primaria en escuelas públicas y privadas de portugal

A criatividade é assumida como conceito relevante no contexto educativo. Este estudo analisou diferenças nas representações em professores de escolas públicas e privadas sobre condições favoráveis e desfavoráveis à criatividade no seu ambiente de trabalho, assim como nas representações de clima criativo em sala de aula pelos alunos desses tipos de escola. Participaram 202 alunos portugueses dos 3º e 4º anos do ensino básico e 72 professores. Os dados dos alunos foram recolhidos por meio da Escala sobre o Clima para a Criatividade em Sala de Aula e usou-se, para os professores, o Questionário Indicadores de Clima para a Criatividade no Ambiente de Trabalho. Os resultados revelam, para os alunos, diferenças significativas em alguns fatores, apresentando o ensino público valores superiores. Em relação aos professores, emergiram diferenças significativas em dois fatores, havendo superioridade do ensino privado nas condições favoráveis à criatividade e do ensino público nos bloqueios a esta.

Creativity is assumed as a relevant concept in education. This study analyses differences in the representations of favorable and unfavorable conditions for creativity in the workplace by teachers from Portuguese public and private schools, and differences in representations of creative climate in the classroom of the 3rd and 4th grades of basic school, as well as 72 teachers. Data was collected through Scale Environment for Creativity in the Classroom in the case of students; in the case of teachers, we utilized the Questionnaire Indicators of Climate for Creativity in the Workplace. For the students, results show significant differences in several dimensions, presenting public schools higher values. In the case of teachers, emerged significant differences considering favorable conditions for creativity (higher values from private schools) and obstructions to creativity (higher values from public schools).

La creatividad es asumida como un concepto relevante en el contexto educativo. Este estudio examinó diferencias en las representaciones en profesores de escuelas públicas y privadas sobre condiciones favorables y desfavorables a la creatividad en su ambiente de trabajo, así como en las representaciones de clima creativo en el aula por los alumnos de esos tipos de escuela. Participaron 202 alumnos portugueses del 3 º y 4 º año de enseñanza primaria y 72 profesores. Los datos de los estudiantes fueron recogidos a través de la Escala sobre el Clima de Creatividad en el Aula y se utilizó para los profesores el Cuestionario de Indicadores del Clima para la Creatividad en el Ambiente de Trabajo. Los resultados muestran, para los alumnos, diferencias significativas en algunos factores, presentando la enseñanza pública valores más altos. En los profesores, surgieron diferencias significativas en los dos factores, habiendo superioridad de la enseñanza privada en las condiciones favorables a la creatividad y de la enseñanza pública en los bloqueos a ésta.

La formación de masculinidades hegemónicas en la clase dominante: el caso de la sexualidad en los colegios privados de elite en Chile / A formação de masculinidades hegemónicas na classe dominante: o caso da sexualidade em colégios privados de elite no Chile / The formation of hegemonic masculinities among the ruling class. The case of sexuality in Chilean elite private schools

Resumen: Sobre la base de 41 historias de vida, de hombres y mujeres (de 19 a 45 años), ex-estudiantes de tres tipos de colegios privados de elite en Santiago de Chile, este artículo analiza el proceso de construcción de masculinidades hegemónicas en la clase dominante chilena. Se examina la forma en que la producción de distintos patrones de masculinidades se relaciona con cambios en la parte alta de la estructura social y se analiza el modo en que la sexualidad conecta la formación simultánea de estas masculinidades y de la clase dominante. Se contrasta la forma como estos colegios abordan la sexualidad y las prácticas sexuales de ex-estudiantes varones con mujeres de distintas clases sociales, especialmente, lo que los entrevistados llaman el "chaneo". Finalmente, se discuten las implicaciones de estos hallazgos para el estudio del poder y del privilegio en una sociedad de mercado.

Resumo: A partir de 41 histórias de vida de homens e mulheres (de 19 a 45 anos), ex-estudantes de três tipos de colégios privados de elite em Santiago do Chile, este artigo analisa o processo de construção de masculinidades hegemônicas na classe dominante chilena. Examina-se a forma como a produção de distintos padrões de masculinidades se relaciona com mudanças na parte alta da estrutura social e se analisa o modo como a sexualidade conecta a formação simultânea destas masculinidades e da classe dominante. Contrasta-se a forma como estes colégios abordam a sexualidade e as práticas sexuais de ex-estudantes homens com mulheres de distintas classes sociais, especialmente o que os entrevistados chamam de "chaneo". Finalmente, discute-se as implicâncias destes achados para o estudo do poder e do privilégio em uma sociedade de mercado.

Abstract: Based on 41 life-history interviews with men and women (19-45 years-old), former students of three different types of elite private schools in Santiago, this paper analyses the construction of hegemonic masculinities in the Chilean ruling class. The paper examines the way in which the production of different patterns of masculinities is related to changes in the top-end of the social structure, and analyzes the way in which sexuality connects the simultaneous making of these masculinities and the ruling class. The ways schools address sexuality is contrasted with former students' sexual practices with women from different social classes, particularly, the practice that they call "chaneo". Finally, the paper discusses the implications of these findings for the study of power and privilege in a market society.

Assessment of School Health Instruction Implementation in Primary Schools in a Local Community in South-East Nigeria: A Comparative Study between Private and Public Schools.

Schools have the responsibility to educate their students and encourage them to live healthy and hygienic behavior. This descriptive cross-sectional study aimed to determine the status of the school health instruction in 56 randomly selected schools in Nnewi North Local Government area of Anambra state using the school health program evaluation scale. It also assessed the extent of implementation of provisions of school health instruction in these schools. Forty six (78.6%) of the 56 schools surveyed had adequate implementation of school health instruction. The proportion of school that met the requisite score (16) for adequate implementation of school health instruction was not significantly different between private and public schools [24(73%) vs. 20(87%), P=0.389]. There was also no significant difference in mean scores attained for school health instruction between private and public schools (17.6±4.4 vs. 17.6±3.6; P=0.939). Private school had more non classroom related heath activity compared to public schools (75.8% vs. 21.7%, P=0.000) while public schools, had significantly more qualified health instructors, ten (43.5%) compared to private schools six (18.2%), P=0.040. Training and retraining of primary school teachers coupled with effective school health policies would be essential in ensuring adequate and optimal implementation of school health instructions in primary schools.

Comparison of School Health Services among Private and Government Owned Schools of Belgaum.

Introduction: Children are the creators and the shapers of tomorrow and school marks an important early milestone in the child’s life long journey of intellectual and psychological development. Objective: To assess the school health services in government and private schools of Belgaum. Methodology: This cross sectional study was conducted at 3 Primary Health Centres and 3 Urban Health Centres in Belgaum. All the government and private schools were selected and necessary data of child school health services was collected based on criteria recommended by Indian Academy of Pediatrics. Results: Of the total schools, 53.76% of schools provided hygienic drinking water, 64% of the schools did not have adequate toilet facilities, 30% of schools did not have adequate ventilation and lighting, 34.40% of schools did not have playground and 90% of schools did not have safe and proper transportation facility. When private and government schools were compared private schools were better in providing services like safe and proper transportation, properly ventilated and illuminated class rooms ,where as kitchen facility was available more in government schools (p<0.05). Conclusion: We found that none of the schools met all the 10 criteria. Although 50% of them followed 4 to 5 criteria.

Prevalence of overweight and obesity among children six to ten years of age in the North-East Health region of Jamaica / Prevalencia del sobrepeso y la obesidad entre niños de seis a diez años de edad en la región Noreste de atención a la salud en Jamaica

OBJECTIVE: To estimate the prevalence and correlates of overweight and obesity among children six to ten years old in the NorthEast Health Region (NEHR) of Jamaica. METHODS: Weights and heights were measured in a representative sample of 5710 children between the ages of six and ten years in 34 schools between October 2008 and March 2009. Overweight and obesity were defined as body mass index (BMI) Zscore >1SD and >2SD, respectively based on the World Health Organization (WHO)endorsed age and genderspecific growth standards for children. Point prevalence estimates of overweight and obesity were calculated. Odds ratios (OR) and 95% confidence intervals (CI) were used to estimate associations between overweight and obesity and age, gender and school location. RESULTS: Overweight and obesity prevalence among children six to ten years old in NEHR, Jamaica, was 10.6% and 7.1%, respectively. Overweight (OR = 1.11, 95% CI: 1.04, 1.18) and obesity (OR = 1.17, 95% CI: 1.08, 1.26) prevalence increased significantly with age. Overweight (OR = 1.51, 95% CI: 1.27, 1.80) and obesity (OR = 1.36, 95% CI: 1.11, 1.67) prevalence was significantly higher among girls than boys. Children attending ruralpublic schools had less risk of being overweight (OR = 0.57, 95% CI: 0.46, 0.70) and obese (OR = 0.35, 95% CI: 0.28, 0.44) when compared with urbanpublic schools and private schools. Both overweight (OR = 2.11, 95% CI: 1.60, 2.78) and obesity (OR = 1.68, 95% CI: 1.24, 2.28) were significantly more common among children attending private schools. After adjusting for age and gender, the results still remained statistically significant. CONCLUSIONS: Overweight/obesity prevalence among children six to ten years old in NEHR of Jamaica is 17.7% with older children and girls having higher rates. Children attending urbanpublic and private schools have higher prevalence than those attending rural schools. Appropriately targeted interventions are needed to combat this problem.

OBJETIVO: Estimar la prevalencia y los correlatos de sobrepeso y obesidad entre niños de seis a diez años en la región noreste de atención a la salud (RNAS) de Jamaica. SUJETOS Y MÉTODOS: Se midió el peso y la altura en una muestra representativa de 5710 niños en edades entre seis y diez años, en 34 escuelas, entre octubre de 2008 y marzo de 2009. El sobrepeso y la obesidad se definieron como el índice de masa corporal (IMC) de puntuación Z > 1SD y > 2SD, respectivamente, tomando como base las normas específicas de crecimiento por género y edad para los niños, aprobadas por la Organización Mundial de la Salud (OMS). Se calcularon los estimados de prevalencia puntual del sobrepeso y la obesidad. Se utilizaron los cocientes de probabilidades relativas (OR) e intervalos de confianza (IC) del 95%, a fin de determinar las asociaciones entre el sobrepeso y la obesidad por un lado, y la edad, el género y lugar de la escuela, por otro lado. RESULTADOS: La prevalencia del sobrepeso y la obesidad entre los niños de seis a diez años en la RNAS, Jamaica, fue de 10.6% y 7.1%, respectivamente. La prevalencia del sobrepeso (OR = 1.11, IC de 95%: 1.04, 1.18) y de la obesidad (OR = 1.17, IC del 95%: 1.08, 1.26) aumentó significativamente con la edad. La prevalencia del sobrepeso (OR = 1.51, IC del 95%: 1.27, 1.80) y la obesidad (OR = 1,36, IC de 95%: 1.11, 1.67) fue significativamente mayor entre las hembras que entre los varones. Los niños que asistían a las escuelas públicas rurales tuvieron menos riesgo de tener sobrepeso (OR = 0.57, IC del 95%: 0.46, 0.70) y ser obesos (OR = 0.35, IC del 95%: 0.28, 0.44) en comparación con los de las escuelas urbanas públicas o privadas. Tanto el sobrepeso (OR = 2.11, IC del 95%: 1.60, 2.78) como la obesidad (OR = 1.68, IC del 95%: 1.24, 2.28) fueron significativamente más frecuentes entre los niños que asisten a escuelas privadas. Después de ajustar por edad y género, los resultados continuaban siendo todavía estadísticamente significativos. CONCLUSIONES: La prevalencia del sobrepeso/obesidad entre niños de seis a diez años en la RNAS en Jamaica es de 17.7%, correspondiendo las tasas más altas a las hembras, y a los niños o niñas de mayor edad. Los niños y niñas que asisten a escuelas urbanas públicas y privadas presentan una mayor prevalencia que los que asisten a escuelas rurales. Se necesitan intervenciones dirigidas adecuadamente a combatir este problema.

As queixas escolares na compreensão de educadoras de escolas públicas e privadas / The school complaints in the understanding of educators from public and private schools / Las quejas escolares en la comprensión de educadoras de escuelas públicas y privadas

Este estudo verificou a compreensão de educadores de escolas públicas e privadas acerca das dificuldades enfrentadas no processo de escolarização, fenômeno conhecido por queixa escolar. Para tanto, foram entrevistadas vinte e quatro educadoras, constituindo dois grupos: G1- educadoras de duas escolas privadas, e G2- educadoras de duas escolas públicas. As entrevistas foram examinadas mediante análise de conteúdo e organizadas em categorias. Foi realizado um exercício de análise marxista, pois buscamos consonância com o referencial teórico utilizado: a Psicologia Histórico-Cultural, que possui como base metodológica o Materialismo Histórico-Dialético. Os resultados revelaram que, nos dois grupos (G1 e G2), as educadoras partem do pressuposto de que as queixas escolares estão diretamente relacionadas apenas com os alunos. Desta forma, as participantes desconsideram que a queixa/fracasso escolar seja produzida no interior da escola e entendem esta diretamente associada à organização e à estrutura social.

In this work we study educators understanding (at public and private schools) of difficulties faced in school process, those seen as school complaints. We interviewed 24 educators divided into two groups (1G- two private schools educators) and (2G- two public schools educators). The interviews were examined according to content analysis and they were organized in categories. We achieved Marxist exercise of analysis, for searching consonance with the theoretical referential used - the Historical- Cultural Psychology, having as Methodology bases, the Historical-Dialectical Materialism. The results revealed that in both groups (1G and 2G) the educators start assuming that the school complaints are directly related to students only. This way, the participants disregard that complaints/failure school achieved in schools even when those are directly involved with the organization and the social structure.

Este estudio verificó la comprensión de educadoras, de escuelas públicas y privadas, sobre las dificultades enfrentadas en el proceso de escolarización, fenómeno conocido por queja escolar. Se entrevistaron veinticuatro educadoras, constituyendo dos grupos: G1- educadoras de dos escuelas privadas, y G2- educadoras de dos escuelas públicas. Las entrevistas fueron examinadas mediante análisis de contenido y organizadas en categorías. Se realizó análisis marxista, pues buscamos consonancia con el referencial teórico utilizado: la Psicología Histórico-Cultural, que posee como base metodológica el Materialismo Histórico-Dialéctico. Los resultados revelaron que, en los dos grupos (G1 y G2), las educadoras parten del supuesto de que las quejas escolares están directamente relacionadas apenas con los alumnos. Por consiguiente, las participantes desconsideran que la queja/fracaso escolar sean producidos en el interior de la escuela y los entienden directamente asociados a la organización y a la estructura social.

Rorschach comprehensive system norms in Brazilian children from public and private schools / Normas do Rorschach Sistema Compreensivo para crianças Brasileiras de escolas públicas e escolares particulares

The objective of this study was to construct normative tables for the Rorschach Comprehensive System for Brazilian children from public and private schools. The sample was selected using the Child Behavior Checklist and the Raven Test. The Rorschach was administered to children from 7 to 10 years old, both genders, from public schools (N=110) and private schools (N=101) in the city of Cuiabá, Mato Grosso State. Normative tables were created from the 113 variables of the Rorschach Comprehensive System, taking into consideration school type and age group. A comparison of the results demonstrated higher results in the R, Sum Y and Blend variables and in the Intellectualization Index among private school children, and higher Lambda scores among public school children.

O objetivo foi construir tabelas normativas do Rorschach Sistema Compreensivo para crianças brasileiras alunas de escolas particulares e públicas. A amostra foi selecionada por meio da Child Behavior Checklist e do teste de Raven. O Rorschach foi aplicado em crianças de 7 a 10 anos, de ambos os gêneros, de escolas públicas (N=110) e particulares (N=101), da cidade de Cuiabá, MT. Foram construídas tabelas normativas das 113 variáveis do Rorschach SC considerando origem escolar e faixa etária. A comparação dos resultados demonstrou resultados mais elevados nas variáveis R, Sum Y, Mistos e Índice de Intelectualização nas crianças de escola particulares e na variável Lambda nas crianças de escolas públicas.