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OBJECTIVE: Evaluate the preliminary effectiveness of a school-based intervention to promote digital citizenship (DC) in Perú. METHODS: We piloted a translation and cultural adaptation of a DC curriculum originally designed for the U.S. with students in Perú. Students were assigned to either the Intervention group (n = 136, 52% female; mean age = 13.3) or Control group (n = 130, 55% female; mean age = 13.4). Students in the Control group continued with "business-as-usual" during their advisory period while the Intervention group received the DC curriculum. RESULTS: We found limited evidence that the DC curriculum can promote positive online experience and online conflict resolution skills, as well as increase knowledge regarding DC terms and concepts. However, the lack of strong effects suggests the need to revise materials, improve implementation and consider further adaptations. Nonetheless, results from this proof-of-concept study provide building blocks for future implementations of DC interventions for youth in Latin America.

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The prevalence of obesity and overweight in Mexican children and adolescents is high (greater than 30%) and lifestyle behaviors are far from achieving health recommendations. Salud Escolar is a complex cross-sectoral multi-level policy-based program in Mexico aiming to support schoolchildren healthy behaviors. We describe the rationale, design and methods for the comprehensive evaluation of Salud Escolar during its first phase of implementation. Using a mixed-methods approach and the logic model of Salud Escolar as a guide, a comprehensive evaluation involving 3 types of evaluations was designed: 1) A design evaluation before program implementation, to determine the consistency between the design of Salud Escolar and the problem to be addressed (i.e., childhood obesity), 2) An implementation evaluation to assess potential execution bottlenecks, and 3) An outcomes evaluation, to measure short-term (i.e., knowledge, attitudes and practices related to healthy eating, drinking plain water and doing regular physical activity) and intermediate outcomes (i.e., fruit and vegetable intake, water consumption and daily moderate to vigorous physical activity). This evaluation will provide essential knowledge about program design and implementation processes, which are vital for drawing robust conclusions about the effectiveness of the program. Results and lessons learned from this comprehensive evaluation will provide evidence to improve Salud Escolar program and facilitate its upscaling process and may provide relevant information for school-based programs in other places sharing socio-contextual conditions.

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BACKGROUND: Early interventions benefit the mental health, academic performance and productivity of children and adolescents throughout their life. The present study protocol will evaluate the effectiveness of the Elos 2.0 Programme, which is a version adapted for Brazil by the Ministry of Health, in reducing problem behaviours (e.g., disruptiveness, aggressivity and shyness) and promoting social skills in the school context in children 6 to 10 years of age. The Elos Programme is based on the Good Behaviour Game, which is widely used and prevents and/or reduces students' disruptive behaviours by establishing cooperation contingencies. METHOD: A cluster-randomized controlled trial will be performed in 30 schools in three cities (15 controls and 15 in the experimental group), with a total of 3800 children participating in the test (1900 in the control group and 1900 in the intervention group). Data will be collected by having teachers in the control and experimental classes complete the Teacher Observation of Classroom Adaptation (TOCA) questionnaire, which is an instrument used to observe children's behaviour in the classroom. We will collect data before and after the intervention period in the same year. Due to the hierarchical structure of the data, multilevel analysis will be performed to detect simultaneous differences in prevalence over time and across groups to control for sociodemographic variables. DISCUSSION: The current study will examine the effectiveness of the Elos 2.0 Programme in reducing problem behaviours (e.g., disruptiveness, aggressivity and shyness) and promoting social skills in the school context. The findings of this school-based prevention programme for children will influence the development and implementation of similar programmes for schools and educational policymakers by identifying mechanisms that are central to achieving positive outcomes for participants. TRIAL REGISTRATION: Registry of Clinical Trials of the Ministry of Health RBR-86c6jp . Registered February 2, 2019.

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Schools have been the main context for physical activity (PA) and sedentary behavior (SB) interventions among adolescents, but there is inconsistent evidence on whether they also improve dimensions of the health-related quality of life (HRQoL). The aim of this study was to evaluate the effects of a school-based active lifestyle intervention on dimensions of HRQoL. A secondary aim was to verify whether sex, age, and HRQoL at baseline were moderators of the intervention effect. A cluster-randomized controlled trial was conducted at three control and three intervention schools in Florianopolis, Brazil. All students from 7th to 9th grade were invited to participate. A school year intervention, designed primarily to increase PA and reduce SB, included strategies focused on (i) teacher training on PA, SB, and nutrition, and availability of teaching materials related to these contents; (ii) environmental improvements (i.e., creation and revitalization of spaces for the practice of PA in school); and (iii) education strategies, with the availability of folders and posters regarding PA, SB, and nutrition. Participants and the research staffs were not blinded to group assignment, but a standardized evaluation protocol was applied at baseline and after the intervention (March and November 2017) using the KIDSCREEN-27 to assess HRQoL across five dimensions. Mixed linear models were performed to evaluate the effect of the Movimente intervention on the five HRQoL dimensions. Of the 921 students who answered the questionnaire at baseline, 300 and 434 completed the study in control and intervention groups, respectively (dropouts: 20%). The results revealed no significant effects of the intervention on any HRQoL dimensions. A reduction of the school environment dimension was observed in both the control (-2.44; 95% CI: -3.41 to -1.48) and intervention groups (-2.09; 95% CI: -2.89 to -1.30). Sensitivity analyses showed that students in the highest baseline tertiles of HRQoL in any dimension had a reduction in their respective scores from pre- to post-intervention in both school groups. In conclusion, our results demonstrated no intervention effect on HRQoL dimensions and those students with the highest levels of HRQoL at baseline on all dimensions reduced from pre to post-intervention. CLINICAL TRIAL REGISTRATION: The trial is registered at the Clinical Trial Registry (Trial ID: NCT02944318; date of registration: October 18, 2016).

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CONTEXT: Although teacher violence at schools is a serious problem in Haiti, there is a lack of systematic evidence on the effectiveness of school-based interventions in reducing teacher violence in this low-income country. OBJECTIVE: To test the effectiveness of the preventative intervention Interaction Competencies with Children for Teachers (ICC-T) aiming to reduce teachers' use of violent disciplinary strategies and to improve their interaction competences with children in the Haitian context. DESIGN SETTING PARTICIPANTS: The study is designed as a two-arm matched cluster randomized controlled trial. The sample consists of 468 teachers and 1,008 children from 36 (community and public) primary schools around Cap-Haïtien (Département du Nord) in Haiti. Data will be collected in three phases, before the intervention, and 6 and 18 months after. INTERVENTION: In the group of intervention schools, ICC-T will be delivered as a 5-day training workshop. Workshop sessions are divided into five modules: 1) improving teacher-student interactions, 2) maltreatment prevention, 3) effective discipline strategies, 4) identifying and supporting burdened students, and 5) implementation in everyday school life. MAIN OUTCOME MEASURE: The main outcome measure is teacher violence assessed in two ways: (i) teachers' self-reported use of violence, and (ii) children's self-reported experiences of violence by teachers. CONCLUSIONS: Prior evaluations of ICC-T had been conducted in sub-Saharan Africa with promising results. This study will test for the first time the effectiveness of this intervention outside the context of sub-Saharan Africa.

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The study aims to describe process evaluation measures of the three-year Health Promoting Schools' obesity prevention program in Lima and Callao, Peru, and to assess factors that influenced the implementation of the intervention leading to the mentioned process outcomes results. The program was implemented in four public high schools located in low-income areas of Lima and Callao. Embedded in a Health Promoting School Intervention, the program consisted of two main components-an education program and several environmental activities. Quantitative data were collected and analyzed based on dose delivered and reach for each specific activity. Dose received was analyzed by satisfaction scores related to six specific activities. Furthermore, qualitative data including documentation of activities and transcriptions from individual in-depth interviews were qualitatively analyzed to identify factors influencing the implementation. The education component of the Health Promoting Schools' program achieved a 78.4% average nutrition sessions delivery in 2015 and 88.0% in 2017; while for PA sessions, the average delivery in 2015 was of 79.7% and 93.8% in 2017. In the case of reach, at least 75% of total students participated in all sessions per year. Nevertheless, there were differences in terms of delivery and participation in a number of environmental activities within and between schools during the program period. Differences in delivery included education sessions for parents, teachers, Junior Health Promoters, and school food kiosk staff, besides execution of physical activity events every year. Impeding factors included the complexity of the overall intervention, limited strategies to facilitate program implementation and those to maintain the participation of subjects, and related contextual factors.

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Physical activity promotes positive effects on people's health, but most adolescents do not engage in sufficient physical activity to receive the benefits. Studies suggest that school-based interventions can be effective in increasing physical activity in adolescents. However, the literature is inconsistent on the effect size and the type of intervention. This paper presents the design of the SCHOOL IN ACTION program to increase physical activity engagement and healthy eating habits. The cluster randomized controlled trial was performed during a period of six months of intervention and 12 months of follow-up in adolescents from four Brazilian public schools. The theoretical model is based on health promoting schools and the social-ecological and self-determination theory. The action strategies were: improvement of exercises intensity during physical education classes and during lunch breaks; vegetable gardening experience; active breaks in non-physical education classes; counselling health to parents and adolescents and changes in the school environment to promote physical activity and healthy eating. Primary variables were physical activity and sedentary behavior (both assessed by accelerometers). Secondary variables were body composition (assessed by dual-energy x-ray absorptiometry) and eating habits (assessed by questionnaire and 3-day food recall). Questionnaires were used to assess other information related to life satisfaction, health behavior and socioeconomic information. Statistical analysis will follow the principles of intention-to-treat and will explore the composition data analysis and mediating factors of lifestyle-related behaviors. We propose that SCHOOL IN ACTION program will be effective to provide evidence to increase physical activity and food healthy habits in adolescents' students. ClinicalTrials.gov registration: NCT03153176. TRIAL STATUS: Follow-up and data analysis.

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The purpose of this study was to evaluate the role of prosocial behaviour against aggression in a school-based universal intervention adapted in two different (non-Western) countries, Colombia and Chile. Using a randomised pretest-post-test design (and controlling for participants' gender and parents' level of education), current results highlighted different effects of a similar programme in both sites. First, the school-based universal programme designed for promoting prosocial behaviours in the peer context obtained a positive cross-national effect on prosocial behaviour rated by three informants (i.e. self, peer and teacher reports). In Colombia, this effect was moderated by the initial level of prosociality of the participants and their level of education. Mediational two-wave model corroborated that the improvement on prosocial behaviours in both countries (moderated in the case of Colombia) predicted significantly lower level of physical aggression. Characteristics of the implementation considering different cultural and historical backgrounds were discussed.

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Resumen Objetivo. EQUIPAR para Educadores (EpE; DiBiase et al., 2010) es un programa educativo cuyo objetivo es equipar a los jóvenes con habilidades y conocimientos para su vida diaria, a fin de prevenir conductas antisociales. El presente estudio se propone analizar los efectos de la aplicación del programa en las distorsiones cognitivas, el clima de aula y las actuaciones del alumnado en situaciones de acoso escolar. Método. Participaron 123 estudiantes de 3º y 4º de ESO. Se utilizó un diseño cuasi-experimental pretest/postest con un grupo control (128 estudiantes). Resultados. Se observaron cambios positivos en las actuaciones ante el acoso escolar, pero las distorsiones cognitivas y el clima de aula percibido no mostraron cambios después de la aplicación del programa. Conclusión. Una percepción muy positiva del clima de aula y el bajo nivel de distorsiones cognitivas antes de la intervención podrían explicar la falta de efectos, junto a aspectos relacionados con la implantación del programa EpE.

Abstract Objective. EQUIP for Educators (DiBiase et al., 2010) is an educational program, whose purpose is to equip young people with skills and knowledge for their daily life in order to prevent antisocial behavior. The present study aims at analyzing the effects of the program's application on cognitive distortions, class climate and students' behavior in bullying situations. Method. A total of 123 3rd and 4th grade students from secondary education participated. A quasi-experimental pretest/posttest design with a control group (128 students) was used. Results. Positive changes were observed in students' actions in bullying situations, however no changes in cognitive distortions and perceived class climate were found after the program's application. Conclusion. A very positive perception of the class climate and the low level of cognitive distortions before the intervention could explain the lack of effects, together with other aspects related to the implementation of the EQUIP for Educators program.

Resumo Escopo . Equipar para Educadores (EpE; Di Biase et al., 2010) é um programa educativo com o objetivo de equipar aos jovens com habilidades e conhecimentos para sua vida diária, com o fim de prever condutas antissociais. O presente estudo tem como proposto analisar os efeitos da aplicação do programa nas distorções cognitivas, o clima da aula e as atuações do alunado em situações de intimidação escolar. Metodologia . Participaram 123 estudantes de 3º e 4º de ESO. Foi utilizado um desenho quase experimental pretest/postest com um grupo de controle (128 estudantes). Resultados . Foram observadas mudanças positivas nas atuações ante a intimidação escolar, mas as distorções cognitivas e o clima da aula percebidos não mostraram mudanças depois da aplicação do programa. Conclusão . Uma percepção muito positiva do clima da aula e o baixo nível de distorções cognitivas antes da intervenção poderiam explicar a falta de efeitos, junto a aspetos relacionados com a implementação do EpE.

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Real-world interventions are fundamental to bridge the research-practice gap in healthy lifestyle promotion. This study aimed to assess the impact of a 7-month, intensive, city-wide intervention ("Life of Health") on tackling youth inactivity and sedentary behavior in an entire Latin-American city (Jaguariuna, Brazil). For youth, a program focused on tackling inactivity/sedentary behavior was delivered at every school (n = 18). Plausibility assessments (pre-to-post design) were performed with 3,592 youth (out of 8,300 individuals at school age in the city) to test the effectiveness of the intervention. Primary outcomes were physical activity and sedentary behavior. Secondary outcome was BMI z-score. Physical activity did not change (0; 95%CI:-2.7-2.8 min/day; p = 0.976), although physically inactive sub-group increased physical activity levels (11.2; 95%CI:8.8-13.6 min/day; p < 0.001). Weekday television and videogame time decreased, whereas computer time increased. Participants with overweight and obesity decreased BMI z-score (-0.08; 95%CI:-0.11-0.05; p < 0.001; -0.15; 95%CI:-0.19-0.11; p < 0.001). This intervention was not able to change the proportion of physical inactivity and sedentary behavior in youth at a city level. Nonetheless, physically inactive individuals increased PA levels and participants with overweight and obesity experienced a reduction in BMI z-score, evidencing the relevance of the intervention. Education-based lifestyle programs should be supplemented with environmental changes to better tackle inactivity/sedentary behavior in the real-world.

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This study assessed the effectiveness of an attention intervention program (Computerized Progressive Attentional Training; CPAT) in improving academic performance of children with ASD. Fifteen 6-10 year olds with ASD attending a mainstream and a special school were assigned to an experimental (CPAT; n = 8) and active control (computer games; n = 7) group. Children were assessed pre- and post-intervention on measures of behavioural symptoms, cognitive skills and academic performance. The intervention was conducted in school twice a week for 8 weeks. Children in the CPAT group showed cognitive and academic improvements over and above the active control group, while children in both groups showed improvements in behaviour. Results suggest that attention training is a feasible approach to improving academic performance in this population.

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BACKGROUND: MINI SALTEN is a program developed to increase moderate to vigorous physical activity (PA) and improve eating habits at home and school in first grade children. It aims to assess the effects of a technology family-based and PA school-based intervention. The purpose of this manuscript is to describe the protocol design and the MINISALTEN intervention. METHODS: This is cluster-randomized controlled trial designed to run from July 2015 to November 2016 in 12 public schools of the city of Buenos Aires, matched for socio-demographic characteristics. The intervention is based on two main components: (a) "active breaks" (AB): implemented during school breaks by a PA instructor; (b) "virtual" (V): web-based contents delivered to the families via a multiplatform application. Using a computer generated random sequence participants are allocated to one of four intervention conditions: (AB), (V), (AB + V), and control (C). Outcomes are measured at baseline and 12 months post intervention, and will include data collected from the child and her/his mother/father or guardian. Primary outcome measures are: PA and sedentary behaviour (measured with accelerometers). Secondary outcome measures related are: percentage of kilocalories (kcal) from added sugars, and from total and saturated fats; grams of fruits and vegetables; and number of snacks and kcal coming from their added sugars and total and saturated fats. Family socio-economic level, home environment, and school environment will also be assessed. Statistical analysis is on an intention-to-treat principle. Baseline characteristics are described using summary measures and mixed models (with school as random effect). The effect of the two interventions will be estimated using a generalized mixed linear model with link and distribution selected according to the type of outcome. Included random effects are: child (or mother/father or guardian) accounting for repeated measures; school accounting for cluster induced by school. The most parsimonious model for each outcome will be reported. The False Discovery Rate criterion will be used to correct for multiple testing in non-planned analyses. DISCUSSION: It is a pioneer assessment of the impact of a technology-based virtual intervention and a school-based PA program, designed to prevent obesity, and involving the parents at public schools of Buenos Aires. TRIAL REGISTRATION: Current Controlled Trials ISRCTN58093412 . Registered March 14th, 2016 (retrospectively registered).

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This study's objective was to verify whether improved social and emotional skills would reduce victimization among Brazilian 6th grade student victims of bullying. The targets of this intervention were victimized students; a total of 78 victims participated. A cognitive-behavioral intervention based on social and emotional skills was held in eight weekly sessions. The sessions focused on civility, the ability to make friends, self-control, emotional expressiveness, empathy, assertiveness, and interpersonal problem-solving capacity. Data were analyzed through Poisson regression models with random effects. Pre- and post-analyses reveal that intervention and comparison groups presented significant reduced victimization by bullying. No significant improvement was found in regard to difficulties in practicing social skills. Victimization reduction cannot be attributed to the program. This study contributes to the incipient literature addressing anti-bullying interventions conducted in developing countries and highlights the need for approaches that do not exclusively focus on the students' individual aspects.

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BACKGROUND: Depression is a disabling condition affecting people of all ages, but generally starting during adolescence. Schools seem to be an excellent setting where preventive interventions may be delivered. This study aimed to test the effectiveness of an indicated school-based intervention to reduce depressive symptoms among at-risk adolescents from low-income families. METHODS: A two-arm, parallel, randomized controlled trial was conducted in 11 secondary schools in vulnerable socioeconomic areas in Santiago, Chile. High-risk students in year 10 (2° Medio) were invited to a baseline assessment (n = 1048). Those who scored ≥10 (boys) and ≥15 (girls) in the BDI-II were invited to the trial (n = 376). A total of 342 students consented and were randomly allocated into an intervention or a control arm in a ratio of 2:1. The intervention consisted of 8 group sessions of 45 min each, based on cognitive-behavioural models and delivered by two trained psychologists in the schools. Primary (BDI-II) and secondary outcomes (measures of anxiety, automatic thoughts and problem-solving skills) were administered before and at 3 months post intervention. The primary outcome was the recovery rate, defined as the proportion of participants who scored in the BDI-II <10 (among boys) and <15 (among girls) at 3 months after completing the intervention. RESULTS: There were 229 participants in the intervention group and 113 in the control group. At 3-month follow-up 81.4 % in the intervention and 81.7 % in the control group provided outcome data. The recovery rate was 10 % higher in the intervention (50.3 %) than in the control (40.2 %) group; with an adjusted OR = 1.62 (95 % CI: 0.95 to 2.77) (p = 0.08). No difference between groups was found in any of the secondary outcomes. Secondary analyses revealed an interaction between group and baseline BDI-II score. CONCLUSIONS: We found no clear evidence of the effectiveness of a brief, indicated school-based intervention based on cognitive-behavioural models on reducing depressive symptoms among Chilean adolescents from low-income families. More research is needed in order to find better solutions to prevent depression among adolescents. TRIAL REGISTRATION: Current Controlled Trials ISRCTN33871591 . Retrospectively registered 29 June 2011.

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El concepto de autodeterminación refleja el derecho de toda persona a actuar como protagonista principal de su propia vida. El ejercicio de este derecho influye significativamente en la calidad de vida de las personas con discapacidad intelectual. Este artículo presenta una síntesis de los principales logros acontecidos en España acerca del movimiento hacia la autonomía y autodeterminación de este colectivo. Para ello, se han revisado las aportaciones más significativas que desde los años 90 se han venido produciendo en España respecto al concepto de autodeterminación, los instrumentos para su evaluación y las sugerencias para la intervención educativa. Finalmente, se presentan algunos de los retos que todavía quedan por afrontar para el pleno desarrollo de este derecho básico.

The concept of self-determination reflects the right of individuals to act as the main characters of their own life. The exercise of this right influences significantly the quality of life of people with intellectual disabilities. This article presents a summary of the main achievements that occurred in Spain about the movement towards independence and self-determination of this group. To aim this objective, we have reviewed the most significant contributions, which have been emerging since the 90s, regarding the concept of self-determination, the instruments for evaluation and suggestions for educational intervention. Finally, we present some unresolved challenges that remain to be faced in the full development of this basic right.

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O contexto da formação em psicologia é tradicionalmente marcado pela patologização das performances de gênero e das sexualidades que fogem à matriz heteronormativa. A ausência da discussão sobre a diversidade sexual na formação em psicologia da Universidade Federal do Rio Grande do Sul motivou o projeto de pesquisa-intervenção aqui apresentado. O objetivo foi estimular o debate sobre a diversidade sexual utilizando o cinema como disparador de discussões em graduandos em psicologia, a fim de se compreenderem suas crenças e atitudes sobre a temática. As análises apontam para a resistência à discussão desta temática para além das abordagens tradicionais, as quais situam a diversidade sexual no campo da psicopatologia. No entanto, apesar da resistência, foi possível criar um espaço para a discussão que possibilitou ao corpo discente e docente refletir sobre o tema.

La formación universitaria en Psicología ha estado marcada por la patologización de las performances de género y de las sexualidades que escapan a la matriz heteronormativa. El proyecto de investigación-intervención que presentamos en este artículo se origina en la ausencia de una discusión sobre la diversidad sexual en la carrera de Psicología de la Universidad Federal de Rio Grande do Sul (Brasil). El objetivo fue estimular el debate sobre la diversidad sexual, utilizando el cine como disparador de discusiones entre estudiantes de Psicología, a fin de conocer y comprender creencias y actitudes sobre la cuestión. Los análisis señalan una resistencia a discutir acerca de esta temática más allá de los abordajes tradicionales, que situan la diversidad sexual en el campo de la psicopatología. Sin embargo, a pesar de esa resistencia se pudo crear un espacio para el debate que permitió, tanto a estudiantes cuanto a docentes, reflexionar sobre la temática.

University training in psychology has traditionally been informed by pathological views on those sexual and gender performances not conforming to the hetero-normative matrix. This intervention and research project was motivated by the absence of discussion on sexual diversity within the undergraduate program in psychology at Federal University of Rio Grande do Sul, Brazil. The goal was to stimulate the debate on sexual diversity. Cinema was used as a trigger for undergraduate students to discuss and elaborate on their beliefs and attitudes about the topic. The results indicate resistance to discussions beyond the traditional approaches which situate sexual diversity in the field of psychopathology. However, despite that resistance, it was possible to create a space for discussion, which made it possible for teachers and students to reflect on the topic.

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El estudio consistió en una evaluación cualitativa de la versión piloto del taller “Yo Pienso, Yo Siento, Yo Actúo”. Este taller está destinado a prevenir la depresión en adolescentes y está basado en el enfoque cognitivo-conductual. La versión piloto fue realizada el 2008 en cuatro cursos de Primero Medio, correspondientes a dos colegios de la Comuna de San Bernardo. El objetivo del estudio fue conocer las percepciones de los estudiantes que participaron en el taller piloto sobre la experiencia vivida y sus sugerencias sobre posibles modificaciones al diseño, con la finalidad de generar insumos para elaborar la versión definitiva del taller. La metodología consistió en la realización de grupos focales en cada curso intervenido, centrados en la evaluación de los componentes fundamentales del taller. Los principales resultados fueron que los participantes realizaron una evaluación general positiva del taller, que les pareció acertada la metodología de trabajo grupal y que le asignaron una gran importancia al control disciplinario en las sesiones y al vínculo que establecieron con los monitores. Los aprendizajes más significativos fueron en relación a la técnica de resolución de problemas. El espacio del taller fue valorado también como instancia de comunicación y mejoría de las relaciones interpersonales en los cursos. Las principales conclusiones fueron que el taller muestra una buena aceptación por parte de los participantes, que es importante reforzar el manejo de la disciplina durante las sesiones y que se debe garantizar la calidad del vínculo con los monitores.

The study consisted of a qualitative assessment of the pilot version of the workshop “Yo Pienso, Yo Siento, Yo Actúo” (“I think, I feel, I do”). This workshop is intended to prevent depression in adolescents and is based on the cognitive-behavioral approach. The pilot version was carried out in 2008 in four classes of Primero Medio (ninth grade) in two schools of the San Bernardo borough. The objective of the study was to understand the perceptions of students who participated in the pilot workshop on their experience and their suggestions for changes to the design with the objective of generating inputs to produce the final version of the workshop. The methodology included conducting focus groups in each class involved, focusing on the evaluation of the main components of the workshop. The main results were that participants held an overall positive assessment of the workshop; they found group work methodology successful; they attributed great importance to disciplinary control during sessions and to the relationship established with the monitors. The most significant learning was related with the technique of solving problems. The workshop environment was also related as an instance of communication and improvement of interpersonal relationships within the classes. The main findings were that the workshop showed good acceptance by the participants; it is important to strengthen the management of discipline during the sessions and to ensure the quality of the relationship with the monitors.

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