Microsoft PowerPoint 3.0 Template - Escola Nacional de Saúde ...
Microsoft PowerPoint 3.0 Template - Escola Nacional de Saúde ...
Microsoft PowerPoint 3.0 Template - Escola Nacional de Saúde ...
Create successful ePaper yourself
Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.
Universida<strong>de</strong> Nova <strong>de</strong> Lisboa<br />
<strong>Escola</strong> <strong>Nacional</strong> <strong>de</strong> Saú<strong>de</strong> Pública<br />
2006 LA SN<br />
<strong>Template</strong>: Stripesv.ppt<br />
Salutogénese<br />
e Paradigmas da Saú<strong>de</strong> III<br />
O sentido <strong>de</strong> coerência<br />
operacionalização <strong>de</strong> um conceito que influencia<br />
a saú<strong>de</strong> mental e a qualida<strong>de</strong> <strong>de</strong> vida<br />
LASN 4 & 11 julho 2007<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
© 1999, LA SABOGA NUNES<br />
Paradigmas complementares<br />
<strong>Template</strong>:<br />
Patogénico<br />
A orientação patogénica, caminha<br />
para a <strong>de</strong>scoberta daquilo que<br />
leva ao aparecimento da<br />
doença e foca a gestão dos<br />
efeitos <strong>de</strong> doenças particulares.<br />
Salutogénico<br />
estratégia pro-activa baseada<br />
na PROMOÇÃO<br />
... coloca as pessas num continuum doença - saú<strong>de</strong><br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
comprehensibility<br />
capacida<strong>de</strong> <strong>de</strong><br />
compreensão.<br />
(Ccom)<br />
resume a maneira<br />
como o indivíduo<br />
apreen<strong>de</strong> os estímulos<br />
intrínsecos ou<br />
extrínsecos como<br />
informação or<strong>de</strong>nada,<br />
consistente, clara e<br />
estruturada<br />
<strong>Template</strong>:<br />
Primeira componente <strong>Microsoft</strong> do SCO <strong>PowerPoint</strong> <strong>3.0</strong>
manageability<br />
capacida<strong>de</strong><br />
<strong>de</strong> gestão<br />
<strong>Template</strong>:<br />
(CGma)<br />
consiste na<br />
percepção que o<br />
indivíduo<br />
duo<br />
<strong>de</strong>senvolve dos<br />
recursos pessoais ou<br />
sociais que estão ao<br />
seu alcance para<br />
satisfazer as<br />
exigências<br />
requeridas pela<br />
situação <strong>de</strong><br />
estímulo.<br />
Segunda componente do <strong>Microsoft</strong> SCO <strong>PowerPoint</strong> <strong>3.0</strong>
Meaningfulness<br />
capacida<strong>de</strong> <strong>de</strong><br />
Investimento<br />
(CImea)<br />
refere a capacida<strong>de</strong> <strong>de</strong><br />
sentido que o sujeito<br />
retira dos acontecimentos<br />
<strong>de</strong> vida, e por isso<br />
encontra razão para neles<br />
investir a sua energia e<br />
interesse.<br />
<strong>Template</strong>:<br />
Terceira componente do <strong>Microsoft</strong> SCO <strong>PowerPoint</strong> <strong>3.0</strong>
Health for all for the twenty-first century : the health<br />
policy for Europe, Copenhagen : WHO, 1997, p. 28<br />
Mental health problems probably constitute<br />
the largest health problem in the European<br />
Region. Although prevalence varies, it is<br />
estimated that on average 1 in 20 people<br />
suffer from serious mental disor<strong>de</strong>r, and<br />
three times as many from less severe, but<br />
important, , mental distress.<br />
<strong>Template</strong>: Stripesv.ppt<br />
Situation analysis<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Mudanças<br />
as perante a “saú<strong>de</strong>”<br />
In today’s society no one can avoid<br />
confronting stressful situations<br />
and setbacks, and the way in<br />
which people react to such stress<br />
is a <strong>de</strong>cisive factor for their<br />
mental health. . A more positive<br />
approach to mental health should<br />
therefore be <strong>de</strong>veloped<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong><br />
Health for all for the twenty-first century : the health policy for Europe, Copenhagen : WHO, 1997, p. 67
Health 21 – Chap.4 - TARGET 4 –<br />
HEALTH OF YOUNG PEOPLE<br />
In particular:<br />
4.1 children and adolescents<br />
should have better life skills<br />
and the capacity to make<br />
healthy choices;<br />
BY THE YEAR 2020, YOUNG PEOPLE IN THE<br />
REGION SHOULD BE HEALTHIER AND BETTER<br />
ABLE TO FULFIL THEIR ROLES IN SOCIETY.<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong><br />
Health for all for the twenty-first century : the health policy for Europe, Copenhagen : WHO, 1997
4.2 mortality and disability from<br />
violence and acci<strong>de</strong>nts involving young<br />
people should be reduced by at least<br />
50%;<br />
4.3 the proportion of young people<br />
engaging in harmful forms of<br />
behaviour such as drug, tobacco,<br />
and alcohol consumption should<br />
be substantially reduced;<br />
4.4 the inci<strong>de</strong>nce of teenage<br />
pregnancies should be reduced<br />
by at least one third.<br />
Health for all for the twenty-first century : the health policy for Europe, Copenhagen : WHO, 1997,<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Proposed strategies:<br />
A sense of coherence and belonging<br />
• Health is created if people are confi<strong>de</strong>nt that<br />
life is manageable and meaningful, and if<br />
they have a<strong>de</strong>quate resources (mental,<br />
physical, emotional, social and<br />
material) to meet whatever <strong>de</strong>mands<br />
are placed on them. As a<br />
sense of coherence and belonging<br />
must be built up...<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong><br />
Health for all for the twenty-first century : the health policy for Europe, Copenhagen : WHO, 1997,
Proposed strategies:<br />
health outcomes can be significantly<br />
improved if general practitioners are<br />
better trained in <strong>de</strong>tecting and <strong>de</strong>aling<br />
with their patients’ mental stress and<br />
other health problems and given better<br />
tools to carry out such work. The<br />
systematic use of simple screening tools<br />
(such<br />
as WHO’s short standard<br />
questionnaires) can dramatically increase<br />
the effectiveness (of)) general<br />
practitioners...<br />
Health for all for the twenty-first century : the health policy for Europe, Copenhagen : WHO, 1997, p. 28<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Operacionalização<br />
do conceito do SCO<br />
<strong>Template</strong>:<br />
• Questionário<br />
orientação<br />
para<br />
viver <strong>de</strong> 29 itens<br />
• consistência interna<br />
• valida<strong>de</strong><br />
convergente: : locus<br />
<strong>de</strong> controlo<br />
discriminante:<br />
ansieda<strong>de</strong><br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Validação<br />
do instrumento QOV<br />
variáveis<br />
veis interferentes<br />
transculturalida<strong>de</strong><br />
sexo<br />
ida<strong>de</strong><br />
<strong>Template</strong>:<br />
estratificação<br />
social<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Objectivos<br />
<strong>Template</strong>: Stripesv.ppt<br />
• Re<strong>de</strong>finir e caracterizar o stresse<br />
• Caracterizar o SCO<br />
• Descrever as componentes Ccom,<br />
CGma e CImea como estratégias<br />
<strong>de</strong> promoção da saú<strong>de</strong> e<br />
reconhecer a existência <strong>de</strong> RGR<br />
como organizadores<br />
negantrópicos<br />
• Aferir a valida<strong>de</strong> e a fi<strong>de</strong>lida<strong>de</strong><br />
do instrumento QOV<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
© 1999, LA SABOGA NUNES<br />
<strong>Template</strong>: Stripesv.ppt<br />
Hipóteses<br />
• Hi o : Não há diferença entre os diferentes grupos<br />
nos níveis SCO;<br />
• fi<strong>de</strong>lida<strong>de</strong> do instrumento e estrutura factorial<br />
Hii o : O SCO não apresenta variabilida<strong>de</strong>,<br />
consistindo a Ccom, a CImea e a CGma facetas<br />
<strong>de</strong> uma única realida<strong>de</strong> psicométrica<br />
• valida<strong>de</strong> convergente e discriminante<br />
Hiii o : O SCO não ten<strong>de</strong> a co-variar<br />
consistentemente com o locus <strong>de</strong><br />
controlo e o apoio social em situações <strong>de</strong><br />
apreciação e <strong>de</strong> promoção <strong>de</strong> saú<strong>de</strong>.<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Plano <strong>de</strong> amostragem<br />
C. O.do Douro N= 131<br />
ESE Santarém N= 627<br />
S Santarém N= 1558<br />
C+S A. Vedros N= 820<br />
BAU Barreiro N= 80<br />
teste<br />
98<br />
160<br />
101<br />
36<br />
Re-teste<br />
25<br />
4<br />
Lista U. <strong>de</strong> Saú<strong>de</strong><br />
<strong>de</strong> Alhos Vedros N=1750<br />
<strong>Template</strong>: Stripesv.ppt<br />
n=349<br />
197 163<br />
34<br />
HSC <strong>Nacional</strong> N= 551 226 85 32<br />
n=226<br />
643 95<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Instrumentos <strong>de</strong> Pesquisa<br />
• http://www.angelfire.com<br />
www.angelfire.com/ok/ /ok/soc<br />
• 390 títulos<br />
Página na<br />
internet<br />
<strong>Template</strong>: Stripesv.ppt<br />
• plano correlacional (1) 49 perguntas<br />
• plano correlacional (2) 36 perguntas<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo<br />
interferentes<br />
200<br />
180<br />
Variável<br />
160<br />
Gráfico <strong>de</strong> caixa <strong>de</strong> bigo<strong>de</strong>s 49-3 / 29-sum / 8<br />
Grupo em<br />
estudo<br />
Estatística<br />
do teste<br />
GL<br />
Ponto<br />
crítico<br />
Hi o : Não há<br />
diferença entre<br />
os diferentes<br />
grupos nos<br />
níveis SCO<br />
Teste hipóteses<br />
p<br />
SICSUM<br />
140 Sexo 8 CSAV t= -62.72 152 t GL (α/2) 1.96 H 0 : μ SCOh(8) = μ SCOm(8) .00<br />
Sexo 8,3 CSAV,C+S t=1.91 243<br />
120<br />
t GL (α/2) 1.96 H 0 : μ SCOh(8,3) = μ SCOm(8,3) .05<br />
Sexo Todos 8,3,5,6,11,13 t=3.94 541 t GL (α/2) 1.96 H 0 : μ SCOh = μ SCOm .00<br />
100<br />
Ida<strong>de</strong> 8 CSAV t= 1.27 153 t GL (α/2) 1.96 H 0 : μ SCOj = μ SCOa * .20<br />
Ida<strong>de</strong> 80 - todos 8,3,5,6,11,13 t= -3.62 558 t GL (α/2) 1.96 H 0 : μ SCOj = μ SCOa .00<br />
Nivel Socio-e 8 CSAV F=7.58 GL1=2 F GL1,GL2 (α) H 0 : μ SCOa =μ SCOm = μ SCOb .00<br />
60<br />
GL2=160<br />
<strong>3.0</strong>6<br />
Nivel 40Socio-e<br />
todos<br />
8,3,5,6,11,13 F=4.76 GL1=2<br />
GL2=640<br />
f GL1,GL2 (α)<br />
Non-Outlier Max<br />
Non-Outlier Min<br />
Median; 75%<br />
25%<br />
20<br />
Socio-cultural 8 CSAV<br />
Homens<br />
t=-.514 103<br />
Mulheres t GL (α/2) 1.99 H 0 : μ SCOe = μ SCOo * Outliers .60<br />
<strong>3.0</strong>1<br />
H 0 : μ SCOa =μ SCOm = μ SCOb .00<br />
“ -Todos 8,3,5,6,11,13 t=-.468 445 t GL (α/2) 1.99 H 0 : μ SCOe = μ SCOo * .64<br />
cultura, sexo, ida<strong>de</strong>, estatuto sócio-económico<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo: Validação<br />
interna<br />
in<strong>de</strong>pen<strong>de</strong>ntes<br />
fi<strong>de</strong>lida<strong>de</strong> do instrumento<br />
e consistência interna<br />
Abreviatura - unida<strong>de</strong><br />
geográfica<br />
Alhos Vedros<br />
Hii o : estrutura factorial e quadro teste-reteste<br />
<strong>Template</strong>:<br />
αC C superior a .80<br />
Teste α Re-teste n<br />
1 Ensaio Piloto AV BAEP .89 BAREP 2 Re-teste BAEP *<br />
8 Centro Saú<strong>de</strong> AV CSAV .84 CSAVR 9 Re-teste CSAV .90<br />
3 C+S Ciclo e Secundário <strong>de</strong> AV C+SAV .86 C+SAVR 4 Re-teste C+S AV .82<br />
Santarém 5 S+ESE SESE .84<br />
Oliveira do Douro 6 C+S Colégio COD .83<br />
<strong>Nacional</strong> 11 Hospital <strong>de</strong> Stª Scruz HSC .88 HSCR 12 Re-teste H. S. Scruz .85<br />
Barreiro 13 Hospital - Urologia BAU .86 BAUR 14 Re-teste - H Urologia *<br />
Média .86<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
7<br />
Variáveis em estudo: Validação<br />
interna<br />
Gráfico Scree Plot 1-29 (SIC)<br />
: Critério <strong>de</strong> extracção<br />
6<br />
5<br />
in<strong>de</strong>pen<strong>de</strong>ntes<br />
4<br />
Valor próprio 1º factor 6.93<br />
3<br />
2<br />
Variância explicada<br />
<strong>de</strong> 23.9%<br />
Eigenvalue<br />
1<br />
0<br />
1<br />
3<br />
5<br />
7<br />
a maioria dos itens incluída neste factor<br />
9<br />
11<br />
13<br />
15<br />
17<br />
19<br />
21<br />
23<br />
25<br />
27<br />
29<br />
Component Number<br />
Hii o : O SCO não apresenta variabilida<strong>de</strong>, consistindo a Ccom, a<br />
CImea e a CGma facetas <strong>de</strong> uma única realida<strong>de</strong> psicométrica<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo: Validação<br />
interna<br />
Tempo 2<br />
200<br />
180<br />
160<br />
140<br />
120<br />
100<br />
Gráfico <strong>de</strong> Dispersão Tempo 1e2 / 29 sum / 8<br />
Tempo 2 = 4,2469 + ,99236 * Tempo 1<br />
Correlação: r = ,88103<br />
80<br />
80 100 120 140 160 180 200<br />
in<strong>de</strong>pen<strong>de</strong>nte<br />
s<br />
Correcção p. 43<br />
H 0 : μ SCOT1 = μ SCOT2 versus<br />
H 1 : μ SCOT1 ≠μ n.s. do teste α=0.05,<br />
SCOT2<br />
valor t GL(α), com<br />
GL = N-1 = 37 é <strong>de</strong> t 37 = 2.0273.<br />
valor da estatística do teste t = -1,46.<br />
O critério <strong>de</strong> rejeição H 0 se |t| ≥ t 37<br />
Como |t| = 1,46 ≤ t 37 = 2.0273,<br />
não há motivos para rejeitar H 0<br />
Regression<br />
95% confid.<br />
Tempo 1<br />
Hii o : O SCO não apresenta variabilida<strong>de</strong>, consistindo a Ccom, a<br />
CImea e a CGma facetas <strong>de</strong> uma única realida<strong>de</strong> psicométrica<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo:<br />
Validação externa<br />
SCO e <strong>de</strong>pen<strong>de</strong>ntes<br />
conteúdo, facial e<br />
<strong>de</strong> consenso<br />
convergente e<br />
discriminante<br />
• Hiii o : O SCO não ten<strong>de</strong> a co-variar consistentemente<br />
com o locus <strong>de</strong> controlo e o apoio social<br />
em situações <strong>de</strong> apreciação e <strong>de</strong> promoção <strong>de</strong><br />
<strong>Template</strong>: saú<strong>de</strong>. Stripesv.ppt<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo:<br />
Validação externa<br />
conteúdo, facial e<br />
<strong>de</strong> consenso<br />
A<strong>de</strong>quação semântica da versão portuguesa ao<br />
conteúdo e construção facial do instrumento<br />
<strong>Template</strong>: Stripesv.ppt<br />
tradução<br />
retroversão para<br />
o inglês<br />
sujeição a peritos<br />
proposta para<br />
trabalho <strong>de</strong> campo<br />
do QOV<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo: Validação externa<br />
CGma<br />
CImea<br />
Ccom<br />
Locus<br />
A social<br />
Stress<br />
1 2 3 4 5 6<br />
nº CGma CImea Ccom Locus A Social Stress<br />
29ma 33r 29_me 34r 29co 32r 45lin 45_6 46to 46_11 40_str 36c<br />
itens A B A B A B A B A B A B<br />
A 10<br />
matriz MMMT<br />
B 1 .34**<br />
A 8 .65** .38**<br />
B 1 .40** .39** .48**<br />
A 11 .63** .32** .41** .31**<br />
B 1 .30** .39** .34** .33** .30**<br />
A 10 .04 .05 .06 -.02 .04 .05<br />
B 1 -.04 -.01 -.06 .01 .00 -.04 .43**<br />
A 8 -.04 .09 .06 -.01 -.08 .01 .42** -.04<br />
B 1 .04 .14** .12** .07 -.02 .08** .33** -.05 .79**<br />
A 6 -.24** -.16** -.18** -.20** -.20** -.15** .09 .10 .13** -.01<br />
B 1 -.21** -.15** -.19** -.16** -.25** -.11** .03 .07 .21** .07 .43**<br />
convergente e<br />
discriminante<br />
• Hiii o : O SCO não ten<strong>de</strong> a co-variar consistentemente<br />
com o locus <strong>de</strong> controlo e o apoio social<br />
em situações <strong>de</strong> apreciação e <strong>de</strong> promoção <strong>de</strong><br />
<strong>Template</strong>: saú<strong>de</strong>. Stripesv.ppt<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Variáveis em estudo:Validação externa<br />
SCO e stresse (r = -.23)<br />
<strong>Template</strong>: Stripesv.ppt<br />
SCO e <strong>de</strong>pen<strong>de</strong>ntes<br />
SCO e consumo <strong>de</strong> actos médicos <strong>de</strong><br />
medicamentos (F = 2.8 ; GL(1) = 4; GL(2)=474, F GL(1)GL(2)(α ) =2.39<br />
SCO e a ansieda<strong>de</strong> (r = -.27)<br />
SCO e avaliação <strong>de</strong> saú<strong>de</strong> (r = .31)<br />
SCO e a<strong>de</strong>rência às instruções dos<br />
profissionais <strong>de</strong> saú<strong>de</strong> (r = .36 )<br />
SCO e isolamento (r = -.45)<br />
• Hiii o : O SCO não ten<strong>de</strong> a co-variar consistentemente<br />
com o locus <strong>de</strong> controlo e o apoio social em situações <strong>de</strong><br />
apreciação e <strong>de</strong> promoção <strong>de</strong> saú<strong>de</strong>.<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
interferentes<br />
in<strong>de</strong>pen<strong>de</strong>ntes<br />
interna<br />
Validação<br />
externa<br />
Acontecimento<br />
<strong>de</strong> vida<br />
<strong>de</strong>pen<strong>de</strong>ntes<br />
cultura, sexo, ida<strong>de</strong>, estatuto sócio-económico<br />
stress,<br />
endémico,<br />
ansieda<strong>de</strong>, estilos<br />
crónico,<br />
<strong>de</strong> vida, actos<br />
agudo<br />
médicos,<br />
SCO, medicamentos, apoio social, locus situação<br />
<strong>de</strong> controlo <strong>de</strong> saú<strong>de</strong><br />
interno-externo<br />
<strong>Template</strong>:<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
A. Antonovsky<br />
Salutogénese<br />
em busca das<br />
origens da<br />
saú<strong>de</strong>:<br />
<strong>Template</strong>:<br />
• Supera o redutivismo da<br />
etiologia da doença - localiza<br />
as pessoas num contínuo<br />
nuo<br />
• não sós<br />
se concentra na<br />
ausência dos riscos mas<br />
i<strong>de</strong>ntifica os recursos<br />
salutogénicos<br />
• novo olhar sobre os factores<br />
ansiolíticos<br />
• promove a negantropia<br />
• atenção dos <strong>de</strong>sviantes<br />
• nova questão <strong>de</strong> partida<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>
Everything we do might be<br />
insignificant,<br />
but it is very important<br />
that we do it<br />
Mahatma Gandhi<br />
<strong>Template</strong>: Tabletv.ppt<br />
Luís Ângelo Saboga Nunes<br />
<strong>Microsoft</strong> <strong>PowerPoint</strong> <strong>3.0</strong>