International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
Not a member yet
2185 research outputs found
Sort by
El papel de la rumiación en la relación entre la depresión y el consumo de pornografía
Full text linkPornography consumption is a widespread practice. In most cases, it does not have any negative consequence. However, some people develop an excessive and problematic consumption pattern. One of the factors that increases the risk of developing problematic pornography use (PPU) is dysphoric mood (specifically depressive mood). Moreover, rumination (a dysfunctional form of emotional regulation) perpetuates emotional distress, potentially exacerbating the link between depression and PPU. This study aimed to examine whether rumination mediated or moderated the relationship between depression, pornography use frequency (PUF), and PPU. To this end, 220 participants aged 18-74 completed a series of online questionnaires evaluating the main study variables. Depression had a direct, positive,and significanteffect on PPU ( = 0.96***), but not on PUF ( = -0.02). Similarly, rumination had a direct, positive, and significant effect on PPU ( = 0.12*), but not on PUF ( = 0.008). Regarding mediation analyses, rumination did not mediate between depression and PPU ( = 0.01), but it did betweendepression and PUF ( = 0.03*). Likewise, rumination did not moderate the relationship between depression and PUF ( = 0.001) or between depression and PPU ( = -0.003). These results suggest that emotional state strongly modulates pornography consumption (increasing the risk of developing PPU), but rumination does not mediate or moderate this relationship. The only instance where rumination plays a role in explaining the link between depression and pornography is in PUF. Thus, it is possible that people with depression and a tendency to ruminate use pornography more frequently, but not in a more problematic way.El consumo de pornografía es una práctica muy extendida. En la mayoría de casos, no conlleva consecuencia negativa alguna; no obstante, algunas personas desarrollan un patrón de consumo excesivo y problemático. Uno de los factores que aumenta el riesgo de desarrollar un uso problemático de pornografía (UPP) es el estado de ánimo disfórico (concretamente, el estado de ánimo depresivo). Asimismo, la rumiación (forma disfuncional de regulación emocional) perpetúa el malestar emocional, lo cual podría exacerbar el vínculo entre depresión y UPP. El objetivo de este estudio fue examinar si la rumiación mediaba o moderaba la relación entre depresión, frecuencia de uso de pornografía (FUP) y UPP. Con este propósito, 220 participantes entre 18-74 años completaron una batería de cuestionarios online donde se evaluaban las principales variables del estudio. La depresión tuvo un efecto directo, positivo y significativo en el UPP ( =0.96***), pero no en la FUP ( =-0.02). De igual modo, la rumiación tuvo un efecto directo, positivo y significativo en el UPP ( =0.12*), pero no en la FUP ( =0.008). En cuanto a los análisis de mediación, la rumiación no mediaba entre la depresión y el UPP ( =0.01), pero sí entre la depresión y la FUP ( =0.03*). Asimismo, la rumiación no moderó la relación entre depresión y FUP ( =0.001) ni entre depresión y UPP ( =-0.003). Estos resultados sugieren que el estado emocional modula fuertemente el consumo de pornografía (aumentando el riesgo de desarrollar un UPP), pero que la rumiación no media este vínculo ni modera su relación. El único caso en el que la rumiación desempeña un papel a la hora de explicar el nexo entre depresión y pornografía es en el caso de la FUP. Así, es posible que personas con depresión y tendencia a rumiar usen la pornografía con mayor frecuencia, pero no por ello de forma más problemática
Follow-up do caregivers skills training da organização mundial da saúde no Brasil
No full textCaregivers Skills Training (CST) is a World Health Organization program developed to assist caregivers of children with developmental delays and teach them to stimulate the development of children’s skills. The program is being implemented in more than 30 countries and evidence points to an improvement in both training objectives. In Brazil, the CST was adapted and validated, is inserted and is being disseminated in the context of public health. However, despite the positive results of the program at the end of the training, there is no evidence in the global context of long-term effectiveness. In this context, the present research aimed to evaluate the perception of the impact of CST in different periods after completing the training. Thirteen caregivers participated and were grouped according to the time elapsed since they completed the training (6, 12 or 18 months). Three focus groups were conducted, which were recorded, transcribed and analyzed using Content Analysis. The results indicate that caregivers cited the following as positive impacts of the program: 1) development of the child’s skills; 2) greater caregiver empowerment; 3) more appropriate management of disruptive behaviors; 4) better organization of theenvironment and routine; 5) development of family relationships; and 6) establishment of support networks. Furthermore, caregivers suggested including the topics of toilet training and feeding and holding meetings after the end of the CST to review the topics. The differences found between the groups can be associated with the type of training or focus group (online or in person). The perception of positive impacts and suggestions from the program are in line with and complement the immediate findings of the program, as well as indicating the permanence of the effects of the training in the medium term. O Caregivers Skills Training (CST) é um programa da Organização Mundial da Saúde desenvolvido para auxiliar cuidadores de crianças com atrasos no desenvolvimento e capacitá-los a estimular o desenvolvimento de habilidades das crianças. O programa está sendo implementado em mais de 30 países e as evidências apontam para uma melhora em ambos os objetivos do treinamento. No Brasil, o CST foi adaptado e validado, está inserido e está sendo disseminado no contexto da saúde pública. Entretanto, apesar dos resultados positivos do programa ao término do treinamento, ainda não existem evidências no contexto mundial de eficácia a longo prazo. Nesse sentido, a presente pesquisa teve como objetivo avaliar a percepção de impacto do CST em diferentes períodos após a realização do treinamento. Participaram 13 cuidadores que foram agrupados com relação ao tempo decorrido desde que finalizaram o treinamento (6, 12 ou 18 meses). Foram realizados 3 grupos focais, que foram gravados, transcritos e analisados por meio da Análise de Conteúdo. Os resultados apontam que os cuidadores citaram como impactos positivos do programa: 1) desenvolvimento de habilidades da criança; 2) maior empoderamento dos cuidadores; 3) manejo de comportamentos inadequados mais adequado; 4) melhor organização do ambiente e rotina; 5) desenvolvimento relacionamento familiar; e 6) estabelecimento de redes de suporte. Além disso, os cuidadores sugeriram inserir os temas de treino de toalete e alimentação e a realização de encontros posteriores ao encerramento do CST para revisar os temas. As diferenças encontradas entre os grupos podem ser associadas à modalidade do treinamento ou grupo focal (online ou presencial). A percepção de impactos positivos e sugestões do programa vão ao encontro e complementam os achados imediatos do programa, bem como indicam a permanência dos efeitos do treinamento a médio prazo
Resolución de problemas insight: propuesta de un método analítico útil para la enseñanza
No full textDeliberately teaching creative skills is challenging because they become analytical or reproductive for students in the following task. This exploratory work aimed to propose a method for teachers to use insight-based creative problems in instruction. The proposal is based on analytical methods to help students generate the inferences needed to solve this type of problem, as well as to relate the ideas, both inferentialand from the problem statement, through logical reasoning. Several experts generated and reached a consensus on the necessary inferences during the solving of some insight problems. These inferences and the ideas from the problem statements were then connected using logical rules. Rubrics were also designed, with levels based on the students’ ability, or inability, to perform certain mental processes determined through analytical resolutions. These rubrics were tentatively validated with a sample of 127 secondary school students in 8th and 11th grades. Their use allowed for the evaluation of the students’ progress and specific challenges in aspects such as unit decomposition or relaxation of constraints, which are typical of these insight problems, as well as comparisons between different grades. Enseñar deliberadamente destrezas creativases difícil porque se convierten en analíticas o reproductivas para el alumnado en la siguiente tarea. El presente trabajo exploratorio tuvo como objeto proponer al profesorado un método para utilizar los problemas creativos de tipo insight en la instrucción. La propuesta se basa en métodos analíticos para facilitar al alumnado la generación de inferencias necesarias para la solución de este tipo de problemas, y también a relacionar las ideas, inferenciales y del enunciado, mediante el razonamiento lógico. Varios expertos generaron y consensuaron inferencias necesarias durante la resolución de algunos problemas insight. Luego, estas inferencias y las ideas del enunciado se relacionaron entre sí usando reglas lógicas. También se diseñaron rúbricas cuyos niveles se basan en la capacidad del alumnado para realizar, o no, ciertos procesos mentales determinados mediante las resoluciones analíticas. Estas rúbricas fueron validadas tentativamente con una muestra de 127 estudiantes de secundaria en 8º y 11º grados. Su uso permitió valorar sus avances y obstáculos específicos en aspectos como la descomposición de unidades o la relajación de restricciones, típicas de estos problemas insight, así como comparar entre cursos
Abordagem da puépera com trauma psicológico no parto - estudo de caso
Full text linkIntroduction: The experience of childbirth is unique for each woman, and leaves a mark of great importance on her life. However, this event can be the trigger for the appearance of various psychological traumas. Psychological trauma during childbirth is an international public health problem, reported by around 45% of women, and which can have several repercussions on the quality of life of the mother, baby and family. Mothers who have experienced birth trauma have greater difficulty breastfeeding, establishing bonds with their baby, report changes in their sexual life and have low self-esteem. After a traumatic birth experience, women are at greater risk of experiencing a new trauma or developing a fear of childbirth. According to the specialist in maternal health and obstetric nursing competency regulations, intervention in women with psychological birth trauma is involved in the different areas of activity of this profession, which is why studying this topic becomes relevant. Objectives: Systematize knowledge about diagnosis, risk factors and interventions in psychological trauma during childbirth, based on scientific evidence. Methodology: A literature review was used as a methodology for this work, supporting the learning strategy based on the resolution of a case study - Case-Based-Learning. The information on the clinical case in question was obtained through an interview with the user and subsequent consultation of the clinical file with her prior authorization. Confidentiality was guaranteed at all times, and consent was given to expose this case. Results: From the analysis of the clinical case, the diagnosis of psychological trauma during childbirth seems to be the most likely diagnosis. It would therefore be essential to confirm the diagnosis through the application of an assessment scale that would allow for a differential diagnosis with other postpartum psychoemotional changes. The use of a Postnatal Debriefing technique is considered very effective in addressing the psychological trauma resulting from childbirth, both for women and the health professionals who accompany them. Debriefing is generally carried out a few days after birth and in the presence of a healthcare professional (usually a Midwife), who may or may not have been present at the birth, where clinical recordsare reviewed and discussed, and the “step by step” of the practices that occurred. Shared decision-making, good communication, informed consent, and ongoing positive support during birth have the potential to reduce psychological morbidity after birth. Conclusions: The obstetric nursing expertise stands out, both in prevention and in the assessment, diagnosis and referral of women with psychological birth trauma. These are the health professionals who have the most contact with women during labor and postpartum, they have qualified knowledge combined with a high degree of empathy, and therefore have a prominent role in caring for women, namely in terms of mental health, during the reproductive cycle.Introdução: A vivência do parto é única para cada mulher, e deixa uma marca de grande importância na sua vida. No entanto, este evento pode ser o gatilho para o aparecimento de diversos traumas psicológicos. O trauma psicológico no parto é um problema de saúde pública internacional, relatado por cerca de 45% das mulheres, e que pode ter diversas repercussões na qualidade de vida da mãe, do bebé e família. As mães que experienciaram trauma de nascimento, apresentam maior dificuldade em amamentar, em estabelecer vinculação com o bebé, referem alterações na vida sexuale apresentam baixa autoestima. Após uma experiência traumática de parto,as mulheres têm maior risco de ter um novo trauma ou de desenvolver medo do parto. De acordo com o regulamento de competências do enfermeiro especialista em enfermagem de saúde materna e obstétrica, a intervenção na mulher com trauma psicológico de parto, está implicada nas diferentes áreas de atuação deste profissional, pelo que estudar esta temática se torna pertinente. Objetivos: Sistematizar conhecimentos sobre o diagnóstico, fatores de risco e intervenções no trauma psicológico no parto, tendo por base a evidência científica. Metodologia: Utilizou-se a revisão da literatura como metodologia para este trabalho, suportando a estratégia de aprendizagem baseada na resolução de um estudo decaso - Case-Based-Learning. Asinformações do caso clínico em questão foram obtidas através de uma entrevista com a utente e posterior consulta do processo clínico com a sua autorização prévia. A confidencialidade foi garantida em todos os momentos, e foi dado o seu consentimento para expor este caso. Resultados: A partir da análise do caso clínico, o diagnóstico de trauma psicológico no parto parece ser o diagnóstico mais provável. Seria por isso essencial confirmar o diagnóstico através da aplicação de uma escala de avaliação que permitisse realizar o diagnóstico diferencial com outras alterações psicoemocionais do pósparto. A utilização da técnica de Debriefing Pós-natal é apontada como bastante eficaz na abordagem ao trauma psicológico resultante do parto, tanto para as mulheres como para os profissionais de saúde que as acompanham. O Debriefing, é geralmente realizado uns dias após o parto e com a presença de um profissional de saúde (geralmente uma enfermeira obstetra), que pode ou não ter estado presente no parto, onde são revistos e discutidos os registos clínicos, e o “passo a passo” das práticas ocorridas. A tomada de decisão partilhada, a boa comunicação, o consentimento informado e o apoio contínuo positivo durante o parto têm o potencial de reduzir a morbidade psicológica após o nascimento. Conclusões: Destaca-se a expertise do EEESMO integrado na equipa multidisciplinar, tanto na prevenção, como na avaliação, diagnóstico e encaminhamento de mulheres com trauma psicológico de parto. Estes são os profissionais de saúde que mais contato têm com as mulheres durante o trabalho de parto e pós-parto, têm um conhecimento qualificado ao qual aliam um elevado grau de empatia, e têm por isso um papel de destaque no cuidado às mulheres, nomeadamente ao nível da saúde mental, durante o ciclo reprodutivo.
Habilidades iniciales y perfiles de rendimiento matemático en 6º de educación primaria
Full text linkMathematical skills acquired during kindergarten can predict mathematical performance at the end of schooling, being a keyfactor of employability in adulthood. In this sense, it seems plausible to determine early profiles with the aim of contributing to the detection of difficulties in mathematics. Thus, this retrospective study consisted of analyzing the differences in early numeracy skills evaluated in kindergarten between children categorized according to theirmathematical performance in 6th grade of Primary School. The sample was made up of 91 students, of which 18.68% (n = 17) showed math learning difficulties (MLD), 37.36% (n = 34) presented average performance and 43.96% (n = 40) scored high performance in the EVAMAT-6 battery (3.0 version, García et al., 2018) administeredat the end of the Primary stage. To evaluate the degree of acquisition of early numeracy skills in Kindergarten, the TEDI-MATH test (Gregóire et al., 2005) was administered six years ago, which assesses counting skills (conceptual and procedural), magnitude comparison abilities (symbolic and non-symbolic) and logical operations (seriation, classification, conservation, and inclusion). The results show that students with MLD showed significantly poorer performance in key mathematical skills compared to the high-achieving group, such as procedural counting,symbolic comparison skills, and logical seriation and conservation. These findings have implications for the detection of MLD and, in addition, go deeper into the determination of high mathematical performance profiles in the early stages of development.Mathematical skills acquired during kindergarten can predict mathematical performance at the end of schooling, being a key factor of employability in adulthood. In this sense, it seems plausible to determine early profiles with the aim of contributing to the detection of difficulties in mathematics. Thus, this retrospective study consisted of analyzing the differences in early numeracy skills evaluated in kindergarten between children categorized according to their mathematical performance in 6th grade of Primary School. The sample was made up of 91 students, of which18.68% (n = 17) showed math learning difficulties (MLD), 37.36% (n = 34) presented average performance and 43.96% (n = 40) scored high performance in the EVAMAT-6 battery (3.0 version, García et al., 2018) administered at the end of the Primary stage. To evaluate the degree of acquisition of early numeracy skills in Kindergarten, the TEDI-MATH test (Gregóire et al., 2005) was administered six years ago, which assesses counting skills (conceptual and procedural), magnitude comparison abilities (symbolic and non-symbolic) and logical operations (seriation, classification, conservation, and inclusion). The results show that students with MLD showed significantly poorer performance in key mathematical skills compared to the high-achieving group, such as procedural counting, symbolic comparison skills, and logical seriation and conservation. These findings have implications for the detection of MLD and, in addition, go deeper into the determination of high mathematical performance profiles in the early stages of development.Las habilidades matemáticas adquiridas durante la etapa de Educación Infantil pueden predecir el rendimiento matemático al finalizar la escolaridad, siendo éste un factor determinante de la empleabilidad en la adultez. En este sentido, parece plausible determinar perfiles tempranos con el objetivo de contribuir a la detección de las dificultades en el área de las matemáticas. Por ello, este estudio retrospectivo consistió en analizar las diferencias en las competencias matemáticas básicas evaluadas en Educación Infantil entre niños y niñas categorizados en función de su rendimiento matemático en 6º de Educación Primaria. La muestra estuvo compuesta por 91 estudiantes, de los cuales el 18.68% (n = 17) mostraron dificultades de aprendizaje en matemáticas (DAM), el 37.36% presentó un rendimiento medio (n = 34) y el 43.96% rendimiento alto (n = 40) en la batería EVAMAT-6 versión 3.0 (García et al., 2018) administrada al finalizar la etapa de Educación Primaria. Para evaluar el grado de adquisición de competencias matemáticas básicas en Educación Infantil, se administró el TEDI-MATH (Gregóire et al., 2005) seis años antes, que evalúa las competencias de conteo (conceptual y procedimental), comparación de magnitudes (simbólicas y no-simbólicas) y operaciones lógicas (seriación, clasificación, conservación e inclusión). Los resultados ponen de manifiesto que los estudiantes con DAM mostraron un desempeño significativamente inferior en competencias matemáticas clave en comparación con el grupo de rendimiento alto, tales como el conteo procedimental, las habilidades de comparación simbólica y la seriación y conservación lógicas. Estos hallazgos poseen implicaciones para la detección de las DAM y, además, profundizan en la determinación de perfiles de alto rendimiento matemático en etapas tempranas del desarrollo
Análisis de la salud mental y uso problemático del móvil en universitarios españoles
Full text linkThe advancement of mobile telephony has become the real global player in society, influencing people both positively and negatively. For the statistical analysis, the following objectives were formulated: (1) To find out the influence of university course (from first to fourth year) on Problematic Mobile Phone Use and Mental Health (anxiety and depression) and (2) To detect variables that influence problematic mobile phone use according to sex,course,and mental health. The sample consisted of 1216 university adolescents, 68.24% female and 31.76% male, from the University of Extremadura (Spain) aged between 18 and 24 years (M=21.46; SD=3.83). The results showed that women are more likely to suffer from problematic mobile phone use, being in the first years where it is more accentuated. In addition, it was found that the increase in anxiety and depression is closely related to problematic mobile phone use. In conclusion, it is advisable to implement programmes to prevent and detect situations of problematic mobile phone use, recommending action in the first years of university, focusing on mental health and mobile phone use in women. El avance de la telefonía móvil se ha convertido en el verdadero protagonista a nivel mundial en la sociedad, influyendo tanto positiva como negativamente en las personas. Para el análisis estadístico se formularon los siguientes objetivos: (1) Conocer la influencia del curso universitario (de primero a cuarto) en el uso problemático del móvil y en la salud mental (ansiedad y depresión) y (2) Detectar variables que influyen en el uso problemático del móvil en función de sexo, curso y salud mental. La muestra estuvo constituida por 1216 adolescentes universitarios, 68.24 % mujeres y 31.76% hombres, de la Universidad de Extremadura (España) con edades comprendidas entre los 18 y los 24 años (M=21.46; DT=3.83). Los resultados mostraron que las mujeres son más proclives a sufrir un uso problemático del móvil, siendo en los primeros cursos donde más se acentúa.Además, se obtiene que el aumento de la ansiedad y depresión está estrechamente relacionado con el uso problemático del móvil. Para concluir se aconseja implantar programas para prevenir y detectar situaciones de uso problemático del móvil recomendando actuar en los primeros años de universidad enfocando los riesgos de salud mental y uso de móviles en las mujeres
¿El entrenamiento de la inteligencia emocional genera diferencias en la autorregulación emocional? Un estudio cuasi-experimental en educación secundaria
Full text linkEmotional self-regulation (E-SR) is considered as a core skill for personal and interpersonal wellbeing, especially for current youths’ challenges such as social media, mental health issues, or increasing peer conflicts. Nevertheless, self-regulation is not naturally developed and requires a conscious effort through frequent experiences to be acquired. The present study aims to analyze the effects of a training program in emotional intelligence on secondary education students E-SR and conflicting behavior. To this aim, we used the Service-Learning (SL) methodology with Psychology degree students to apply the content of the INTEMO program (Aranda et al., 2013) based on training emotional skills. The sample consists of 87 students in 8th grade from a secondary education center in Salamanca (Spain). To measure the program impact, we assessed emotional skills through the INTEMO program self-reported items and part of the emotional problem-solving situations from the Spanish adaptation of the MSCEIT (Mayer et al., 2023). The results show no differences between groups or across time. They are briefly discussed.La autorregulación emocional (AR-E) se considera una habilidad fundamental para el bienestar personal e interpersonal, especialmente para los desafíos de los jóvenes en la actualidad, como las redes sociales, los problemas de salud mental o el aumento de los conflictos entre compañeros. Sin embargo, la autorregulación no se desarrolla de forma natural y requiere un esfuerzo consciente a través de experiencias frecuentes para ser adquirida. El presente estudio tiene como objetivo analizar los efectos de un programa de formación en inteligencia emocional sobre la AR-E de estudiantes de educación secundaria y conductas conflictivas. Para ello, hemos utilizado la metodología del Aprendizaje- Servicio (ApS) con estudiantes del grado de Psicología aplicando los contenidos del programa INTEMO (Aranda et al., 2013) basados en el entrenamiento de habilidades emocionales. La muestra está formada por 87 alumnos de 2oESO de un centro de secundaria de Salamanca (España). Para medir el impacto del programa, hemos evaluado las habilidades emocionales a través de los ítems autoinformados del programa INTEMO y algunas de las situaciones de resolución de problemas emocionales de la adaptación española del MSCEIT (Mayer et al., 2023). Los resultados no muestran diferencias entre los grupos ni a lo largo del tiempo. Estos se discuten brevemente
Funcionalidade familiar: relação com o grau de dependência à nicotina
Full text linkIntroduction: Relationships between individuals are built throughout the life cycle, influence the functionality of the family, and are relevant to the unity of members and the function of any family. In this way, good family functionality (FF) promotes the maintenance and physical-psychological integrity of family members, ensuring well-being and health promoting lifestyles. Objective: To analyze the relationship between FF and the degree of nicotine dependence. Methodology: This is a descriptive-correlational, cross-sectional study with a quantitative approach, in which 364 users of a Family Health Unit (FHU) in northern Portugal participated. In data collection, we used an online questionnaire, and the data resulting from its application were processed using SPSS 29.0 software, using descriptive and inferential statistics. Results: Of the total sample (n= 364), the majority of responding users, members of a family, were female (69.0%), belonged to the 34-44 age group (62.4%), held marital status was married (63.7%) and had higher education as educational qualifications (60.7%). The majority of the sample perceived their family to be highly functional (76.4%), of which 21.2% were tobacco users and the largest group of these users (n=77) was classified as having a Very Low degree of nicotine dependence. (36.4%). There were no statistically significant differences between the FF score and the degree of nicotine dependence (Kruskal-Wallis: p ≥ 0.127). Conclusions: The majority of users perceivethat they havea highlyfunctional family, with the majority of the sample being classified as Very Low and Low levels of nicotine dependence. There is no relationship between the perception of FF and the degree of nicotine dependence. However, there are some families with a perception of severe dysfunction that it is necessary to monitor and promote interventions to improve FF.Introdução: As relações entre os indivíduos são construídas, ao longo do ciclo vital, influenciam a funcionalidade da família, sendo relevantes para a unidade dos membros e função de qualquer família. Desta forma, a boa funcionalidade familiar (FF) promove a manutenção e integridade físico-psicológica dos membros da família, garantindo o bem-estar e estilos de vida promotores de saúde. Objetivo: Analisar a relação entre a FF e o grau de dependência à nicotina. Metodologia: Trata-se de um estudo descritivo-correlacional, transversal e de abordagem quantitativa, no qual participaram 364 utentes de uma Unidade de Saúde Familiar (USF), do norte de Portugal. Na recolha de dados utilizámos um questionário online, tendo os dados resultantes da sua aplicação sido tratados através do software SPSS 29.0, com recurso à estatística descritiva e inferencial. Resultados: Do total da amostra (n= 364) a maioria dos utentes respondentes, membros de uma família, era do sexo feminino (69,0%), pertencia ao grupo etário dos 34-44 anos (62,4%), detinha o estado civil de casado (63,7%) e possuía como habilitações literárias o Ensino superior (60,7%). A maioria da amostra percecionava a sua família com altamente funcional (76,4%), dos quais 21,2% eram consumidores de tabaco e o maior grupo destes utentes (n=77) foi classificado com um grau de dependência à nicotina Muito Baixo (36,4%). Não se verificaram diferenças estatísticas significativas entre a pontuação da FF e o grau de dependência à nicotina (Kruskal-Wallis: p ≥0,127). Conclusões: A maioria dos utentes perceciona ter uma família altamente funcional, sendo que a maioria da amostra foi classificada no grau Muito baixo e Baixo de dependência à nicotina. Não existe relação entre a perceção da FF e o grau de dependência à nicotina. No entanto existem algumas famílias com perceção de Disfunção severa que é necessário acompanhar e promover intervenções para a melhoria da FF.
Psicología positiva y fortalezas personales en adolescentes en el uso de las tics. Una revisión actual. "Hacia una tecnología positiva"
No full textPositive Psychology is the science of human strengths (Seligman, 1999), its conception and objective encompasses characters that go far beyond the mere positive aspect of the person, also influencing achieving success in the negative side of the lives that surround them (Seligman, 2005). In the educational sphere, positive psychology focuses its attention on the strengths, virtues and specific positive qualities of students and groups of students in pedagogical environments (Hughes, 2000). For this reason, Seligman & Csikszentmihalyi (2000) promote developing competencies in children, strengthening their personal qualities, helping them identify them and find the appropriate spaces in which to express them. The problematic and dysfunctional use of the Internet is a growing problem that interferes with the family and academic life of adolescents, with serious consequences and which has been increased by the emerging health crisis and the confinement derived from Covid-19. This work reviews some studies carried out in the last seven years in these areas, highlighting the personal variables that affect and converge in a healthy relationship between young people and their use of technologies. La Psicología Positiva, es la ciencia de las fortalezas humanas (Seligman, 1999), su concepción y objetivo engloba caracteres quevan mucho másallá del mero aspecto positivo dela persona, incidiendo también en lograr el éxito en la cara negativa de las vidas que les rodean (Seligman, 2005). En la esfera educativa, la psicología positiva centra su atención en las fortalezas, virtudes y cualidades específicas positivas de los estudiantes y grupos de estudiantes en ambientes pedagógicos (Hughes, 2000). Por ello, Seligman & Csikszentmihalyi (2000) promueven desarrollar competencias en los niños, fortaleciendo sus cualidades personales, ayudándoles a identificarlas y encontrar los espacios adecuados en los que poder expresarlas. El uso problemático y disfuncional de la Tecnología, es un problema creciente que interfiere en la vida familiar y académica de los adolescentes, con graves consecuencias y que se ha visto acrecentado por la crisis sanitaria emergente y el confinamiento derivado de la Covid-19. En este trabajo se revisan algunos estudios realizados en los últimos siete años en dichas áreas, destacando las variables personales que inciden y convergen en una relación sana de los jóvenes en el uso que realizan de las tecnologías
Violência doméstica contra a mulher no Brasil: o papel da policía civil
No full textDomestic violence against women is a social problem and its confrontation depends on a strengthened network structure, in which institutions, governmental, non-governmental services and the community itself must act, in a coordinated manner, in order to combat it. The article presents a qualitative study, with an exploratory and transversal character, whose general objective was to analyze the role of the civil police in the personal and social construction of (un)safety of the victim woman and the performance in the face of the problem. Thirty civil police officers participated in the study, and the sample was gathered through a non-probabilistic and convenience sampling process, according to previously established criteria for the investigation. Data were collected through the interview survey method, which was recorded for later transcription and categorical content analysis. The results revealed the need for greater training for civil police officers to provide more specialized and humanized assistance to victims of domestic violence. This police action acquires relevance for the defense of human rights, for the reinforcement of the personal security of the victim woman and of all citizens, who look to the police for an ally in the fight against this form of interpersonal violence.A violência doméstica contra a mulher é um problema de ordem social e o seu enfrentamento depende de uma estrutura de rede fortalecida, no qual instituições, serviços governamentais, não-governamentais e a própria comunidade devem atuar, de forma coordenada, de modo a combatê-lo. O artigo apresenta um estudo qualitativo, com carácter exploratório e transversal, que teve como objetivo geral analisar o papel da polícia civil na construção pessoal e social de (in)segurança da mulher vítima e a atuação perante o problema. Participaram no estudo 30 policiais civis, tendo a amostra sido reunida por meio de um processo de amostragem não probabilístico e por conveniência, de acordo com critérios previamente estabelecidos para a investigação. Os dados foram recolhidos através do método de inquérito por entrevista, a qual foi gravada para posterior transcrição análise de conteúdo categorial. Os resultados revelaram a necessidade de maior capacitação dos policiais civis para um atendimento mais especializado e humanizado das vítimas de violência doméstica. Esta atuação policial adquire relevância para a defesa de direitos humanos, para o reforço da segurança pessoal da mulher vítima e de todos os cidadãos, que buscam nas polícias um aliado no combate a esta forma de violência interpessoal