Introducción: La resiliencia puede entenderse como un proceso de superación y persistencia contra las fragilidades experimentadas. Los adolescentes en contextos de vulnerabilidad social encuentran obstáculos en el desarrollo de su resiliencia, dificultando la visibilidad de las estrategias de afrontamiento/respuestas a las adversidades de la vida cotidiana. Objetivo: Analizar la evidencia científica disponible en la literatura sobre los factores relacionados con la resiliencia de adolescentes en contextos de vulnerabilidad social. Método: Revisión integradora de los artículos publicados en portugués, inglés o español, desde 2014 a 2018, en bibliotecas/bases Medline/Pubmed, Scopus, Web of Science, LILACS, Cochrane, BDENF IBECS, CINAHL y PsycINFO. Se utilizaron los siguientes descriptores “Psychological Resilience”, “Social Vulnerability”, “Adolescent” y “Adolescent Health”, resultando en 17 artículos. La pregunta guía fue: ¿Cuáles son los factores relacionados con la resiliencia de adolescentes en contextos de vulnerabilidad social? Resultados: Se han formado cinco clases que representan los factores que contribuyen a la resiliencia en adolescentes en situación de vulnerabilidad social, nombradas como: aspiraciones para el futuro, factores de riesgo, barreras institucionales, exposición y apoyo social. Conclusión: Los factores que fortalecen la resiliencia social son el apoyo prestado por familiares, amigos, profesores, aspectos culturales y religiosos y los factores de riesgo son la violencia, la drogadicción, la falta de seguridad y apoyo institucional precario. El entendimiento de la resiliencia y especificidades que describen las condiciones de salud de los adolescentes en situación de vulnerabilidad social deben ser considerados para reorientar actividades interdisciplinarias e intersectoriales para la promoción de la salud de este grupo poblacional. Introduction: Resilience can be understood as a process of persistence and overcoming against experienced weaknesses. Adolescents in contexts of social vulnerability find obstacles in the development of their resilience, which impair the visibility of coping/answer strategies for the adversities of everyday life. Objective: To analyze the scientific evidence available in the literature on the factors related to the resilience of adolescents in contexts of social vulnerability. Method: Integrative review of articles published in Portuguese, English or Spanish, from 2014 to 2018, in libraries/databases Medline/Pubmed, Scopus, LILACS, Web of Science, IBECS, Cochrane, BDENF, CINAHL and PsycINFO. The following descriptors were used "Psychological Resilience", "Social Vulnerability", "Adolescent" and "Adolescent Health", resulting in 17 articles. The guiding question was: what are the factors related to the resilience of adolescents in contexts of social vulnerability? Results: Five classes emerged, depicting the factors that contribute to resilience in adolescents in situation of social vulnerability, namely: aspirations for the future, risk factors, institutional barriers, exposure and social support. Conclusion: The factors that strengthen resilience are the social support provided by family, friends, teachers, cultural and religious aspects, and risk factors are violence, substance abuse, lack of security and precarious institutional support. The understanding of resilience and specificities that outline the health conditions of adolescents in situation of social vulnerability must be considered to reorient interdisciplinary and intersectoral actions to promote the health of this population group.

An action research based on Paulo Freire's Culture Circles was developed to implement a health education intervention involving adolescents, in collective knowledge construction about strategies for the prevention of violence. The data collection in the Culture Circles involved 11 adolescents and included observation and field diary, photographic records and recording. The educational action aroused a critical socio-political and cultural position in the adolescents towards the situations of vulnerability to violence, including the guarantee of human rights, justice and the combat of inequities; changes in the social relations, combat against discrimination and intolerance; expansion of access and reorientation of health services through intersectoral public policies. The intervention empowered the group of adolescents for the prevention of violence and permitted the inclusion of health professionals in the school context, from an interdisciplinary perspective, contributing to the establishment of social support and protection networks.

Objective: to develop a participative strategy of health education in the formative process of protagonist adolescents aimed at preventing school bullying. Method: qualitative interventive-participatory research, based on the Community-Based Participatory Research and in the Culture Circles of Paulo Freire. The sample was intentional, with the participation of 12 adolescents who were considered leaders. For data production at the moment of educational intervention, observation techniques were employed with note-taking in a field diary, plus photographic and video records. Results: the pedagogical intervention model raised the opportunity for the adolescents’ active participation, aiming at the development of skills that create pro-social behaviors, empathetic and assertive relations, which are able to face bullying and transform the school environment. Final considerations: the use of participative methodologies, in the youth protagonism perspective, has the potential to support educational practices of school nurses in collaboration and leadership of antibullying programs.

Background Studies comparing the frequency of different mental health conditions across different settings and evaluating their association with parental participation in newborn care are lacking. We aimed at evaluating the frequency of parental stress, anxiety and depression, along with the level of participation in newborn care, among parents of newborns in Italy, Brazil and Tanzania. Methods Parental stress, anxiety, depression and participation in care were assessed prospectively in parents of newborns in eight neonatal intensive care units (NICUs) utilising: the Parental Stressor Scale in NICU (PSS:NICU); the Edinburgh Postnatal Depression Scale (EPDS) and EPDS-Anxiety subscale (EPDS-A); the Index of Parental Participation in NICU (IPP-NICU). Univariate and multivariate analyses were conducted. Results Study outcomes were assessed on 742 parents (Brazil=327, Italy=191, Tanzania=224). Observed scores suggested a very high frequency of stress, anxiety and depression, with an overall estimated frequency of any of the mental health condition of 65.1%, 52.9% and 58.0% in Brazil, Italy, Tanzania, respectively (p<0.001). EPDS scores indicating depression (cut-off: ≥13 for Brazil and Tanzania, ≥12 for Italy) were significantly more frequent in Tanzania (52.3%) when compared with either Brazil (35.8%) and Italy (33.3%) (p<0.001). Parental participation in care was also significantly higher in Tanzania (median IPP-NICU=24) than in the other two countries (median=21 for Brazil, 18 for Italy, p<0.001). Severe stress (PSS:NICU ≥4) was significantly more frequently reported in Brazil (22.6%), compared with Italy (4.7%) and Tanzania (0%, p<0.001). Factors independently associated with either parental stress, anxiety or depression varied by country, and a significant association with parental participation in care was lacking. Conclusions Study findings suggest that parental stress, anxiety and depression are extremely frequent in NICUs in all countries despite diversity in the setting, and requiring immediate action. Further studies should explore the appropriate level of parental participation in care in different settings.

RESUMO Objetivo: avaliar o processo de construção e validação de um vídeo educacional para prevenção da violência sexual em adolescentes em idade escolar. Métodos: trata-se de um estudo metodológico, desenvolvido durante o período de setembro de 2018 a fevereiro de 2021 em Recife-PE. Foi realizada a produção de vídeo educacional de acordo com a trajetória metodológica proposta por Kindem e Musberg. O vídeo foi submetido a validação de conteúdo e avaliação de aparência, por juízes especialistas e adolescentes em idade escolar, respectivamente. Na análise dos dados, utilizou-se frequência absoluta, índice de validade de conteúdo e teste binomial. Resultados: na validação de conteúdo, a concordância foi satisfatória e a média do índice de validade para todos os itens do vídeo foi de 0,92. Na avaliação de aparência, os adolescentes consideraram o vídeo compreensível, com nível de concordância mínima de 92,3%. Conclusão: o vídeo educacional construído foi considerado válido por juízes, para contribuir no conhecimento e atitude de adolescentes em idade escolar sobre a prevenção da violência sexual.

Objective: to evaluate the elaboration and validation process of an educational video for the prevention of sexual violence in school-age adolescents. Method: this is a methodological study, developed from September 2018 to February 2021 in Recife-PE. Production of the educational video was carried out according to the methodological path proposed by Kindem and Musberg. The video was submitted to content validation and face evaluation by expert judges and school-age adolescents, respectively. In the data analysis, absolute frequency, Content Validity Index and binomial test were used. Results: in content validation, agreement was satisfactory and the mean validity index for all video items was 0.92. In the face evaluation, the adolescents considered the video understandable, with a minimum agreement level of 92.3%. Conclusion: the educational video elaborated was considered by the judges as valid to contribute to the knowledge and attitude of school-age adolescents regarding the prevention of sexual violence.