The Body Project is a cognitive dissonance-based eating disorder (ED) preventive intervention program with ample empirical support among adolescent and undergraduate female samples. Recently, community stakeholders and data suggest that preventive efforts must also target body satisfaction and increasing ED symptomatology seen in males. The current study examined the efficacy of a male-only (MO), a mixed-sex (MS), and a traditional female-only (FO) Body Project program compared to a minimal attention control (AC) in a community sample. Participants included adolescents male and female students (N = 182) aged 13-19 years across three high school sites. Participants completed self-report measures assessing body satisfaction, thin-ideal internalization, ED symptom count, psychosocial impairment secondary to weight and shape concerns, and acceptability of the Body Project 4 High Schools program at baseline and post-intervention. Hierarchical linear regressions and generalized linear models were used to estimate main effects of condition and examine whether sex moderated condition effects on outcome variables. In single-sex groups, girls showed greater improvement in body satisfaction compared to AC, while boys did not show significant differences from AC. For boys and girls, MS was associated with improved body satisfaction compared to AC, while its impact on other risk factors was largely non-significant. Effect sizes are presented as a measure of clinical significance. These results contribute to existing Body Project data and provide preliminary empirical support of the applicability of the well-established dissonance-based preventive intervention to adolescent boys.

No description available.

I denna studie är syftet att undersöka hur respondenter från olika verksamheter upplever ansvarsfördelning och samverkan kring elever med en neuropsykiatrisk funktionsnedsättning som har en problematisk skolfrånvaro. Vidare undersöks vilka faktorer som orsakar skolfrånvaro samt hur skolorna konkret arbetar förebyggande för att elever inte ska bli frånvarande från skolan. I Sverige finns 5500 barn som inte går till skolan och som därmed inte når kunskapsmålen. Följden av en problematisk skolfrånvaro kan innebära psykisk ohälsa hos eleven, men även påverka elevens framtid negativt i form av marginalisering och utanförskap. Det empiriska materialet, som har analyserats genom en systemteoretisk ingång, har samlats in genom semistrukturerade intervjuer med verksamma inom skola samt barn- och ungdomspsykiatrin. I resultatet framgår vikten av samverkan och tydliga rutiner kring ansvarsfördelning för att skolor och barn- och ungdomspsykiatrin ska ha möjlighet att arbeta förebyggande kring elever med en neuropsykiatrisk funktionsnedsättning som har en problematisk skolfrånvaro. Resultatet lyfter att trygghet, delaktighet, struktur och relationer är avgörande för att elever ska vilja komma till skolan. Slutsatsen pekar på att det finns strukturella brister i det gemensamma ansvaret mellan skola, vårdinstanser och föräldrar kring barn och unga med en problematisk skolfrånvaro. Den visar även betydelsen av en omgivning eleven kan känna förtroende för. / The purpose of this study is to examine how professionals from different organisations experience collaboration and division of responsibilities when it comes to pupils with a neuropsychiatric disability who have a problematic school absence. Furthermore, the purpose is to examine what causes school absence and how the professionals describe their preventive work towards pupils with the above described difficulties. Sweden has 5500 children absent from school not fulfilling the educational knowledge requirements. A problematic school absence can cause mental illness during the school years but also marginalise the individual in the future. The empirical material has been collected via semi-structured interviews with professionals within school and psychiatric care for children and youth. The result has been analysed using systems theory. The result indicates the importance of collaboration between professions. To enable the preventive work of schools’ and the psychiatric care for children and youth, the need for a clear division of responsibilities is crucial. The result shows that pupils are more likely to be present in school if they feel safe and are given the opportunity to influence. Structure in the school environment and relations are also described as important. The conclusion indicates structural shortcomings in the responsibilities shared between schools, healthcare and parents regarding children with a neuropsychiatric disability who have a problematic school absence. It also shows the importance of creating a surrounding the pupil can trust.

Made available in DSpace on 2016-04-28T20:39:12Z (GMT). No. of bitstreams: 1 Nadia Regina Prando.pdf: 1803179 bytes, checksum: aaee4b537777e8993dcc7a3448ce8152 (MD5) Previous issue date: 2016-03-04 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Assuming that the maturity of a child depends on the baby's skills associated with the mother's ability to care for and to maintain a silent communication with your baby, known as the capacity of a woman entering the state of primary maternal preoccupation (Winnicott, 1956), this research aims to investigate psychoanalytic preventive interventions, called workshops with groups of pregnant women, favoring transformational encounters. These workshops were conducted by the author of this, a volunteer at Habitare NGO. The population attended in this research is on a state of psychosocial vulnerability, they attend an institution partner of Habitare NGO, which since 2004 develops social projects characterized by psychological interventions with low-income population as a biopsychosocial measure of prevention and intervention in mental health. Three workshops are described and analyzed, from the psychoanalytic method. The analysis takes into account the different setting and management, the analyst's performance, the transformational encounters and the use of material mediators as sewing, songs and books. All of Habitare's projects have characteristics that favor the use of creativity in social-clinical treatments, allowing the analyst to fit through the needs of a vulnerable and in need population, through the offering of setting and management differents from the classical psychoanalysis / Considerando como princípio básico que o amadurecimento infantil depende das competências do bebê associadas à capacidade da mãe de cuidar e manter uma comunicação silenciosa com ele, ou seja, de a mãe entrar em estado de Preocupação Materna Primária (Winnicott, 1956), a presente pesquisa pretende investigar a importância da aplicação de intervenções psicanalíticas preventivas, em grupo com gestantes, denominadas Oficinas favorecedoras de experiências transformacionais. Estas oficinas foram realizadas pela autora deste trabalho, no período em que foi voluntária da organização não governamental Habitare. A população atendida nesta pesquisa se encontra em estado de vulnerabilidade psicossocial e frequenta uma instituição que mantém parceria com a referida ONG. A Habitare desenvolve desde 2004 desenvolve projetos sociais caracterizados pela atuação psicológica em comunidades de baixa renda como medida biopsicossocial de prevenção e intervenção em saúde mental. Três oficinas são descritas e analisadas empregando-se o método psicanalítico. A análise leva em conta o setting e manejo diferenciados, a atuação da analista, os encontros transformacionais e o uso da costura, músicas e livros. Todos os projetos da Habitare apresentam características que favorecem o uso da criatividade no atendimento clínico-social, permitindo que a analista se adeque às necessidades advindas de uma população carente e desamparada através de holding, setting e manejo diferenciados