Movilidades y experiencia escolar en la periferia urbana de Córdoba, Argentina / Mobilities and School Experience in the Urban Periphery of Córdoba, Argentina / Mobilidades e Experiência Escolar na Periferia Urbana de Córdoba, Argentina

(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.

Conhecimento de estudantes do ensino médio sobre métodos contraceptivos: pesquisa-ação em escolas da rede privada / Knowledge of high school students about contraceptive methods: action research in private schools / Conocimientos de estudiantes de secundaria sobre métodos anticonceptivos: investigación-acción en escuelas privadas

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.

Victimización (Bullying) según enfoque de género en adolescentes escolares de Huamanga y Sicuani / Victimization (Bullying) according to gender approach in school adolescents from Huamanga and Sicuani

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.

Representaciones de lo político en estudiantes secundarios en Santiago de Chile: resignificando el sentido de la formación ciudadana / Representations of 'the political' among secondary students in Santiago, Chile. Redefining the meaning of citizenship education / Representações políticas em estudantes secundários em Santiago do Chile. Resignificando o sentido da formação cidadã

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.

Investigating the Role of Alcohol in Behavioural Problems at School among Secondary School Students in Barbados

Background: The prevalence of alcohol use is quite high in the Caribbean region, and specifically, in Barbados. Alcohol use has been documented to negatively affect the way students behave within and outside school. This study set out to examine the role alcohol plays in students' behavioural problems at school. Methods: An analysis of crosssectional data collected during the National Secondary Schools Survey was done. Mean (and standard deviation), frequencies and percentages were computed, and differences in proportions among the groups were assessed using Pearson's Chi Square. Multivariate analysis using binary logistic regression was done to determine the association between explanatory variables and outcome variables. Results: In bivariate analysis, behavioural problems at school were significantly associated with age (p= 0.001), grade (p= 0.000), sense of belonging at school (p= 0.000), relationship with teachers (p= 0.000), and past month alcohol use (p= 0.007). In multivariate analysis, students' having frequent behavioural problems at school was significantly associated with neither past year nor past month alcohol use (AOR= 1.13, 95% CI= 0.91- 1.40, AOR= 1.02, 95% CI= 0.83- 1.24 respectively). Significant inverse associations were found between students' behavioural problems and age (11- 14 years: AOR= 0.53, 95% CI= 0.33- 0.84; AOR= 0.51, 95% CI= 0.32- 0.82 for models 1 and 2 respectively), and relationship with teachers (very good: AOR= 0.10, 95% CI= 0.07- 0.16; AOR= 0.13, 95% CI= 0.09- 0.20 for models 1 and 2 respectively). Conclusion: Neither past year nor past month alcohol consumption by students was associated with frequent behavioural problems at school. Students who were younger than 17 years, and who had a relationship with their teachers that was not very bad were significantly less likely to engage in frequent behavioural problems.

Caries en los primeros molares permanentes de estudiantes de la enseñanza secundaria / Dental decays in the first permanent molars of secondary teaching students

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

E-Leitura II: banco de palavras para leitura de escolares do Ensino Fundamental II / E-Reading II: words database for reading by students from Basic Education II

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.

Los equipos profesionales de los departamentos de orientación educativo (DOE) en las escuelas medias del GCBA y su normativa: reseña de la historia e institucionalización de sus prácticas (1970-2014) / Teams of professionals in the departments of educational orientation (DOE) in the secondary schools of GCBA and the norm: review of the history and institutionalization of their practices

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.

El psicólogo y la construcción de un lugar para el sujeto en el marco de la experiencia escolar: la función de las entrevistas ante la vulnerabilidad subjetiva / The psychologist and the construction of a place for the subject in the context of the scholar experience: the function of the interview in the presence of subjective vulnerability

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.

Adversidad social y trastornos psiquiátricos: Estudio comparativo entre estudiantes de secundarias públicas y privadas / Social adversity and psychiatric disorders: a comparative study between students in public and private secondary schools

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...

Revisão sistemática da prevalência da síndrome de Burnout em professores do ensino fundamental e médio / Prevalence of systematic review Burnout in teachers of elementary andsecondary education / Revisión sistemática de prevalencia del síndrome de Burnout em maestros de la enseñanaza primaria y secundaria

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.

Reproductive health risk behavior survey of Colombian high school students.

PURPOSE: To establish rates of potentially risky sexual behaviors among Colombian adolescent students. METHODS: A total of 230 9th and 11th graders at a Colombian high school (69% of enrolled students) were anonymously surveyed about selected reproductive health behaviors using the Centers for Disease Control and Prevention's self-administered Youth Risk Behavior Survey. RESULTS: The response rate was >90%. The group was demographically representative of students. Twenty-nine percent of the group had engaged in intercourse (13% of 9th and 43% of 11th graders). Male gender [beta = 0.7873; odds ratio (OR) = 2.09; 95% confidence interval (CI) = 1.57-3.08] and increasing age (beta = 0.3413; OR = 1.41; 95% CI = 1.02-1.93) were each significantly correlated with prior sexual activity. Compared with females, males initiated intercourse at a significantly earlier age (beta = 0.284; p < .001) but did not report significantly more partners (means 2.1 vs. 1.4; chi2 = 1.25; p = .262). Forty-eight percent of respondents used contraception during their last encounter. Sixty-three percent used oral contraceptives or condoms, while the remainder used less effective methods. Contraceptive use did not correlate with gender or age. Age was significantly and positively correlated with use of alcohol prior to sexual activity (B = 1.28; OR = 3.6; 95% CI = 1.49-8.44). CONCLUSIONS: Compared with U.S. populations of similar ages, the Colombian group surveyed had fewer sexually active members, reported fewer partners, and used contraception with lower frequency.

PIP: A survey on the reproductive health risk behaviors of adolescent students in Colombia was conducted. 230 9th and 11th graders participated in a survey using the Centers for Disease Control and Prevention's self-administered Youth Risk Behavior Survey. The sample was composed of 62% females and 38% males, aged 13-18 years. It was found that 29% had engaged in sexual intercourse; among these, 13% were 9th graders and 43% were 11th graders. Increasing age and male gender were significantly correlated with past sexual activity. Older males have more prevalent sexual activity than older females, while younger adolescents showed no gender differences. Male gender was significantly associated with early age of initiation of intercourse. Furthermore, 48% reported using contraception during their last sexual encounter, of which 63% used an effective method (condom, oral contraception, withdrawal) and 37% used a method of low or unknown efficacy. Use of alcohol prior to the last sexual intercourse accounted for 14%. The majority of the participants had discussed or received information on HIV infection at school (92%) or from family (77%). Results showed unmet health needs of the adolescent groups and lower frequency of contraceptive use.

Young people in Bogota, Colombia develop their own strategies to prevent risky sexual behavior.

PIP: Although the government of Colombia moved in 1993 to mandate sexuality education in primary and secondary schools, nongovernmental organizations have worked in this area for more than two decades. Notable has been the work of one such organization, the Colombian Human and Social Development Foundation, among youth from a marginal, underserved area of Bogota that houses approximately 27,000 adolescents. The project uses a peer approach to relate the values of responsibility, tolerance, and self-determination to the prevention of risky sexual behaviors. At the onset, 15 youth leaders from the local school identified strategies for raising the topic of sexuality to their peers: suggestion boxes, school radio programs, educational materials such as murals and pamphlets, workshops, board games with sexuality-related themes, and community involvement. Suggestion box submissions revealed that sixth and seventh graders wanted to know about puberty-related events, while older students were interested in the effects of masturbation on health and appearance and the association between premarital sexual activity and one's reputation. In an 18-month period, close to 9000 community residents were reached with program materials and 1798 adolescents participated in group meetings. Among the gains observed have been correction of misinformation, a broader view of sexuality, the capacity for independent thought, and self-pride.^ieng

Students absorb it better.

PIP: Despite 15 years of public sector efforts to provide sex education and information to Mexico's youths, information is virtually nonexistent. This fact is most alarming when one considers that those aged 15-19 years comprise almost 1/3 of the population of Mexico. 16.5 years is the average age of 1st sexual intercourse, 1/3 of the youths use contraception during 1st sexual encounter, and 1/6 of sexually active youths use contraceptives. 24% of births in 1989 were to women under age 20. There is great demand among youths and teachers for sex education. 22 animated sex education films which address this demand are described. "The Blue Pigeon" is generally targeted to those aged 11-16. It helps teachers describe the key elements of human sexuality and the physiological changes of puberty and adolescence. Though criticized by parents, health authorities, and a group of teachers and professors, The Blue Pigeon is well-received by students and teachers and educators who use it. The film serves as a useful, easily understood educational support tool. "Music for Two" is targeted to youths over age 15 in urban and suburban areas and may be suitable for young adults and couples. This film discusses factors involved in choosing a mate. It informs while promoting attitudinal change about sexuality and communication within couples. Field experiences with the 2 films are briefly presented.^ieng

An AIDS-related knowledge, attitudes, beliefs, and practices survey among schoolchildren in Barbados.

A knowledge, attitudes, beliefs, and practices (KABP) survey was performed among Barbadian secondary schoolchildren 11-16 years old in January 1990. The survey sought to assess the children's knowledge of AIDS and human immunodeficiency virus (HIV) transmission; their attitudes toward people with HIV/AIDS; their sexual practices; and changes needed in education programs seeking to reduce childhood HIV transmission. A pretested self-administered questionnaire was used. The survey sample was derived by selecting every eleventh student on the rosters of all the secondary schools in Barbados. All of the survey respondents completed the questionnaire on the same day, having been assembled examination-style for that purpose. The results showed high levels of correct knowledge about the principal routes of HIV transmission. However, a considerable proportion of the respondents harbored incorrect beliefs regarding mosquito transmission and dangers to blood donors, and many showed uncertainty or incorrect knowledge regarding possible HIV transmission by biting, spitting, or use of public toilets. About a third of the children (51.4% of the boys and 18.7% of the girls) said they had experienced sexual intercourse, though only 20% reported being sexually active in the year preceding the survey. Three-quarters of the sexually experienced group said they knew how to use condoms, but only a third said there was any time when they had used protection during sexual intercourse. Overall, the results indicate that education efforts prior to the survey had been effective, but that reinforcement of such efforts as well as their extension into the primary schools is warranted. Further research directed at helping these efforts to encourage more meaningful changes in sexual behavior is also needed.

PIP: A knowledge, attitude, beliefs, and practices (KABP) survey was performed among Barbadian secondary schoolchildren ages 11-16 in January 1990. The survey sought to assess the children's knowledge of AIDS and human immunodeficiency virus (HIV) transmission; their attitudes towards people with HIV/AIDS; their sexual practices; and changes needed in education programs seeking to reduce childhood HIV transmissions. A pretested self-administered questionnaire was used. The survey sample was derived by selecting every 11th student on the rosters of all secondary school in Barbados. All of the survey respondents completed the questionnaire on the same day, having been assembled examination- style for that purpose. Results showed high levels of correct knowledge concerning the principle routes of HIV transmission; however, a considerable portion of the respondents maintained incorrect beliefs with regard to mosquito transmission and dangers to blood donors, and many demonstrated uncertainty or incorrect knowledge concerning possible HIV transmission by biting, spitting, or use of public toilets. About 1/3 of the children (51.4% of the boys and 18.7% of the girls) said they had experienced sexual intercourse, although only 20% said they were sexually active in the year preceding the survey. 3/4 of the sexually experienced group said they knew how to use condoms, but only 1/3 said there was any time when they had used protection during sexual intercourse. Overall, results indicate that education efforts prior to the survey had been effective, but that reinforcement of such efforts as well as their extension into the primary schools is warranted. Further research directed at aiding in this effort to encourage more meaningful changes in sexual behavior is also necessary.

Lessons learned from pilot projects on school-based AIDS education.

PIP: The World Health Organization and UNESCO have collaborated to establish and evaluate 7 pilot projects for school-based AIDS education in Ethiopia, Mauritius, Sierra Leone, Tanzania, Jamaica, Venezuela, and the Pacific. By training teachers and developing appropriate teaching and learning materials, they hope to add AIDS education into school curricula. Thus far, 4 projects have been completed. Review indicates that given parental support, school-based AIDS education may work in developing countries at both primary and secondary levels; initial assessment studies are valuable in program design; these programs help to increase family and community awareness; students gain knowledge and may also tend to discriminate less against those infected with HIV; prevention skills are the most difficult to teach and are rarely of primary focus; information in curricula on condom value and use is acceptable to education authorities; teaching and learning material prototypes are useful to educational planners and trainers; and teacher training should include small-group discussions on personal attitudes toward sexuality.^ieng

Country watch: Brazil.

PIP: 1988-89 surveys of youths in major Brazilian cities revealed a high degree of misinformation on AIDS, as well as errant attitudes about physical contact, affection, and sexual relations. In response, the Oswaldo Cruz Foundation made ZIG-ZAIDS, a game designed to educate youths aged 10-14 years. ZIG-ZAIDS is a board game with question cards on the immune system, transmission patterns, treatment, and prevention. It emphasizes the need for cooperation and solidarity in human relationships, and also helps players reflect upon the psychological and social consequences of AIDS. The game does not attempt to instill panic, and is careful to not associate sex with death. A leaflet is included for parents and teachers with discussion questions on the difficulty and discomfort they may feel about talking about sex, the belief that such talk promotes sexual activity, and the importance of hearing what youths feel and think about sex. A condom and minidictionary of words referring to sexual organs, sexual relations, and sexually transmitted diseases are also included in the game. 34 9-14 year old students at 4 schools in Rio de Janeiro state evaluated the game favorably. Positive change was also realized in student ideas and attitudes about HIV transmission, prevention, and treatment. Health and education departments in some Brazilian states are currently implementing ZIG-ZAIDS in AIDS educational programs.^ieng

Psychosocial and behavioral factors associated with risk of sexually transmitted diseases, including human immunodeficiency virus infection, among urban high school students.

The main purpose of this study was to evaluate the role of multiple psychosocial and knowledge-related antecedent factors that may predict sexual and alcohol and drug use behaviors that are associated with the transmission of sexually transmitted diseases (STDs), including human immunodeficiency virus infection. Five hundred forty-four ninth-grade urban high school students were surveyed regarding knowledge, attitudes, and behaviors related to STDs and acquired immunodeficiency syndrome (AIDS). Results of multiple regression analyses indicate that higher levels of STD and AIDS knowledge were associated with lower levels of STD and AIDS anxiety (R2 delta = 0.09; p less than 0.001), fewer negative attitudes toward people with AIDS (R2 delta = 0.09; p less than 0.001), stronger perceptions of self-efficacy (R2 delta = 0.03; p less than 0.01), and stronger peer affiliation (R2 delta = 0.02; p less than 0.05). Negative attitudes toward people with AIDS were inversely related to knowledge (R2 delta = 0.08; p less than 0.001), social support (R2 delta = 0.02; p less than 0.01), and perceived self-efficacy (R2 delta = 0.01; p less than 0.05). Predictors of alcohol and drug use included perceived peer norms (R2 delta = 0.08; p less than 0.001) and strong peer affiliation (R2 delta = 0.05; p less than 0.001). The best predictor of sexual risk behavior was alcohol and drug use (R2 delta = 0.07; p less than 0.001). Lower levels of knowledge (R2 delta = 0.14; p less than 0.01) and perceived peer norms (R2 delta = 0.05; p less than 0.05) predicted nonuse of condoms. Our results indicate that several factors relate to adolescent risk for STDs: the connection between peer influence and adolescent risk behaviors, the link between alcohol and drug use and sexual risk behavior, and the role of knowledge in determining nonuse of condoms.

PIP: This study evaluated the impact of psychosocial and knowledge-related antecedent factors on adolescents' sexual, alcohol-use, and drug-use behaviors associated with the transmission of STDs, including HIV. Additionally, the study examined the role of peer influences in determining STD and HIV risk behaviors, relative to knowledge and other psychosocial factors. Researchers surveyed 544 freshmen (9th graders) at 4 urban high schools, collecting the data through anonymous, self-administered questionnaires. The report provides a tabulation of the students' demographic and other characteristics. In order to analyze the data, the researchers employed a multiple regression model. The results of this analysis indicates that higher levels of STD and AIDS knowledge were associated with lower levels of STD and AIDS anxiety, fewer negative attitudes towards people with AIDS, stronger perceptions of self-efficacy in preventing infection, and stronger peer affiliation. Moreover, negative attitudes toward people with AIDS were inversely related to knowledge, social support, and perceived self-efficacy. The study also found that perceived peer norms and strong peer affiliation served as predictors of alcohol and drug use, while lower levels of knowledge and perceived peer norms served as predictors for nonuse of condoms. The findings of this study reveal several factors related to adolescents' risk of acquiring STDs: the connection between peer influence and adolescent risk behaviors, the relationship between the use of alcohol and drugs and sexual risk behavior, and the role of knowledge in determining the specific risk behavior of nonuse of condoms.

Back to school: Peru. "Why didn't you tell us this before?".

PIP: A pilot project designed to promote AIDS awareness in schools has given Peruvian children an opportunity to discuss sex for the first time. The project involves teacher training worships, sessions that provide instructors accurate information about HIV and AIDS. During the workshops, the teachers discuss possible ways the virus can be transmitted. A physician leading the discussion clears up doubts and identifies prejudices. The teachers are then encouraged to transmit the information to their students by integrating the subject into their school science curricula. The program also suggests that teachers convey the information through participatory learning, allowing students to debate the issue and ask questions. Such a method allows students to think for themselves and develop confidence and responsibility. So far, 30 teachers from 6 schools have taken part in the workshops. The discussions on AIDS have also given students an opportunity to discuss sexuality, a previously untouched subject for most. The teachers have found that many of the students wished that they had been able to discuss the subject earlier. In one Catholic school in Lima, students said that their parents never discussed the subject of sex. Some of the girls said that they had experimented with sex at age 14 or 15 in order to find out more about it. Many of the girls also reported being pressured into having sex by a boyfriend or relative, and many of the boys told stories of peer pressure to experiment with sex. Many of the children were confused and worried about sex. Fortunately, sex education in the classroom has enabled the students to think about their behavior and develop self-confidence.^ieng

Early sexual experience and traditional values in Colombia.

PIP: Results on adolescent's knowledge, attitude, and practice in sexuality and reproductive health are presented from 2 surveys of 1199 middle-class youths aged 13-18 years in main cities of Colombia. Survey populations were selected from high schools and users of Family Compensation Fund. While traditional values and customs prevail among these youths, they nonetheless tend to begin sex between ages 15-18, and have little concern over the consequences of their sexual behavior. They are, moreover, quite ignorant about reproductive health. Sexuality is not thought of as part of marriage, women are expected to be virgins at marriage, and a resounding 87% of the study population rejected abortion legislation. 90% of the young men had their 1st sexual encounter with either a prostitute or domestic servant, while 90% of the young women had their 1st encounters with friends from within their social groups. Sexual relations from adolescence on were supported by 35% of the girls and 60% of the boys, 72% of the girls and 38% of the boys supported virginity, yet less than 10% were in favor of the notion of open relationships. 20% of the girls and 25% of the boys had active sex lives, with homosexuality representing 1.6% and 3.1% of the two sex groupings, respectively. Sex education is practically non-existent. Most young women know little of contraception, and fail to use it out of misconceptions regarding method safety, and fear of one's parents finding out. The young men, on the other hand, cite forgetfulness and inability to obtain contraception as reasons for use failure. Accordingly, 5% of the girls fell pregnant between ages 15-17, with 66% ending in abortion, and 18.6% of the girls and 12.3% of the boys admitted to having had a sexually transmitted disease. 55% indicated that they would not use contraceptives.^ieng