Effects of psychosocial interventions among people cared for in emergency departments after a suicide attempt: a systematic review

Background: The care of the emergency department (ED) for a person after a suicide attempt can act as a protector against future suicidal behavior. For this reason, it is essential that the ED ensure an assistance that involves effective interventions in preventing suicidal behaviors. Among suicidal behaviors, it is known that suicide attempt is one of the most lethal risk factors for consummated suicide. In addition, the risk for further attempts is greater in the period from the immediate post-discharge up to 12 months after the last attempt. This makes the ED a key link in the suicide prevention chain. The purpose of this review is to investigate the effects of psychosocial interventions on suicide prevention, when applied in the ED after a suicide attempt. Methods: This systematic review protocol was built and registered with the collaboration of a multidisciplinary scientific team. The review will include randomized clinical studies, quasi-experimental trials, and comparative observational studies, all conducted with people (11 years old or more) who have received a psychosocial suicide prevention intervention initiated in the ED after a suicide attempt. The research will be conducted across databases such as Cochrane Library, PubMed, EMBASE, PsycINFO, and DARE. The repetition of a suicide attempt and death by suicide as primary outcomes will be analyzed. The eligibility of the studies and data extraction will be carried out by matched and blind researchers. The risk of bias will be addressed using appropriate instruments. The analyses and synthesis of the results will be both qualitative and quantitative. Discussion: From a public health point of view, suicide is in itself a public health problem and requires appropriate interventions at different levels of care in order to be prevented. Taking into account that a high percentage of people who died by suicide sought the ED for suicide attempt in the year before their death, the ED is a clinical context with a privileged potential to implement these interventions. Presently, several clinical studies seek to validate interventions to be adopted regarding the prevention of suicidal behavior. Current evidence indicates that different interventions must be strategically combined to reduce suicide attempts and their mortality. Systematic review registration: PROSPERO registration number CRD4201913104

Ambiente de apoio a um laboratório virtual: uma percepção dos alunos sobre a sua importância no processo aprendizagem

Neste artigo é discutido o impacto relevante causado pelo uso de simulações na aprendizagem significativa. O acesso às simulações na área de Física representa um incremento considerável na compreensão conceitual dos alunos. Foi utilizado um Ambiente de Apoio a Laboratórios Virtuais e, a partir da análise dos registros no ambiente, das interações dos alunos, dos questionários aplicados, das entrevistas com o professor e do acompanhamento do rendimento dos alunos, foram levantados indícios capazes de sustentar o impacto positivo do uso do ambiente na aprendizagem. O trabalho encontrou suporte teórico nas teorias de aprendizagem construtivistas, especialmente no que tange à aprendizagem significativa de Jonassen, incluindo sua transposição para Ambientes de Aprendizagem Construtivista. Os indícios e as reflexões realizadas apontam que a integração do ambiente às práticas pedagógicas da disciplina beneficiaram significativamente a aprendizagem dos alunos.In this paper we discuss the use of simulations, causing a relevant impact to the meaningful learning. The access to the virtual simulations in the Physics field represents a considerable increase of conceptual understanding to the students. A Support Environment to Virtual Laboratories was used and from its records analysis, students` interactions, applied questionnaires, interviews with teachers, and we have found indications to support the positive impact of the environment in the learning process. The theoretical support of this paper is based on the constructive learning theories, especially the one referred in Jonassen’s Meaningful Learning, including his Constructive Learning Environments transpositions. The observations point that the integration of the virtual environment with the educational practices of the Physics significantly improves the learning process of the students.IV Workshop de Tecnología Informática Aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI

Ambiente de apoio a um laboratório virtual: uma percepção dos alunos sobre a sua importância no processo aprendizagem

Neste artigo é discutido o impacto relevante causado pelo uso de simulações na aprendizagem significativa. O acesso às simulações na área de Física representa um incremento considerável na compreensão conceitual dos alunos. Foi utilizado um Ambiente de Apoio a Laboratórios Virtuais e, a partir da análise dos registros no ambiente, das interações dos alunos, dos questionários aplicados, das entrevistas com o professor e do acompanhamento do rendimento dos alunos, foram levantados indícios capazes de sustentar o impacto positivo do uso do ambiente na aprendizagem. O trabalho encontrou suporte teórico nas teorias de aprendizagem construtivistas, especialmente no que tange à aprendizagem significativa de Jonassen, incluindo sua transposição para Ambientes de Aprendizagem Construtivista. Os indícios e as reflexões realizadas apontam que a integração do ambiente às práticas pedagógicas da disciplina beneficiaram significativamente a aprendizagem dos alunos.In this paper we discuss the use of simulations, causing a relevant impact to the meaningful learning. The access to the virtual simulations in the Physics field represents a considerable increase of conceptual understanding to the students. A Support Environment to Virtual Laboratories was used and from its records analysis, students` interactions, applied questionnaires, interviews with teachers, and we have found indications to support the positive impact of the environment in the learning process. The theoretical support of this paper is based on the constructive learning theories, especially the one referred in Jonassen’s Meaningful Learning, including his Constructive Learning Environments transpositions. The observations point that the integration of the virtual environment with the educational practices of the Physics significantly improves the learning process of the students.IV Workshop de Tecnología Informática Aplicada en Educación (WTIAE)Red de Universidades con Carreras en Informática (RedUNCI

Attachment as a psychological diathesis for suicide risk

No abstract available

Family relationship and socio-economic context

This study examined associations between family income, family structure and relationship quality among members of Brazilian families. Participants (n = 77) were mothers with at least one child within the age of zero to nine years-old living in two adjacent cities in the State of Espírito Santo, Brazil. Face-to-face interviews were conducted during home visits. Quality of family relationship was evaluated in four dimensions: general quality of family life, marital conflict, mother-children conflict, and mother-children proximity. All dimensions of family relationship were significantly correlated. Quality of family life was affected by family income, co-residence structure and presence of  siblings. We concluded that the mothers' perception of the relationships among family members is interdependent, and their perception on general quality of life is affected by socio-economic variables