O fortalecimento da promoção da saúde considerando o espaço escolar como um ambiente de potencialidades para seu desenvolvimento está previsto nas ações intersetoriais entre a escola e os serviços de saúde, e está entre os objetivos centrais do trabalho da equipe Estratégia Saúde da Família (ESF) e do Programa Saúde na Escola (PSE). O estudo teve por objetivo analisar as significações de professores do ensino fundamental sobre as ações da equipe de saúde na escola em um município do interior paulista. O estudo foi realizado a partir de abordagem qualitativa de pesquisa, utilizando como técnica de construção de dados a entrevista semiestruturada com professores dos 1º aos 5º anos do ensino fundamental das escolas de abrangência de Unidades de Estratégia Saúde da Família de um município do interior paulista. Participaram do estudo 16 professores de seis escolas públicas municipais. A pesquisa fundamentou-se nos conceitos de promoção e educação em saúde, utilizando a abordagem histórico-cultural de Vigotski como referencial teórico. Utilizou-se a proposta de análise temática de Braun e Clarke (2006). Os resultados evidenciaram as significações construídas pelos professores, que indicam a importância da parceria entre saúde e educação. No entanto, outras significações indicaram fragilidades de tal parceria, com a tendência de os profissionais da educação significarem saúde a partir de uma concepção preventivista e de culpabilização das famílias pelos comportamentos não saudáveis dos alunos. Associado a isso, os professores relatam ações pontuais e fragmentadas relacionadas à saúde ocorrendo no contexto escolar, com pouca corresponsabilidade entre os setores. Quanto às ações programáticas de saúde, os professores construíram significações que indicam a importância de se construir um planejamento conjunto e identificaram estratégias para práticas intersetoriais mais efetivas. Considera-se que novas posturas devem ser adotadas pela equipe da ESF e do PSE, no sentido de fortalecer a relação com a equipe da escola, a partir de uma visão de que os sujeitos se transformam e se modificam a partir das relações / The strengthening of health promotion by considering the school space as an environment of potential for its development is foreseen in the intersectoral actions between the school and the health services and it is among the central goals of the work of the Family Health Strategy (FHS) team and Health in School Program (HSP). The aim of this study was to analyze the meanings of elementary school teachers about the actions of the health team in the school in a city in the countryside of São Paulo. The study was carried out from a qualitative research approach, using as a data construction technique the semi-structured interview with elementary school teachers from first to fifth grade of the schools surrounding the Family Health Strategy Units of a city in the countryside of São Paulo. Sixteen teachers from six municipal public schools participated in the study. The research was based on the concepts of promotion and health education, using the historical-cultural approach of Vygotsky as a theoretical reference. It was used the thematic analysis proposal of Braun and Clarke (2006). The results showed the significations built by the teachers that indicate the importance of the partnership between health and education. However, other meanings indicated fragilities of this partnership, with the tendency of the education professionals to mean health from a preventivist conception and blame of the families for the unhealthy behaviors of the students. Associated with this, the teachers report punctual and fragmented actions related to health occurring in the school context, with little co-responsibility between the sectors. As for programmatic health actions, the teachers built meanings that show the importance of constructing a joint planning and identified strategies for more effective intersectoral practices. It is considered that new postures should be adopted by the FHS and HSP team, in order to strengthen the relationship with the school team, based on a view that the subjects transform and change themselves from the relations

Pau King-man. / Thesis submitted in: October 2001. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2002. / Includes bibliographical references (leaves 173-181). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Abstract --- p.ii / Abstract (Chinese version) --- p.iii / Table of Contents --- p.iv / List of Figures --- p.xii / List of Tables --- p.xiii / List of Abbreviations --- p.xxiv / Chapter CHAPTER ONE: --- INTRODUCTION / Chapter 1.1 --- Women's Overweight and Obesity Prevalence and Trends --- p.1 / Chapter 1.2 --- Etiology of Overweight and Obesity --- p.2 / Chapter 1.3 --- Health Consequences of Obesity in Women --- p.4 / Chapter 1.4 --- Dietary and Physical Activity Recommendations for Good Health for Adults --- p.6 / Chapter 1.5 --- Health Behavior Change Theories --- p.8 / Chapter 1.6 --- Weight Control/Loss Interventions for Women --- p.10 / Chapter 1.7 --- Weight Loss Risks --- p.11 / Chapter 1.8 --- Health Promotion Programs for Women --- p.12 / Chapter 1.9 --- General Situation and Population Trends Among Hong Kong Middle- aged Women --- p.15 / Chapter 1.10 --- Nutrition-related Morbidity and Mortality Among Hong Kong Women --- p.16 / Chapter 1.11 --- Diet Composition of Hong Kong Middle-aged Women --- p.20 / Chapter 1.12 --- Physical Activity Patterns of Hong Kong Middle-aged Women --- p.21 / Chapter 1.13 --- Education and Health in Hong Kong Middle-aged Women --- p.23 / Chapter 1.14 --- Attitudes Toward and Beliefs About Diet and Health of Hong Kong Middle-aged Women --- p.24 / Chapter 1.15 --- Common Weight Loss Methods Among Hong Kong Middle-aged Women --- p.25 / Chapter 1.16 --- Sources of Health Information Among Hong Kong Middle-aged Women --- p.25 / Chapter 1.17 --- Summary --- p.26 / Chapter 1.18 --- Study Purpose and Objectives --- p.26 / Chapter CHAPTER TWO: --- METHODOLOGY / Chapter 2.1 --- Recruitment of Participants --- p.29 / Chapter 2.2 --- Focus Groups --- p.29 / Chapter 2.3 --- Survey Instrument --- p.30 / Chapter 2.3.1 --- Questionnaire --- p.30 / Chapter 2.3.2 --- Three-day Dietary Record --- p.35 / Chapter 2.3.3 --- Anthropometric and Cholesterol Measurements --- p.35 / Chapter 2.4 --- Intervention --- p.37 / Chapter 2.5 --- Evaluation --- p.39 / Chapter 2.5.1 --- Process Evaluation --- p.39 / Chapter 2.5.2 --- Outcome Evaluation --- p.40 / Chapter 2.6 --- Data Management --- p.40 / Chapter 2.7 --- Statistics --- p.40 / Chapter 2.8 --- Data Analysis --- p.41 / Chapter 2.8.1 --- Physical Activity Patterns --- p.41 / Chapter 2.8.2 --- Dietary Patterns --- p.44 / Chapter 2.8.3 --- Nutrition Knowledge Score --- p.45 / Chapter 2.8.4 --- Physical Activity Knowledge Score --- p.46 / Chapter 2.8.5 --- Blood Total Cholesterol --- p.46 / Chapter 2.8.6 --- Body Mass Index --- p.47 / Chapter 2.8.7 --- Percent Body Fat --- p.47 / Chapter 2.9 --- Ethics --- p.47 / Chapter CHAPTER THREE: --- RESULTS / Chapter 3.1 --- Focus Group Results --- p.43 / Chapter 3.1.1 --- General Description of Participants --- p.48 / Chapter 3.1.2 --- Perceived Values and Views on 'Health' --- p.50 / Chapter 3.1.3 --- Perceived Values and Views on 'Healthy Lifestyle' --- p.51 / Chapter 3.1.4 --- Perceived Values and Views on 'Healthy Eating' --- p.52 / Chapter 3.1.5 --- Perceived Values and Views on 'Physical Activity' --- p.53 / Chapter 3.1.6 --- The Factors Motivating the Women to Adopt a Healthy Lifestyle --- p.53 / Chapter 3.1.7 --- Sources of Information About Healthy Eating and Physical Activity --- p.55 / Chapter 3.1.8 --- Suggestions for the Type and Content of Activities in a Health Promotion Program --- p.55 / Chapter 3.2 --- Participation Rate in the Study --- p.56 / Chapter 3.3 --- Pretest --- p.57 / Chapter 3.3.1 --- General Participant Sociodemographic Description --- p.57 / Chapter 3.3.2 --- Anthropometry --- p.59 / Chapter 3.3.3 --- Health Conditions Reported --- p.60 / Chapter 3.3.4 --- Meal Patterns --- p.61 / Chapter 3.3.5 --- Nutrient Supplements Practices --- p.62 / Chapter 3.3.6 --- Cooking Practices --- p.63 / Chapter 3.3.7 --- Food Removal Behavior --- p.65 / Chapter 3.3.8 --- Food Label Reading --- p.65 / Chapter 3.3.9 --- Dietary Intake --- p.66 / Chapter a. --- From the Three-day Dietary Records --- p.66 / Chapter b. --- From the Food Frequency Questionnaire --- p.68 / Chapter 3.3.10 --- Nutrition Knowledge --- p.69 / Chapter 3.3.11 --- Physical Activity Habits --- p.72 / Chapter 3.3.12 --- Physical Activity Knowledge --- p.73 / Chapter 3.3.13 --- Intention and Confidence in Changing Behavior --- p.76 / Chapter 3.3.14 --- Perceived Difficulties in Changing Behavior --- p.77 / Chapter 3.3.15 --- Perceived Methods Facilitating Behavior Change --- p.79 / Chapter 3.3.16 --- Health Information Desired --- p.80 / Chapter 3.3.17 --- Areas of Health the Women Would Like to Improve --- p.81 / Chapter 3.3.18 --- Summary Profile of the Women at Pretest --- p.82 / Chapter 3.4 --- Outcome Evaluation --- p.85 / Chapter 3.5 --- Posttest --- p.85 / Chapter 3.5.1 --- General Participant Sociodemographic Description --- p.85 / Chapter 3.5.2 --- Anthropometry --- p.86 / Chapter 3.5.3 --- Health Conditions Reported --- p.87 / Chapter 3.5.4 --- Meal Patterns --- p.88 / Chapter 3.5.5 --- Nutrient Supplements Practices --- p.89 / Chapter 3.5.6 --- Cooking Practices --- p.90 / Chapter 3.5.7 --- Food Removal Behavior --- p.91 / Chapter 3.5.8 --- Food Label Reading --- p.91 / Chapter 3.5.9 --- Dietary Intake --- p.93 / Chapter a. --- From the Three-day Dietary Records --- p.93 / Chapter b. --- From the Food Frequency Questionnaire --- p.94 / Chapter 3.5.10 --- Nutrition Knowledge --- p.95 / Chapter 3.5.11 --- Physical Activity Habits --- p.98 / Chapter 3.5.12 --- Physical Activity Knowledge --- p.99 / Chapter 3.5.13 --- Analysis the Changes by Education Level --- p.102 / Chapter 3.5.14 --- Analysis the Changes by Age Group --- p.104 / Chapter 3.5.15 --- Intention and Confidence in Changing Behavior --- p.105 / Chapter 3.5.16 --- Perceived Difficulties in Changing Behavior --- p.107 / Chapter 3.5.17 --- Perceived Methods Facilitating Behavior Change --- p.109 / Chapter 3.5.18 --- Health Information Desired --- p.110 / Chapter 3.5.19 --- Areas of Health the Women Would Like to Improve --- p.111 / Chapter 3.5.20 --- Summary Profile of the Women at Posttest --- p.112 / Chapter 3.6 --- Participants' Evaluation of the Intervention Program --- p.113 / Chapter 3.7 --- Follow-up --- p.118 / Chapter 3.7.1 --- General Participant Sociodemographic Description --- p.118 / Chapter 3.7.2 --- Anthropometry --- p.118 / Chapter 3.7.3 --- Health Conditions Reported --- p.121 / Chapter 3.7.4 --- Meal Patterns --- p.121 / Chapter 3.7.5 --- Nutrient Supplements Practices --- p.122 / Chapter 3.7.6 --- Cooking Practices --- p.123 / Chapter 3.7.7 --- Food Removal Behavior --- p.125 / Chapter 3.7.8 --- Food Label Reading --- p.126 / Chapter 3.7.9 --- Dietary Intake --- p.127 / Chapter a. --- From the Three-day Dietary Records --- p.127 / Chapter b. --- From the Food Frequency Questionnaire --- p.129 / Chapter 3.7.10 --- Nutrition Knowledge --- p.131 / Chapter 3.7.11 --- Physical Activity Habits --- p.135 / Chapter 3.7.12 --- Physical Activity Knowledge --- p.136 / Chapter 3.7.13 --- Intention and Confidence in Changing Behavior --- p.140 / Chapter 3.7.14 --- Analysis the Changes by Education Level --- p.142 / Chapter 3.7.15 --- Analysis the Changes by Age Group --- p.143 / Chapter 3.7.16 --- Perceived Difficulties in Changing Behavior --- p.144 / Chapter 3.7.17 --- Perceived Methods Facilitating Behavior Change --- p.145 / Chapter 3.7.18 --- Health Information Desired --- p.148 / Chapter 3.7.19 --- Areas of Health the Women Would Like to Improve --- p.149 / Chapter 3.7.20 --- Summary Profile of the Women at Follow-up --- p.150 / Chapter CHAPTER FOUR: --- DISCUSSION / Chapter 4.1 --- Implications of Findings --- p.154 / Chapter 4.1.1 --- Current Situations in Diet and Physical Activity of Hong Kong Middle-aged Women --- p.154 / Chapter 4.1.2 --- Overall Effects of the Program --- p.161 / Chapter a. --- Changes in Knowledge --- p.161 / Chapter b. --- Changes in Awareness and Intention --- p.163 / Chapter c. --- Changes in Behavior --- p.164 / Chapter d. --- Changes in Anthropometery --- p.166 / Chapter 4.2 --- Strengths and Limitations of the Study --- p.167 / Chapter 4.3 --- Implications and Recommendations for Meeting the Challenges of Improving Hong Kong Middle-aged Women's Nutrition and Physical Activity Habits --- p.169 / Chapter 4.4 --- Suggestions for Future Research --- p.170 / Chapter CHAPTER FIVE: --- CONCLUSIONS --- p.172 / References --- p.173 / Appendices / Chapter A --- Consent form (Chinese version) --- p.182 / Chapter B --- Consent form (English version) --- p.183 / Chapter C --- Questionnaire (Chinese version) --- p.184 / Chapter D --- Questionnaire (English version) --- p.196 / Chapter E --- Photos for food amount quantities and household measures (Chinese version) --- p.210 / Chapter F --- Photos for food amount quantities and household measures (English version) --- p.213 / Chapter G --- Sample of dietary record (Chinese version) --- p.216 / Chapter H --- Sample of dietary record (English version) --- p.217 / Chapter I --- Three-day dietary record (Chinese version) --- p.218 / Chapter J --- Three-day dietary record (English version) --- p.221 / Chapter K --- Pamphlets for health talks (Chinese version) --- p.224 / Chapter L --- Pamphlets for health talks (English version) --- p.236 / Chapter M --- Pamphlets for physical activity demonstration (Chinese version) --- p.248 / Chapter N --- Pamphlets for physical activity demonstration (English version) --- p.253 / Chapter O --- Process evaluation questionnaire (Chinese version) --- p.258 / Chapter P --- Process evaluation questionnaire (English version) --- p.260 / Chapter Q --- Overall evaluation questionnaire (Chinese version) --- p.262 / Chapter R --- Overall evaluation questionnaire (English version) --- p.263 / Chapter S --- Focus group questionnaire (Chinese version) --- p.264 / Chapter T --- Focus group questionnaire (English version) --- p.265 / Chapter U --- Focus group question guides (Chinese version) --- p.266 / Chapter V --- Focus group question guides (English version) --- p.268 / Chapter W --- The food consumption patterns of women in the Education and Control Groups --- p.270

Social-emotional learning (SEL) is an accepted way of promoting an individual’s resilience, which is the ability to overcome challenging life circumstances to lead a fulfilling life. SEL is traditionally taught in schools as a universal, classroom-wide intervention. However, there is currently a gap in using SEL curricula as secondary, Tier II interventions. Strong Start, a SEL program, was evaluated as a Tier II intervention with 35 2nd grade students using a randomized-control trial design. Data were collected from students on their content knowledge of social-emotional constructs as well as from teachers on ratings of student problem behaviors and prosocial behaviors. Findings suggest improvements in student knowledge, teacher ratings of problem behaviors, and teacher ratings of prosocial behaviors for all students over time, with no significant group by time interaction. Limitations and future directions are discussed.

A intersetorialidade é uma categoria em expansão, em particular no campo da promoção da saúde, que tem um olhar voltado para um conceito ampliado de saúde e a integralidade dos sujeitos. O trabalho em saúde, historicamente setorial, tem absorvido essas novas proposições na busca por alcançar determinantes de saúde favoráveis a indivíduos e comunidades. A hipótese que norteou esta pesquisa é de que o Núcleo de Apoio à Saúde da Família, embora um serviço potencial para realizar a intersetorialidade através de políticas, programas e ações existentes (consenso discursivo), com vista a atender as demandas da população de referência, não vem conseguindo materializar toda esta potencialidade em práticas intersetoriais (dissenso prático). A metodologia é de abordagem qualitativa, realizada a partir de pesquisas bibliográfica, documental e de campo. A pesquisa de campo foi realizada em 3 etapas de coleta de dados: o caminhar pelo território, as entrevistas semi-estruturadas e a observação de campo. O local de estudo é o município de Santos, São Paulo, mais especificamente a Zona Noroeste da cidade, uma região que apresenta as expressões da questão social oriundas do processo de exploração capitalista e de pobreza crescente, uma realidade contrastante com outras regiões da cidade. A intersetorialidade tem se mostrado uma estratégia importante para a construção de práticas que orientem para a integralidade em casos complexos do cotidiano do trabalho em saúde da equipe NASF. / Intersectoriality is an expanding category, particularly in the field of health promotion, which focuses on an expanded concept of health and the integrality of the subjects. Health work, historically sectoral, has absorbed these new propositions in the search to reach determinants of health favorable to individuals and communities. The hypothesis that guided this research is that the Family Health Support Center, although a potential service to carry out the intersectoriality through existing policies, programs and actions (discursive consensus), in order to meet the demands of the reference population, has not been able to materialize all this potential in intersectoral practices (practical dissent). The methodology is a qualitative approach, based on bibliographical, documentary and field research. Field research was carried out in 3 stages of data collection: walking through the territory, semi-structured interviews and field observation. The study site is the municipality of Santos, São Paulo, more specifically the Northwest Zone of the city, a region that presents the expressions of the social question arising from the process of capitalist exploration and increasing poverty, a contrasting reality with other regions of the city. Intersectoriality has been shown to be an important strategy for the construction of practices that guide the integrality in complex cases of NASF team health work.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-04-18T14:10:30Z No. of bitstreams: 1 Raquel Oliveira Pinto.pdf: 2010164 bytes, checksum: 58b83bfed3e886b2e65c252ebb576127 (MD5) / Made available in DSpace on 2015-04-18T14:10:30Z (GMT). No. of bitstreams: 1 Raquel Oliveira Pinto.pdf: 2010164 bytes, checksum: 58b83bfed3e886b2e65c252ebb576127 (MD5) Previous issue date: 2013-12-17 / Nenhuma / Atualmente o uso de substâncias psicoativas representa um grande desafio em saúde pública e a precocidade deste contato, principalmente entre crianças e adolescentes em idade escolar vem ganhando destaque, demonstrando a necessidade de políticas públicas preventivas que incluam esta população. Programas de prevenção neste sentido tem maior efetividade quando se constituem com múltiplas abordagens, integrando instituições e vários setores da sociedade. A partir de meados da década de 90, a promoção de saúde no ambiente escolar passou a ser pautada no cenário mundial como uma iniciativa fundamental para desenvolver e propiciar espaços escolares mais saudáveis de uma forma abrangente. A proposta inicial do estudo foi investigar a relação entre as diferentes condições promotoras de saúde, relacionadas à estrutura, recursos e ações apresentadas por escolas de dois municípios de médio porte do estado do Rio Grande do Sul e o uso de substâncias psicoativas entre os escolares a elas vinculados. Em função da inexistência de instrumento validado para análise do ambiente escolar no Brasil e dos limites inerentes ao percurso de mestrado, optou-se primeiramente pelo desenvolvimento e validação do instrumento para avaliar as iniciativas de promoção de saúde nas escolas. O objetivo de investigar a relação entre esta variável e os comportamentos relacionados ao uso de substâncias será contemplado numa segunda etapa do estudo. Foram cumpridas aqui as seguintes etapas: revisão da literatura e leitura de documentos nacionais, internacionais e guias norteadores da temática em questão, incluindo o Programa Saúde na Escola; elaboração de um instrumento, chegando-se a 60 itens embasados na literatura revisada; validação de conteúdo dos itens pela técnica Delphi, com apoio de cinco especialistas de nível regional e nacional na área da promoção da saúde escolar; aplicação do instrumento em 53 escolas municipais, estaduais e particulares, nos municípios de Sapiranga e Lajeado, no interior do estado do RS; validação do instrumento através de análises de confiabilidade e de componentes principais. As dimensões resultantes destas análises englobaram aspectos pedagógicos, estruturais e relacionais evidentes no ambiente escolar, por observação direta ou por informação do gestor escolar. Os dados relativos a este estudo serão submetidos à publicação em artigo denominado Desenvolvimento e validação de um instrumento de avaliação de promoção de saúde na escola. / In recent times psychoactive drugs have been posing an important challenge to public healthcare. The early age of the first contact with them, mainly among school age children and adolescents, highlights the need of preventive policies directed to this population. Prevention programs in this area are more effective when comprised of multiple approaches, integrating institutions and diverse segments of society. Since the mid 1990s, health promotion in school environment worldwide has been guided by a fundamental effort to develop and enable healthier school environments in a very broad sense. This study aimed firstly to investigate the relationship among different conditions that promote health related to structure, resources and actions, found in schools in two medium-sized municipalities in the state of Rio Grande do Sul, and the use of psychoactive substances among students. In face of the absence of a validated instrument for assessing school environment in Brazil and the limitations inherent to a master’s thesis, the development and validation of an instrument to assess health promotion initiatives in schools was chosen as the focus of this study. A further stage of the study will contemplate the relationship between this variable and the behaviors associated to the use of psychoactive drugs. In this thesis the following phases were covered: literature review and reading of national and international documents and guides relevant to the subject studied, including the “Programa Saúde na Escola”; formulation of an instrument with 60 items based on the results obtained in the first phase; validation of the items’ content according to the Delphi technique, supported by five regional and national specialists in school health promotion; application of the instrument in 53 schools, both public and private, in the municipalities of Sapiranga and Lajeado, both located in the countryside of the state of Rio Grande do Sul, Brazil; validation of the instrument through reliability and principal components analyses. The dimensions resulting from these analyses included educational, structural, and relational aspects within school environment, either by direct observation or information provided by school managers. Data related to this study will be submitted to publication in an article named “Desenvolvimento e validação de um instrumento de avaliação de promoção de saúde na escola” (Development and validation of an instrument for the assessment of health promotion in school environment).

Submitted by Rosina Valeria Lanzellotti Mattiussi Teixeira (rosina.teixeira@unisantos.br) on 2015-05-04T14:07:11Z No. of bitstreams: 1 Patricia Matias Pinheiro.pdf: 11031479 bytes, checksum: 12ef13948d06971c93de048c5ef818a7 (MD5) / Made available in DSpace on 2015-05-04T14:07:12Z (GMT). No. of bitstreams: 1 Patricia Matias Pinheiro.pdf: 11031479 bytes, checksum: 12ef13948d06971c93de048c5ef818a7 (MD5) Previous issue date: 2012-08-30 / Objective:Intervention evaluation strategies of Health Education for students in a municipal school in Santos. The themes chosen were sexual health, nutrition and dengue. Methodology:This is an intervention study. The study included a group of 20 fifth year students, a group of 13 sixth year students, a group of 22 eighth year students, and a group of 17 ninth year students. One of the themes outlined in the objective was chosen for each group. The theme of sexual health was divided into STD's/HIV, and teenage pregnancy with methods of contraception. The study was conducted in workshops and lectures and the evaluation was made by applying two questionnaires. The first with demographic data and the second theme-specific issues. These questionnaires were applied before and after the interventions to evaluate knowledge gain, and were measured by the McNemar statistical test. The level of significance considered was 0.05. Results: During the sexual health educational sessions, the results were significant after the interventions with respect to the number of STDs knows (p<0.05), breast feeding (p<0.05) as a means of transmission (p<0.05), knowledge of fertile periods (p<0.05), and the vaginal ring (p<0.05) and adhesives (p<0.05) as a contraceptive method. With regard to dengue, only the knowledge that people can get dengue four times showed a significant trend (p<0.07). With respect to nutritional health, there was a slight improvement of consumption patterns, however, only the consumption of red meat at lunch showed a difference (p<0.05). Conclusions:The workshops proved to be especially effective, as this was where a greater change in knowledge was found, yet continuity and systematization of educational activities is still needed. It is hoped that these teenagers will in turn pass on this information, contributing to an improvement in health indices. / Objetivo: Avaliar estratégias de intervenção de Educação em Saúde para estudantes em uma escola municipal de Santos. Os temas escolhidos foram saúde sexual, saúde nutricional e dengue. Metodologia: Trata-se de um estudo de intervenção. Participaram do estudo uma turma de 50 ano, com 20 alunos, uma turma de 60 ano com 13 alunos, uma de 80 ano com 22 alunos e uma do 90 ano com 17 alunos. Para cada turma desta foi escolhido um dos temas. O assunto saúde sexual foi dividida em DST-HIV e gravidez na adolescência com métodos contraceptivos. Foram realizadas oficinas e palestras educativas. A avaliação se deu pela aplicação de dois questionários. O primeiro continha dados sócio-demográficos e o segundo questões específicas de cada tema. Esse, foi aplicado antes e após às intervenções, para se avaliar o ganho de conhecimento, mensurado por meio do teste estatístico McNemar e o nível de significância considerado foi de 0,05. Resultados: Nas ações educativas de saúde sexual, os resultados se mostraram significantes, após as intervenções, no número de DST conhecidas (p<0,05), no aleitamento materno (p<0,05) como forma de transmissão, no conhecimento do período fértil (p<0.05) e do anel vaginal (p<0,05) e adesivos (p<0,05) como métodos contraceptivos. Com relação à dengue, apenas o conhecimento de que se pode pegar dengue quatro vezes apresentou uma tendência à significância (p<0,07). Com relação à saúde nutricional, houve melhora discreta do padrão alimentar, contudo apenas o consumo de carne vermelha no almoço mostrou diferença (p<0,05). Conclusões: As oficinas se mostraram efetivas, principalmente, onde foi verificado maior mudança de conhecimento, contudo necessitando de continuidade e sistematização dessas ações educativas. Espera-se que esses adolescentes tornem-se multiplicadores dessas informações, contribuindo para uma melhora dos índices de saúde.

Made available in DSpace on 2016-04-29T13:30:46Z (GMT). No. of bitstreams: 1 Ana Cristina Carneiro Fernandes Souto.pdf: 690258 bytes, checksum: 2b33f7b41f93fa43c6dbbde71db0bfed (MD5) Previous issue date: 2010-11-19 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / It is no novelty to say that there exists a relationship between physical and mental health. This idea has been present, since ancient times, in the very expression mens sana in corpore sano , which already suggested that health would be fostered by a balanced way of life. Within our social and historical context, in another view point, the way of life is a relevant Public Health concern, as one faces the evidences that the Chronic Non-communicable Diseases (NCD), constitute the main causes of premature mortality and disability, in most of the countries in our continent, Brazil included. With this perspective, neoliberal public policies, targeted at promoting the construction of healthier lives, underpin the affirmation that a sedentary lifestyle, as a modernity nondesirable byproduct is a risky lifestyle and, thus must be avoided. The promotional movement, besides motivating an individual adhesion and producing proactive movements towards the healthy prescriptions, has generated other effects and paradoxical movements. Facing this reality, the present Master Dissertation, as a textual result of a remotely conducted research, via the internet, combines the data presentation with discussions and reflections performed in two venues: identity and health. From the identity standpoint, the study initiates focusing on a group of assumed sedentary people and deepens into an emblematic case study. On its turn, from de health standpoint, the voluntary action of constructing an identity in the internet is problematized, more specifically, the action of turning public a negatively valued personal attribute, as the sedentary face of the identity. From the collected data and reflections made, it is possible to say that: the activism in a social network carries a certain emancipatory possibility. The communicative actions of the assumed sedentary have the intent to validate the their daily practices, among peers, and they do not indicate a resistance movement directed against the practices prescribed as healthy, in a certain sense the assumed sedentary reproduce the dominant theoretical speech of the health promotional movement. Finally, from de studied case it is possible to say that the human post-conventional identity is determinant on making real certain life project dimensions via communicative action within the net / Dizer que existe uma relação entre a saúde física e a saúde mental não é algo novo. De certo modo, essa idéia já se fazia presente na antiguidade, na expressão mens sana in corpore sano , que sugeria que a saúde seria algo decorrente de um modo de vida equilibrado. Em nosso contexto social e histórico, num outro olhar, o modo de viver é uma questão relevante de Saúde Pública, particularmente, diante das evidências de que as Doenças Crônicas Não Transmissíveis (DCNT) são causa principal de mortalidade e de incapacidade prematuras, na atualidade. Nessa perspectiva, políticas públicas neoliberais têm sustentado a afirmação de que o estilo de vida sedentário, como um produto não desejável da modernidade, é um estilo arriscado que deve ser evitado. Além de motivar a adesão individual e produzir movimentos pró-ativos em relação às prescrições saudáveis, ações promocionais têm gerado outros efeitos e movimentos paradoxais. Diante dessa realidade, essa dissertação da investigação realizada à distância, via internet, combina a exposição dos dados com discussões e reflexões realizadas em duas vertentes: identidade e saúde. Do ponto de vista da identidade, o presente estudo inicia-se enfocando o agrupamento de sedentários assumidos e, aprofunda-se num estudo de caso emblemático. Do ponto de vista da saúde, problematiza-se a ação voluntária de construção da identidade na internet, especificamente, a ação de tornar público um atributo pessoal de valor negativo, como a face sedentária da identidade. A partir dos dados levantados, e das reflexões realizadas, pode-se dizer que: o ativismo na rede social carrega certa possibilidade emancipatória; as ações comunicativas de sedentários assumidos têm a pretensão de validar suas práticas cotidianas, entre pares, e não constituem um movimento de resistência orientado contra as práticas prescritas como saudáveis; sedentários assumidos reproduzem o discurso teórico dominante do movimento promocional; e, finalmente, a partir do estudo de caso pode-se dizer que a identidade pós-convencional é determinante para que a ação comunicativa na rede possa vir a possibilitar a concretização de algumas dimensões do projeto de vida pessoal

A discussão sobre as práticas corporais na área da saúde tem se ampliado nos últimos anos, possivelmente, pelo aumento de políticas públicas na área da saúde, direcionadas à implementação dessas práticas. Nesse processo de indução, diferentes formas de entender a interface entre práticas corporais e saúde passam a circular de forma mais ou menos intensa junto à população, com maior ou menor potencial de reconfiguração de um repertório de expressões comumente associadas, tais como exercício físico, atividade física, cuidado, bem-estar e doença. Por isso, estudar os sentidos que certos grupos, em determinado contexto, atribuem aos termos dessa relação torna-se, academicamente, importante. Dentro desse quadro, o objetivo deste estudo é analisar os significados atribuídos pelos estudantes dos anos finais do ensino fundamental às práticas corporais que “fazem bem para a saúde”. Para alcançá-lo, foram utilizados dados secundários de fotos, áudios e textos produzidos pelos alunos do 8º ano (35 alunos) e do 9º ano (37 alunos) de uma escola da rede municipal de Canoas, Rio Grande do Sul, durante o desenvolvimento de uma Unidade Didática (UD), baseada no Tema Transversal Saúde, que se valeu, basicamente, do registro fotográfico de práticas que os estudantes consideravam fazer bem à saúde fora do ambiente escolar. Também, foi realizada uma entrevista semiestruturada com 12 estudantes dos anos finais do ensino fundamental (8º ano e 9º ano), convidados, principalmente, em função da participação assídua e pela contribuição mais detalhada durante as atividades desenvolvidas em aula. A análise de conteúdo de Bardin foi a metodologia adotada para tratar do material produzido pelos estudantes durante o desenvolvimento da UD, bem como das respostas às entrevistas semiestruturadas A estrutura analítica está dividida em duas seções. A primeira, intitulada “saúde é...”, na qual discorro sobre as definições dos estudantes acerca do termo saúde, está subdividida em duas categorias: “cuidar de mim” e “cuidar da doença”. Na segunda, intitulada “práticas corporais que fazem bem para a saúde são...”, também há duas categorias: uma intitulada “práticas corporais associadas aos ganhos orgânicos”, na qual identifico que a associação mais recorrente às práticas corporais que fazem bem à saúde é o exercício físico; e outra categoria, chamada “práticas corporais associadas à dimensão lúdico-afetiva”, na qual construí uma subcategoria mais focada na importância da diversão e do gosto pela prática como principal elo com a noção de saúde; e outra mais focada nas justificativas que enfatizam a importância dos gestos de afeto, tais como um abraço ou um beijo, ou de um estado de espírito positivo com o próximo (ternura, compaixão, amor) como elementos que fazem bem à saúde. Conclui-se que os estudantes, quando questionados sobre as práticas corporais que fazem bem à saúde, apresentam um conjunto de conhecimentos bastante diversificado, muitas vezes, mais ligado à lógica de que o sujeito é responsável pela sua própria saúde e de que os ganhos orgânicos decorrentes da prática, por si só, seriam suficientes para fazer bem. Em contrapartida, muitos estudantes afirmaram que a diversão ou um gesto de carinho faz muito mais bem à saúde do que a simples prática de um determinado exercício físico. Dessa forma, apesar de polissêmico, a maioria dos alunos associou o significado sobre práticas corporais que fazem bem à saúde aos exercícios físicos que proporcionam ganhos orgânicos. / The debate on bodily practices in health has been expanding in recent years, possibly as a result of increase in public policies for the area, focused on implementing those practices. In this process of induction, distinct ways of understanding the interface between bodily practices and health begin to circulate more or less intensely among the population, with higher or lower potential to reconfigure a repertoire of expressions that are usually associated such as physical exercise, physical activity, care, well-being and illness. Therefore, it becomes academically important to study the meanings that certain groups ascribe to the terms of that relationship in a given context. Therefore, this study looks into the meanings ascribed by students of the final years of elementary school to bodily practices that “are good for health”. It used secondary data from photos, audio and texts produced by students from the 8th year (35 students) and 9th year (37 students) from a municipal school in Canoas, Brazil, during the development of a Didactic Unit (DU) based on the Health Transversal Theme, which basically relied on photographic record of practices that students considered good for health outside the school environment. Semi-structured interviews were also conducted with 12 students from the final years of elementary school (8th and 9th years), who were invited mainly due to their assiduous participation and their more detailed contribution during class activities. Bardin’s content analysis was the methodology adopted to address the material produced by the students during the development of the DU as well as the answers to the semi-structured interviews The analytical framework is divided into two sections. The first one is called “health is...” and discusses students’ definitions of the word health. It is subdivided into two categories: “taking care of myself” and “taking care of illness”. The second section, called “bodily practices that are good for health are...”, also includes two categories: “bodily practices associated with organic gains”. I point out that the most recurrent association with bodily practices that are good for health is physical exercise; and “bodily practices associated with the playfulaffective dimension”, in which I built a subcategory focused on the importance of having fun and enjoying the practice as the main link with the notion of health; and another one focused on justifications that emphasize the importance of affective gestures such as a hug or a kiss, or a positive state of mind towards others (tenderness, compassion, love) as elements that are good for health. The study finds that students, when questioned about healthy bodily practices, present a very diversified set of knowledge, often more connected to the logic that subjects are responsible for their own health and that organic gains resulting from practice alone would be enough to provide wellness. In contrast, many students stated that fun or a caring gesture is much better for health than simply practicing a particular physical exercise. Thus, the meaning of physical practices that are good for health is polysemic, and most students associated it to physical exercises that provide organic gains.

A experiência de atividades físicas nos anos escolares é fundamental para que crianças e adolescentes adquiram o hábito de se exercitar ao longo da vida. Neste sentido, evidências apontam que os efeitos da atividade física e do esporte estão associados positivamente com os níveis de aptidão física adequados à saúde. Recomendações internacionais sugerem ainda que crianças e adolescente permaneçam em atividade física vigorosa por, pelo menos, 60 minutos diários. Todavia, enquanto aproximadamente 80% dos adolescente são classificados como insuficientemente ativos, alguns professores de Educação Física insistem com abordagens metodológicas cada vez mais voltadas a aulas teóricas e em sala de aula. Embora existam diversos estudos de intervenção na Educação Física escolar, ainda não há consenso sobre um modelo padrão, ou mais adequado, de intervenção. Deste modo, o presente estudo visa avaliar as possíveis alterações nos níveis de aptidão física de escolares, submetidos a um programa de Educação Física com ênfase na promoção à saúde. O presente estudo é caracterizado como uma pesquisa avaliativa com abordagem quantitativa e delineamento semiexperimental entre grupos não equivalentes. Participaram do estudo 91 escolares, matriculados no 4º ano do ensino fundamental, escolhidos por conveniência, e distribuídos em dois grupos. O programa foi realizado em um intervalo de 14 semanas, com frequência de um encontro semanal de 120 minutos. O grupo controle contou com aulas tradicionais, envolvendo esportes e brincadeiras da cultura infantil No grupo intervenção, foram acrescidos exercícios de formação corporal e circuitos para o desenvolvimento das habilidades motoras. Para avaliar a aptidão física foram utilizados os testes de corrida/caminhada de 6 min, sentar-ealcançar sem banco, abdominal em 1 minuto, e Índice de Massa Corporal (IMC), propostos pelo Projeto Esporte Brasil. Este protocolo foi escolhido devido a sua rigorosidade nas exigências de validade, fidedignidade e objetividade, além da simplicidade de sua aplicação, pois utiliza instrumentos de medida e avaliação de baixo custo, facilitando a sua reprodutibilidade. Para tratamento dos dados, foi realizada análise descritiva, de variância e associação, através de medidas de dimensão e efeito e regressão logística binária. Os resultados encontrados no grupo intervenção indicam que o programa proporcionou efeito nas variáveis de aptidão cardiorrespiratória (♂, t(gl) -7,003 (27), p <0,01, d=0,62; ♀, t(gl) -7,210 (17), p <0,01, d=1,07) flexibilidade (♂, t(gl) -9,754 (27), p <0,01, d=1,02 ♀, t(gl) -6,837 (17), p <0,01, d=1,07), e resistência abdominal (♂,t(gl) -7,618 (27), p <0,01, d=0,50 ♀, t(gl) - 6,928 (17), p <0,01, d=0,66). Entretanto, para a variável de IMC, a intervenção não foi eficaz (♂,t(gl) 1,247 (27), p =0,22, d=-0,03 ♀, t(gl) 0,195 (17), p =0,85, d=-0,02). Concluímos então, que um programa de intervenção em Educação Física, estruturado e planejado, realizado em uma única sessão semanal, por duas horas, é eficaz para o desenvolvimento dos níveis de aptidão física relacionada a saúde de escolares do 4º ano do ensino fundamental. / The experience of physical activities during school years is critical for children and adolescents into the habit of exercising throughout life. In this sense, evidence suggests that the effects of physical activity and sport are positively associated with levels of physical fitness appropriate to health. International recommendations also suggest that children and adolescents remain in vigorous physical activity for at least 60 minutes daily. However, while approximately 80% of adolescents are classified as insufficiently active, some physical education teachers insist with methodological approaches increasingly focused on lectures and classroom. Although there are several intervention studies in physical education, there is still no consensus on a standard model, or more appropriate intervention. Thus, this study aims to evaluate possible changes in the levels of physical fitness of students enrolled in physical education program with emphasis on health promotion. This study is characterized as evaluation research with quantitative approach and semi-experimental design between non equivalent groups. Study participants were 91 students enrolled in the 4th year of elementary school, chosen for convenience, and divided into two groups. The program was carried out in 14-week intervals, often a weekly meeting of 120 minutes. The control group included traditional classes involving sports and games of childhood culture. In the intervention group, they were added exercise training body and circuits for the development of motor skills To assess physical fitness were used 6 minutes’ walk/running test, sit-and-reach unbanked, abdominal in 1 minute, and body mass index (BMI), proposed by Projeto Esporte Brasil. This protocol was chosen because of its strictness the requirements of validity, reliability and objectivity, beyond the simplicity of its application, it uses measurement tools and low cost evaluation, facilitating their reproducibility. For processing the data, descriptive analysis was performed, variance and association, through measures dimension and effect and binary logistic regression. The results of intervention group indicate that program has provided effect on cardiorespiratory fitness (♂, t (df) -7.003 (27), p <.01, d = 0.62; ♀, t (df) -7.210 (17), p <0.01, d = 1.07) flexibility (♂, t (df) -9.754 (27), p <0.01, d = 1.02 ♀, t (df) -6.837 ( 17), p <0.01, d = 1.07), and abdominal strength variables (♂, t (df) -7.618 (27), p <0.01, d = 0.50 ♀, t (df) - 6,928 (17), p <0.01, d = 0.66). However, for the BMI intervention was not effective (♂, t (df) 1.247 (27), p = 0.22, d = -0.03 ♀, t (df) 0.195 (17) p = 0.85, d = -0.02). We concluded that an intervention program in physical education, structured and planned, performed in a single weekly session for two hours, is effective for the development of levels of physical fitness and health of students of 4th year of elementary school.

Bakgrunden beskrivs utifrån ett globalt och svenskt perspektiv hur levnadsvanor påverkar människors hälsa negativt. Den vanligaste ohälsosamma levnadsvanan är övervikt och den ökar globalt samtidigt kan övervikt leda till sjukdomar. Vidare beskrivs motiverande samtal (MI) och vårdande samtal som kan vara en del i behandlingen vid livsstilsförändringar. Problemformuleringen beskriver sjuksköterskans roll i arbetet med patienters livsstilförändringar. Syftet är att belysa patienters upplevelser av motiverande samtal vid livsstilsförändringar. Arbetet är en litteraturöversikt, metoden som används är beskriven av Friberg (2012, ss. 133-142). Vetenskapliga artiklar från databaserna PubMed och Cinahl har granskats och analyserats. Resultatet beskriver att patienters upplevelse av MI innebär en ökad kunskap, ökad motivation till förändring och ökad fysisk aktivitet. Vidare beskrivs relationens betydelse samt en ökad livskvalitet. Diskussionen består av en metoddiskussion där styrkor och svagheter i litteraturöversikten belyses. I den avslutande resultatdiskussionen diskuteras huvudfynden av resultatet, till exempel att patienter upplever att MI bidrar till en god vårdrelation. Avslutningsvis diskuteras slutsatser och förslag på vidare forskning. / Program: Sjuksköterskeutbildning