Ziel des Dissertationsprojekts war eine differenzierte Betrachtung des akademischen Selbstkonzepts in den naturwissenschaftlichen Fächern. Unter anderen wurden die Abgrenzung des akademischen Selbstkonzepts von Selbstwirksamkeitserwartungen, seine dimensionale Struktur, Geschlechtsunterschiede sowie seine Beeinflussung durch die Konzeption des Naturwissenschaftsunterrichts und durch dimensionale Vergleiche untersucht. Im Mittelpunkt der ersten Teilstudie stand die Frage nach der empirischen Trennbarkeit von akademischem Selbstkonzept und Selbstwirksamkeitserwartung in den Naturwissenschaften. Es konnte gezeigt werden, dass die beiden Konstrukte messtheoretisch klar abgrenzbar sind und differentielle Zusammenhänge zu anderen Konstrukten aufweisen: Das Selbstkonzept wurde stärker durch soziale Vergleiche, Selbstwirksamkeitserwartungen stärker durch Unterrichtscharakteristika beeinflusst. In der zweiten Teilstudie wurde die fachspezifische Ausdifferenzierung naturwissenschaftlicher Selbstkonzepte untersucht. Es konnte gezeigt werden, dass Schüler zwischen den Selbstkonzeptfacetten in Biologie, Chemie und Physik unterscheiden und diese drei Facetten differentielle Zusammenhänge zu Leistungsmaßen und zum Geschlecht aufweisen. Die dritte Teilstudie beschäftigte sich mit interdisziplinärem Naturwissenschaftsunterricht als Einflussfaktor auf die Selbstkonzeptstruktur. Dabei konnte gezeigt werden, dass Schüler, die interdisziplinär beschult werden, deutlich höhere Zusammenhänge zwischen den Selbstkonzeptfacetten in Biologie, Chemie und Physik aufweisen als Schüler, die getrennt in den drei Fächern unterrichtet werden. In der vierten Teilstudie wurde der Einfluss dimensionaler Leistungsvergleiche auf naturwissenschaftliche Selbstkonzepte sowie Mathematik und Deutsch untersucht. Es zeigten sich Kontrasteffekte zwischen Mathematik, Physik und Chemie auf der einen und Deutsch auf der anderen Seite. Die Befunde haben Implikationen für die Theorie dimensionaler Vergleiche. / In this dissertation project, academic self-concept in the science subjects is scrutinized. Amongst others, its separability from self-efficacy, its dimensionality, and gender differences were examined. The dissertation includes four research articles. All are based on data from large-scale assessment studies. In the first research article, we examined whether academic self-concept and self-efficacy in the science subjects can be distinguished empirically. We found a moderate positive correlation between self-concept and self-efficacy in science, advocating distinguishable constructs. Furthermore, science self-concept was better predicted by the average peer achievement, whereas science self-efficacy was more strongly affected by inquiry-based learning opportunities. The second research article focused on the internal structure of academic self-concept in the sciences. It could be shown that students differentiate between their abilities in biology, chemistry and physics and that the subject-specific self-concept facets are differentially related to achievement and gender. For example, stereotypical gender differences in favor of boys were found for chemistry and physics. The effect of interdisciplinary science teaching on the structure of academic self-concept in the sciences was examined in the third research article. Students who were taught science as an interdisciplinary subject showed substantially higher relations between the self-concept facets in biology, chemistry, and physics than students who were taught these subjects separately. In the fourth research article, the effects of dimensional comparisons on academic self-concepts in the sciences as well as mathematics and German were scrutinized. We found contrast effects between the German and math, physics, and chemistry as well as assimilation effects between math, physics, and chemistry. The results further advance dimensional comparison theory.

In meiner Dissertationsschrift unterschied ich zwischen expliziten und impliziten Repräsentationen der eigenen Persönlichkeit und konzeptualisierte diese als Teile des reflektiven bzw. impulsiven Systems (Strack & Deutsch, in press). Am Beispiel der Persönlichkeitseigenschaften Schüchternheit, Ängstlichkeit und Ärgerlichkeit erfasste ich implizite Repräsentationen des Persönlichkeits-Selbstkonzeptes mit Hilfe von Impliziten Assoziations Tests (IATs, Greenwald, McGhee & Schwartz, 1998) und den neuen Impliziten Assoziations Prozeduren (IAPs) als indirekte Messverfahren. Im Gegensatz zu direkten Fragebogen-Verfahren, die das explizite Persönlichkeits-Selbstkonzept erfassen, stellen indirekte Verfahren chronometrische Messverfahren dar, die das direkte Fragen nach Selbsteinschätzungen vermeiden. Die Ergebnisse zeigten vier wichtige Dissoziationen zwischen direkten und indirekten Verfahren bei der Messung des Persönlichkeits-Selbstkonzeptes. Erstens waren indirekte Verfahren robuster gegen Verfälschungsinstruktionen als direkte Verfahren. Zweitens war die konvergente Validität zwischen indirekten Verfahren geringer als zwischen direkten Verfahren. Drittens leisteten indirekte Verfahren einen inkrementellen Beitrag zur Vorhersage von Verhalten. Viertens waren indirekte Verfahren weniger geeignet für das gleichzeitige Erfassen von zwei unterschiedlichen Eigenschaften als direkte Verfahren. / In my dissertation thesis I differentiated between explicit and implicit representations of one’s own personality and considered them as elements of reflective and impulsive information processing, respectively (Strack & Deutsch, in press). Using the traits of shyness, anxiousness, and angriness as examples, I assessed implicit representations of the personality self-concept with the Implicit Association Tests (IATs, Greenwald McGhee, & Schwartz, 1998) and the new Implicit Association Procedures (IAPs) as the tools for indirect measures. In contrast to direct questionnaire measures that assess the explicit personality self-concept, indirect measures are chronometric procedures that avoid asking direct self-judgment questions. The results showed four important dissociations between direct and indirect measures in the assessment of the personality self-concept. First, indirect measures were more robust against faking than direct measures. Second, the convergent validity between indirect measures was lower than that between direct measures. Third, indirect measures added incremental validity to the prediction of behavior. Fourth, indirect measures were less apt for the concurrent assessment of two traits within one sample than direct measures.

In der vorliegenden Dissertation wird untersucht, wie die Beschulungsart mit den schulischen Kompetenzen und der schulischen Motivation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SPF) in der vierten Jahrgangsstufe zusammenhängt. In der ersten Teilstudie wurde geprüft, ob die Kompetenztests im IQB-Ländervergleich 2011 geeignet sind, die schulischen Kompetenzen von Kindern mit SPF in Förderschulen und allgemeinen Schulen reliabel und valide zu erfassen. Die Messeigenschaften der Kompetenztests waren zwischen den Schülergruppen mit SPF in Förderschulen und allgemeinen Schulen vergleichbar. Jedoch zeigten sich Einschränkungen in der Testgüte für die Kompetenztests im Fach Mathematik für Kinder mit SPF in Förderschulen. In der zweiten Teilstudie wurden die schulischen Kompetenzen in den Fächern Deutsch und Mathematik zwischen Kindern mit SPF in Förderschulen und allgemeinen Schulen miteinander verglichen. Kinder mit SPF in allgemeinen Schulen erzielten in beiden Fächern höhere schulische Kompetenzen als Kinder mit SPF in Förderschulen mit vergleichbaren Lernvoraussetzungen und Hintergrundmerkmalen. Insbesondere Kinder mit dem Förderschwerpunkt Lernen profitierten von einer Beschulung in allgemeinen Schulen. In der dritten Teilstudie zeigte sich, dass die fähigkeitsbezogene Klassenkomposition unter Berücksichtigung individueller Hintergrundmerkmale und Schulart positiv mit den schulischen Kompetenzen von Kindern mit SPF zusammenhing. In der vierten Teilstudie wurden Zusammenhänge zwischen der Beschulungsart und Merkmalen der schulischen Motivation untersucht. Kinder mit SPF in Förderschulen wiesen ein höheres akademisches Selbstkonzept in den Fächern Deutsch und Mathematik sowie fächerübergreifend eine höhere Lernfreude auf als Kinder mit SPF in allgemeinen Schulen. Diese motivationalen Unterschiede konnten auf die geringere Leistungsstärke in Förderschulen im Vergleich zu allgemeinen Schulen zurückgeführt werden. / The present dissertation examines the relation between the educational placement of students with special educational needs (SEN) in special education schools or regular schools and their school achievement and achievement motivation at the end of fourth grade. In the first study, we investigated if the achievement tests in German and mathematics assess SEN students’ proficiencies reliably and validly. Overall, the interpretation of the test scores was comparable between students with SEN in special education schools and regular schools. Comparability of the achievement tests in mathematics, however, was constrained for SEN students in special education schools compared to students without SEN. In the second study, we compared SEN students’ school achievement in German and mathematics between special education schools and regular schools. SEN students in regular schools had significantly higher test scores across both domains than comparable SEN students in special education schools. In particular, students with special needs in learning benefitted from an education in regular schools. In the third study, we found a significant positive relationship between the average cognitive abilities at the class level and SEN students’ individual school achievement in German and mathematics after accounting for students’ achievement-related characteristics and educational placement in special education schools or regular schools. The fourth study focused on the relation between SEN students’ educational placement and their achievement motivation. SEN students in special education schools reported higher academic self-concepts in German and mathematics as well as more enjoyment of learning than SEN students in regular schools. Placement differences could be explained by the lower class-average achievement in special education schools compared to regular schools.

Durch die zunehmende Durchführung von Kompetenztestungen haben Dimensionalitäts- und Zusammenhangsanalysen an Wichtigkeit zugenommen. In der vorliegenden Studie wurde Kompetenz in Biologie mit den Dimensionen Konzept- und Prozesswissen einer Dimensionalitätsprüfung unterzogen und mit externen Kriterien in Verbindung gebracht. Die hierfür angewandten Strukturgleichungsmodelle wurden auf der Grundlage von 3 156 Zehntklässlern in Deutschland modelliert. Konkurrierende Modelle zeigten die dimensionale Struktur von Kompetenz in Biologie. Das Modell mit dem besten Modellfit wurde systematisch mit den externen Maßen in Zusammenhang gebracht. Die Ergebnisse zeigen, dass Kompetenz in Biologie aus den zwei hoch miteinander korrelierenden Dimensionen Konzept- und Prozesswissen zusammengesetzt ist. Neben den erwarteten hohen Zusammenhängen mit sprachlichen Kompetenzen und kognitiver Grundfähigkeit, lagen differentielle Effekte nur für Konzeptwissen vor. Dieses hängt höher mit sprachlichen Kompetenzen als mit kognitiver Grundfähigkeit zusammen. Die Zusammenhänge mit den Fachnoten und dem Selbstkonzept sind hingegen inkonsistent. Das vermutete Zusammehangsmuster zeigte sich für die Fachnoten nicht. Das Selbstkonzept in Biologie leistet gleichermaßen einen Erklärungsbeitrag zu den beiden Dimensionen von Kompetenz in Biologie, die Selbstkonzepte in Chemie und Physik nicht. Die Studie zeigt, dass Mehrdimensionalität von Kompetenz in Biologie und andren Disziplinen untersucht werden muss, bevor sie in Testungen, in der Lehrerbildung und in Curricula implementiert wird. / With the growing popularity of competence testing, there is a need for more research on newly developed test instruments. Therefore, I investigated competence in biology for dimensionality with regard to concept and process knowledge and its relations to linguistic competencies, cognitive ability, grades and self-concept in biology, chemistry and physics. The structural equation analyses are based on 3 165 German tenth-graders. First, concurring models reveal the dimensional structure. Second, covariates are applied systematically to the dimensional model with the best fit. The results show that competence in biology consists of two highly correlated dimensions: concept and process knowledge. Besides the high relations with linguistic competencies and general cognitive ability with both biology dimensions, differential effects could be detected for concept knowledge which is stronger associated to linguistic competencies than to general cognitive ability. The relation to the covariates grades and academic self-concept is inconsistent. Concerning grades, none of the expected patterns were found. One’s self-concept in biology helps explain concept and process knowledge in biology whereas self-concept in chemistry and physics does not. This study shows that multidimensionality of competence in biology and other disciplines will need to be tested before implementation in assessment, teacher education and curricula.

Introdução: Atualmente, estima-se que uma em cada mil mulheres grávidas sejam portadoras de câncer. A associação do diagnóstico de câncer ao de gestação coloca a mulher numa condição vulnerável para o desenvolvimento de transtornos psicológicos. Objetivo: Comparar e avaliar a associação entre sintomatologia de depressão, ansiedade, autoestima e vínculo materno-fetal entre gestantes com diagnóstico de câncer e gestantes sem diagnóstico de câncer. Propõe-se também a realizar a análise do discurso da vivência do período gestacional com e sem o diagnóstico de câncer. Método: Foi realizado estudo transversal com 63 gestantes com diagnóstico de câncer atendidas no Ambulatório de Tumores na Gestação de um hospital universitário terciário e 72 gestantes sem diagnóstico de câncer atendidas no Ambulatório de Pré-Natal de baixo risco do mesmo serviço. Foram utilizadas as escalas de Apego Materno-Fetal (MFAS), Hospital Anxiety and Depression (HAD), Subescala de Autoestima do Prenatal Psychosocial Profile (PPP) e entrevista semidirigida que investigou questões relacionadas à gravidez e ao adoecimento por câncer. Os testes Mann-Whitney, Kruskal-Wallis, de Dunn, qui-quadrado de Pearson e o teste exato de Fisher foram utilizados. O nível de significância adotado foi de 5%. A análise qualitativa foi realizada por meio da Técnica de Análise de Conteúdo. Resultados: Neste estudo constatou-se presença de sintomatologia depressiva em 33,3% das gestantes com câncer e em 18,1% nas gestantes sem câncer. Observou-se que as gestantes com diagnóstico de câncer quando comparadas às gestantes sem diagnóstico de câncer apresentaram menor renda per capita (p > 0,001), menor escolaridade (p=0,001), maior paridade (p < 0,001), menor trabalho remunerado (p=0,015), maior prevalência de depressão (p=0,041), ansiedade (p=0,039) e autoestima rebaixada (p < 0,001). Na análise feita por meio da combinação de diagnóstico de câncer e de depressão, evidenciou-se que a ansiedade estava associada à depressão e não com o diagnóstico de câncer. Com relação à autoestima, na combinação dos grupos evidenciou-se que o rebaixamento da autoestima estava relacionado à presença de câncer e não com a depressão. Aos resultados qualitativos foram atribuídas categorias em ambos os grupos: Descoberta da gestação, Vivência pré-natal, Relacionamento com o feto e Significado da gravidez. Em relação às entrevistas somente com as gestantes com câncer foram definidas as categorias: Como foi a descoberta da doença, Vivência do tratamento do câncer, Adaptação ao adoecimento, Crenças sobre o relacionamento com o feto, Vivência do câncer na gestação e Significado atribuído ao câncer. Conclusão: Este estudo evidenciou diferenças significativas entre presença de sintomatologia depressiva, ansiosa e baixa autoestima entre gestantes com diagnóstico de câncer quando comparadas com as sem o diagnóstico. Na análise qualitativa, constatou-se que com relação ao relacionamento com o feto foram identificadas as seguintes categorias: Conversa, Bom relacionamento, Medo, Alegria, Milagre e Não se relaciona. Com relação à Vivência do câncer na gestação foram evidenciadas as categorias: Enfoque negativo, Enfoque positivo, Dualidade e Normal. Sobre o significado da gravidez, as categorias foram: Enfoque positivo, Responsabilidade e Não sabe explicar. Em relação ao significado atribuído ao câncer, as categorias demonstradas foram: Morte/sofrimento, Cura/tratamento, Superação e Causa / Introduction: Currently, it is estimated that one in every thousand pregnant women are suffering from cancer. The association of the diagnosis of cancer with that of pregnancy puts a woman in a vulnerable condition for the development of psychological disorders. Objective: This Doctoral thesis aimed to evaluate and verify the association between symptoms of depression, anxiety, self-esteem and maternal-fetal bond among pregnant women diagnosed with cancer and pregnant women without a cancer diagnosis. It also proposed to understand the discourse of the experience of the gestational period with and without the diagnosis of cancer. Method: A cross-sectional study was performed with 63 pregnant women diagnosed with cancer, assisted at the Clinic of Tumors in Pregnancy of a tertiary university hospital and 72 pregnant women without a cancer diagnosis, assisted at the Clinic of Low-risk Prenatal care of the same service. These scales were used: MFAS for maternal-fetal bonding, Hospital Anxiety and Depression (HAD), self-esteem sub-scale of Prenatal Psychosocial Profile (PPP) and a semi-structured interview that investigated issues related to pregnancy and illness due to cancer. The Mann-Whitney, Kruskal-Wallis, Dunn, Pearson\'s chi-square and Fisher\'s exact tests were used. The level of significance was 5%. The qualitative analysis was performed by means of the Content Analysis Technique. Results: In this study, the presence of depressive symptoms was found in 33.3% of pregnant women with cancer and in 18.1% pregnant women without cancer. It was observed that the pregnant women diagnosed with cancer when compared to pregnant women without a cancer diagnosis presented lower per capita income (p > .001), lower level of schooling (p=0.001); higher number of pregnancies (p < 0.001), lower paid job (p=0.015), higher prevalence of depression (p=0.041), anxiety (p=0.039) and lowered self-esteem (p < 0.001). In the analysis made through the combination of cancer diagnosis and depression, it was shown that anxiety was associated with depression and not with the diagnosis of cancer. Regarding the self-esteem, the combination of the groups showed that the lowering of self-esteem is related to the presence of cancer and not with depression. These categories were attributed to the qualitative results in both groups: Pregnancy discovery, Prenatal experience, Relationship with the fetus and Meaning of pregnancy. With respect to the interviews only with the pregnant women with cancer, the following categories were defined: How was the discovery of the disease, Cancer treatment experience, Adaptation to the illness, Beliefs about the relationship with the fetus, Cancer experience during pregnancy and Meanings attributed to cancer. Conclusion: This study showed significant differences between the presence of depressive symptomatology, anxiety and low self-esteem among pregnant women diagnosed with cancer when compared to those without the diagnosis. In the qualitative analysis, it was found that with regard to the relationship with the fetus the following categories were identified: Chatting, Good relationship, Fear, Joy, Miracle and Not related. Regarding the Cancer experience during pregnancy, the following categories were highlighted: Negative focus, Positive focus, Duality and Normal. About the meaning of pregnancy, the categories were: Positive focus, Responsibility and Cannot explain. In relation to the meaning attributed to cancer, the categories shown were: Death/suffering, Healing/treatment, Overcoming and Cause

Estudo descritivo, correlacional e longitudinal que teve como objetivos estudar a validade e a confiabilidade da Burns Specific Pain Anxiety Scale-BSPAS que avalia ansiedade frente a procedimentos dolorosos e a Impact of Event Scale-IES que avalia o estresse pós-traumático. Participaram do estudo 91 indivíduos maiores de 15 anos de idade, internados na Unidade de Queimados do Hospital das Clínicas da Faculdade de Medicina de Ribeirão Preto. Seguiramse as seguintes etapas: 1ª etapa: coleta de dados relacionados à internação e ao tratamento. 2ª etapa: seguimento de manifestações dolorosas, durante sete dias, com a aplicação da Escala Visual Analógica para Dor, em três momentos diferentes do dia: a) imediatamente antes do banho e curativo (DIABC); b) imediatamente depois do banho e curativo (DIDBC); e c) dor no período de descanso, por volta das 20 horas (DDPD). 3ª etapa: no oitavo dia, aplicação da BSPAS - Versão Português, da IES - Versão Português e do Inventário de Ansiedade-Estado de Spielberger (IDATE). 4ª etapa (composta por fases A e B): entre o 4º e o 6º meses (fase A) e entre o 9º e o 12º meses, após o acontecimento da queimadura (fase B), aplicação da IES-VP, da Escala de Autoestima de Rosenberg (EAER), do Inventário de Depressão de Beck (IDB) e do SF-36. Nas três primeiras etapas, participaram do estudo 91 pacientes (64 homens e 27 mulheres). A superfície corporal queimada (SCQ) média foi de 18% (1-60%), sendo os locais anatômicos mais atingidos membros superiores (66; 72,5%), tórax (61; 67%) e cabeça/face (43; 47,3%). Os agentes causadores de queimaduras mais comuns foram os líquidos quentes (15,4%) e os agentes inflamáveis, principalmente o álcool, (38,5%). Na 4ª etapa, participaram 77 pacientes, na fase A, e 76, na fase B. Na avaliação da validade de construto convergente, a BSPAS-VP apresentou correlações fortes e positivas com a IES-VP (0,52; p<0,01), fortes e moderadas com as subescalas que avaliam pensamentos intrusivos (0,54; p<0,01) e reações de evitação (0,37; p<0,01) e correlações moderadas com as avaliações de dor: DIABC (0,32; p<0,01), DIDBC (0,31; p<0,01) e DDPD (0,31; <0,01). A IES-VP total apresentou correlações moderadas e positivas com o IDB (0,63; p<0,01), moderadas e negativas com a EAER (-0,58; p<0,01) e moderadas a baixas e negativas com os domínios Dor (r=-0,24; p<0,05), Aspectos Sociais (r=-0,34;p<0,01) e Saúde Mental (r=-0,27; p<0,05), entre o 4º e o 6º meses e baixa e de pouca aplicabilidade para a prática com o domínio Estado Geral de Saúde (r=-0,24; p<0,05), entre o 9º e o 12º meses, do SF-36. Na aplicação da BSPAS-VP e da IES-VP, observaram-se valores médios mais altos para o sexo feminino (55,15 e 63,96, respectivamente), entre os indivíduos com SCQ maior que 20% (54,90 e 62,98, respectivamente) e para os indivíduos que referiam as cicatrizes visíveis (52,53 e 61,40, respectivamente), porém, quando testadas as diferenças por meio do Teste t de Student para amostras independentes, essas não foram estatisticamente significantes. Na análise dos componentes principais por meio da Matrix de Rotação Varimax, a IES-VP apresentou-se como uma escala bidimensional e a BSPAS-VP, unidimensional, conforme a proposta original de cada escala. O Alfa de Cronbach de ambas as escalas foi alto, 0,90 para a BSPAS-VP e 0,87 para a IES-VP, mostrando forte consistência interna entre seus itens. Quando aplicado o Teste t para amostras dependentes, a IES-VP apresentou-se sensível para detectar mudanças no tempo. Conclui-se que a BSPAS-VP e a IES-VP são instrumentos confiáveis e válidos para a avaliação de ansiedade-estado relacionada à dor no paciente queimado e para a avaliação do impacto do evento, respectivamente. / This descriptive, correlation and longitudinal study aimed to study the validity and reliability of the Burns Specific Pain Anxiety Scale-BSPAS, which assesses anxiety about painful procedures, and the Impact of Event Scale-IES, which assesses post-traumatic stress. Study participants were 91 individuals over 15 years of age, hospitalized at the Burns Unity of the Ribeirão Preto Medical School Hospital das Clínicas. The following steps were followed: 1st step: data collection about hospitalization and treatment. 2nd step: follow-up of painful manifestations for seven days, applying the Visual Analogue Scale for Pain at three different times each day: a) immediately before bathing and wound dressing (DIABC); b) immediately after bathing and wound dressing (DIDBC); and c) pain in the rest period, around 20:00h (DDPD). 3rd step: on the eighth day, application of the BSPAS Portuguese Version, IES Portuguese Version and Spielbergers State Anxiety Inventory (SAI). 4th step (including phases A and B): between the 4th and 6th month (phase A) and between the 9th and 12th month after the burn event (phase B), application of the IES-VP, Rosenbergs Self-Esteem Scale (RSES), the Beck Depression Inventory (BDI) and the SF-36. In the first three steps, study participants were 91 patients (64 men and 27 women). The mean burned body surface (BBS) was 18% (1-60%), with upper limbs (66; 72.5%), thorax (61; 67%) and head/face (43; 47.3%) as the most affected anatomical sites. The most common causal agents of the burns were hot fluids (15.4%) and inflammable agents, mainly alcohol (38.5%). In the 4th step, 77 patients participated in phase A and 76 in phase B. In convergent construct validity, the BSPAS-VP presented strong and positive correlations with the IES-VP (0.52; p<0.01), strong and moderate with the subscales that assess intrusive thoughts (0.54; p<0.01) and reactions of avoidance (0.37; p<0.01) and moderate correlations with the pain assessments: DIABC (0.32; p<0.01), DIDBC (0.31; p<0.01) and DDPD (0.31; <0.01). Total IES-VP presented moderate and positive correlations with the BDI (0.63; p<0.01), moderate and negative with the RSES (-0.58; p<0.01) and moderate to low and negative with the Pain (r=-0.24; p<0.05), Social Aspects (r=-0.34;p<0.01) and Mental Health (r=-0.27; p<0.05) domains between the 4th and 6th month, besides low correlation and little applicability to practice with the General Health State (r=-0.24; p<0.05) domain of the SF-36 between the 9th and 12th month. When applying the BSPAS-VP and IES-VP, higher mean scores were observed for women (55.15 and 63.96, respectively), among individuals with a BBS of more than 20% (54.90 and 62.98, respectively) and for people who mentioned visible scars (52.53 and 61.40, respectively). When differences were tested through Students t-test for independent samples, however, these were not statistically significant. In the main components analysis through the Varimax Rotation Matrix, IES-VP appeared as a bidimensional scale and BSPAS-VP as a unidimensional scale, in accordance with each scales original proposal. Both scales obtained a high Cronbachs Alpha, 0.90 for BSPAS-VP and 0.87 for IES-VP, showing strong internal consistency of its items. When the t-test for independent samples was applied, the IES-VP showed sensitivity to detect changes over time. It is concluded that the BSPAS-VP and the IES-VP are reliable and valid instrument to assess state-anxiety related to pain in burned patients and to assess the impact of the event, respectively.

Introdução: Atualmente, estima-se que uma em cada mil mulheres grávidas sejam portadoras de câncer. A associação do diagnóstico de câncer ao de gestação coloca a mulher numa condição vulnerável para o desenvolvimento de transtornos psicológicos. Objetivo: Comparar e avaliar a associação entre sintomatologia de depressão, ansiedade, autoestima e vínculo materno-fetal entre gestantes com diagnóstico de câncer e gestantes sem diagnóstico de câncer. Propõe-se também a realizar a análise do discurso da vivência do período gestacional com e sem o diagnóstico de câncer. Método: Foi realizado estudo transversal com 63 gestantes com diagnóstico de câncer atendidas no Ambulatório de Tumores na Gestação de um hospital universitário terciário e 72 gestantes sem diagnóstico de câncer atendidas no Ambulatório de Pré-Natal de baixo risco do mesmo serviço. Foram utilizadas as escalas de Apego Materno-Fetal (MFAS), Hospital Anxiety and Depression (HAD), Subescala de Autoestima do Prenatal Psychosocial Profile (PPP) e entrevista semidirigida que investigou questões relacionadas à gravidez e ao adoecimento por câncer. Os testes Mann-Whitney, Kruskal-Wallis, de Dunn, qui-quadrado de Pearson e o teste exato de Fisher foram utilizados. O nível de significância adotado foi de 5%. A análise qualitativa foi realizada por meio da Técnica de Análise de Conteúdo. Resultados: Neste estudo constatou-se presença de sintomatologia depressiva em 33,3% das gestantes com câncer e em 18,1% nas gestantes sem câncer. Observou-se que as gestantes com diagnóstico de câncer quando comparadas às gestantes sem diagnóstico de câncer apresentaram menor renda per capita (p > 0,001), menor escolaridade (p=0,001), maior paridade (p < 0,001), menor trabalho remunerado (p=0,015), maior prevalência de depressão (p=0,041), ansiedade (p=0,039) e autoestima rebaixada (p < 0,001). Na análise feita por meio da combinação de diagnóstico de câncer e de depressão, evidenciou-se que a ansiedade estava associada à depressão e não com o diagnóstico de câncer. Com relação à autoestima, na combinação dos grupos evidenciou-se que o rebaixamento da autoestima estava relacionado à presença de câncer e não com a depressão. Aos resultados qualitativos foram atribuídas categorias em ambos os grupos: Descoberta da gestação, Vivência pré-natal, Relacionamento com o feto e Significado da gravidez. Em relação às entrevistas somente com as gestantes com câncer foram definidas as categorias: Como foi a descoberta da doença, Vivência do tratamento do câncer, Adaptação ao adoecimento, Crenças sobre o relacionamento com o feto, Vivência do câncer na gestação e Significado atribuído ao câncer. Conclusão: Este estudo evidenciou diferenças significativas entre presença de sintomatologia depressiva, ansiosa e baixa autoestima entre gestantes com diagnóstico de câncer quando comparadas com as sem o diagnóstico. Na análise qualitativa, constatou-se que com relação ao relacionamento com o feto foram identificadas as seguintes categorias: Conversa, Bom relacionamento, Medo, Alegria, Milagre e Não se relaciona. Com relação à Vivência do câncer na gestação foram evidenciadas as categorias: Enfoque negativo, Enfoque positivo, Dualidade e Normal. Sobre o significado da gravidez, as categorias foram: Enfoque positivo, Responsabilidade e Não sabe explicar. Em relação ao significado atribuído ao câncer, as categorias demonstradas foram: Morte/sofrimento, Cura/tratamento, Superação e Causa / Introduction: Currently, it is estimated that one in every thousand pregnant women are suffering from cancer. The association of the diagnosis of cancer with that of pregnancy puts a woman in a vulnerable condition for the development of psychological disorders. Objective: This Doctoral thesis aimed to evaluate and verify the association between symptoms of depression, anxiety, self-esteem and maternal-fetal bond among pregnant women diagnosed with cancer and pregnant women without a cancer diagnosis. It also proposed to understand the discourse of the experience of the gestational period with and without the diagnosis of cancer. Method: A cross-sectional study was performed with 63 pregnant women diagnosed with cancer, assisted at the Clinic of Tumors in Pregnancy of a tertiary university hospital and 72 pregnant women without a cancer diagnosis, assisted at the Clinic of Low-risk Prenatal care of the same service. These scales were used: MFAS for maternal-fetal bonding, Hospital Anxiety and Depression (HAD), self-esteem sub-scale of Prenatal Psychosocial Profile (PPP) and a semi-structured interview that investigated issues related to pregnancy and illness due to cancer. The Mann-Whitney, Kruskal-Wallis, Dunn, Pearson\'s chi-square and Fisher\'s exact tests were used. The level of significance was 5%. The qualitative analysis was performed by means of the Content Analysis Technique. Results: In this study, the presence of depressive symptoms was found in 33.3% of pregnant women with cancer and in 18.1% pregnant women without cancer. It was observed that the pregnant women diagnosed with cancer when compared to pregnant women without a cancer diagnosis presented lower per capita income (p > .001), lower level of schooling (p=0.001); higher number of pregnancies (p < 0.001), lower paid job (p=0.015), higher prevalence of depression (p=0.041), anxiety (p=0.039) and lowered self-esteem (p < 0.001). In the analysis made through the combination of cancer diagnosis and depression, it was shown that anxiety was associated with depression and not with the diagnosis of cancer. Regarding the self-esteem, the combination of the groups showed that the lowering of self-esteem is related to the presence of cancer and not with depression. These categories were attributed to the qualitative results in both groups: Pregnancy discovery, Prenatal experience, Relationship with the fetus and Meaning of pregnancy. With respect to the interviews only with the pregnant women with cancer, the following categories were defined: How was the discovery of the disease, Cancer treatment experience, Adaptation to the illness, Beliefs about the relationship with the fetus, Cancer experience during pregnancy and Meanings attributed to cancer. Conclusion: This study showed significant differences between the presence of depressive symptomatology, anxiety and low self-esteem among pregnant women diagnosed with cancer when compared to those without the diagnosis. In the qualitative analysis, it was found that with regard to the relationship with the fetus the following categories were identified: Chatting, Good relationship, Fear, Joy, Miracle and Not related. Regarding the Cancer experience during pregnancy, the following categories were highlighted: Negative focus, Positive focus, Duality and Normal. About the meaning of pregnancy, the categories were: Positive focus, Responsibility and Cannot explain. In relation to the meaning attributed to cancer, the categories shown were: Death/suffering, Healing/treatment, Overcoming and Cause

Much research has been dedicated to the difficulties LGBTQ individuals face. Further, school counselors have been challenged to assist LGBTQ individuals in the school setting. Being aware of the specific issues and being educated about specific ways to assist these individuals enable school counselors to be more effective clinicians (DePaul, Walsh, & Dam, 2009). This article will address three components of counselor preparation and affirmative school counseling interventions: counselor self-awareness, LGBTQ sexual identity development, and LGBTQ-affirmative school climate. For each component, an activity is presented to assist professional school counselors become more LGBTQ-affirmative.

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>

<p>Gifted elementary students in a congregated educational program (n = 165) were compared to gifted peers in regular programming (n = 49) in an urban, Western-Canadian, public, school division. Mean scores on measures of self-concept (Multidimensional Self Concept Scale), classroom environment (Classroom Environment Scale), and student life satisfaction (Multidimensional Student Life Satisfaction Scale) were analyzed. MANOVAs revealed main effects of educational programming and no mediating effects of gender or grade level. Students in the congregated program had lower academic self-concept than students in regular programming, replicating the commonly found Big-Fish-Little-Pond Effect (Marsh, 1987). There was also some weak indication that students in the specialized program had lower satisfaction with "self" than those in the regular program. In contrast, students in the specialized program thought their programming to be more innovative relative to how the other group perceived theirs was. However, all differences were of small-to-moderate magnitude (.5 SDs). Moreover, all scores for all measures were at, or slightly above, levels typically found in normally developing peers. </p>