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Envolvimento de neurotransmissões angiotensinérgicas no núcleo medial da amídala nas respostas cardiovasculares e ansiogênica ao estresse de restrição em ratos
(Universidade Federal de São Carlos, 2020-09-04) Costa-Ferreira, Willian; Crestani, Carlos Cesar; https://lattes.cnpq.br/1117432571971568; https://lattes.cnpq.br/1826719696228199
Limbic structures participate in the control of physiological responses related to stress, and the medial amigdaloid nucleus (MeA) has been demonstrated as an area of the central nervous system involved in the control these responses. The angiotensin II, acting on the AT1 receptor, has been shown to be an important signaling mechanism in the central nervous system involved in the etiology of behavioral changes and in the physiological adjustments observed during aversive situations, whereas the AT2 receptor and the angiotensin 1-7/Mas receptor neutranmission acts as a mechanism against regulation of the AT1 receptor. Thus, the hypothesis of our work was that cardiovascular and anxiogenic changes to restraint stress (RS) are modulated by angiotensin II/ AT1 receptor, AT2 and angiotensin 1-7 / Mas receptor neurotransmission in the AMe. In the characterization the role of angiotensinergic neurotransmissions in the MeA in the baroreflex control activity in non-stressed animals indicated that the AT2 receptor in MeA plays an inhibitory role in the tachycardia reflex response, but without affecting bradycardia reflex; whereas the Mas receptor has a facilitating influence on both tachycardia and bradycardia reflex. In experiments on cardiovascular function of exposure to a 10-days of RS, this protocol caused an increase in arterial pressure baseline, facilitated tachycardic reflex and impaired spontaneous baroreflex activity. The animals treated with losartan attenuated tachycardia reflex, whereas the other changes were not affected by treatments. In the experiment comparing the effects of the MeA pharmacological treatments with angiotensinergic receptors agonists and antagonists on cardiovascular responses during an acute session and the 10th RS session, we found that repeated exposure to RS abolished facilitation of tachycardic response caused by the treatment of the MeA with angiotensin II and losartan in acute stressed animals. The tachycardic reduction caused by A-779 and the pressor response in animals treated with PD123319 in animals that were acutely stressed, was inhibited after repeated exposure to RS. In addition, repeated exposure to RS reversed the reduction in tachycardic response caused by MeA treatment with PD123319 seen in acutely stressed animals. Was not observed effect on facilitation of the tachycardic response after repeated exposure to RS by angiontensin 1-7 microinjection in the MeA. The reduction in the skin's tail temperature was greater in chronically stressed animals, and only treatment with PD123319 inhibited this facilitation. In the anxiogenic response, animals that went through an acute session showed behavioral of the anxiogenic type, and treatments with angiotensin II, losartan and angiotensin 1-7 inhibited this effect. Anxiogenic effect was also observed 24h after the 9th restraint session, and without additional five minutes after the 10th restraint session. In addition, the pharmacological treatments of the MeA did not cause any behavioral changes in the EPM in animals repeatedly exposed to RS. Finally, we identified that repeated exposure to RS increased the expression of the AT1 receptor and decreased the expression of the Mas receptor in the MeA. In short, our data support an involvement of RAS present in MeA in the control of cardiovascular and behavioral responses to stress, and this control seems to beinfluenced by previous experience with the stressor.
O sentido de pertença de adolescentes ao ambiente escolar e sua interface com o apoio social e a saúde mental
(Universidade Federal de São Carlos, 2020-09-04) Lourenço, Mariana Santos De Giorgio; Cid, Maria Fernanda Barboza; https://lattes.cnpq.br/8595043315867424; https://lattes.cnpq.br/0860411681732717
The sense of belonging has been discussed by several authors as one of the basic needs of human beings, involving cognitive, emotional, behavioral, health and well-being processes. It can be understood from a sociological perspective, which involves social organization in groups, and from a psychological perspective, where the debate about the sense of belonging comes from an individual's internal affective process, in a relationship between himself and others. Regarding the sense of belonging of adolescents, there is a growing interest studying the topic, focusing on the school context, which have shown relationships between the feeling of belonging to the school and the engagement in academic activities and social relations. However, there are few Brazilian studies about this subject but there are signs indicating the need for further investigations that expand the understanding of this phenomenon, relating it to other factors such as the perceived social support, mental health and social participation of this population, especially in the school environment. In this sense, the present study aimed to identify the sense of belonging of adolescents in relation to the school context and to investigate possible relationships between the sense of belonging, social support and mental health, with the specific objectives: a) understand the adolescents' perception about how they feel in the different activities and dynamics performed in the school context; b) understand the perception of adolescents regarding how they feel in the school environment; and c) identify which elements the adolescents perceive as facilitators and hinders of their sense of belonging at school. The study was carried out with 171 adolescents from 13 to 15 years old, enrolled in the 8th and 9th years of the Elementary School of Public Schools in Sorocaba, a city in the interior of São Paulo State. For this, a quantitative and qualitative methodology was used, with the application of four instruments for data collection, namely: 1) Sociodemographic characterization form; 2) Flexible tool ‘What works for you? Difficulties and support at school’; 3) Social Support Appraisals - SSA; and 4) Skills and Difficulties Questionnaire - SDQ. The analysis of the quantitative data was performed using descriptive and correlational statistics and the qualitative data obtained in the open questions of the questionnaire ‘What works for you? Difficulties and support at school 'were analyzed using the Categorical Analysis, based on parameters previously established from the theoretical framework used. The results obtained show that 48.5% of the participants report feeling part of the school always or normally. 35.7% say that they sometimes feel part of it. About the facilities they find and that help in the sense of belonging to school, the adolescents mention the respectful relationship with colleagues and employees, having the support of friends, participating in exhibitions, works and cultural presentations, as well as organizing and participating in parties and events, participate in school projects and the recognition they receive from teachers and staff. In relation to the difficulties, the adolescents addressed the open questions and pointed out issues such as the relationship with colleagues, teachers or employees, bullying and individual difficulties, such as shyness, learning problems and those related to mental health. Regarding the statistical analyzes of correlation carried out, it was found that the more social support the participants perceive, the more they feel they belong to the school and the less they have difficulties related to mental health. The study advances the knowledge produced about the feeling of belonging, in general, focusing on the adolescent population linked to the school context, indeed, in Brazil the study of this theme is incipient. It also advances by valuing the voice of the adolescents themselves in the debate, which present paths that can be considered in the development of participatory strategies to be implemented in different schools, aiming at fostering more teaching-learning and citizen training processes effective and less harmful to the mental health of this population and that, therefore, favor the feeling of belonging.