Banca de QUALIFICAÇÃO: ELLEN VIDAL MEDEIROS LOBO

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : ELLEN VIDAL MEDEIROS LOBO
DATE: 26/05/2023
TIME: 14:00
LOCAL: Sala Virtual - https://meet.google.com/hoe-iovw-prz
TITLE:

EPIDEMIOLOGY OF SELF-MUTILATION IN STUDENTS AT TWO PUBLIC SCHOOLS IN THE MUNICIPALITY OF MACEIÓ-ALAGOAS DURING THE COVID-19 PANDEMIC

KEY WORDS:

Self-harm; Student; Mental health; School.

PAGES: 69
BIG AREA: Ciências da Saúde
AREA: Enfermagem
SUMMARY:

Introduction: Self-mutilation in students is a national problem and there are few studies conducted in Brazil, showing the need to perform it in the face of knowledge gaps. Objective: To evaluate the frequency of cases of self-harm in students from two public schools in the municipality of Maceió, Alagoas, during the COVID-19 pandemic. Method: This is a cross-sectional study. Data collection began after approval by the Research Ethics Committee of the Federal University of Alagoas. Students from two schools in Maceió were interviewed: Escola Municipal Dr José Haroldo da Costa (Salvador Lira neighborhood) and Maria Salete Gusmão de Araújo State School (Tabuleiro dos Martins neighborhood). Students attending the sixth to ninth grades of elementary school in the municipal school were included; and students in grades one through third at the state school. Four instruments were used: a) Identification form, b) State-Trait Anxiety Inventory (STAI), c) Depression Scale (CES-D) and d) Impulsivity, Self-Harm and Suicidal Ideation Questionnaire for adolescents - IQ-A. It was used the Excel 2016 Microsoftware for tabulation and organization of the data and the Statistical Package for the Social Sciences-SPSS Version 26 for statistical analyses. Univariate descriptive statistical analysis was used by means of mean and standard deviation. In the bivariate descriptive statistical analysis, correlation was used (Pearson's correlation coefficient when both variables are continuous or Spearman's correlation coefficient when both variables are not continuous). For inferential analysis, Fisher's exact test was used in the 2x2 contingency tables to compare 2 groups of two independent samples. This test provides an exact p-value. Results: A total of 138 students were interviewed. Most students were female (92 – 66.7%), heterosexual (97 – 70.8%), cisgender (114 – 82.6%), black (109 – 79.0%) and non-working (130 – 94.2%). Most were tired (102 – 75.0%), wake up tired (102 – 75.0%), have insomnia (98 – 72.1%), difficulty concentrating (115 – 84.6%), impatience (119 – 87.5%), difficulty dealing with slow people (98 – 72.1%), suffering due to anticipation (92 – 68.1%), irritability (116 – 85.3%), physical activity (61 – 44.9%), medication (20 – 14.7%), psychological monitoring (13 – 9.6%), headache (117 – 86.1%), experienced some stressful episode in the last month of the interview (70 - 51.5%). It was identified that 94 (72.9%) of the students were at risk for depression, moderate state anxiety (120 – 96.8%) and moderate trait anxiety (122 – 96.8%). Regarding the evaluation of self-mutilation, it was observed that the students presented an average of impulse/hyperkinesis of 12.24(±6.39), impulse control (6.42±2.69), 88 (64.7%) students with self-harm, 42 (30.9%) with risk behavior for self-harm and 123 (91.1%) had suicidal ideation. As the risk score for depression increases, so do the scores for the variables: mood, psychosomatic symptoms, social interactions, motor initiative, E and T sit, impulse/hyperkinesis, impulse control, self-harm, risk behavior for self-harm, and suicidal ideation. Females are 3.1 times more likely to be at risk for depression than males (p= 0.005). Being homosexual offers 1.4 times more chances of risk for depression (p= 0.008). Being dissatisfied (4.6 times) and being indifferent (6.4 times) with school are more likely to be at risk for depression (p= 0.029). Being very dissatisfied (4.1 times) and indifferent (6.6 times) with school employees is more likely to be at risk for depression (p= 0.046). Being dissatisfied with the family is 4.4 times more likely to be at risk for depression (p= 0.002). Students who wake up tired (3.7 times, p= 0.002), have insomnia (3.0 times, p= 0.007), have difficulty concentrating (2.1 times, p= 0.001), have impatience (2 times, p<0.001), have difficulty dealing with slow people (0.5 times, p= 0.016), have anticipation suffering (1.7 times, p<0.001) and have irritability (1.4 times, p= 0.009) are more likely to be at risk for depression. Performing physical activity (p= 0.016) and not having experienced a stressful episode in the last month (p= 0.001) were protective factors. Females were 5 times more likely to present suicidal ideation than males (p= 0.007). Suicidal ideation was associated with not having failed in any year (p= 0.012) and being indifferent or satisfied with the rest of the family (p= 0.010). Students who presented distress due to anticipation were 4.4 times more likely to have suicidal ideation (p= 0.001). Students at risk for depression were associated with moderate state anxiety (p= 0.016). Students at risk for depression are 8.6 times more likely to have self-harm (p<0.001) and 3.6 times more likely to have risk behavior for self-harm (p= 0.012). The risk for depression was associated with the presence of suicidal ideation (p<0.001). Discussion: This study shows the importance of paying attention to the mental health of adolescents in the school environment as a means of identifying who needs greater attention, care and referral to specialized mental health services, in addition to being a means of alerting family members in the care of adolescents. During adolescence, it is important to develop healthy social and emotional habits that promote physical and mental well-being, with the adoption of regular sleep patterns, physical activity, development of interpersonal skills for coping and problem solving, management of emotions, family support and safe environment. However, if they are exposed to factors that generate suffering, adolescents will have a greater chance of negative impacts on mental health. Conclusion: The findings suggest that students who self-harm are at higher risk for depression, moderate anxiety, and suicidal ideation. This puts them at a higher risk of death due to the mental distress they experience. Thus, it is important to think about care strategies in schools that aim to monitor and evaluate self-harm behaviors.

BANKING MEMBERS:
Externo(a) ao Programa - 2638145 - BRUNO CLEITON MACEDO DO CARMO
Interno(a) - 1466486 - INGRID MARTINS LEITE LUCIO
Presidente - 1697820 - VERONICA DE MEDEIROS ALVES