Aspects of protection and social vulnerability of teenagers in public all-day schools.

Márcia Maria de Souza,Laurena Moreira Pires,Marcelo Medeiros

doi:10.1590/0034-7167-2019-0211

Márcia Maria de Souza, Laurena Moreira Pires + Show 1 more

Open Access

https://doi.org/10.1590/0034-7167-2019-0211

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Abstract

identify and analyze aspects related to social vulnerability of a group of teenagers of a public all-day school with regard to harmful and abusive use of psychoactive drugs. a strategic social study, with a qualitative approach, was carried out with 49 teenagers of a public all-day secondary school. Focus groups were carried out between 2016 and 2017, and the resulting material was transcribed and analyzed by means of thematic content analysis, resulting in the following categories: The family I come from; Birds of a feather; If I'm studying, how can I work?; Drugs: a non-parallel universe. social vulnerability was associated with unequal income distribution, fragile social relations affected by the harmful use of drugs and vulnerability of public all-day schools. Final considerations: all-day schools did not appear as an effective tool to break away with the context of social vulnerability regarding the use of drugs.

Highlights

Adolescence is a period of human development that is marked by biological, psychological and social changes, within a historical, social, cultural and economic context in which individuals are found[1,2]
Studies have pointed out the creation of social ties as a protecting factor for the abusive use of psychoactive drugs and other situations of vulnerability in adolescence, with an emphasis on communication with family and schools regarding qualified hearing to deal with situations of suffering, acknowledgment of changes and risk situations when creating a network of care for these individuals[3,4,5]
From that point of view, social existence is defined by the density of social relations maintained by the individual and their connections with the labor market, allowing for a distinction in four ‘zones’ of social cohesion: integration, social vulnerability, assistance, and disaffiliation[6]. 1) the integration zone is characterized by the association between stable work and solid relational insertion; 2) assistance zone is considered to be a zone in which we find individuals who are not in the labor market as a result of inability, but who, on the other hand, have a solid social insertion obtained by means of assistance schemes; 3) social vulnerability is characterized by a random and changing participation in the labor market, associated with fragile and meaningless social relations

Summary

Introduction

Adolescence is a period of human development that is marked by biological, psychological and social changes, within a historical, social, cultural and economic context in which individuals are found[1,2]. It is a period of permanent search for identity, curiosity, experimentation, feelings of omnipotence and objection, with an inherent condition of vulnerability and need for physical, psychic and moral protection, with undivided attention[1]. Studies have pointed out the creation of social ties (family, school or friends) as a protecting factor for the abusive use of psychoactive drugs and other situations of vulnerability in adolescence, with an emphasis on communication with family and schools regarding qualified hearing to deal with situations of suffering, acknowledgment of changes and risk situations when creating a network of care for these individuals[3,4,5]

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