International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Análisis descriptivo y de relación entre la actividad física y el rendimiento académico en jóvenes estudiantes del centro de España
Get PDFEvidence suggests that the practice of physical activity (PA) is positively related to academic performance in adolescents. Howev in the same way in all subjects according to the weekly level of PA at a moderate-vigorous intensity (MVPA). The objective was to describe and see the relationship that exists between the weekly practice of MVPA with the academic performance of young students between 12 and 16 years old. A descriptive design was used. MVPA and the subjects’ marks were evaluated through a sociodemographic questionnaire. The results showed significance in the children where they perform more MVPA than the girls during the week. On the other hand, in both sexes, it was statistically significant to have better grades in physical education (PE) with the increase in weekly MVPA. No significant differences were found in the subjects of language, mathematics and english or french. Therefore, the practice of daily and weekly MVPA is a way to improve the marks in the subject of PE, apart from the benefits it has for health. Future studies are required to contrast this study with a higher sample or even measure some cognitive variables. er, there is little information about whether the improvements affectLa evidencia sugiere que la práctica de actividad física (AF) se relaciona positivamente con el rendimiento académico en adolescentes. Sin embargo, es escasa la información sobre si las mejoras afectan de la misma manera en todas las asignaturas de acuerdo con el nivel semanal de AF a una intensidad moderada-vigorosa (AFMV). El objetivo fue describir y ver la relación que existe entre la práctica semanal de AFMV con el rendimiento académico de jóvenes estudiantes de entre 12 y 16 años. Se utilizó un diseño descriptivo. AFMV y las calificaciones de los sujetos se evaluaron a través de un cuestionario sociodemográfico. Los resultados mostraron significatividad en los niños donde realizan más AFMV que las niñas durante la semana. Por otro lado, en ambos sexos, fue estadísticamente significativo tener mejores calificaciones en educación física (EF) con el aumento de AFMV semanal. No se encontraron diferencias significativas en las materias de lengua, matemáticas e inglés o francés. Por lo tanto, la práctica de AFMV diaria y semanal es importante para mejorar las calificaciones en la asignatura de EF, aparte de los beneficios que tiene para la salud. Se requieren estudios futuros para contrastar este estudio con una muestra más alta o incluso medir algunas variables cognitivas
Satisfaçao profesional de enfermeiros em unidades de AVC
Get PDFJob satisfaction has over the years been a topic of growing interest for those concerned with quality of life at work and with organisational success. Nurses’ professional satisfaction is an indicator of the quality of care provided to patients. As such, assessing it contributes to developing a good environment in the workplaces and wellbeing of the professionals. Objectives:To evaluate the professional satisfaction of nurses from two Stroke Units. Participants: A study carried out in two Stroke Units of the North-eastern Trás-os-Montes region’s Hospitals, using a non-probabilistic sample of 29 nurses. Methodology: Descriptive cross-sectional quantitative study. The Evaluation of Professional Satisfaction instrument was used to evaluate the degree of professional satisfaction of the nurses of the two health institutions. Sociodemographic and professional variables were used to characterise the sample. The statistical treatment was performed in the SPSS, version 22, package. A significance level of p smaller than 0.05 was defined. Results: The sample is composed mostly of married nurses (55.2%), level I nurses (65.5%), with a specialty (20.7%) and nurses with a master’s degree (13.8%). Regarding received salary, 75.8% of the nurses consider themselves totally dissatisfied and / or very dissatisfied; 31% of the nurses said they were totally dissatisfied with the profession. The overall average of job satisfaction is 70%, with a standard deviation of 6.4. Conclusions:Nurses tend to be dissatisfied with their salaries, and those who reported having a shift schedule, a permanent labour contract, were more satisfied.A satisfação profissional tem sido ao longo dos anos um tópico de interesse crescente para os que se preocupam com a qualidade de vida no trabalho e com o sucesso organizacional. A satisfação profissional dos enfermeiros é um indicador de qualidade dos cuidados prestados aos doentes. Como tal, a sua avaliação contribui para desenvolver um bom ambiente nos locais de trabalho e bem-estar dos profissionais. Objetivos: Avaliar a satisfação profissional de enfermeiros de duas Unidades de AVC (Acidente Vascular Cerebral). Participantes: Estudo realizado em duas Unidades de AVC de Hospitais do Nordeste Transmontano com recurso a uma amostra não probabilística de 29 enfermeiros. Metodologia: Estudo quantitativo descritivo transversal. Recorreu-se ao instrumento de Avaliação da Satisfação Profissional (IASP) para avaliar o grau de satisfação profissional dos enfermeiros das duas instituições de saúde. Foram utilizadas variáveis sociodemográficas e profissionais para caraterizar a amostra. O tratamento estatístico foi realizado no Programa SPSS, versão 22.Foi definido como nível de significância p menor que 0,05. Resultados: A amostra é maioritariamente composta por enfermeiros casados 55,2% são enfermeiros nível I 65,5%, com especialidade 20,7% e os enfermeiros com mestrado 13,8%. Relativamente ao vencimento auferido, 75,8% dos enfermeiros consideram-se totalmente insatisfeito e/ou bastante insatisfeito; 31% dos enfermeiros afirmaram estar totalmente insatisfeitos com a profissão. A média Global da satisfação profissional situa-se nos 70% com um desvio padrão de 6,4. Conclusões: os enfermeiros estão tendencialmente insatisfeitos com os seus vencimentos, sendo que aqueles que referiram ter horário por turnos, um vínculo no quadro do pessoal, demonstraram estar mais satisfeitos
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Práticas educativas parentais: autonomia e expressão de afeto
Get PDFChildren’s development is related to the quality of the family relationships. When a children with disabilities births the family can experiment negatives feelings as affliction and frustration. The way how parentes deal with this crisis influences on the educational practices that they will perform with their children. The purpose of this study is to descrive education practices of parentes with empha sis on autonomy and affection expression utilized by parentes of childrens with developmental delay.The method includes descriptive and inferential analysis. Participated 86 families wich 45 has children with typical development and 41 has children with developmental delay (childrens without phenotypes but with intelectual disabilities light or moderate, or autism diagnosis). The results shows that there’s a significant statistical difference between the parents with children with typical development and the children’s parents with developmental delay about the choice of educational practices,in what concerns on the authoritarian control (F(119) = 3,61, p smaller than 0,05), stimulation of autonomy(F(119) = 5,37, p smaller than 0,01), and affection expression (F(119) = 6,10, p smaller than 0,01). The datas allow to conclute that parentes with childrens with developmental delay need a eficient support network and orientation about educational practices more appropriates to the childrens development.Unproportional use of authoritarian control associated with difficult on affection expression are educational practices that do not contribute to the development of a children. Creating support groups for parents with children with developmental delay could be a way to provide orientation about educational practices more apropriates.O desenvolvimento da criança está relacionado a qualidade das relações familiares. Com o nascimento de uma criança com deficiência, a família pode experenciar sentimentos negativos interferindo na relação pai-filho, repercutindo nas práticas educativas parentais. Esta pesquisa pretendeu descrever práticas educativas com ênfase em autonomia e expressão de afeto utilizadas por país com filhos com Atraso Significativo no Desenvolvimento. O método incluiu análises descritivas e inferências. Participaram 86 famílias, sendo 45 formadas por crianças com desenvolvimento típico e 41 com crianças com atraso significativo no desenvolvimento. Todos os participantes preencheram o Inventário de Práticas Educativas Parentais (CRPR). Os resultados permitiram concluir que há diferença estatisticamente significativa entre os pais de crianças com desenvolvimento típico e os pais de crianças com Atraso Significativo no Desenvolvimento na escolha de práticas educativas, em relação ao uso do controle autoritário (F(119) = 3,61, p menor que 0,05), autonomia (F(119) = 5,37, p menor que 0,01), e na expressão de afeto (F(119) = 6,10, p menor que 0,01). Concluiu-se que pais com filhos com Atraso Significativo no Desenvolvimento precisam de rede de apoio eficiente e orientações sobre práticas educativas mais adequadas para o desenvolvimento dos filhos. Sugere-se a criação de grupos de apoio que possam fornecer orientações de práticas educativas mais adequadas para este públic
“Voluntad de trabajo” dentro del aprendizaje basado en proyectos
Get PDFCurrently, within the framework of the European Space for Higher Education, there is a need to adapt the teaching-learning methodologies carried out in the university. For this, now that the main focus of this process is the student, and the role of the teacher is the guide, there are numerous active methodologies that we, as teachers, can implement. Labrador and Andreu (2008) and De Miguel (2006) point out among them the case study, problem-based learning, or project-based learning, the latter being the one used in this study. The objective of this work is to implement this methodology in three grades of the Faculty of Educational Sciences of Granada (Pedagogy, Social Education and Preschool), in a sample of 180 first and second year students, in order to study in what way measure influences its performance. The procedure followed has been to work in groups the different themes addressed in the subjects, in a practical way, so that they project the usefulness of what they have learned in a future work, as well as to achieve a significant learning. In order to know the development of the working groups, they were asked to complete the Will to work Scale and the peer Will to work Scale (Andrés, Abal, Lozzia, Gómez-Benito, Aguerri, Gilabert and Attorresi (2013). This paper highlights the different vision of individual work within the group compared to the perception of the work of the rest of the members that make it up. It is important to know how the groups works, because of the benefits that project-based learning can draw, reducing the limitations that may arise.Actualmente, en el marco del Espacio Europeo de Educación Superior, surge la necesidad de adaptar las metodologías de enseñanza-aprendizaje llevadas a cabo en el aula. Para ello, ahora que el eje principal de ese proceso es el estudiante, y el rol del profesor es el de guía, surgen numerosas metodologías activas que como docentes podemos implementar. Labrador y Andreu (2008) y De Miguel (2006) señalan entre ellas el estudio de caso, el aprendizaje basado en problemas, o el aprendizaje basado en proyectos, siendo ésta última la que se ha utilizado en el presente estudio. El objetivo de este trabajo es llevarla a cabo en tres grados de la Facultad de Ciencias de la Educación de Granada (Pedagogía, Educación Social e Infantil), en una muestra de 180 alumnos de primer y segundo curso, para de esta forma estudiar en qué medida influye en su rendimiento. El procedimiento seguido ha sido trabajar por grupos las diferentes temáticas abordadas en las asignaturas, de forma práctica, para que proyectaran la utilidad de lo aprendido en un futuro laboral, además de conseguir que tuviera lugar un aprendizaje significativo en las diferentes materias. Para poder conocer el desarrollo de los grupos de trabajo se les pidió que cumplimentaran el Cuestionario de voluntad de trabajo y el Cuestionario de Voluntad de trabajo por pares (Andrés, Abal, Lozzia, Gómez-Benito, Aguerri, Gilabert y Attorresi (2013) cuyos datos se exponen en la presente ponencia. Se destaca la diferente visión del trabajo individual dentro del grupo en comparación a la percepción que se tiene del trabajo del resto de los miembros que lo forman. Es importante conocer el funcionamiento de los grupos de trabajo ya que de él depende en gran medida el aprovechamiento de los beneficios que del Aprendizaje basado en proyectos se extraen, disminuyendo las limitaciones que puedan surgir
¿Influyen las prácticas educativas en el desarrollo de la inteligencia emocional de sus hijos?
Get PDFThe family is the main context of socialization of the child, which favors the development of emotional skills. Therefore, the family plays an essential role in establishing the basis of the child’s identity, influencing the development of their self-concept and self-esteem (Lila and Marchetti, 1995). In this sense, it is the democratic style of parents (Ramírez-Lucas, Ferrando and Sainz, 2015) that correlates more than others with the level of emotional intelligence of their children during the first years of life.The objective is to describe the relationship between the different practices that make up the different perceived parental educational styles and the level of emotional intelligence in their children.The sample consisted of 249 students between 9 and 12 years old, 53.4% girls and 46.6% boys.The following variables were evaluated through the instruments described. Perceived parenting styles: Alabama Parenting Questionnaire (APQ). Emotional Intelligence: BarOn ICE: NA Abbreviated (Bar-On, R.) We found significant positive correlations between the dimensions Maternal involvement,parental involvement and positive parenting related to the democratic parenting style and the dimensions of emotional intelligence, interpersonal skills, adaptability and positive impression in children, as well as with the level of general emotional intelligence of these. On the other hand, the dimensions of poor supervision, inconsistent discipline and severe discipline correlated negatively with the skills of interpersonal relationships, stress management and positive impression, as well as the total emotional intelligence score.La familia es el principal contexto de socialización del niño, en el que se favorece el desarrollo de sus habilidades emocionales, por tanto, este desempeña un papel imprescindible estableciendo las bases de la identidad del niño, influyendo en el desarrollo de su autoconcepto y autoestima (Lila y Marchetti, 1995). En este sentido, es el estilo democrático de los padres (Ramírez-Lucas, Ferrando y Sainz, 2015) el que correlaciona en mayor medida que otros con el nivel de inteligencia emocional de sus hijos durante los primeros años de vida.El objetivo de este trabajo describir la relación entre las diferentes prácticas que conforman los distintos estilos educativos parentales percibidos y el nivel de inteligencia emocional en sus hijos.Para ello, se entrevistaron a 249 alumnos entre 9 y 12 años, 53.4% niñas y 46.6% niños Se evaluaron las siguientes variables a través de los instrumentos descritos. Estilos parentales percibidos: Alabama Parenting Questionnaire (APQ). Inteligencia Emocional: BarOn ICE: NA Abreviado (Bar-On, R.) Encontramos correlaciones positivas significativas entre las dimensiones Implicación maternal, implicación paternal y crianza positiva relacionadas con el estilo de crianza democrático y las dimensiones de la inteligencia emocional, habilidades interpersonales, adaptabilidad e impresión positiva en los niños, así como con el nivel de inteligencia emocional general de éstos. Por otro lado, las dimensiones de pobre supervisión, disciplina inconsistente y disciplina severa correlacionaron de forma negativa con las habilidades de relaciones interpersonales, manejo del estrés e impresión positiva, así como con la puntuación total en inteligencia emocional
Promuovere una cultura dell\u27accoglienza: Quali le rappresentazioni dell\u27adozione oggi?
Get PDFIn the last ten years in Italy, both the number of children in international adoption and the number of prospective adoptive parents have consistently decreased. The present research is aimed at investigating the social representations concerning adoption, adoptive parents and the motivations that can lead to adoption. The general aim is obtain useful information in order to develop specific awareness campaigns to promote a broader culture of acceptance and a more conscious readiness for adoption. We collected data from 265 parents through a self-report questionnaire. The results show that participants have a good knowledge of the adoptive phenomenon, mainly thanks to the media and a number direct contacts with adoptive families in the neighborhood and in the relative network. Adoptive parents were represented as couples without children, wealthy and generous, motivated by the desire to give a family to a needy child. It also emerged that the subjects, in case of lack of children, would have chosen to resort firstly to homologous artificial insemination and to adoption as second choice.Negli ultimi dieci anni nel nostro paese si è verificato un consistente calo non solo del numero dei minori accolti mediante l’adozione internazionale ma anche una riduzione del numero di coppie che presentano disponibilità all’adozione. Il presente studio si propone di indagare quale sia la rappresentazione diffusa nel nostro contesto socio-culturale dell\u27adozione, dei genitori adottivi e delle motivazioni che possono spingere all’adozione al fine di ottenere informazioni utili a sviluppare campagne di sensibilizzazione specifiche, che possano promuovere una più ampia cultura dell’accoglienza e favorire una maggiore e più consapevole disponibilità all’adozione. A tal fine sono stati coinvolti 265 genitori ai quali è stato somministrato un questionario self-report. I risultati evidenziano come i soggetti abbiano una buona conoscenza del fenomeno adottivo, principalmente grazie ai media e a numerosi contatti diretti con famiglie adottive nel vicinato e nella rete parentale. Le persone si rappresentano i genitori adottivi come coppie senza figli, benestanti e generose, motivate dal desiderio di dare una famiglia ad un bambino bisognoso. È inoltre emerso come i soggetti, in caso di mancanza di figli, ricorrerebbero in primo luogo alla fecondazione assistita e solo in secondo luogo all\u27adozione
Satisfacción familiar, comunicación e inteligencia emocional
Get PDFIn general, for the development of people and society, the family institution is a fundamental pillar. One of the most important social motivations of the human being developed during childhood is the affiliation: maintain positive affective relationships with other people. In addition, one of the vital affections in the human being is the couple’s relationship since it allows satisfying basic needs and in turn establishing patterns of development and behavior.Based on the model of family instability proposed by Rodríguez, Rodríguez-Mateo and Luján (2015), the present work has several objectives: first, to know if the family variables interrelated in said model (family stress, family communication, family resources, family satisfaction and marital instability) can be related to a new variable (Emotional Intelligence); and secondly, to obtain posible influences and interactions, trying to replicate the model proposed by said authors.This research is focused on the search of the different degrees of association or relationship that exists between a relevant group of variables present in the family environment with satisfaction and marital instability. This set of variables related to the family life cycle (family communication, family resources, family stress) directly affect family relationships and is associated with different degrees of well-being in families. In addition, a new variable has been added with respect to the study on the model of family instability in the breakup of a partner (Rodríguez, Rodríguez-Mateo and Luján, 2015), emotional intelligence, to verify its relationship with marital stability. Through different scales we want to evaluate these relationships and check whether these factors (stress, communication, resources and emotional intelligence) have a direct impact on family satisfaction and stability.The instruments used in the present research work, to operationalize the variables to be studied, have been compiled from the Manual of Family Assessment Instruments (2008) published by the University of Deusto and the Scale of Self-Reported Emotional Intelligence (TMMS-24) of Extremera and Fernández Berrocal (2004).The sample corresponds to a group of 96 people, whose inclusion criteria were family group membership and no cognitive difficulty to perform the questionnaires that are attached.The data analysis techniques used have been the correlational analysis between family variables, multiple linear regression, structural model proposal analysis through the confirmation of relationships between variables (confirmatory model), and confirmatory factor analysis.Two factors were observed, total communication and total resources, as predictors of total satisfaction. It has been possible to obtain a confirmatory model that explains the variables associated with family satisfaction through the AMOS program. It is still postulated, through confirmatory factor analysis, the variable family experience as “injector” of the other variables.The results support a new explanatory model of relationship between these variables and confirm the predictive power of communication and family resources in family satisfaction. The aim of this study is to offer intervention professionals new information to improve their performance with families and to provide greater efficiency in their actions.Para el desarrollo de las personas y de la sociedad en general, la institución familiar es un pilar fundamental. Una de las motivaciones sociales más importantes del ser humano desarrollada durante la infancia es la afiliación: mantener relaciones afectivas positivas con otras personas. Además, uno de los afectivos vitales en el ser humano es la relación de pareja, ya que permite satisfacer necesidades básicas y a su vez establecer pautas de desarrollo y comportamiento.Basándonos en el modelo de inestabilidad familiar propuesto por Rodríguez, Rodríguez-Mateo y Luján (2015), el presente trabajo tiene varios objetivos: primero, conocer si las variables familiares interrelacionadas entre sí en dicho modelo (estrés familiar, comunicación familiar, los recursos familiares, satisfacción familiar e inestabilidad marital) pueden relacionarse con una nueva variable (la Inteligencia Emocional); y en segundo lugar, obtener posibles influencias e interacciones, tratando de replicar el modelo propuesto por dichos autores.Esta investigación está centrada en la búsqueda de los distintos grados de asociación o relación que existe entre un grupo relevante de variables presentes en el entorno familiar con la satisfacción y la inestabilidad matrimonial. Este conjunto de variables relacionadas con el ciclo vital familiar (comunicación familiar, recursos familiares, estrés familiar) afectan de forma directa a las relaciones familiares y se asocia a distintos grados de bienestar en las familias. Además, se ha añadido una nueva variable con respecto al estudio sobre el modelo de inestabilidad familiar en la ruptura de pareja (Rodríguez, Rodríguez-Mateo y Luján, 2015), la inteligencia emocional, para comprobar su relación con la estabilidad marital. A través de diferentes escalas se quiere evaluar dichas relaciones y comprobar si esos factores (estrés, comunicación, recursos e inteligencia emocional) inciden de forma directa sobre la satisfacción y la estabilidad familiar.Los instrumentos utilizados en el presente trabajo de investigación, para operativizar las variables a estudiar, han sido recopilados del Manual de Instrumentos de evaluación familiar (2008) publicado por La Universidad de Deusto y la Escala de Inteligencia Emocional Autoinformada (TMMS-24) de Extremera y Fernández-Berrocal (2004).La muestra corresponde a un grupo de 96 personas, cuyos criterios de inclusión fueron la pertenencia a grupo familiar y sin dificultad cognitiva para poder realizar los cuestionarios que se anexan.Las técnicas de análisis de datos utilizadas han sido el análisis correlacional entre las variables familiares, la regresión lineal múltiple, análisis de propuesta de modelo estructural a través de la confirmación de las relaciones entre las variables (modelo confirmatorio), y el análisis factorial confirmatorio.Se observó dos factores, la comunicación total y los recursos totales como variables predictoras de la satisfacción total. Se ha podido obtener un modelo confirmatorio que explica las variables asociadas a la satisfacción familiar a través del programa AMOS. Se sigue postulando, a través del análisis factorial confirmatorio, la variable vivencia familiar como “inyectora” del resto de variables.Los resultados apoyan un nuevo modelo explicativo de relación entre dichas variables y confirman el poder predictivo de la comunicación y los recursos familiares en la satisfacción familiar.Se pretende con este estudio ofrecer a los profesionales de la intervención nuevos datos que permitan mejorar su actuación con las familias y proporcionar mayor eficacia en sus actuaciones
Qualidade na interação escolar: é possível melhorar o clima na sala de aula
Get PDFInterpersonal relationships established at school are fundamental for a child’s academic development. The main objective of this paper was to adapt, apply and evaluate an intervention program for teachers (based on Weber, Salvador and Brandenburg, 2005) aimed at improving interaction between Elementary Education teachers and students. The study was conducted in the Initial Series of a public Elementary Education school in a municipality in the state of Paraná-Brazil. The measurement instrument used to verify interaction between teachers and students was the Teacher Leadership Styles Inventory (Batista and Weber, 2015), whereby 323 students answered the inventory regarding classroom interaction with their teachers (n=14). The predominant Leadership Style indentified upon initial data collection was the Negligent style, indicating that, in the students’ perception, their teachers had low responsiveness and involvement signalling the need for interventions to modify their teachers’ interaction style. Based on the data, an intervention programme was applied and evaluated with two independent groups. It was tested through repeated measurement in three stages (Teacher Leadership Styles Inventory) and was characterized as an experimental study. Ten joint meetings with all teachers divided into two groups were held. Each meeting lasted around two hours and aimed to raise awareness and build the capacity of the teachers for better interpersonal relationships with their students. The themes of the meetings were planned using experiential and informative methodology according to the needs identified in the preceding stage. The results show some positive changes in relation to teacher leadership styles as perceived by the students. Scores for the Authoritative Style increased while scores for the Negligent Style decreased. There was also a significant reduction in the use of Coercive Control in the strategies used by teachers to control student behaviour in both groups. The intervention conducted with teachers shows favourable results as to its use to make interpersonal relationships at school more effective and affective.As relações interpessoais que se estabelecem na escola são fundamentais para o desenvolvimento acadêmico da criança. Esse trabalho teve como objetivo principal adaptar, aplicar e avaliar um programa de intervenção (embasado em Weber, Salvador e Brandenburg, 2005) para professores visando à melhoria da interação entre professores e alunos do Ensino Fundamental. O estudo foi realizado em uma escola pública nos Anos Iniciais do Ensino Fundamental em um município do Paraná-Brasil. O instrumento de medida utilizado para verificar as interações entre professores e alunos foi o Inventário de Estilos de Liderança do Professor (Batista e Weber, 2015), sendo que 323 alunos responderam o inventário sobre a interação em sala de aula com seus professores (n=14). O Estilo de Liderança predominante identificado na coleta inicial foi o Negligente, indicando que, na percepção dos alunos, seus professores apresentavam baixa responsividade e envolvimento sinalizando a necessidade de intervenções para modificar o estilo de interação de seus professores. A partir dos dados, foi aplicado e avaliado um programa de intervenção com dois grupos independentes, e testado com medida repetida em três etapas (IELP), sendo caracterizado o estudo como experimental. Foram realizados dez encontros coletivos com todos os professores divididos em dois grupos, com duração aproximada de 2h cada, visando sensibilizar e capacitar os professores para melhores relações interpessoais com os seus alunos. Os resultados mostram algumas mudanças positivas em relação aos estilos de liderança dos professores de acordo com a percepção dos alunos. Aumentaram os escores para o Estilo Autoritativo e diminuíram para o Estilo Negligente. Também houve a redução significativa do uso de Controle Coercitivo nas estratégias utilizadas pelos professores para limitar e controlar o comportamento dos alunos para ambos os grupos. A intervenção realizada com professores revela resultados favoráveis à sua utilização para tornar as relações interpessoais na escola mais eficazes e afetivas
Un programa on-line como recurso de apoyo para las familias reconstituidas
Get PDFSpanish society is currently made up of a large diversity of family models. Among them are stepfamilies. These are becoming more and more common, as a result of the increase in divorces in the last decades in Spain. One of the main characteristics of these families is the difficulty to achieve cohesion among their members and to avoid the occurrence of a new rupture. This is due, among other factors, to the complexity of its structure, to the idiosyncrasies of the new relationships it brings (for example, between stepparents and stepchildren, or between half-brothers), and also to the lack of knowledge that society has regarding these families and how they can develop positive dynamics. Consequently, it is necessary to promote actions that help them achieve stability and permanence. The Recommendation on policies to support positive parenting (The Council of Europe Recommendation, Rec, 2006) emphasizes the need to provide psycho-educational resources to families. This support can be applied in person, or also through web resources included within the concept of e-parenting. The objective of this communication is to present the main features of a module of a program based on new information technologies for guidance and family intervention, aimed at stepfamilies. The program is based on the methodology of experiential learning, where participants access the program in a flexible way, according to their own temporal availability. The module consists of two sessions, which include different activities, whose content is related to everyday situations of family life that are highly representative of stepfamilies.La sociedad española está compuesta actualmente por una gran diversidad de modelos de familia. Entre ellos destacan las familias reconstituidas, cada vez más comunes, como efecto del incremento de rupturas familiares que se han producido en las últimas décadas. Una de las principales características de estas familias es la dificultad para alcanzar la cohesión entre sus miembros y poder evitar así que se produzca una nueva ruptura. Ello se debe, entre otros factores, a la complejidad de su estructura, a la idiosincrasia de las nuevas relaciones que aporta (por ejemplo, entre padrastros/madrastras y los hijastros, o entre hermanastros), y también al desconocimiento que tiene la sociedad sobre dichas familias y cómo desplegar dinámicas positivas en ellas. En consecuencia, se hace necesario promover acciones de intervención que ayuden a lograr su estabilidad y permanencia. La Recomendación sobre políticas de apoyo al ejercicio positivo de la parentalidad (The Council of Europe Recommendations, Rec, 2006) enfatiza la necesidad de proveer de recursos de apoyo psicoeducativo a las familias. Éstos pueden hacerse a través de cursos presenciales, o también mediante recursos web englobados dentro del concepto de e-parenting. El objetivo de esta comunicación es presentar los rasgos principales de un módulo de un programa basado en las nuevas tecnologías de la información para la orientación e intervención familiar, dirigido a este tipo de familias. Dicho programa se basa en la metodología del aprendizaje experiencial, donde los participantes acceden al programa de forma flexible, según su propia disponibilidad temporal. El módulo consta de dos sesiones, que aglutinan múltiples actividades, en los que se tratan contenidos relacionados con situaciones cotidianas de las familias reconstituidas que son altamente representativas