International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Prevención de las principales lesiones en la danza y mecanismos de producción
Get PDFDance is a form of art that requires of a big effort from those who practise it, as it makes use of very extreme body movements. The aim of this work is to get to know, through a bibliographic revision of the existing literature in this field, the different techniques and approaches that can be applied to prevent the most frequent mechanic injuries in dance, such as sprains, muscular breaks, fractures and sinew injuries mainly produced in ankles, knees, feet and back. The information was collected from scientific databases, such as PubMed, PeDro, Elsevier and other secondary sources. The keywords both in Spanish and English were: “baile”, “lesión”, “prevención”, “prevalencia”, “flamenco”, “danza”, “dance”, “injury”, “prevention”, “prevalence”, “common”, “frequent”, “lession”, “flamenco” and “ballet”. The majority of injuries occur in the lower extremities and are often related to muscular overload or weakness, rather than traumatisms. These injuries are commonly produced by a lack of technique or a wrong application of it, or even sometimes by the bad fitting-out of the room where the activity is being practised.La danza clásica y la española es una forma de arte que requiere de un gran esfuerzo por parte de quienes lo practican, ya que utiliza movimientos muy extremos del cuerpo. El objetivo de este trabajo ha sido conocer a través de una revisión bibliográfica de la literatura existente, las distintas técnicas y abordajes que se pueden aplicar para prevenir las lesiones de tipo mecánico que aparecen con más frecuencia en este arte, como son los esguinces, roturas musculares, fracturas y lesiones tendinosas producidas sobre todo en tobillos, rodillas, pies y espalda. La información fue obtenida de bases de datos científicas, como PubMed, PeDro o Elsevier y otras fuentes secundarias. Las palabras claves tanto en español como en inglés han sido: “baile”, “lesión”, “prevención”, “prevalencia”, “flamenco”, “danza”, “dance”, “injury”, “prevention”, “prevalence”, “common”, “frequent”, “lession”, “flamenco” y “ballet”. La mayor parte de las lesiones se producen en los miembros inferiores y están relacionadas con la sobrecarga o debilidad muscular, más que a traumatismos. Estas lesiones también suelen estar provocadas por una falta de técnica o la aplicación errónea de la misma, o en ocasiones por mal acondicionamiento de la sala donde se practica
Resiliencia y ansiedad en madres de menores que padecen diabetes tipo 1
Get PDFType 1 diabetes is one of the most common chronic diseases in childhood and adolescence according to the American Diabetes Association (2009). This disease requires complex treatment, which involves a constant attention from children’s caretakers, especially their mothers (Garcia- Campayo, Sanz-Carrillo, and Tazon-Ansola, 2009). This attention implies an overload for the mother that involves a risk for the mother’s wellbeing. Type-1-diabetes children (T1DC) increase anxiety simptoms among their mothers. Hence, this work aims to know the level of both state/trait anxiety and resilience of mothers with T1DC; and the predictive relationship between resilience and anxiety of mother’s T1DC. A sample of 54 mothers with mean age 42,40 (SD=5,1), of T1DC from the Association of Diabetics of Jerez (ADIJE, Spain) filled the State Trait Anxiety Inventory (STAI) (Spielberger, Gorsuch, and Lushene, 1970, 1982) and the Wagnild and Young Resilience Scale (1988). Outcomes showed that the participants presented medium-high levels of state anxiety and high trait anxiety. Mother’s T1DC scored moderate levels of resilience. Regarding the relationship between resilience and anxiety, Equanimity predicted a negative relationship to state anxiety levels, Confidence was negative related to trait anxiety levels. This work suggests that promoting resilience in mothers with T1DC can help to manage the anxiety symptoms among mothers. However, it is necessary to increase studies that include psychosocial variables that may would be involved in the anxiety regulation abilities of mothers with T1DC.La diabetes tipo 1 es una de las enfermedades crónicas más comunes en la infancia y la adolescencia según la American Diabetes Association (2009). Requiere un tratamiento complejo que implica la atención constante por parte de los cuidadores principales, que suelen ser las madres (Garcia-Campayo, Sanz-Carrillo, y Tazon-Ansola, 2009). Esto a su vez supone una sobrecarga que determina el bienestar psicológico de estas cuidadoras, siendo muy frecuente la manifestación de sintomatología ansiosa. Nuestros objetivos con el presente trabajo es conocer el nivel de ansiedad estado/rasgo en este colectivo, estudiar sus niveles de resiliencia y analizar la relación y la posible capacidad explicativa y/o predictiva que la resiliencia pueda tener sobre los niveles de ansiedad en estas madres. Para llevar a cabo este trabajo se ha seleccionado un total de 54 madres de niños que padecen la enfermedad, con una media de edad de 42,40 años (DT=5,1), de la Asociación de Diabéticos de Jerez (ADIJE). Para la evaluación de las variables se ha administrado el State Trait Anxiety Inventory (STAI) (Spielberger, Gorsuch, y Lushene, 1970, 1982) y la Escala de Resiliencia de Wagnild y Young (1988). Los resultados arrojan niveles medios-altos de ansiedad estado y altos de ansiedad rasgo en las madres. Asimismo, muestran niveles moderados de resiliencia. Respecto a la relación entre la resiliencia y la ansiedad se ha hallado que la dimensión Ecuanimidad de la variable Resiliencia tiene una capacidad predictiva en los niveles de ansiedad estado, y la dimensión Confianza en sí mismo presenta una capacidad predictiva en los niveles de ansiedad rasgo. Concluimos con la importancia de fomentar la resiliencia en madres de menores con diabetes tipo 1 al fin de prevenir la sintomatología ansiosa, así como consideramos necesario continuar estudiando en profundidad las variables psicosociales que puedan evitar la aparición de cuadros psicopatológicos en esta población
Autoeficacia docente y fortalezas y virtudes personales en docentes de República Dominicana
Get PDFThe aim of this research it to analyze the relationship between perceived teacher efficacy and personal strengths and virtues. For it, 564 teachers from Dominican Republic took part in the study, 29.6% males and 70.4% females, mean age of 39.72 years (SD = 8.09), and an average teaching experience of 15.67 years (SD = 3.83). Teachers developed their professional activity in 18 provinces of the 32 that integrate Dominican Republic. Three instruments were used for data collection: the Teacher Efficacy Scale (Teacher Efficacy Scale-Short Form), the Teacher Self-Efficacy Scale (Teacher’s Sense of Efficacy Scale-Short Form), and the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS). The psychometric characteristics of the instruments (reliability and validity) were evaluated. The results obtained through the analysis of correlation revealed a positive relationship between the different subscales of the two tests used to evaluate teacher self-efficacy as well as between teacher self-efficacy and the personal strengths and virtues of teachers. The highest correlations were found with the personal strengths of Wisdom and Knowledge, on the one hand, and Humanity, on the other. The need to incorporate in the training, initial and permanent, the work of strengths and personal virtues as the basis of development and personal and professional effectiveness is discussed.El objetivo de esta investigación es analizar la relación entre la percepción de eficacia docente y las fortalezas y virtudes personales en docentes dominicanos. Para ello, participaron 564 docentes de educación infantil y primaria de República Dominicana, 29.6% hombres y 70.4% mujeres, con una edad media de 39.72 años (DT = 8.09) y una media de experiencia profesional de 15.67 años (DT = 3.83). Los docentes desarrollaban su actividad profesional en 18 provincias de las 32 que componen República Dominicana. Se emplearon tres instrumentos de evaluación: la Escala de Eficacia Docente (Teacher Efficacy Scale, Short Form), la Escala de Autoeficacia Docente (Teacher’s Sense of Efficacy Scale-Short Form) y el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS). Se evaluaron las características psicométricas de los instrumentos (fiabilidad y validez). Los resultados obtenidos a través del análisis de correlación pusieron de manifiesto una relación positiva entre las distintas subescalas de las dos pruebas empleadas para evaluar la autoeficacia docente así como entre la autoeficacia docente y las fortalezas y virtudes personales del profesorado. Las correlaciones más altas se encontraron con las fortalezas personales de Sabiduría y conocimiento, por una parte, y Humanidad, por otra. Se discute la necesidad de incorporar en la formación, tanto inicial como permanente, el trabajo de las fortalezas y virtudes personales como base del desarrollo y efectividad personal y profesional
Las metáforas emocionales del aprendizaje de los alumnos visto por el futuro profesorado del máster de educación secundaria
Get PDFThe personal and emotional metaphors help teachers to reflect on their conceptions and their roles, give us an overview of classroom life and build bridges between the cognitive and affective. In this study a pretest personal and emotional metaphors for teacher and student learning from a sample of students in the Master of Secondary teacher training at the University of Extremadura (Spain) are analyzed. The method of data collection was an open questionnaire where they had to describe their metaphors and make a drawing of them. In research conducted adapt the four categories of Leavy et al. (2007): Behavioral-transmissive, cognitive-constructivist, situated and selfreferential. The results indicate that in the general metaphors regarding student learning, the highest number correspond to self-referenced ones (44.9%), followed by transmissive-behaviorists (32.0%), cognitive-constructivists (14.1% ) And those located. In the general metaphors of the post-test, the participants have expressed a total of 46 metaphors, and the highest number correspond to self-referenced ones (35.0%), followed by behavioral-transmissive ones (30.0%), cognitive-constructivists And those located (7.5%). When comparing the percentage of emotional metaphors with the totals obtained in the pretest and posttest, they fall in the behaviorist-transmissive category and increase in the other three categories, in relation to total metaphors. Basic and social emotions, positive, negative and neutral in the students’ learning have been expressed and there are more negative emotions.Las metáforas personales y emocionales ayudan al profesorado a reflexionar sobre sus concepciones y sus roles, nos dan una visión global de la vida del aula y tienden puentes entre lo cognitivo y lo afectivo. En este estudio se analizan en un pretest y en el postest las metáforas personales y emocionales que tienen los profesores sobre el aprendizaje del alumnado de ciencias de una muestra de estudiantes del Máster de Secundaria de formación del profesorado de la Universidad de Extremadura. El procedimiento de recogida de datos fue un cuestionario abierto donde tenían que describir sus metáforas y realizar un dibujo de ellas. En la investigación realizada adaptamos las cuatro categorías de Leavy et al. (2007):conductistas-transmisivas, cognitivas-constructivistas, situadas y autorreferenciadas. Los resultados indican que en las metáforas generales respecto al aprendizaje de los alumnos, el mayor número corresponde a las autorreferenciadas (un 44.9%), seguidas de las transmisivas-conductistas, (un 32.0%), de las cognitivas-constructivistas (un 14.1%) y de las situadas. En las metáforas generales del postest, los participantes han expresado un total de 46 metáforas, y el mayor número corresponde a las autorreferenciadas (35.0%), seguidas de las conductistas- transmisivas (30.0%), de las cognitivas-constructivistas (27.5%) y de las situadas (7.5%). Al comparar el porcentaje de metáforas emocionales con las totales obtenidas en el pretest y en el postest bajan en la categoría conductista-transmisiva y sube en las otras tres categorías, respecto a las metáforas totales. Se han expresado emociones básicas y sociales, positivas, negativas y neutras en el aprendizaje del alumnado y se presentan emociones más negativas
Resilience psychophysiology: preventing breakdown the biomarkers that could enhance resilience and breakdown prevention.
Get PDFIntroduction: This paper draws a research project that aims to understand the psychophysiological gymnastics necessary to cope with the trauma’s “pathosplastic gymnastic”, elucidating the successful or adaptation magic of resilient individuals. As study justification we point motivation and curiosity to obtain an assertive answer to the question: How and Why individuals exposed to dramatic life events didn’t develop PTSD or any psychopathological symptom but reveal their adaptive magic? This answer could not only enlightening protector, vulnerability and risk factors but also if this extraordinary individuals have a singular biology that enable us to find if resilience has a pattern of biomarkers which could provide the interventional tools to promote resilience and prevent breakdown, monitoring psychophysiology of resilience and consequently promote Health and Well-Being
Supremacía de la emoción sobre la cognición en el envejecimiento
Get PDFAging is not a discovery of the 21st century. However, what is unprecedented is that the group of old people outnumber the rest of the population in many countries of the world. In recent years there has been a proliferation of empirical studies about aging, cognition, emotion and their interaction. At the present time, a growing number of research shows that emotions remain intact in old age, contributing to improve performance in cognitive tasks. This research offers a global vision of the aspects that regulate emotions in the cognitive function of old people.El envejecimiento no es un descubrimiento del siglo XXI. Sin embargo, lo que sí es inédito es que el colectivo de personas mayores supere en número al resto de la población en muchos países del mundo. En los últimos años ha habido una proliferación de estudios empíricos acerca del envejecimiento, la cognición, emoción y su interacción. En el momento actual, un creciente número de investigaciones muestran que las emociones se mantienen intactas en la vejez contribuyendo a mejorar el rendimiento en tareas cognitivas. Esta investigación ofrece una visión global de los aspectos que regulan las emociones en la función cognitiva de las personas mayores
“Multidimensional child sex rings”: a systematic review of the literature
Get PDFBackground: In 1983 Kennet Lanning began his studies dealing with sexual rituals, and in 1985 there calls “Multidimensional Child Sex Rings” identifying features and modes (Lanning, 1992). In his studies Lanning (1992), describes the types of offences related to the dimension of ritual abuse by claiming that there is no clear evidence about some of these crimes. On the basis of those statements Weir and Wheatcroft (1995) list as possible by declaring a false ritual abuse and then of false memories, the suggestion of special interest about the growing psychotherapists induced ritual abuse and who believe in the existence of these crimes.This systematic review of the literature, in the light of subsequent events and subsequent updates of methodology aims to analyze the relationship between “Ritual Abuse” and the false memory that can appear during psychotherapy. Materials and Methods: This study was carried out using the PRISMA guidelines, by conducting a systematic search of the literature on PubMed, Scopus, ISI Web of Science, EBSCO, Google Scholar, and ScienceDirect. The following keywords used were “ritual abuse” “AND” (i.e., Boolean operator) “psychotherapy” combined with “AND” Boolean operator and “false memory”.Results: The initial search identified n = 167 citations. Only one research report met the predefined inclusion criteria and was analysed.Conclusion: In case of false memories in ritual abuse, it is necessary to implement the research activities to avoid that results obtained can be rejected by health professionals or by theories not scientifically validated.Background: Nel 1983 Kennet Lanning inizia i suoi studi occupandosi di abusi sessuali rituali, e nel 1985 lì definisce “Multidimensional Child Sex Rings” identificandone caratteristiche e modalità (Lanning, 1992). Nei suoi studi Lanning (1992), descrive le tipologie di reato connesse alla dimensione dell’abuso rituale sostenendo che non esistono prove certe in merito ad alcuni di questi reati. Sulla base di tali affermazioni Weir and Wheatcroft (1995) elencano come possibili ipotesi di generazione di falsi abusi rituali e quindi di falsi ricordi, la suggestione indotta di psicoterapeuti che coltivano speciali interessi circa gli abusi rituali e che credono nell’esistenza di questi crimini. La presente analisi sistematica della letteratura, alla luce dei successivi accadimenti e di successivi aggiornamenti metodologici ha lo scopo di analizzare la relazione tra “Abuso Rituale” ed il falso ricordo che può manifestarsi durante la psicoterapia. Materiali e Metodi: Tale studio è stato effettuato utilizzando le linee guida per l’utilizzo della metodología PRISMA, effettuando una ricerca sistematica su PubMed, Scopus, ISI Web of Science, EBSCO, Google Scholar e ScienceDirect. Le parole chiave utilizzate per la ricerca sono state “ritual abuse” “AND” (i.e. operatore Boleano) “psychotherapy” “AND” “false memory”.Risultati: Sono stati inizialmente trovati n = 167 records. Un solo articolo ha poi soddisfatto i criteri di inclusione ed è stato analizzati.Conclusioni: Nel caso delle false memorie negli abusi rituali, sembra necessario implementare l’attività di ricerca per evitare che qualsiasi risultato ottenuto possa essere contrastato dai professionisti della salute o da teorie non validate scientificamente
Aprendizaje basado en proyectos en el ámbito universitario: una experiencia de innovación metodológica en educación
Get PDFThe present work presents an experience of methodological innovation in the area of education, concretely in the degrees of Pedagogy, Social Education and Preschool Education. The methodology carried out is the Project-based Learning, which aim is that the student relates the conceptual contents seen in class to the reality of the world and especially with his professional future, being the student the protagonist of his learning and the teacher the guide of the same one, fundamental idea of the philosophy of the European Space of Higher Education. The methodology carried out centres on the workgroups that form the students, of five or six persons. Groups that will be employed at the project along the whole subject. In the first moment, they will decide the topic in which they are going to centre on the project, designing from this moment, a project of real intervention. The teacher does a follow-up to them by means of tutorships, and a continuous assessment of their work. To evaluate the achievements obtained in the learning of the students, two instruments were in use, one destined to verifying the evolution of the will of work of the students thinking they themselves about his performance in the group and about that of his mates, and other one centred in valuing the level of satisfaction of the student body with this methodology. The results are highly positive, correlating with different previous investigations in which similar works have been realized, verifying that it increases the performance, the motivation, and the capacity of work in group of the students.El presente trabajo presenta una experiencia de innovación metodológica en el área de educación, concretamente en los Grados de Pedagogía, Educación Social y Educación Infantil. La metodología llevada a cabo es el Aprendizaje basado en proyectos, el cual pretende que el alumno relacione los contenidos conceptuales vistos en clase con la realidad del mundo que le rodea, y sobre todo con su futuro profesional, siendo así el estudiante el protagonista de su aprendizaje y el docente el guía del mismo, eje fundamental de la filosofía que subyace al Espacio Europeo de Educación Superior. La metodología llevada a cabo se centra en los grupos que forman los alumnos, de 5 o 6 personas, grupos que trabajarán en el proyecto a lo largo de todo el cuatrimestre. En un primer momento, decidirán el tema en el que se van a centrar, diseñando a partir de este momento, un proyecto de intervención real. El profesor les hace un seguimiento mediante tutorías, y evalúa de forma continua su trabajo. Para evaluar los logros obtenidos en el proceso de aprendizaje del alumnado, se utilizaron dos instrumentos, uno destinado a comprobar la evolución de la voluntad de trabajo de los estudiantes reflexionando ellos mismos sobre su desempeño en el grupo y sobre el de sus iguales, y otro centrado en valorar el nivel de satisfacción del alumnado con la metodología. Los resultados son altamente positivos, correlacionando con diferentes investigaciones previas en las que se han realizado trabajos similares, comprobando que aumenta el rendimiento, la motivación, y la capacidad de trabajo en grupo del alumnado
Estilos de liderança de professores: um olhar dos estudantes adolescentes
Get PDFStudies on leadership styles adopted by teachers, in different learning levels and modalities, have become topics for discussion in the academic environment. Several researches relate factors concerning the teachers’ leadership style to low learning levels, conflicts and improper behavior, and prevention to bullying at school. This study aimed at meeting high-school students enrolled in a Brazilian public school, and assessing their perception towards their teachers’ leadership styles. 458 students and 47 teachers participated in this research, which consisted of a nonexperimental qua-litative-quantitative description. We used three instruments to collect data: the students answered to a Teachers’ Leadership Style Inventory scale and 43 of them attended a semistructured interview; the teachers answered to sociodemographic and working questionnaires. We used descriptive met-hods to generate the analyses, and obtained total scores based on responsiveness, demand and coercive control. Level of significance used was p smaller than 0.05. A significant portion of students consider their teachers negligent. The coercive control used by teachers is also significant, reaching 77%, which ranges between “slightly high” and “high”. This study points out that, at school, there is a complexity of factors that may interfere significantly with the expected results, and that allows the assessment of the teachers’ leadership styles from the students’ point of view.Os estudos sobre estilos de liderança adotados pelos professores, nos diferentes níveis e modalidades de ensino, têm se configurado como objeto de discussões no meio acadêmico. Diversas pesquisas apontam para fatores relacionados ao estilo de liderança de professores, tais como baixo nível de aprendizagem dos estudantes, conflitos e comportamentos inadequados e prevenção ao Bullyng na escola. Este estudo teve por objetivo conhecer e analisar as percepções dos estudantes adolescentes matriculados no ensino médio, numa escola da rede pública de ensino brasileira, acerca dos estilos de liderança de seus professores. A pesquisa foi conduzida com 458 estudantes 47 professores. Consistiu em um estudo descritivo qualiquantitativo, de natureza não experimental. Foram utilizados três instrumentos para coletado dos dados. Os estudantes responderam à escala Inventário de Estilos de Liderança de Professores e 43 deles participaram de uma entrevista semiestruturada; os professores responderam a um questionário sociodemográfico e de trabalho. As análises foram geradas por meio de medidas descritivas. Foram obtidos os escores totais, considerando os fatores responsividade, exigência e controle coercitivo. O nível de significância adotado, para os testes foi p menor que 0,05. Uma parcela significativa dos estudantes considera os professores negligentes. O controle coercitivo praticado pelos professores, também é significativo chegando a 77% entre “tendência a alto” e alto. O estudo indica que, na escola, há uma complexidade de fatores que podem interferir, significativamente, nos resultados desejados e que é possível analisar os estilos de liderança dos professores, a partir do que é percebido pelos estudantes.Os estudos sobre estilos de liderança adotados pelos professores, nos diferentes níveis e modalidades de ensino, têm se configurado como objeto de discussões no meio acadêmico. Diversas pesquisas apontam para fatores relacionados ao estilo de liderança de professores, tais como baixo nível de aprendizagem dos estudantes, conflitos e comportamentos inadequados e prevenção ao Bullyng na escola. Este estudo teve por objetivo conhecer e analisar as percepções dos estudantes adolescentes matriculados no ensino médio, numa escola da rede pública de ensino brasileira, acerca dos estilos de liderança de seus professores. A pesquisa foi conduzida com 458 estudantes 47 professores. Consistiu em um estudo descritivo qualiquantitativo, de natureza não experimental. Foram utilizados três instrumentos para coletado dos dados. Os estudantes responderam à escala Inventário de Estilos de Liderança de Professores e 43 deles participaram de uma entrevista semiestruturada; os professores responderam a um questionário sociodemográfico e de trabalho. As análises foram geradas por meio de medidas descritivas. Foram obtidos os escores totais, considerando os fatores responsividade, exigência e controle coercitivo. O nível de significância adotado, para os testes foi p<0,05. Uma parcela significativa dos estudantes considera os professores negligentes. O controle coercitivo praticado pelos professores, também é significativo chegando a 77% entre “tendência a alto” e alto. O estudo indica que, na escola, há uma complexidade de fatores que podem interferir, significativamente, nos resultados desejados e que é possível analisar os estilos de liderança dos professores, a partir do que é percebido pelos estudantes
La relevancia de los programas educativos y formativos como elementos favorecedores del proceso de reinserción social y laboral de los menores infractores
Get PDFIn a clear attempt to organize, manage and facilitate the process of social and labor reintegration of juvenile offenders, the societies of the moment tend to use a wide range of programs and strategies with which they try to prevent the emergence of Criminal and illicit behaviors or, in the event that they are developed, intervene to redirect them to other types of social and labor behavior that end up being widely accepted and valued by the main social and labor networks. Among these programs and strategies of prevention and intervention that have been developed and implemented, in recent years the scientific community begins to accept and recognize the enormous benefits derived from working with these smaller programs of an educational and formative nature, the most significant being the acquisition (Empathy, solidarity, tolerance, cooperation, sacrifice, self-esteem, self-control, etc.) that end up facilitating their full and effective integration into social, community and labor structures. In order to carry out good research in this field, therefore, it is essential to determine all those variables and factors that are present in this type of educational and training programs. Therefore, the present study analyzes the main works developed on the subject of study, with the intention of analyzing and describing the different factors and variables that are present in the educational and training programs, as well as the most outstanding benefits and Parabienes that can report to juvenile offenders who end up becoming habitual users of them. In this way, it is possible to delimit the point from which the successive empirical investigations and programs that try to manage the process of social reintegration and labor of the juvenile offenders will have to start.Las sociedades del momento suelen recurrir, en un claro intento de organizar, gestionar y facilitar el desarrollo del proceso de reinserción social y laboral de los menores infractores, al empleo de un amplio elenco de programas y estrategias con las que intentan prevenir la aparición de las conductas delictivas e ilícitas o, en el caso de que éstas se acaben desarrollando, intervenir para reconducirlas hacia otro tipo de conductas sociales y laborales que acaben siendo ampliamente aceptadas y valoradas por los principales entramados sociales y laborales. Entre estos programas y estrategias de prevención e intervención que se vienen desarrollando e implementando, en los últimos años la comunidad científica comienza a aceptar y a reconocer los enormes beneficios derivados de trabajar con estos menores programas de naturaleza educativa y formativa, siendo los más significativos la adquisición de un amplio abanico de valores y actitudes personales, sociales y laborales (empatía, solidaridad, tolerancia, cooperación, sacrificio, autoestima, autocontrol, etc.) que acaban facilitando su plena y efectiva integración en las estructuras sociales, comunitarias y laborales. Para realizar buenas investigaciones dentro de este ámbito, por tanto, resulta imprescindible determinar todas aquellas variables y factores que se encuentran presentes en este tipo de programas educativos y formativos. Por lo tanto, en el presente estudio se analizan los principales trabajos desarrollados sobre la temática objeto de estudio, con la intención de analizar y describir los distintos factores y variables que están presentes en los programas educativos y formativos, así como los más destacados beneficios y parabienes que pueden reportar a los menores infractores que se acaben convirtiendo en usuarios habituales de los mismos. De esta manera, es posible delimitar el punto desde el que habrán de partir las sucesivas investigaciones empíricas y programas que traten de gestionar el proceso de reinserción social y laboral de los menores infractores