Jorge Luiz da Silva

The view of teachers on bullying and implications for nursing

Objetivo: Compreender o bullying escolar, na perspectiva dos professores, e refletir sobre as possiveis acoes da area da saude em seu enfrentamento. Para tanto, tomaram-se por base as diretrizes do Programa Saude na Escola, dos Ministerios da Saude e da Educacao. Metodo: Estudo de caso qualitativo, realizado com professores de uma escola publica de Minas Gerais. Foram utilizados grupos focais na coleta de dados e o material empirico foi decodificado a partir de tecnica de analise tematica de conteudo, resultando em uma categoria analitica: concepcoes e experiencias de professores diante do bullying. Resultados: Foram identificadas percepcoes pontuais sobre o fenomeno e utilizacao de recursos de intervencao pouco eficazes. No plano interpretativo, problematizaram-se as contribuicoes da saude e da enfermagem no redimensionamento das intervencoes e no processo de formacao continuada dos professores. Conclusao: Os resultados apontam para a construcao de praticas intersetoriais para o enfrentamento do bullying.OBJECTIVE To understand school bullying from the perspective of teachers and reflect about the possible actions of the health area when coping with it. The guidelines of the School Health Program of the Ministries of Health and Education were used to reach that purpose. METHOD A qualitative study carried out with teachers of a public school in Minas Gerais. Focus groups were used to collect data and the empirical material was decoded from thematic analysis of content, resulting in an analytical category: conceptions and experiences of teachers on bullying. RESULTS Specific perceptions about the phenomenon and the use of ineffective intervention resources were identified. In the interpretive plan were problematized the health and nursing contributions with resizing the interventions and the continuing training process of teachers. CONCLUSION The results point to the construction of intersectoral practices for coping with bullying.

Interfaces entre família e bullying escolar: uma revisão sistemática

This study aimed to know and map the scientific evidence that relationships between family background and involvement in bullying situations at school through a systematic literature review. Lilacs, Web of Science were the databases that were consulted, in addition to the Scielo library. The search resulted in 54 articles published in Portuguese, English and Spanish, between 2008 and 2013, and data analysis allowed the identification of seven analytical categories: 1) structural characteristics; 2) parental practices; 3) parental styles; 4) family environment; 5) the parents feelings about their children; 6) the parents mental health; and 7) violence. The study found a predominance of international publications and quantitative studies and on the set, we found that some familiar features and aspects were associated to the involvement of students in situations of bullying. The study expands the interpretive look at the phenomenon and their complexities with a contextual approach,

Trajetórias escolares de adolescentes em conflito com a lei

O objetivo do presente estudo foi descrever o percurso e caracterizar as trajetorias escolares de adolescentes em conflito com a lei no tocante as suas experiencias educacionais. Participaram seis adolescentes em cumprimento de Medida Socioeducativa e seus respectivos responsaveis. Coletaram-se informacoes em 22 estabelecimentos educacionais frequentados pelos mesmos, desde o inicio de suas vidas escolares, em complementacao as entrevistas semiestruturadas realizadas. A analise qualitativa indicou a existencia de dois padroes de trajetorias de escolarizacao, sendo um marcado pela descontinuidade na qualidade das vivencias escolares, com um periodo inicial positivo, que torna-se negativo em seguida; e outro, cuja marca e a continuidade preponderantemente negativa da experiencia, desde o inicio. Implicacoes dessas trajetorias ao surgimento e manutencao de conduta infracional sao discutidas.

Emotions of students involved in cases of bullying

The objective was to estimate the prevalence of school bullying and identify the emotions of students involved. In this cross-sectional and descriptive study, a questionnaire was applied to 232 sixth-grade students of a public school. The results show a large number of students involved in bullying (39.6%): 22.2% were victims and 17.4% were aggressors. Anger was the most frequent emotion experienced by the victims when suffering aggression, while most aggressors reported that no emotions were experienced when abusing their peers. The high prevalence of bullying, its characteristics and the negative consequences that arise make it a public health problem. This study covers the importance of identifying emotions associated with school bullying, a subject seldom explored, which can contribute to the development of integral healthcare delivered to students. DESCRIPTORS: Violence. Bullying. School health. Intersectorial action.Este artigo objetivou estimar a prevalencia de bullying escolar e identificar as emocoes dos estudantes envolvidos. Trata-se de um estudo transversal e descritivo, desenvolvido mediante a aplicacao de um questionario em 232 estudantes do sexto ao nono anos do ensino fundamental de uma escola publica. Dentre os resultados encontrados, destaca-se a grande quantidade de participacao dos estudantes investigados em atos de bullying (39,6%), dos quais 22,2% eram vitimas e 17,4% agressores. A raiva foi a emocao prevalentemente experimentada pelas vitimas durante as agressoes que sofriam. Ja os agressores, em sua maioria, relataram que o fato de agredirem seus colegas nao gerou emocoes. A alta prevalencia do bullying, suas caracteristicas e as consequencias negativas por ele acarretadas o configuram em problema de saude publica. O estudo remete a importância da identificacao das emocoes associadas a ocorrencia do bullying, tema ainda pouco explorado e que pode contribuir na construcao do cuidado integral da saude do escolar.

The effects of a skill-based intervention for victims of bullying in Brazil

This study’s objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students’ individual aspects.

Associações entre Bullying Escolar e Conduta Infracional: Revisão Sistemática de Estudos Longitudinais

O presente estudo consiste de uma revisao sistematica de estudos longitudinais que investigaram a associacao entre bullying escolar e conduta infracional na adolescencia e criminosa na idade adulta. Realizou-se uma busca bibliografica em cinco bases de dados internacionais (ERIC, LILACS, Scopus, PsycINFO e Web of Science) e uma biblioteca eletronica nacional (Scielo). Foram selecionados 13 estudos que atenderam aos criterios de inclusao. A maioria dos trabalhos encontrou associacao estatisticamente significativa entre bullying e cometimento de atos contrarios a lei por adolescentes e adultos. Em alguns deles, a associacao permaneceu significativa apos o controle de outros fatores de risco na infância, sinalizando, assim, ser o bullying um fator de risco independente. Isso reforca a necessidade de se prevenir e enfrentar precocemente o bullying escolar.

School Bonding of Adolescent Offenders

Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This study’s objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlanc’s Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.Students strongly bonded to the educational institution are more motivated to study and less likely to present behavioral problems and/or juvenile delinquency. This studys objective was to verify the existence of variations in school bonding among different groups of adolescents and identify the most problematic aspects among adolescents in conflict with the law from the perspective of Marc LeBlancs Social and Personal Control Theory of Deviant Behavior. The 60 adolescents participating in the study responded to the Portuguese version of the School Scale, part of the Measuring Adolescent Social and Personal Adaptation Scale. The results reveal that the level of school bonding differentiated the groups, showing that offenders who dropped out of school obtained the worst indicators of school bonding when considering investment and commitment levels, as well as attachment to teachers.

Bullying: Conhecimentos, Atitudes e Crenças de Professores

This study’s objective was to investigate whether 6th grade teachers knew, identified and how they intervened in bullying situations occurring in classrooms. Participants were six teachers and the data were obtained through the focus group technique in 2010. Content analysis was used to treat the collected material. The results revealed that the teachers did not have sufficient knowledge concerning the main characteristics of this phenomenon, nor realized how serious it is. Their interventions were mostly occasional and limited to the events they identified and after their occurrence. The teachers reported not being sufficiently prepared to identify and deal with students’ aggressive behavior. Hence, we infer that teacher training is an important aspect that should be addressed in bullying prevention and intervention programs.

Revisão sistemática da literatura sobre intervenções antibullying em escolas

This paper presents a systematic literature review addressing rigorously planned and assessed interventions intended to reduce school bullying. The search for papers was performed in four databases (Lilacs, Psycinfo, Scielo and Web of Science) and guided by the question: What are the interventions used to reduce bullying in schools? Only case-control studies specifically focusing on school bullying without a time frame were included. The methodological quality of investigations was assessed using the SIGN checklist. A total of 18 papers composed the corpus of analysis and all were considered to have high methodological quality. The interventions conducted in the revised studies were divided into four categories: multi-component or whole-school, social skills training, curricular, and computerized. The review synthesizes knowledge that can be used to contemplate practices and intervention programs in the education and health fields with a multidisciplinary nature.

Saúde do escolar: uma revisão integrativa sobre família e bullying

Resumo O “bullying” e um problema de saude publica e, nesta revisao, objetivou-se avaliar a relacao entre o contexto familiar e a ocorrencia do fenomeno. Sua contribuicao original e a abordagem ampliada sobre esse tipo de violencia. Utilizou-se a estrategia SPIDER na construcao do estudo que foi guiado pela questao norteadora: qual o papel da familia no desenvolvimento, manutencao e prevencao do “bullying”? Foram consultadas as bases PsycInfo e Lilacs, e a biblioteca virtual SciELO, a partir dos cruzamentos 1. “bullying and Family” e 2. “bullying and parents”, e seus correlatos em portugues e espanhol. A qualidade metodologica dos estudos foi avaliada segundo criterios de nivel de evidencia. Foram incluidos 27 artigos, publicados entre 2009 e 2013, nos idiomas ingles, espanhol e portugues, com prevalencia de evidencias entre forte e moderada. Nos estudos, o delineamento predominante foi o transversal e a maioria nao indicou o referencial teorico adotado. Aspectos qualitativos do contexto familiar, caracteristicas sociodemograficas e experiencias de violencia em casa foram associados com o envolvimento de escolares em situacoes de “bullying”. Revelou-se que o “bullying” requer intervencoes intersetoriais e sao estimuladas investigacoes com foco nao apenas nas caracteristicas individuais dos estudantes, mas tambem nos contextos.