Assistive technology application in educational contexts: policy framework and core areas / 中国康复理论与实践

ObjectiveTo study domestic and international policies and core areas related to assistive technology services for children with disabilities, to explore the application of assistive technology for children with special needs in the educational context. MethodsBased on the relevant policies and theoretical frameworks of policies on assistive technology services of United Nations, World Health Organization (WHO) and China, the policy frameworks and core areas of assistive technology in the educational context were analyzed using the theories of the six elements of the WHO assistive technology service system and the 5P service model, as well as the international and domestic classifications and directory lists of assistive technologies. ResultsInternational Classification of Functioning, Disability and Health (ICF) gave the definition and classification of assistive technology in educational scenarios. With the Convention on the Rights of Persons with Disabilities (CRPD) as the core and the Assistive Technology for Children with Disabilities (ATD) strategy as the centerpiece of the international policy, the core areas of assistive technology application in educational settings were established with the 5P Model, consisting of five related areas, namely individuals, policies, products, practitioners and service delivery, based on the six elements of the WHO assistive technology service system, namely leadership and governance, financing, human resources for health, service delivery, medical technology and health information system. The ecosystem focused on people, policies, products, practitioners and services that promote access to and use of assistive technology. ConclusionThe policy and core areas for the application of assistive technology in educational contexts are formed on the basis of ICF, with the CRPD at the core, and the strategy of ATD, to define scientifically the definition; and promote assistive technology services for children with disabilities from the perspective of the right to comprehensive, efficient, and child-centered development, to provide usable, accessible, affordable, adaptable, acceptable and quality assistive technology services to ensure that children with disabilities enjoy equal and quality education, and to improve the quality of life and well-being. A human-centered assistive technology ecosystem can be established using 5P Model, to innovate and develop assistive technology services for children with disabilities.

The Influence of Bullying on Positive Emotions and Their Effect as Mediators between Controllable Attributions of Success and Academic Performance.

Academic performance (AP) is a topic of particular interest in the academic context. Attributions for academic success (AAS) have been shown to have a significant impact on AP, and more specifically internal controllable attributions (ICA) are closely linked to academic success. Similarly, positive emotions (PE) have a significant influence on AP and may in turn be influenced by bullying. This study examines the connections between ICA of academic success and AP mediated through PE in late primary and early secondary school students and analyzes the relationships between PE and bullying categories. Students (N = 562, 49.46% female, Mage = 11.6 SD = 1.2) reported on their perceptions of ICA and PE in relation to exams and their relationship with bullying through validated questionnaires. The AP was obtained as the average mark of all subjects in the immediately preceding assessment. First, a multiple linear regression analysis considering ICA and PE as predictor variables was carried out, which showed a significantly positive link between ICA and PE, between ICA and AP, and between PE and AP. Subsequently, using the SPSS macro PROCESS, a simple mediation model was implemented to quantify the effect of ICA on AP through PE in exams, and finally an ANOVA between the categories of bullying and PE was performed. The results showed a significant indirect relationship with a positive predictive relationship for AP. The model shows that PE proves to be a significant mediator between ICA and AP, and it is shown that students disengaged from bullying score higher in PE.

Psychometric Analysis of an Academic Self-Attribution Questionnaire in Middle and High School Students in Italy: Implications of Gender and Age.

This research aimed to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and analyze gender and age differences in middle and high school students in Italy. Methods: From the ASFAQ questionnaire validated with Spanish students, an analysis of the psychometric characteristics of the scale was carried out using a Confirmatory Factor Analysis (CFA). To compare ASFAQ scores by gender and school year, the independent samples parametric t-test and Pearson's coincidence test were used. (3) Results: in total, 976 students participated in the research, of which 515 were middle school students and 461 were high school students. The results showed a validity of the ASFAQ for Italian students, in addition to statistically significant differences between males and females, and school year. (4) Conclusions: The ASFAQ is reliable and valid to assess the attributional styles of academic success and failure in an Italian context. There are significant differences in sex and school year, and a consequence with age.

Coping with the COVID-19 Pandemic: Comparative Case Study of Coping and Resilience in Children From Different Educational Contexts in Colombia.

In 2020, humanity experienced one of the most complex situations in history: The COVID-19 pandemic, which caused significant social, economic, and educational consequences. Nevertheless, countries and people generally survived. Why? Resilience and the ability to cope are fundamental elements in human, community, and national survival. This study compared the situations experienced by six children from different social and educational backgrounds in Colombia during the COVID 19 pandemic using a collective analysis of cases. Interviews with children's families, as well as observations of the participants and a narrative instrument from the BASIC Ph resiliency model (Lahad, 2016) are used to describe the context, the promoting factors of resilience, and the so-called coping "channels" of each case. Results showed that (a) the difficulties perceived by families during the pandemic were different from those perceived by the children, and (b) the predominant coping channels had an important relationship with factors that promote resilience. Finally, although it is not clear from the present study whether the children developed resilience, they exhibited factors that determine their future development.

A Path Analysis Model of Self- vs. Educational-Context- Regulation as Combined Predictors of Well-Being in Spanish College Students.

Previous literature has established the importance of personal and contextual factors in college students' trajectories. Following the Self- vs. External-Regulation Behavior Theory (2021) and the 3P Biggs Model, the present study aimed at analyzing a structural linear model that validates the joint effect of self-regulation, educational context, age, and gender (as personal and contextual presage variables) with other meta-abilities, such as coping strategies, resilience, and positivity (process variables), and specific well-being outcomes, such as flourishing and health (product variables). A sample of 1310 Spanish college students was analyzed, aged 17 to 25, and a cross-sectional study with an ex post facto design was performed. Association and structural equation modeling (SEM) was performed using SPSS software (v.26) and AMOS (v.23). Results show that individual and contextual factors have an important role in the acquisition of psychological competencies in young adults. Self-regulation was proven to be an important meta-ability that predicts personal well-being and behavioral health outcomes. Complementarily, educational context was shown to be an external predictor of other skills, such as problem-focused strategies, and positive outcomes such as flourishing and behavioral health. Practical implications and limitations are discussed.

Psychometric Analysis and Contribution to the Evaluation of the Exams-Related Emotions Scale in Primary and Secondary School Students.

The objective of this research was to perform a construct validity, and a psychometric analysis of the Exams-related Emotions Scale (EES), analyze the differences in their scores regarding gender and academic year in primary and secondary education student, as well as study the relationship between emotions and academic performance. During the construction and analysis of the psychometric characteristics of the scale, an Exploratory Factor Analysis (EFA) and a Confirmatory Factor Analysis (CFA) were performed. To test EES scores based on gender and school year, the T-Student test for independent samples and ANOVA were used, respectively. To verify the relationship between the scores of the different types of emotions and academic performance, the Pearson correlation test was performed. A total of 562 students belonging to the 5th (n = 228) and 6th (n = 186) primary school year and the 1st (n = 134) and 2nd (n = 94) secondary school year participated in the research. Age between 10 and 15 years old (mean = 11.66, standard deviation = 1.206) both males (50.5%) and females (49.5%). The results offered support for the three-factor structure. The analysis of invariance with respect to gender showed that the factor structure was invariant. Boys scored higher on the positive emotions factor and lower scores on anxiety than girls. Regarding school year, negative emotions and anxiety related to exams increase in the secondary courses compared to Primary while for positive emotions it is primary school students who obtain higher scores. The correlation coefficient between negative emotions (as well as anxiety) and school performance is negative whereas the correlation coefficient between positive emotions and academic performance is positive. EES scale is an instrument with scientific rigor and with adequate reliability and validity to be able to know the emotions that primary and secondary school students suffer when they are subjected to evaluation processes in the academic context.

Validation of an Academic Self-Attribution Questionnaire for Primary and Secondary School Students: Implications of Gender and Grade.

The way in which students attribute causes to their successes and failures in school has important implications for their development. The objectives of our research were to validate the Academic Success and Failure Attribution Questionnaire (ASFAQ) and to analyze the gender and grade differences in the ASFAQ data for primary and secondary school students in Spain. For the construction and analysis of the psychometric characteristics of the scale, an exploratory factor analysis (EFA) and a confirmatory factor analysis (CFA) were performed. To compare the ASFAQ scores based on gender and school year, a parametric t-test for independent samples and a one-way analysis of variance (ANOVA) was used. A total of 562 students in the fifth (n = 228) and sixth year (n = 186) of primary studies and the first (n = 134) and second year (n = 94) of secondary studies participated in the research. The results showed the adequate factorial structure, internal consistency, and validity of the ASFAQ, in addition to statistically significant differences by gender and school year. This research provides scientific evidence about the psychometric properties of the ASFAQ to assess and understand attributional style in the educational context, as well as current and consistent empirical evidence related to gender and grade differences in the attributional patterns of academic success and failure for primary and secondary school students.

Política educativa y asignación del tiempo para la práctica fonoaudiológica: experiencia de fonoaudiólogos/as con más de 20 años de ejercicio laboral en contextos educativos / Educational policy and time assignment for speech therapy practice from the experience of speech therapists with over 20 years' professional practice in educational contexts

El trabajo de fonoaudiólogos (as) en contextos educativos es esencial para estudiantes que presentan necesidades educativas especiales. Sin embargo, poco se sabe respecto a cómo influye la asignación del tiempo otorgado por la política educativa en sus prácticas fonoaudiológicas. El presente estudio analizó por primera vez en Chile la experiencia de fonoaudiólogos (as) con más de 20 años de ejercicio laboral respecto de la asignación del tiempo definido por la política pública para la práctica fonoaudiológica que se lleva a cabo en los entornos educativos. Se realizó un estudio cualitativo con enfoque construccionista-narrativo. Se realizaron cinco entrevistas semiestructuradas a fonoaudiólogos con más de veinte años de experiencia laboral en educación a través de un análisis de contenido de tipo deductivo. Los resultados muestran que la práctica fonoaudiológica presenta desafíos provenientes de aspectos administrativos, organizativos y prácticos que surgen de una política pública que no define de manera clara la asignación de tiempo y su distribución en las funciones propias del rol fonoaudiológico en educación. El aporte de esta investigación pionera en la temática,es que los fonoaudiólogos entrevistados sugieren cambios a la política implementada a partir de los ajustes que han realizado en sus prácticas profesionales tras 20 años de experiencia laboral. Es necesario continuar en la investigación sobre el ejercicio del rol fonoaudiológico en contextos educativos con el fin de mejorar la práctica profesional y contribuir a la política educativa implementada.

Speech therapists' work in educational contexts is essential for students presenting special educational needs. However, little is known about the influence of the amount of time granted by educational policy in speech therapists' professional practice.The present study did the first analysis in Chile of the experience of speech therapists with over 20 years of professional experience regarding the amount of time defined in public policy for speech therapists' practice carried out in educational environments. A qualitative study with a constructionist-narrative focus was done. Five semi-structured interviews were carried out with speech therapists who had over 20 years' professional educational experience via an inductive-type content analysis. Results showed that speech therapists' practice presents challenges arising from administrative, organizational and practical aspects emerging from a public policy which does not clearly define time assignment and its distribution in the functions pertaining to speechtherapists' educational role. The contribution of this pioneering research on the subject is that the speech therapists interviewed suggest changes to the policy implemented on the basis of the adjustments they have made in their professional practices after 20 years of work experience. It is necessary to continue research on the exercise of the role of speech therapists in educational contexts in order to improve professional practice and contribute to the educational policy implemented.

Wellbeing Literacy: Conceptualization, Measurement, and Preliminary Empirical Findings from Students, Parents and School Staff.

AIMS: Wellbeing literacy is the intentional use of wellbeing relevant vocabulary, knowledge and language skills to maintain or improve the wellbeing of oneself, others and the world. In this study, we operationalize the human aspects of the concept of wellbeing literacy and empirically test its relationship with wellbeing and illbeing. We also assess its incremental variance in wellbeing and illbeing, after controlling for existing and well-established predictors of these constructs within education settings. METHODS: We developed and empirically tested the Wellbeing literacy 6-item (Well-Lit 6) scale to assess the concept of wellbeing literacy in the education context. The scale was developed based on a working definition of wellbeing literacy, in combination with the Australian Curriculum, Assessment and Reporting Authority (ACARA)'s definition of literacy. The Well-Lit 6 was administered via a cross-sectional survey to three Australian samples that comprise different elements of Australian education systems: students (N = 1392), parents (N = 584) and school staff (N = 317). RESULTS: Exploratory factor analysis (EFA) suggested the six items of the Well-Lit 6 form an independent construct, empirically distinguishable from other wellbeing-related constructs (e.g., general wellbeing, resilience, and emotion regulation). Convergent analyses showed wellbeing literacy was positively related to wellbeing and negatively related to illbeing. Incremental validity analyses showed wellbeing literacy predicted variance in wellbeing and illbeing after controlling for participant demographics, resilience, and emotion regulation, showing initial evidence of incremental validity. CONCLUSIONS: Our results provide preliminary evidence that wellbeing literacy is a distinct construct from wellbeing and illbeing, and it also demonstrates significant unique variance in these constructs over and above resilience and emotion regulation. The Well-Lit 6 is a useful provisional measure of wellbeing literacy, although we suggest a fruitful avenue for future research is to develop a more comprehensive scale of wellbeing literacy that denotes specific facets of communication, allowing a fuller exploration wellbeing literacy, its components, and their antecedents and consequences. We offer further recommendations for future research and discuss limitations with our approach.

Integrated problem-based learning versus lectures: a path analysis modelling of the relationships between educational context and learning approaches.

Students' approaches to learning are central to the process of learning. Previous research has revealed that influencing students' approaches towards deep learning is a complex process and seems much more difficult than expected, even in student-activating learning environments. There is evidence that learning approaches are impacted not only by the learning environment, but also by how students perceive it. However the nature of the links between the environment itself, the way in which it is perceived by students and students' learning approaches is poorly understood. This study aimed at investigating the relationships between students' perception of their educational context and learning approaches in three learning environments differing by their teaching formats (lecture or problem-based-learning PBL) and integration level of the curriculum (traditional or integrated). We tested the hypothesis that a PBL format and an integrated curriculum are associated to deeper approaches to learning and that this is mediated by student perception. The study sample was constituted of 1394 medical students trained respectively in a traditional lecture-based (n = 295), in an integrated lecture-based (n = 612) and in an integrated PBL-based (n = 487) curricula. They completed a survey including the Dundee-Ready-Educational-Environment-Measure (students' perceptions of the educational environment) and the Revised-Study-Process-Questionnaire (learning approaches). Data were analysed by path analysis. The model showed that the learning environment was related to students' learning approaches by two paths, one direct and one mediated via students' perception of their educational context. In the lecture-based curricula students' used deeper approaches when it was integrated and both paths were cumulative. In the PBL-based curriculum students' did not use deeper approaches than with lectures, due to opposite effects of both paths. This study suggested that an integrated lecture-based curriculum was as effective as a PBL curriculum in promoting students' deep learning approaches, reinforcing the importance of integrating the curriculum before choosing the teaching format.

Linguagem de adolescentes sob medidas socioeducativas em meio aberto / The language of adolescents on socio-educational context / Lenguaje de adolescentes bajo medidas socioeducativas en medio abierto

O objetivo desta pesquisa foi levantar aspectos da linguagem, sobretudo dos discursos de adolescentes sob medida socioeducativa em meio aberto para problematizar noções patologizantes e/ou de desqualificação social advindas de eventuais singularidades do repertório e das formas de enunciação desses sujeitos. Foi realizada no CEDECA-Madalena. Os sujeitos foram nove adolescentes que cumprem medidas na instituição, com idades entre 15 e 18 anos. A coleta de dados foi realizada por meio de três estratégias complementares: a) entrevistas semiestruturadas com os adolescentes; b) aplicação do Mini Exame do Estado Mental (MEEM) com os adolescentes; c) entrevista aberta com os funcionários. Os resultados apontaram para aspectos peculiares na linguagem e no discurso dos adolescentes, em acordo com suas condições de vida e de sociabilidades. Os resultados do MEEM não apontaram indícios de distúrbios de linguagem nos sujeitos da pesquisa, com exceção de um adolescente, que teve pontuação levemente abaixo de seu grau de escolaridade, mas sem alteração discursiva. Os adolescentes foram críticos em relação aos seus modos de falar, atribuindo valor negativo ao uso de gírias e de metalinguagem própria aos grupos de convívio (inclusive na marginalidade), como se esses usos da linguagem fossem inferiores e, por isso, os impedisse de transitar em outras esferas sociais. Pôde-se concluir que adolescentes em cumprimento de medidas socioeducativas em meio aberto podem apresentar autoimagem rebaixada em relação aos seus modos de falar e/ou escrever, referindo-se a eles como não aceitáveis na sociedade em geral, o que geraria empecilhos à circulação e à inserção social mais ampla.

The purpose of this research was to raise aspects of language, especially adolescent speeches under socioeducational actions in an open environment to problematize pathological notions and/or social disqualification arising from eventual singularities of the repertoire and the enunciation forms of these people. It was held at CEDECA-Madalena. The people were nine adolescents who comply with measures in the institution, aged between 15 and 18 years. Data collection was performed through three complementary strategies: a) semi-structured interviews with adolescents; B) application of the Mini Mental State Examination (MMSE) with adolescents; C) an open interview with employees. The results pointed to peculiar aspects of adolescents' language and speech, according to their living conditions and sociability. The results of the MMSE did not show signs of language disorders in that group of research, with exception of one adolescent, who scored slightly below his educational level, but without discursive alteration. Adolescents were critical of their ways of speaking, assigning negative value to the use of slang and metalanguage proper to social groups (including marginality), as if these uses of language were inferior and, therefore, have forbidden them from moving in other social spheres. It could be concluded that adolescents in compliance with socio-educational actions in the open environment may present low self-image in relation to their ways of speaking and/or writing, referring to them as not acceptable in society in general, which would generate obstacles to the circulation and social integration.

El objetivo de la investigación fue levantar aspectos del lenguaje, sobretodo de los discursos de adolescentes bajo medida socioeducativa en medio abierto para problematizar nociones patologizantes y/o de descalificación social advenidas de eventuales singularidades del repertorio y de las formas de enunciación de esos sujetos. Fue realizada en el CEDECA-Madalena. Los sujetos fueron nueve adolescentes que cumplen medidas en la institución, con edades entre 15 y18 años. La colecta de datos fue realizada por medio de tres estrategias complementarias: a) entrevistas semiestructuradas con los adolescentes; b) aplicación del Mini Exámen del Estado Mental (MEEM) c) entrevista abierta con los funcionários. Los resultados apuntan para aspectos peculiares en el lenguaje y en el discurso de los adolescentes, en acuerdo con sus condiciones de vida y de sociabilidad. Los resultados del MEEM no apuntaron indícios de desorden del lenguaje en los sujetos de la investigación, con excepción de uno, que tuvo puntuación levemente abajo de su grado de escolaridad, pero sin alteración discursiva. Los adolescentes fueron críticos con relación a su modo de hablar, atribuyendo valor negativo al uso de jergas y de metalenguaje propio a los grupos de convivencia (incluso en la marginalidad), como si esos usos del lenguaje fuesen inferiores y, por eso, les impidiese de transitar en otras esferas sociales. Puede concluirse que adolescentes en cumplimiento de medidas socioeducativas en medio abierto pueden presentar auto imagen rebajada a respeto de sus modos de hablar y/o escribir, refiriéndose a ellos como no aceptables en la sociedad en general y que generarian impedimentos en la circulación y inserción social más amplia.

Percepção de professores do ensino médio acerca da motivação docente / Perception of teachers of high school about teaching motivation

OBJETIVO: Este estudo tem como objetivo identificar a percepção de professores do ensino médio acerca da motivação docente. MÉTODO: A amostra contou com 27 professores do Ensino Médio de ambos os sexos, sendo 15 participantes (55,6%) do sexo feminino e 12 participantes do sexo masculino (44,4%). A idade variou entre 24 a 68 anos, com média de idade de 46 anos (DP=11,80). A amostra foi coletada em duas escolas públicas estaduais da região metropolitana de São Paulo, sendo 13 participantes da escola 1 (grupo que corresponde a codificação de 1 a 13) e 14 participantes da escola 2 (correspondente a codificação de 14 a 27. RESULTADOS: Os resultados demonstraram relações diretas com as expectativas e habilidades percebidas para a docência desde a infância, que os relatos dos docentes estão relacionados à falta de políticas públicas, que os docentes se queixam do desrespeito/descomprometimento dos alunos, especialmente havendo predominância da violência; este último aspecto é relacionado a geradores de frustrados docentes. Nisto é possível inferir que o aluno é percebido como foco da motivação docente. CONCLUSÃO: A motivação docente resulta em práticas educativas efetivas, as qual tendem a ocasionar motivação nos alunos, ocasionando melhor desempenho escolar, e especialmente desenvolvimento de habilidades diversas como acadêmicas e sociais.

OBJECTIVE: This study aimed to identify the perception of high school teachers about teacher motivation. METHODS: The sample had 27 high school teachers of both sexes, 15 participants (55.6%) female and 12 male participants (44.4%). The age ranged from 24 to 68 years, with a mean age of 46 years (SD=11.80). The sample was collected at two state public schools in the metropolitan region of São Paulo, with 13 participants from school 1 (group coding from 1 to 13) and 14 from school 2 (corresponding to coding from 14 to 27. RESULTS: The results showed direct relationships with the expectations and abilities perceived for teaching since childhood, that the reports of the teachers are related to the lack of public policies, that the teachers complain about the disrespect / discompromising of the students, especially with predominance of violence, this The last aspect is related to generators of frustrated teachers. In this it is possible to infer that the student is perceived as the focus of the teacher motivation. CONCLUSION: Teacher motivation results in effective educational practices that tend to cause motivation in students, leading to better school performance, and especially the development of diverse skills such as academic and social.

Hiperentorno educativo para el aprendizaje de la gastroenterología pediátrica / Educational hypercontext for learning of pediatric gastroenterology

La computación, como medio de enseñanza, ha popularizado el uso de software educativos para la solución de problemas en el proceso de enseñanza-aprendizaje. El desarrollo acelerado de la información determinó la necesidad de elaborar un hiperentorno educativo que apoye la enseñanza y aprendizaje del módulo de Gastroenterología Pediátrica durante la Residencia en Gastroenterología. Se efectuó una revisión bibliográfica relacionada con las tecnologías de la información y las comunicaciones, las tendencias pedagógicas contemporáneas, el software educativo y los hiperentornos en particular Crheasoft. Se determinaron las necesidades de aprendizaje de los residentes en el ßrea de Pediatría, mediante las encuestas realizadas a los residentes y las entrevistas a los profesores. Finalmente se decidió abordar los temas de pólipos y síndromes polipósicos y enfermedades inflamatorias intestinales. Se realizó un Hiperentorno Educativo que permite acceder a información actualizada, galerías de imágenes, ejercicios interactivos y bibliografía complementaria.

Computer Science, as a teaching tool, has extended the use of educational software to solve difficulties in the teaching-learning process. The accelerated development of information determined the need of creating an educational hypercontext to support teaching and learning of pediatric gastroenterology contents during the specialization course on Gastroenterology. A literature review was carried out on information and communication technologies, contemporary pedagogical approaches, educational software and hypercontexts, particularly Chreasoft. Through surveys to residents and interviews of professors, it was possible to determine the learning requirements of residents in pediatrics specialization. Finally, it was decided to include topics such as polyps and polyp syndromes, and inflammatory bowel diseases. The resulting educational hypercontext allows having access to updated information, galleries, interactive exercises and supplementary bibliography.

Integrating children with psychiatric disorders in the classroom: a systematic review.

BACKGROUND: The school setting may be the optimal context for early screening of and intervention on child mental health problems, because of its large reach and intertwinement with various participants (child, teacher, parent, other community services). But this setting also exposes children to the risk of stigma, peer rejection and social exclusion. This systematic literature review investigates the efficacy of mental health interventions addressed to children and adolescents in school settings, and it evaluates which programs explicitly take into account social inclusion indicators. METHOD: Only randomized controlled trials conducted on clinical populations of students and carried out in school settings were selected: 27 studies overall. Most studies applied group Cognitive Behavioural Therapy or Interpersonal Psychotherapy. RESULTS: Findings were suggestive of the effectiveness of school-based intervention programs in reducing symptoms of most mental disorders. Some evidence was found about the idea that effective studies on clinical populations may promote the social inclusion of children with an ongoing mental disorder and avoid the risk of being highly stigmatized. CONCLUSION: School programs are still needed that implement standardized models with verifiable and evidence-based practices involving the whole school community.

Contexto socioeducativo e a promoção de proteção a adolescentes em cumprimento de medida judicial de internação no Amazonas / Social-educational context childcare protection and promotion of the adolescents in compliance with a judicial order of stay in the Amazon

A presente pesquisa teve como objetivo investigar o potencial de promoção de proteção contra o envolvimento em atos infracionais existente no contexto socioeducativo de unidades masculinas de internação a adolescentes na cidade de Manaus. Considera o quadro de vulnerabilidade do jovem frente ao mundo do crime, bem com as dificuldades atuais do sistema socioeducativo em modificar positivamente a vida dos adolescentes atendidos. Contudo, a existência de boas práticas em contraposição ao fracasso, sugere a possibilidade do contexto socioeducativo fornecer subsídios importantes na diminuição da vulnerabilidade, favorecendo a novas trajetórias não ligadas à infração. O método de investigação e análise utilizado foi a Grounded Theory, num enfoque essencialmente qualitativo. Este método propõe, entre outras coisas, a geração de categorias e hipóteses acerca de um fenômeno sobre o qual pouco se conhece. Tomaram parte do estudo onze adolescentes vistos como bem-sucedidos em suas unidades de internação. Foram ouvidos também dez profissionais das mesmas instituições, sendo seis deles membros do corpo técnico e quatro monitores identificados com a proposta socioeducativa. O principal instrumento de coleta de dados consistiu em uma entrevista individual semi-estruturada, sendo as análises complementadas com notas em diários de campo e dados sociodemográficos dos internos das instituições. Três categorias a priori foram consideradas no sentido de qualificar a vulnerabilidade, proteção geral ao longo do desenvolvimento e a proteção específica do contexto socioeducativo contra o envolvimento com atos infracionais, a saber: dimensão individual, afetivo-relacional e socioestrutural. A partir das falas dos sujeitos, outras categorias emergiram, sendo classificadas segundo as categorias prévias...

The purpose of this present study was to investigate the potential of promoting protection against involvement in illegal acts within the socio-educational context of male youth offenders’ detention center in the city of Manaus. The study considers the state of vulnerability of the young person in relation to the crime underworld as well as current difficulties of the socio-educational system in positively modifying the lives of adolescents counseled. Nevertheless, the existence of good practices in contrast tofailure suggest the possibility of the socio-educational context providing important inputs towards decreasing vulnerability and thus favoring new trajectories not linked to crime. The research method and analysis used was the Grounded Theory, using an essentially qualitative focus. Among its assumptions, this method uses the generation of categories and hypotheses regarding a phenomenon about which little is known. Eleven adolescents who were seen as success stories in their institutions took part in this study. Moreover, ten professionals who work in the same institutions were heard, six of them members of the technical staff and four monitors who identified with the socioeducational proposal. The main data collection instrument was an individual, semistructured interview, with the analyses complemented by field log notes and sociodemographic data on the adolescents in the institutions. Three categories were considered beforehand in order to qualify vulnerability, general protection throughout development and specific protection from the socio-educational context against involvement in illegal acts. These were: the individual dimension, the affection relational dimension and the socio-structural dimension. Other categories emerged from the interviews, being classified according to the initial categories...

Criatividade no contexto educacional: três décadas de pesquisa / Creativity in the educational context: three decades of research

O artigo apresenta um breve relato da trajetória da autora no estudo da criatividade no contexto educacional. Questões de pesquisa investigadas nas três últimas décadas, modelo que tem orientado a sua prática em programas de criatividade para estudantes, professores e outros profissionais de áreas diversas, além de alguns instrumentos construídos para a investigação de distintas variáveis relativas à criatividade, são descritos. O artigo finaliza com algumas considerações oriundas de seus estudos a respeito de criatividade.

The article presents a brief report of the author's trajectory in the study of creativity in the educational context. Research questions investigated in the last three decades, the model that has guided the author's practice in creativity programs for students, teachers and other professionals from several areas, besides some instruments constructed to investigate distinct variables related to creativity are described. The article concludes with considerations derived from the author's studies on creativity.

Problem-Based Learning in Anesthesiology: An Evaluative Study of a Medical Student Clerkship.

BACKGROUND: Problem-based learning (PBL) in medical education has enjoyed widespread acceptance in recent years, particularly in the basic sciences. However, it has been used less frequently in the clinical education of medical students, and quite infrequently in medical student education on anesthesiology. Critics of PBL emphasize cost factors and a lack of evidence of superior educational outcomes. METHODS: This study reports evaluation data on the use of PBL with fourth year medical students who rotated through a required clerkship in clinical anesthesiology and pharmacology over the course of three academic years. Students were asked to complete evaluation questionnaires concerning the clerkship, with particular attention to PBL and the performance of PBL preceptors. Preceptors were also asked to self-rate their performance by using identical questionnaires. Standardized items across all three years facilitated analysis of student and faculty satisfaction as one outcome of the PBL process. RESULTS: Results indicate that student response to PBL was mixed. Students rated PBL preceptors more favorably than the PBL process itself, and rated resident physician preceptors more favorably than attending physician preceptors. All preceptors rated their own performance lower than did their students. Significant differences between student and faculty opinion of PBL were also noted. Interpretation of results are limited by less than ideal response rates; nevertheless, valuable insight was gained into the perception of PBL in an anesthesiology clerkship. CONCLUSIONS: The success of this educational method may be dependent upon certain factors related to "educational context". Further study is needed of contextual and other factors related to the use of PBL in medical education.