This is the first study developed in Portugal which investigates specific characteristics of dance and gymnastics environments that make them high-risk contexts for the development of eating disorders. Four focus groups were conducted with thirteen ballet students from a professional dance school and nine gymnasts from a gymnastics club (aged 12 to 17 years old), which were subjected to an inductive-deductive analysis procedure. Specific risk and protective factors were identified. Among their respective sources of influence, teachers and coaches are those who exert a stronger influence upon young athletes. We also explored some themes related to the influence of peers, parents, and environmental characteristics, which could have an important role on the development or prevention of disordered eating.Este es el primer estudio realizado en Portugal que tiene como objetivo investigar las características específicas que en el mundo de la danza y de la gimnasia pudieran ser factores de alto riesgo para el desarrollo de trastornos de la conducta alimentaria. Se realizaron cuatro grupos focales con trece estudiantes de danza profesional y nueve gimnastas (de 12 a 17 años). Las transcripciones de los grupos focales fueron sometidas a un procedimiento de análisis inductivo-deductivo. Se identificaron factores de riesgo y protectores específicos. Entre las respectivas fuentes de influencia, los profesores y entrenadores son los que ejercen mayor influencia sobre los jóvenes atletas. También se exploraron algunos temas relacionados con la influencia que tienen compañeros, padres y las características del entorno deportivo; los cuales pueden tener un importante rol tanto en el desarrollo como en la prevención de comportamientos alimentarios alterados. Palabras clave: trastornos de la conducta alimentaria, ballet, gimnasia, adolescentes, grupo focal.

This study compared potential risk and protective factors, levels of disordered eating (DE), and their relationship among young aesthetic athletes (elite and nonelite) and controls (N = 725; 62.5 % females; mean age = 15.3, SD = 2.1). The participants completed selfreport measures (McKnight Risk Factor Survey-IV, Contour Drawing Rating Scale and Eating Disorder Examination-Questionnaire). Female elite athletes showed a greater risk of developing eating disorders than non-elite athletes and controls, with no difference between the three groups of males. Multiple group analyses revealed important differences in DE predictors. Although social pressure is the strongest DE predictor in non-elite athletes and controls, in elite athletes, the strongest DE predictor is body image dissatisfaction. Parental influences, rather than self-esteem, are predictors of DE in elite athletes, unlike the other two groups. These results show that the risk and protective factors involved in the development of DE are not universally valid. The results highlight the importance of studying specific characteristics associated with DE in aesthetic athletes. Some implications for ED risk assessment and prevention are discussed.

ResumoEste estudo procurou investigar a forma como a presença ou a ausência de irmãos influencia a personalidade. O lugar que cada um ocupa na família proporciona experiências diversificadas; alguns aspectos da personalidade, conseqüentemente, podem ser distintos consoante a posição fraternal do sujeito considerado. A amostra foi constituída por 1.142 estudantes universitários, 874 do sexo feminino e 268 do masculino. As análises estatísticas realizadas demonstraram a existência de diferenças de personalidade entre os sujeitos que ocupam uma das quatro principais posições fraternais: únicos, mais velhos, mais novos e do meio. Nomeadamente, nas facetas da rectidão, altruísmo e complacência (do domínio da Amabilidade), obediência ao dever e deliberação (do domínio da Conscienciosidade) e hostilidade (do domínio do Neuroticismo). Os resultados foram discutidos à luz das teorias dos principais estudiosos da fratria, concretamente, Adler, Toman e Sulloway. Tudo começa em casa (Winnicott, 1989). Ou, por assim dizer, é na família, tenha ela a configuração que tiver, que o desenvolvimento do ser humano se inicia. Por ser o primeiro contexto desenvolvimental, é o mais significativo na ontogenia. Com efeito, é na família que sentimos os primeiros amores e os primeiros ódios, com ela fazemos as primeiras aprendizagens -que fazem parte do processo de socialização -, e é lá que começa o desenvolvimento da nossa personalidade. Parte significativa de cada um de nós construir-se-á, então, a partir das aprendizagens realizadas no quadro familiar, sobretudo das relações com os pais e os irmãos.

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The main goal of this research was to assess whether satisfying basic psychological needs (BPN) in a Portuguese school-based mentoring (SBM) program improved the mentored students' well-being. One uncommon feature of this program was that the mentors were also teachers of the mentees. A two-wave experimental study design was implemented to compare the mentored (n = 157) and non-mentored students (n = 160). Surveys were completed twice, with a 6-month interval between time points 1 and 2. The results indicate that SBM that was associated with increased support for BPN was the most effective condition for promoting academic well-being, particularly in terms of improving the mentored students' perceptions of their school environment. However, no significant differences between the mentored and non-mentored students were detected regarding personal well-being (e.g., psychological well-being) and social well-being (e.g., peer support). These findings suggest that the balanced support of BPN was important in this particular SBM program. This support and enduring mentoring relationships can facilitate the general improvement of the mentored students' well-being. Keywords School-based mentoring Á Basic psychological needs Á Well-being 1 Introduction Schools are increasingly committed to improving students' knowledge and well-being. This dual purpose is shared by different educational stakeholders and stems from the assumption that student performance depends on a wide array of cognitive, emotional and