Objective: To analyze the association between the work context and the presence of Minor Psychiatric Disorders (MPD) in Civil Police officers from Porto Alegre, Brazil. Methods: This is a mixed, sequential and exploratory study. The sample was constituted by 237 police officers for the quantitative stage, and 20 for the qualitative stage. General worker's data, lifestyle and information about the work were asked, and the Self-Report Questionnaire-20 instrument was applied. In the qualitative stage, semi-structured interviews and thematic analysis were carried out. For quantitative data, descriptive and inferential statistics were used. Results: The prevalence of minor psychiatric disorders was 26.2% (n = 62). Accelerated work pace (PR = 1.535; 95%CI = 0.911-2.605), health treatment (PR = 1.752; 95%CI = 0.987-3.010) and psychological treatment (PR = 2.704; 95%CI = 1.604-4.516) were associated with a higher prevalence of MPD. While, police officers with the following characteristics: most motivation at work (PR = 0.721; 95%CI = 0.579-0.897), more eight hours of sleep per day (PR = 0.747; 95%CI = 0.574-0.971), healthy eating (PR = 0.545; 95%CI = 0.320-0.946) and having children (PR = 0.731; 95%CI = 0.523-0.986) were associated with a lower prevalence of MPD. In the qualitative stage, two categories and four subcategories emerged related to the work context and the psychiatric changes in the police officers: “Work context of the Civil Police” and “Work and psychiatric changes”. Conclusion: A high prevalence of MPDs was evidenced, as well as their association with the work context.
Objective: the study reports the experience of health education-themed school violence, through questionable methodology against the backdrop of a public school in a city in the northwestern state of Rio Grande do Sul. Methodology: data were collected through six educational workshops held students with 13 students in the first year of high school in the months from March to November 2012. Results: generating themes / addressed were: types of violence and actions of peace, limits and respect, drugs, street violence and violence in the slums; role of peace in school and socializing. Conclusions: the problematizing pedagogy was experienced by students in a movement of thought and action in the face of existential reality with the issue of school violence and there was greater commitment to action driving the culture of peace. Descriptors: Health Education. Nursing. Violence. RESUMO Objetivo: o estudo relata a experiência de educação em saúde com a temática violência escolar, por meio da metodologia problematizadora tendo como cenário uma escola pública de um município do noroeste do estado do Rio Grande do Sul. Metodologia: os dados foram coletados por meio de seis oficinas pedagógicas realizadas com 13 alunos estudantes do primeiro ano do ensino médio nos meses de março a novembro de 2012. Resultados: os temas geradores/abordados foram: tipos de violência e ações de paz; limites e respeito; drogas, violência nas ruas e violência nas favelas; protagonismo de paz na escola e confraternização. Conclusões: a pedagogia problematizadora foi vivenciada pelos alunos num movimento de pensar e agir diante da realidade existencial com a temática violência escolar e observou-se maior comprometimento com ações propulsoras da cultura da paz. Descritores: Educação em Saúde. Enfermagem. Violência. RESUMÉN Objetivo: el estudio muestra la experiencia de la violencia en las escuelas de educación con temas de salud, a través de metodología cuestionable en el contexto de una escuela pública en una ciudad en el noroccidental estado de Rio Grande do Sul. Metodología: los datos fueron recolectados a través de seis talleres de capacitación y formación estudiantes con 13 estudiantes en el primer año de la escuela secundaria en los meses de marzo a noviembre de 2012. Resultado: generando themes / abordados fueron: tipos de violencia y las acciones de la paz, los límites y el respeto, las drogas, la violencia callejera y la violencia en los barrios pobres, el papel de la paz en la escuela y socializar. Conclusiones: la pedagogía problematizadora fue experimentado por los estudiantes en un movimiento de pensamiento y acción en contra de la realidad existencial de la cuestión de la violencia escolar y había un mayor compromiso con la acción de conducir la cultura de paz. Descriptores: Educación en Salud. Enfermeira. Violencia.
Este trabalho teve como objetivo analisar a inserção de um Aterro de Inertes na Vila Torres, bairro este localizado na cidade de Curitiba, bem como expor o impacto social que o aterro de inertes teve na vida dos moradores da região. Para compreensão e melhor análise desse estudo, descreveu-se a origem da Vila, as condições enfrentadas pelos moradores da região e, desta forma, analisou-se o impacto da coleta seletiva na vida dos cidadãos que têm nesses serviços a base de subsistência de suas famílias. PALAVRAS-CHAVE: Vila Torres; Curitiba; Reciclagem; Aterro de inertes.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
334 Leonard St
Brooklyn, NY 11211
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.