International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología).
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Existencial suffering of the person in a palliative situation: an integrative reviex
No full textIntrodução: A proximidade da morte transforma a experiência humana, levando a pessoa em situação paliativa a confrontar-se com sentimentos de perda de autonomia, desespero e isolamento. O sofrimento existencial (SE) é influenciado pela consciência da finitude, medo da morte, vazio existencial e culpa. Compreender e abordar o SE é essencial em cuidados paliativos (CP), promovendo uma jornada digna até ao fim da vida, sustentada pela Teoria do Cuidado Transpessoal (TCT) de Jean Watson, que enfatiza uma abordagem humanística e holística. Objetivo: Compreender a perceção, características e interpretação do SE da pessoa em situação paliativa. Metodologia: A revisão integrativa da literatura incluiu artigos de 2014 a 2024, selecionados em bases de dados como PubMed, PsycInfo e Cochrane Library. A análise seguiu a perspetiva holística da TCT, com uma amostra final de 21 estudos. Resultados: Foram identificadas cinco categorias: 1) Significado do SE, nomeadamente perda de controlo e ausência de propósito; 2) Avaliação e estratégias, incluindo a Escala de SE; 3) Intervenções, como Terapia do Significado da Vida; 4) Suporte emocional e familiar; e 5) Fatores que influenciam a superação do SE, como a espiritualidade. Discussão: O SE afeta o bem-estar físico, emocional e espiritual, intensificado pela desmoralização. Intervenções focadas no significado mostram-se promissoras, sendo a sedação paliativa último recurso para casos refratários. A TCT de Watson suporta uma prática centrada na pessoa, com envolvimento familiar e promoção do bem-estar emocional e espiritual, salientando a necessidade de treino especializado. Conclusão: A gestão do SE em CP exige uma abordagem holística que integre dimensões emocionais, espirituais e sociais, para oferecer cuidados sensíveis e humanizados. Reforça-se a importância da formação dos profissionais e a investigação contínua para melhorar a assistência no SE em CP.Introduction: The proximity of death transforms the human experience, leading the person in a palliative care (PC) to confront feelings of loss of autonomy, despair and isolation. Existential suffering (ES) is influenced by awareness of finitude, fear of death, existential emptiness and guilt. Understanding and addressing ES is essential in PC, promoting a dignified journey to the end of life, underpinned by Jean Watson’s Transpersonal Care Theory (TCT), which emphasizes a humanistic and holistic approach. Objective: To understand the perception, characteristics and interpretation of the palliative care patient’s SE.nMethodology: The integrative literature review included articles from 2014 to 2024, selected from databases such as PubMed, PsycInfo and the Cochrane Library. The analysis followed the holistic perspective of TCT, with a final sample of 21 studies. Results: Five categories were identified: 1) Meaning of ES, namely loss of control and lack of purpose; 2) Assessment and strategies, including the ES Scale; 3) Interventions, such as Meaning of Life Therapy; 4) Emotional and family support; and 5) Factors that influence overcoming ES, such as spirituality. Discussion: ES affects physical, emotional and spiritual well-being, intensified by demoralization. Interventions focused on meaning show promise, with palliative sedation being the last resort for refractory cases. Watson’s TCT supports a person-centered practice, with family involvement and promotion of emotional and spiritual well-being, highlighting the need for specialized training. Conclusion: The management of ES in PC requires a holistic approach that integrates emotional, spiritual and social dimensions, in order to offer sensitive and humanized care. The importance of training professionals and continuous research to improve care for ES in PC is reinforced
The narrative of salvation: an analysis from the narrative psychology of Dante Alighieri\u27s
No full textThis article proposes an interpretation of The Divine Comedy through the lens of narrative psychology, understood as the study of the self through life stories that give existential meaning. Moving beyond a strictly theological or literary reading, the paper argues that Dante’s poem can be viewed as a narrative structure that symbolically dramatizes the transformation of personal identity. Drawing from the theoretical frameworks of Jerome Bruner, Dan McAdams, and Paul Ricoeur, the protagonist’s journey is analyzed as a life narrative that moves through stages of rupture (dark forest), confrontation (inferno), re-signification (purgatory), and integration (paradise). Each of these phases is approached as a dynamic configuration of the self, confronting shadow, guilt, hope, and transcendence. The analysis emphasizes how poetic narrative serves as a symbolic vehicle for self-knowl-edge, providing the narrator—and the reader—with a guide to reworking the past and opening toward a renewed horizon of meaning. Within this framework, The Divine Comedy can be interpreted as a therapeutic narrative, enabling the narrative self to traverse existential fragmentation and reorganize it into a symbolically fulfilled story. The work is thus understood as an archetypal narrative matrix applicable to contemporary contexts marked by identity crisis, loss of meaning, and the need for subjective reconstruction. The text demonstrates how literature functions as a mediator between lived experience and its symbolic integration, affirming the power of narrative language as a tool for psychological, ethical, and spiritual transformation.Este artículo propone una interpretación de La Divina Comedia desde el enfoque de la psicología narrativa, entendida como el estudio del yo a través de las historias que construyen sentido vital. Lejos de una lectura exclusivamente teológica o literaria, se plantea que el poema de Dante puede ser leído como una estructura narrativa que dramatiza simbólicamente el proceso de transformación de la identidad personal. A partir del marco teórico de Jerome Bruner, Dan McAdams y Paul Ricoeur, se analiza el viaje del protagonista como una narrativa de vida que transita por las fases de ruptura (selva oscura), confrontación (infierno), resignificación (purgatorio) e integración (paraíso). Cada una de estas etapas es abordada como una configuración del yo en proceso, en diálogo con la sombra, la culpa, la esperanza y la trascendencia. El análisis destaca cómo el relato poético funciona como vehículo simbólico de autoconocimiento, proporcionando al sujeto —y al lector— una guía para la reelaboración del pasado y la apertura a un nuevo horizonte de sentido. En este marco, La Divina Comedia puede entenderse como una narrativa terapéutica, en la medida en que permite al yo narrativo atravesar su fragmentación existencial y reorganizarla desde un relato simbólicamente pleno. La obra se interpreta, así como una matriz narrativa arquetípica aplicable a múltiples contextos contemporáneos de pérdida de sentido, dispersión de la identidad y necesidad de reconstrucción subjetiva. El texto demuestra cómo la literatura puede funcionar como mediadora entre la experiencia vivida y su integración simbólica, confirmando la potencia del lenguaje narrativo como instrumento de transformación psicológica, ética y espiritual
Exposure to violence and its impact on anxiety and depression: a cross-sectional study in the province of el Oro, Ecuador
No full textLa violencia representa un problema global que afecta la salud mental, incluyendo un aumento en síntomas de ansiedad y depresión. El objetivo de estudio fue evaluar el impacto de la exposición a la violencia en la salud mental en El Oro, Ecuador, específicamente su relación con la prevalencia de ansiedad y depresión, e identificar sus factores sociodemográficos, utilizando un diseño transversal correlacional con una muestra de 1,043 participantes de la Universidad Técnica de Machala mediante cuestionarios validados. Los resultados revelaron correlación significativa entre exposición a la violencia (p < 0.001), altos niveles de ansiedad (30.2%) y depresión (25.1%). Las mujeres jóvenes de áreas rurales son más vulnerables, con un riesgo 2.5 veces mayor de desarrollar síntomas de ansiedad moderada en comparación con los hombres casados con estabilidad económica (IC 95%, p < 0.001), que mostraron síntomas mínimos. Las dimensiones afectivas y somáticas de ansiedad estuvieron fuertemente asociadas con violencia intrafamiliar y comunitaria; las dimensiones cognitivas de depresión presentaron correlaciones más débiles. Estos hallazgos subrayan la necesidad de mitigar la exposición mediática a contenidos violentos, implementar políticas públicas y diseñar intervenciones específicas considerando factores sociodemográficos, para reducir efectos adversos de la violencia en la salud mental. Violence represents a global problem affecting mental health, including increased symptoms of anxiety and depression. The aim of this study was to assess the impact of exposure to violence on mental health in El Oro, Ecuador, specifically its relationship with the prevalence of anxiety and depression, and to identify its sociodemographic factors, using a cross-sectional correlational design with a sample of 1,043 participants from the Technical University of Machala using validated questionnaires. The results revealed a significant correlation between exposure to violence (p < 0.001), high levels of anxiety (30.2%) and depression (25.1%). Young women from rural areas are more vulnerable, with a 2.5 times higher risk of developing moderate anxiety symptoms compared to economically stable married men (95% CI, p < 0.001), who showed minimal symptoms. The affective and somatic dimensions of anxiety were strongly associated with intrafamilial and community violence; the cognitive dimensions of depression presented weaker correlations. These findings underscore the need to mitigate media exposure to violent content, implement public policies, and design specific interventions considering sociodemographic factors to reduce the adverse effects of violence on mental health
Screening of the comprehensive development of the early childhood in human mobility
No full textMéxico es reconocido como un país de origen, tránsito y retorno que ha tenido un mayor flujo de personas en situación de movilidad humana; esta población se enfrenta a diversas situaciones de vulnerabilidad (violencia, discriminación, falta de acceso a la educación y servicios de salud, entre otras); particularmente cuando se trata de niños y niñas en primera infancia quienes pueden llegar a tener repercusiones significativas en su desarrollo integral; por tal motivo requieren de evaluaciones integrales inmediatas mediante un tamizaje. En esta investigación se aplicó la prueba Perfil de Desarrollo-3 (DP-3), que evalúa cinco dimensiones, con el objetivo de detectar las fortalezas y áreas de oportunidad en 18 primeras infancias en situación de movilidad humana que residían temporalmente en el Centro Integrador para el Migrante Carmen Serdán en Tijuana Baja California. En los resultados se detectó que la dimensión conducta adaptativa es la que más se promueve, aunado a la motricidad gruesa, fina y el lenguaje. Por otra parte, las áreas de oportunidad que se ubicaron fueron las dimensiones cognitiva y socioemocional aunque también son estimuladas por los cuidadores. Este tamizaje permitió apoyar a los cuidadores mediante estrategias sencillas y validar que el DP-3 es una herramienta eficiente en esta población.Mexico is recognized as a country of origin, transit, and return that has experienced a greater influx of people on the move. This population faces various situations of vulnerability (violence, discrimination, lack of access to education and healthcare, among others), particularly when it comes to children in early childhood, who can have significant repercussions on their overall development. Therefore, they require immediate comprehensive assessments that can be conducted through screening. In this research applied the Developmental Profile-3 (DP-3) test, which evaluates five dimensions. The objective was to identify strengths and areas of opportunity in 18 early childhood children on the move who were temporarily residing at the Carmen Serdán Migrant Integration Center in Tijuana, Baja California. The results showed that the adaptive behavior dimension is the most promoted, along with gross and fine motor skills and language. On the other hand, the areas of opportunity identified were the cognitive and socioemotional dimensions, although these are also encouraged by caregivers. This screening allowed us to support caregivers through simple strategies and validate that the DP-3 is an effective tool for this population
Analysis of classroom interactions in a third grade primary school group
No full textAt any stage of our lives, but especially in childhood, being rejected by those around us poses a risk to psychological development. Schools therefore play a fundamental role in preventing, detecting, and addressing rejection. Thus, to foster cohesion within a group of fifth-grade primary school students at a school in El Bierzo, we used a sociogram as a tool to determine which students prefer to interact with regarding work, play, and friendship. The results show that choices are consistent both in play and in schoolwork, which leads us to study this phenomenon and establish possible sociocognitive, family, and school factors associated with it, to improve coexistence and empathy within the group.En cualquier etapa de nuestras vidas, pero especialmente en la niñez, ser rechazado por quienes nos rodean supone un riesgo para el desarrollo psíquico. La escuela juega por tanto un papel fundamental en la prevención, detección e intervención sobre el rechazo. De este modo, para trabajar la cohesión dentro de un grupo de alumnos de 5º de educación primaria en un colegio de El Bierzo, empleamos el sociograma como instrumento para conocer con que compañeros los alumnos prefieren relacionarse en lo que se refiere al trabajo, el juego y la amistad. En los resultados se observa que coinciden elecciones tanto en el juego, como en el trabajo escolar, lo que nos da pie a estudiar este fenómeno y establecer posibles factores sociocognitivos, familiares y escolares asociados al mismo, en aras de mejorar la convivencia, y empatía dentro del grupo
Afrontando juntos para reducir los problemas internalizados y externalizados: una intervención para padres e hijos
No full textThe parent-child relationship provides the foundation for children to develop adaptive coping and stress management skills. How parents cope with adversity is a predictor of children’s coping abilities. Childhood stressors have physical and psychological consequences that trigger coping, understood as a dynamic and adaptive response to stress. In Mexico, preschool children tend to use dysfunctional coping strategies, it could increase the likelihood to develop Internalized and externalized problems, also could be the result of parenting practices characterized by psychological control, devaluation and blame. This underscore, the importance of promoting interventions that provide coping strategies for both children and their caregivers, aimed at preventing and addressing internalized and externalized problems in children. The objective of this study is to evaluate the intervention «Afrontando Juntos», implemented with Mexican children from 4 to 6 years old in an urban area in the thern of Mexico City. This intervention involves parents and children with the goal of increasing functional coping and reducing internalized and externalized problems in children. Participants were divided into two groups: Experimental group that participated in 12 sessions with parents’ participation; and a comparison group where only children participate in 8 sessions without their parents. Initially, there were 26 participants, but only 18 children (9 in each group), completed the study. Results showed that children in the experimental group increased their functional coping skills and experienced significant reduction in emotional reactivity and sleep problems.La relación entre padres e hijos brindan las bases para que sus hijos adquieran otras habilidades de afrontamiento adaptativo y manejo del estrés. La forma en cómo los padres afrontan las adversidades, resulta un predictor del afrontamiento de los niños. Los estresores infantiles tienen consecuencias físicas y psicológicas por lo que se pone en marcha el afrontamiento, entendido como una respuesta dinámica y adaptativa al estrés. En México, los preescolares tienden a utilizar estrategias de afrontamiento disfuncionales, que los pueden llevar a desarrollar, problemas internalizados y externalizados, los cuales también pueden ser producto de los modelos de crianza parentales en los que se emplea el control psicológico, devaluación y culpa. De ahí se resalta la importancia de promover intervenciones para niños y sus cuidadores basadas en brindar estrategias de afrontamiento para la prevención y tratamiento de los problemas internalizados y externalizados en niños por lo que el objetivo del trabajo es evaluar la intervención “Afrontando juntos”, una intervención realizada a niños mexicanos de 4 a 6 años de la zona urbana sur de la Ciudad de México, donde participan padres e hijos para aumentar el afrontamiento funcional y disminuir los problemas internalizados y externalizados en niños, divididos en dos grupos: experimental con 12 sesiones y con la participación de los padres y grupo comparativo donde sólo participan los niños en 8 sesiones sin sus padres. En principio se tuvieron 26 participantes, pero al final, sólo concluyeron 18 niños, 9 en cada grupo. Los resultados mostraron que los del grupo experimental aumentaron el afrontamiento funcional y disminuyeron de forma significativa la reactividad emocional y problemas para dormir
Students perceptions of service-learniing in higher education
No full textService-Learning is increasingly consolidating as a high-impact educational methodology that enhances student involvement in social causes, reinforces the value of civic engagement, and fosters the acquisition of curricular content. Its application in teacher training is key to building a more equitable, transformative, and grounded education. Therefore, the main objective of this study focused on analyzing the prior perceptions of service-learning in a sample of 158 students in the Early Childhood and Primary Education Teaching Degree. To this end, the Questionnaire for the development of service-learning experiences in rural schools (Miró-Miró et al., 2021) and the Scale to evaluate university service-learning in physical activity and sport (Santos-Pastor et al., 2020) were administered. The frequencies and average scores were described based on the factors analyzed. Among the future teachers, it is notable that, despite having no prior experience in community service or volunteering, they believe that this methodology will help them acquire university subject content, enrich their knowledge of diversity, their understanding of social problems and responsibilities as citizens, as well as their ability to manage teamwork. Possible explanations and practical implications for inclusive higher education are discussed.El Aprendizaje-Servicio se consolida cada vez más como una metodología educativa de alto impacto, que potencia la implicación del alumnado en causas sociales, refuerza el valor del compromiso cívico y favorece la adquisición de los contenidos curriculares. Su aplicación en la formación docente resulta clave para construir una educación más equitativa, transformadora y conectada con la realidad. Por ello, el objetivo principal de este estudio se centró en analizar las percepciones previas del aprendizaje-servicio sobre una muestra de 158 estudiantes del Grado de Maestro en Educación Infantil y Primaria. Para ello, se aplicaron el Cuestionario para el desarrollo de experiencias de aprendizaje-servicio en la escuela rural (Miró-Miró et al., 2021) y la Escala para evaluar el aprendizaje-servicio universitario en actividad física y deporte (Santos-Pastor et al., 2020). Se describieron las frecuencias y medias de las puntuaciones en base a los factores analizados. Entre los futuros maestros se destaca que, pese a no tener experiencia previa en servicios a la comunidad o voluntariado, consideran que esta metodología les ayudará en la adquisición de contenidos de las materias universitarias, les enriquecerá en el conocimiento de la diversidad, la comprensión de problemas sociales y las responsabilidades como ciudadanos, así como en la gestión del trabajo en equipo. Se discuten las posibles explicaciones e implicaciones prácticas para la educación superior e inclusiva
Young people\u27s perceptions of the inclusion of people with disabilities in a university context: a case study
No full textPeople with disabilities face multiple obstacles in the educational context, with diverse implications for their development. Thus, it is estimated that 17.6% of the population over 18 years of age has a disability (Ministry of Social Development, 2022). Therefore, the study aimed to understand the perceptions of emerging adults regarding the inclusion of people with disabilities (PwD) in the university environment. Methodologically, the study was conducted using a qualitative approach, adopting an exploratory, cross-sectional, and non-experimental design. A non-probability convenience sample was used, consisting of 20 young people (13 women and 7 men), with an average age of 23.5 years, belonging to a private university in Temuco (Chile). Data collection was conducted through semi-structured interviews, whose stories were analyzed using content analysis with the support of ATLAS.ti version 9.4.4 software. The participants recognize that the inclusion of people with disabilities in the university setting requires a comprehensive approach beyond legal-welfare approaches. This is influenced by economic, social, and historical-cultural factors that implicitly contribute to the victimization and dependence of this group, limiting the recognition of their abilities, talents, and development possibilities. The need for inclusive, cross-curricular training in the university setting is discussed, fostering participation and recognizing diversity beyond the limits defined by academic space and time.Las personas en situación de discapacidad enfrentan múltiples obstáculos en el contexto educativo, con diversas implicaciones en su desarrollo. Así, se estima que el 17,6% de la población mayor de 18 años está en situación de discapacidad (Ministerio de Desarrollo Social, 2022). Por consiguiente, el estudio tuvo como propósito comprender las percepciones de los adultos emergentes sobre la inclusión de personas en situación de discapacidad (PcD) en el ámbito universitario. Metodológicamente, el estudio se realizó desde un enfoque cualitativo, adoptando un diseño de tipo exploratorio, transversal y no experimental. Se utilizó un muestreo no probabilístico por conveniencia conformado por 20 jóvenes (13 mujeres y 7 hombres), con una edad promedio de 23, 5 años, pertenecientes a una universidad privada en Temuco (Chile). La recolección de datos se realizó mediante entrevistas semiestructuradas, cuyos relatos fueron analizados mediante análisis de contenido con apoyo del software ATLAS.ti versión 9.4.4. Los participantes reconocen que la inclusión de personas en situación de discapacidad en el ámbito universitario requiere un enfoque integral más allá de los enfoques jurídicos-asistencialistas. Lo anterior, se ve influenciado por factores económicos, sociales e histórico-culturales que contribuyen implícitamente a la victimización y la dependencia de este grupo, limitando el reconocimiento de sus capacidades, talentos y posibilidades de desarrollo. Se discute la necesidad de una formación inclusiva transversal en el ámbito universitario que potencie la participación y el reconocimiento de la diversidad más allá de los límites definidos por el espacio y tiempo escolar
Evaluation of the autonomy of students with intellectual disabilities in the shool context
No full textAutonomy is a progressive process that can and should be fostered from childhood, respecting each individual’s unique pace. Assessing and strengthening adaptive skills are essential to identifying support needs and implementing interventions that promote the independence of individuals with intellectual disabilities (ID). Thus, promoting the autonomy of students with ID is one of the most significant challenges in contemporary inclusive education. Autonomy is a gradual, contextualized process that depends on social mediation. This study aimed to evaluate the levels of support necessary for the development of autonomy in students with ID, as well as to analyze pedagogical practices developed based on these data. The research was conducted with three public school teachers who work with students with ID, using two questionnaires and individualized pedagogical practices designed and implemented by the participants. The results indicate that adopting intentional and personalized practices supports the development of adaptive skills and enhances students’ self-determination. The data analysis reveals significant progress in the evaluated dimensions, suggesting that planning based on students’ real needs is a promising path toward fostering autonomy in the school context. Promoting autonomy is an inalienable right of students and represents an ethical, political, and pedagogical challenge for education professionals.A autonomia é um processo progressivo, que pode e deve ser estimulada desde a infância, respeitando o ritmo individual do indivíduo. A avaliação e o fortalecimento das habilidades adaptativas são fundamentais para identificar as necessidades de suporte e implementar intervenções que aumentem a independência dos indivíduos com deficiência intelectual (DI). Assim, a promoção da autonomia de estudantes com DI é um dos desafios mais significativos da educação inclusiva contemporânea. A autonomia é um processo gradual, contextualizado e dependente de mediação social. Este estudo teve como objetivo avaliar os níveis de suporte necessários para o desenvolvimento da autonomia em estudantes com DI, bem como analisar as práticas pedagógicas elaboradas a partir desses dados. A pesquisa foi desenvolvida com três professores da rede pública de ensino que atuam com estudantes com DI, por meio da aplicação de dois questionários e da prática pedagógica individualizada elaborada e desenvolvida pelos participantes. Os resultados apontam que a adoção de práticas intencionais e personalizadas favorece o desenvolvimento de habilidades adaptativas e potencializa à autodeterminação dos estudantes. A análise dos dados revela avanços significativos nas dimensões avaliadas, indicando que o planejamento baseado nas necessidades reais dos estudantes é um caminho promissor para a efetivação da autonomia no contexto escolar. A promoção da autonomia é um direito inalienável dos estudantes e representa um desafio ético, político e pedagógico para os profissionais da educação
Inclusion in higher education: analysis of guides and handbooks for people with disabilities
No full textThe inclusion of people with disabilities in higher education is essential to ensure equal opportunities. This systematic review analyzed 29 guides developed by universities, foundations, and publishers, focused on accessibility, curriculum adaptation, and pedagogical strategies. The guides address the inclusion of students with various disabilities (physical, intellectual, sensory, and psychosocial) and emphasize accessibility in university environments, academic support, and training for teaching and administrative staff. Contributions were identified from entities such as Fundación Universia and Editorial Universitaria, which produce materials and resources to enhance inclusion. A relevant finding is the diversity of approaches and strategies. Some guides prioritize physical accessibility, others focus on the adaptation of teaching methods and ongoing staff training. Particularly notable are those that incorporate innovative strategies for cognitive accessibility, which is crucial for students with intellectual disabilities. In conclusion, the review reveals a growing effort to make higher education more inclusive. However, its effective implementation depends on institutional commitment, staff training, and resource availability. It is essential to continue developing and evaluating these guides to achieve truly accessible education.La inclusión de personas con discapacidad en la educación superior es clave para garantizar la igualdad de oportunidades. Esta revisión sistemática analizó 29 guías desarrolladas por universidades, fundaciones y editoriales, enfocadas en accesibilidad, adaptación curricular y estrategias pedagógicas. Las guías abordan la inclusión de estudiantes con diversas discapacidades (física, intelectual, sensorial y psicosocial) y destacan la accesibilidad en entornos universitarios, el apoyo académico y la formación del personal docente y administrativo. Se identificaron contribuciones de entidades como Fundación Universia y Editorial Universitaria, que elaboran materiales y recursos para fortalecer la inclusión. Un hallazgo relevante es la variedad de enfoques y estrategias. Algunas guías priorizan la accesibilidad física, otras la adaptación de métodos de enseñanza y la formación continua del personal universitario. Destacan también aquellas que incluyen estrategias innovadoras para la accesibilidad cognitiva, crucial para estudiantes con discapacidad intelectual. En conclusión, la revisión evidencia un esfuerzo creciente por hacer la educación superior más inclusiva. Sin embargo, su implementación efectiva depende del compromiso institucional, la capacitación del personal y la disponibilidad de recursos. Es fundamental continuar desarrollando y evaluando estas guías para lograr una educación verdaderamente accesible