ABSTINENCE AND ALCOHOL CONSUMPTION AMONG STUDENTS: THE INFLUENCE OF PERSONAL, FAMILY AND SOCIO-CULTURAL SPHERES

Introduction: Among young people, regular or alcohol abuse seems to ally with individual factors, which congregate to other generators behaviors health risk, in social environment, including family and school. The consumption of alcoholic beverages in the younger age groups, according to the World Development Report goes beyond 60%. In the Portuguese case, the Alentejo is the region that recorded higher consumption among schoolchildren. Objectives: This study aims to know the personal inluences of family, of belonging to the group and the school environment, on the withdrawal and consumption habits among young people. Methods: A qualitative nature of research, using comprehensive semi-structured interviews. The study was developed in a school district of Evora, Portugal. The sample consists of ten students from the 8th school grade, ive non-consumers-ive consumers aged between 13 and 15 years old. Results: The trial takes place between 12 and 14 years old as a result of curiosity, explicit or tacit motivation, “give style”, the environment, entertainment and observing behavior. Among the effects of intake indicated as motivators consumption highlight the joy of reaching states and willingness. Family members tend to encourage moderate drinking on festive occasions. family models exaggerated consumption repudiate ingestion. The elements of the group of belonging tend to motivate explicitly, the intake among consumers students. The school promotes initiatives on the theme, punctually. Conclusions: The consumption of alcohol among young people suffer the personal, family and belonging group inluences. The initiatives in school tend to have no effect.

Envolvimento dos estudantes na escola e perceção de suporte social: um estudo com alunos dos 2º e 3º ciclos do ensino básico

O envolvimento dos estudantes na escola tem ganho relevância no âmbito da comunidade científica. Apesar de não existir um consenso face à sua definição, 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 participação em atividades escolares curriculares e extracurriculares. O suporte social visto como a perceção que o indivíduo tem de ser valorizado e aceite pelos outros contidos na sua rede social. A investigação tem demonstrado a relação existente entre estes dois conceitos. A existência de suporte social, mais especificamente o estabelecimento de relações positivas com o grupo de pares parece estar relacionada com um maior envolvimento dos estudantes na escola. O objetivo do presente estudo é compreender a relação entre o envolvimento dos estudantes na escola e a perceção de suporte social. O mesmo foi realizado numa escola em Évora, com alunos do 2º e 3º ciclos do ensino básico (335 alunos). Foram utilizados dois questionários: o QEEE – Questionário acerca do Envolvimento dos Estudantes na Escola e o QPSS – Questionário de Percepção de Suporte Social. Os resultados do presente estudo apontam para correlações estatisticamente significativas entre o suporte social e o envolvimento dos estudantes na escola, corroborando assim investigações já 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 Évora, 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 percepção de suporte social: um estudo com alunos dos 2º e 3º ciclos do ensino básico

O bullying e o suporte social, apesar de conceptualmente distintos, interagem entre si. O bullying é um subgrupo do comportamento agressivo, que ocorre intencional e repetidamente, numa relação assimétrica de poder entre pares. O suporte social envolve o apoio recebido pelas fontes de suporte da rede social. O principal objetivo deste estudo é analisar a relação entre bullying e perceção de suporte social. O mesmo realizou-se numa escola básica de Évora, com 335 alunos dos 2° e 3° ciclos do ensino básico, sendo utilizados o Questionário de Violência Escolar e Isolamento Social e o Questionário de Percepção de Suporte Social. Os resultados obtidos indicam baixos níveis de incidência de comportamentos de bullying. Verificou-se que uma fraca perceção de suporte social associa-se a um maior envolvimento no bullying, o que aponta para a perceção de suporte social como um fator protetor para o envolvimento em situações de vitimação e de agressão; 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 Évora, 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 agressão e vitimação em contexto escolar e a percepção de suporte social: um estudo com alunos do 3º e 4º anos de escolaridade

O bullying descreve-se como um abuso sistemático de poder entre pares, de carácter intencional e repetitivo. O suporte social descreve comportamentos que funcionam como um reforço na rede social. A existência de suporte social parece ser um factor protector para o envolvimento em situações de vitimação e agressão. O objectivo deste estudo é compreender a relação entre o bullying e a percepção de suporte social. Realizou-se em quatro escolas do Agrupamento de Escolas nº1 de Évora, com alunos do 3º e 4ºanos de escolaridade (262 alunos). Utilizaram-se dois questionários: o QVEIS – Questionário de Violência Escolar e Isolamento Social e o QPSP – Questionário de Percepção de Suporte Social. Os resultados deste estudo não se revelaram conclusivos, sendo reduzida a prevalência de comportamentos de vitimação e agressão. Existem correlações estatisticamente significativas entre as dimensões da vitimação e da agressão e a percepção de existência de suporte social e, a vitimação e a percepção de ausência 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.

Estudo comparativo de professores de ensino regular e educação especial em escolas públicas portuguesas: stresse, bem estar, suporte social e burnout

Sendo a docência umas das profissões onde existem elevados níveis de stresse e burnout, este estudo objetivou comparar estes níveis em professores de ensino regular que trabalham com alunos com Necessidades Educativas Especiais e professores de educação especial. Estudou-se também o bem-estar psicológico manifestado por este grupo, bem como a percepção 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 são os homens que manifestam um nível mais elevado, enquanto que no grupo de educação especial, são as mulheres. Foram identificadas também diferenças no bem-estar e percepção do suporte social, tendo estes resultados sido obtidos para os docentes de educação especial, homens e mulheres, respetivamente. No que concerne ao burnout, foram observadas diferenças em função do género e habilitações literárias, 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 educação especial, as diferenças 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.

Total Quality Management and Corporate Social Responsibility. Literature review. The case of Nabeiro Delta Cafés Group

The relationship between the themes of Total Quality Management (TQM) and Social Responsibility (CSR) through the concepts, approaches and models of excellence is a reality of sustainable and stable companies. Being organizations, people, act correctly and rightly do in society go through a quality management and social responsibility thereof. It is based on these two philosophies (Total Quality Management and Corporate Social Responsibility), which developed this literature review work, essentially based on a relational analysis in two papers, namely: "TQM and CSR Nexus" by Ghobadian et al. (2007) and "The Corporate Social Responsibility Audit Within the Quality Management Framework," de Kok et al. (2001) and applied to an organizational situation in concrete: the Nabeiro Delta Cafés Group - SGPS, SA.