Sugammadex is associated with less pain felt in the PACU. This "opioid-sparing" effect, combined with less PONV and a faster discharge from the PACU, makes sugammadex an indispensable drug in this type of patients and allows fast-track surgery in the MO.

Introdução: A disponibilidade de ecrãs tem sido associada a efeitos negativos. Pretendemos caracterizar e comparar o “tempo de ecrã” em crianças e adolescentes da área de Vila Nova de Gaia, com e sem psicopatologia.  Material e Métodos: Estudo observacional, com amostra de conveniência e aplicação de questionários entre 1 de outubro de 2018 e 31 de junho de 2019 a crianças e adolescentes seguidos em Cuidados Saúdes Primários e em consulta de Psiquiatria da Infância e Adolescência.  Resultados: Amostra de 223 participantes, 184 com psicopatologia (82,5%) e 39 sem (17,5%). A maioria apresentava “tempo de ecrã” superior ao recomendado (71,4%), com superioridade naqueles com psicopatologia (p=0,006). Verificámos o mesmo relativamente à utilização de dispositivos ao adormecer ou background TV (p=0,024 e 0,008, respetivamente). A covisualização foi mais frequente nos participantes sem psicopatologia (p=0,045). O “tempo de ecrã” superior ao recomendado, background TV e covisualização mantiveram‑se significativos após regressão logística (p=0,029, p=0,024 e p=0,013, e OR = 3,741 [IC 1,148‑12,194]; OR=3,494 [IC 1,175‑10,392] e OR = 0,249 [IC 0,083‑0,750] respetivamente).  Discussão: Os resultados coadunam com o que éapontado na literatura sobre uma possível associação entre “tempo de ecrã” e psicopatologia. Será importante avaliar o efeito de causalidade desta associação.  Conclusão: O “tempo de ecrã” éexcessivo e mais frequente nos participantes com psicopatologia. A uniformização de recomendações e adaptação à realidade portuguesa são de relevância crescente na atualidade.

Autism spectrum disorder (ASD) is a heterogeneous neurodevelopmental disorder characterized by pervasive deficits in communication and social interaction and patterns of repetitive, restrictive interests and/or stereotyped behaviors. Female sex/gender is not represented in the current conceptualization of ASD, and there is emerging evidence of a female phenotype. The etiology of ASD and borderline personality disorder (BPD) is not fully understood. Clinical observations suggest that ASD and BPD can overlap in clinical presentation and diagnostic characteristics, especially in female ASD cases. We report two clinical cases of two adolescent girls presenting overlap symptoms between ASD and BPD, raising questions about the female ASD phenotype and the potential misdiagnosis of ASD characteristics with BPD, as well as its impact on diagnosis and management. Diagnostic differentiation is crucial for targeted therapeutic interventions (psychopharmacological and psychosocial). Further studies are needed to enlighten the clinical similarities and diagnostic overlap between ASD females and BPD.

Introduction: In 1976, Erikson characterized adolescence as a special phase of development marked by the construction of identity, where a containing and understanding family environment is crucial, as well as the socio-cultural context, so immigration can act as a destabilizer. Through a case report, it is intended to address the role of culture in the development of emotional, behavioural and identity problems in immigrant adolescents, and also reflect on its impact on the therapeutic alliance and the need for an intercultural approach in the care of this population. Case Presentation: 16-year-old black skin Angolan teenager, who immigrated to Portugal at the age of 11, being displaced from her extended family. At the age of 14, she began to present self-injurious behaviours and developed depressive symptoms, having been referred to a Child and Adolescent Psychiatric consultation after voluntary drug intake when she was 16 years old. Throughout the observations, the intercultural conflict, the feeling of not belonging and incomprehension were noticeable. In one of the consultations, in the presence of an African doctor, she presented a relaxed attitude, spontaneously addressed sociocultural aspects that she believes are at the genesis of the current symptoms. Conclusion: Intrapersonal, interpersonal and cultural factors influence the identity construction process, and conflicts in these dimensions can lead to behavioural and emotional problems. Given that the therapeutic alliance is important for the treatment, investing in intercultural training of mental health professionals can be beneficial to address immigrants’ mental health problems.

Le présent travail a eu comme but d'exécuter les propositions pratiques des interventions dans les programmes scolaires que les théoriciens de l'alphabétisation littéraire ont développé et/ou sont en train de développer dans une classe d'élèves de 3ème (troisième) année du premier cycle de l'Enseignement Elémentaire d'une école municipale située à Uberlândia-MG. Donc ont été pensées la littérature et ses modalités pratiques, qui actuellement se dirigent autour de la formation des sujets lecteurs dans le milieu de la communauté interprétative, par moyen d'actions médiatrices, surtout du professeur. Les sujets lecteurs sont des individus capables d'élaborer des significations des oeuvres ou des textes avec leur créativité. Afin de délimiter la recherche, un extrait des événements d'alphabétisation qui se sont concentrés sur l'oeuvre É isso ali (C'est ceci) a été fait: des poèmes adulte-infant-juvéniles, de José Paulo Paes ( 2005), de façon associée à la musique de Paulo Bi ( 2005) et à l'art de l'animation. Les poèmes ont été abordés par la méthode Brincar de Ler (Jouer à Lire) qui approche le livre et le jouet comme un moyen de promouvoir les fluctuations des impressions singulières des lecteurs infantiles pendant ses lectures. Ainsi, cette méthode a mis en évidence la subjectivité des lecteurs dans la construction des significations des poèmes, en les considérant comme des sujets réels et non virtuels, en partant de leurs rendus (les textes des lecteurs), en les invitant à les interpréter à travers des débats et/ou de réflexions dans la communauté interprétative, l'espace d'intersubjectivité dans la classe. De manière méthodologique, les lectures sous forme d'action ont été privilégiées au lieu de ses résultats, car c'est l'attention portée au processus, c'est à dire, aux relations établies entre le lecteur et les oeuvres ou les textes, qui proportionnent la formation des sujets lecteurs. Afin d'observer le processus de singularité des poèmes, des journaux de lecture ont été utilisés, des descriptions faites par les élèves sur les formes que les compositions poétiques prennent dans leur conscience. Part conséquent, le rôle fondamental des émotions pendant la réception des oeuvres ou des textes a été souligné dans cette dissertation.