Predictors of Overweight and Obesity in Early Care and Education Teachers during COVID-19.

The purpose of this cross-sectional study was to determine individual, sociocultural, policy, and economic predictors of overweight/obesity in early care and education (ECE) teachers to identify modifiable opportunities to enhance the health of this critical workforce. ECE teachers (n = 1434) in the U.S. completed an online survey in late spring to mid-summer 2020. Teachers self-reported height and weight; body mass index (BMI) and weight status were calculated. Teachers reported micro-environment variables including age, race, gender, obesogenic lifestyle behaviors, well-being, food security, personal health, stress, job stress, type of ECE, COVID-19 teaching modality, and age of children in the classroom. Logistic regression predicting overweight/obesity and linear regression predicting BMI were conducted. Teachers with more years of teaching experience (OR: 1.022: 95% CI 1.005, 1.039) and higher consumption of fast food (2.038: 1.310, 3.169) had higher odds of overweight/obesity. Teachers with higher levels of education (0.58: 0.407, 0.828) and higher physical health (0.836: 0.775, 0.902) had lower odds of overweight/obesity. Other variables were not associated with overweight/obesity. Variables significant in logistic regression were also associated with higher BMI. Additionally, Native American race (ß = 2.467 SE = 1.206) and sedentary hours/day (ß = 0.152 SE = 0.075) were associated with higher BMI. Implications for enhancing workplace health for these ECE teachers are emerging.

Impact of Changing School Start Times on Teacher Sleep Health and Daytime Functioning.

BACKGROUND: The benefits of delaying school start times for secondary students are well-established. However, no previous study has considered how changing school start times impacts sleep and daytime functioning for K-12 teachers. METHODS: Teachers in a large suburban school district completed 3 annual surveys (pre-change n = 1687, post-change n = 1857, follow-up n = 1812) assessing sleep and daytime functioning. RESULTS: With delayed start times, high school teachers had later rise times (high school [HS]: 28 minutes, middle school [MS]: 14 minutes), increased sleep duration (HS: 22 minutes, MS: 13 minutes), and improved daytime functioning. Improvements for middle school teachers were noted but were not statistically significant. With earlier start times, elementary teachers reported earlier bedtimes (9 minutes) and wake times (9 minutes), with no changes in sleep duration or daytime functioning. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: Today's school health policies often focus on wellness. Findings from this study reveal that the policy of healthy school start times can have a significant, positive impact on adults who teach in later-starting secondary schools. Later school start times for secondary teachers provide greater parity with their elementary colleagues in terms of sleep opportunity. CONCLUSIONS: This study extends previous findings on how the policy of later secondary school start times improves the health and well-being of adolescents, highlighting that healthy start times contribute to increased sleep opportunity for MS and HS teachers and improved daytime functioning for HS teachers, with changed start times having no significant negative effect on elementary school teachers.

Relationships between social climate and indoor environmental quality and frequently reported health symptoms among teachers and staff in a suburban school district.

Public school teachers represent one of the largest occupational groups in the United States and are vulnerable to job stress and burnout. School social and physical environments may be adversely impacting the health of teachers and other staff, though few studies have explored these relationships. We partnered with a suburban school district in Colorado to assess the association between school environmental quality, social climate, and staff member health. We modeled the number of self-reported frequent health symptoms (experienced at least once a week) using generalized linear models. School-level predictors of interest included: overall social climate scores (unitless), building operations report card (ORC) scores (unitless), and indoor air quality (IAQ) scores (unitless). In total, we had data from 134 staff members from 11 schools in the district. A majority (62%) of our participants were teachers, who reported a greater number of frequent (i.e., at least once a week) health symptoms (mean = 3.2 symptoms experienced at least once per week) compared to staff in other roles (mean = 2.3 symptoms per week). We found that a one standard-deviation (10.5) increase in the overall social climate score was associated with a 0.77-fold (95% CI: 0.60-0.99) change in the number of frequent health symptoms reported. However, this association was attenuated among teachers compared to other staff members. Our results suggested effect modification by social climate on the relationship between IAQ and health, albeit with some uncertainty. For participants with a school climate score below the mean, a one standard-deviation (10.5) increase in IAQ score was associated with a 0.49-fold (95% CI: 0.35-0.70) change in the number of frequently reported symptoms. Overall, our study suggests school climate may be associated with self-reported health symptoms, but that the benefits of improved school climates may not be as strong for teachers compared to other staff. Future work should assess perceived climate at the individual level to assess how staff roles impact how school environments are associated with health outcomes.

A Cross-Sectional Study Analyzing Predictors of Perceived Stress Among Elementary School Teachers During the COVID-19 Pandemic.

INTRODUCTION: Teaching is a stressful occupation due to high-stake job demands and limited resources, which were exacerbated during the initial phase of the COVID-19 pandemic. Our study assessed the prevalence of perceived stress and explored its predictors among elementary school teachers employed at schools serving predominantly low-income populations in five cities in the United States. METHOD: Our study analyzed the data among selected schools that were collected through the Brighter Bites teacher survey which comprised items measuring sociodemographic characteristics, perceived stress, perceived general health, food insecurity, and concerns regarding social determinants of health needs. The predictors of perceived stress were examined using generalized linear mixed models (GLMMs) with schools as the random variable. FINDINGS: A total of 685 teachers were included in the analysis (84.9% female, 38.1% Hispanic, 57.6% <5 years of teaching experience). Most (85.4%) of the teachers stated they were stressed "sometimes"/"often." Results from adjusted GLMM showed that teachers who were food insecure (adjusted odds ratio [AOR]: 2.33, confidence interval [CI]: [1.63, 3.35]), those who had concerns regarding financial stability (2.68 [1.91, 3.75]), food availability (1.69 [1.15, 2.48]), food affordability (2.27 [1.57, 3.28]), availability/affordability of housing (2.21 [1.33, 3.67]), access to childcare (1.76 [1.06, 2.92]), and access to a clinic/doctor (1.60 [1.10, 2.33]) were at significantly greater odds of reporting perceived stress. CONCLUSION/APPLICATION FOR PRACTICE: Our study demonstrates the heightened impact of COVID-19 on the mental well-being of teachers across a wide range of social needs. Stress management and additional social service programs are suggested to support teachers to mitigate pandemic impact.

Diários de professores(as) na pandemia: registros em cadernetas digitais de trabalho e saúde / Teachers' diaries during the pandemic: accounts of work and health in digital notebooks / Diarios de profesores y profesoras en la pandemia: registros en cartillas digitales de trabajo y salud

O objetivo principal do presente artigo consiste em problematizar aspectos do processo de trabalho de professore(a)s da educação básica do estado do Rio de Janeiro, no contexto pandêmico, e sua relação com a saúde, tomando por base registros diários de professore(a)s em cadernetas digitais. Trata-se de uma pesquisa social de cunho qualitativo e de natureza participativa, realizada em parceria com o sindicato dos professores de Macaé e região. Participaram do estudo oito professore(a)s das redes pública e particular de ensino. No que tange à análise dos materiais, adotou-se a técnica de análise temática, organizada em dois blocos temáticos principais de interpretação: o primeiro relaciona-se à análise do processo de trabalho (remoto) docente, já o segundo refere-se à saúde, comorbidades pregressas e resistências coletivas. Quanto aos resultados, sobressaiu que professores(a)s vivenciam o aprofundamento de formas de opressão, precarização e intensificação do trabalho. (AU)

The main aim of this study was to problematize health aspects of the work process of primary school teachers in the state of Rio de Janeiro in the context of the pandemic using daily entries made by teachers in digital notebooks. We conducted a qualitative participatory social study in partnership with the Macaé Teachers Union. Eight teachers from public and private schools participated in the study. The data were analyzed using thematic analysis and organized into two main categories: the first related to the analysis of the (remote) work process; and the second comprising health, previous comorbidities and collective resistance. The findings highlight that the teachers are experiencing the deepening of forms of oppression, worsening working terms and conditions, and work intensification. (AU)

El objetivo principal de este artículo es problematizar aspectos del proceso de trabajo de profesores y profesoras de la educación básica del Estado de Río de Janeiro, en el contexto pandémico y su relación con la salud, utilizando como base registros diarios de profesores y profesoras en cartillas digitales. Se trata de un estudio social de cuño cualitativo y de naturaleza participativa, realizado en alianza con el Sindicato de los profesores de Macaé y región. En el estudio participaron ocho profesores y profesoras de las redes pública y particular de enseñanza. En lo que se refiere al análisis de los materiales, se adoptó la técnica de análisis temático, organizado en dos bloques temáticos principales de interpretación: el primero se relaciona al análisis del proceso de trabajo (a distancia) docente; el segundo, se refiere a la salud, comorbilidades anteriores y resistencias colectivas. Con relación a los resultados, se subrayó que profesores y profesoras viven la profundización de formas de opresión, precarización e intensificación del trabajo. (AU)

Teacher Self-Efficacy and Mental Health-Their Intricate Relation to Professional Resources and Attitudes in an Established Manual-Based Psychological Group Program.

Introduction: Teaching is considered a mentally challenging occupation. Teacher self-efficacy is a personal resource which buffers the experience of stress and may be important in maintaining mental health. The preventive intervention "Manual-Based Psychological Group Program for Teachers" (MBPGPT) was applied and evaluated state-wide to improve the mental health of teachers. This study aims to investigate the intricate relation between teacher self-efficacy and mental health and their changes in the course of the intervention. Method: Using a single-group pre-/post-design, the relation between teacher self-efficacy and mental health was investigated in 742 teachers. Pre- and post-changes in teacher self-efficacy and their interaction with mental health were examined in a subsample of 171 teachers, who met the conservative inclusion criteria. In ancillary analyses, correlations with underlying changes in work-related behavior and experience patterns were analyzed to better understand the intricate link between teacher self-efficacy and mental health. Results: Teacher self-efficacy showed a significant, moderate correlation with mental health. Self-efficacy was moderately higher after the intervention than before the intervention, but independent of changes in mental health. Teacher self-efficacy was related to work-related psychological resistance and positive emotions. An increase in teacher self-efficacy was accompanied by an improvement in life satisfaction and distancing ability. A decrease in teacher self-efficacy went hand in hand with reduced experience of social support. Discussion: This study confirmed teacher self-efficacy as an important, reliable resource and its correlation with psychological resistance. The absence of a control group limits what causal conclusions can be drawn from the study. Nevertheless, self-efficacy seems to be a worthwhile goal of preventive interventions for teachers and should be promoted due to its wide-ranging implications. Suggestions for further studies and interventions are made.

Testing a holistic conceptual framework for early childhood teacher well-being.

Using a holistic conceptualization of teacher well-being in concert with the Job Demands and Resources (JD-R) framework, our interdisciplinary study examined associations among various job demands and resources and whole teacher well-being (i.e., professional, psychological, and physical well-being) in early care and education settings. First, we investigated direct associations of job demands and resources with teachers' professional well-being. Second, we tested two models of potential mediation for the relationship of job demands and resources to well-being using structural equation modeling techniques: (a) that psychological and physical well-being mediate the relationship between demands, resources, and professional well-being; and (b) that professional well-being mediates the relationship between demands, resources, and psychological and physical well-being. Although our sample of early childhood teachers (n = 262) reported high levels of professional well-being (i.e., work commitment, self-efficacy), a substantial number of them experienced challenges in both psychological (e.g., perceived stress, depressive symptoms) and physical (e.g., ergonomic pain) well-being. As expected, teachers' work-related stressors and work resources (positive work climate, quality of the physical environment) were directly associated with teachers' professional well-being. Contrary to our expectations, however, instrumental resources (i.e, wages, health insurance) did not predict any aspects of teachers' professional well-being. Our data only supported the first of the two tested mediation hypotheses (i.e., that psychological and physical well-being mediated the associations between working conditions and professional well-being), but with one caveat: physical well-being preceded psychological well-being in mediating the associations. These results advance our understanding of the challenges present in the early childhood workforce and have implications for policies and programs to improve teacher working conditions and well-being.

Validation of the teacher's health questionnaire for the brazilian context / Validação do questionário saúde docente para o contexto brasileiro

ABSTRACT The present study aimed at showing the cross-cultural adaptation and validation of the Spanish health questionnaire so-called Cuestionario de Salud Docente (CSD) for the Brazilian context with regard to the following variables: welfare (satisfaction and self-efficacy), and discomfort (musculoskeletal disorders, cognitive disorders, exhaustion and vocal cord disorders). Different steps were taken in order to ensure the quality of the translation and adaptation of the CSD concerning semantic, idiomatic, experiential and conceptual equivalence between the original items and the translated ones. The final sample of the pilot study consisted of 697 teachers, 168 men and 529 women, aged between 18 and 52 years who worked in 3 Early Childhood Education Centers, 9 Elementary Schools from the 1st to 5th grade, 04 Elementary Schools from the 6th to 9th grade, and 4 High Schools. Cohen's Kappa coefficient was used for assessing the temporal stability of the scores, and Cronbach's alpha test for the internal consistency of the dimensions and overall evaluation of the instrument, which showed a significant correlation. As a measuring instrument, the questionnaire is considered reliable to evaluate teacher's health, in addition to containing guidelines for further studies on welfare and discomfort variables of Brazilian teachers.

RESUMO O presente estudo apresenta a adaptação e validação transcultural do Questionário Saúde Docente (QSD) para o contexto brasileiro nas variáveis de bem-estar (satisfação e autoeficácia) e mal-estar (disfunções musculoesqueléticas, disfunções cognitivas, esgotamento e disfunções da voz). Foram realizadas distintas etapas para assegurar a qualidade da tradução e da adaptação do QSD no que se refere à equivalência semântica, idiomática, experiencial e conceitual entre os itens originais e traduzidos. A amostra final do estudo piloto foi constituída por 697 professores, sendo 168 do sexo masculino e 529 do feminino, com idades entre 18 e 52 anos, atuantes em 03 centros de Educação Infantil, 09 escolas do nível Ensino Fundamental de 1º ao 5º ano e 04 dos níveis Ensino Fundamental de 6º ao 9º ano e Ensino Médio. Para a análise da estabilidade temporal dos escores foi empregado o teste de Kappa e para a consistência interna das dimensões e da avaliação global do instrumento o teste de alfa de Cronbach, os quais apresentaram correlações satisfatórias. Como instrumento de medida, o questionário é considerado confiável para avaliar a saúde docente, além disso contém diretrizes para futuros estudos das variáveis associadas ao bem-estar e mal-estar de professores brasileiros.

Exploração e sofrimento mental de professores: um estudo na rede estadual de ensino do paraná / Exploitation and mental suffering among teachers: a study in the state school system in the state of paraná, brazil / Explotación y sufrimiento mental de los docentes: un estudio en la red estatal de enseñanza del estado de paraná, brasil

Resumo A reestruturação do mundo do trabalho tem exercido forte impacto sobre as condições de vida e saúde da classe trabalhadora. Os professores têm sofrido, assim como os demais trabalhadores, a precarização do trabalho, entre outras consequências da acumulação flexível, com o aumento das exigências sem o incremento suficiente dos recursos necessários para o desempenho do trabalho. A intensa elevação do sofrimento mental dos docentes parece estar ligada às novas condições de trabalho. Visando a fornecer subsídios para o enfrentamento dessa questão, realizou-se pesquisa buscando verificar a associação entre a elevação da exploração no trabalho dos docentes e o sofrimento mental. Efetuou-se estudo transversal por meio da plataforma Limesurvey, em que 1.201 professores da rede estadual responderam a dois questionários on-line: o Self-Reporting Questionnaire-20 e outro, elaborado pelos pesquisadores, sobre as condições de trabalho dos docentes. Carga horária semanal, número de alunos por turma e número de turmas por professor apresentaram associação com transtornos psíquicos menores. A associação de número de alunos por turma com a presença de transtorno psíquico menor foi estatisticamente significativa. Concluiu-se que a prevalência de casos indicativos de distúrbios psíquicos é muito elevada entre os professores, havendo indícios de associação com diversas formas de exploração no trabalho docente.

Abstract The reorganization of the world of labor has a strong impact over the life and health statuses of the working class. Teachers, as well as other workers, have been going through a process of precarization of labor, among other consequences of flexible accumulation, with the increase in the requirements without a sufficient increase in the resources that are needed in order to perform the work. The significant increase in mental suffering among teachers seems to be connected to the new working conditions. With the goal of providing elements in order to face this issue, we developed a research with the aim of observing the association between the increase in exploitation in the work of the teachers and mental suffering. We performed a cross-sectional study using the Limesurvey online survey tool, in which 1,201 teachers of the state school system answered 2 online questionnaires: the Self-Reporting Questionnaire-20 and another one, developed by the researchers, about the working conditions of the teachers. The weekly working hours, the amount of students per classroom and the amount of classes of students per teacher showed an association with minor psychological disorders. The association between the amount of students per classroom and the presence of a minor psychological disorder was statistically significant. We concluded that the prevalence of cases that indicate psychological disorders is very high among teachers, and there are signs of an association with many different kinds of exploitation in the work of teachers.

Resumen La reestructuración del ámbito laboral ha ejercido un fuerte impacto sobre las condiciones de vida y salud de la clase trabajadora. Los docentes, así como los demás trabajadores, han sufrido la precarización del trabajo, entre otras consecuencias de la acumulación flexible, con el aumento de las exigencias sin el incremento suficiente de los recursos necesarios para la ejecución del trabajo. El intenso aumento del sufrimiento mental de los docentes parece estar relacionado a las nuevas condiciones de trabajo. A fin de ofrecer recursos que puedan servir como contribución para enfrentar esta cuestión, se realizó esta investigación buscando constatar la asociación entre el aumento de la explotación de los docentes en su trabajo y el sufrimiento mental. Se efectuó un estudio transversal por medio de la plataforma LimeSurvey, en la que 1.201 docentes de la red estatal respondieron dos cuestionarios en línea: el Self-Reporting Questionnaire-20 y otro, elaborado por los investigadores, sobre las condiciones de trabajo de los docentes. La carga horaria semanal, el número de alumnos por clase y el número de clases por docente, presentaron asociación con trastornos psíquicos menores. La asociación de número de alumnos por clase con la presencia de trastorno psíquico menor fue estadísticamente significativa. Se concluyó que la prevalencia de casos indicativos de disturbios psíquicos es muy alta entre los docentes, existiendo indicios de asociación con diversas formas de explotación en el trabajo docente.

A saúde docente no trabalho: apontamentos a partir da literatura recente / Teachers health in the workplace: evidence from recent literature

Resumo Introdução A saúde no trabalho docente apresenta-se como um tema relevante. Verifica-se o crescimento do adoecimento docente no trabalho, mas poucas ações são desenvolvidas em relação às legislações e políticas específicas que privilegiam a saúde do professor, apesar do elevado número de estudos ressaltando agravos à saúde docente. Métodos O objetivo do estudo foi analisar publicações da Biblioteca Virtual de Saúde em Psicologia (BVS-Psi) dos últimos 14 anos (2003-2016) relacionadas à saúde no trabalho docente. Utilizaram-se os seguintes descritores: saúde professor, saúde docente, sofrimento professor, sofrimento docente, prazer professor, prazer docente, trabalho professor, trabalho docente, subjetividade professor, subjetividade docente, resultando em 69 artigos analisados. Resultados Houve predomínio de publicações nas áreas de fonoaudiologia e psicologia, sendo a maior parte das pesquisas qualitativas. Os estudos evidenciaram o adoecimento docente na atualidade, apontando a necessidade de desenvolvimento de ações referentes à reorganização do trabalho docente e promoção de saúde do professor. Conclusão Constatou-se a importância de privilegiar a multideterminação do processo de saúde-doença no trabalho docente, as compreensões interdisciplinares sobre o tema e a articulação entre as pesquisas e a realidade de trabalho dos professores para que se possa desenvolver metodologias e políticas públicas voltadas ao aprimoramento da saúde docente.

Abstract Introduction The health of teachers appears as a current concern. The number of teachers getting sick at work is growing, however few measures are being taken in terms of specific legislation and policies that favor teacher health. This is despite the large number of studies highlighting harm to health of teachers. Methods The objective of the study was to analyze the publications in Virtual Health Library Psychology (BVS-Psi) over the last 14 years (2003-2016) related to the health of teachers. We used descriptors in Portuguese language related to health in elementary school teachers and university professors, which resulted in 69 articles analyzed. Results Publications were predominantly in the areas of speech therapy and psychology using qualitative methodology. The studies have shown teacher's illness as a current problem, pointing to the need to develope strategies related to the reorganization of teacher working conditions and health promotion. Conclusion The importance of emphasizing the multidimensionality of health and disease related to teacher's work was noted, highlighting interdisciplinary understandings of the topic. Also, the need for more integration of research and the work reality of teachers was noted, if we intended to develop methodologies and policies aimed at improving teacher health.

Association Between Markers of Classroom Environmental Conditions and Teachers' Respiratory Health.

BACKGROUND: Studies have assessed health in schoolchildren. Less is known about the environmental and occupational health of teachers. METHODS: A cross-sectional survey of teachers was conducted in 24 randomly selected public elementary schools. Questionnaire included sociodemographic information, healthcare, school conditions, and health outcomes. Chi-square and logistic regression were used to analyze bivariate relationships. Multivariable logistic regression model was created for each health outcome, adjusted for sex and smoking to calculate estimates of association (OR) for variables that were significant in bivariate analysis. RESULTS: Response rate was 71.2 % (N = 797). Classroom conditions significantly associated with respiratory symptoms included having no windows or windows that do not open were associated with asthma or colds (OR 2.0); carpeting was associated with having asthma, itchy eyes, and eye irritation (OR 1.9); mold or water damage was associated with respiratory infections, eye irritation (OR 2.1), nasal congestion (OR 2.4), and sore throat (OR 2.7); visible dust was associated with frequent colds (OR 2.2), nasal congestion (OR 1.7), and sore throat (1.9). CONCLUSIONS: Asthma, respiratory infections, colds, eye irritation, nasal congestion, and sore throat were associated with the classroom environment. Results indicate that the school environment could affect teachers' respiratory health. Further assessments are necessary to establish causation.

O Trabalho do Professor, Indicadores de Burnout, Práticas Educativas e Comportamento dos Alunos: Correlação e Predição / The Work of Special Education Teachers, Burnout Indicators and Behavior of Students: Correlations and Predictions

RESUMOA ocorrência do burnoutem professores pode afetar também suas práticas educativas, seu repertório de habilidades sociais e o comportamento de alunos. Na literatura tais variáveis são abordadas de forma independente, o que dificulta sua compreensão. Este estudo teve como objetivos correlacionar e predizer as variáveis: condições de trabalho do professor, indicadores deburnout, práticas educativas do professor e o repertório de habilidades sociais e de problemas de comportamento dos alunos. Participaram 94 professores do ensino regular de um curso de aperfeiçoamento (EAD), com turmas com a inserção de alunos com deficiência e/ou salas de recursos multifuncionais. Para a coleta de dados foram utilizados: 1) Questionário sobre a percepção dos professores sobre o trabalho docente, 2) Maslach Burnout Inventory -MBI, 3) Questionário de Habilidades Sociais Educativas para Professores e 4) Inventário de Comportamentos Pró-sociais. Os dados foram analisados com estatística descritiva (média e desvio padrão), correlação (TesteSpearman) e análises de regressão lineares. Os resultados indicaram que as práticas negativas influenciam o nível deburnout dos professores, o qual, por sua vez, é influenciado pelas condições de trabalho, interferindo na saúde emocional do professor. Conclui-se para a importância de múltiplas medidas para avaliar trabalho e saúde do professor, bem como da necessidade de intervenções que favoreçam melhores condições de trabalho e práticas educativas.

ABSTRACTThe occurrence of burnout in teachers can also affect their educational practices, their repertoire of social skills and the behavior of students. In the literature, such variables are approached independently of each other, which makes it difficult to glean a full understanding of the issue. This study aimed to correlate and predict these variables: teacher working conditions, burnout indicators, educational practices of teachers, student repertoire of social skills and behavior. Ninety four regular education teachers, responsible for classes with students with disabilities or resource classroom who attended an improvement course participated in this study. Data was collected by applying: 1) a Questionnaire about teacher perceptions of the teaching profession; 2) the Maslach Burnout Inventory - MBI; 3) a Questionnaire of Educational Social Skills for Teachers; and 4) a Pro-social Behavior Inventory. Data were analyzed with descriptive statistics (mean and standard deviation), correlation (Spearman test) and linear regression analysis. Results indicated that negative practices influence the level of burnout of teachers, which, in turn, is influenced by working conditions, affecting the emotional health of teachers. The conclusion pointed to the importance of multiple measures to assess work and health of teachers, as well as the need for intervention promoting better working conditions and educational practices.

Consultoria Multidisciplinar às escolas lideradas pela estrat[egia de saúde da família: um modelo possível para o Brasil / Multiprofessional school consultation lead by estratégia de saúde da família: a model for Brasil

O artigo relata os quatro anos de construção de um modelo de trabalho multidisciplinar de consultoria escolar liderado por equipe da Estratégia Saúde da Família conforme responsabilidade definida pelo decreto no 6286 de 2007, o qual instituiu o Programa Saúde na Escola. Destacamos os avanços e as dificuldades encontradas. O trabalho baseia-se em conversas colaborativas com as escolas por meio de quatro modalidades principais: 1. reuniões semanais com representantes das escolas; 2. capacitações para os professores; 3. visita periódica a cada escola por pequena equipe e 4. ações específicas solicitadas pelas escolas. A adesão à experiência tem tido altos e baixos, sugerindo que as escolas, como outros sistemas humanos, desejam mudanças, mas resistem a elas, mesmo quando planejadas de comum acordo.(AU)

This article describes the process of building a work model for multiprofessional school consultation lead by a team of Estratégia Saúde da Família whose responsibility is defined by law (no 6286, 2007). The first four years of implementation with its acomplishments and difficulties are summarized. The model is based on collaborative conversations with representatives of the schools. There are four main strategies: 1. weekly meetings, 2. training for the teachers, 3. periodic visits to the school and 4. specific actions asked by the schools. The process has had ups and downs, suggesting schools function as any other human system: they desire change but resist to it even when agreed to it.(AU)

Síndrome de Burnout: confronto entre o conhecimento médico e a realidade das fichas médicas / Syndrome of Burnout: a confrontation between medical knowledge and medical records reality / Síndrome de Burnout: una confrontación entre el conocimiento médico y la realidad de las historias clínicas

A partir da ampliação de sua prática profissional, incluindo, além do ensino, atividades de cuidado para com o aluno e a missão de garantir a articulação entre a escola e a comunidade, o professor se tornou mais suscetível a desenvolver a Síndrome de Burnout, doença ocupacional contemplada pelo Ministério da Saúde desde 1999. Um dos responsáveis pelo seu diagnóstico institucional é a perícia médica. Dada a importância do diagnóstico correto da Síndrome de Burnout, esse estudo teve como objetivo investigar, através da aplicação de questionário e da consulta a fichas médicas, o conhecimento da perícia médica da Junta Médica Municipal da cidade de João Pessoa, PB, a respeito dessa síndrome. Os resultados apontaram o desconhecimento da legislação e da Síndrome de Burnout e a necessidade de uma intervenção de políticas públicas que proporcionem um maior preparo dos médicos peritos e uma melhor assistência à saúde mental do professor.(AU)

From the expansion of his practice, including, in addition to teaching, activities of student care and the mission to ensure the link between the school and community, the teacher became more susceptible to developing the Syndrome of Burnout, occupational disease covered by the Ministry of Health since 1999. One of the institutional responsibility for their diagnosis is the medical expertise. Due the importance of correct Syndrome of Burnout diagnosis, this study aimed to investigate, through the implementation of the questionnaire and medical records consultation, the knowledge of medical expertise from the Medical Board of the João Pessoa city, PB, about this syndrome. The results pointed to the ignorance about legislation and Burnout of Syndrome and to the need for public policies that provide a better preparation of medical experts and better care of the teacher mental health.(AU)

De la expansión de su práctica, incluyendo, además de la enseñanza, las actividades, la atención para el estudiante y la misión de garantizar el vínculo entre la escuela y la comunidad, el maestro se convirtió en más susceptibles a desarrollar el Síndrome de Burnout, enfermedad profesional cubierto por el Ministerio de Salud desde 1999. Una de las responsabilidades institucionales para su diagnóstico es la experiencia médica. Debido a la importancia del correcto diagnóstico de síndrome de Burnout, este estudio tuvo como objetivo investigar, a través de la aplicación del cuestionario y de la consulta los registros médicos, el conocimiento de los conocimientos médicos de la Sala Médica de la ciudad de João Pessoa, PB, a partir de la síndrome. Los resultados apuntaron a falta de legislación y del Síndrome de Burnout y la necesidad de políticas públicas que proporcionen una mejor preparación de los expertos médicos y una mejor atención de salud mental del maestro.(AU)

Síndrome de Burnout: confronto entre o conhecimento médico e a realidade das fichas médicas / Syndrome of Burnout: a confrontation between medical knowledge and medical records reality / Síndrome de Burnout: una confrontación entre el conocimiento médico y la realidad de las historias clínicas

A partir da ampliação de sua prática profissional, incluindo, além do ensino, atividades de cuidado para com o aluno e a missão de garantir a articulação entre a escola e a comunidade, o professor se tornou mais suscetível a desenvolver a Síndrome de Burnout, doença ocupacional contemplada pelo Ministério da Saúde desde 1999. Um dos responsáveis pelo seu diagnóstico institucional é a perícia médica. Dada a importância do diagnóstico correto da Síndrome de Burnout, esse estudo teve como objetivo investigar, através da aplicação de questionário e da consulta a fichas médicas, o conhecimento da perícia médica da Junta Médica Municipal da cidade de João Pessoa, PB, a respeito dessa síndrome. Os resultados apontaram o desconhecimento da legislação e da Síndrome de Burnout e a necessidade de uma intervenção de políticas públicas que proporcionem um maior preparo dos médicos peritos e uma melhor assistência à saúde mental do professor.

From the expansion of his practice, including, in addition to teaching, activities of student care and the mission to ensure the link between the school and community, the teacher became more susceptible to developing the Syndrome of Burnout, occupational disease covered by the Ministry of Health since 1999. One of the institutional responsibility for their diagnosis is the medical expertise. Due the importance of correct Syndrome of Burnout diagnosis, this study aimed to investigate, through the implementation of the questionnaire and medical records consultation, the knowledge of medical expertise from the Medical Board of the João Pessoa city, PB, about this syndrome. The results pointed to the ignorance about legislation and Burnout of Syndrome and to the need for public policies that provide a better preparation of medical experts and better care of the teacher mental health.

De la expansión de su práctica, incluyendo, además de la enseñanza, las actividades, la atención para el estudiante y la misión de garantizar el vínculo entre la escuela y la comunidad, el maestro se convirtió en más susceptibles a desarrollar el Síndrome de Burnout, enfermedad profesional cubierto por el Ministerio de Salud desde 1999. Una de las responsabilidades institucionales para su diagnóstico es la experiencia médica. Debido a la importancia del correcto diagnóstico de síndrome de Burnout, este estudio tuvo como objetivo investigar, a través de la aplicación del cuestionario y de la consulta los registros médicos, el conocimiento de los conocimientos médicos de la Sala Médica de la ciudad de João Pessoa, PB, a partir de la síndrome. Los resultados apuntaron a falta de legislación y del Síndrome de Burnout y la necesidad de políticas públicas que proporcionen una mejor preparación de los expertos médicos y una mejor atención de salud mental del maestro.

Trastornos psíquicos y psicosomáticos: problemática de salud actual de los docentes mexicanos / Psychological and psychosomatic disorders: a survey of teachers in Mexico

Objetivo: Identificar las exigencias asociadas a problemas psíquicos y psicosomáticos en profesores que laboran en instituciones educativas públicas y privadas del nivel medio superior. Planteamiento del problema: Las condiciones de trabajo que enfrentan actualmente los profesores, han dado lugar a un incremento de trastornos psíquicos y psicosomáticos, dado que el trabajo que realizan es más de tipo intelectual y/o de servicio, con una baja exposición a riesgos laborales y un alto nivel de exigencias que se desprenden de la redistribución de las tareas y competencias laborales, entre otras características inherentes al modo en que el trabajo está organizado. Material y Método: Se realizó un estudio de prevalencia. Participaron 203 profesores de una escuela pública y 105 docentes de seis escuelas particulares. Se aplicó una encuesta individual, con el fin de detectar la relación de exigencias laborales con la presencia de problemas psíquicos y psicosomáticos. Los datos fueron procesados y analizados por medio de un programa computarizado diseñado para este fin. Resultados y conclusiones: Se detectó mayor número de exigencias derivadas de la organización de trabajo en las instituciones privadas, en tanto en la escuela pública, predominaron las exigencias que se desprenden de la infraestructura en la institución. La ansiedad, la depresión, los trastornos del sueño y la cefalea tensional, estuvieron asociados a horarios extensos, supervisión estricta, tareas repetitivas, entre otros. Por lo que es necesario implementar medidas preventivas, para mejorar las condiciones laborales y de salud de los docentes.

Objective: To Identify job demands associated with psychological and psychosomatic disorders among teachers working in public and private high schools in Mexico. Background: The working conditions faced by teachers today place them at an increased risk of psychological and psychosomatic disorders. Their work is more of an intellectual and/or service type, with little exposure to traditional workplace hazards, but there are high demands due to redistribution of job skills and tasks, among other characteristics inherent to the way their jobs are organized. Methods and Materials: A prevalence study was conducted. Study participants consisted of 203 public school teachers and 105 teachers from six private schools. An individual questionnaire was administered in order to explore the relationship between job demands and the presence of psychological and psychosomatic problems. The data were processed and analyzed using a computer program designed for this purpose. Results and conclusions. A greater number of demands arising from the organization of the work was observed among private school teachers. In public schools, demands related to school infrastructure predominated. Anxiety, depression, sleep disorders and tension headaches were associated with long hours, strict supervision, and repetitive tasks, among other factors. This points to the need for greater preventive efforts to improve working conditions and the health of teachers.