Envolvimento dos estudantes na escola e perce����o de suporte social: um estudo com alunos dos 2�� e 3�� ciclos do ensino b��sico

O envolvimento dos estudantes na escola tem ganho relev��ncia no ��mbito da comunidade cient��fica. Apesar de n��o existir um consenso face �� sua defini����o, todas apontam para o facto do envolvimento se relacionar com a forma como os estudantes se identificam e valorizam os resultados escolares, bem como, a sua participa����o em atividades escolares curriculares e extracurriculares. O suporte social visto como a perce����o que o indiv��duo tem de ser valorizado e aceite pelos outros contidos na sua rede social. A investiga����o tem demonstrado a rela����o existente entre estes dois conceitos. A exist��ncia de suporte social, mais especificamente o estabelecimento de rela����es positivas com o grupo de pares parece estar relacionada com um maior envolvimento dos estudantes na escola. O objetivo do presente estudo �� compreender a rela����o entre o envolvimento dos estudantes na escola e a perce����o de suporte social. O mesmo foi realizado numa escola em ��vora, com alunos do 2�� e 3�� ciclos do ensino b��sico (335 alunos). Foram utilizados dois question��rios: o QEEE ��� Question��rio acerca do Envolvimento dos Estudantes na Escola e o QPSS ��� Question��rio de Percep����o de Suporte Social. Os resultados do presente estudo apontam para correla����es estatisticamente significativas entre o suporte social e o envolvimento dos estudantes na escola, corroborando assim investiga����es j�� realizadas; ABSTRACT: Students engagement with school has won relevance within the scientific community. Although there is no consensus over its definition, all point to the fact that the engagement relate to how the students to identify and value the school results as well as their participation in curricular and extracurricular activities. The social support seen as the perception that the individual must be valued and accepted by others contained in your social network. The research has demonstrated the relationship between these both. The existence of social support, specifically the establishment of good relations with the peer group seems to be related to greater student engagement with school. The aim of this study is to understand the link between student engagement with school and perceived social support. It was conducted in a school in ��vora, with students from 2nd and 3th cycles of middle school (335 students). We used two questionnaires: QEEE ��� Questionnaire about the Student Engagement with School and QPSS ��� Questionnaire for Perceived Social Support. The results of this study show statistically significant correlations between social support and students engagement with school, thus confirming previous research.

Maus-tratos entre iguais e percep����o de suporte social: um estudo com alunos dos 2�� e 3�� ciclos do ensino b��sico

O bullying e o suporte social, apesar de conceptualmente distintos, interagem entre si. O bullying �� um subgrupo do comportamento agressivo, que ocorre intencional e repetidamente, numa rela����o assim��trica de poder entre pares. O suporte social envolve o apoio recebido pelas fontes de suporte da rede social. O principal objetivo deste estudo �� analisar a rela����o entre bullying e perce����o de suporte social. O mesmo realizou-se numa escola b��sica de ��vora, com 335 alunos dos 2�� e 3�� ciclos do ensino b��sico, sendo utilizados o Question��rio de Viol��ncia Escolar e Isolamento Social e o Question��rio de Percep����o de Suporte Social. Os resultados obtidos indicam baixos n��veis de incid��ncia de comportamentos de bullying. Verificou-se que uma fraca perce����o de suporte social associa-se a um maior envolvimento no bullying, o que aponta para a perce����o de suporte social como um fator protetor para o envolvimento em situa����es de vitima����o e de agress��o; ABSTRACT: Bullying and social support, although conceptually distinct, interact between itself. Bullying is a sub-group of the aggressive behavior that occurs repeatedly and intentionally, in an asymmetrical power relationship between peers. Social Support involves the support received by the sources of social support networks. The aim of this study is to analise the relationship between bullying and perceived social support. The aim was done in a basic school of ��vora, with 335 students of 2nd and 3th cycles of basic education. The used questionnaires had been the Questionnaire for School Violence and Social isolation and the Questionnaire for Perceived Social Support. The results indicate low levels of incidence of bullying behavior. lt was found that a low perception of social support is associated with an increased involvement in bullying, which points to the social support as a protective for involvement in situations of victimization and agression.

Comportamentos de agress��o e vitima����o em contexto escolar e a percep����o de suporte social: um estudo com alunos do 3�� e 4�� anos de escolaridade

O bullying descreve-se como um abuso sistem��tico de poder entre pares, de car��cter intencional e repetitivo. O suporte social descreve comportamentos que funcionam como um refor��o na rede social. A exist��ncia de suporte social parece ser um factor protector para o envolvimento em situa����es de vitima����o e agress��o. O objectivo deste estudo �� compreender a rela����o entre o bullying e a percep����o de suporte social. Realizou-se em quatro escolas do Agrupamento de Escolas n��1 de ��vora, com alunos do 3�� e 4��anos de escolaridade (262 alunos). Utilizaram-se dois question��rios: o QVEIS ��� Question��rio de Viol��ncia Escolar e Isolamento Social e o QPSP ��� Question��rio de Percep����o de Suporte Social. Os resultados deste estudo n��o se revelaram conclusivos, sendo reduzida a preval��ncia de comportamentos de vitima����o e agress��o. Existem correla����es estatisticamente significativas entre as dimens��es da vitima����o e da agress��o e a percep����o de exist��ncia de suporte social e, a vitima����o e a percep����o de aus��ncia de suporte social; ABSTRACT: Bullying is described as a systematic abuse of power among peers, intentional and repetitive. Social support describes behaviors that act as reinforcement in a social network. The existence of social support seems to be a protective factor for involvement in situations of victimization and aggression. The aim of this study is to understand the relationship between bullying and perceived social support. It was conducted in four elementary schools, with students from 3rd and 4th grade (262 students). We used two questionnaires: QVEIS ��� Questionnaire for School Violence and Social Isolation and QPSP - Questionnaire for Perceived Social Support. The results were inconclusive, with a fair prevalence of risk of victimization and aggression. There are statistically significant correlations between the dimensions of victimization and aggression and the perception of the existence of social support and the perception of victimization and lack of social support.

Ades��o ao tratamento em pacientes com depress��o major: A influ��ncia da percep����o de doen��a, suporte social, espiritualidade e do estado emocional

Este estudo teve como finalidade investigar a rela����o entre alguns factores psicossociais e a ades��o terap��utica, utilizando como vari��veis preditoras, as representa����es de doen��a, a ansiedade e depress��o as previs��es de suporte social, e a espiritualidade e como vari��veis de resultado, a ades��o ao regime terap��utico, atrav��s da avalia����o da ades��o �� medica����o. Pretendeu-se testar quatro hip��teses: (1) Prev��-se que as representa����es de depress��o nas suas dimens��es da consequ��ncias, dura����o e controlo pessoal e de tratamento, identidade, preocupa����o, emo����es e compreens��o da doen��a sejam preditores significativos da ades��o ao tratamento medicamentoso; (2) Prev��-se que os n��veis de ansiedade e depress��o dos doentes depressivos estar��o significativa e negativamente correlacionados com os n��veis de ades��o ao tratamento medicamentoso; (3) Prev��-se que os n��veis de suporte social percebido estar��o significativa e positivamente correlacionados com os n��veis de ades��o ao tratamento medicamentoso e (4) Prev��-se que os n��veis de espiritualidade se encontrem significativa e positivamente correlacionados com os n��veis de ades��o ao tratamento medicamentoso. Tratou-se de um estudo transversal, com desenho correlacionai e foi desenvolvido num Hospital da Regi��o do Alentejo, mais especificamente, num Departamento de Psiquiatria a sa��de Mental, com uma amostra n��o aleat��ria de 15 pacientes com o diagn��stico de Depress��o. Os resultados confirmaram parcialmente a primeira hip��tese, sendo as representa����es de doen��a, nas suas dimens��es controlo pessoal, controlo do tratamento e emo����es preditores significativos da ades��o (mais especificamente das altera����es das doses da medica����o). A segunda hip��tese tamb��m foi confirmada parcialmente, sendo a depress��o preditora da ades��o (tanto na dimens��o do esquecimento, quanto na altera����o das doses da medica����o). A terceira hip��tese foi, tamb��m, parcialmente confirmada sendo a alian��a fi��vel preditora significativa da ades��o (na dimens��o do esquecimento da toma da medica����o). Por ��ltimo, a quarta hip��tese foi igualmente confirmada parcialmente sendo a esperan��a/optimismo preditora significativa da ades��o (tanto na dimens��o do esquecimento, quanto na altera����o das doses da medica����o). Nas an��lises explorat��rias verificou-se a influ��ncia da vari��vel s��cio�� demogr��fico ���sexo��� nas representa����es cognitivas e tamb��m na depress��o. A "idade" tamb��m demonstrou algum efeito nas altera����es �� medica����o e nas provis��es sociais. O "estado civil" mostrou efeito no aconselhamento e na oportunidade de presta����o de valores. As vari��veis cl��nicas tamb��m mostraram ter influ��ncia. O "tempo de doen��a" mostrou efeito significativo nas representa����es emocionais, nas cren��as, esperan��a/optimismo e no esquecimento da medica����o. A "dura����o do tratamento com medica����o" mostrou efeito na compreens��o da doen��a e no esquecimento da medica����o. Por fim, s��o apresentadas algumas implica����es da depress��o, bem como algumas sugest��es para estudos futuros. /ABSTRACT: This study aimed to investigate the relationship between some psychosocial factors and the adherence, using as predictor variables, the representations of illness, the anxiety and depression, the social support predictions, and spirituality, and as outcome variables, adherence to treatment regimen, through the assessment of medication adherence. lt was intended to test four hypotheses: (1) lt is expected that the depression representations in its dimensions of consequences, duration and personal control and treatment, identity, concern, emotions and disease understanding are significant predictors of adherence to therapy; (2) lt is expected that anxiety and depression levels in depressed patients are significantly and negatively correlated with the levels of adherence to therapy; (3) lt is expected that the levels of perceived social support are significantly and positively correlated with the levels of adherence to drug treatment and (4) lt is expected that the levels of spirituality are significantly and positively correlated with levels of adherence to therapy. This was a cross-sectional study with correlational design and was developed in one Hospital of the Alentejo Region, more specifically, in a Department of Psychiatry and Mental Health, with a non��random sample of 15 patients diagnosed with depression. The results partially confirmed the first hypothesis, being the representations of disease, in its dimensions of personal control, treatment control and emotions, significant predictors of adherence (more specifically, of the changes in the doses of medication). The second hypothesis was also partially confirmed, with depression being a predictor of adherence {both in the extent of oblivion and in the changes of medication doses). The third hypothesis was also partially confirmed, being the trustable alliance a quite significantly reliable predictor of adherence {in the dimension of the medication oblivion). Finally, the fourth hypothesis was equally partially confirmed, being the hope/optimism significant predictor of adherence (both in the extent of oblivion and in changing doses of medication). ln exploratory analyzes, it was verified the influence of socio-demographic variable "sex" in the cognitive representations and also in depression. The "age" also had some effect on changes to medication and social provisions. The "marital status" had effect in the counseling and in the opportunity to provide values. The clinical variables also proved to have influence. "Time sickness" had a significant effect on emotional representations, beliefs, hope/optimism and medication oblivion. The "treatment duration with medication" had effect in the disease understanding and the medication oblivion. Finally, are presented some implications of depression as well as some suggestions for future studies.

Estudo comparativo de professores de ensino regular e educa����o especial em escolas p��blicas portuguesas: stresse, bem estar, suporte social e burnout

Sendo a doc��ncia umas das profiss��es onde existem elevados n��veis de stresse e burnout, este estudo objetivou comparar estes n��veis em professores de ensino regular que trabalham com alunos com Necessidades Educativas Especiais e professores de educa����o especial. Estudou-se tamb��m o bem-estar psicol��gico manifestado por este grupo, bem como a percep����o do suporte social, o qual tem um efeito direto positivo sobre o burnout. Os resultados revelam que, relativamente ao stresse, no grupo de ensino regular s��o os homens que manifestam um n��vel mais elevado, enquanto que no grupo de educa����o especial, s��o as mulheres. Foram identificadas tamb��m diferen��as no bem-estar e percep����o do suporte social, tendo estes resultados sido obtidos para os docentes de educa����o especial, homens e mulheres, respetivamente. No que concerne ao burnout, foram observadas diferen��as em fun����o do g��nero e habilita����es liter��rias, tendo estas sido verificadas no grupo de professoras de ensino regular que possuem o bacharelato e professores que possuem mestrado e doutoramento. No grupo de educa����o especial, as diferen��as foram obtidas nas professoras com doutoramento e nos homens que possuem a licenciatura; Comparative study of regular education teachers and special education in Portuguese public schools: stress, welfare, social support and burnout Abstract: Being a teaching professions where there are high levels of stress and burnout, this study aimed to compare these levels in regular education teachers who work with students with special educational needs and special education teachers. It is also studied the psychological well-being manifested by this group, as well as the perception of social support, which has a positive direct effect on burnout. The results show that for the stress in the regular education group are men who express a higher level, while the special education group, are women. They were also identified differences in well-being and perceived social support, and these results have been obtained for special education teachers, men and women, respectively. Regarding the burnout, differences were observed in gender and qualifications, and these were verified on the regular education teachers group who have a bachelor's degree and teachers who hold master's and doctorate. In the special education group, the differences were obtained in teachers with doctoral and men who have a degree.