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Interactions between the ageing process, heath status, lifestyle and work strongly influence the work ability. In this paper, the healthcare workers were the selected professional group and their Work Ability was analysed in order to develop Portuguese reference values and to determine the influence of socio-demographic and psychosocial factors in the WAI. The methodology encompassed the work ability analysis using the Portuguese Version of the Work Ability Index and the characterization of the psychosocial factors using the Portuguese Version of Copenhagen Psychosocial Questionnaire. The sample included 1016 individuals from Portuguese hospitals with different professional categories. In average our sample had good work ability. WAI did not correlate with age. Among those with better WAI, physicians and nursing aides were the seniors, pointing to a probable healthy worker effect. The COPSOQ showed critical values in the scales’ cognitive and emotional demands. The scales quantitative demands, role conflicts, sleep troubles, burnout, stress, depressive symptoms and offensive behaviors correlated negatively with WAI meaning that when these risk factors are lower the work ability is better. The scales role clarity, recognition, social community at work, quality of leadership, justice, self-efficacy, meaning of work, job satisfaction and development opportunities correlated positively with WAI probably acting as work ability protecting factors.

A presente pesquisa toma como eixo central o campo das políticas de avaliação para o ensino superior, instituídas a partir dos anos noventa do século XX. Mais especificamente, procura apreender o significado da implantação da Gratificação de Estímulo à Docência (GED) na Universidade Federal de Uberlândia. Para tanto, foram analisadas as novas configurações na forma de organização da produção, do trabalho e do Estado no contexto da atual reforma educacional brasileira em tempos de globalização econômica e avanço do ideário neoliberal. Evidenciou-se o conjunto de medidas estruturais adotadas pelo Estado brasileiro sob a orientação dos organismos multilaterais de financiamento, em particular, o Banco Mundial, no sentido de buscar o equilíbrio orçamentário via redução dos gastos públicos. No campo específico da educação superior, as reformas adotadas a partir dos governos de Fernando Henrique Cardoso - FHC (1995-2002) voltaram-se para a expansão do ensino superior privado ao lado do enfraquecimento do setor público. Tal configuração, fundada nos princípios da diferenciação institucional e diversificação dos serviços, representou a constituição de um novo padrão organizacional para as Instituições Federais de Ensino Superior (1FES) com base na lógica do mercado que associa flexibilização, competitividade e avaliação para obter maiores índices de produtividade. A ênfase na avaliação correspondeu à grande estratégia do governo federal de “mercantilização” da educação superior, conforme critérios de eficiência e eficácia acadêmica. Metodologicamente, após uma análise dos condicionantes sócio-históricos que permearam o desenvolvimento da educação superior no Brasil, no final do século XX, e utilizando-se da técnica de análise de conteúdo dos documentos produzidos no período de (1998-2003) na UFU, focalizamos o estudo em torno do processo de implementação da GED, na UFU. Ficou evidente que, por um lado, esse processo se desenvolveu sem que a comunidade acadêmica debatesse de forma mais aprofundada e sistematizada sobre seu significado e dimensões. Por outro lado, evidenciou-se, também, o caráter homogeneizador e desagregador da GED. além de sua forte perspectiva produtivista, pois a GED objetivou valorizar, inicialmente, a titulação acadêmica e os professores da ativa, bem como acabar com os reajustes isonômicos de salários mediante gratificação baseada no desempenho. Em pouco tempo, a GED conseguiu alcançar uma das suas finalidades básicas: estimular mudanças no comportamento docente e na natureza do trabalho acadêmico, em consonância com as políticas e com a lógica da reforma da educação superior. Foi responsável, também, por uma preocupação institucional em adequar, registrar, controlar e uniformizar o desempenho docente, nas áreas de ensino, pesquisa, extensão e administração. Além disso, cada docente passou a empenhar em adequar suas atividades acadêmicas aos itens mais pontuados pela GED. A “aula”, especialmente na graduação, tornou-se o objeto mais significativo dessa adequação. Ressalte-se, ainda, como a implantação dessa Gratificação contribuiu no processo de padronização flexível do trabalho acadêmico nas IFES,, na medida em que propicia a diferenciação salarial, estimula a competitividade entre os docentes e, desse modo, nega o modelo de universidade pública que associa o ensino, a pesquisa e a extensão como princípio norteador da qualidade do ensino. The present research has its axle- tree in the field of evaluation of politics for the superior education, established since the nineties from the XX century. More specifícally, it pursuits to learn the meaning of the implement of Teaching Incentive Gratification (TIG) at the Federal University of Uberlândia (UFU). For so, it has been analyzed the new configurations in the organization of the production, of the work and of the State in the context of the current Brazilian educational reformation in times of economical globalization and the advance of neoliberal ideal. It has been evidenced a whole of structural standard adopted by the Brazilian State under orientation of the multisided organisms of financing, in particular, the World Bank, in order to find a budget equilibrium via reduction of public expenses. In the specific field of superior education, the adopted modifications since Fernando Henrique Cardoso -FIIC governs (1995 - 2002) have returned to the expansion of the private superior education by the side of the weakness of the public section. Such configuration, founded in the institutional differentiation and Services diversification principies, represented the constitution of a new organizational pattern for Federal Institutions of Superior Education (FISE) based on the market logic which associates flexibilization, competitivity and evaluation in order to obtain higher productive index. The emphasis in the evaluation corresponded to the great strategy of the federal govern of commercialization of the superior education, according to the academic efficiency and efficacy criterion. Methodologically, after an analysis of the social -historical conditioning which permeated the superior education development in Brazil, at the end of the XX century and using the technique of the content analysis of documents produced in the period of 1998 - 2003 at UFU, we focalize the study around the process of TIG implement at UFU. It has been evident that, in one hand, this process has developed without the necessity of a deep debate by the academic community and systemized about its meaning and dimension. In the other hand, it has also been evidenced, the homogenized and disaggregated character of TIG, besides its strong productive perspective, because the TIG objected to valorize, initially, the academic titulation and finish with the isonomic readjusts of salary by means of gratilication based on performance. In a little time, the TIG could reach one of its basic finalities: stimulate changes in the teachers' behaviour and in the nature of academic work, according to the politics and with the logic of the superior education. It has also been responsible, for one institutional worry to adequate, to register, to control and to uniformize teachers' performance, in the areas of teaching, research, extension and administration. Besides, each teacher has passed to pawn in adequate their academic activities to the rnost punctuated items of TIG. The “class”, especially in the graduation, has become the rnost significative object of this adjustment. Sticking out, yet, as the implementation of this gratification in the process of flexible standardization of academic work, in the FISE, in the proportion that it propitiates a salary differentiation, it stimulates the competivity among teachers and, in this way, denies the public university model which associates the education, the research and extension as a guide principie to the education quality. Dissertação (Mestrado)

Research has robustly shown that early negative parenting experiences are associated with psychopathology and self-criticism in adulthood. This study investigates recall of personal feelings of perceived threat and subordination in childhood and its relation to psychopathology. In addition, we explore the mediator role of self-criticism in this association. A sample of 193 subjects from the general population completed self-report questionnaires measuring the study variables. The mediator analyses suggested that the impact of submissiveness experiences in childhood on depression and anxiety is mediated by self-criticism. Our findings highlight the route through which the recall of personal feelings of perceived involuntary subordination to parents contributes to depression and anxiety in adulthood. Copyright © 2012 John Wiley & Sons, Ltd. Key Practitioner Message Although the relation between early experiences of abuse and later psychological problems is now well established, there has been less study on subtler forms of threat and subordinate behaviour in childhood. Given ours and previous findings, therapists should be aware of, and prone to explore, these early experiences. Most studies exploring early negative experiences mainly refer to attachment theory-related constructs (e.g., attachment style). We also highlight the importance of noting rank structure and rank style in the family. Self-criticism seems to be a key process in the relation between early aversive experiences of subordination and psychopathology. Given the idea that self-reassuring operates through a different affect system, helping people develop inner warmth and compassion for the self may be important to counteract feelings of self-hatred and self-attack.

We talk about self-criticism when we assume, due to our own suffering, a tough stance, intolerant and negative self-evaluation. The literature shows the self-criticism as an important predictor of pain, associated with psychopathology. In case of failure, people can adopt the ruminative thinking style that, being remarkably repetitive and negative, is associated with psychopathological symptoms. This research aims to contribute to the knowledge of the relationship between self-criticism, rumination and negative affect, in a nonclinical sample of 193 subjects. The results of this study indicate that more self-critical and ruminative individuals experience more negative affect. We also noted that self-critical individuals tend to make more use of ruminative thought. Conversely, self-reassurance, in moments of failure, is positively associated with positive affect. The results suggest the importance of a therapeutic intervention focused on reducing self-criticism and rumination in the clinical setting, encouraging self-reassurance, especially useful in patients with self-criticism and mood disorders., Nous parlons de l’auto-critique lorsque nous adoptons une position ferme, intolérants et négatifs d’auto-évaluation, avant sa propre souffrance. La littérature montre que l’auto-critique comme un prédicteur important de la douleur associée à la psychopathologie. Face à des situations d’échec, les gens peuvent adopter le style de pensée méditatif que, étant remarquablement répétitive et négative, est associée à des symptômes psychopathologiques. Cette recherche vise à contribuer à la connaissance de la relation entre l’auto-critique, la rumination et et l’affect négatif dans un échantillon non clinique de 193 sujets. Les résultats de cette étude indiquent que les individus une plus grande expérience d’auto-critique et ruminait plus affect négatif. Nous avons aussi noté que plus d’individus auto-critique ont tendance à faire davantage usage de la pensée méditatif. En revanche, l’auto-assurance dans les moments de défaillance, est associé positivement avec l’expérience de l’affect positif. Les résultats suggèrent l’importance d’une intervention thérapeutique axée sur la réduction auto-critique et de la rumination en milieu clinique, en encourageant l’auto-assurance particulièrement utile chez les patients présentant des troubles auto-critique et de l’humeur., Falamos em auto-criticismo quando assumimos, face ao próprio sofrimento, uma postura dura, intolerante e de auto-avaliação negativa. A literatura aponta o autocriticismo como um importante preditor de sofrimento, associado à psicopatologia. Perante situações de fracasso, as pessoas podem adoptar o estilo de pensamento ruminativo que, por ser marcadamente repetitivo e negativo, se associa à sintomatologia psicopatológica. Esta investigação pretende contribuir para o conhecimento da relação entre o auto-criticismo, ruminação e a experienciação de afecto negativo, numa amostra não clínica de 193 sujeitos. Os resultados deste estudo indicam que os indivíduos mais auto-críticos e ruminadores experienciam mais afecto negativo. Verificámos igualmente que indivíduos mais auto-críticos tendem a recorrer mais ao pensamento ruminativo. Inversamente, a auto-tranquilização em momentos de fracasso, associa-se positivamente com a vivência de afecto positivo. Os resultados sugerem a importância de uma intervenção terapêutica focada na redução da auto-crítica e ruminação, em contexto clínico, promovendo a auto-tranquilização especialmente útil em doentes auto-críticos e com perturbações de humor.