Sex and gender differences in tobacco smoking among adolescents in French secondary schools

S. Kalaboka; J.P. Piau; G. King; D. Moreau; M. Choquet; I. Annesi-Maesano

doi:10.4081/monaldi.2008.393

Sex and gender differences in tobacco smoking among adolescents in French secondary schools

Monaldi Archives for Chest Disease ◽

10.4081/monaldi.2008.393 ◽

2016 ◽

Vol 70 (3) ◽

Cited By ~ 1

Author(s):

S. Kalaboka ◽

J.P. Piau ◽

G. King ◽

D. Moreau ◽

M. Choquet ◽

...

Keyword(s):

Public Schools ◽

Alcohol Consumption ◽

Tobacco Smoking ◽

Protective Factor ◽

Smoking Behaviour ◽

Influential Factors ◽

Sex And Gender ◽

Regular Smoker ◽

Occasional Smoker ◽

And Gender

Aim. We investigated the relationship between sex (genetic/biological) and gender (environmental/ cultural) factors in relation to adolescent tobacco smoking. Methods. A representative sample of 11,582 students from French secondary public schools participated in the study by completing a self-administered, standardised questionnaire. Results. Using the WHO classification for smoking in the youth, 15.6% of the adolescents were regular smokers, 7.7% occasional smokers, 17.9% experimental smokers and 4.8% ex-smokers, with no statistically significant gender difference. Taking non-smoking as a reference, puberty had a much greater effect on the likelihood of being a regular smoker [OR=18.0 (95% Confidence Interval: 9.6- 32)] than of being an experimental/occasional smoker [OR=3.7 (2.9-4.6)] among girls. For boys, the effect of puberty was not as great [OR=4.7 (3.5-6.5)] for regular vs. [OR=2.1 (1.8-2.5)] for experimental/occasional smokers). Similarly, illicit drug use had a larger effect on the likelihood of being regular smoker vs. non-smoker [OR=15.0 (12.0-20.0) in boys and 12 (8.8-16.0) in girls] than of being experimental/occasional smoker vs. a non-smoker [OR=4.8 (3.7-6.1) and 2.9 (2.1-3.9) respectively]. Other factors related to regular smoking were exposure to passive smoking and regular alcohol consumption. Living with both parents was a protective factor for life and regular smoking in both genders. Conclusions. Our results show that influential factors of sex-related (puberty), gender-specific (environmental tobacco smoking, alcohol consumption, drug abuse) or sex/gender (regular sexual intercourse) are related to the smoking behaviour in French adolescents.

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076 Sex and gender différences in tobacco smoking among adolescents in France

Revue des Maladies Respiratoires ◽

10.1016/s0761-8425(05)92488-1 ◽

2005 ◽

Vol 22 (5) ◽

pp. 883

Author(s):

S. Kalaboka ◽

G. King ◽

M. Choquer ◽

I. Annesi-Maesano

Keyword(s):

Gender Differences ◽

Tobacco Smoking ◽

Sex And Gender ◽

And Gender ◽

Sex And Gender Differences

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Sex and gender differences in schizophrenic psychoses

European Psychiatry ◽

10.1016/j.eurpsy.2016.01.905 ◽

2016 ◽

Vol 33 (S1) ◽

pp. S46-S46 ◽

Cited By ~ 1

Author(s):

A. Riecher-Rössler

Keyword(s):

Gender Differences ◽

Protective Factor ◽

Age Of Onset ◽

Biological Factor ◽

Age Difference ◽

Sex And Gender ◽

Gonadal Dysfunction ◽

Competing Interest ◽

And Gender ◽

Sex And Gender Differences

IntroductionSex and gender differences in schizophrenic psychoses have often been described but treatment approaches so far have hardly taken them into account.ObjectivesTo describe the most important sex and gender differences in schizophrenic psychoses with clinical implications.MethodsReview.ResultsSchizophrenic disorders show a later age of onset in women and a slightly better course, especially in young women. As to pathogenesis, there is some evidence that the age difference might be at least partly due to the female sex hormone estradiol being a protective factor. Differences in course might also have to do with this biological factor, but at the same time with the psychosocial advantages of a higher age of onset and other psychosocial factors.These gender differences have important implications for assessment and therapy. Thus, we have to consider gender differences in coping behaviour as well as psychosocial burdens and needs deriving from differing roles in partnership, family, household and profession, from dependent relationships, potential abuse and violence. Furthermore, there are specific biological risks such as gonadal dysfunction we have to deal with in both sexes differently. Thus, e.g. women with psychosis can also have very special needs regarding fertility, pregnancy and motherhood. Also, around menopause we have to consider special measures such as replacement of physiological 17-b-estradiol.ConclusionsWomen, but also men, with schizophrenic psychoses should get a gender-sensitive assessment and treatment.Disclosure of interestThe author has not supplied his declaration of competing interest.

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Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions

Paidéia (Ribeirão Preto) ◽

10.1590/1982-4327e2816 ◽

2018 ◽

Vol 28 (0) ◽

Author(s):

Marília Mariano ◽

Alessandra Turini Bolsoni-Silva

Keyword(s):

Public Schools ◽

Social Skills ◽

Behavior Problems ◽

Protective Factor ◽

Structured Interview ◽

Educational Practices ◽

Clinical Indicators ◽

Predictive Values ◽

Teachers And Students ◽

And Gender

Abstract Interactions between teachers and students impact children’s academic and social learning. This study’s objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children’s social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children’s development, but this requires planning.

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