Cuidados Gerais com Saúde Mental vol.4

Cuidados Gerais com Saúde Mental vol.4

Lidando com Adolescente na Pandemia vol.4

Lidando com Adolescente na Pandemia vol.4

Preventing adolescent suicide: A systematic review of the effectiveness and change mechanisms of suicide prevention gatekeeping training programs for teachers and parents.

INTRODUCTION: Suicide is a leading cause of death in young people, which may in part be because young people are notoriously poor help-seekers. Improving the identification of at-risk young people and connecting them to appropriate help is needed to prevent suicide in adolescents. The aim of this study is to examine the effectiveness of suicide prevention gatekeeper programs for parents and teachers, which are designed to improve their ability to recognise and respond to risks so that they may intervene before crisis occurs. METHODS: Academic databases and reference lists were searched for gatekeeper training programs involving teachers and parents, and which aimed to prevent youth suicide, between journal inception and May 2018. Information directly reporting on suicide literacy (knowledge, confidence, attitudes) and/or gatekeeper behaviours (identification, referral) was extracted and a qualitative synthesis was conducted. RESULTS: Thirteen studies fulfilled inclusion criteria. Significant moderate-to-large intervention effects were reported for suicide literacy outcomes among teachers and parents, with the largest gains among those with lowest baseline scores. No improvements in identification and referral behaviors among gatekeepers were noted. A need to improve evaluation research designs and outcome measurements was evident. CONCLUSIONS: While gatekeeper programs lead to increased suicide literacy, there is little evidence for behavioural change. There is need to increase the reach and uptake of gatekeeper training by offering digital versions, which may lead to improved behavioural outcomes, and to employ targeted strategies to engage parents in this training as one of the most trusted sources of support for vulnerable youth.

A Multi-Institutional Study of Dental Student Readiness to Address Adolescent Risk Behaviors.

The aim of this replication study was to determine if prior findings at one U.S. dental school about dental students' comfort discussing and perceptions of the relevance of 15 risk behaviors to adolescent patient oral health care would be observed at other institutions. All first- and fourth-year dental students (n=414) at three U.S. dental schools in fall 2017 were invited to participate, and 218 completed the survey (52.7% response rate). These students reported feeling comfortable to uncomfortable discussing risk behaviors with adolescent patients, yet perceived those risk behaviors as relevant to their oral health. There were significant differences in student comfort discussing risk behaviors with adolescents and their perceptions of relevance by gender, age, class status, and school location. Males were more comfortable than females discussing oral health risk behaviors. There were no significant differences by race/ethnicity. Fourth-year students had higher levels of comfort discussing risk behaviors than first-year students. Compared to students in the South and Midwest schools, students at the West school were more comfortable discussing selected topics and had higher perceptions of their relevance to adolescent oral health care. These results suggest there is room for improvement in this area of dental education. Dental schools should aim to strengthen students' knowledge of and comfort in discussing oral health risk behaviors with adolescent patients with the use of educational activities and clinical experiences.

Manual de técnicas participativas para promoción de la salud de adolescentes y jóvenes: programa de adolescencia y juventud / Manual of participatory techniques for the promotion of adolescent and youth health: adolescence and youth program

El documento pretende aportar actividades que contribuyan al proceso de autorrealización y crecimiento en la adolescencia y juventud; sin embargo agrega que es indispensable que las familias, comunidades y autoridades trabajen en acciones coordinadas. Los objetivos que propone son: Fortalecer al personal de salud responsable de la promoción y educación del primero y segundo nivel de atención del MSPAS con conocimientos, habilidades y técnicas participativas para promover la salud integral para adolescentes y jóvenes con énfasis en estilos de vida saludable. Favorecer el desempeño del personal de salud en el manejo y utilización eficiente de técnicas participativas y herramientas para la promoción de la salud en adolescentes y jóvenes sobre estilos de vida saludable.

Relational frame theory, mathematical and logical skills: a multiple exemplar training intervention to enhance intellectual performance

The current study investigated the effects of Relational Frame Theory (RFT) based training on mathematical and logical skills. A sample of 21 Swedish high school students attending first grade and second grade were assigned to either training (n= 10) or no-training conditions (n= 11). Measures of performance on mathematical tests, Raven’s Standard Progressive Matrices (SPM), and relational responding tasks were taken prior to and after training. For 8-10 weeks, the experimental group trained using SMART, an online multiple exemplar training program for enhancing relational skills. No significant differences between the groups were found on mathematical performance. A significant increase on SPM performance was observed for the experimental group. The findings are in line with previous research on RFT, suggesting that behaviorally based interventions can enhance intellectual performance. Population characteristics, SMART training procedures, strengths and methodological limitations are discussed (AU)

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Psychometric properties of the reading comprehension test ECOMPLEC. Sec / Propiedades psicométricas de la prueba de compresión lectora ECOMPLEC.SEC

ANTECEDENTES: en ciencias sociales, del comportamiento y de salud es habitual usar tests breves. El tamaño del test puede afectar a la correcta identificación de ítems con DIF. Este trabajo compara la eficacia relativa de la Regresión Logística Discriminante (RLD) e IRTLRDIF en la detección del DIF en tests cortos politómicos. MÉTODO: se diseñó un estudio de simulación. Se manipuló tamaño del test, tamaño de la muestra, cantidad DIF y número de categorías de respuesta al ítem. Se evaluó el Error Tipo I y la potencia. RESULTADOS: en las condiciones de no-DIF IRTLRDIF y RLD mostraron tasas de Error Tipo I cercanas al nivel nominal. En tests con DIF las tasas de Error Tipo I dependieron del tamaño del test, de la muestra, cantidad de DIF, contaminación del test y número de categorías del ítem. RLD presentó mayor tasa de Error Tipo I que IRTLRDIF. La potencia estuvo afectada por la cantidad de DIF y tamaño de la muestra. En tests muy cortos RLD mostró mayor potencia que IRTLRDIF. CONCLUSIONES: en tests cortos y con DIF las tasas de Error Tipo I fueron elevadas. La potencia de IRTLRDIF y RLD fue relativamente baja en tests cortos y tamaños muestrales pequeños BACKGROUND: COOMPLEC.Sec is a reading comprehension test for secondary students, conceived from a multidimensional perspective in line with large-scale educational surveys such as PISA or PIRLS. The objective of this study was to validate the theoretical model of ECOMPLEC.Sec. A bifactor model that postulates the existence of a general reading comprehension factor and three specific factors provided a good fit to the data. METHOD: 1,912 adolescents (13-18 years) participated in this study. Data analysis included construct validity via confirmatory factor analysis, and factors were regressed onto observed covariates for the interpretation of the constructs. Reliability was calculated from a non-linear SEM in order to justify the interpretability of the observed scale and subscale scores. RESULTS: the bifactor model exhibited a significantly better fit to the data than the second-order model. Furthermore, construct validity analysis suggests the existence of specific reading comprehension factors. Finally, the reliability study also supports the idea of using a total score to obtain a measure of reading comprehension. CONCLUSIONS: ECOMPLEC.Sec displays a valid parsimonious factor structure, as well as metric properties that make it a suitable tool to assess reading comprehension

ANTECEDENTES: ECOMPLEC.Sec es una prueba de comprensión lectora para estudiantes de Secundaria concebido desde una perspectiva multidimensional en consonancia con las pruebas educativas de gran escala como PISA o PIRLS. El objetivo de este estudio fue la validación del modelo teórico de ECOMPLEC.Sec. Un modelo bifactorial que presupone la existencia de un factor general de comprensión lectora y tres factores específicos ajustó adecuadamente a los datos. MÉTODO: 1.912 adolescentes (edades entre 13-18 años) participaron en este estudio. Los análisis estadísticos incluyen un análisis factorial confirmatorio cuyos factores se predicen por cuatro covariables con el fin de aportar significado a los constructos. La fiabilidad se abordó desde un modelo no lineal SEM para ayudar en la interpretación de las puntuaciones observadas de las escalas y subescalas. RESULTADOS: el modelo bifactorial exhibió un ajuste significativamente mejor que el modelo factorial de segundo orden. Las evidencias de validez de constructo apuntan a la existencia de factores específicos de comprensión lectora. CONCLUSIONES: ECOMPLEC.Sec muestra una estructura factorial parsimoniosa junto con unas propiedades psicométricas que hacen de ella una prueba adecuada para evaluar la comprensión lectora

Practical Applications for Maintenance of Certification Products in Child and Adolescent Residency Training.

OBJECTIVE: The authors evaluated whether Maintenance of Certification (MOC) Performance-in-Practice products in training increases trainee knowledge of MOC processes and is viewed by trainees as a useful activity. METHODS: Six child and adolescent psychiatry fellowships used MOC products in continuity clinics to assess their usefulness as training tools. Two surveys assessed initial knowledge of MOC and usefulness of the activity. RESULTS: Forty-one fellows completed the initial survey. A majority of first-year fellows indicated lack of awareness of MOC in contrast to a majority of second-year fellows who indicated some awareness. Thirty-five fellows completed the second survey. A majority of first- and second-year fellows found the activity easy to execute and would change something about their practice as a result. CONCLUSIONS: Using MOC products in training appears to be a useful activity that may assist training programs in teaching the principles of self- and peer-learning.

Validation of the Spanish Version of the School Engagement Measure (SEM)

The scientific study of school engagement has recently been the subject of considerable interest in the field of educational psychology, and significant advances have been made in our knowledge of this construct. For instance, there is currently consensus in the scientific community that it is multifaceted, and has three dimensions: behavioral engagement, emotional engagement, and cognitive engagement. However, more advanced statistical analyses are needed to validate Spanish-language measures of school engagement, which this study proposes to do. The sample was comprised of 1,250 adolescents from Basque Country (49% boys, 51% girls) aged 12 to 15 years old (M = 13.72, SD = 1.09). The results of confirmatory factor analysis on the School Engagement Measure (Fredricks, Blumenfeld, Friedel, & Paris, 2005) supported a three-dimensional structure of school engagement (χ2 (100) = 676.93, p < .001; GFI = .931; CFI = .906; IFI = .907; SRMR = .058; RMSEA = .068). Reliability indexes were satisfactory, ranging from .83 to .94. Adequate evidence of concurrent validity was found for the variable perceived school performance (p < .01). The results are discussed from an educational perspective, and with an eye to future research (AU)

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Social cognition in adolescence: Social rejection and theory of mind / La cognición social en la adolescencia: el rechazo social y la teoría de la mente

Neuroimaging studies have shown continued structural and functional development in neural circuitry underlying social and emotional behaviour during adolescence. This article explores adolescent neurocognitive development in two domains: sensitivity to social rejection and Theory of Mind (ToM). Adolescents often report hypersensitivity to social rejection. The studies presented here suggest that this is accompanied by reduced responses in brain regions involved in emotion regulation. Studies on social rejection in adolescents with autism spectrum conditions will also be discussed. ToM is another social cognitive domain which undergoes neurocognitive development between adolescence and adulthood. ToM refers to the ability to understand others’ thoughts and intentions. Neuroimaging data suggest that the ability to integrate emotional information into ToM decisions continues to develop between adolescence and adulthood. In sum, these studies demonstrate ongoing development of social and emotional cognition during adolescence at both behavioural and neural levels, providing a neurocognitive framework for understanding adolescent behaviour

Los estudios de neuroimagen han conocido un continuo desarrollo estructural y funcional de los circuitos neuronales que subyacen al comportamiento social y emocional en la adolescencia. Este artículo explora el desarrollo neurocognitivo adolescente en dos dominios: la sensibilidad al rechazo social y la teoría de la mente (TM). Los adolescentes refieren a menudo hipersensibilidad al rechazo social. Los estudios que se presentan sugieren que se acompaña de una disminución de las respuestas en regiones cerebrales vinculadas a la regulación emocional. También se comentarán los estudios sobre rechazo social en adolescentes con trastornos del espectro autista. La teoría de la mente es otro campo cognitivo social que subyace al desarrollo neurocognitivo entre adolescencia y edad adulta. Dicha teoría alude a la capacidad de comprender los pensamientos e intenciones de los demás. Los datos de neuroimagen sugieren que la capacidad de integrar la información emocional en decisiones de teoría de la mente sigue desarrollándose entre la adolescencia y la edad adulta. En síntesis, tales estudios demuestran que hay un desarrollo continuo de la cognición social y emocional durante la adolescencia tanto en el nivel comportamental como neuronal, proporcionando un marco neurocognitivo para explicar el comportamiento adolescente

Atención integral y diferenciada de adolescentes y jóvenes / Comprehensive and differentiated attention of adolescents and young people

Dirigida a médicos, enfermeras, profesionales, auxiliares de enfermería, nutricionistas, psicólogos y técnicos en salud rural, que realizan acciones de promoción, prevención, atención clínica y orientación a adolescentes y jóvenes, familias y comunidad en la red de servicios de salud del primero y segundo nivel de atención, esta guía de atención integral, pretende que el personal de salud esté actualizado con los conocimientos, capacidades y prácticas que le permitan brindar un servicio de calidad. Es un complemento de las Normas de Atención, que contiene los lineamientos técnico-normativos basados en evidencia científica para que sean aplicados por el personal de salud en los servicios del primero y segundo nivel de atención. Su objetivo principal es el de proporcionar lineamientos para que el personal de salud del primero y segundo nivel brinde a la población adolescente y joven, atención y orientación integral de calidad, basada en evidencia científica, con enfoque de género, pertinencia cultural y de derechos humanos. Contiene glosario e ilustraciones de desarrollo del adolescente y joven.

Factores individuales y familiares asociados con síntomatología depresiva en adolescentes dé escuelas públicas de México / Individual and family factors associated with depressive symptomatology in adolescents from public schools in Mexico

Objetivo. Estimar la prevalencia de síntomatología depresiva y explorar su asociación con factores individuales y familiares en estudiantes de escuelas públicasde nivel medio superior en México. Material y métodos. Estudio transversal con muestra representativa de9 982 estudiantes de 14 a 19 años. Se estimaren modelos de regresión logística para obtenerrazones de momios (RM), con intervalos deconfianza a 95% (IC95%)...

Psychological values as protective factors against sexist attitudes in preadolescents / Valores psicológicos como factores de protección ante actitudes sexistas en preadolescentes

Background: Sexist attitudes are one of the factors that justify domestic violence. Positive psychology can provide keys to prevent sexist violence at an early age. Psychological values are a group of psychological strengths in a person’s development. They provide important clues for the prevention of gender-based violence. Method: This study presents an assessment of two groups of variables, sexist attitudes and beliefs and psychological values, in a sample of 449 (213 boys and 236 girls) preadolescents from various schools (mean age: 12). We analyze the relationship between these variables. We used the Values in Action Inventory (VIA-Y), the Questionnaire of Attitudes towards Diversity and Violence (CADV) and the Ambivalent Sexism Inventory (ASI). Results: The results show that sexism variables are related to each other and negatively to the psychological values in boys and girls. Conclusions: We discuss the importance of prevention programs being appropriately developed and, probably, different programs for each sex (AU)

Antecedentes: el sexismo y las actitudes sexistas son algunos de los factores precursores de la justificación de la violencia de pareja. La psicología positiva puede aportar claves al estudio y prevención de la violencia sexista en edades tempranas. Los valores psicológicos, como conjunto de fortalezas psicológicas para el desarrollo de la persona, aportan pistas importantes en la prevención de la violencia sexista. Método: este estudio presenta una evaluación de dos conjuntos de variables, por un lado, las actitudes y creencias sexistas y, por otro, los valores psicológicos en una muestra de 449 estudiantes preadolescentes (213 chicos y 236 chicas) de diversos centros escolares (edad media: 12 años), para posteriormente analizar la relación entre dichas variables. Se ha utilizado para la recogida de datos el Values in Action Inventory (VIA-Y), el Cuestionario de Actitudes hacia la Diversidad y la Violencia (CADV) y el Inventario de Sexismo Ambivalente (ISA). Resultados: los resultados muestran que las variables de sexismo se relacionan entre sí y de forma inversa con los valores psicológicos, tanto en los chicos como en las chicas. Conclusiones: se comenta su importancia para el desarrollo de programas de prevención que pudieran ser diferenciados para ambos sexos (AU)

Direitos sexuais e reprodutivos na escola: avaliação qualitativa de um estudo piloto / Sexual and reproductive rights at school: qualitative evaluation of a pilot study

Este artigo descreve a avaliação de um programa preventivo para adolescentes, professores e familiares, focado em direitos sexuais e reprodutivos, resiliência e habilidades sociais assertivas. Foram conduzidas dez sessões psicoeducacionais com os adolescentes (N = 54), três oficinas com os docentes (N = 11) e duas visitas domiciliares às famílias (N = 7). Os resultados, avaliados por medidas qualitativas de autorrelato, mostram que os familiares buscaram serviços da comunidade recomendados na intervenção, os docentes relataram disposição para atuar no fortalecimento da rede social dos adolescentes e estes relataram melhoria na qualidade da comunicação com os pais, prática de sexo seguro e tolerância à diversidade. São discutidas as limitações e possibilidades de intervenções ecológicas e uma agenda de pesquisa na área.

This paper describes the evaluation of a preventive program for adolescents, teachers and family members, focused on sexual and reproductive rights, resilience and assertive social skills. Ten psychoeducational sessions were conducted with adolescents (N = 54), three workshops with teachers (N = 11) and two home visits to the families (N = 7). The results, evaluated by self report qualitative measures, pointed that families searched community services recommended during the intervention, teachers demonstrated sensitiveness to strengthening the adolescents' social support network, and adolescents reported improvement related to quality of adolescents-parents communication, safe sex practice and tolerance toward the human diversity. Possibilities and limits of ecological interventions are discussed, as a research agenda in this field as well.

Direitos sexuais e reprodutivos na escola: avaliação qualitativa de um estudo piloto / Sexual and reproductive rights at school: qualitative evaluation of a pilot study

Este artigo descreve a avaliação de um programa preventivo para adolescentes, professores e familiares, focado em direitos sexuais e reprodutivos, resiliência e habilidades sociais assertivas. Foram conduzidas dez sessões psicoeducacionais com os adolescentes (N = 54), três oficinas com os docentes (N = 11) e duas visitas domiciliares às famílias (N = 7). Os resultados, avaliados por medidas qualitativas de autorrelato, mostram que os familiares buscaram serviços da comunidade recomendados na intervenção, os docentes relataram disposição para atuar no fortalecimento da rede social dos adolescentes e estes relataram melhoria na qualidade da comunicação com os pais, prática de sexo seguro e tolerância à diversidade. São discutidas as limitações e possibilidades de intervenções ecológicas e uma agenda de pesquisa na área.(AU)

This paper describes the evaluation of a preventive program for adolescents, teachers and family members, focused on sexual and reproductive rights, resilience and assertive social skills. Ten psychoeducational sessions were conducted with adolescents (N = 54), three workshops with teachers (N = 11) and two home visits to the families (N = 7). The results, evaluated by self report qualitative measures, pointed that families searched community services recommended during the intervention, teachers demonstrated sensitiveness to strengthening the adolescents' social support network, and adolescents reported improvement related to quality of adolescents-parents communication, safe sex practice and tolerance toward the human diversity. Possibilities and limits of ecological interventions are discussed, as a research agenda in this field as well.(AU)

High-risk sexual behaviors.

Adolescence is a time of life characterized by danger because of the many changes that occur, the many ties that are severed: ties to childhood, ties to the child's body as it begins to take on an adult appearance, ties to a once-familiar body image and psyche as hormones complete the transformation to adulthood, ties to an unconscious that is struggling to restructure itself anew. The creation of the romantic couple is a danger inherent in any human society. This text was written from the professional practices of each author in a multidisciplinary approach combining the approaches of public health, risk reduction, and sexual, psychological and clinical care of adolescents. How to help anticipate the dangers is to use preventive insurance verifying that security is guaranteed before committing. Risk-taking is accepting all the challenges that boost the self with oneself and with others. The risk is therefore also the commitment in love. It is still the risk to speak, to feel, to express feelings, choices, and refusal of unwanted sex. The ability of adolescents to play and defeat the risk by learning the ethical value not only to protect themselves from contracting AIDS, but also to protect others is part of the pedagogy of risk. This pedagogy of risk, as we have seen, includes three areas: information, care and initiation into love. Adolescents must be supported in their emergence by responsible people to protect them from the dangers ahead. The support is not only to prevent them from engaging in risky behavior, but to help them better manage their anxieties and support the fragility of their families in a network approach. Not knowing how to confront the risk stifles the chance of allowing the child to grow up to be independent and helps reassure parents who may resent being removed from the empowerment of their children.

Teaching medical professionals and trainees about adolescent suicide prevention: five key problems.

Predicting and preventing suicide represent very difficult challenges for clinicians. The awareness of adolescent suicide as a major social and medical problem has increased over the past years. However, many health care professionals who have frequent contact with adolescents are not sufficiently trained in suicide evaluation techniques and approaches to adolescents with suicidal behavior. Suicide prevention efforts among adolescents are restricted by the fact that there are five key problems related to the evaluation and management of suicidality in adolescents: 1. Many clinicians underestimate the importance of the problem of adolescent suicidal behavior and underestimate its prevalence. 2. There is a misconception that direct questioning of adolescents about suicidality is sufficient to evaluate suicide risk. 3. Another misconception is that adolescents with non-psychiatric illnesses do not need to be evaluated for suicidality. 4. Many clinicians do not know about or underestimate the role of contagion in adolescent suicidal behavior. 5. There is a mistaken belief that adolescent males are at lower suicide risk than adolescent females. Educating medical professionals and trainees about the warning signs and symptoms of adolescent suicide and providing them with tools to recognize, evaluate, and manage suicidal patients represent a promising approach to adolescent suicide prevention.