Water quality and adverse health effects on the hemodialysis patients: An overview.

Hemodialysis is considered a treatment of choice for patients with renal failure worldwide, allowing the replacement of some kidney functions by diffusion and ultrafiltration processes. Over 4 million people require some form of renal replacement therapy, with hemodialysis being the most common. During the procedure, contaminants in the water and the resulting dialysate may pass into the patient's blood and lead to toxicity. Thus, the quality of the associated dialysis solutions is a critical issue. Accordingly, the discussion of the importance of a dialysis water delivery system controlled by current standards and recommendations, with efficient monitoring methods, disinfection systems, and chemical and microbiological analysis, is crucial for improving the health outcomes of these patients. The importance of treatment, monitoring, and regulation is emphasized by presenting several case studies concerning the contamination of hemodialysis water and the adverse effects on the respective patients.

The impact of a Portuguese middle school social-emotional learning program.

This controlled pre-post study investigated whether a universal, school-based, social-emotional learning program implemented in two consecutive school years in two distinct cohorts, would promote gains in the social-emotional competencies of Portuguese middle school students. Moreover, it also analyzed the moderating role of students' characteristics, such as gender and baseline levels, on the impact of the intervention. Program 'Positive Attitude' was applied to 472 seventh to ninth grade students (25 classes). One hundred and fifty-six students in control groups (8 classes) also participated in this study. Overall, there were 628 participants aged from 11 to 17 years (Mage = 13.54; SD = 1.36). Self-report questionnaires were administered before and after the intervention. There were significant intervention gains in three (of five) social-emotional competencies, namely increases in social awareness and self-control as well as decreases in the levels of social anxiety in the first cohort. The positive effects were stably effective in the second cohort, except for social anxiety. Girls revealed greater gains in social awareness and greater reductions of the levels of social isolation and social anxiety when compared with boys. Intervention students with lower social awareness pretest scores profited more than controls. These results indicated that the intervention improved the social and emotional competencies of middle school students, supporting the cross-cultural generalization of social-emotional learning programs' efficacy.

School Social Behavior Scales: an adaptation study of the Portuguese version of the social competence scale from SSBS-2.

This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions.

Stress e estratégias de coping em crianças e adolescentes em contexto escolar / Stress and coping strategies in children and adolescents in the school context

Este estudo exploratório analisa a relação entre eventos estressantes entre pares e as estratégias de coping em 443 crianças e adolescentes portuguesas, do 5º ao 9º ano de escolaridade . Os dados foram recolhidos através de questionários de auto-relato para eventos estressantes entre pares (QAESSCEP, Raimundo, 2005) e para as estratégias de coping (SCSI, Ryan-Wenger, 1990). Encontraram-se diferenças significativas na freqüência e eficácia do coping, considerando o sexo e a idade; assim como na intensidade de stress, para o sexo. As variáveis sócio-demográficas revelaram-se indicadores válidos das variáveis em estudo. Os resultados apoiam a necessidade de programas de prevenção e intervenção, nas escolas.(AU)