Performance de aprendizagem e o abandono escolar no ensino superior / Learning performance and school dropout in higher education

Introduction and Objectives: Learning performance is related to the individual, pedagogical, institutional and external factors. This study aims to test the factor structure of the Learning Performance Scale and how it relates to school dropout. Methodology: A quantitative, transversal, descriptive and correlational study. A sociodemographic and academic characterization questionnaire of the students of Higher Education and the Learning Performance Scale of Young, Klemz & Murphy (2003), adapted by Costa (2013), was used as a data collection instrument. The sample consisted of 891 students from Polytechnic Higher Education, with a mean age of 19.68 years (+/- 2.34 years). The female gender is more representative, with 68.2%, being the minimum age 17 years and maximum 40 years. Results and Discussion: The Learning Performance Scale is unifactorial and consists of 6 items. It has been found that the model is well adjusted. The internal consistency obtained by the composite reliability is very good, but there is no convergent validity. Female students had a higher rate of learning performance (Mean=70.87+/-11.71). The majority of students with older age (41.4%) present a low learning performance. Conclusions: The results show that the learning performance is predictive of the intention to drop out of school, which implies considering this variable in the programs that promote the continuation of studies in higher education

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Estudo comparativo da perceção de resiliência por pais e crianças/adolescentes / Estudio comparativo de la percepción de resiliencia por padres y niños/adolescentes / Perception of resilience in parents and children/adolescents: a comparative study

Resumo Objetivo Caracterizar a auto-perceção de resiliência das crianças e adolescentes; analisar as diferenças na perceção dos pais e sua relação com algumas variáveis de contexto sociodemográfico. Métodos Estudo transversal realizado no âmbito do Projeto MaiSaúdeMental, numa amostra não probabilística de conveniência de 567 crianças e adolescentes, 50,6% do sexo feminino, idade entre 9-17 anos (média= 12,40; Dp= 1,59 anos) de escolas do ensino básico da região centro de Portugal e 592 pais (média idade= 40,43 anos; Dp= 2,58 anos). Utilizou-se um questionário de caracterização sociodemográfica e a subescala Internal Assets do Healthy Kids Resilience Assessment Module (versão 6.0), adaptada à população Portuguesa por Martins (2005), composta por 18 itens e seis dimensões. Resultados Das crianças / adolescentes 78,8% moravam com os pais. Dos progenitores a maioria tinha entre 40 e 41 anos. A resiliência foi classificada como moderada por 47,8%, das crianças / adolescentes, numa distribuição idêntica pelos pais. O test-t mostrou que as crianças têm uma auto-percepção mais positiva de resiliência, face à percepção dos pais, com diferenças significativas em todas as dimensões (p <0,000). Os pais mais jovens têm uma perceção mais positiva da resiliência dos filhos, mas apenas significativa na empatia (p = 0,036) e resolução de problemas (p = 0,001). A resiliência diminuiu significativamente com o aumento da idade e escolaridade e foi mais elevada em crianças que vivem com os pais. Conclusão Os resultados do estudo evidenciam diferenças entre a perceção de resiliência nas crianças e pais, sendo esta influenciada por características sociodemográficas.

Resumen Objetivo Caracterizar la autopercepción de resiliencia de los niños y adolescentes; analizar las diferencias en la percepción de los padres y su relación con algunas variables de contexto sociodemográfico. Métodos Estudio transversal realizado en el ámbito del Proyecto "MaiSaúdeMental" (Más Salud Mental), en un muestreo no probabilístico de conveniencia de 567 niños y adolescentes, 50,6% de sexo femenino, edad entre 9 y 17 años (promedio= 12,40; Dp= 1,59 años) de escuelas primarias de la región centro de Portugal y 592 padres (edad promedio= 40,43 años; Dp= 2,58 años). Se utilizó un cuestionario de caracterización sociodemográfica y la subescala Internal Assets del Healthy Kids Resilience Assessment Module (versión 6.0), adaptada a la población portuguesa por Martins (2005), compuesta por 18 ítems y 6 dimensiones. Resultados De los niños/adolescentes, 78,8% vivían con los padres. De los progenitores, la mayoría tenía entre 40 y 41 años. La resiliencia fue clasificada como moderada por el 47,8% de los niños/adolescentes, en una distribución idéntica por los padres. El test-T mostró que los niños tienen una autopercepción más positiva de resiliencia, frente a la percepción de los padres, con diferencias significativas en todas las dimensiones (p<0,000). Los padres más jóvenes tienen una percepción más positiva de la resiliencia de los hijos, pero poco significativa en la empatía (p=0,036) y resolución de problemas (p=0,001). La resiliencia se redujo significativamente con el aumento de la edad y escolaridad y fue más elevada en niños que viven con los padres. Conclusión Los resultados del estudio dejan en evidencia diferencias entre la percepción de resiliencia en los niños y padres, de modo que está influenciada por características sociodemográficas.

Abstract Objective To characterize self-perception of resilience in children and adolescents, and to analyze how this self-perception differs from the perception of their parents in correlation with sociodemographic variables. Methods This was a cross-sectional study conducted as part of the MAISaúdeMental (More Mental Health) project with a nonprobability convenience sample including 567 children and adolescents, 50.6% of whom were females aged between 9 and 17 years old (mean = 12.40; SD = 1.59 years old) enrolled in basic education schools from Central Portugal, and 592 parents (mean age = 40.43 years old; SD = 2.58 years old). A questionnaire for sociodemographic characterization was used, along with the Healthy Kids Resilience Assessment Module (version 6.0) Internal Assets subscale, adapted to the Portuguese population by Martins (2005), composed of 18 items and 6 dimensions. Results Out of the total number of children/adolescents, 78.8% lived with their parents. Out of the total number of parents, most were between the ages of 40 and 41 years old. Resilience was classified as moderate by 47.8% of children/adolescents at an identical distribution in parents. The t-test showed children's self-perception of resilience to be more positive when compared to their parents with significant differences seen in all dimensions (p <0.000). Younger parents showed a more positive perception of their children's resilience, significant only for "empathy and respect" (0.036) and "problem-solving skills" (0.001). Resilience decreased significantly with age and higher education levels, and children living with their parents showed higher resilience. Conclusion Study results show differences between the perceptions of resilience in children and their parents, which are influenced by sociodemographic characteristics.

ProMenteSã: Formação de professores para promoção da saúde mental na escola / ProMenteSã: formación de profesores para promover la salud mental en la escuela / ProMenteSã: a teacher training intervention program for mental health promotion at schools

Resumo Objetivo: Promover a saúde mental nas escolas através da (in)formação e capacitação de professores do 2º e 3º ciclo do ensino básico. Métodos: Realizado um estudo não-experimental, analítico, inserido no Projeto MaiSaúdeMental (Referência: Centro - 01-0145-FEDER-023293). Após identificarmos necessidades de formação na área da saúde mental em professores, foi construído um programa de formação designado ' ProMenteSã' com vista à capacitação dos professores do 2º e 3º ciclo do ensino básico na área da promoção da saúde mental em crianças e adolescentes em meio escolar. O programa completo foi aplicado a 13 professores, maioritariamente do género feminino 11(84,6%), com uma média de idade 51,00±6,58 anos, casados e a residir em meio urbano. A eficácia do programa e a aquisição de conhecimentos em áreas da saúde mental e literacia em saúde mental foi avaliada com recurso a um questionário aplicado 'antes' e 'após' a intervenção. Resultados: Ao compararmos as duas amostras ('antes' e 'após') não foram encontradas diferenças significativas quanto à eficácia do programa de formação. Contudo, avaliada a aquisição de conhecimentos no domínio da saúde mental, verificou-se que após a aplicação do Programa ProMenteSã os professores apresentaram um aumento significativo de conhecimentos nas temáticas 'consumos e dependências-novos comportamentos aditivos' (p=0,03) e 'importância do sono na promoção da saúde mental' (p=0,04). Conclusão: O programa de formação teve impacto no aumento dos conhecimentos dos professores na área da saúde mental, na vertente da promoção da saúde.

Resumen Objetivo: Promover la salud mental en las escuelas a través de la (in)formación y capacitación de profesores de 5º a 9º año de primaria. Métodos: Estudio no experimental, analítico, dentro del Proyecto "MaiSaúdeMental" (Más Salud Mental) (Referencia: Centro - 01-0145-FEDER-023293). Luego de identificar las necesidades de formación de profesores en el área de la salud mental, se elaboró un programa de formación denominado " ProMenteSã" (Programa Mente Sana), con el fin de capacitar a profesores de 5º a 9º año de primaria en el área de promoción de la salud mental en niños y adolescentes en medio escolar. El programa completo fue aplicado con 13 profesores, mayormente de género femenino 11 (84,6 %), con un promedio de edad de 51,00±6,58 años, casados y residentes en medio urbano. La eficacia del programa y la adquisición de conocimientos en áreas de salud mental e instrucción en salud mental fue evaluada mediante un cuestionario aplicado antes y después de la intervención. Resultados: Al comparar las dos muestras (antes y después), no se encontraron diferencias significativas respecto a la eficacia del programa de formación. No obstante, al analizar la adquisición de conocimientos en el dominio de la salud mental después de aplicar el programa ProMenteSã , se verificó que los profesores demostraron un aumento significativo de conocimientos en las temáticas "consumos y dependencias: nuevos comportamientos adictivos" (p=0,0) e "importancia del sueño en la promoción de la salud mental" (p=0,04). Conclusión: El programa de formación tuvo impacto en el aumento de los conocimientos de los profesores en el área de la salud mental, en la vertiente de la promoción de la salud.

Abstract Objective: To promote mental health at schoolsthrough a training intervention program for teachers of the 2nd (5th and 6th years) and 3rd (7th, 8th and 9th years) Cycles of Basic Education. Method: Non-experimental analytical study conducted as part of the MAISaúdeMental (More Mental Health) Project (ref. number: 01-0145-FEDER-023293). After identifying needs in teachers' mental health training, the ProMenteSã training intervention program was designed to train teachers of the 2nd and 3rd Cycles of Basic Education to promote mental health in children and adolescents within the school setting. The full program was applied to 13 teachers who were mainly women (11, 84.6%) with a mean age of 51.00 ±6,58 years, married, and living in urban settings. Efficacy and acquisition of mental health knowledge and literacy were assessed with a questionnaire applied before and after the training intervention program. Results: When comparing the two samples (before and after the training intervention program), no significant differences in efficacy were found. However, when assessing the acquisition of mental health knowledge, after the application of the ProMenteSã Program teachers showed a significant increase in knowledge areas "Abuse and dependence — New behaviors of addiction" (p=0.03) and "Significance of sleep in promoting mental health" (p=0.04). Conclusion: The training intervention program increased teachers' mental health knowledge for promotion of health.

Adaptação e validação para português da Escala de Motivos de Intenção de Abandono do Ensino Superior / Adaptation and validation to European Portuguese of the Reasons for Higher Education Dropout Scale / Adaptación y validación al portugués de la Escala de Motivos de Intención de Abandono de la Enseñanza Superior

Enquadramento: O abandono escolar é um problema com que os sistemas educacionais se debatem, colocando em causa a qualidade da instituição escolar e do próprio sistema de ensino. Objetivos: Adaptar e avaliar as qualidades psicométricas da Escala de Motivos de Intenção de Abandono do Ensino Superior para os estudantes do ensino superior português. Metodologia: Estudo quantitativo, transversal, descritivo e correlacional. Foi aplicado um questionário de caracterização sociodemográfica e a Escala de Motivos de Intenção de Abandono do Ensino Superior a uma amostra de 891 estudantes, maioritariamente feminina (68,2%), com uma idade média de 19,68 anos. Recorreu-se à análise fatorial exploratória e confirmatória. Resultados: A escala composta por 30 itens, organizados em 4 dimensões: Organizacional; Gestão de vida; Profissional e Relacional. Apresenta uma variância explicada de 46,5%, e um alfa de Cronbach de 0,959. Conclusão: Os resultados apoiam a adequação psicométrica da escala para a população portuguesa, indicando que poderá ser utilizada em ensaios futuros neste âmbito e permitir a implementação de medidas que o contrariem.

Background: School dropout is a problem education systems struggle with, which disputes the quality of the educational institution and the education system itself. Objectives: To adapt and validate the psychometric qualities of the Reasons for Higher Education Dropout Scale for Portuguese higher education students. Methodology: Quantitative, transversal, descriptive, and correlational study. A sociodemographic characterization questionnaire and the Reasons for Higher Education Dropout Scale were applied to a sample of 891 students, mostly female (68.2%), with a mean age of 19.68 years. Exploratory and confirmatory factor analysis was used. Results: The scale, consisted of 30 items, is organized into 4 dimensions: Organizational; Life management; Professional; and Relational. It presents an explained variance of 46.5% and a Cronbach's alpha of 0.959. Conclusion: The results support the psychometric adequacy of the scale for the Portuguese population and indicate that it can be used in future studies in this area and allow the implementation of measures to prevent dropout.

Marco contextual: El abandono escolar es un problema al que los sistemas educativos se enfrentan, y que pone en causa la calidad de la institución escolar y del propio sistema de enseñanza. Objetivos: Adaptar y evaluar las cualidades psicométricas de la Escala de Motivos de Intención de Abandono de la Enseñanza Superior para los estudiantes de la enseñanza superior portuguesa. Metodología: Estudio cuantitativo, transversal, descriptivo y correlacional. Se aplicó un cuestionario de caracterización sociodemográfica y la Escala de Motivos de Intención de Abandono de la Enseñanza Superior a una muestra de 891 estudiantes, mayoritariamente femenina (68,2%), con una edad media de 19,68 años. Se recurrió al análisis factorial exploratorio y confirmatorio. Resultados: La escala estuvo compuesta por 30 ítems, organizados en 4 dimensiones: Organizativa; Gestión de la vida; Profesional y Relacional. Presenta una varianza explicada del 46,5% y un alfa de Cronbach de 0,959. Conclusión: Los resultados apoyan la adecuación psicométrica de la escala para la población portuguesa, lo que indica que se podrá utilizar en ensayos futuros en este ámbito y permitir la implementación de medidas que lo contraríen.

Competências emocionais e prevenção do abandono nos estudantes do ensino superior politécnico / Emotional skills and prevention of dropout in students of polytechnic higher education / Competencias emocionales y prevención del abandono en los estudiantes de enseñanza superior politécnico

CONTEXTO: Nos últimos anos, a comunidade científica foi tomando consciência da importância do desenvolvimento de competências emocionais para o sucesso escolar e profissional dos estudantes. OBJETIVO(S): Identificar os fatores que influenciam o abandono escolar dos estudantes do ensino superior politécnico. Analisar a relação entre as competências emocionais e o abandono escolar dos estudantes do Ensino Superior Politécnico. METODOLOGIA: Estudo quantitativo, transversal, descritivo e correlacional. O instrumento de recolha de dados utilizado foi questionário de caracterização sociodemográfica dos estudantes e dos pais, a Escala de Motivos para Abandono do Ensino Superior (Ambiel, 2015) e a Escala Competências Emocionais (Taksic’, 2000), adaptada para Portugal por Faria e Santos (2006). Amostra constituída por 560 estudantes do ensino superior a frequentarem o 1.º ano do curso. RESULTADOS: Participaram 560 estudantes do ensino superior a frequentarem o 1.º ano do curso, maioritariamente feminina (69,3%), com uma idade mínima de 18 anos e uma máxima de 30 anos, correspondendo-lhe uma média de 19,76 anos (±2,06 anos), 36,6% da área da tecnologia. O sexo influenciou o abandono escolar dos estudantes do ensino superior, sendo os estudantes do sexo feminino os que revelam mais motivos para o abandono (p=0,010). Os estudantes cujas mães se encontram ativas profissionalmente manifestam mais Intenção de abandono (p=0,035). A perceção emocional, a expressão emocional e a capacidade de lidar com as emoções foram preditoras da intenção de abandono escolar. CONCLUSÕES: Os resultados apontam para a necessidade de inclusão nos programas de intervenção contra o abandono escolar, das variáveis sexo, idade e algumas dimensões das competências emocionais, para minimizar, assim, as suas consequências, quer para os estudantes, quer para a própria sociedade.

BACKGROUND: In recent years, the scientific community has become aware of the importance of the development of emotional competences for students' academic and professional success. AIM: To identify the factors that influence the drop out of students of polytechnic higher education. To analyze the relation between the emotional competences and the school dropout of the students of Polytechnic Higher Education. METHODS: Quantitative, cross-sectional, descriptive and correlational study. The data collection instrument used was a sociodemographic characterization questionnaire for students and parents, the Motivation Scale for Abandonment of Higher Education (Ambiel, 2015) and the Emotional Skills Scale (Taksic ', 2000), adapted for Portugal by Faria and Santos (2006). Sample composed of 560 students of higher education attending the first year of the course. RESULTS: A total of 560 higher education students attended the first year of the course, mostly female (69.3%), with a minimum age of 18 years and a maximum of 30 years, corresponding to an average of 19.76 years (± 2.06 years), 36.6% of the technology area. Sex influenced the dropout rate of higher education students, with female students showing more reasons for dropout (p = 0.010). Students whose mother is professionally active show more intention of abandonment (p = 0.035). Emotional perception, emotional expression and the ability to deal with emotions were predictive of intention to drop out. CONCLUSIONS: The results point to the need to include in the intervention programs against school abandonment of the variables gender, age and some dimensions of emotional competences, in order to minimize their consequences, both for students and for society itself.

CONTEXTO: En los últimos años, la comunidad científica ha sido consciente de la importancia del desarrollo de competencias emocionales para el éxito escolar y profesional de los estudiantes. OBJETIVO(S): Identificar los factores que influencian el abandono escolar de los estudiantes de la enseñanza superior politécnica. Analizar la relación entre las competencias emocionales y el abandono escolar de los estudiantes de la Enseñanza Superior Politécnica. METODOLOGÍA: Estudio cuantitativo, transversal, descriptivo y correlacional. El instrumento de recolección de datos utilizada fue cuestionario sociodemográfico de los estudiantes y los padres, Enseñanza Superior Abandono de Escala razones (Ambiel, 2015) y la Escala de Competencia Emocional (Taksic', 2000), adaptado a Portugal por Faria y Santos (2006). Muestra constituida por 560 estudiantes de enseñanza superior que asisten al primer año del curso. RESULTADOS: Un total de 560 estudiantes de educación superior asistieron al primer año del curso, en su mayoría mujeres (69.3%), con una edad mínima de 18 años y un máximo de 30 años, lo que corresponde a un promedio de 19.76 años (± 2.06 años), 36.6 % del área de tecnología. El sexo influyó en la tasa de deserción escolar de los estudiantes de educación superior, y las alumnas mostraron más motivos para abandonar la escuela (p = 0.010). Los estudiantes cuya madre es profesionalmente activa muestran más intención de abandono (p = 0.035). La percepción emocional, la expresión emocional y la capacidad de manejar las emociones predecían la intención de abandonarla. CONCLUSIONES: Los resultados apuntan a la necesidad de incluir en los programas de intervención contra el abandono escolar las variables de género, edad y algunas dimensiones de las competencias emocionales, con el fin de minimizar sus consecuencias, tanto para los estudiantes como para la propia sociedad.

Attachment patterns and suicidal behaviours on higher education students

INTRODUCTION: Every individual has a necessity to establish affective relationships throughout life in order to feel comfort and support. This need is called attachment and allows the human being to explore the world, acquiring knowledge about himself and everyone else. There are several changes that occur on students' lives when enrolling and attending university, a period that is known to include a set of situational and academic transitions which might lead to mental health problems, and thus making students more vulnerable and more prone to develop suicidal behaviours. OBJECTIVES: To determine the prevalence of suicidal ideation on higher education students and to assess its relationship with attachment patterns. METHODS: Quantitative, descriptive and correlational study, applied on a sample of 1074 students from a Portuguese higher education institution. Data collection was possible through an online platform that included a survey with questions regarding sociodemographical and academic proiling, the Portuguese version of the Adult Attachment Scale (EVA)2 and the Suicidal Ideation Questionnaire.3 RESULTS: Students' age varies between the 17 and 49 (− X = 23.9 years old ± 6.107 Sd), the vast majority (64.7%) are females. Results show that the presence/severity of suicidal thoughts is low ( − X = 13.84; ± 20.29 Sd) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicidal risk, and based on that, 84 students were identified (7.8%). We verified significant relationships between suicidal ideation and anxiety and attachment (r = 0.314; P = .000). CONCLUSIONS: Although there is not a high prevalence of suicidal ideation on students, we found 84 students in our sample (7.8%) that reveal a potential risk for suicide. The results also show that young students with safe attachment patterns display less suicidal ideation. Safe attachment patterns are essential on interpersonal and social relationships and play an important role during the academic period. We cannot be indifferent towards this issue due to its individual, familiar and social repercussions. Every higher education institution should then establish student support offices and develop mental health promotion programs as well as suicide prevention campaigns

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Nursing tutors’ perception of clinical supervision Skills

INTRODUCTION: The evolution of science and technology, changes within the healthcare organizations and new healthcare emerging philosophies require an active participation from healthcare professionals in helping in their peers' training. The supervision process is therefore more and more important. OBJECTIVES: To identify specialist nursing instructors' perception of the clinical supervisor skills in child-health area and paediatrics. MATERIAL AND METHODS: Qualitative-descriptive and phenomenological study composed by a sample of ten nursing tutors in the Dr. Nélio Mendonça Hospital's Paediatrics Department. We used a semi-structured interview and recordings of the conversations. We performed a content analysis on the corpus of all the interviews, once we had defined subcategories and indicators. RESULTS: The category "clinical supervisor skills" emerged from our study and the subcategories which were the most commonly referred were "personal characteristics with a 38% record unit" and "professional skills" (25.7%). As far as the relevant aspects in the child-health area and paediatrics are concerned, personal and professional skills stood out once again, with a 40.4% rate each. The main facilitating factor in the supervision process was the fact that it is a structured process (21.6%), and the inhibition factor was the deficit that exists in interpersonal relationships (21.7%). Globally, there were more record units associated with inhibition factors. CONCLUSION: Knowing what supervisors' insights in such a specific area as child-healthcare and paediatrics are, we think that this study can be a contribution to improve the quality of the supervision process in nursing. A joint effort between supervisor and supervised nurse will be needed to improve the processes that link institutions and their actors, processes where knowledge, experiences and professional objectives are commonly shared

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The impact of internet addiction on the mental health of college students from the central area of Portugal

INTRODUCTION: Mental health has an imperative roll in general health, and it's known that most mental and physical diseases are influenced by a combination of biological, psychological and social factors, in which takes place the Internet addiction. OBJECTIVES: identify the sociodemographic variables that influence the mental health of college students; identify academic variables that influence the mental health of college student. MATERIAL AND METHODS: Quantitative, descriptive-analytical and cross-sectional study with 511 college students of the Central Region of Portugal. It was used a questionnaire on sociodemographic and academic context, and were used the following scales: Mental Health Scale-PhD José Luís Pais Ribeiro (2011); Internet Addiction Test, Portuguese version by Pontes e Patrão (2013). RESULTS: Mostly female students, standing largely in the age group of 17-21 years, living in urban areas, with an average family income. Younger students have high addition to the internet (62.2%). Sex interfere with the mental health of students. The lower the negative impact of adding Internet emotions / feelings and lower its negative impact on daily life, the less anxiety, depression and loss of emotional / behavioral control of college students. The negative impact on daily life establishes a direct relationship with the positive affect, indicating that the greater the negative impact, less positive affect students. CONCLUSIONS: The results obtained point to the need to implement mental health programs, by conducting two workshops, promoting social interaction among students, to help them find more effective ways to respond to the daily challenges

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Anxiety, stress and depression in family caregivers of the mentally ill.

BACKGROUND: The current policy guidelines on mental health aim to keep the mentally ill within the community, with the development of social support, including families, hence the emergence of the role of the family caregiver. OBJECTIVES: To identify socio-demographic variables influencing anxiety, depression and stress for the informal caregivers of the mentally ill; to determine the influence of family background variables on caregiver anxiety, depression and stress; to analyse the relationship between social support and caregiver overload with caregiver anxiety, depression and stress. MATERIAL AND METHODS: Cross-sectional, descriptive and correlational study with 104 caregivers, mostly female (62.5%), aged between 22 and 77 years with a mean age of 52.03 years. The following were used as instruments: the Family Apgar Scale; the Satisfaction with Social Support Scale (ESSS); the Caregiver Overload Scale (ESC); the Anxiety, Depression and Stress Scales (EADS-21). RESULTS: We found that females have higher rates (P<.05) of anxiety, depression and stress; participants with less education have more anxiety than those with higher and secondary education (P=.001); caregivers living in rural areas have higher levels of depression (P=.044) and stress (P=.041); those who perceive belonging to families with marked dysfunctions have higher levels of depression (P=.0.001) and stress (P=.000); the higher the overload, the higher the levels of anxiety (P=.002), depression and stress (P=.000). CONCLUSIONS: I tis necessary to develop strategies for local and community intervention to promote mental health and prevent mental illness.

Teens and dating: study of factors that influence attitudes of violence.

FRAMEWORK: Dating violence is a relevant social problem in adolescent and young adult romantic relationships. Particular attention has begun to be paid to it by the scientific community in the last two decades. It may involve a sexual, physical and psychological dimension, requiring different prevention and intervention strategies. OBJECTIVE: To analyse the effect of socio-demographic and contextual variables on attitudes to dating violence. MATERIAL AND METHOD: This is a quantitative, non-experimental, cross-sectional descriptive and correlational study. Questionnaires to characterise socio-demographics and dating context and the Scale of Attitudes about Dating Violence (SADV), were applied to 243 adolescents attending the 10th, 11th and 12th years of schooling in a Portuguese secondary school. RESULTS: The adolescents are over 17 years in age (40.7%), with a predominance of girls (56.0%). They reside mainly in rural areas with most attending the 10th year. More than half live with their parents (91.7%). The vast majority are Catholic. Nearly all of the participants are dating or have dated. We found statistically significant differences in all types of violence with regards to gender, the religion they practice and adolescents who have had sexual relations. The type of violence exerted was mainly psychological. CONCLUSION: The results point to the need to integrate the topic of dating violence in adolescent education using active methods with the effective participation of everyone involved in the process (adolescents, parents, teachers and health professionals). Only in this way will it be possible to develop healthy emotional relationship skills.

Anxiety, stress and depression in family caregivers of the mentally ill

BACKGROUND: The current policy guidelines on mental health aim to keep the mentally ill within the community, with the development of social support, including families, hence the emergence of the role of the family caregiver. OBJECTIVES: To identify socio-demographic variables influencing anxiety, depression and stress for the informal caregivers of the mentally ill; to determine the influence of family background variables on caregiver anxiety, depression and stress; to analyse the relationship between social support and caregiver overload with caregiver anxiety, depression and stress. MATERIAL AND METHODS: Cross-sectional, descriptive and correlational study with 104 caregivers, mostly female (62.5%), aged between 22 and 77 years with a mean age of 52.03 years. The following were used as instruments: the Family Apgar Scale; the Satisfaction with Social Support Scale (ESSS); the Caregiver Overload Scale (ESC); the Anxiety, Depression and Stress Scales (EADS-21). RESULTS: We found that females have higher rates (P < .05) of anxiety, depression and stress; participants with less education have more anxiety than those with higher and secondary education (P = .001); caregivers living in rural areas have higher levels of depression (P = .044) and stress (P = .041); those who perceive belonging to families with marked dysfunctions have higher levels of depression (P = .0.001) and stress (P = .000); the higher the overload, the higher the levels of anxiety (P = .002), depression and stress (P = .000). CONCLUSIONS: I tis necessary to develop strategies for local and community intervention to promote mental health and prevent mental illness

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Teens and dating: study of factors that influence attitudes of violence

FRAMEWORK: Dating violence is a relevant social problem in adolescent and young adult romantic relationships. Particular attention has begun to be paid to it by the scientific community in the last two decades. It may involve a sexual, physical and psychological dimension, requiring different prevention and intervention strategies. OBJECTIVE: To analyse the effect of socio-demographic and contextual variables on attitudes to dating violence. MATERIAL AND METHOD: This is a quantitative, non-experimental, cross-sectional descriptive and correlational study. Questionnaires to characterise socio-demographics and dating context and the Scale of Attitudes about Dating Violence (SADV), were applied to 243 adolescents attending the 10th, 11th and 12th years of schooling in a Portuguese secondary school. RESULTS: The adolescents are over 17 years in age (40.7%), with a predominance of girls (56.0%). They reside mainly in rural areas with most attending the 10th year. More than half live with their parents (91.7%). The vast majority are Catholic. Nearly all of the participants are dating or have dated. We found statistically significant differences in all types of violence with regards to gender, the religion they practice and adolescents who have had sexual relations. The type of violence exerted was mainly psychological. CONCLUSION: The results point to the need to integrate the topic of dating violence in adolescent education using active methods with the effective participation of everyone involved in the process (adolescents, parents, teachers and health professionals). Only in this way will it be possible to develop healthy emotional relationship skills

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Brazil-Africa technical cooperation in health: what's its relevance to the post-Busan debate on 'aid effectiveness'?

BACKGROUND: Brazil is rapidly becoming an influential player in development cooperation, also thanks to its high-visibility health projects in Africa and Latin America. The 4th High-level Forum on Aid Effectiveness held in Busan in late 2011 marked a change in the way development cooperation is conceptualised. The present paper explores the issue of emerging donors' contribution to the post-Busan debate on aid effectiveness by looking at Brazil's health cooperation projects in Portuguese-speaking Africa. DEBATE: We first consider Brazil's health technical cooperation within the country's wider cooperation programme, aiming to identify its key characteristics, claimed principles and values, and analysing how these translate into concrete projects in Portuguese-speaking African countries. Then we discuss the extent to which the Busan conference has changed the way development cooperation is conceptualised, and how Brazil's technical cooperation health projects fit within the new framework. SUMMARY: We conclude that, by adopting new concepts on health cooperation and challenging established paradigms--in particular on health systems and HIV/AIDS fight--the Brazilian health experience has already contributed to shape the emerging consensus on development effectiveness. However, its impact on the field is still largely unscrutinised, and its projects seem to only selectively comply with some of the shared principles agreed upon in Busan. Although Brazilian cooperation is still a model in the making, not immune from contradictions and shortcomings, it should be seen as enriching the debate on development principles, thus offering alternative solutions to advance the discourse on cooperation effectiveness in health.