312NCIA III PALMA DE MAIORCA.ppt) · (HBSC, 1998, 2002 / Portugal, in Matos et al, 2003) Key words:...

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Margarida Gaspar de Matos,PhD

Psychologist, Associated Professor at FMH/ UTL

Professorship in International Health IHMT/UNL

2006

SOCIALSOCIAL ADVENTUREADVENTURE & & HEALTHHEALTH1987- 2006

• Partnership / grant - 2001/2006:

•Fundação para a Ciência e a Tecnologia /

Ministério da Ciência e do Ensino Superior

Projecto POCTI 37486/PSI/2001/ FEDER

Projecto PSIDA/PSI/49649/2003

•Comissão Nacional de Luta Contra a Sida

•Faculdade de Motricidade Humana / UTL

•Instituto de Higiene e Medicina Tropical / UNL

•Centro da Malária e outras Doenças Tropicais- CMDT

•Health Behaviour in School-aged Children /

World Health Organization

Ecology of Violence

COMPLEXITY....

Social Adventure1987- 2006

� Do we have more violence than ever,

ever, ever before..?

Social Adventure Social Adventure 1987- 2006

Distance!


• YES, We are more concerned

• YES, We are more informed (Media,

research)

• YES, effects of violence have more

immediate impact

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Social Adventure1987- 2006

• But:

• Do we really have more violence than

ever, ever, ever before?


• Lacking “historical depth”!

Symposia on Juvenile JusticeSymposia on Juvenile JusticeParis 2000Paris 2000

Increase ofIncrease of some some kinds of violence:kinds of violence:

� Delinquency with no aim

� Re-incidence

� Younger people involvement

� Girls involvement

� Association drug-crime

� Racist and xenophobic violence

� Violence among young people

Social adventure Social adventure 1987- 2006

•• General comments about violence?General comments about violence?……....

• Protection ( «the poor, poor ones »)

• Rejection ( «the guilty, guilty ones»)

• Shallow ( «and the solution IS...»)

• Erudite ( “a multi systemic, multi componential, multilevel is to be considered when describing violence from a bio

psycho social point of view, an historic perspective will also be appropriate”)

• Political ( ( ( «««violence is in the political agendaviolence is in the political agendaviolence is in the political agenda»»»)))


Distance!

Violence(WHO, 2002) World report on violence and health(Resolution, 49th World Health Assembly )

• Violence is a public health concern

• Preventing violence within community based programs, including all actors ( family, peers)

• Promoting activities at international and country level

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Human developmentHuman development in in contextcontext......

Violence Violence Violence Violence

andandandand

LifeLifeLifeLife----spanspanspanspan

DifferentDifferentDifferentDifferent childhoodchildhoodchildhoodchildhood

PosPosPosPos

modernmodernmodernmodern

EXCESSEXCESSEXCESSEXCESS

DEPRIVATIONDEPRIVATIONDEPRIVATIONDEPRIVATION

ILLNESSILLNESSILLNESSILLNESS

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Age Age Age Age gapgapgapgap

AGISMAGISMAGISMAGISM

Gender Gender Gender Gender

differencesdifferencesdifferencesdifferences

Gender stereotypes

Human development Human development in contextin context......

EnvironmentEnvironmentEnvironmentEnvironment----

climateclimateclimateclimate

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EnvironmentEnvironmentEnvironmentEnvironment----

urbanurbanurbanurban stressstressstressstress

Environment Environment Environment Environment ----

quick quick quick quick

transitionstransitionstransitionstransitions

EnvironmentEnvironmentEnvironmentEnvironment---- poverty poverty poverty poverty

andandandand warwarwarwar

Environment Environment Environment Environment ––––

ethnicity and ethnicity and ethnicity and ethnicity and

religionreligionreligionreligion

ViolenceViolence

•• Developmental issuesDevelopmental issues

•• Gender issuesGender issues

•• Contextual issues: social and physical Contextual issues: social and physical

Violence (WHO, 2002)

WHO links Violence with :

• Gender

• Social inequalities

• Culture/religion

• Drugs trade

• Weapons trade

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Violence:Violence:

* * Social control model (Social control model ( HirschiHirschi,1969),1969)

• DELINQUENCY/Violence - Failure of socialization lack of social controls

• 1) No attachment (internal)

• 2) No fear (external)

Violence:Violence:

* SUB CULTURE* SUB CULTURE Model (Model ( WalgraveWalgrave,, 1994)1994)

• MARGINALIZATION – no pro-social future expectations

• (substance use, indifference towards school, alternative leisure practises)

• 1) “Social class” based – lack of socio-economic expectations

• 2) ”Identification” based – lack of identification with social culture

Feeling really low, sad and hopeless ?Feeling really low, sad and hopeless ?

(Robinson, 1989)

• To depress, to get ill or self-harm

• To change (oneself or the situation)

• To seek for an alternative behaviour (one area of

excellence, ex. «alternative leisure occupation»)

• To reverse “inner” system of values

(«I am the most skilled offender»)


SNOWBALL ?

Social AdventureSocial Adventure1987- 2006

personfuture

peer group

family

school

environment

AssociatedAssociated factors...factors...

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• Violence ( WHO, 2002)

• Individual factors (hyperactivity, impulsivity, low self confidence, low educational achievement, attention disorder, lack of self control, early onset, sensation seeking)

• Family factors (parental models, supervision, bonding, monitoring, conflicts, SES)

• Peer Group (deviant, leisure activities, ”reputation”)

FamilyFamilyFamilyFamily

linkslinkslinkslinks

SCHOOL LINKSSCHOOL LINKSSCHOOL LINKSSCHOOL LINKS

PEER GROUP

Social & Affective links

Inter-cultural communication

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AffluenceAffluenceAffluenceAffluence

PEACEPEACEPEACEPEACE

person

EEcological model for understandingrisk factors for violence

relationshipscommunitysocietal

person

“Feeling steady” “ Feeling together”

Lou Reed Lou Reed Lou Reed Lou Reed –––– Magic & Loss, 1991Magic & Loss, 1991Magic & Loss, 1991Magic & Loss, 1991

No Chance

«It must be nice to be steady, it must be nice to be firmI must be nice, never to move off the markIt must be nice to be dependable and never let anyone downIt must be nice to be all the things I am not»

Social AdventureSocial Adventure1987- 2006

STATE OF ART

An increased understanding of health behaviour, life styles and their context in young people.

International study - Since 1982, 35 countries in 2002.

1994 Amsterdam (ISBM)1996 pilot study1998 first full survey 2002 second full survey2006 next survey

“Health behaviour in school aged children”

A WHO collaborative study”

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SAMPLESAMPLE-- 1998 / 2002 ( n= 6903, n= 6131)1998 / 2002 ( n= 6903, n= 6131)

Sexo Feminino53%

SexoMasculino47%

Distribuição dos sujeitos por sexo

34,9% 37,5%

27,6%

0

5

10

15

20

25

30

35

40

6º ano 8º ano 10º ano

Distribuição dos sujeitos por nível de escolaridade

n E S C O LA S ID A D E N ÍV E L ES C O LA R ID A DE6 90 3 1 91 11 / 1 3 / 1 6 6º / 8 º / 1 0º

Número de sujeitos e de escolas que participaram no estudo, escalões etários e níveis deescolaridade dos sujeitos

4,4%6,2%

25,0%24,7%

39,7%

05

1015202530354045

Norte Centro Lisboa/Vale do Tejo Alentejo Algarve

Gender distribution SchoolGrade

distribution

Regional distribution

23.2% Bullying involvement (n=6029)

Boy Girl 11 years + 16 years

6,3%2,8%3,1%6,4%Offenders

3,6%6,1%3,9%7,6%Double involvement

7,1%15,5%10,1%15,7%Victims

83%75,6%82,9%70,4%No involvement

THE PORTUGUESE ADOLESCENTS:THE PORTUGUESE ADOLESCENTS:BullyingBullying

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offender (last 2 months)

victim (last 2 months)

Bullying

1611GirlBoy

THE PORTUGUESE ADOLESCENTSTHE PORTUGUESE ADOLESCENTSViolence

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V D O

No 42.5% 41.3%

Offenders(once or more last 2 months)

Victims(once or more last 2 months)

DOUBLE

10.2% 9.4%M/16 M/16

21.4% 22.1%M/11 M/11

25.9% 27.2%M/13 M/13

Bullying

19981998 20022002

0%

10%

20%

30%

40%

50%

60%

70%

Nunca

Uma a 2-

3 vezes/

mês

Uma a vá

rias veze

s/seman

a

1998

2002

Offenders

χχ²²==238.77, p<0.001, n=12 889238.77, p<0.001, n=12 889

0%

10%

20%

30%

40%

50%

60%

Nunca

Uma a 2-

3 vezes/

mês

Uma a vá

rias veze

s/seman

a

1998

2002

χχ²²==285.96, p<0.001, n=12910285.96, p<0.001, n=12910

VICTIMS

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11 years 11 years oldold

VICTIMSVICTIMSVICTIMSVICTIMS

15 years 15 years oldold

(HBSC, 2004)

11 years old

OFFENDERSOFFENDERSOFFENDERSOFFENDERS

15 years old

(HBSC, 2004)

(How do they see facts, themselves?)(How do they see facts, themselves?)

““ FocusFocus groups groups ””

– Parents

– Professionals

– Students

PORTUGUESEPORTUGUESE ADOLESCENTSADOLESCENTS(HBSC, 1998, 2002 / Portugal, in Matos et al, 2003)

““ ItIt isis thethe firstfirst timetime wewe werewere asked to come here (to asked to come here (to

school), just to beschool), just to be heardheard…… ””


• My life lacks of excitement...• My life lacks of sense…• My life lacks of a future…• I do not feel accepted...• I do not feel safe...• I belong nowhere…• I’m really bored...• I’m really stressed and sad...What are my ALTERNATIVES ?

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ViolenceViolence (HBSC - bullying 23%)

“some carry guns, others use knifes”

“when there are fights, some of the guys get hurt”

“they break windows and spoil gardens”

“ the police shows up only to arrest someone, never to protect or help”

“ we have a big problem with adults: they drink all day”


Adolescent

Famíly

School

Community/

Peers

Like one’ s appearence

Happiness

School competence

CONCEPTUAL FRAMEWORK:

School

Teachers/school

Friends/schools

Friends/ street

Active leisure

Sedentary leisure

Alcohol, tobacco, drugs

Violence

Body image, diets

Psychologicaland physicalsymptoms

AGE

Gender

Communication with parents

ETNICS SES

Translating data

into knowledge ?

And knowledge

into good practices ?


• research

• evaluation

• dissemination

• training and supervision

• partnership and networking

• youth participation and peer tutoring?


Key words:

Change meansChange means

• integrated action

PERSON

SCHOOL/ WORK

FAMILY

COMMUNITY

Contexts

AGE

GENDER

Well-being,

safety and

peace

CULTURESES


Peers

Peers

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ChangingChanging means:means:

• scientific advances


Intervention models on Intervention models on violenceviolence::

• Skill deficit model (individual)

• Contextualist/ ecological model (social interaction)

Changing behaviours and environments (Ottawa Chart, WHO, 1986):

• Positive Health (peers?)

• Personal and Social Competence (peers?)

• Social Participation (peers?)

• Safe environments (peers?)


Social Adventure Social Adventure 19871987--20062006

Intervention models on Intervention models on violenceviolence (Matos et al 1987(Matos et al 1987--2005):2005):

Promotion:Promotion:

� interpersonal communication: verbal, non verbal

� cognitive/ emotional competences..

� social competences

� alternative plans for the future

ChangingChanging means:means:

• Political will

Violence( WHO, 2002) World report on violence and health

• To create, implement and monitor national / international

action plans for violence prevention

(So far... Law and order…)

• Multi-disciplinary strategies

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Violence ( WHO, 2002)www.who.int/violence_injury_prevention

• Prevention programs including:

• Networks

• Sharing experiences

• Best practices ( OMS, EC ..)

• Advocacy groups

Marian to her nanny in the nursery: Marian to her nanny in the nursery: Marian to her nanny in the nursery: Marian to her nanny in the nursery:

““““ nice necklace Paola, where did you steal it? nice necklace Paola, where did you steal it? nice necklace Paola, where did you steal it? nice necklace Paola, where did you steal it? ““““

HBSC/OMS HBSC/OMS -- AventuraAventura Social Social www.fmh.utl.pt/aventurasocial

www.aventurasocial.com

www.hbsc.org

email:[email protected]

tel. +351 214149152 ou tel.+351 214149105

fax + 351 214151248

FMH/UTL - Estrada da Costa

1495-688 Cruz Quebrada

IHMT/UNL

Rua da Junqueira, 96 – 1300 Lisboa

AVENTURA SOCIAL & SAAVENTURA SOCIAL & SAÚÚDEDE1987- 20056

312NCIA III PALMA DE MAIORCA.ppt) · (HBSC, 1998, 2002 / Portugal, in Matos et al, 2003) Key words:...

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