Navegando por Palavras-chave "School Violence"

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    O impacto da vitimização por bullying na saúde mental do adolescente
    (Universidade Federal de São Paulo (UNIFESP), 2019-11-26) Vieira, Marlene Apolinario [UNIFESP]; Mari, Jair De Jesus [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    Introduction: The negative impact of bullying on the development and mental health of children and adolescents has been increasingly recognized worldwide, including depression, anxiety, self-harm and suicide. Objectives: (1) Check whether exposure to aggressive acts by colleagues and self-perceived victimization by bullying are associated with emotional problems; (2) Estimate the prevalence of exposure to aggressive acts by peers at school (having suffered physical aggression, verbal harassment and / or social manipulation) and victimization by bullying according to the adolescents' perception, checking the differences according to sex and age (11-12 years vs. 13-15 years); (3) Check to what extent the aggression suffered by colleagues is interpreted as victimization by bullying by adolescents; (4) Investigate whether cyberbullying is associated with traditional bullying (physical aggression, verbal harassment, social manipulation) and violence suffered at home and in the community; and (5) Identify factors related to adolescents and their mothers that are interfering with the intensity of the association between self-perception of victimization by bullying and the maternal perception that their son / daughter has been bullied. Method: The original project (longitudinal study entitled “Violence and Children's Rights in Brazil: Can the Cycle of Violence Be Broken?”), Conducted in the city of Itaboraí, Rio de Janeiro, from 2014 to 2016, interviewed an initial population sample of 680 adolescents (11-15 years), whose data will be analyzed by the present cross-sectional study. In the original project, 107 of the 204 census sectors in the municipality were randomly selected. These were mapped to identify the eligible households (residence of children and adolescents aged 6 to 15 years). In each of the 107 sectors, 15 eligible households were drawn xii to participate in the study, and the initial sample had 1,409 subjects (6-15 years old, participation rate of 87.8%), among them, 720 adolescents. Standardized questionnaires were applied individually at home by trained interviewers to all mothers and 680 adolescents (participation rate of 94.4%). A 15-item scale was used to investigate colleagues' exposure to aggressive acts. After presenting the definition of bullying (which implies feeling hurt, hurt or harmed by the aggressions suffered), the teenager is asked how often he has been a victim of bullying in the last six months. The Strengths and Difficulties Questionnaire (SDQ) and Youth Self-Report (YSR) tracking instruments were used to assess adolescents' mental health. Results: Self-perceived victimization by bullying, but not exposure to aggressive acts by colleagues, was associated with emotional problems at the clinical level reported by adolescents. In the last six months, the prevalence of exposure to one or more acts of aggression by colleagues was 21.9% (higher among boys, with no variation by age group), while the prevalence of self-perceived victimization by bullying was 5 , 5% (without variation by sex, higher among younger people). Among adolescents exposed to one or more acts of aggression by colleagues, only 20.0% considered themselves victims of bullying (this rate was higher among younger people and there was a tendency to be higher among girls). Adolescents exposed to three concomitant types of aggression by peers (physical aggression, verbal harassment and social manipulation) and those who considered themselves victims of bullying were more likely to experience cyberbullying. The association between self-perception of victimization by bullying and maternal perception exists when adolescents do not have internalization problems at the clinical level (symptoms of depression and anxiety) and when mothers have an education of eight years or more. Conclusions: Victimization by bullying is present among low-income adolescents in Brazil, but not every adolescent exposed to aggressive acts by colleagues at school considers himself a victim of bullying. Girls and young people are more likely to interpret the aggressions suffered as bullying. The absence of internalization problems among adolescents and the greater maternal education favor the maternal perception that bullying is occurring with their children. Cyberbullying is associated with traditional bullying. Self-perceived victimization by bullying is associated with emotional problems among adolescents, deserving interventions that can minimize it. Our results will be useful to guide the development of future models of intervention and prevention of violence in the school context.
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    Representação da escola no cinema um estudo sobre o filme Detachment
    (Universidade Federal de São Paulo (UNIFESP), 2019-08-22) Silva, Carolina Cunha Da [UNIFESP]; Dias, Marian Avila De Lima E [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research aims to study the representation of the school in the movies, more specifically in Detachment, starting from the following questions: What subjects rise in this representation of the school? What relationships are prioritized: the institutional or the affective ones? The theoretical references adopted were the conceptions of cinema in the works of Walter Benjamin, Theodor Adorno and Max Horkheimer as well as the critical analysis of the society brought in their works, with the comprehension of the decline of experience as an interference of the ideology of the industrial society in the subjectivities. The method consists in the film analysis allied to the literature and documental review of the subjects in the movie. The results point that this representation of the school depictures a strong marketing bias in the school management given by the policies implemented by the reforms in the public educational system of the United States, resulting in a lack of a democratic management, the accountability, that charges the school professionals for the performance of the students by punishments and rewards and a continuing of the social and racial segregation, mainly in gentrified neighborhoods. It is possible to note a criticism upon these reforms, but aiming to redeem an ideal of democracy manifested in the Constitution of the United States, valuing the participation of the civil society; it can be seen in the main character, a substitute teacher by choice, who is not able to act in a transforming way inside the school, symbolized in the suicide of the student Meredith, but as an individual, rescues a young adolescent from the streets and the prostitution. The film prioritize the affective relationships and the emotional states of the characters who are part of the school, with a material and psychological degradation in the depicture of the teachers, as an acknowledgement of a teaching profession malaise, as well as the prioritization of the representation of the violence, through scenes of bullying, prejudicial discourses by the teachers, fights, violence against the teachers, cruelty to animals and suicide. When related to the organization of the society, these events can be seen as a consequence of the coldness of the industrial ideology, in a negligence of the affects, also in the way it thinks about education.