Student Number : 8325808 - M Family Medicine thesis - Faculty of Health Sciences / Childhood protection from the sun affords lifetime protection from skin cancer. This cross sectional descriptive study was conducted on 184 mothers in 4 medical waiting rooms in Gauteng. The purpose of the study was to determine mothers’ knowledge, attitude and behaviour towards sun protection of their children. Data was collected by means of an anonymous, confidential, self-administered questionnaire. There was a significant correlation between personal behaviour of the mother and behaviour of the use of sun protection on their children. The majority of mothers purchase a sunscreen of SPF factor > 15. Knowledge often does not transfer into behaviour, with many parents still believing that a suntan is healthy. Mothers’ attitudes towards sun protection was positive. Knowing someone with skin cancer does not increase the usage of sun protection. Mothers attain their knowledge of sun protection from magazines and television. Mothers felt they would benefit from more information. Sun avoidance methods need to be taught and the perception of a suntan being healthy needs to be changed in the public media.

Au cours des années 2000, alors que le référentiel sécuritaire se globalise, et contrairement à la dynamique préventive instaurée depuis deux décennies de décentralisation, le législateur dote progressivement la protection de l'enfance d'outils administratifs coercitifs qui la resitue dans le traitement de l'enfant dangereux.En même temps que l'avènement du néolibéralisme fait de l'individu en difficulté le responsable de sa condition et soumet l'attribution de l'aide à des principes méritocratiques, par la logique sécuritaire les difficultés éducatives parentales sont assimilées à de la déviance et chaque membre de la famille passe d'une position de victime à soutenir à celle de coupable à sanctionner. Aussi n'y a-t-il qu'un pas à franchir pour que l'évaluation de la problématique se transforme en contrôle et le suivi en correction des comportements.A partir du durcissement des politiques migratoires et dans un contexte exacerbé de racialisation et d'ethnicisation de la question sociale, les familles étrangères qui évoluent plus particulièrement en ZUS doivent soumettre leurs comportements à des normes dominantes et des systèmes de valeurs idéologisés. Plus qu'un autre, le parent étranger, régulier ou non régulier, doit produire les conditions de la sécurité éducative de son enfant dans un contexte d'insécurité sociale et administrative structurellement organisé. Et plus que pour un autre, le professionnel de la protection de l'enfance doit penser son action en fonction des contingences statutaires de chaque membre de la famille et veiller à ce que la mesure de soutien ne devienne pas un stigmate qui se rajoute à la couleur de la peau, à l'origine ou encore à la zone d'habitation dans un contexte institutionnel et politique sous tension. / Over the years 2000, whilst the security-based referential is going through globalisation, and unlike the preventive dynamics in place for the past decades of decentralization, the legislator gradually provides childhood protection services with coercive administrative tools which restores it back to dealing with dangerous children.Whilst the outbreak of neoliberalism positions problem-stricken individuals as responsible for their condition and submits support attribution to meritocratic principles, parental educational difficulties are assimilated to deviance through a security-driven logic, and each family member goes from the status of a victim who needs support to a status of guilty individual who needs sanctioning. This therefore implies that there is only one step to take for the problematic to become a controlling measure and for the follow-up to become corrective measure of behaviours.In view of the tightening of migrating politics and in this context of exacerbating racialisation and ethnicisation of the social issue, foreign families who evolve in ZUS (« Sensitive Urban Zones ») have to submit their behaviors to dominating norms and to ideologized value systems. To a greater extent than anyone else, foreign parents, whether they are in a regular or irregular situation, must provide the conditions of an educational security for their child within a structurally organised context of social and administrative unsecurity. And to a greater extent than for anyone else, the professional in charge of childhood protection must think his action according to the statutory contingencies of each family member and see to the fact that the support measure doesn't become a stigmatism which comes on top of skin colour, origins or even living in an area within an institutional and political context which is under pressure.

Aujourd’hui, le plein épanouissement de chaque être humain semble constituer la principale finalité du droit du droit. Les règles juridiques instituées sont alors soumises à des tensions inédites entre d’une part, l’exigence de normes générales et impersonnelles qui s’appliquent pareillement à tous, et d’autre part, la nécessité d’une individualisation de l’action publique qui puisse permettre de tenir compte de la singularité de chaque situation. Dans ce cadre, le respect des droits fondamentaux reconnus à tout individu se présente comme un moyen d’assurer la satisfaction de l’intérêt général. L’attention est alors portée sur les personnes considérées comme vulnérables, dont la dignité risque de ne pas être assurée. Étudier les règles applicables dans le champ de la protection de l’enfance permet de mettre en évidence cette évolution du droit et ses conséquences. En effet, lorsque l’enfant est en danger au sein de son milieu d’origine, les personnes publiques et privées qui participent à la protection de l’enfance sont soumises à des injonctions contradictoires entre la nécessité de s’assurer du plein épanouissement du mineur et le devoir de respecter les attributs de l’autorité parentale. La protection des droits et libertés individuels reconnus à chacun des membres de la famille impose alors une individualisation de l’action publique qui a pour limite la protection égale des droits et libertés sur l’ensemble du territoire. La construction d’une réponse publique organisée selon ces différentes exigences est porteuse de contradictions au sein du droit entre le respect des droits et libertés individuels d’une part, et la libre administration des collectivités territoriales d’autre part. / Since the second half of the twentieth century, the self-fulfillment of each human being has become a major concern in the law. Legal rules are therefore subject to new kinds of tension bringing into conflict, in the one band, the requirement of general, impersonal standards that apply in the same way to each and everyone and, in the other hand the need for an individualization of the public action that may make it possible to take account of the uniqueness of each situation. ln this context, the respect of fundamental rights acknowledged to any individual is a way to insure the fulfillment of common interest. Persons regarded as vulnerable, whose dignity may not be ensured, are now at stake. This general evolution of law is particularly notable in the field of childhood protection. When a child is endangered in his or her family environment, public authority is subject to contradictory requirements: ensuring the child's full development and respecting the prerogatives of parental authority. Therefore, the protection of individual freedom acknowledged to each family member demands an individualization of public action within the Iimits of an equal protection of rights and Iiberties throughout the country. The elaboration of a public response organized according to these various demands carries new contradictions within the law, between the protection of individual freedom in the one hand, and the free administration of local authorities in the other hand.

[pt] Estudos sobre as primeiras interações das crianças com seu ambiente apontam para possíveis efeitos do estresse tóxico na infância, como facilitador de comportamentos de risco na adolescência, além de prejuízos para o desenvolvimento de habilidades cognitivas e socio emocionais (Van der Kolk, 2003). Pela necessidade de as escolas estarem preparadas para atenderem crianças que experimentam altas e frequentes taxas de estresse no início de suas vidas e precisam lidar com seus efeitos, a escola como um todo precisa ser um espaço de segurança e resiliência para que as crianças possam experimentar um processo de aprendizagem. A partir de uma perspectiva ecológica da Psicologia do desenvolvimento, o objetivo do presente trabalho foi realizar uma revisão narrativa de literatura para identificar práticas e modelos da educação sensível ao trauma, voltados para proteção contra os efeitos do estresse tóxico sobre o desenvolvimento cognitivo na educação infantil e primeiros anos do ensino fundamental. Foram selecionados 50 artigos sobre diferentes modelos de educação sensível ao trauma nos primeiros anos de escolarização e com abordagens voltadas para a escola como um todo. A partir da análise desses artigos, foram identificados nove aspectos principais dentre os diferentes modelos apresentados: autorregulação emocional, treinamento dos(as) profissionais de educação, engajamento comunitário, preparação de ambientes psicologicamente seguros, apoio emocional para os(as) educadores(as), rotinas e rituais na prática pedagógica, vínculo seguro, atendimento individual ou em grupo e contato regular com as famílias. Acredita-se que esses elementos podem orientar intervenções voltadas para primeira infância em contextos de vulnerabilidade, no âmbito da educação. / [en] Studies on children s first interactions with their environment point to possible effects of toxic stress in childhood, as a facilitator of risky behavior in adolescence, in addition to impairments for the development of cognitive and socioemotional skills (Van der Kolk, 2003). Due to the need for schools to be prepared to serve children who experience high and frequent stress rates early in their lives and need to deal with its effects, the school as a whole needs to be a space of safety and resilience so that children can experience a learning process. From an ecological perspective of developmental psychology, the objective of the present study was to carry out an integrative literature review to identify practices and models of trauma informed education, aimed at protecting against the effects of toxic stress on cognitive development in preschool and early years of elementary school. Fifty articles were selected on different models of trauma informed education in the first years of schooling and with approaches aimed at the school as a whole. From the analysis of these articles, nine main aspects were identified among the different models presented: self-regulation, professional training of trauma and toxic stress, community engagement, psychologically safe environments, emotional support for teachers, routines and rituals in pedagogical practice, secure attachment, individual or group therapy and regular contact with families. It is believed that these elements can guide interventions aimed at early childhood, in the context of education.