Risco de queda em idosos institucionalizados

Os idosos institucionalizados apresentam risco de queda aumentado, quando comparado com os idosos não institucionalizados. A questão das quedas deve ser encarada como um grave problema de saúde pública, dadas as suas consequências e os custos irreversíveis. Assim, o estudo pretende avaliar o risco de queda em idosos institucionalizados e determinar os fatores que lhe estão associados. Trata-se de um estudo transversal descritivo-correlacional e de natureza quantitativa, que utilizou uma amostra não probabilística por conveniência composta por 136 idosos, com idades que variam entre os 65 anos e os 99 anos de idade, com uma média de idades de 85,98 anos. Os dados foram recolhidos através de um questionário, que procurava obter uma caracterização sociodemográfica, e clínica dos idosos e conhecer a história e circunstâncias das quedas. Foram utilizadas as escalas de Funcionalidade Familiar, Escala de Avaliação da Dependência nos Autocuidados e por último a POMA I (Índice de Tinetti). Os resultados revelam risco de queda bastante considerável, uma vez que se verificou que cerca de 45,6% dos idosos apresenta elevado risco de queda, 16,2% médio risco e 38,2% baixo risco. Verificamos ainda que, ser do sexo feminino e ter um baixo grau de escolaridade são fatores relacionados com o aumento do risco de queda. O mesmo apuramos relativamente ao défice cognitivo, á presença de doenças neurológicas, osteoarticulares, diminuição da acuidade visual e auditiva. Contrariamente, os idosos mais autónomos na deambulação, tomar banho e na toma da medicação são aqueles que apresentam menor risco de queda. Palavras-chave: idosos, risco de queda, institucionalização, capacidade funcional e equilíbrio.

Attachment patterns and suicidal behaviours on higher education students

Introduction: Every individual has a necessity to establish affective relationships throughout life in order to feel comfort and support. This need is called attachment and allows the human being to explore the world, acquiring knowledge about himself and everyone else(1) There are several changes that occur on students’ lives when enrolling and attending university, a period that is known to include a set of situational and academic transitions which might lead to mental health problems, and thus making students more vulnerable and more prone to develop suicidal behaviours. Objectives: To determine the prevalence of suicidal ideation on higher education students and to assess its relationship with attachment patterns. Methods: Quantitative, descriptive and correlational study, applied on a sample of 1074 students from a Portuguese higher education institution. Data collection was possible through an online platform that included a survey with questions regarding sociodemographical and academic profiling, the Portuguese version of the Adult Attachment Scale (EVA)(2) and the Suicidal Ideation Questionnaire(3) Results: Students’ age varies between the 17 and 49 ( = 23,9 years old ± 6,107 Sd), the vast majority (64.7%) are females. Results show that the presence/severity of suicidal thoughts is low ( = 13.84; ± 20.29 Sd) on a scale from 0 to 180 and cut-off point > 41 for values that suggest potential suicidal risk, and based on that, 84 students were identified (7,8%). We verified significant relationships between suicidal ideation and anxiety and attachment (r=0.314 p=0.000). Conclusions: Although there is not a high prevalence of suicidal ideation on students, we found 84 students in our sample (7,8%) that reveal a potential risk for suicide. The results also show that young students with safe attachment patterns display less suicidal ideation. Safe attachment patterns are essential on interpersonal and social relationships and play an important role during the academic period. We cannot be indifferent towards this issue due to its individual, familiar and social repercussions. Every higher education institution should then establish student support offices and develop mental health promotion programs as well as suicide prevention campaigns.

Playgrounds going wrong: study of the adult style and children's rights during recess in an early childhood and primary education center

Recent perspectives on Pedagogy for Early Childhood Education emphasize children's participation in line with the Children's Rights Convention. The study aimed to analyse how children's rights are dealt with during recess in a school (Early Childhood and Primary Education) in Portugal. The aims were: to characterize the style of the adult (teaching assistants) and the interactions that are established with the children at the playground/recess, and analyse them in terms of children's rights. The qualitative approach was based on the observation during the recess for three weeks. The Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) was used to register and code the dynamics of six teaching assistants (3 ECE and 3 PE). Critical incidents were also registered. Statistical analysis of the ASOS-ECE levels were complemented with the content analysis of the notes. The playground space was quite limited and affected children's play and well-being. The outdoor playground was never used for the Early Childhood classes, only for Primary Education students but with little supervision. Children were often deprived of playground time by decision of the teaching assistants, as punishment. The results obtained through the Adult Style Observation Schedule for Early Childhood Education (ASOS-ECE) are not satisfactory and are below what would meet the minimum quality value (3,5). For Early Childhood Education, sensibility is the most valued dimension but with very low levels (<2,5). For Primary Education it was autonomy that scored highest (<2,5). The analysis of the notes/critical incidents highlighted articles 12 (expression of own views), 13 (freedom of expression), 19 (protection against violence), 29 (development of personality) and 31 (rest and leisure, play and recreational activities) as being put into question by actions of the adults responsible for the children. Children's rights and well-being need to be put forward in the knowledge base for all adults working with children so that Pedagogy can fulfil its purpose fully.