Universal screening is an emerging practice in the field of education to provide at-risk students with early intervention services. Currently there is not a universal screener specifically designed for the middle school population. Therefore, the purpose of this study was to obtain junior high and middle school teachers' perspectives on behaviors exhibited by students at risk for emotional and behavioral disorders in order to develop preliminary test items. Several themes were identified from the teachers' perspectives. Teacher perspectives noted that at-risk students displayed a variety of internalizing and externalizing behaviors. These issues included difficulty maintaining peer and teacher relationships, difficulty with hygiene and sleep, challenging home and school relationships, and noncompliant behaviors. From these themes, the researcher created an initial item pool of 24 items, which can be used for future development of a screening instrument.

In the United States educators often feel underprepared to manage student behavior in the classroom, which management is crucial for students with or at risk for Emotional and Behavioral Disorders (EBD) to learn effectively. Research on School-wide Positive Behavior Support (SWPBS) programs has reflected how effective simple principles, such as increasing teacher praise and decreasing teacher reprimands, can be. The current study is a secondary analysis of data originally gathered from 65 teachers and 239 students across three states. Results of these analyses bring principles of effective SWPBS programs and educator needs together by identifying how teacher behaviors correlated with at-risk student behaviors in different ways than the behaviors of students who were not at risk. Using multiple linear regression, we illustrated how students at risk for EBD were more sensitive to teacher praise and reprimands than students who were not at risk, which adds support to SWPBS theory and invites teachers to consider that who they praise and reprimand is just as important as how.

In the United States educators often feel underprepared to manage student behavior in the classroom, which management is crucial for students with or at risk for Emotional and Behavioral Disorders (EBD) to learn effectively. Research on School-wide Positive Behavior Support (SWPBS) programs has reflected how effective simple principles, such as increasing teacher praise and decreasing teacher reprimands, can be. The current study is a secondary analysis of data originally gathered from 65 teachers and 239 students across three states. Results of these analyses bring principles of effective SWPBS programs and educator needs together by identifying how teacher behaviors correlated with at-risk student behaviors in different ways than the behaviors of students who were not at risk. Using multiple linear regression, we illustrated how students at risk for EBD were more sensitive to teacher praise and reprimands than students who were not at risk, which adds support to SWPBS theory and invites teachers to consider that who they praise and reprimand is just as important as how.

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Bakgrund: Kvinnor med självskadebeteende skadar sig inte för att de vill ta livet av sig, utan för att lindra den psykiska smärtan och för att få kontroll över ångesten. Det är viktigt att vårdpersonalen ser hela människan och inte bara beteendet, kvinnor med självskadebeteende vill bli sedda och behandlade som alla andra patienter.  Syfte: Syftet var att beskriva kvinnors upplevelse av vården vid självskadebeteende. Metod: En kvalitativ studie gjordes utifrån en innebördsanalys. Fem självbiografier analyserades och bildade resultatet. Resultat: De fyra teman som återfinns i resultatet; att uppleva betydelsen av mötet mellan personal och kvinnor, att uppleva behandlingen som vårdande eller skadande, att uppleva betydelsen av att få bekräftelse vid vårdandet och att uppleva betydelsen av olika känslor vid vårdandet. Dessa teman visar att kvinnor med självskadebeteende vill bli sedda samt kunna känna en tillit till sjuksköterskor och annan vårdpersonal. Tid för samtal upplevs vara viktigt för att kvinnor ska få en bra vård. Slutsats: Kvinnors upplevelser är både positiva och negativa. Delaktighet och förklaringar kring självskadebeteendet och vårdandet upplevs vara viktigt för att få en god hälsa och en god vårdtid. / Background: Women with self-harm don’t cut themselves because they want to die, they do it to ease the psychic pain, and they get control over their angst. It is important that the nurses see the big picture in the person behind the self-harming behavior. Women with this behavior wants to be seen and treated like the other patients. Aim: Women’s experiences of health care in regards to self-harm. Methods: The study, was made with a qualitative meaning analysis. Five self-biographies where analyzed and became the results. Results: The four themes in the results; to experience the significance of the meeting between staff and women, to experience treatment as caring or damaged, to experience the importance of getting confirmation by caring and to experience the role of emotions in caring. These themes shows that the women wants to be seen and feel trust to the nurses and other professionals. Time and places for conversations are the women`s needs for having good treatment and care. Conclusion: Women’s experiences is positive and negative. Participation and explanation about their disease and treatment experience the woman as an important part of being able to feel good and to health care should be a good experience.

La démocratisation scolaire va de pair avec l’enjeu contemporain de l’adaptation scolaire. Une catégorie d’élèves handicapés en difficulté d’apprentissage ou d’adaptation (EHDAA) classifiés par le MELS demeure plus problématique que les autres. Il s’agit des élèves présentant des troubles de comportements extériorisés. Ces élèves sont plus susceptibles que les autres de ne pas suivre le cheminement régulier, de décrocher et de connaître des difficultés d’intégration professionnelle. Comment expliquer alors qu’une minorité d’entre eux, contre toute probabilité statistique, parvient à graduer et à s’insérer dans une carrière stimulante ? Comment peuvent s’atténuer les troubles de comportement à l’âge adulte? Ce mémoire a pour ambition d’apporter un éclairage sur ces questionnements et propose une analyse sociologique des facteurs de persévérance scolaire et d’insertion professionnelle d’adultes ayant présenté des troubles de comportements extériorisés durant leurs études secondaires. Il repose sur l’analyse d’entretiens biographiques de deux individus répondant à ces critères. L’analyse de leur trajectoire démontre que leur insertion sociale s’est formée grâce à l’ « interconnaissance » et l’ « interreconnaissance » de différents types de capital tel qu’entendu par Pierre Bourdieu. En se basant également sur la méthode d’analyse des récits d’insertion proposée par Demazière et Dubar, quatre tendances furent dégagées quant à la manière dont les ressources des enquêtés furent mobilisées. Bien que le matériau soit modeste, ce mémoire jette un regard inédit sur plusieurs facettes du phénomène qui espérons-le, retiendra l’attention d’autres chercheurs qui approfondiront les pistes mises au jour dans ce mémoire. / School democratization has brought the contemporary issue of adaptation in education. A category among students with disabilities or learning and adaptation difficulties (EHDAA) classified by the MELS remains more problematic than others. Students with externalizing behavior disorders are more likely to not follow the regular path, or to drop out and to have difficulties in professional integration. How to explain a minority of them, against any statistical predicate, manages to graduate and be part of an exciting career? How behavioral problems can be reduced in adulthood? This memory brings clarification on these questions and offers a sociological analysis of the factors of perseverance in school and employability of adults who experienced externalizing behavior problems during high school. Two interviews have been made on meaningful lives of two individuals who meet these criterias. Analysis of their trajectory demonstrates that social inclusion is formed by the "interconnaissance" and "interreconnaissance" of different types of capital as agreed by Pierre Bourdieu. Also, based on the analysis method of insertion stories proposed by Demazière and Dubar, four trends were identified regarding how the resources were mobilized by the respondents. Although the material is small, this study has a unique look at several aspects of the phenomenon, which hopefully will attract the attention of other researchers who will consider the finding tracks in this thesis.

A b s t r a c t ZIMMERMANNOVÁ, Táňa. The Issue of Adolescent Self-harm in Comparism of Regular School and Facility for Kids with Behavioral Disorders. Praha: Hussite Theological Faculty, The Charles University, 2014. pp 80. Diploma Dissertation. The thesis is focused on the phenomenon of adolescent self-harm, concerning its prevalence among normal and problematic youth, and also the knowledge of professionals who work with youth. The research is divided in two parts. The first one maps the incidence of self-harm among pupils of a secondary school in comparison with clients of Facility for Kids with Behavioral Disorders in Chrudim and is processed using a standardized questionnaire called Self-Harm Invetory (SHI, 1998). The results show that there is nosignificant difference between normal and troubled youth in the prevalence of the risk behavior itself, but typically self-harm practices are already several times more prevalent among youth with behavioral disorders.It aims to find out whether it can be assumed that self-harm threatens only adolescents with special needs and if it is a marginal issue in general population. The second part of the research is focused on the discovery of knowledge and the basic skills of educators to intervene self-harm behavior among youth. For this reason, the knowledge of the...

As Disfunções do Trato Urinário Inferior (DTUI) é um termo amplo que descreve todo o espectro de distúrbios em qualquer uma das fases da micção, de causas neurogênicas, anatômicas e funcionais. A Terapia Comportamental é um método que permite acompanhar o desenvolvimento físico e emocional da criança e do adolescente. Objetivo: Analisar os resultados obtidos com a Terapia Comportamental em crianças e adolescentes portadores de disfunções do trato urinário inferior associada ao refluxo vesico- ureteral. Materiais e Métodos: A população foi composta por 109 crianças e adolescentes, 60% do sexo feminino e 40% do sexo masculino, entre 3 e 16 anos de idade. O tratamento aconteceu no período de 2007 a 2014, sendo realizado por 3 anos, com seguimento mensal por 1 ano. Foi realizada avaliação dos exames laboratoriais e de diagnóstico de imagem: Ultrassom Dinâmico da Micção e Uretrocistografia. A avaliação dos sintomas e o acompanhamento dos Hábitos por meio dos Diários da micção, das noites secas, do funcionamento intestinal, da Ingesta hídrica, dos alimentos, do café da manhã e do sono. A Identificação dos Transtornos de Comportamentos Externalizantes dos Pacientes com DTUI foi realizada por intermédio das Escala de Avaliação do Comportamento Infantil. A Terapia Comportamental baseou-se em: educação do corpo humano, conscientização do treinamento vesical, hidratação, dieta e organização do sono. Resultados: Quando a capacidade vesical atingiu a esperada, as crianças não apresentaram contrações do detrusor e a média de contrações do assoalho pélvico foi de 0,25. Apenas 0,005% das crianças apresentaram resíduo pós miccional. Entre 18 e 24 meses, os episódios de infecção do trato urinário desapareceram. A média da frequência miccional foi de 7 a 8x/dia e da ingesta hídrica de 1500ml/dia. 95% dos pacientes ingeriram média de 8 verduras e frutas/semana e apresentaram funcionamento intestinal >3x/semana. As perdas urinárias diurnas e noturnas desapareceram. Houve melhora da inatenção e socialização negativa que apresentou diferença estatisticamente significativa na avaliação inicial do tratamento. Conclusão: A Terapia Comportamental, por si só, é um método eficaz para melhorar e, até mesmo, curar os sintomas das Disfunções do Trato Urinário Inferior, prevenindo complicações futuras para o Trato Urinário Superior. / Lower urinary tract dysfunction (LUTD) is a broad term that describes the entire spectrum of disorders in any of the stages of urination with neurogenic, anatomical and functional causes. Behavioral Therapy is a method that allows monitoring the physical and emotional development of children and adolescents. Objective: To analyze the results obtained with Behavioral Therapy in children and adolescents with LUTD associated with vesicoureteral reflux. Materials and Methods: The study population consisted of 109 children and adolescents, 60% female and 40% male, aged 3 to 16 years old. The treatment occurred between 2007 and 2014, within a period of 3 years, with monthly follow-up for 1 year. Laboratory tests and diagnostic imaging by dynamic urinary ultrasound and urethrocystography were carried out. It was also performed evaluation of symptoms and monitoring of habits through diaries of urination, dry nights, intestinal functioning, water intake, food ingestion, breakfast and sleep. The identification of externalizing behavioral disorders of patients with LUTD was performed using the Child Behavior Assessment Scale. Behavioral Therapy was based on: education of the human body, awareness of bladder training, hydration, diet and sleep organization. Results: When the bladder capacity reached the expected level, the children did not present detrusor contractions and the mean number of contractions of the pelvic floor was 0.25. Only 0.005% of the children had post-urination residue. Urinary tract infection episodes disappeared between 18 and 24 months. The mean urination frequency was 7-8 times/day and the water intake was 1500 mL/day. As much as 95% of the patients ingested on average 8 vegetables and fruits per week and presented intestinal functioning >3x/week. Daytime and nighttime urine losses disappeared. There was an improvement of the inattention and negative socialization, with statistically significant difference from the initial evaluation of the treatment. Conclusion: Behavioral Therapy, by itself, is an effective method to improve and even resolve the LUTD symptoms, preventing future complications for the upper urinary tract.

Introdução - Os trabalhadores no Brasil geralmente retornam ao trabalho nas mesmas condições que geraram seus afastamentos. No ano de 2012 os professores foram o terceiro grupo profissional que mais se afastou e retornou ao trabalho (RT) em readaptação funcional, entre os servidores públicos da rede municipal de São Paulo. Transtornos mentais e comportamentais (TMC) foram um dos diagnósticos mais frequentes. Objetivos - Conhecer e analisar os processos de afastamentos por TMC e RT entre os professores da rede pública municipal de SP. Métodos - Estudo qualitativo, de caráter exploratório, realizado por meio de entrevistas individuais centradas no problema, em linha de narrativa oral e grupos focais. Participaram 20 professores ativos e readaptados, com histórico de licenças médicas por TMC e RT. A análise dos dados envolveu transcrição, codificação aberta, axial e seletiva. Resultados - As categorias temáticas discutidas foram: a) afastamentos do trabalho por TMC; b) RT; c) estratégias para o cuidado da saúde e permanência no trabalho; d) período de afastamento até o retorno ao trabalho; e) preconceitos no trabalho; f) perícia médica; g) autonomia dos professores em modificações das condições e organização do trabalho. Os participantes foram na maioria mulheres, principais responsáveis pela renda familiar e com longa jornada de trabalho. Foram relatadas situações caracterizadas pela falta de autonomia. As negociações no âmbito do RT ocorreram preferencialmente com os professores readaptados, de maneira dependente da equipe gestora da escola e sem direcionamento às modificações dos fatores que colaboraram com os afastamentos. Professores ativos e readaptados significaram de modo distinto afastamento e RT. O contexto de trabalho na educação foi causa referida para o adoecimento. Aspectos de gestão do trabalho na escola foram associados tanto ao afastamento quanto ao RT, que ocorreram na sua maioria, em condições desfavoráveis ao trabalho e à saúde. Conclusões - São complexas as relações entre os aspectos envolvidos nos processos de afastamento por TMC e RT entre os professores participantes. Discutir retorno ao trabalho exige abordar os motivos dos afastamentos. Tanto politicas públicas e macroestruturas, quanto as micropolíticas foram determinantes do adoecimento, afastamento e processo de RT entre os participantes. Ações de prevenção do adoecimento mental e dos afastamentos e promoção da saúde devem integrar um projeto multi-institucional que garanta vigilância em saúde do trabalhador, capacitações voltadas ao processo de afastamento e RT e participação dos professores / Introduction - Workers in Brazil usually return to work under the same conditions that led to their sick leave. In 2012 teachers were the third professional group with more sick leave and return to work (RT) in functional readaptation, among public servants of the city of São Paulo. One of the most frequent diagnoses was mental and behavioral disorders (MBD). Objectives - To investigate and analyze the processes of sick leave by MBD and RT among teachers from São Paulo public municipal system. Methods - Qualitative study, of exploratory approach, conducted through individual interviews focused on the issue in oral narrative line and focus groups. Twenty active and readaptation functional teachers participated, with a history of sick leave due MBD and RT. The data analysis involved transcription, encoding open, axial and selective. Results - The themes discussed were: a) sick leave due MBD; b) RT c) strategies for health care and remain in work; d) period off work on sick leave; e) prejudices at work; f) medical expertise; g) autonomy of teachers in changing the conditions and organization at work. Participants were mostly women, sole breadwinner and long working hours. Situations characterized by lack of autonomy were reported. Negotiations within the RT preferentially occurred with readaptation functional teachers, in dependant way of the management team of the school and without targeting alteration of the factors that collaborated with the sick leave. Active and readaptation functional teachers meant sick leave and RT differently. The work context in education was concerned referred to the illness. Work management aspects at school were both associated with the sick leave on the RT, which occurred mostly in unfavorable working and health conditions. Conclusions - Relationships among aspects are complex when involved in the process of sick leave due TMC and RT among participants. Discussing return to work requires addressing the reasons for the sick leave. Both public policy and macro structures as the micro were determinants of illness, sick leave and RT process 8 among participants. Actions to prevent MBD and sick leave, and health promotion should integrate a multi-institutional project to ensure worker health surveillance, qualification aimed at the sick leave and RT process and participation of teachers

Introdução - Os trabalhadores no Brasil geralmente retornam ao trabalho nas mesmas condições que geraram seus afastamentos. No ano de 2012 os professores foram o terceiro grupo profissional que mais se afastou e retornou ao trabalho (RT) em readaptação funcional, entre os servidores públicos da rede municipal de São Paulo. Transtornos mentais e comportamentais (TMC) foram um dos diagnósticos mais frequentes. Objetivos - Conhecer e analisar os processos de afastamentos por TMC e RT entre os professores da rede pública municipal de SP. Métodos - Estudo qualitativo, de caráter exploratório, realizado por meio de entrevistas individuais centradas no problema, em linha de narrativa oral e grupos focais. Participaram 20 professores ativos e readaptados, com histórico de licenças médicas por TMC e RT. A análise dos dados envolveu transcrição, codificação aberta, axial e seletiva. Resultados - As categorias temáticas discutidas foram: a) afastamentos do trabalho por TMC; b) RT; c) estratégias para o cuidado da saúde e permanência no trabalho; d) período de afastamento até o retorno ao trabalho; e) preconceitos no trabalho; f) perícia médica; g) autonomia dos professores em modificações das condições e organização do trabalho. Os participantes foram na maioria mulheres, principais responsáveis pela renda familiar e com longa jornada de trabalho. Foram relatadas situações caracterizadas pela falta de autonomia. As negociações no âmbito do RT ocorreram preferencialmente com os professores readaptados, de maneira dependente da equipe gestora da escola e sem direcionamento às modificações dos fatores que colaboraram com os afastamentos. Professores ativos e readaptados significaram de modo distinto afastamento e RT. O contexto de trabalho na educação foi causa referida para o adoecimento. Aspectos de gestão do trabalho na escola foram associados tanto ao afastamento quanto ao RT, que ocorreram na sua maioria, em condições desfavoráveis ao trabalho e à saúde. Conclusões - São complexas as relações entre os aspectos envolvidos nos processos de afastamento por TMC e RT entre os professores participantes. Discutir retorno ao trabalho exige abordar os motivos dos afastamentos. Tanto politicas públicas e macroestruturas, quanto as micropolíticas foram determinantes do adoecimento, afastamento e processo de RT entre os participantes. Ações de prevenção do adoecimento mental e dos afastamentos e promoção da saúde devem integrar um projeto multi-institucional que garanta vigilância em saúde do trabalhador, capacitações voltadas ao processo de afastamento e RT e participação dos professores / Introduction - Workers in Brazil usually return to work under the same conditions that led to their sick leave. In 2012 teachers were the third professional group with more sick leave and return to work (RT) in functional readaptation, among public servants of the city of São Paulo. One of the most frequent diagnoses was mental and behavioral disorders (MBD). Objectives - To investigate and analyze the processes of sick leave by MBD and RT among teachers from São Paulo public municipal system. Methods - Qualitative study, of exploratory approach, conducted through individual interviews focused on the issue in oral narrative line and focus groups. Twenty active and readaptation functional teachers participated, with a history of sick leave due MBD and RT. The data analysis involved transcription, encoding open, axial and selective. Results - The themes discussed were: a) sick leave due MBD; b) RT c) strategies for health care and remain in work; d) period off work on sick leave; e) prejudices at work; f) medical expertise; g) autonomy of teachers in changing the conditions and organization at work. Participants were mostly women, sole breadwinner and long working hours. Situations characterized by lack of autonomy were reported. Negotiations within the RT preferentially occurred with readaptation functional teachers, in dependant way of the management team of the school and without targeting alteration of the factors that collaborated with the sick leave. Active and readaptation functional teachers meant sick leave and RT differently. The work context in education was concerned referred to the illness. Work management aspects at school were both associated with the sick leave on the RT, which occurred mostly in unfavorable working and health conditions. Conclusions - Relationships among aspects are complex when involved in the process of sick leave due TMC and RT among participants. Discussing return to work requires addressing the reasons for the sick leave. Both public policy and macro structures as the micro were determinants of illness, sick leave and RT process 8 among participants. Actions to prevent MBD and sick leave, and health promotion should integrate a multi-institutional project to ensure worker health surveillance, qualification aimed at the sick leave and RT process and participation of teachers