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[PMID]:28459763
[Au] Autor:Pappas D; Fogler J; Sargado S; Welchons L; Augustyn M
[Ad] Endereço:*Division of Developmental Medicine, Boston Children's Hospital, Harvard Medical School, Boston, MA; †Children's Physicians of South Texas, Driscoll Children's Hospital, Corpus Christi, Texas; ‡The Kelberman Center, Utica, NY; §Department of Pediatrics, Boston Medical Center, Boston University School of Medicine, Boston, MA.
[Ti] Título:International/Institutional Trauma in Developmental Pediatric Practice.
[So] Source:J Dev Behav Pediatr;38(4):292-293, 2017 May.
[Is] ISSN:1536-7312
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:CASE: "Aabis" is a school-aged boy from a predominantly conservative Muslim nation who presented to a tertiary developmental-behavioral pediatric (DBP) clinic to seek "expert opinion" for significant social and learning difficulties in the context of a history of frequent falling and "clumsiness." He was seen by a psychiatrist in his home country, who ordered an electroencephalogram and "brain map" (both normal), and received occupational and physical therapies. Frequent tantrums and intense emotional reactions to minor events-revealed to be related to a history of repeated physical beatings from groups of his "friends"-prompted referral to the DBP clinic. When asked why he did not fight back, Aabis said that he did not want to lose his friends. He and his parents further explained that this kind of organized aggression is considered part of normative development in their country and that Aabis needed to "toughen up."Aabis was described by his parents as being very "sensitive" when others raised their voices, shivering when reprimanded and profusely apologizing for real and imagined mistakes. He bit his nails until they bled, washed his hands repetitively, and changed his clothes several times per day. On witnessing his parents arguing, Aabis threatened to harm himself with a decorative knife.The assessment presented with several procedural complications specifically the use of an interpreter and the cultural differences regarding many of the topics discussed. Aabis spoke very little English, and an interpreter was not available in person on the initial day of the assessment. Telephonic phone translation services were attempted, but there were concerns that Aabis would not feel comfortable with sharing his emotions over the phone with an unidentified individual. As feared, Aabis was resistant to discuss emotionally charged topics (e.g., feeling sad, being bullied, hearing or seeing things) and grew impatient and irritated with the phone interpreter. After some unsuccessful experimentation with a Google-based translation system (implemented at Aabi's request to help build comfort and rapport), a second telephonic interpreter was brought into the session, who Aabis later described to his parents as "mean." (Aabis clarified that the second interpreter had been brusque and insensitive to his tentative attempts to express his feelings, e.g., by telling him to "Speak up. Spit it out.")Toward the end of the interview, Aabis seemed to dissociate and insisted anxiously that he did not want to relay certain information without his parents present in the room. What would you do next in this situation?Details about this case, including name and age, have been altered to protect the child's identity.
[Mh] Termos MeSH primário: Árabes/psicologia
Bullying
Transtornos Dissociativos/diagnóstico
Transtornos de Estresse Pós-Traumáticos/diagnóstico
[Mh] Termos MeSH secundário: Criança
Cultura
Transtornos Dissociativos/etnologia
Transtornos Dissociativos/psicologia
Seres Humanos
Masculino
Transtornos de Estresse Pós-Traumáticos/etnologia
Transtornos de Estresse Pós-Traumáticos/psicologia
[Pt] Tipo de publicação:CASE REPORTS; JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180308
[Lr] Data última revisão:
180308
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:170502
[St] Status:MEDLINE
[do] DOI:10.1097/DBP.0000000000000443


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[PMID]:29406657
[Au] Autor:Ivey J
[Ti] Título:Evaluation: What Is All the Fuss About?
[So] Source:Pediatr Nurs;42(6):293, 2016 Nov-Dec.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Mh] Termos MeSH primário: Bullying/prevenção & controle
Estudos de Avaliação como Assunto
Recursos Humanos de Enfermagem/educação
Recursos Humanos de Enfermagem/psicologia
Serviços de Enfermagem Escolar/métodos
[Mh] Termos MeSH secundário: Adulto
Idoso
Feminino
Florida
Seres Humanos
Meia-Idade
Estudos Retrospectivos
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


  3 / 2510 MEDLINE  
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[PMID]:29406652
[Au] Autor:Salmeron PA; Christian BJ
[Ti] Título:Evaluation of an Educational Program to Improve School Nursing Staff Perceptions of Bullying In Pinellas County, Florida.
[So] Source:Pediatr Nurs;42(6):283-92, 2016 Nov-Dec.
[Is] ISSN:0097-9805
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:The purpose of this project was to determine if a bullying educational program for school nurses and certified nursing assistants/health technicians (CNAs/HTs) would increase knowledge of bullying, probability of reporting a bully, and probability of assisting a bullied victim. This educational program and evaluation employed a retrospective, post-then-pre-test design. Instruments used included a 17-item demographic questionnaire and the 12-item Reduced Aggression/ Victimization Scale Bullying Assessment Tool (BAT), a 5-point Likert Scale de - signed to assess school nurses' and CNAs'/HTs' understanding of bullying, the probability of reporting bullies, and the probability of assisting bullied victims before and after the educational presentation. Findings of this educational evaluation program indicated that the majority of school nurses and CNAs/HTs had an increased understanding of bullying, higher probability of reporting a bully, and assisting a bullied victim after the presentation.
[Mh] Termos MeSH primário: Bullying/prevenção & controle
Recursos Humanos de Enfermagem/educação
Recursos Humanos de Enfermagem/psicologia
Serviços de Enfermagem Escolar/métodos
[Mh] Termos MeSH secundário: Adulto
Idoso
Feminino
Florida
Seres Humanos
Meia-Idade
Estudos Retrospectivos
Inquéritos e Questionários
Adulto Jovem
[Pt] Tipo de publicação:EVALUATION STUDIES; JOURNAL ARTICLE
[Em] Mês de entrada:1803
[Cu] Atualização por classe:180305
[Lr] Data última revisão:
180305
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:180207
[St] Status:MEDLINE


  4 / 2510 MEDLINE  
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[PMID]:28455111
[Au] Autor:Dzurec LC; Kennison M; Gillen P
[Ad] Endereço:School of Nursing, Widener University, Chester, PA. Electronic address: lcdzurec@widener.edu.
[Ti] Título:The incongruity of workplace bullying victimization and inclusive excellence.
[So] Source:Nurs Outlook;65(5):588-596, 2017 Sep - Oct.
[Is] ISSN:1528-3968
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:PURPOSE: Bullying occurs frequently-and with significant negative outcomes-in workplace settings. Once established, bullying endures in the workplace, requiring the interaction of a bully perpetrator and an intended target who takes on the role of victim. Not every target becomes a victim, however. The purpose of this study is to investigate the processes by which targets, intended objects of bullies' affronts, become victims, those individuals who experience ongoing emotional injury in response to bullies' affronts, and to clarify how bullying victimization impedes inclusive excellence in the workplace. DESIGN: The design for this study was pragmatic utility, an inductive research approach grounded in assumptions of hermeneutics. METHODS: The pragmatic utility process involved the investigators' synthesis of descriptions from a broad, interdisciplinary published literature. Integrating knowledge from their previous research and practice experiences with the pragmatic utility process, they derived qualitative features of victims' experiences, differentiating target from victim in bullying encounters. FINDINGS: For those targets who ultimately are victimized, response to bullies' affronts extends far beyond the immediate present. Redolence of personal, lived experience revives bygone vulnerabilities, and naïve communication and relationship expectations reinforce a long-standing, impoverished sense. That sense couples with workplace dynamics to augment a context of exclusion. CONCLUSION: Findings suggest that, as Heidegger contended, we are our histories. Personal history demonstrates a significance influence on the manifestation of bullying victimization, acting to distance them from their workplace peers and to impede inclusive excellence.
[Mh] Termos MeSH primário: Bullying
Vítimas de Crime/psicologia
Pessoal de Saúde/psicologia
Relações Interprofissionais
Local de Trabalho/psicologia
[Mh] Termos MeSH secundário: Adulto
Atitude do Pessoal de Saúde
Feminino
Seres Humanos
Masculino
Meia-Idade
Grupo Associado
Inquéritos e Questionários
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1710
[Cu] Atualização por classe:180227
[Lr] Data última revisão:
180227
[Sb] Subgrupo de revista:AIM; IM; N
[Da] Data de entrada para processamento:170430
[St] Status:MEDLINE


  5 / 2510 MEDLINE  
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[PMID]:29342218
[Au] Autor:Straatmann VS; Almquist YB; Oliveira AJ; Rostila M; Lopes CS
[Ad] Endereço:Department of Public Health and Policy,University of Liverpool, Liverpool,United Kingdom.
[Ti] Título:Cross-lagged structural equation models for the relationship between health-related state and behaviours and body bullying in adolescence: findings from longitudinal study ELANA.
[So] Source:PLoS One;13(1):e0191253, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:We investigated the stability and the directionality of being body bullied and a set of four variables- 1) Body Mass Index (BMI), 2) moderate and vigorous physical activity (MVPA), 3) television time (TV) and 4) video game/computer time (VG)-, termed in the present study as 'health-related state and behaviours (HRSB)'-across adolescence. The Adolescent Nutritional Assessment Longitudinal Study (ELANA) is a cohort study conducted among middle school students from two public and four private schools in Rio de Janeiro-Brazil. We analysed data from 2010 (T1) and 2012 (T2) among 810 adolescents (aged 9-15 at T1). Gender-specific structural equation models (SEM) were estimated, including autoregressive paths for the HRSB and being body bullied over time, correlations at T1 and T2, respectively, and cross-lagged effects. The results presented significant stability coefficients for almost all variables over time in both genders (except for MVPA in boys and girls and TV time among girls). There were positive correlations between BMI and being body bullied, as well as between TV and VG for boys (0.32, p<0.001 and 0.24, p<0.001, respectively) and girls (0.30, p<0.001 and 0.30, p<0.001, respectively) at T1. It remained significant at T2 (boys: 0.18, p<0.05 and 0.16, p<0.01; girls: 0.21, p<0.01 and 0.22, p<0.01, respectively). Examining the cross-lagged paths between being body bullied and HRSB, we observed that the reciprocal model provided the best fit for boys, indicating that BMI at T1 had a significant effect in being body bullied at T2 (0.12, p<0.05) and being body bullied at T1 had an effect on VG at T2 (0.14, p<0.01). Among girls the forward causation model showed the best fit, demonstrating a significant effect of being body bullied at T1 on VG at T2 (0.16, p<0.01). Apart from MVPA, both being body bullying and HRSB were largely stable across adolescence. For boys and girls alike, exposure to being body bullied seemed to increase their time spent on VG, while for boys BMI also predicted being body bullied. This study highlighted the complex interplay between being body bullied and HRSB and the importance of acknowledging gender differences in this context.
[Mh] Termos MeSH primário: Bullying
[Mh] Termos MeSH secundário: Adolescente
Comportamento do Adolescente
Índice de Massa Corporal
Brasil
Bullying/estatística & dados numéricos
Criança
Estudos de Coortes
Exercício
Feminino
Nível de Saúde
Seres Humanos
Estudos Longitudinais
Masculino
Modelos Estatísticos
Avaliação Nutricional
Televisão
Jogos de Vídeo
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180221
[Lr] Data última revisão:
180221
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180118
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0191253


  6 / 2510 MEDLINE  
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[PMID]:29342210
[Au] Autor:Liu MJ; Ma LY; Chou WJ; Chen YM; Liu TL; Hsiao RC; Hu HF; Yen CF
[Ad] Endereço:Department of Special Education, National Kaohsiung Normal University, Kaohsiung, Taiwan.
[Ti] Título:Effects of theory of mind performance training on reducing bullying involvement in children and adolescents with high-functioning autism spectrum disorder.
[So] Source:PLoS One;13(1):e0191271, 2018.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:Bullying involvement is prevalent among children and adolescents with autism spectrum disorder (ASD). This study examined the effects of theory of mind performance training (ToMPT) on reducing bullying involvement in children and adolescents with high-functioning ASD. Children and adolescents with high-functioning ASD completed ToMPT (n = 26) and social skills training (SST; n = 23) programs. Participants in both groups and their mothers rated the pretraining and posttraining bullying involvement of participants on the Chinese version of the School Bullying Experience Questionnaire. The paired t test was used to evaluate changes in bullying victimization and perpetration between the pretraining and posttraining assessments. Furthermore, the linear mixed-effect model was used to examine the difference in the training effect between the ToMPT and SST groups. The paired t test indicated that in the ToMPT group, the severities of both self-reported (p = .039) and mother-reported (p = .003) bullying victimization significantly decreased from the pretraining to posttraining assessments, whereas in the SST group, only self-reported bullying victimization significantly decreased (p = .027). The linear mixed-effect model indicated that compared with the SST program, the ToMPT program significantly reduced the severity of mother-reported bullying victimization (p = .041). The present study supports the effects of ToMPT on reducing mother-reported bullying victimization in children and adolescents with high-functioning ASD.
[Mh] Termos MeSH primário: Transtorno do Espectro Autista/terapia
Bullying/prevenção & controle
Teoria da Mente
[Mh] Termos MeSH secundário: Adolescente
Transtorno do Espectro Autista/psicologia
Criança
Vítimas de Crime/psicologia
Feminino
Seres Humanos
Modelos Lineares
Masculino
Modelos Psicológicos
Mães
Autorrelato
Habilidades Sociais
[Pt] Tipo de publicação:JOURNAL ARTICLE; RESEARCH SUPPORT, NON-U.S. GOV'T
[Em] Mês de entrada:1802
[Cu] Atualização por classe:180221
[Lr] Data última revisão:
180221
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:180118
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0191271


  7 / 2510 MEDLINE  
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[PMID]:29272088
[Au] Autor:Moyle S
[Ti] Título:WORKPLACE BULLYING.
[So] Source:Aust Nurs Midwifery J;24(9):34-6, 2017 04.
[Is] ISSN:2202-7114
[Cp] País de publicação:Australia
[La] Idioma:eng
[Ab] Resumo:The ANMF's CPE website has had a major makeover including the inclusion of new topics for you to utilize towards your CPD requirements for registration in May. All existing topics have been audited and updated so you can be sure you are getting the latest information.
[Mh] Termos MeSH primário: Bullying
Educação Continuada em Enfermagem
Local de Trabalho
[Mh] Termos MeSH secundário: Austrália
Seres Humanos
Internet
Sociedades de Enfermagem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1801
[Cu] Atualização por classe:180118
[Lr] Data última revisão:
180118
[Sb] Subgrupo de revista:N
[Da] Data de entrada para processamento:171223
[St] Status:MEDLINE


  8 / 2510 MEDLINE  
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[PMID]:29240805
[Au] Autor:Mossige S; Huang L
[Ad] Endereço:Department of Psychology, University of Oslo, Oslo, Norway.
[Ti] Título:Poly-victimization in a Norwegian adolescent population: Prevalence, social and psychological profile, and detrimental effects.
[So] Source:PLoS One;12(12):e0189637, 2017.
[Is] ISSN:1932-6203
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: This study focuses on poly-victimization, with the aim of providing a realistic estimation of the prevalence of lifetime victimization in a Norwegian adolescent population (ages 18-19 years). METHODS: Based upon the concept from previous research, we applied measures of child poly-victimization on Norwegian data obtained from a national youth survey in 2015 (N = 4,531) to arrive at an estimation of its prevalence. We used variables that measure individual characteristics such as gender and educational aspiration and socio-economic factors such as parents' education level and home economic situation to derive a social and psychological profile of victimization and poly-victimization among young people. Finally, we estimated the effects of poly-victimization on mental health such as symptoms of depression, anxiety and trauma. RESULTS: Our study identified a poly-victimization prevalence of 8.6% among young people, i.e. they were exposed to three of all four forms of violence investigated by our study: non-physical violence, witnessing violence against parents, physical violence and sexual abuse. Adolescents of poly-victimization are six times more likely to report depression and anxiety and trauma when compared with those without victimization. CONCLUSIONS: Poly-victimization is a phenomenon that heavily burdens many young people across many national contexts. Poly-victims clearly tend to develop depression, anxiety, and posttraumatic stress symptoms. The early detection of sexual abuse, physical violence, and bullying victimization is of critical importance and preventive measures could consider addressing family factors through parental educational programs.
[Mh] Termos MeSH primário: Vítimas de Crime/psicologia
[Mh] Termos MeSH secundário: Adolescente
Transtornos de Ansiedade/etiologia
Transtornos de Ansiedade/psicologia
Bullying
Maus-Tratos Infantis
Depressão/etiologia
Depressão/psicologia
Feminino
Seres Humanos
Masculino
Saúde Mental
Noruega/epidemiologia
Prevalência
Delitos Sexuais
Violência
Adulto Jovem
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171229
[Lr] Data última revisão:
171229
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:171215
[St] Status:MEDLINE
[do] DOI:10.1371/journal.pone.0189637


  9 / 2510 MEDLINE  
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[PMID]:29180461
[Au] Autor:Pham TB; Schapiro LE; John M; Adesman A
[Ad] Endereço:Division of Developmental and Behavioral Pediatrics, Steven and Alexandra Cohen Children's Medical Center of New York, Lake Success, New York.
[Ti] Título:Weapon Carrying Among Victims of Bullying.
[So] Source:Pediatrics;140(6), 2017 Dec.
[Is] ISSN:1098-4275
[Cp] País de publicação:United States
[La] Idioma:eng
[Ab] Resumo:OBJECTIVES: To examine, in a large, nationally representative sample of high school students, the association between bullying victimization and carrying weapons to school and to determine to what extent past experience of 1, 2, or 3 additional indicators of peer aggression increases the likelihood of weapon carrying by victims of bullying (VoBs). METHODS: National data from the 2015 Youth Risk Behavior Survey were analyzed for grades 9 to 12 ( = 15 624). VoB groups were determined by self-report of being bullied at school and additional adverse experiences: fighting at school, being threatened or injured at school, and skipping school out of fear for one's safety. Weapon carrying was measured by a dichotomized (ie, ≥1 vs 0) report of carrying a gun, knife, or club on school property. VoB groups were compared with nonvictims with respect to weapon carrying by logistic regression adjusting for sex, grade, and race/ethnicity. RESULTS: When surveyed, 20.2% of students reported being a VoB in the past year, and 4.1% reported carrying a weapon to school in the past month. VoBs experiencing 1, 2, or 3 additional risk factors were successively more likely to carry weapons to school. The subset of VoBs who experienced all 3 additional adverse experiences were more likely to carry weapons to school compared with nonvictims (46.4% vs 2.5%, < .001). CONCLUSIONS: Pediatricians should recognize that VoBs, especially those who have experienced 1 or more indicators of peer aggression in conjunction, are at substantially increased risk of weapon carrying.
[Mh] Termos MeSH primário: Comportamento do Adolescente
Bullying/estatística & dados numéricos
Vítimas de Crime/estatística & dados numéricos
Estudantes/estatística & dados numéricos
Armas/estatística & dados numéricos
[Mh] Termos MeSH secundário: Adolescente
Agressão
Feminino
Seres Humanos
Masculino
Assunção de Riscos
Instituições Acadêmicas/estatística & dados numéricos
Violência/estatística & dados numéricos
[Pt] Tipo de publicação:JOURNAL ARTICLE
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171211
[Lr] Data última revisão:
171211
[Sb] Subgrupo de revista:AIM; IM
[Da] Data de entrada para processamento:171129
[St] Status:MEDLINE


  10 / 2510 MEDLINE  
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Registro de Ensaios Clínicos
[PMID]:27770819
[Au] Autor:Willging CE; Green AE; Ramos MM
[Ad] Endereço:Behavioral Health Research Center of the Southwest, Pacific Institute for Research and Evaluation, 612 Encino Place NE, Albuquerque, NM, USA. cwillging@pire.org.
[Ti] Título:Implementing school nursing strategies to reduce LGBTQ adolescent suicide: a randomized cluster trial study protocol.
[So] Source:Implement Sci;11(1):145, 2016 10 22.
[Is] ISSN:1748-5908
[Cp] País de publicação:England
[La] Idioma:eng
[Ab] Resumo:BACKGROUND: Reducing youth suicide in the United States (U.S.) is a national public health priority, and lesbian, gay, bisexual, transgender, and queer or questioning (LGBTQ) youth are at elevated risk. The Centers for Disease Control and Prevention (CDC) endorses six evidence-based (EB) strategies that center on meeting the needs of LGBTQ youth in schools; however, fewer than 6 % of U.S. schools implement all of them. The proposed intervention model, "RLAS" (Implementing School Nursing Strategies to Reduce LGBTQ Adolescent Suicide), builds on the Exploration, Preparation, Implementation, and Sustainment (EPIS) conceptual framework and the Dynamic Adaptation Process (DAP) to implement EB strategies in U.S. high schools. The DAP accounts for the multilevel context of school settings and uses Implementation Resource Teams (IRTs) to facilitate appropriate expertise, advise on acceptable adaptations, and provide data feedback to make schools implementation ready and prepared to sustain changes. METHODS/DESIGN: Mixed methods will be used to examine individual, school, and community factors influencing both implementation process and youth outcomes. A cluster randomized controlled trial will assess whether LGBTQ students and their peers in RLAS intervention schools (n = 20) report reductions in suicidality, depression, substance use, bullying, and truancy related to safety concerns compared to those in usual care schools (n = 20). Implementation progress and fidelity for each EB strategy in RLAS intervention schools will be examined using a modified version of the Stages of Implementation Completion checklist. During the implementation and sustainment phases, annual focus groups will be conducted with the 20 IRTs to document their experiences identifying and advancing adaptation supports to facilitate use of EB strategies and their perceptions of the DAP. DISCUSSION: The DAP represents a data-informed, collaborative, multiple stakeholder approach to progress from exploration to sustainment and obtain fidelity during the implementation of EB strategies in school settings. This study is designed to address the real-world implications of enabling the use of EB strategies by school nurses with the goal of decreasing suicide and youth risk behaviors among LGBTQ youth. Through its participatory processes to refine and sustain EB strategies in high schools, the RLAS represents a novel contribution to implementation science. TRIAL REGISTRATION: ClinicalTrials.gov, NCT02875535.
[Mh] Termos MeSH primário: Comportamento do Adolescente/psicologia
Bullying/prevenção & controle
Serviços de Enfermagem Escolar/métodos
Minorias Sexuais e de Gênero/psicologia
Sexualidade/psicologia
Suicídio/prevenção & controle
[Mh] Termos MeSH secundário: Adolescente
Bissexualidade/psicologia
Análise por Conglomerados
Feminino
Homossexualidade/psicologia
Seres Humanos
Masculino
New Mexico
Projetos de Pesquisa
Suicídio/psicologia
Transexualismo/psicologia
[Pt] Tipo de publicação:JOURNAL ARTICLE; RANDOMIZED CONTROLLED TRIAL; RESEARCH SUPPORT, N.I.H., EXTRAMURAL
[Em] Mês de entrada:1712
[Cu] Atualização por classe:171210
[Lr] Data última revisão:
171210
[Sb] Subgrupo de revista:IM
[Da] Data de entrada para processamento:161025
[Cl] Clinical Trial:ClinicalTrial
[St] Status:MEDLINE



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