RESUMO Objetivo verificar a relação entre o risco de queda, o nível de confiança nas atividades que envolvem equilíbrio e a idade com os valores de ganho e simetria dos canais semicirculares (CSCs), por meio do Vídeo Teste do Impulso Cefálico (vHIT), em pacientes com disfunção vestibular periférica. Método estudo transversal, composto por 12 indivíduos submetidos à avaliação funcional por meio da Activities-specific Balance Confidance Scale (ABC Scale) e do Dynamic Gait Index (DGI) e avaliação vestibular com o vHIT. Os resultados foram comparados por meio do Coeficiente de Correlação de Spearman. Resultados observou-se predomínio do gênero feminino (75%), com média de idade de 59 anos e 8 meses. A média de escore no DGI foi de 19,70 pontos e 43,65% na ABC Scale, característico de baixo nível de confiança. Observou-se correlação de grau moderado entre os parâmetros idade com o DGI, DGI e ABC Scale com os valores de ganho e simetria dos CSCs do vHIT. Conclusão Observaram-se relações entre o maior risco de queda em pacientes com hipofunção vestibular e idade avançada e entre o baixo nível de confiança para realizar atividades diárias diante da assimetria de ganho dos CSCs. CSCs, , (CSCs) vHIT, vHIT (vHIT) periférica transversal 1 Activitiesspecific Activities specific (DGI Spearman observouse observou se 75%, 75 75% (75%) 5 meses 1970 19 70 19,7 4365 43 65 43,65 Observouse Observou Observaramse Observaram (CSCs (vHIT 7 (75% 197 19, 436 4 6 43,6 (75 43, (7 (

ABSTRACT Purpose to verify the relationship between the risk of falling, the level of confidence in activities involving balance, and age with the values of gain and symmetry of the semicircular canals (SSCs), using the Head Video Impulse Test (vHIT) in patients with peripheral vestibular dysfunction. Methods Cross-sectional study in 12 individuals submitted to functional evaluation using the Activities-specific Balance Confidence Scale (ABC Scale) and the Dynamic Gait Index (DGI), and vestibular evaluation with vHIT. The results were compared using Spearman's Correlation Coefficient. Results There was a predominance of females (75%), with a mean age of 59 years and 8 months. The mean score in DGI was 19.70 points and on the ABC Scale, 43.65%, which is characteristic of a low confidence level. A moderate correlation was observed between age and DGI and between DGI and ABC Scale and SCC gain and symmetry values with vHIT. Conclusion A relationship was observed between a higher risk of falling in patients with vestibular hypofunction and advanced age and between a low level of confidence to perform daily activities due to asymmetrical SCC gain. balance SSCs, SSCs , (SSCs) vHIT (vHIT dysfunction Crosssectional Cross sectional 1 Activitiesspecific Activities specific DGI, (DGI) Spearmans Spearman s Coefficient 75%, 75 75% (75%) 5 months 1970 19 70 19.7 4365 43 65 43.65% (SSCs (DGI 7 (75% 197 19. 436 4 6 43.65 (75 43.6 (7 43. (

Abstract: In this study, we evaluated the knowledge, attitudes, and psychosocial impacts among Brazilian pediatric dentists during the COVID-19 pandemic. A cross-sectional study with primary data collection was carried out using an online structured questionnaire. Data were submitted to descriptive analysis by using absolute and relative frequencies. A chi-square test was used for association analysis and log-linear regression models to estimate the prevalence ratio (5%). The population comprised mostly women and knowledge regarding COVID-19 was satisfactory (above 80% in most items). N95 masks and faceshields were used, albeit 64.22% reported difficulty in providing dental care to children due to the need for extra Personal Protective Equipment. Thirty eight percent provided urgency/emergency dental care, 59.78% performed invasive procedures, 59.56% used high speed handpieces, 8.44% started using cariostatics, and 6.22% introduced the use of chemomechanical caries removal agents. Fear for the future (PR = 1.21) and use of medications (for anxiety, depression, or insomnia) increased (PR = 1.16) among the ones who had wage losses. Brazilian pediatric dentists have knowledge about COVID-19, and attitudes in their clinical routines changed due the pandemic. Financial life was harmed and a negative impact of the pandemic in psychosocial aspects of workers was found.

Abstract INTRODUCTION: Acquired immunodeficiency syndrome (AIDS) remains a major public health issue in Brazil. This ecological study aimed to evaluate the spatiotemporal distribution of notified new AIDS cases in Brazil between 2012 and 2016. METHODS: A Bayesian spatiotemporal model based on the Poisson distribution was used to obtain smoothed incidence estimates of AIDS in each of the 133 Brazilian intermediate regions. RESULTS: Spatial distribution of new AIDS cases is highly heterogeneous. Regions with higher gross domestic product per capita tend to have higher incidence rates of AIDS. CONCLUSIONS: Strategies to prevent and control AIDS should consider regional differences.

Abstract INTRODUCTION: AIDS remains a major public health concern in Brazil. METHODS: This study investigated spatiotemporal patterns of reported AIDS cases among adults in São Paulo between 2000 and 2016, and their associations with human development index. RESULTS: In the early 20th century, the more developed administrative districts (ADs) indicated higher AIDS incidences among men. From the 2010s, ADs with lower development indicate higher rates of the disease among women. CONCLUSIONS: The results are useful to support the planning of actions aimed at controlling the incidence and transmission of AIDS in certain areas, based on diversification by gender and risk populations.

ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.

RESUMEN Objetivo: Comprobar si la mejoría de las habilidades sociales reduce la victimización por acoso escolar (bullying) en estudiantes del 6º año de primaria, después de 12 meses de concluida la intervención. Método: Estudio de intervención cuasi-experimental entre 78 estudiantes víctimas de acoso escolar (bullying). Se llevó a cabo una intervención cognitivo-comportamental basada en habilidades sociales con ocho sesiones enfocadas en habilidades de civilidad, hacer amigos, autocontrol y expresividad emocional, empatía, asertividad y solución de problemas interpersonales. Los datos se analizaron a través de la Regresión de Poisson con efecto aleatorio. Resultado: El grupo intervención mejoró con respecto a las habilidades sociales; la victimización se redujo significativamente en ambos grupos (intervención y comparación), aunque en mayor cantidad en el grupo intervención. Conclusión: las habilidades sociales son importantes en mediaciones contra el acoso escolar y pueden fundamentar intervenciones intersectoriales en el área de la salud, con el fin de favorecer el empoderamiento de las víctimas mediante la mejoría de sus interacciones sociales y de la calidad de vida en la escuela.

RESUMO Objetivo: Verificar se a melhoria de habilidades sociais reduz a vitimização por bullying em estudantes do 6º ano escolar após 12 meses da finalização da intervenção. Método: Estudo de intervenção quase-experimental com 78 estudantes vítimas de bullying. Realizou-se uma intervenção cognitivo comportamental baseada em habilidades sociais com o grupo intervenção. As oito sessões realizadas enfocaram habilidades de civilidade, fazer amizades, autocontrole e expressividade emocional, empatia, assertividade e solução de problemas interpessoais. Os dados foram analisados mediante regressão de Poisson com efeito aleatório. Resultado: O grupo da intervenção melhorou significativamente as habilidades sociais. A vitimização reduziu-se significativamente em ambos os grupos (intervenção e comparação), porém, em maior quantidade no grupo intervenção. Conclusão: As habilidades sociais são importantes em intervenções antibullying e podem fundamentar intervenções intersetoriais na área da saúde, visando favorecer o empoderamento das vítimas mediante a melhoria de suas interações sociais e qualidade de vida na escola.

RESUMO Objetivo: Verificar se a melhoria de habilidades sociais reduz a vitimização por bullying em estudantes do 6º ano escolar após 12 meses da finalização da intervenção. Método: Estudo de intervenção quase-experimental com 78 estudantes vítimas de bullying. Realizou-se uma intervenção cognitivo comportamental baseada em habilidades sociais com o grupo intervenção. As oito sessões realizadas enfocaram habilidades de civilidade, fazer amizades, autocontrole e expressividade emocional, empatia, assertividade e solução de problemas interpessoais. Os dados foram analisados mediante regressão de Poisson com efeito aleatório. Resultado: O grupo da intervenção melhorou significativamente as habilidades sociais. A vitimização reduziu-se significativamente em ambos os grupos (intervenção e comparação), porém, em maior quantidade no grupo intervenção. Conclusão: As habilidades sociais são importantes em intervenções antibullying e podem fundamentar intervenções intersetoriais na área da saúde, visando favorecer o empoderamento das vítimas mediante a melhoria de suas interações sociais e qualidade de vida na escola.

ABSTRACT Objective: to verify if the improvement of social and emotional skills reduces bullying victimization in 6th grade students 12 months after the end of the intervention. Method: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Results: Quasi-experimental study with 78 students who were bullying victims. A cognitive behavioral intervention based on social skills was conducted with the intervention group. The eight sessions addressed politeness, making friendships, self-control, emotional expressiveness, empathy, assertiveness and solution of interpersonal problems. Data were analyzed using Poisson regression with random effect. Conclusion: Social skills are important in anti-bullying interventions and can be the basis for intersectoral interventions in the health area, aimed at favoring the empowerment of victims by improving their social interactions and quality of life in school.

RESUMEN Objetivo: Comprobar si la mejoría de las habilidades sociales reduce la victimización por acoso escolar (bullying) en estudiantes del 6º año de primaria, después de 12 meses de concluida la intervención. Método: Estudio de intervención cuasi-experimental entre 78 estudiantes víctimas de acoso escolar (bullying). Se llevó a cabo una intervención cognitivo-comportamental basada en habilidades sociales con ocho sesiones enfocadas en habilidades de civilidad, hacer amigos, autocontrol y expresividad emocional, empatía, asertividad y solución de problemas interpersonales. Los datos se analizaron a través de la Regresión de Poisson con efecto aleatorio. Resultado: El grupo intervención mejoró con respecto a las habilidades sociales; la victimización se redujo significativamente en ambos grupos (intervención y comparación), aunque en mayor cantidad en el grupo intervención. Conclusión: las habilidades sociales son importantes en mediaciones contra el acoso escolar y pueden fundamentar intervenciones intersectoriales en el área de la salud, con el fin de favorecer el empoderamiento de las víctimas mediante la mejoría de sus interacciones sociales y de la calidad de vida en la escuela.

RESUMO Objetivo: verificar a aplicabilidade do teste de percepção de fala com figuras, desenvolvido por Souza e Reis (2015), em crianças com deficiência auditiva. Métodos: estudo descritivo exploratório. Participaram 40 crianças, de ambos os sexos, na faixa etária entre 2 e 11 anos, sendo 20 normo ouvintes (GC) e 20 com deficiência auditiva (GE), equiparadas por tempo de estimulação sensorial auditiva com audição normal. Os grupos foram subdivididos de acordo com tempo de estimulação sensorial auditiva, sendo GC1 (2 anos de idade), GC2 (3 anos de idade), GC3 (4 anos de idade), GE1 (2 anos de estimulação auditiva), GE2 (3 anos de estimulação auditiva), GE3 (4 anos de estimulação auditiva). Resultados: os grupos apresentaram as seguintes porcentagens de acertos: GC1 87.33%, GC2 85.6% e GC3 98.67%. O grupo estudo, composto pelas crianças com deficiência auditiva, os resultados foram, GE1 61.33%, GE2 76.8% e GE3 88% de acertos. Houve diferença significante para seis das 25 palavras (gelo, faca, rato, trem, cão, flor), quando associados acertos e erros. Conclusão: o teste é viável para a avaliação e monitoramento da percepção de fala em crianças com deficiência auditiva, independente da capacidade de verbalização das mesmas.

ABSTRACT Purpose: to verify the applicability of speech perception test with figures, developed by Souza and Reis (2015), in children with hearing loss. Methods: an exploratory descriptive study. A total of 40 children, both sexes, aged between 2 and 11 years, 20 normal hearing (CG) and 20 hearing impaired (SG), matched by time of sensorial auditory stimulation with normal hearing. The groups were subdivided according to time of sensorial auditory stimulation, being CG1 (2 years of age), CG2 (3 years of age), CG3 (4 years of age), SG1 (2 years of auditory stimulation), SG2 (3 years of auditory stimulation), SG3 (4 years of auditory stimulation). Results: the groups presented the following percentages of correct answers: CG1 87.33%, CG2 85.6% and CG3 98.67%. For the study group, composed of children with hearing loss, the results were, SG1 61.33%, SG2 76.8% and SG3 88% of correct answers. There were significant differences for six of the 25 words (ice, knife, rat, train, dog, flower), when associated with correct and incorrect answers. Conclusion: the test is feasible for the evaluation and monitoring of speech perception in children with hearing impairment, regardless of their verbal ability.