Esta pesquisa acadêmica discute a evolução histórica e o conceito de juventude. Explica as fases do desenvolvimento humano sob a ótica biológica, cognitiva, afetiva e social, abordando a sua importância para a formação da personalidade adulta. Contextualiza a juventude partindo de análises históricas, geográficas e culturais da Amazônia Ocidental, da Região Norte, do Estado de Roraima e do Município de Boa Vista. Cria o Índice de Desenvolvimento Juvenil Municipal (IDJM), partindo de análises socioeconômicas e das dimensões de educação, saúde e renda e seus respectivos indicadores. Além disso, tem o objetivo de desenhar propostas e oferecer subsídios para a atuação dos governantes, das organizações da sociedade, dos educadores e trazer ao domínio público informações que possam ser tomadas como referência ao debate e à busca de soluções que precisam ser encontradas para a superação dos grandes desafios municipais, colocados para a garantia do pleno desenvolvimento das potencialidades juvenis. A elaboração de Políticas Públicas para a juventude é um ganho social necessário. Deste modo, não se pode mais negar um bem existencial que é fundamental aos jovens: o direito de exercer plenamente a sua cidadania com justiça, equidade e inclusão social. / This academic research discusses the historical evolution and the concept of youth. Explains the stages of human development from the perspective biological, cognitive, affective and social addressing its importance for the formation of adult personality. Contextualizes the youth from analyzes historical, geographical and cultural Amazon Western, Northern, the state of Roraima and Boa Vista city. Creates the Municipal Youth Development Index (IDJM in Portuguese), based on analysis of socio-economic and dimensions of education, health and income and their respective indicators. Also, aims to design proposals and provide grants for the performance of governments, organizations of society, educators and the public to bring information that can be taken as reference for the debate and the search for solutions that need to be found to overcome city of the great challenges that are posed to ensure the full development potential of youth. The development of public policies for youth is a necessary social gain. Thus, can not deny a more existential and it is crucial to young people: the right to fully exercise their citizenship with justice, equity and social inclusion.

Made available in DSpace on 2014-07-29T15:21:55Z (GMT). No. of bitstreams: 1 dissert andrea clinica odonto.pdf: 1653286 bytes, checksum: cfe627dc2fab8509b841e5ee05819279 (MD5) Previous issue date: 2010-04-27 / Attitudes towards oral health may contribute to the recovery of hospitalized child s general health. For the development of educational and preventive programs directed to this public, it is necessary to comprehend the perceptions about oral health according to care-givers, in order to elaborate a project of health education, giving importance to the knowledge and attitudes of this group. A qualitative research was accomplished through interviews, based on semi-structured itinerary. The interviews were recorded in audio-cassette, transcribed, typed and printed to obtain the material of the study: the interviewees speeches. The data analysis was based on the content analysis, thematic modality, accomplished through the exhausting reading of all the interviews in order to extract the meaningful words and sentences, getting them into sense nuclei and later classifying them in themes. Three themes were inferred as results: The care, The oral health and The relationship between oral health and general health. In relation to the care offered to hospitalized children, it is different from that destined to the same child before getting sick and also to the other children of the family through the increase of the devotion, of the concern with the child's comfort, in order to soften the pains and the suffering and of the feeding. The subjects reports demonstrated that the concern with the oral health happens through the accomplishment of the dental care and also through the accomplishment of the oral hygiene at least three times a day, using toothpaste and toothbrush. However it is noticed that there is not to be concern with other risk factors as the diet and the use of medicines and not even in following some orientations received by surgeon-dentists or to look for a preventive treatment. Some of the care-givers also demonstrated difficulty in accomplishing or supervising the child's oral hygiene. For some of them, the hospitalization is not a factor which makes more difficult the accomplishment of the oral hygiene, because this is a habit, while for other it is, because they leave the domestic routine. In relation to the theme "relationship oral health - general health", it is noticed that they believe in a bi-directional relationship among them, however, they think that what really interferes in the child's oral health is not the disease itself, but the fact of using antibiotic. The conclusion was that the companions' perceptions about the hospitalized children's oral health follow the common sense that the action of brush the teeth is part of the corporal hygiene and that this practice should happen three times a day, with the use of toothbrush and toothpaste, without considering other risk factors. The care-givers get to notice their children's real oral conditions and try to make them better with the healing treatment and not avoiding them through the prevention. The attitudes in relation to health are permeated by faiths as that the antibiotic, "strong medicine", destroys the teeth. Actions in health education must be developed together with the whole multiprofessional team of health and with the target group in order to promote a change in the way people see the process health-disease. / Ações voltadas à saúde bucal podem contribuir para a recuperação da saúde geral da criança hospitalizada. Para a instituição de programas educativos e preventivos dirigidos a esse público, necessário se faz compreender as percepções sobre saúde bucal segundo os acompanhantes de crianças hospitalizadas, a fim de elaborar um trabalho de educação em saúde que vá ao encontro das percepções e atitudes desse grupo. Foi realizada uma pesquisa qualitativa por meio de entrevista, baseada em um roteiro semi-estruturado. As entrevistas foram gravadas em áudio-cassete, transcritas, digitadas e impressas para obtenção do material do estudo: as falas dos entrevistados. Para análise dos dados utilizou-se a análise de conteúdo, modalidade temática, realizada através da leitura exaustiva de todas as entrevistas para extração das palavras ou frases indicativas de significados, agrupando-as em núcleos de sentido e posteriormente categorizando-os em temas. Como resultados foram depreendidos três temas: O cuidado, A saúde bucal e A relação entre saúde bucal e saúde geral. Em relação ao cuidado oferecido às crianças hospitalizadas, observa-se ser diferente daquele destinado à mesma criança antes de adoecer e também às outras crianças da família através do aumento do zelo, da preocupação com o conforto da criança, a fim de amenizar as dores e o sofrimento e da alimentação. Os relatos dos sujeitos demonstraram que a preocupação com a saúde bucal se dá através da realização do tratamento odontológico e também da realização da higiene bucal pelo menos três vezes ao dia, utilizando creme dental e escova de dentes. Porém percebe-se não haver preocupação com outros fatores de risco como a dieta e o uso de medicamentos e nem mesmo em seguir algumas orientações recebidas por cirurgiões-dentistas ou procurar um tratamento preventivo. Alguns demonstraram também dificuldade em realizar ou supervisionar a higiene bucal da criança. A hospitalização para alguns não é um fator dificultador para a realização da higiene bucal por ser um hábito, enquanto para outros o é, por sair da rotina doméstica. Em relação ao tema relação saúde bucal  saúde geral , percebe-se que eles acreditam que exista uma relação bidirecional entre elas, no entanto, aquilo que eles realmente acham que interfere na saúde bucal da criança não é a doença em si, mas sim o fato de usar antibiótico. Conclui-se que as percepções dos acompanhantes sobre a saúde bucal de crianças hospitalizadas seguem o senso comum de que escovar os dentes faz parte da higiene corporal e que essa prática deve acontecer três vezes ao dia, com a utilização de escova de dentes e creme dental, não considerando outros fatores de risco. Os acompanhantes conseguem perceber as reais condições bucais de suas crianças procurando melhorá-las com o tratamento curativo e não evitá-las através da prevenção. As atitudes em relação à saúde são permeadas por crenças como a de que antibiótico, remédio forte , estraga os dentes. Há a necessidade de que as ações de educação em saúde sejam desenvolvidas em conjunto com toda a equipe multiprofissional de saúde e com o grupo alvo a fim de haver uma mudança no enfrentamento do processo saúde-doença.

A formação de recursos humanos para atuar no setor da saúde mental constitui elemento estratégico para a efetiva consolidação do modelo psicossocial de atenção, tendo em vista que a principal tecnologia utilizada nesta área é o próprio trabalhador. Nesse contexto, o presente estudo teve como foco o programa Grupo Comunitário de Saúde Mental (GCSM), desenvolvido na cidade de Ribeirão Preto- SP, que vem atuando como estratégia de ampliação e diversificação dos programas de cuidado em Saúde Mental e também como espaço de formação de profissionais de saúde. Objetivou-se compreender as experiências de estudantes e profissionais em processo de formação com o Programa GCSM e os desdobramentos de sua apropriação no percurso de formação profissional em saúde/saúde mental. Está ancorado em uma abordagem qualitativa de pesquisa e utilizou como instrumentos a observação participante e a entrevista aberta. Os dados foram coletados no período de agosto de 2015 a fevereiro de 2016 e os participantes foram: cinco estudantes das áreas de Enfermagem, Terapia Ocupacional e Fisioterapia e dez profissionais em formação das áreas de Psicologia, Medicina e Serviço Social, totalizando 15 participantes. A análise do corpus foi realizada seguindo os princípios da Análise de Conteúdo Temática e possibilitou a construção de cinco categorias, a saber: 1) A formação em saúde/saúde mental aponta experiências de formação vividas pelos entrevistados e revela um processo formativo atravessado pela centralidade e autoridade do profissional em relação ao paciente e pelo distanciamento afetivo; 2) Primeiros contatos com o GCSM: um novo modelo descreve as experiências iniciais dos entrevistados com uma modalidade grupal inovadora e o processo de ambientação em relação à mesma; 3) O GCSM sob a perspectiva de estudantes e profissionais em formação: a horizontalidade em questão aborda o processo de participação no GCSM, as vivências e apropriações da proposta grupal, sob os pontos de vista individual e relacional. Revela uma ampliação gradual das possibilidades de experimentar o lugar profissional no espaço, concomitantemente a uma maior abertura pessoal e ruptura com um modelo idealizado de profissional; 4) Ampliando olhares acerca da pessoa em sofrimento psíquico: da doença à potência sugere uma ampliação dos olhares e concepções acerca da pessoa em sofrimento psíquico e redução de estereótipos, oportunizada pelo contato, no espaço do GCSM, com outras facetas dos usuários de serviços de saúde mental; 5) O GCSM como experiência formativa aborda os desdobramentos da experiência vivida com o GCSM no percurso de formação em saúde mental e também para outros contextos, revelando uma ampliação dos modos de produzir o cuidado em saúde/saúde mental. Com base na análise empreendida pode-se afirmar que a proposta vivencial, presente no modelo do GCSM, apresenta contribuições tanto do ponto de vista da formação técnica quanto no que tange ao desenvolvimento humano do profissional. Destaca-se que este estudo traz avanços para se pensar a formação realizada em serviços-escola no campo da saúde mental e que tal compreensão pode colaborar com a consolidação do modelo psicossocial de atenção. / The qualification for human resources to work in the mental health area is a strategic element for the effective consolidation of the psychosocial care model, considering that the main technology used in this area is the worker himself. In this context, the present study focused on the Mental Health Community Group (GCSM) Program, developed in the city of Ribeirão Preto, SP, which has been acting as a strategy for expanding and diversifying mental health care programs and also as a qualification space for health professionals. The aim was to understand the experiences of students and training professionals with the GCSM Program and the unfolding of their appropriation in the professional qualification path in health/mental health. It is anchored in a qualitative research approach and used as instruments participant observation and open interview. The data were collected from August 2015 to February 2016 and the participants were: five students from the areas of Nursing, Occupational Therapy and Physiotherapy and ten training professionals in the areas of Psychology, Medicine and Social Work, totaling 15 participants. The analysis of the corpus was carried out following the principles of the Thematic Content Analysis and it enabled the construction of five categories, namely: 1) Qualification in health/mental health - shows formative experiences lived by the interviewees and reveals a formative process crossed by the centrality and authority of the professional in relation to the patient and by affective distance; 2) First contacts with GCSM: a new model - describes the initial experiences of the interviewees with an innovative group modality and the setting process in relation to it; 3) GCSM from the perspective of students and training professionals: the horizontality in question - addresses the process of participation in the GCSM, the experiences and appropriations of the group proposal, from an individual and relational point of view. It reveals a gradual increase in the possibilities to experiment the professional place in the space, concomitantly to a greater personal opening and rupture with an idealized model of professional; 4) Expanding the view of the person in psychological distress: from illness to power - suggests an enlargement of the views and conceptions about the person in psychological distress and reduction of stereotypes, provided by the contact in the GCSM space with other aspects of the users of mental health services; 5) GCSM as a formative experience - addresses the unfolding of experience with GCSM in the course of mental health qualification and also in other contexts, revealing a broader way of producing care in health/mental health. Based on the analysis undertaken, it can be affirmed that the experiential proposal, present in the GCSM model, presents contributions both from the point of view of technical training and with regard to the human development of the professional. It should be emphasized that this study brings advances to think about the training performed in school-services in the mental health field and this comprehension can contribute to the consolidation of the psychosocial model of care.

Noventa e três professores de educação física (PrEF) de 5a a 8a séries da rede pública (44) e da rede particular de ensino (49) foram solicitados a responder um questionário de 54 itens, para estabelecer o nível de conhecimento sobre asma e seu manuseio, exercício e suas atitudes em relação à asma e suas crises. Os questionários foram preenchidos durante o horário escolar sem nenhuma consulta e houve um alto índice de resposta dos professores das escolas públicas (86%) e das escolas particulares (69%). Nossos resultados mostram que os PrEF das escolas públicas e particulares apresentaram conhecimento regular sobre asma (60%) e exercício (66,6%), entretanto o conhecimento sobre os medicamentos para asma foi limitado (44%). Não foi observada diferença no conhecimento sobre asma entre PrEF de escolas públicas e particulares. Embora metade dos professores apresentasse experiência prévia em asma (pessoal, 13,8%; familiar, 39%), o nível de conhecimento foi similar quando comparado com aqueles que não tinham experiência prévia sobre a doença. A maioria dos professores também relatou a necessidade de informações sobre a asma, preferencialmente por meio de aula expositiva com médicos ou treinamento prático. Nossos resultados sugerem que os professores de educação física da rede pública e particular de ensino necessitam de maiores informações sobre asma, independente de apresentarem uma experiência prévia sobre a doença. Além disto, foi observado que o menor conhecimento sobre o assunto foi relativo aos medicamentos utilizados pelos asmáticos / Ninety-three teachers of physical education (TPE) from public (44) and private (49) elementary schools in Sao Paulo were asked to respond a 54-item questionnaire about general asthma knowledge, exercise, medication and teacher\'s attitude toward asthma attack. Questionnaires were answered during school time without any consulting and there was a high response rate from public (86%) and private (69%) school teachers. Our results showed that TPE from public and private schools presented a regular knowledge about asthma (60%) and exercise (66.6%), nevertheless, they showed a low knowledge about asthma medication (44%). We did not observe any difference on asthma knowledge between TPE from public and private schools. Although half of the teachers presented previous asthma experience (personal, 13.8%; family, 39%), they had similar knowledge compared to teachers without previous asthma experience. Most teachers also related necessity of information on asthma through expositive classes with physicians or practical training. Our results showed that teachers of physical education from public and private schools in Brazil require information on asthma independent on previous experience on asthma. Besides, these teachers presented lower knowledge on asthma medication

This thesis is dedicated to a research of the influence of information technologies in Health Education in scope of various forms of education. The theoretical part focuses on determining the aims of education, teaching approaches and means of education in various areas of education. It deals with formal, non formal and informal education. A major role in this work is given to curators whose influence penetrates all spheres of teaching, especially in non formal and informal environment. This thesis shows how much the role of a teacher shifts towards curatorship and thus increases the influence it has on the target group (pupils) in an after-school environment. The empirical part is dedicated to the individual curators and video interviews with them. The questions of the interview focus on healthy life style, teaching, their presentation online and the role of technology in contemporary health education. A questionnaire researching the experience of both, pedagogues and students of the health education major, with using digital technologies in class is also a part of the empirical unit. Based on the analysis of the interviews and the questionnaire, this thesis shows the present state of the use of technologies in health education and concludes the most likely course of development. Keywords health,...

Frequent absences resulting from a chronic illness can disrupt adolescent school involvement, impacting academic achievement and psychosocial development as a result. This study explores whether certified child life specialists (CCLSs) could be a resource for parents as they address their adolescents' academic disruptions. Specifically, this study assesses an online training program designed to increase CCLSs' knowledge and self-efficacy as related to adolescents' academic adjustment following frequent absences. This knowledge and skill based training was designed as a three part module with sections including: academic considerations, psychosocial considerations, and availability of school resources in promoting successful adolescent academic adjustment. 62 CCLSs were recruited to participate and complete measures evaluating knowledge, in relation to content included in each module, and self-efficacy, involving communication with parents in regards to adolescent academic adjustment. T-tests were conducted to determine whether there were differences in reports of self-efficacy and knowledge following participation in the intervention between and within the treatment and control groups. Results indicate statistical significance for enhanced knowledge and self-efficacy for the treatment group at post-test. Therefore, the outcomes from this study support the effectiveness of brief online training in fostering knowledge and feelings of efficacy for CCLSs in a context not typically included in child life education or certification. As a result, findings from this study may be used to expand intervention programs in the clinical setting to provide more comprehensive psychosocial care to adolescents diagnosed with a chronic illness.

I used multiple methods to study gender issues associated with health lectures that hospitals offer to the public. My purpose was not to evaluate the health-related content, but rather to study the gender messages that accompanied the health messages. One main reason hospitals offered lectures was to attract clients. While many lectures were offered to both sexes, women's lectures outnumbered men's lectures ten to one. One reason to target women was because hospitals offered more services to women than to men. Yet a main finding is that many women's offerings were not based solely on providing services to benefit women themselves, but also on assumptions about women's caregiving of others. Thus, while men were generally marketed to as men, women were often marketed to as mothers or other caregivers. Most speakers engaged in marginalization: while both men and women lecture attendees were treated in ways that denied their status as competent adults, women were also marginalized as women, that is, treated as "other" to a male norm. Additionally, some speakers presented a single interpretation of procedures or conditions as the only interpretation, despite the fact that other interpretations were equally plausible. Examples included offering positive interpretations of unpleasant screening procedures or treatments; attributing gender roles to biology; and attributing women's stress to personality traits. Medicalization and other forms of boundary blurring between health and other topics occurred more frequently for women than men. While some of this difference did not represent gender inequality, some did, such as gender differences in the emphasis placed on physical appearance. Similarly, while all exhibits showing men's nudity were medically instructive, that is, used to demonstrate anatomy or self-examination procedures, some women's nudity was not medically instructive, and thus unnecessary While some caregiving resources were offered to both sexes, many were offered only to women. Targeting caregiving resources to women went beyond merely reflecting the gendered division of caregiving; it also symbolically reproduced it. Further, when "women's" health resources were intended to benefit children and husbands, the boundary between self and others was blurred for women in a way that had no counterpart for men. / Sociology

A large body of empirical research has documented strong beneficial effects of educational attainment on a wide range of health outcomes. In addition, there has been growing interest in the links between religion and health, and some studies have suggested that the benefits of religious involvement on health are strongest for persons with low-to-moderate levels of education. To date, however, the bulk of this work has been conducted in the U.S. or other nations in the developed West. Although researchers have called for more comparative and cross-cultural studies on these topics, few if any studies have focused on the interplay of education, religion, and multiple health outcomes in China, particularly among its most elderly citizens. This project aims to address this gap in the research literature, with the following objectives: (1) to examine whether and how education is related to emotional and cognitive well-being, and reflects possible gender differences; (2) to explore whether and how religious participation is associated with various health indicators; and (3) to examine whether religious practice may complement or moderate the association between individual-level SES or community-level SES and health in this distinctive population. To investigate these issues, I use data from the Chinese Healthy Longevity Survey, a nationwide survey of the oldest old adults in China; my analyses involve the 1998 baseline survey, as well as data from the 2000 and 2002 follow-up surveys. Findings suggest that: (1) education impacts emotional and cognitive well-being through different mechanisms; (2) the indirect effects of religion on health are primarily mediated by psychological resources and lifestyle, but not by social resources; (3) females report higher levels of religious participation and get more cognitive benefits from it than males; (4) individual-level SES is negatively associated with religious participation, whereas community-level SES is positively associated with religious participation; and (5) the beneficial effects of religion on psychological wellbeing are more pronounced for residents in poorer areas. The theoretical and policy implications of the findings are discussed and elaborated.

This thesis documents and explores health-related exercise (HRE) policy and practice within selected secondary schools in England and Wales, and examines the impact of the National Curriculum for Physical Education (NCPE) revisions (DfEE/QCA and Welsh Assembly, 1999) on the status and expression of HRE in the curriculum. It also considers the factors affecting teachers' approaches to change and their consequent decisions and behaviours. Specifically, the research makes comparisons between the policy and practice in schools at the time of data collection (2000) and that reported by Harris (1997). The methodology incorporated both qualitative and quantitative approaches. Case studies were completed in 2001 in five strategically selected mixed sex state schools, three of which were located in one Local Education Authority (LEA) in England and two of which were in one LEA in Wales. One of the English schools was a specialist sports college (SSC). Case study data analysis focused on the status and expression of health within each school, with particular attention to HRE policy and practice prior to and following the National Curriculum revisions. This analysis also explored the factors influencing the delivery of HRE in each department. The case study element of the research included the lesson observation of a unit of work on health-related aspects of PE in one school from the English LEA. This allowed an examination of the translation of school level policy into practice. A survey of all the secondary schools in the two case study LEAs in 2001 elicited questionnaire responses from 67.5% of heads of PE departments (PE HoDs). Analysis employed the Statistical Package for Social Scientists (SPSS). The findings revealed that delivery of HRE in case study schools was based on a fitness for sports performance perspective, utilising fitness testing and training. This was despite many teachers reporting a philosophy for physical education that reflected a fitness for life perspective with pupils adopting active lifestyles as its goal. Case study schools reported that the NCPE had influenced HRE delivery, however, limited change had resulted from the 1999 revisions.

There is a noticeable absence of studies reflecting the personal views and experiences of black British African Caribbean (BBAC) people as students and clinical participants in UK nursing careers. Previous research about their nursing career choices has always been reported as part of other mixed BME cohorts and migrant groups. Indications in the literature suggest that they were being actively discouraged by their families from choosing nursing as a career, because of their parents’ and grandparents’ negative experiences as migrant workers in the NHS, leading to very low or non-participation in the profession. This study set out to address this gap by giving them a distinct voice, independent of other cohorts. It explored the factors which influence their decision and their experiences, throughout a variety of life stages, from school through to university and into clinical practice. This was to identify whether the findings from earlier research are still relevant from their perspectives rather than that of their parents. Participants and schools in the study were recruited by purposive sampling, and data was collected in three phases, a pilot study phase, a survey phase and an interview phase. A quantitative and qualitative interpretive approach were adopted underpinned by a mixed methods design. Descriptive statistical analysis of the survey and qualitative content analysis (QCA) of the interview transcripts were utilised to enable interrogation of the data. Findings are discussed within the context of available empirical evidence, related policy perspectives and theoretical underpinnings. Four main themes emerged from the study, as specific influencing factors on their experiences. These are: careers advice and choice for nursing, support, discrimination/racism and personal resilience. The findings reveal that BBAC people receive little or no careers advice about nursing at any of their life stages. Consequently, they make uninformed decisions about modern nursing careers, leaving a gap in their knowledge. However, they are not discouraged from choosing nursing as a career, by their families. When they choose a nursing career, they are fully supported and encouraged by their parents and families, in order to survive as students and clinical practitioners. However, institutional support as students and practitioners is weak and very poor. Despite this, they do not intend to actively discourage their own children from making nursing a career choice. Racism, discrimination and racialisation remain core factors influencing their social, educational and other lived experiences, despite numerous equality legislation and implementation. These have a continuous negative impact on them as visible minority students and practitioners in the NHS. They respond to these negative experiences by developing personal resilience aided by strong social and cultural support provided by their families and community. These findings make a unique contribution to the knowledge base by giving BBAC participants their own distinct voice. This was achieved through listening to them at varied points in their life stages, from school through to university and as eventual professionals in nursing. This is important new knowledge, which has ensured a clear recognition of their personal perspectives, in their own voices. These insightful new observations are necessary to build a specific knowledge base about them and are very positive for future participation of BBAC people in nursing careers and the NHS. An adapted model for inclusive participation is proposed, based on the findings of the research.