Agressividade em meio escolar e estilos educativos parentais / School aggressiveness and parenting styles

O bullying e a agressividade em meio escolar tem aumentado a sua ocorrência nos últimos anos. APAV (2012, 2016) menciona que tem havido um aumento de casos ao longo dos anos. O que justifica estudar os comportamentos agressivos em meio escolar e relaciona-los com os estilos educativos. Objetivos: Pretende-se com este estudo analisar a influência das variáveis sociodemográficas, o tipo de família e os estilos educativos nos comportamentos de agressividade nas crianças em idade escolar. Metodologia: Realizou-se um estudo descritivo de analise quantitativa correlacional e de corte transversal, com uma amostra de 72 crianças (N=72) com idade média 8.22 (±0.967) numa escola do agrupamento de escolas do concelho de ovar e seus pais para avaliar a influência dos estilos educativos nos comportamentos de agressividade em meio escolar em crianças (7-10 anos). Foi utilizado para as crianças o questionário de Pereira e Almeida (1994) adaptado da versão original de Olweus (1989) e para os pais o EMBU-P, versão portuguesa (Canavarro 2003) com consistência interna moderada com um alfa de cronbach de 0.65. Resultados: As crianças são na sua maioria, do sexo masculino (52.8%), observou-se que 50% referiu ser vitima de comportamentos agressivos, e 43.7% identificaram-se como agressores, dos quais 67.8% são rapazes. Os comportamentos mais referidos, com 25%, são de agressividade verbal. A maioria das famílias são nucleares (86,1%). Na amostra dos progenitores, com média de idades de 41.17±5.39, 84,7% que responderam foram mãe, nos estilos educativos, a dimensão do suporte emocional foi a mais apresentada com OM=50.29(±3.57). Não se observou relação entre as variáveis sociodemográficas, tipo de família e o estilo educativo e os comportamentos agressivos. Contudo fica mostrado que as crianças agressoras apresentam pais com scores superiores na dimensão "tentativa de controle". Conclusão: Considerando o presente estudo, continua a ser de extrema importância a prevenção da agressividade em meio escolar. Face aos resultados é essencial conduzir uma intervenção não somente centrada nos comportamentos da criança e na escola, mas também no sistema familiar com vista à promoção da parentalidade.

Bullying and aggression in schools has increased in recent years. APAV (2012, 2016) mentions that there has been an increase in cases over the years. This justifies the study of aggressive behavior in schools and relates them to educational styles. Objectives: This study aims to analyze the influence of sociodemographic variables, family type and educational rearing styles on aggressive behaviors in school-age children. Methods:: A descriptive, cross-sectional, quantitative study was carried out with a sample of 72 children (N = 72) with a mean age of 8.22 (± 0.967) at a school in the school cluster of ovar county and their parents for to evaluate the influence of educational rearing styles on aggressive behaviors in school settings in children (7-10 years old). The questionnaire of Pereira and Almeida (1994) adapted from the original version of Olweus (1989) was used for the children and for the parents the EMBU-P, Portuguese version (Canavarro 2003) with moderate internal consistency with a cronbach alpha of 0.65. Results: The majority of the children were male (52.8%), 50% reported being a victim of aggressive behavior, and 43.7% identified themselves as aggressors, of which 67.8% were boys. The most mentioned behaviors, with 25%, are of verbal aggression. Most families are nuclear (86.1%). In the sample of the parents, with a mean age of 41.17 ± 5.39, 84.7% who answered were mother, in the educational styles, the dimension of emotional support was the most presented with OM = 50.29 (± 3.57). There was no relationship between sociodemographic variables, family type and educational style and aggressive behaviors. However, it is shown that aggressive children presents parents with higher scores in the "attempt to control" dimension. Conclusion: Considering the present study, it is still extremely important to prevent aggression in school. Given the results, it is essential to conduct an intervention not only focused on the behavior of the child and at school, but also on the family system, in order to promote parenting.

Anatomic variation of thorax drainage: absence of accessory hemiazygos vein

Formed by the azygos, hemiazygos and accessory hemiazygos veins, this system is responsible for the venous drainage of the thorax and partially of the abdomen. Abnormalities of this system are not uncommon, and many are referred to in literature. The complete agenesis of the accessory hemyazigos vein is associated with complete regression of the left posterior cardinal vein or atrophy of the left subcardinal vein. The reported case consists of the complete absence of the accessory hemiazygos vein, culminating in the drainage of the 4th, 5th, 6th, 7th and 8th left posterior intercostal veins directly into the azygos vein of a male cadaver. The importance of the theme is due to the necessity of recognizing patterns and frequencies of these variations when facing procedures addressing the mediastinum or the major vessels.

Sternalis muscle: an anatomic variation of the anterior chest wall

The sternalis muscle’s presence is an uncommon anatomic variation of the anterior chest wall’s musculature. It is insufficiently mentioned by the most of anatomical textbooks, although it has been well described by the literature. The study of this anatomic variation is extremely relevant, principally for the interpretation of image’s exams that approach this region. For this study’s achievement, 102 cadavers were dissected (97 of the male sex and 5 of the female sex). The study of the sternalis muscle avoids the expenses with exams and the indication of aggressive treatments in a wrong way.