Context Of Social Vulnerability Research Articles

Health Education Initiatives for People Who Have Experienced Prison: A Narrative Review.

Due to the selectiveness of criminal systems and the context of social vulnerability, there is a high prevalence of health problems among individuals with a history of incarceration. When there is an insufficient level of health care, prior clinical conditions can worsen, and health education can be a response to this problem. Health education is a process of building health knowledge that is intended to facilitate thematic appropriation by the population that enables people to access, understand, and use health-related information for health improvement. In the context of criminal justice, health education can contribute to the successful transition of people who have experienced prison from their custody to the community setting. This study aimed to identify, synthesize, and critically evaluate peer-reviewed evidence concerning health education initiatives developed during or after incarceration aimed at people released from prison. A narrative review methodology was used to analyze 19 studies about health education interventions for prisoners or people who were arrested. Initiatives were identified in five countries, which showed differences in approaches, with motivational interviewing and group sessions standing out in the studies. All of them were grouped into the following themes: HIV and other sexually transmitted infections, alcohol, opioids and other substances, tuberculosis, and women's health. We have not performed a quality assessment of the studies included (using checklists such as PRISMA, AMSTAR, or SANRA) as this study is a narrative review and was not intended to be a systematic review or meta-analysis. This review has the potential impact of informing future health education initiatives and policies for individuals transitioning from prison.

Ethical Planning in Conducting a Research Project

Countries that still do not have a national normative document on research ethics, like most African and Latin American countries, have taken the Declaration of Helsinki as a reference for ethical guidance to researchers and members of ethics committees. However, the literature has shown that the latest revisions of this declaration have tended to favor the interests of central countries and their industries, mainly through the more flexible acceptance of greater risks and smaller benefits. Even when there are norms adequate to the reality of each country, the ethical planning of a research goes far beyond the simple bureaucratic fulfillment of the norms that guide the presentation of a protocol and a consent term to a research ethics committee. It presupposes an in-depth reflection on the methodological procedures themselves that will involve the participants and on the ways in which they interact with the socioeconomic and cultural contexts of these participants' daily lives. In developing countries, consideration of social vulnerability, especially with regard to poverty and low levels of education, is a central element in this planning. I intend to discuss this planning taking the three classic axes of research subject protection: obtaining consent, minimizing risks and maximizing benefits in their relationship with contexts of social vulnerability in three modalities of health research: those that handle information from identifiable subjects, such as clinical protocols; those using interviews and questionnaires; and clinical trials for new drugs.

Educação infantil e pandemia da covid-19: ações dos burocratas de médio escalão na Baixada Fluminense

ABSTRACT The current article is a research clipping aimed at mapping actions associated with early childhood education that were taken by ten municipalities in Baixada Fluminense during the covid-19 pandemic, based on conversations with mid-level bureaucrats accounting for managing municipal education institutions. The adopted methodology comprised virtual meetings and questionnaire application. Remote teaching was adopted by these municipalities as temporary alternative to maintain the school year running, although there were many contradictions about the adopted pedagogical approach. This option has disregarded the fact that many children lived in social vulnerability contexts and that their families were concerned with material issues associated with subsistence, as well as with poor access to technological devices and services. Results have pointed towards disarticulation among federated entities, a fact that has hindered coordinators’ actions. Thus, it is essential thinking about the place of these professionals in State’s bureaucracy.

Attrition and social vulnerability during 2-year-long structured care in type 2 diabetes, the ERMIES randomized controlled trial

BackgroundDiabetes self-management education is exposed to attrition from services and structured ambulatory care. However, knowledge about factors related to attrition in educational programs remains limited. The context of social vulnerability due to low income may interfere. The aim of this study was to identify the sociodemographic, clinical, psychometric, and lifestyle factors associated with attrition from the ERMIES multicentre randomized parallel controlled trial (RCT) that was interrupted due to the combination of both slow inclusion and high attrition.MethodsThe ERMIES trial was performed from 2011 to 2016 on Reunion Island, which is characterized by a multicultural population and high social vulnerability. The original objective of the RCT was to test the efficacy of a2-year structured group self-management education in improving blood glucose in adult patients with nonrecent, insufficiently controlled type 2 diabetes. One hundred participants were randomized to intensive educational intervention maintained over two years (n = 51) versus only initial education (n = 49). Randomization was stratified on two factors: centres (five strata) and antidiabetic treatment (two strata: insulin-treated or not). Sociodemographic, clinical, health-care access and pathway, psychometric and lifestyle characteristics data were collected at baseline and used to assess determinants of attrition in a particular social context and vulnerability. Attrition and retention rates were measured at each visit during the study. Multiple correspondence analysis and Cox regression were performed to identify variables associated with attrition.ResultsThe global attrition rate was 26% during the study, with no significant difference between the two arms of randomization (9 dropouts out of 51 patients in the intervention group and 17 out of 49 in the control group). Male gender, multiperson household, low household incomes (< 800 euros), probable depression and history of hospitalization or medical leave at inclusion were associated with a higher risk of attrition from the study in multivariate regression.ConclusionsSocial context, vulnerability, and health care history were related to attrition in this 2-year longitudinal comparative study of structured care. Considering these potential determinants and biases is of importance in scaling up interventions aimed at the optimization of long-term care in type 2 diabetes mellitus.Trial registrationID_RCB number: 2011-A00046-35, Clinicaltrials.gov number: NCT01425866 (Registration date: 30/08/2011).Source of funding: Ministry of Health, France.

OBSTETRIC VIOLENCE AN ANALYSIS OF SOCIAL REPRESENTATIONS

The aim of this study is to investigate how obstetric violence occurs in the Brazilian context on the basis of gender, race and social class. In this way, it seeks to understand how social exclusion can be a contributing risk factor for the violation of women's rights in their pregnancy-puerperal cycle. The present literature suggests that the context of social vulnerability and the power relations fostered in the hospital environment are configured as practices that threaten a healthy pregnancy and contribute to the occurrence of this reality in Brazil.

User Studies, Mediation of Information and Information Literacy in the Contexts of Social Vulnerability: Possible Dialogues

This article seeks to trace the convergences between the sub-areas/disciplines of user studies, mediation of information and information literacy aimed at the contexts of social vulnerability, seeking to present more holistic views that contribute to the discussions of the area and for the development of social, digital and cultural protagonism of unfortunate groups. In this sense, the methodological procedures were established through the ends as a qualitative, exploratory and descriptive research, seeking to discuss the theoretical-conceptual assumptions and the possible dialogues among the themes brought. Also, the study is classified as bibliographic, since it used reading, analysis and interpretation of concepts and theories about the themes brought up, seeking to present such assumptions and dialogues around the bias of the social perspective of Information Science. As a result of the discussion, it is understood that user studies, mediation of information and information literacy can be considered interference actions, as they are concerned with the understanding and training of critical and reflective citizens in the face of socio-informational realities. The set of these actions consolidates an investigative posture of both the one who teaches as well the apprentice, as it allows empowerment and emancipation in the tangle of available information.

Stories of women on consumption and morality in contexts of vulnerability

Based on research data obtained from two different contexts of social vulnerability in Brazil, this paper will analyze consumption strategies and how they are perceived. The leading figures of these stories are female peasants, beneficiaries of the Bolsa Família Program and women living in urban areas who had their income reduced because of the COVID-19 pandemic and had therefore to join the Boleto+1 Facebook group. Among female farmers, the ethnographic research was conducted between 2016 and 2018, while the research with Boleto+1 members was carried out in 2020, in the first months of the pandemic, via digital platforms.

Two Sides of the Same Coin: Fluid Intelligence and Crystallized Intelligence as Cognitive Reserve Predictors of Social Cognition and Executive Functions Among Vulnerable Elderly People.

The concept of cognitive reserve –CR– postulates two forms that prevent cognitive impairment: neural reserve and neural compensation. Both have been primarily linked to the protective role played by genetic factors, educational level, occupation or socioeconomic status. Though it is true that it has been related to executive functions, so far very little attention has been paid to its predictive capacity with other variables more related to social cognition and psychosocial adaptation. Considering socially vulnerable contexts with reduced cultural capital and educational levels, the neural reserve function would be the most relevant and best predictor of aspects related to social cognition and executive functions. We suggest that variables such as fluid and crystallized intelligence influence social cognition and executive functions. This study included a sample of 27 participants over 60 years old from varied contexts of social vulnerability. The procedure included data collection using various cognitive measures. Results show that elderly people with high intelligence—mainly fluid intelligence—have better executive functions, emotional recognition and theory of mind. These results focus on cognitive reserve and its importance because they show that elderly people in vulnerable contexts who strengthen these aspects protect themselves against the deterioration of cognitive skills. This study is the first preliminary research to present a relationship between cognitive reserve and social cognition factors in elderly subjects. Fluid intelligence functions as a highly related factor to protect the performance of executive functions, along with other social-cognitive factors relevant to facilitating the conditions of social adaptation.

Geodesign Experiments in Areas of Social Vulnerability in the Iron Quadrangle, Minas Gerais, Brazil

This paper presents and discusses the use of methodologies for shared and participatory planning through Geodesign, in areas of irregular occupation and social vulnerability in the urban areas of the Iron Quadrangle, Minas Gerais, Brazil. It is illustrated by the development of four case studies with varying degrees of complexity, participation, and impact as a support for opinion building or decision making. The work encompasses different applications of digital support platforms, from web-based to off-line, as well as their methodological variations, adopted according to the goals of each case study. They vary according to space, the profile of the participants (ages), technological platform, methodological steps, but they all share support for opinion making. We conclude by suggesting optimal methodological choices for different contexts of social vulnerability, regarding the evolution of urban planning processes. We argue in favor of Geodesign as a framework for the planning of irregular housing occupations, as it is flexible enough to deal with different scenarios.

O ato infracional como expressão da vulnerabilidade social no atendimento da justiça restaurativa

This paper investigates restorative justice in the care of adolescents who committed an infraction from a context of social vulnerability. We conducted semi-structured interviews with teenagers, family members, facilitators, and members of the social protection network of four Brazilian cities: Caxias do Sul-RS, Ponta Grossa-PR, Belem-PA, and Santarem-PA. The participants testimonies were correlated with secondary quantitative data available in databases. We conclude that tackling the conditions of social vulnerability through intersectoral articulation is a necessity in restorative juvenile justice.

Género, vulnerabilidad y educación en países iberoamericanos. Un análisis desde la interculturalidad crítica

El presente artículo analiza la influencia de la educación formal en distintas mujeres pertenecientes a culturas minorizadas dentro del contexto iberoamericano, y que se han desarrollado en entornos vulnerables a la exclusión social. Para ello, se parte de un marco conceptual centrado en el vínculo entre la interculturalidad crítica y el género, como dos categorías que permiten comprender la relación entre distintas dimensiones de la desigualdad, y a partir del cual se identifican los factores educativos asociados a la transformación de las condiciones que la propician. A través del análisis de contenido cualitativo de cinco experiencias socioeducativas de distintas mujeres, se explora la educación intercultural como un factor que posibilita la generación de cambios en las condiciones personales y sociales que fomentan la exclusión. Los resultados indican que los procesos educativos interculturales y la construcción de un pensamiento crítico son los factores más relevantes que intervinieron en sus historias de vida como agentes de cambio. Se concluye destacando la necesidad de procesos educativos interculturales y críticos dentro de los ámbitos formales de la educación para la creación de sociedades más justas y democráticas, así como la importancia de que las mujeres pertenecientes a los sectores más excluidos de la población sean las protagonistas de dichos procesos.

Punição física em casa e reprovação escolar relacionadas ao bullying

Introdução: Várias situações podem afetar o desenvolvimento e a saúde de crianças e adolescentes em idade escolar. O bullying, que se caracteriza por um conjunto de comportamentos agressivos, intencionais e repetitivos, marcado pelo desequilíbrio de poder entre vítimas e agressores, é uma das mais graves problemáticas nesse sentido, pois ocorre em um contexto em que se pressupõe segurança e o desenvolvimento da sociabilidade. Por isso esse estudo foi desenvolvido, para ampliar a compreensão sobre esse fenômeno, contemplando variáveis ignoradas em muitos estudos (interações familiares, modos de disciplina e fracasso escolar).&#x0D; Objetivo: Analisar a participação de estudantes em situações de bullying e suas experiências de vulnerabilidade “apanhar em casa” e “reprovaçãoescolar”.&#x0D;  &#x0D; Método: Participaram do estudo 409 estudantes, entre 8 e 16 anos, do 3º ao 7º ano do Ensino Fundamental de duas escolas públicas. Os dados foram coletados por meio de um questionário com perguntas estruturadas com finalidade de descrever os possíveis papéis de participação no bullying e caracterizar os estudantes quanto ao contexto de vulnerabilidade social em que se encontravam. Foram considerados como indicadores de vulnerabilidade: renda per capita, escolaridade da população adulta, condições de moradia e índices de criminalidade/violência. Duas escolas foram cenário da pesquisa. Os dados foram analisados por meio de estatística inferencial com o uso dos testes Quiquadrado, para verificar a associação entre as variáveis, U de Mann-Whitney e Kruskal Wallis para comparação entre grupos.&#x0D; Resultados: Encontrou-se que apanhar em casa foi associado ao envolvimento dos estudantes em situações de bullying como vítimas, vítimas-agressoras e agressores. Esses estudantes também se diferenciaram em relação aos anos de reprovação escolar e frequência de punição física quando comparados com estudantes não envolvidos em situações de bullying. Estudantes classificados como vítimas agressoras demonstraram maior vulnerabilidade em relação às variáveis investigadas. Não houve diferenças significativas na comparação entre o sexo dos participantes e o envolvimento em situações de bullying.&#x0D;  &#x0D; Conclusão: Observou-se que a punição física utilizada como estratégia de disciplina em casa e a reprovação escolar são fatores que aumentam a vulnerabilidade dos estudantes em relação à prática do bullying ou à vitimização. Os dados sinalizam que é necessário incluir as famílias nasações de intervenção antibullying. Ao mesmo tempo, é preciso considerar que essa inclusão não deve ficar restrita ao campo da educação ou daescola. É preciso pensar de forma intersetorial, principalmente incluindo as equipes de saúde da família que possuem momentos junto às famílias e que podem ser utilizados para pensar as técnicas de disciplina e o modo como os filhos, crianças e adolescentes são disciplinados em casa.&#x0D;  

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

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.

A interferência da vulnerabilidade social sobre as oportunidades educacionais nos territórios urbanos

Este artigo advém de pesquisa que visou identificar na literatura fatores de contextos de vulnerabilidade social, que interferem na escola e podem influenciar as oportunidades educacionais nessas localidades. Para tanto, fez-se busca no Scielo, em 2017, sobre o tema. A análise do referencial denotou que há um conjunto de elementos externos e internos à instituição escolar, advindos da vulnerabilidade do território, que influenciam suas atividades administrativas e pedagógicas, como: maior carência de instrumentos promotores de bem-estar social na região; homogeneidade do corpo discente; seleção de alunos e professores; rotatividade de profissionais; formação profissional insuficiente; representação negativa dos alunos; simplificação de conteúdos e menor tempo dedicado às práticas educacionais. Conclui-se que esses elementos interferem e dificultam o desenvolvimento das funções da escola enquanto promotora de conhecimentos e acabam criando ou reforçando desigualdades educacionais.

Differences and similarities in women living and not living with HIV: contributions by the GENIH study to sexual and reproductive healthcare.

This quantitative study in the city of São Paulo, Brazil, compared contexts of social vulnerability and sexual and reproductive behavior in a sample of 975 women living with HIV/AIDS (WLHIV) and 1,003 women not living with HIV, the latter recruited among users of the primary healthcare system. WLHIV experienced situations of greater vulnerability that potentially increased their risk of HIV infection and unplanned pregnancy and abortion. Compared to women users of the primary healthcare system, WLHIV reported higher rates of drug use, sex for money, exposure to intimate partner violence, difficulties in access to services for prevention and early diagnosis, unplanned pregnancies, induced abortion, and teenage pregnancy. A considerable number of the women users of the primary healthcare system shared these same experiences, but at lower rates. The identification of contexts of vulnerability and the integration of HIV testing services with sexual and reproductive health services should constitute lines of care for these women, both in specialized and primary care services.

Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts

This paper investigates the behavior of children from low socioeconomic status families and examines the effects of a socioemotional education program on aggression in children. The results of the program are compared according to the children’s gender and age, the family structure, the parents’ educational attainment, and social status. The results show that applying socioemotional education programs reduces children’s aggression and encourages positive development during adolescence. This positive development fosters open, expressive behavior.

Adultos mayores en San Luis Potosí. Intercambio y trabajo

En diversas partes del mundo se han diseñado estrategias públicas para enfrentar el envejecimiento de las poblaciones, cuyas repercusiones múltiples inciden en varias dimensiones, como la salud individual y la economía de los países. El tipo de estrategia responde al sistema de seguridad social de cada país, a los patrones culturales de las poblaciones y a una determinada definición de la vejez y calidad de vida. En México, la provisión de seguridad social y cuidado en situaciones de vulnerabilidad física o económica ha descansado preponderantemente en las redes sociales y de parentesco, por lo que el diseño de políticas públicas debe considerar estos factores, lo que implica atender el cruce de biografías y eventos entre varias generaciones. Esta investigación se enfocó en las narrativas de personas adultas mayores en contextos de vulnerabilidad social, desde donde se recabaron sus reflexiones sobre sus trayectorias de vida, los mecanismos utilizados para su supervivencia y las sugerencias para la intervención gubernamental en su situación actual. Los resultados enfatizan dos aspectos: la importancia del intercambio a través de las redes de ayuda mutua y el trabajo como el bien más preciado para ubicarse en las redes, así como para mantenerse en control de su vida.Este documento descifra el vínculo existente entre tales elementos partiendo de dichas narrativas. Los resultados apoyan la importancia del intercambio en situaciones de vulnerabilidad con ausencia de seguridad social y enfatizan el papel que tiene el trabajo para las personas adultas mayores como el bien más preciado que poseen tanto para intercambiar como para mantenerse en control de su vida.

Psychologists in public health: Historical aspects and current challenges.

This article presents the historical context of the insertion of psychology, as a profession, in health policies in Brazil, in order to understand its current challenges. Analysis was based on a non-systematic literature review about professional training, practice, and research in psychology. Three challenges were identified: working in high social vulnerability contexts, practice in multidisciplinary teams and the need to expand the research agenda. We conclude that dealing with these challenges will depend on the area's capacity to reinvent itself and become more permeable to interdisciplinary dialogue.

Racionalidad instrumental y prácticas de gestión en jefes técnicos de liceos de la Araucanía

&lt;p class="RESUMENCURSIVA"&gt;&lt;span lang="ES-TRAD"&gt;El objetivo del estudio fue develar la racionalidad que subyace a las prácticas de gestión de los Jefes de Unidad Técnico Pedagógica en liceos situados en contextos de vulnerabilidad social en la Araucanía. Los instrumentos de recogida de in formación fueron entrevistas semiestructuradas y lectura de textos escritos. Los sujetos de estudio fueron 24 jefes técnicos y 28 profesores/as de cada uno de los centros. Se planteó un método cualitativo descriptivo con un diseño de caso instrumental, en base a la teoría fundamentada construccionista y el método comparativo constante. Los resultados develan la inexistencia de la consideración de criterios epistemológicos respecto de las funciones generales que deben cumplir. Además, las prácticas de los jefes técnicos se orientan desde una “racionalidad instrumental” anclada en la conducción basada en el control y en el poder que le otorga el cargo.&lt;/span&gt;&lt;/p&gt;&lt;p class="RESUMENCURSIVA"&gt; &lt;/p&gt;

Social support and intergenerational contact: studying elderly patients with cognitive alterations

The aim of this study was to investigate the relationship between social support to elderly patients with cognitive alterations in different contexts of social vulnerability and the presence of children living in the same household. A descriptive, cross-sectional study assessed 85 elderly individuals in different contexts of social vulnerability; all of them presented results below the cut-off point in the mini mental state examination. All ethical guidelines were respected. A sociodemographic and family characterization tool, the mini mental state examination, and the Medical Outcomes Study (MOS) were applied. The results showed good levels of social support received by elderly individuals and a statistically significant correlation between the extent of emotional support and the presence of children in the household (t=2.16, p&lt;0.01). These results enable a better understanding on the relationships between elderly people and children by evidencing that intergenerational contact favors the perception of satisfactory social support by the elderly.