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BackgroundEpidemiological studies show that most of the adult population will be exposed to at least one potentially traumatic event in the course of his/her life; adolescence and early adulthood are the most vulnerable periods of life for exposure to traumatic experiences (70% of their deaths are due to external causes). Posttraumatic Stress Disorder is characterized by the development of dysfunctional symptoms that cause distress or social, academic, or occupational impairment, as result of exposure to a traumatic event. The aim of this multicentric study is to establish the proportion of college students, within seven institutions in Northeastern Brazil, who were exposed to traumatic experience and met PTSD criteria.Methods/DesignA one-phase census protocol of seven college institutions in three metropolitan regions in Northeastern Brazil was performed (April to July 2011). All students aged 18 years or older, matriculated and attending their first or final semester were eligible. The self-applied protocol consisted of a socio-demographic questionnaire and the following scales adjusted to Brazilian Portuguese standards Trauma History Questionnaire (THQ), PTSD Checklist-Civilian (PCL-C), Impulsivity Scale (BIS-11). Data were entered into SPSS 17.0.Results2213 (85.5%) students consented to participate, and completely filled in the protocols. Of these, 66.1% were woman, mean age 23.9 (SD 6.3), 82.7% were single, and 57.3% attended university outside their native cities. The total PTSD prevalence was 14%, and the median for frequency of trauma exposure was 5 events.ConclusionA high frequency of exposure to violence, as well as a high rate of PTSD, suicide attempts, and high-risk sexual behavior was found in Brazilian college students. This highlights the importance of effective public health actions in relation to the prevention and treatment of PTSD and other dysfunctional behaviors resulting from traumatic exposure in young individuals, usually an at risk population for violence and traumatic situations.

The aim of this work was to investigate the association between traumatic experiences and posttraumatic stress disorder (PTSD) with the academic performance of university students. This is a one-phase study that included 2213 students, enrolled at one of seven college institutions in their first or final semesters in all programs, who filled out the self-response questionnaires. From this student population, 14% presented with PTSD, with 13.3% in their first semester and 14.9% in their final semester. The students who presented lower academic results (low scoring) had a higher prevalence of PTSD in both the first and final semesters. Nonsexual violence was related with low scoring in the first-semester students. Thus, we conclude that students in the PTSD group present worse academic performance. These results indicate a need to pay attention to students who have been through traumatic experiences and gone on to develop PTSD, to ensure their undergraduate success and enable their future performance as professionals.

No contexto de ensino da análise experimental do comportamento, 53 graduandos foram expostos à tarefa informatizada de construir frases. Iniciou-se o experimento com linha de base, na ausência de contingência experimental. A seguir, os participantes, em dois diferentes grupos, podiam ganhar (vs. manter) ou manter (vs. perder) pontos, segundo contingências programadas de reforçamento positivo ou negativo, respectivamente, aplicadas ao uso de um pronome previamente selecionado, "nós" ou "ele(a)". Os resultados revelaram que, durante a linha de base, todos os seis pronomes foram utilizados em freqüências próximas ao acaso. Na condição experimental, houve um aumento acentuado no uso do pronome selecionado para reforçamento. Esse aumento foi gradual e sistemático para os sujeitos de ambos os grupos e, interessantemente, em freqüência média mais elevada sob reforçamento negativo do que positivo. Tais dados sugerem diferentes efeitos dessas duas contingências sobre o comportamento humano, avaliados em situações eticamente aceitáveis e no contexto didático que visa à formação de atitudes científicas.

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