Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2018-02-06T18:09:36Z No. of bitstreams: 1 SORAYA SOUSA GOMES TELES SILVA.pdf: 2055409 bytes, checksum: 7ec859cb2bfdb4d1a7d27480c089dcf0 (MD5) / Made available in DSpace on 2018-02-06T18:09:36Z (GMT). No. of bitstreams: 1 SORAYA SOUSA GOMES TELES SILVA.pdf: 2055409 bytes, checksum: 7ec859cb2bfdb4d1a7d27480c089dcf0 (MD5) Previous issue date: 2017-12-12 / Conselho Nacional de Pesquisa e Desenvolvimento Cient?fico e Tecnol?gico - CNPq / Defining violence is a complex challenge because of the multiple senses and meanings that find expression in human relationships. In view of this, this research sought to know what a public school and the students' families understand about violence. The sources of information were: Political Pedagogical Project; questionnaire with the teachers; and interviews with the families of the elementary school students. These instruments contained three questions: 1) "What is violence? "2)" How did you feel in a situation of violence? "And 3)" What is the result made in a situation of violence? ". The data analyzed followed the perspective of Constructive-Interpretative Methodology and, it was sought to understand the awareness, through the three dimensions: knowing, feeling and acting. Families define violence by pointing to types of manifestation, passing through their own life history, presenting a naturalized (re) production and reporting having the most effective action in dealing with violence. The school understands violence as directed action to the other, instrumentalized and typified by physical and verbal aggression, mainly. Faced with this, there is a mismatch (between school and family) that little favors the process of integral development of the child and adolescent. The prevention strategy brought by the teachers and the PPP was differentiated care for the students and the convening of the families, and the dialogue was pointed out as an action in facing violence in the school. It is understood that the Political Pedagogical Project needs to be reflected, more critically, presenting the limits and possibilities before the violence in search of a liberating education and of emancipation. Therefore, it is understood that the role of the school is also to promote the integral development of the child and adolescent, as well as to manage the risk situations that some of them live in their daily lives, and for this, it must make a commitment to face the violence, and a partnership with families is fundamental; and psychology, as part of its technical team, has much to contribute to this process. / Definir viol?ncia ? um desafio complexo, devido aos m?ltiplos sentidos e significados que encontram expressividade nas rela??es humanas. Diante disto, esta pesquisa buscou conhecer o que uma escola p?blica e as fam?lias dos estudantes entendem sobre viol?ncia. Como fontes de informa??es foram utilizados: Projeto Pol?tico Pedag?gico (PPP); question?rio com os professores; e entrevistas com as fam?lias de estudantes de uma escola de ensino fundamental. Esses instrumentos continham tr?s perguntas: 1) ?O que ? viol?ncia? ? 2) ?Como se sentiu em uma situa??o de viol?ncia? ? e 3)? Qual o encaminhamento realizado em situa??o de viol?ncia??. Os dados analisados seguiram a perspectiva da Metodologia Construtiva-Interpretativa e, buscou-se entender a conscientiza??o, pelas tr?s dimens?es: conhecer, sentir e agir. As fam?lias definem a viol?ncia apontando os tipos de manifesta??o, perpassando a pr?pria hist?ria de vida, apresentando uma (re)produ??o naturalizada e relatam ter o di?logo como a??o mais efetiva no enfrentamento ? viol?ncia. A escola entende a viol?ncia como a??o direcionada ao outro, instrumentalizada e tipificada pela agress?o f?sica e verbal, principalmente. Diante disto, percebe-se um desencontro (entre escola e fam?lia) que pouco favorece o processo de desenvolvimento integral da crian?a e adolescente. As estrat?gias preven??o ? viol?ncia trazida pelos professores e no PPP foram atendimento diferenciado aos estudantes e convoca??o das fam?lias, sendo que o di?logo foi apontado como a??o no enfrentamento ? viol?ncia na escola. Entende-se que o Projeto Pol?tico Pedag?gico necessita ser refletido, mais criticamente, apresentando os limites e possibilidades diante da viol?ncia em busca de uma educa??o libertadora e de emancipa??o. Portanto, considera-se que o papel da escola ?, tamb?m, favorecer o desenvolvimento integral da crian?a e adolescente, al?m de gerenciar as situa??es de risco que algumas delas vivem em sua vida cotidiana, e para isso, precisa assumir um compromisso de enfrentar ? viol?ncia, sendo a parceria com as fam?lias fundamental; e a psicologia, como parte de sua equipe t?cnica, tem muito a colaborar nesse processo.

Despite a well-documented gender pattern of adolescent mental health, public health research investigating possible influencing factors from a gender-theoretical approach is scarce. This study aimed to explore what factors and circumstances are related to adolescent mental health and to apply a gender analysis to the findings in order to improve the understanding of the relationships between life circumstances and the gendered patterning of mental health among young people.   The study population was 16-19-year-old Swedish students and data was collected by means of focus groups (N=29) and self-administered questionnaires (N=1,663, 78.3% response rate) in school settings. Mental health problems were defined in a broad sense including the adolescents’ own understandings, perceived stress, psychological distress and deliberate self-harm.   The mental health problems of perceived stress, psychological distress and deliberate self-harm were twice as common among girls as boys. The findings suggest that adolescent mental health is associated with the life circumstances of social relationships, demands and responsibility taking and experiences of violence and harassment.  Supportive relationships with friends, family and teachers were found to be of importance to positive mental health, whereas poor social relationships, loneliness and lack of influence were associated with mental health problems.  Perceived demands and responsibility taking regarding school work, relationships, future plans, appearance and financial issues were strongly related to mental health problems, particularly among girls regardless of social class. The results indicate that physical violence, sexual assault, bullying and sexual harassment are severe risk factors for mental health problems in young people. Boys and girls experienced different types of violence, and the victim-perpetrator relationships of physical violence differed. These diverging experiences appeared to influence the associations with mental health problems in boys and girls.   A gender analysis provides the tools to gain knowledge about the ways that boys’ and girls’ lives are shaped by gender relations and constructions at different levels in society and how these life circumstances represent risk- or protective factors for mental health. For example, unequal power structures and the ways girls are expected to ‘do’ femininity likely influence their life circumstances in ways that place them at greater risk of mental health problems. Hegemonic constructions of masculinity and advantaged positions likely contribute to life circumstances that are positive for mental health but are also implying risk factors for poor mental health among boys, e.g., violence. It is also important to recognise how the intertwined cultural and structural aspects of gender and social class influence the lives and mental health of boys and girls. In conclusion, gendered and class-related mechanisms at the different levels in society influence the distribution of risk factors unevenly among boys and girls, which could be a possible explanation for the gender differences in reports of perceived stress, psychological distress and deliberate self-harm.   The likelihood of gender and socioeconomic differences in mental health problems should be taken into account in prevention and health promotion strategies at all levels in society. A greater awareness about gender relations and the gendered social circumstances under which young people live is required. The school environment is an important arena with respect to prevention and health promotion. There is also a need for a joint action against violence and harassment at all levels in society. Implications do not only concern young people; social policy and legislation should focus on reducing gender and class inequalities in general. / Sammanfattning Svensk titel: Livsvillkor och ungdomars psykiska hälsa: uppfattningar, associationer och en genusanalys.   Trots ett väldokumenterat genusmönster i ungdomars psykiska hälsa finns det en kunskapslucka i den folkhälsovetenskapliga forskningen avseende genusteoretiska analyser av sambanden mellan ungas livsvillkor och psykisk hälsa. Föreliggande studie syftade till att undersöka vilka faktorer och omständigheter som är relaterade till psykiska problem, samt att analysera fynden ur ett genusperspektiv för att fördjupa förståelsen av relationerna mellan ungas livsvillkor och genusmönster i psykiska hälsa.   Studiepopulationen var gymnasielever i åldern 16-19 år. Studien genomfördes i skolmiljö och data insamlades genom fokusgrupper (N=29) och en enkätstudie (N=1,663, 78.3% svarsfrekvens). En bred definition av psykisk ohälsa tillämpades vilken representerades av ungdomarnas egen förståelse, samt de psykiska problemen upplevd stress, psykiska besvär samt självskadebeteende.   Resultaten visade att stress, psykiska besvär och självskadebeteende var dubbelt så vanligt bland flickor som bland pojkar. Psykiska problem var relaterade till livsvillkoren sociala relationer, krav och ansvarstagande samt utsatthet för våld och trakasserier. Stödjande relationer med vänner, familj och lärare var av stor betydelse för psykisk hälsa medan dåliga relationer, ensamhet och brist på inflytande var relaterat till psykiska problem. Psykiska problem var starkt kopplade till erfarenheter av höga krav och ansvarstagande avseende skolarbete, relationer, framtidsplaner, utseende och ekonomi, i synnerhet bland flickor oavsett socioekonomisk bakgrund. Resultaten indikerar att olika former av våld och trakasserier är allvarliga riskfaktorer för psykiska problem och att flickors och pojkars skiljda erfarenheter av olika former av våld samt relationen till förövaren, kan vara relaterade till skillnader i psykiska problem.   Genusanalysen av resultaten föreslår att flickors livsvillkor påverkas av ojämlika maktstrukturer och konstruktioner av femininitet och att dessa livsvillkor bidrar till en ökad risk för psykisk ohälsa bland flickor. Livsvillkor kopplade till manlig överordning och hegemoniska konstruktioner av maskulinitet influerar sannolikt pojkars psykiska hälsa positivt. Dessa villkor kan dock också innebära risk faktorer för psykiska problem, t.ex. i fråga om våld. Studien uppmärksammar även hur kulturella och strukturella aspekter av både genus och social klass kan påverka livsvillkor och psykisk hälsa för pojkar och flickor. Studiens slutsats är att genusifierade och klassrelaterade mekanismer på olika nivåer i samhället bidrar till en skev fördelning av riskfaktorer för psykiska problem vilket kan vara en möjlig förklaring till skillnaderna mellan pojkar och flickor i fråga om upplevd stress, psykiska besvär och självskadebeteende.   Genus- och socioekonomiska skillnader i psykiska problem bör tas i beaktande i preventivt och hälsofrämjande arbete på alla nivåer i samhället. Detsamma gäller för en ökad medvetenhet om hur ungas livsvillkor är relaterade till psykisk hälsa och hur dessa villkor är genus- och klassrelaterade. Studien uppmärksammar skolan som en viktig arena för preventivt och hälsofrämjande arbete samt att gemensamma insatser krävs på olika arenor för att motverka våld och trakasserier. Implikationer av studien omfattar även generella samhällspolitiska insatser för minskad ojämlikhet. Nyckelord: Stress; psykiska besvär; självskadebeteende; gymnasieelever; maskulinitet; femininitet; sociala determinanter; sociala relationer; krav; ansvarstagande; våld och trakasserier; skola. / Forskarutbildningsämne: Hälsovetenskap.

Made available in DSpace on 2016-08-18T18:55:18Z (GMT). No. of bitstreams: 1 Maria Isabel Costa Lacerda.pdf: 282075 bytes, checksum: f07d69c9a121ba86185f2d65ed181fd2 (MD5) Previous issue date: 2007-04-04 / This research investigates as if it configures the violence in the ambit of the public schools and private in São Luís, from the students' perceptions, teachers, directors and administrative technicians. Methodology , they were used the quantitative and qualitative approaches, by means of questionnaires applied to the students enrolled in the second cycle of the fundamental teaching and average teaching, in the morning and evening turn of schools located in considered districts as violent and no violent and of focal groups, accomplished with student leaderships of the same schools. The complexity of the violence concept is evidenced, with base in the literature on the theme , which identifies multiple comprehensions and explanatory tendencies. The argued and conceptions are argued of the subjects searched concerning the violence at school and her characteristics, highlighting the points from encounter and disagreement between theoretical focuses and this vision and, yet, the perceptions of these subject about the causes of the violence in the school environment. To the final, are characterized the violence practices in the quotidian of school, in that tell respect to homicides, corporeal lesions, fights, illegal constraint, threats, sexual violence (rape, attempt rape and sexual blockade), weapon use, thefts and gangs, identifying authors and victims of these occurrences. / Esta pesquisa investiga com se configura a violência no âmbito das escolas públicas e privadas em São Luís, a partir das percepções dos alunos, professores, diretores e técnicos administrativos. Metodologicamente, foram utilizadas as abordagens quantitativa e qualitativa, por meio de questionários aplicados aos alunos matriculados no segundo ciclo do ensino fundamental e ensino médio, nos turno matutino e vespertino das escolas localizadas em bairros considerados como violentos e não violentos e de grupos focais, realizados com lideranças estudantis das mesmas escolas. A complexidade do conceito de violência é evidenciada, com base na literatura sobre o tema, que identifica múltiplas compreensões e tendências explicativas. São discutidas as concepções dos sujeitos pesquisados acerca da violência na escola e suas características, destacando os pontos de encontro e desencontro entre enfoques teóricos e essa visão e, ainda, as percepções desses sujeitos sobre as causas da violência no ambiente escolar. Ao final, são caracterizadas as práticas de violência no cotidiano da escola, no que diz respeito a homicídios, lesões corporais, brigas, constrangimento ilegal, ameaças, violência sexual (estupro, tentativa de estupro e assédio sexual), uso de armas, furtos e gangues, identificando autores e vítimas dessas ocorrências.

Denna kvalitativa studies syfte är att lyfta fram vikten av att arbeta våldsförebyggande i lågstadiet och vilka hinder som kan finnas. Att arbeta våldsförebyggande handlar om att agera innan något hänt och att lära ut redskap och definitioner av vad våld är och innebär. Utifrån Vygotskijs syn på inlärning har materialet tolkats för att försöka få fram om och i så fall på vilket sätt lärarnas syn på våld påverkar deras våldspreventiva arbete. Som stöd i teoridelen har vi också använt oss av våldspyramiden samt normaliseringsprocessen, detta för att ytterligare försöka förstå det komplexa ämne våld är. Skolans syfte är inte enbart att lära ut skolämnen utan är också en plats där barn skall vara trygga och kunna tillgodose sig den kunskap som förmedlas.Vi vill med denna uppsats undersöka hur lärare i lågstadiet ser på våld mellan elever och om deras syn påverkar det våldsförebyggande arbetet i skolan. Vi vill också försöka bidra men att öka kunskapen kring våldets komplexitet och vad skolan och lärare kan göra för att försöka minska detta. Vi har intervjuat lärare för att försöka identifiera på vilket sätt de arbetar våldsförebyggande och vad de anser vara våld men också försöka få reda på om lärarnas syn på våld kan påverka sättet de arbetar våldsförebyggande. / The purpose of this qualitative study is to highlight the importance of working with violence prevention in primary school and what obstacles may exist. Working with violence prevention is about acting before something has happened and teaching tools and definitions of what violence is and means. Based on Vygotsky's view of learning, the material has been interpreted to try to find out if and if so how teachers' views on violence affect their violence prevention work. As support in the theory part, we have also used the violence pyramid as well as the normalization process, this to further try to understand the complex subject of violence. The purpose of the school is not only to teach school subjects, but is also a place where children should be safe and able to satisfy the knowledge that is conveyed.With this paper, we want to investigate how primary school teachers view violence between pupils and whether their views affect violence prevention in schools. We also want to try to contribute but to increase knowledge about the complexity of violence and what the school and teachers can do to try to reduce this. We have interviewed teachers to try to identify how they work with violence prevention and what they consider to be violence, but also to try to find out whether teachers' views on violence can affect the way they work with violence prevention.

This diploma thesis is focused on searching for relationship between school shootings and media coverage of these tragedies. The theoretical framework is based on media effects theory, especially on the theory of media violence, and it reflects significant empirical research in this course of study. The thesis describes the case of Columbine High School shooting in connection with so called copycat effect problem and it brings the concrete examples of such an influence. The crucial part of the text determines the three problematic areas of school shootings media coverage, which are explained by bringing out the concrete examples from around the world. Moreover, the thesis shows a solution how to better deal with these problematic areas of coverage. The thesis also concludes partial content analyses, which show the way how chosen Czech media coped with these problematic areas of school shootings media coverage. To be concrete, it analyses Lidové noviny, server iDnes.cz and Czech television news.