The Role of Existential Beliefs Within the Relation of Centenarians’ Health and Well-Being

The purpose of this study was to explore the role of existential beliefs in mediating the influence of health on centenarians' well-being. A total of 80 centenarians (mean age 101.1; SD = 1.3; 81.3 % women) with no/minor cognitive impairment were included. The OARS questionnaire for diseases and functional capacity (ADL, IADL), the Satisfaction with Life Scale, and the existential beliefs subscale were used for data collection. The findings suggest that existential resources are a crucial element for mitigating the impact of health constraints in subjective well-being in this population. Appropriate models of intervention for very old age that recognize the importance of religion, spirituality, and meaning of life are to be considered.

Reiki como terapia não convencional: conhecimentos dos enfermeiros

Enquadramento: O interesse pelas Terapias Não Convencionais (TNC) teve um grande desenvolvimento no início deste século. O Reiki é uma terapia realizada através da colocação das mãos em pontos específicos do corpo e que utiliza a transferência de energia para proporcionar um bem-estar natural. A Enfermagem em especial a de Reabilitação, também apresenta dentro das suas intervenções específicas, uma vertente essencial baseada no toque à pessoa a quem presta cuidados, sendo por isso importante possuir conhecimentos sobre estas técnicas. Objetivos: Avaliar os conhecimentos dos enfermeiros acerca do Reiki e identificar fatores determinantes nesse conhecimento. Métodos: Trata-se de um estudo transversal, descritivo e correlacional, realizado numa amostra de 49 enfermeiros a exercer funções em instituições da região centro do país, baseado num questionário de conhecimentos elaborado pelas investigadoras. Resultados: Constatamos que os conhecimentos globais dos enfermeiros sobre o Reiki eram para 59,1% razoáveis, para 38,6% altos e apenas 2,3% apresentava baixos conhecimentos. Pudemos verificar diferenças estatisticamente significativas entre o “Conhecimento Total”, e as variáveis “ter iniciação em Reiki” e “ter recebido tratamento com Reiki” para o grupo de enfermeiros dos Cuidados Diferenciados (CD). Encontraram-se diferenças estatisticamente significativas, também, entre a dimensão “Conceito e História” e grupos etários, habilitações literárias, categoria profissional e tempo de serviço para os enfermeiros a exercer nos CD. Conclusão: Os conhecimentos dos enfermeiros sobre o Reiki são bastante significativos, sendo estes claramente superiores no grupo que exerce funções em CD. Por outro lado encontrámos fatores que interferem na determinação desses conhecimentos e que por isso importa controlar. Palavras-chave: Reiki; Enfermagem; Conhecimentos.

Emotional competences and promotion of school success: Preliminary data of an intervention programme with teachers

Teachers’ emotional competences and well-being are fundamentally important to developing and maintaining positive relationships in the classroom, which can contribute to improving pedagogical action. References to several intervention programmes are found in the literature with the purpose of changing the practices, attitudes, and beliefs of teachers, who show evidence of a significant improvement in personal competences and school success. Therefore, an intervention with teachers integrating a broader line of research was carried out, involving parents and students as well. It consists of a programme which promotes personal (well-being and emotional intelligence) and professional (acquiring differentiated pedagogical strategies) competences over a period of six months, followed by a focus group to assess the contribution of an empowerment programme with the intention of promoting school success. The preliminary action-research study involved 10 teachers of two classes with students who show disruptive behaviour in the 7th year in a school in the central region of Portugal. The teachers, of both genders, are aged between 44 and 52, and belong to several recruitment groups. The main research question was: “To what extent does an intervention programme, intended for training, contribute to developing personal and professional competences in teachers of the 3rd cycle of basic education?” The teachers revealed a rather favourable view of their participation in the programme, considering that it helped them perceive some behaviours and practices which are less adjusted to their action in the classroom with these students (shouting, scolding, etc.). From the pretest to the posttest, statistically significant differences were found in assessing their own emotions and in their use. Signs of improvement in positive affections and satisfaction with life were also found, though with a marginal significance. The preliminary data in this empowerment programme for these educational agents points towards the importance of teachers’ awareness in what concerns their pedagogical action, as well as the need to change traditional pedagogical practices that contribute to discouraging students towards learning. The need to establish closer and systematic contact with the students and their families in order to meet their needs and expectations was also highlighted.