International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Género en el discurso: discriminación. Maltrato a la mujer
Get PDFThrough this work we offer a generalized view on one of the issues, unfortunately, of more current relevance and vital importance as is the issue of mistreatment of women in different areas. We have selected this topic to contrast with various data, the result of a brief investigation, and will be related to some of the references with which Dr. Encarnación Hidalgo gave attendees during the sessions taught in the Master in gender studies at the University of Almería, as is the case of the discrimination of women through discourse.A través del presente trabajo se ofrece una visión generalizada sobre uno de los temas, desgraciadamente, de mayor actualidad y vital relevancia como es el tema del maltrato a la mujer en distintos ámbitos. Hemos seleccionado este tema para contrastarlo con diversos datos, fruto de una breve investigación, y serán relacionados con algunas de las referencias con las que la Doctora Encarnación Hidalgo obsequió a los asistentes durante las sesiones que impartió en el Máster en estudios de género en la Universidad de Almería, como es el caso de la discriminación de la mujer a través del discurso
Positividad en el envejecimiento. Mito o realidad
Get PDFThe cognitive-emotional theories of aging affirm that with age increases the emotional bias with positive valence in the processing of information that elderly people perform. In this article the concept of positivity in aging is discussed in relation to the deficit of inhibitory control and the perception of limited time, characteristics associated with age.Las teorías cognitivo-emocionales del envejecimiento afirman que con la edad aumenta el sesgo emocional con valencia positiva en el procesamiento de la información que realizan las personas mayores. En este artículo se aborda el concepto de positividad en el envejecimiento y se discute en relación al déficit del control inhibitorio y la percepción del tiempo limitado, características asociadas a la edad
Propuesta de intervención en familiares de niños con TEA desde ACT para mejorar la convivencia familiar y escolar
Get PDFIntroduction: The diagnosis of autism of a child reaches the heart of the family with difficulty and emotions. A stage begins in which a great variety of resources are put in place to make that the development of the person diagnosed with Autism Spectrum Disorder (ASD) is as close as possible to a neurotypical evolution. Objectives: The first objective of this work is to make a bibliographical search of articles that deal with the Programs to deal with the difficulties that parents or families encounter when it comes to educating or coexisting and teaching to live at home and in schools for their children. family, as well as intervention strategies to deal with the obstacles in the families of children diagnosed with ASD. As a second objective, we intend to carry out a proposal of intervention with families of children diagnosed with ASD from the framework of Acceptance and Commitment Therapy based on the results found. Methodology: A systematic review of scientific articles has been carried out consulting the Web of Science, Scopus and INDAGA databases. The materials have been restricted by date of publication (2000/2017) and have been searched in Spanish and English. Abstracts / abstracts have been reviewed and the selected articles have been thoroughly read as well as all articles with relevant empirical and theoretical results for this review. Results: As a result of the systematic search, an intervention has been proposed in families of children diagnosed with ASD under the framework of Acceptance and Commitment Therapy. Conclusions: It has been proven that there are many lines from which interventions are proposed for families of children diagnosed with ASD, but those based on Acceptance and Commitment Therapy (ACT) are the ones that show the greatest benefits in improving the coexistence in the home and the subsequent integration and coexistence of the child in the classroom. Therefore, the proposed intervention proposed is based on this third generation therapy.Introducción: El diagnóstico de autismo de un hijo llega al seno de la familia con dificultad y emociones encontradas. Se inicia una etapa en la que se ponen en marcha gran variedad de recursos para hacer que el desarrollo de la persona diagnosticada con Trastorno del Espectro Autista (TEA) se asemeje lo más posible a una evolución neurotípica.Objetivos: El primer objetivo de este trabajo es hacer una búsqueda bibliográfica de artículos que versen sobre los Programas para tratar las dificultades que encuentran los padres o familias a la hora de educar o convivir y enseñar a convivir en casa y en escuelas a sus hijos o familiares, así como estrategias de intervención para tratar los obstáculos existentes en familiares de niños con diagnóstico de TEA. Como segundo objetivo se pretende realizar una propuesta de intervención con familias de niños diagnosticados con TEA desde el marco de la Terapia de Aceptación y Compromiso basada en los resultados encontrados.Metodología: Se ha realizado una revisión sistemática de artículos científicos consultando las bases de datos Web of Science, Scopus e INDAGA. Los materiales han sido restringidos por fecha de publicación (2000/2017) y se han buscado en idioma español e inglés. Se han revisado resúmenes/abstracts y se han leído en profundidad los artículos seleccionados así como todos los artículos con resultados empíricos y teóricos de relevancia para esta revisión.Resultados: Como resultado de la búsqueda sistemática se ha propuesto una intervención en familias de niños con diagnóstico de TEA desde el marco de la Terapia de Aceptación y Compromiso.Conclusiones: Se ha comprobado que son muchas las líneas desde las que se proponen intervenciones para familias de niños diagnosticados con TEA, pero son las basadas en Terapia de Aceptación y Compromiso (ACT) las que mayores beneficios reportan en la mejora de la convivencia en casa y la posterior integración y convivencia del niño en el aula. Por ello la propuesta de intervención que se propone está basada en esta terapia de tercera generación
The effect of using a mobile application on EFL learners’ beliefs about language learning (BALL)
Get PDFThis qualitative case study aimed to examine the effects of using a mobile application (WhatsApp) on on Turkish EFL learners’ BALL. This study demonstrates that following 4-week WhatsApp EFL classes changed 40 Turkish EFL learners’ BALL. Open-ended questions and a focus group interview were used to collect the data. The findings showed that students’ opinions towards using such mobile devices and applications in classrooms are positive and they changed their BALL. It is implicated that such applications can help students to develop positive attitudes toward learning EFL.This qualitative case study aimed to examine the effects of using a mobile application (WhatsApp) on on Turkish EFL learners’ BALL. This study demonstrates that following 4-week WhatsApp EFL classes changed 40 Turkish EFL learners’ BALL. Open-ended questions and a focus group interview were used to collect the data. The findings showed that students’ opinions towards using such mobile devices and applications in classrooms are positive and they changed their BALL. It is implicated that such applications can help students to develop positive attitudes toward learning EFL
Autoeficacia y riesgo psicosocial en personal técnico de un servicio de adopciones
Get PDFIt is necessary that Psychology continues to devote efforts to map psychosocial risks in different occupations, as well as to facilitate the understanding of the relationship between risks and consequences, including the role of vulnerability and protective factors. This study brings as a novelty the evaluation of psychosocial risks in a group that has not been studied until now: the technical staff of a service of information, training, assessment of suitability and post-adoption follow-ups in international adoption procedures. The objectives of this research are: to determine the proportion of professionals exposed to psychosocial risk working conditions; to establish the level of self-efficacy of these professionals for working under conditions of psychosocial risk; to establish the relationship between the degree of exposure to psychosocial risks and the level of self-efficacy of these professionals. A cross-sectional study was carried out through a survey in which a sample of 51 technicians participated, out of a total of 72 people who composed the service in the Autonomous Community of Andalusia. The instruments used, in addition to a sociodemographic data form, were the Inventory of Psychosocial Risks (León and Avargues, 2004) and the Professional Self-Efficacy under Psychosocial Risk Conditions Scale (Sánchez-Sevilla, Guillén and León-Rubio, 2006). The results showed that almost half of the people evaluated are exposed to very stressful working conditions that are a risk to work life quality and health related to work stress. Regarding professional self-efficacy under psychosocial risk conditions, the sample as a whole had a moderate-high score. On the possible relationship of self-efficacy with the level of psychosocial risk borne by the professionals evaluated, an inverse relationship was found between both variables.Es necesario que la Psicología siga dedicando esfuerzos a elaborar mapas de riesgos psicosociales por ocupaciones, así como a facilitar la comprensión de las relaciones entre riesgos y consecuencias, comprendiendo también el papel de los factores de vulnerabilidad y protección. Este estudio aporta como novedad la evaluación de riesgos psicosociales en un colectivo hasta ahora poco estudiado: los técnicos y técnicas de un servicio de información, formación, valoración de idoneidad y seguimientos postadoptivos en procedimientos de adopciones internacionales. Los objetivos de esta investigación son: determinar la proporción de profesionales expuestos a condiciones de trabajo de riesgo psicosocial; establecer el nivel de autoeficacia de estos profesionales para trabajar en condiciones de riesgo psicosocial; determinar la relación entre el nivel de exposición a riesgos psicosociales y el nivel de autoeficacia de estos profesionales. Se llevó a cabo un estudio transversal mediante encuesta en el que participó una muestra de 51 técnicos y técnicas, de un total de 72 personas que componían dicho servicio en la comunidad autónoma de Andalucía. Los instrumentos utilizados, además de un formulario de datos sociodemográficos, fueron el Inventario de Riesgos Psicosociales (León y Avargues, 2004) y la Escala de Autoeficacia Profesional bajo condiciones de Riesgo Psicosocial (Sánchez-Sevilla, Guillén y León-Rubio, 2006). Los resultados pusieron de manifiesto que casi la mitad de las personas evaluadas se encuentran expuestas a condiciones laborales de mucha tensión que suponen un riesgo para la calidad de vida laboral y la salud relacionada con el estrés laboral. En lo referente a la autoeficacia profesional bajo condiciones de riesgo psicosocial, el conjunto de la muestra obtuvo una puntuación moderada-alta. Con respecto a la posible relación de la autoeficacia con el nivel de riesgo psicosocial soportado por los profesionales evaluados, se encontró una relación inversa entre ambas variables
Prácticas educativas paternas y agresividad en estudiantes universitarios
Get PDFThis study analyzes the relationship between parents’ educational practices and aggressive behavior (physical aggression, verbal, anger and hostility) presented by a group of 437 university students . The instruments used were the Aggression questionnaire (Buss and Perry, 1992) and the Parental Style Assessment Scale (Oliva, Parra, Sánchez-Queija and López, 2007). The results indicate that affection, autonomy, revelation and humor manifested by both parents, are negatively related to the aggressive behavior reported by students. However, psychological control exercised by fathers and mothers was positively related to the aggressive behavior. No relationship was found between the behavioral control of fathers and mothers and the manifestation of aggressive behavior.Este estudio examina la relación existente entre las prácticas educativas paternas y el comportamiento agresivo (agresión física, verbal, ira y hostilidad) presentado por un grupo de 437 estudiantes universitarios. Los instrumentos utilizados fueron el Cuestionario de Agresividad (Buss y Perry, 1992) y la Escala para la evaluación del Estilo Parental (Oliva, Parra, Sánchez-Queija y López, 2007). Los resultados muestran que el afecto, el fomento de la autonomía, la revelación y el humor manifestados por ambos progenitores, se relacionan negativamente con el comportamiento agresivo informado por los estudiantes. Sin embargo, el control psicológico ejercido por los padres y madres se relacionó positivamente con el comportamiento agresivo. No se encontraron relaciones entre el control conductual de padres y madres y la manifestación de comportamientos agresivos
TDAH e desempenho acadêmico: uma descrição do conhecimento atual
Get PDFThe aim of this review of the literature was to identify and analyze the Brazilian studies in the last 10 years on the relationship between Attention Deficit Hyperactivity Disorder (ADHD) and the academic achievement of children, adolescents, and adults. Method: A search of the scientific literature was conducted in the databases: Pepsic, Redalyc, and Scielo using the descriptors: “ADHD and school achievement”; “ADHD and academic achievement”;”ADHD and school performance”;”ADHD and academic performance”. It was considered publications from January 1, 2006, through December 31, 2016. Results: The studies demonstrated that there has been very little research in the area, it has been found 217 studies and only 9 studies analyzed after the application the exclusion criteria. Conclusion: It is believed that the ADHD has a negative influence on the academic achievement, it has been found only 3 studies that evaluated the academic achievement directly, the others studies evaluated variables that possibly influence the academic achievement.Este estudo é uma revisão de literatura que teve como objetivo identificar e analisar os estudos brasileiros nos últimos 10 anos acerca do Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e sua relação com o desempenho acadêmico de crianças, jovens e adultos. Método: A busca foi realizada nas bases de dados: Pepsic, Redalyc e Scielo com os descritores: “TDAH e desempenho escolar”; “TDAH e desempenho acadêmico”; “TDAH e performance acadêmica”; “TDAH e performance escolar”. Foram consideradas as publicações de 01 de janeiro de 2006 até 31 de dezembro de 2016.Resultados: Os achados revelaram escassez de pesquisas na área, sendo encontrados 217 estudos, dos quais apenas 9 foram analisados após a aplicação dos critérios de exclusão. Conclusão: Acredita-se que o TDAH influencie de modo negativo no desempenho acadêmico, tendo sido encontrados apenas 3 estudos que avaliaram o desempenho acadêmico de modo direto, os demais avaliaram variáveis que, possivelmente, influenciem no desempenho acadêmico
Famílias em rodas de conversa sobre educar e incluir
Get PDFThis paper presents part of the activities developed by the Program for Attention to Children at Risk for Development - PRACRIANÇA (Federal University of Paraná - UFPR / Brazil). Objective: To verify the contributions of a support service to parents of children with disabilities accomplished through Conversation Circles (CC). Method: 108 mothers and 7 fathers of children with different ages and distinct diagnoses, including Autism and Down Syndrome, participated in the study. Twenty-one meetings were held between April and December 2016. Parents were asked to respond what they were looking for in the talk circle, in addition they had to describe with at least 3 words what they were thinking in the beginning and in the end of the meetings. Excel spreadsheets were used to categorize the quantitative data, that was analyzed with thematic and sequential exploration of the corpus, from Bardin (2011), which resulted in thematic categories. Results: Most of parents came to the CC to learn more about inclusion (60.1%), 52.2% were looking for strategies on how to deal with their children, 17.4% wanted orientations about healthcare professionals and 12,2% wanted to understand specific issues about the disorder, disability or diagnosis. Regarding the thoughts expressed in words at the entrance and exit of the meetings, the content analysis resulted in 6 categories. Conclusions: The CC have shown that parents come hopeful to find strategies to deal with issues related to their children. At the departure, most parents express good feelings about what they found, taking with them a greater understanding about the issues dealt there, with less sense of insecurity.Este trabalho, pretende apresentar parte das atividades desenvolvidas pelo Programa de Atenção a Criança com Risco ao Desenvolvimento – PRACRIANÇA (UFPR/Brasil). Objetivos: Verificar quais as contribuições de um serviço de apoio a pais de crianças com deficiência realizado por meio de Rodas de Conversa. Método: Participaram do estudo 108 mães e 7 pais, de filos de diversas idades e diagnósticos distintos prevalecendo o Autismo e a Síndrome de Down. Foram realizados 21 encontros que aconteceram entre os meses de abril a dezembro de 2016. Os país foram convidados a responder sobre o que os motivou a procurar a roda de conversa, além de descrever com no mínimo 3 palavras o que pensavam na chegada e na saída dos encontros. Os dados quantitativos foram tabulados em planilhas do Excel e seus conteúdos analisados a partir de Bardin (2011) com exploração temática e sequencial do corpus, da qual resultaram categorias temáticas. Resultados: A maioria dos pais veio às rodas para saber mais sobre inclusão (60,1%), 52,2% buscaram estratégias de como lidar com os filhos, 17,4% vieram ao encontro de orientações sobre atendimentos para os filhos e 12,2% querendo compreender questões específicas sobre o transtorno, deficiência ou diagnóstico. Quanto aos pensamentos expressos em palavras na entrada e na saída do encontro a análise de conteúdo resultou em 6 categorias. Conclusões: As rodas têm demonstrado que os pais chegam esperançosos de encontrar estratégias para lidar com as questões relacionadas com os filhos. Na saída, a maioria dos pais expressa sentimentos bons com relação ao que encontraram, levando consigo um maior entendimento dos assuntos tratados ali, assim como menos sentimento de insegurança.Este trabalho, pretende apresentar parte das atividades desenvolvidas pelo Programa de Atenção a Criança com Risco ao Desenvolvimento – PRACRIANÇA (UFPR/Brasil). Objetivos: Verificar quais as contribuições de um serviço de apoio a pais de crianças com deficiência realizado por meio de Rodas de Conversa. Método: Participaram do estudo 108 mães e 7 pais, de filos de diversas idades e diagnósticos distintos prevalecendo o Autismo e a Síndrome de Down. Foram realizados 21 encontros que aconteceram entre os meses de abril a dezembro de 2016. Os país foram convidados a responder sobre o que os motivou a procurar a roda de conversa, além de descrever com no mínimo 3 palavras o que pensavam na chegada e na saída dos encontros. Os dados quantitativos foram tabulados em planilhas do Excel e seus conteúdos analisados a partir de Bardin (2011) com exploração temática e sequencial do corpus, da qual resultaram categorias temáticas. Resultados: A maioria dos pais veio às rodas para saber mais sobre inclusão (60,1%), 52,2% buscaram estratégias de como lidar com os filhos, 17,4% vieram ao encontro de orientações sobre atendimentos para os filhos e 12,2% querendo compreender questões específicas sobre o transtorno, deficiência ou diagnóstico. Quanto aos pensamentos expressos em palavras na entrada e na saída do encontro a análise de conteúdo resultou em 6 categorias. Conclusões: As rodas têm demonstrado que os pais chegam esperançosos de encontrar estratégias para lidar com as questões relacionadas com os filhos. Na saída, a maioria dos pais expressa sentimentos bons com relação ao que encontraram, levando consigo um maior entendimento dos assuntos tratados ali, assim como menos sentimento de insegurança
Violencia de pareja virtual y ajuste psicosocial en la adolescencia desde la perspectiva de género
Get PDFThe present study examined the influence of Individual, family and schoolvariablesinto online teen dating violence. The sample was composed of 919 adolescents of both sexes and aged from 15 to 18 years old (M = 16.6, DT = 1.06). Results indicated two groups of adolescents, violent and non-violentadolescents in online teen dating violence. Data suggest a close association between family conflictand loneliness, and violent adolescents as well as a close relationship between family cohesion, school affiliation, teacher support and non-violent adolescents. Analysis of variance results indicated significant differences between these two groups of adolescents. Moreover, these differences were analyzed taking gender into account. Finally, the results and its implications are discussed.En este estudio se examinó las implicaciones que variable individuales, familiares y escolares tienen en la violencia de pareja online en la adolescencia. La muestra se compuso de 919 chicos y chicas adolescentes de entre 15 y 18 años de edad (M = 16.6, DT = 1.06). Mediante análisis se obtuvieron dos grupos de adolescentes, violentos y no violentos con sus parejas en el espacio online. Los resultados del análisis de la varianza señalaron que los adolescentes clasificados como violentos muestran puntuaciones más elevadas en conflicto familiar y sentimiento de soledad y los adolescentes no violentos muestran puntuaciones más elevadas en cohesión familiar, afiliación escolar y percepción de ayuda del profesor. Además, se analizaron las diferencias en función del género. Para finalizar se discuten los resultados y sus implicaciones
Promoción y formación del voluntariado con personas mayores en la universidad española
Get PDFLaw of Volunteerism (Ley 45/2015) stating Spanish universities “will provide what is necessary to secure the media and relationship systems that make it possible for mutual exchange of information, technical cooperation and joint action in the exercise of its powers, in order to integrate their actions, thus contributing to improve the voluntary action and the joint participation of the citizens”. Regarding older people, university volunteer programs could be a way to promote their participation in society and also their active and healthy aging. This study describes the role of Spanish universities in the promotion of volunteerism with older people. Forty-three Spanish universities were asked for the number of older volunteers that are involved in volunteerism at their university, and the number of training volunteering courses related to older people that they offered. Results show that there are few training volunteering courses that involve older people in Spanish universities (31%). Also there is scant participation of older or young volunteer students involved in these programs (1% and 2% respectively). To conclude, we encourage universities to increase their efforts to promote training volunteering programs towards older people and promoting the participation of university students in those.El marco legal del voluntariado en las universidades queda reflejado en la Ley de voluntariado (Ley 45/2015), afirmando, que éstas “proveerán lo necesario para fijar los medios y sistemas de relación que hagan posible la información recíproca, la cooperación técnica y la acción conjunta en el ejercicio de sus competencias, con el fin de integrar sus actuaciones, contribuyendo con ello a mejorar la acción voluntaria y la participación solidaria de la ciudadanía”. En el caso de las personas mayores, los programas de voluntariado universitario pueden suponer una vía para fomentar la participación en la sociedad, promover el envejecimiento activo y saludable. En el presente trabajo nos planteamos analizar cuál es el papel de las universidades españolas en la promoción del voluntariado de personas mayores. Se describen los resultados relativos al número de voluntarios mayores y la oferta de cursos formativos de voluntariado con personas mayores en una muestra de 43 universidades españolas. Los resultados revelan que existe poca oferta de cursos de formación en el ámbito del voluntariado con personas mayores y poca participación de los universitarios mayores y jóvenes en estos programas. Animamos a que las universidades aumenten sus esfuerzos para promover la formación del voluntariado con personas mayores