Inventory of attitudes toward seeking mental health services: psychometric properties among adolescents

Mental health is an essential element of wellness; however, some populations are more vulnerable to mental health problems. Suicide is the second-highest cause of death in young people and help-seeking unwillingness is a significant obstacle to mental health interventions. Young people are especially reluctant to seek help and negative attitudes stand out as help-seeking barriers, highlighting the importance of evaluating these constructs. The Inventory of Attitudes toward Seeking Mental Health Services (IASMHS) is a measure that evaluates help-seeking attitudes; nevertheless, it lacks applicability in Portuguese youth. This study aims to explore the psychometric characteristics of the IASMHS in 750 Portuguese adolescents (52.3% female, Mage = 14.67), through exploratory and confirmatory factor analysis, and reliability and validity analyses. Results suggest that a three-factor structure was adequate, those factors being help-seeking propensity, indifference to stigma, and psychological openness. The IASMHS was shortened to 20 items and revealed satisfactory properties regarding internal consistency, convergent/discriminant validity, and temporal stability. These findings validate the IASMHS as an adequate tool in the assessment of young people’s help-seeking attitudes.info:eu-repo/semantics/publishedVersio

TÃO LONGE, TÃO PERTO: OS ENTRELACES DA UNIVERSIDADE COM A ESCOLA BÁSICA POR MEIO DO ESTÁGIO SUPERVISIONADO

Esse artigo tem o propósito de refletir sobre a formação inicial de professores de Geografia tendo como referenciais teóricos autores que tem contribuindo com suas produções e posicionamentos, como Cavalcanti (2012), Imbernón (2011), Pimenta (2011), Callai (1999) e outros. Em seguida, dá-se um enfoque especial em relação aos entrelaces da universidade com a escola básica na formação profissional, tendo o Estágio Supervisionado como mediador no processo dessa formação e também como intercâmbio entre estas duas instituições de ensino. Por fim, são feitas algumas considerações sobre minha experiência como professora orientadora de estágio e professora regente na escola básica, apresentando um momento ímpar da prática docente onde possibilitou estar em exercício profissional nas duas instituições de ensino. As reflexões a serem apresentadas apontam que as atividades de estágio produzem conhecimento teórico/prático capaz de alimentar os saberes necessários à formação inicial dos professores, tanto quanto podem fundamentar as práticas docentes nas escolas

Os sentidos do brincar para professores de uma escola pública de educação infantil de Boa Vista/RR: implicações para a formação docente.

This abstract presents a doctor research that aims in analizing how the teachers from the 1stand 2ndgrades of public preschool in Boa Vista-RR, construct meanings about playing and also reflect about these meanings in pedagogical practice with small kids. We assume that the child is also a real human being, in process of discovery, learnings and transformation. Thinking of the child as an active being in social relationships means consider him/her integrated in a psychological, social, cultural and historical process, constituted at a specific time. This way, we problematize the notions of childhood, child and playfrom a specific field of knowledge: the Historical -Cultural Psychology and anchor in it our epistemological perspective of thinking these notions dated in a time-space determined by history and culture. Nowadays, the discussion about the formation of the professional who works in the preschool is highlighted and consistent. Thus, the guiding question of the research arises from the concerns generated from the possibility of advances and challenges in preschool education, from the perspective that it is possible to understand and value the cognitive, affective and creative abilities of a child. Concerning this, we present playing as an essential point of discussion of this work, because we understand that integrating education with playing, in preschool education, is about the way the child is seen and understood, once we understand that playing must be the axis that drives practice in the field of preschool education. This research is limited to the qualitative approach, with the methodological perspectiveof critical collaborative research, since it enables the dialogue between the researcher and the researched, having as it main point the understanding and transformation of school contexts. The teacher’s language as object and instrument was considered because it exposes how the activity room and the relationships established in it are thought. The reflexive session was the instrument for the data production and the cores of meaning were the path to the analysis. From the speeches of the research participants it is intended to weave reflections that make it possible to understand, know different ways to perceive the world, integrating the feelings of teachers about playing to the pedagogical practice. For the result of this research, it was essential to note that the teachers perceive the situations experienced in the educational environment critically, and go further, either as in relation to the role of the County Secretary of Education and the positions it takes, also as in relation to the ideas and concepts they understand to be necessary to expand the knowledge about the education of young children. The understanding of the necessary transformation of the pedagogical practice that offers spaces, times and activities that truly consider the child, the playing, the imagine, the creating, with respect and the appreciation of children’s interests and particularities; it was presented by the teachers as essential after the discussions and reflections made during the sections.Este resumo apresenta a pesquisa de doutorado que objetivou analisar como os professores que atuam no 1° e 2° períodos da Educação Infantil, em uma escola da rede municipal de Boa Vista-RR, constroem os sentidos sobre o brincar e refletir sobre essas significações na prática pedagógica com crianças pequenas.Consideramos a criança como um ser de relações em processo de descobertas, aprendizagens e transformações. Pensar a criança como ser ativo nas relações sociais, confere considerá-la integrada a um processo psicológico, social, cultural e histórico, constituída em um tempo específico. Desta forma, problematizamos as noções de infância, de criança e de brincar a partir de um campo específico do conhecimento: a Psicologia Histórico-Cultural e nela ancoramos a nossa perspectiva epistemológica de pensar essas noções datadas em um tempo-espaço determinado pela história e pela cultura. Atualmente, a discussão sobre a formação dos profissionais que atuam na Educação Infantil ganha relevo e consistência. Neste sentido, a questão orientadora da pesquisa surge das inquietações geradas a partir da possibilidade de avanços e desafios na Educação Infantil, na perspectiva em que seja possível compreender e valorizar a capacidade cognitiva, afetiva e criativa da criança. Assim, apresentamos o brincar como o ponto essencial de discussão deste trabalho, pois entendemos que integrar a educação com a brincadeira, na Educação Infantil, passa pela forma como a criança é vista e entendida, uma vez que compreendemos que o brincar deve ser o eixo que conduz as práticas no campo da Educação Infantil.Esta pesquisa está circunscrita à abordagem qualitativa, com a perspectiva metodológica da pesquisa crítica de colaboração, uma vez que possibilita o diálogo entre pesquisador e pesquisado, tendo como ponto principal a compreensão e transformação dos contextos escolares. A linguagem do professor como objeto e instrumento foi considerada, pois expõe como é o pensar a sala de atividades e nela as relações estabelecidas. A sessão reflexiva foi o instrumento para a produção dos dados e os núcleos de significação foram o caminho para a análise.A partir das falas dos participantes da pesquisa foi possível tecer reflexões que possibilitaram compreender, conhecer formas diferentes de perceber-se e perceber o mundo, integrando os sentidos dos professores sobre o brincar à prática pedagógica. Para os resultados destapesquisa foi fundamental constatar que os professores percebem de forma crítica as situações vividas no espaço educacional e conseguem ir mais além, tanto com relação ao papel da Secretaria Municipal de Educação e as posturas que assume como também no que diz respeito a ideias e conceitos que entendem ser necessários para que ampliem os conhecimentos a respeito da educação de crianças pequenas. A compreensão da necessária transformação da prática pedagógica que ofereça espaços, tempos e atividades que verdadeiramente considerem a criança, o brincar, o imaginar, o criar, com respeito e valorização aos interesses e particularidades infantis, foi apresentadapelos professores como fundamental depois das discussões e reflexões feitas durante as sessões

Impact of an online parenting support programme on children’s quality of life

The study aims to describe the parental use of an online parenting support programme, the ‘Open Window to Family’ (JAF) and to evaluate its impact on perceived children’s quality of life (QoL). This programme makes online resources available to support positive parenting. The study included 363 parents (nintervention group = 142) who completed measures to evaluate their children’s QoL. The results suggest that using the programme for a longer time and accessing more information/services are positively related to the perception of utility but not to the frequency of use. The programme proved to be more useful for specific difficulties and to search for specific information. We found high levels of parental perception of children’s well-being, both physical and psychological, and lower values in social support and relationships with peers. No differences were observed between the total QoL of children in the intervention group and control group. The differences in the dimensions of QoL are due to interaction with the level of education of the mother: mothers with higher education reported higher physical well-being, social support, relationships with peers, and school context. Guidelines are suggested to enhance the accessibility of this type of programme as well as enhance its impact on parents and children.info:eu-repo/semantics/publishedVersio

A Systematic Review of the Photoprotective Potential of Native Edible Plants from Mato Grosso do Sul, Brazil

The state of Mato Grosso do Sul (Brazil) has a rich biodiversity, with varied biomes and many native species. Simultaneously, the plants in the region have been studied for their chemical and biological potential, including photoprotective properties and applications in phytocosmetics. Edible plants have potential application based on the presence of photoprotective and antioxidant compounds in their chemical composition. In this context, the aim was to review systematically studies on the photoprotective action of native food plants from Mato Grosso do Sul in the Scopus database, delimiting for articles published between 2000 and 2020. Only 4.08% of the species presented articles exploring the photoprotective activity, distributed in 10 articles. The extracts evaluated were varied, with different formulations. 40% of the articles addressed ethanolic extracts, 20% hydroethanolic extracts, and 40% vegetable fixed oil. The lowest sun protection factor reported was for the aqueous extract of the fruit pulp of Hymenaea martian Hayne (SPF 0.66) and the highest was for a formulation using Schinus terebinthifolius Radi extracts added to Lanette cream (SPF 32.40). The native food plants of Mato Grosso do Sul are still little explored regarding their photoprotective action, with a lack of in vivo studies

Report on Open Educational Resources (OERs) and Massive Open Online Courses (MOOCs)

This report is developed under the project MOOC-Maker. This is a project funded by the European Commission Erasmus+ which has as main purpose to develop capabilities for the Construction of Management Capacities of MOOCs (Massive Open Online Courses) in Higher Education and conduct research about the initiatives developed. This report is the result of the research activity developed in the work package WPD1.12 of the project. The present report presents an exploration regarding the open educational resources and its relation with the MOOCs, including aspects related to its re-use and recognition of authorship. This information will allow us to present a current panorama as the basis of the actions to be taken in the project. With the development of this panorama the following report aims at contributing to the main objective of the project that is to “improve the quality and access to teaching-learning programs through the implementation of high quality MOOCs that address the development of competencies and knowledge that are required in today’s learners”.Co-funded ERASMUS + PROGRAME Refª. 561533-EPP-1-2015-1-ES-EPPKA2-CBHE-JPinfo:eu-repo/semantics/publishedVersio

A FORMAÇÃO DO LEITOR LITERÁRIO MEDIADA PELOS CONTOS DE TRADIÇÃO ORAL DOS GRIÔS DO PORTAL DO SERTÃO DA BAHIA

Neste resumo, apresentaremos os resultados do plano de trabalho de Iniciação Científica intitulado "A formação do leitor literário mediada pelos contos de tradição oral dos griôs do portal do Sertão da Bahia", vinculado ao grupo de Estudos e Pesquisas em Poéticas Orais, da Universidade Estadual de Feira de Santana-UEFS, o qual tem como projeto de pesquisa "Cacimba de histórias: vidas e saberes dos contadores tradicionais do interior da Bahia"

Contos da Tradição Oral de Mestres (as) Narradores (as): contribuição na formação do leitor no contexto escolar

O resumo intitulado “Contos da tradição oral de mestres(as) narradores(as): contribuição na formação do leitor no contexto escolar” se constituiu de um plano de trabalho de iniciação científica vinculada ao projeto de pesquisa “Cacimba de Histórias: vidas e saberes s dos contadores de histórias tradicionais de cidades do interior da Bahia” da Universidade Estadual de Feira de Santana (UEFS)