Experiência de uma Disciplina sobre Intervenções Cognitivo-Comportamentais nas Perturbações de Sono, no Âmbito da Formação de Mestres em Psicologia Clínica e da Saúde: Resultados do Primeiro Triénio

Given the prevalence of sleep disorders, the efficacy and effectiveness of behavioural and cognitive interventions, mainly CBT for insomnia, we consider that a course on the topic should be introduced within the psychology master degree programmes. Since 2017/18 we are offering the optional course: Psychological Interventions on Sleep Disorders. The present work summarizes the course syllabus and analyses the students’ perceptions regarding the first three editions. One hundred and twenty psychology master degree students have voluntarily registered at the course. End-of-semester online institutional anonymous questionnaires were voluntarily completed. Participants were asked to rate the course in a variety of parameters using a 5-point scale (1 = minimum; 5 = maximum). Ninety questionnaires were completed. Mean scores on each item (addressing: bibliography/other learning materials; quality of learnings; learning results; non-redundancy concerning other courses; theoretical-practical articulation; students’ active participation in the learning processes; development of analytical and critical reflection/thinking skills; overall self-assessment) ranged between 4.23 and 4.46, items’ mean score = 4.35. Students’ perceptions on the first three semesters of the course were clearly encouraging. By offering a course on behavioural interventions for sleep disorders at master degree level, we hope to contribute to increase its delivery in health contexts in the near future.A prevalência de perturbações de sono e os dados sobre eficácia e efetividade das terapias comportamentais e cognitivas justificam a criação de uma disciplina dirigida a mestrandos em psicologia clínica e da saúde. Desde 2017/18, oferecemos a disciplina opcional “Intervenções Psicológicas nas Perturbações do Sono”. O presente trabalho pretende apresentar e contextualizar esta disciplina e analisar os primeiros resultados dos inquéritos aos estudantes. Cento e vinte mestrandos em psicologia inscreveram-se na disciplina nos três primeiros anos, dos quais 90 submeteram anonimamente a sua avaliação, preenchendo online (em local e horário extra-aula) os questionários institucionais da Universidade de Coimbra. Cada item incidia num determinado aspeto da disciplina (numa escala de 1= mínimo a 5=máximo). As pontuações médias dos itens (contemplando: bibliografia/materiais de apoio; qualidade das aprendizagens; resultados da aprendizagem; não redundância face a outras disciplinas; articulação entre teóricas e práticas; participação ativa no processo de aprendizagem; desenvolvimento de competências; avaliação global da disciplina) variaram entre 4.23 e 4.46, média global = 4.35. Os resultados dos três primeiros anos foram claramente encorajadores. Ao oferecermos esta disciplina durante a formação de mestrado a futuros psicólogos clínicos, esperamos fomentar a tão necessária oferta da terapia cognitivo-comportamental na insónia e ainda noutros problemas de sono

Sono, sucesso académico e bem-estar em estudantes universitários

Doutoramento em Ciências da EducaçãoEnquadramento: Investigação laboratorial aponta para um papel do sono no desempenho, mas poucos estudos se interessam pelas relações entre sono e funcionamento académico de estudantes nos contextos do dia-a-dia. Em Portugal não existem estudos sobre sono e sucesso no ensino superior. Objectivos: caracterização de padrões de sono-vigília e do tipo diurno numa grande amostra de estudantes universitários; estudo das associações daqueles com parâmetros do funcionamento e rendimento académico dos estudantes. Métodos: Participaram 1654 estudantes “a tempo inteiro” (55% F; 17-25 anos, M = 19.98±1.65), dos 1º-3º anos de 18 licenciaturas da Universidade de Aveiro, estudados em altura de aulas; 349 (3º ano) foram inquiridos numa época de avaliações. Foram desenvolvidos dois questionários de auto-resposta sobre padrões de sono, em tempo de aulas e em época de exames; foram incluídos itens sobre aspectos académicos, de estilo de vida e bem-estar. Usaram-se instrumentos já adaptados ao país para medir o tipo diurno e o neuroticismo. O rendimento foi medido através da nota final obtida a uma disciplina no termo do semestre. Resultados: Em período de aulas, os horários de sono tendem a ser mais tardios que os de estudantes universitários latino-americanos, mas mais avançados que os de norteamericanos. As durações de sono parecem ligeiramente superiores às de universitários de outros países, mas 45% apenas dorme o suficiente no máximo 1-2 noites / semana; 13% considera ter um problema de sono. Para 43% os hábitos de sono modificaram-se muito / muitíssimo desde o secundário e 27% julga que os seus hábitos de sono prejudicam o rendimento académico. Análises de variância apontaram para associações significativas de padrões de sono com indicadores de bem-estar e com a nota final. Em especial, menor Dificuldade de Sono, maior frequência de Sono Suficiente e maior matutinidade, associaram-se a médias mais favoráveis em indicadores de bem-estar e a melhor nota no termo do semestre, independentemente do neuroticismo. Na análise de regressão stepwise o Índice de Dificuldade de Sono e a obtenção de Sono Suficiente mantiveram-se significativamente associados ao rendimento académico na presença dos preditores assiduidade às aulas teóricas, rendimento escolar prévio e saídas à noite, ao passo que outras variáveis de sono, académicas, de bem-estar e de estilo de vida, deixaram de mostrar correlações significativas. Análises de regressão hierárquica indicaram que a associação entre Tipo Diurno e rendimento académico é indirecta, mediada pela assiduidade às aulas teóricas (menor nos vespertinos). A Dificuldade de Sono em época de avaliações associou-se significativamente aos indicadores de bem-estar. Conclusão: O bem-estar e o rendimento académico de estudantes universitários associam-se a padrões de sono. O sono e as características individuais associadas devem, portanto, ser tidos em conta nos processos de diagnóstico e intervenção no ensino superior.Background: Controlled studies report associations between sleep and performance. However, research about sleep and academic performance, in natural educational environments, has received little attention. There are no Portuguese studies about sleep and academic success in higher education. Aims: to describe sleep-wake patterns and diurnal type in a large sample of university students; to find out whether relationships exist between them and several dimensions of student functioning. Methods: Participants were 1654 full time students (55% F; aged 17-25 yr, M = 19.98±1.65), 1st-3rd years, from 18 undergraduate degrees at the University of Aveiro (Portugal); 349 (3rd year) were studied during end-of-semester examinations. Two self-response questionnaires on sleep-wake patterns, for administration during the semester and the final exams period, were developed; academic, lifestyle and well-being items were included. Diurnal type and neuroticism were measured through available Portuguese versions of widely used instruments. As a measure of academic achievement, a final grade for each student was collected at the end of the semester. Results: Sleep-wake schedules in our students tended to be delayed when compared to undergraduates from Latin America countries, and advanced when compared to USA students. Sleep durations seemed slightly higher when compared to university samples in general from other countries. However, 45% usually slept enough 1-2 nights, or less, per week; 13% believed to have a sleep problem. For 43%, sleep has changed much or very much since high school; 27% felt their sleep habits have been detrimental for academic achievement. Associations of several sleep patterns during the semester with well-being indicators and final semester grade were significant, independently from neuroticism, as shown by analyses of variance. Specially, lower Sleep Difficulty, higher weekly frequency of Enough Sleep, and higher Morningness, were related with better mean scores on well-being indexes and with higher grades at the end of the semester. In a stepwise regression analysis, Sleep Difficulty and Sleeping Enough remained significantly associated with grades in the presence of other significant predictors: past academic achievement, class attendance, and night outings. Associations of other sleep, academic, well-being and lifestyle variables, with academic achievement, lost significance in stepwise regression. A hierarchical regression analysis suggested that the relationship between Diurnal Type and academic achievement was mediated by class attendance (lower in evening oriented subjects). During end-of-semester exams, there were significant associations between Sleep Difficulty and well-being indexes. Conclusion: Well-being and academic achievement of university students are associated with sleep-wake patterns. It is suggested that sleep and individual related characteristics should be considered in diagnosis and intervention processes in higher education

Sleep and Academic Performance in Undergraduates: A Multi-measure, Multi-predictor Approach

The present study examined the associations of sleep patterns with multiple measures of academic achievement of undergraduate university students and tested whether sleep variables emerged as significant predictors of subsequent academic performance when other potential predictors, such as class attendance, time devoted to study, and substance use are considered. A sample of 1654 (55% female) full-time undergraduates 17 to 25 yrs of age responded to a self-response questionnaire on sleep, academics, lifestyle, and well-being that was administered at the middle of the semester. In addition to self-reported measures of academic performance, a final grade for each student was collected at the end of the semester. Univariate analyses found that sleep phase, morningness/eveningness preference, sleep deprivation, sleep quality, and sleep irregularity were significantly associated with at least two academic performance measures. Among 15 potential predictors, stepwise multiple regression analysis identified 5 significant predictors of end-of-semester marks: previous academic achievement, class attendance, sufficient sleep, night outings, and sleep quality (R(2)=0.14 and adjusted R(2)=0.14, F(5, 1234)= 40.99, p < .0001). Associations between academic achievement and the remaining sleep variables as well as the academic, well-being, and lifestyle variables lost significance in stepwise regression. Together with class attendance, night outings, and previous academic achievement, self-reported sleep quality and self-reported frequency of sufficient sleep were among the main predictors of academic performance, adding an independent and significant contribution, regardless of academic variables and lifestyles of the students

Associations between sleep quality and domains of quality of life in a non-clinical sample: results from higher education students

The association between sleep quality and quality of life (QoL) in clinical samples diagnosed with sleep disorders, mental disorders, or other medical conditions has been widely investigated. However, few studies focused on this relationship in samples of mostly young and healthy adults. This study analyzed the associations between sleep quality and several dimensions of QoL in higher education students and examined whether or not sleep quality would significantly predict QoL after statistically controlling for psychopathological symptoms

Circadian preferences in young adults: Psychometric properties and factor structure of the Portuguese version of the Preferences Scale (PS-6)

Morningness is a trait-like variable which has been extensively studied within chronobiology. Despite the number of existing measures to assess morningness, there is a need for brief instruments that are psychometrically sound to be used in applied settings. Accordingly, the modified version of the Preferences Scale (PS-6) comprises six items and was reported to have adequate reliability and satisfactory validity indicators. In this article, the psychometric properties of the Portuguese version of the PS-6 are reported. A total of 700 students attending medical school were recruited, and this sample was randomly divided into two groups. In the first group (n = 352), we assessed the internal consistency calculations and conducted a principal component analysis of the posited structure. In the second group (n = 348), we conducted a confirmatory factor analysis (CFA) using structural equation modeling. Overall, the results indicated that the PS-6 has adequate reliability (α = .75) and is constituted by two components: (I) preferred cognitive activities timings and (II) preferred sleeping-eating timings, respectively. In conclusion, the Portuguese version of the PS seems suitable for use in research and applied settings such as shift work schedules management. However, the applicability of the PS-6 in other samples and further validity indicators should be both investigated. The use of actigraphy and biological measures should also be collected to enhance the robustness of the PS-6

Sleep–Wake Patterns Reported by Parents in Hyperactive Children Diagnosed According to ICD-10, as Compared to Paired Controls

This study aimed primarily to compare the parent-reported sleep of children with ICD-10 hyperkinetic disorder (HKD) versus community children. Thirty children aged 5-13 years (83.3% boys) diagnosed with HKD by their child and adolescent psychiatrists took part in this study, plus 30 community children, matched for sex, age, and school year. Compared to the controls, the HKD children showed significantly later bedtimes, stronger bedtime resistance, longer sleep latency, shorter sleep; more frequent behaviors and symptoms concerning falling asleep into parents bed, needing something special to initiate sleep, nightmares, sleep talking, sleep bruxism, fear from darkness, bedwetting, and, most notably, loud snoring (26.7%); they also tended to show higher daytime somnolence. Attention deficit/hyperactivity disorder (ADHD)/HKD children may thus have more sleep-related problems than typically developing children. Alternatively, our results may reflect misdiagnoses; thus, special attention should be directed to comorbidity and differential diagnosis issues between sleep disturbances and ADHD/HKD

Yeast communities associated with sugarcane in Campos, Rio de Janeiro, Brazil

Yeast communities associated with sugarcane leaves, stems and rhizosphere during different phases of plant development were studied near Campos, in Rio de Janeiro, Brazil. Atmospheric temperature, soil granulometry and pH, and sugar cane juice °Brix and pH were determined. Yeast communities associated with sugarcane were obtained after cellular extraction by shaking, blending and shaking plus sonication, and cultured on Yeast Nitrogen Base Agar plus glucose (0.5%) and Yeast Extract-Malt Extract Agar. No significant differences in yeast counts were found among the cellular extraction treatments and culture media. 230 yeast cultures were identified according to standard methods, and distinct yeast communities were found for each substrate studied. The prevalent species isolated from sugarcane were Cryptococcus laurentii, Cryptococcus albidus, Rhodotorula mucilaginosa and Debaryomyces hansenii