International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Il sapere geografico e le teorie pedagogico – Didattiche per l’insegnamento della geografia
Get PDFIn ancient times, the geographical knowledge was mainly focused on the the Earth dimension, primarily seen as a celestial body and connected to the cartographical activity. In the Renaissance, the cultural renewal had some effects also on the educational field, humanists considered the man at the beginning of a new era. The great geographical discoveries opened new horizons to the knowledge of the world and towards different educational applications. Michel Eyquem de Montaigne maintained that, the teaching of geography had to be based on the direct observation by connecting geography to history. The philosopher John Locke saw in geography a particularly fruitful discipline for the development of the spirit of observation, because, through scientific walks, tours and trips, the student could be able to have direct knowledge of things. In the 700 it developed the Enlightenment, inspired by the rational principles; Jean - Jacques Rousseau in his work, “Emilio”, highlighted the great strength and the educational value of the environment, he insisted that ,during the transition from childhood to adolescence , the boy’s curiosity about the world develops, for this reason geography becomes an important supporter for the study of sciences. After the second half of the nineteenth century, naturalism and positivism arouse, in this period the discipline of geography was also introduced in the Italian universities and a positive impulse for teaching geography in elementary school was given by Philip Porena, who proposed a new methodology based on the use of different methods: objective method (images); natural method; local geography and also reading and drawing of maps. The use of the drawings became an important methodology in all the sciences but, especially, in geographyAnticamente, il sapere geografico era imperniato soprattutto sulla dimensione della Terra, vista prioritariamente come corpo celeste e collegata all’attività cartografica. Nel Rinascimento il rinnovamento culturale ebbe ripercussioni anche sul livello educativo, gli umanisti consideravano l’uomo all’inizio di un’era nuova. Le grandi scoperte geografiche aprirono nuovi orizzonti verso la conoscenza del mondo e verso le diverse applicazioni didattiche. Michel Eyquem de Montaigne sosteneva che l’insegnamento della geografia doveva basarsi sull’osservazione diretta, collegando la geografia alla storia. Il filosofo John Locke vide nella geografia una disciplina particolarmente proficua per lo sviluppo dello spirito di osservazione, in quanto, attraverso le passeggiate scientifiche, le gite ed i viaggi, l’allievo poteva riuscire ad avere una conoscenza diretta delle cose. Nel ‘700 si sviluppò l’Illuminismo ispirato ai principi razionali; Jean – Jacques Rousseau nella sua opera, “Emilio”, evidenziò la grande forza e il valore educativo dell’ambiente, egli ribadiva che nel passaggio dalla fanciullezza all’adolescenza si sviluppa nel ragazzo la curiosità di conosce il mondo, in questo la geografia diviene un importante alleato anche per lo studio delle scienze. Dopo la seconda metà dell’ottocento si affermarono il naturalismo e il positivismo, in questo periodo anche nelle Università Italiane venne introdotta la geografia e un impulso positivo per l’insegnamento geografico nella scuola elementare fu dato da Filippo Porena che propose una nuova metodologia basata sull’utilizzo di diversi metodi: metodo oggettivo (immagini); metodo naturale; geografia locale e lettura e disegno delle carte geografiche. L’uso del disegno divenne una metodologia importante in tutte le scienze ma soprattutto nelle geografia
Autoconceito (autoeficácia), psicopatologia e qualidade de vida dos doentes alcoólicos em tratamento
Get PDFIn this investigation we tried to analyze the importance of training self-efficiency (independent variable) for the treatment of alcohol dependency, seen in maintenance treatment and modification / improvement of the quality of life, this last one being the ultimate goal of the intervention and measure their effectiveness (dependent variable). In this sense, we interviewed 146 alcohol addicts being treated in AUC, 90 (61.6%) of whom abandoned treatment after the inpatient phase, 35 (24%) after the 1st consultation and 21 (14.4%) were kept under treatment. This is still a problem with gender, and most individuals are men constituting 87% of the sample. Ages are between 23 and 68 years, with a median value of 44.7 (SD = 9, 127). To assess the study variables were used: the English version of the Brief Symptom Inventory (BSI) (Canavarro, 1999) to assess the psychopathological symptoms; the Portuguese version of the Clinical Inventory of the Self-concept (ICAC) (Vaz Serra, 1985), to assess aspects and the Portuguese version of the World Health Organization Quality of Life, brief version (WHOQOL-Bref) “is intended to evaluate the quality of life, as defined by the WHO: the individual perception of their position in life, within the context of culture and value systems in which it is inserted and in relation to their goals, expectations, standards and concerns “(Canavarro, Simões, Vaz Serra Pereira, Rijo, Pint, Gameiro, Walls and Ride, 2007, p.77).Este projeto de investigação no âmbito do Doutoramento em Psicologia, pretende analisar a importância do treino da autoeficácia (variável independente) para o tratamento da dependência alcoólica, observável na manutenção em tratamento e na modificação/elevação da qualidade de vida, objetivo último da intervenção e medida da sua eficácia (variável dependente). Neste sentido foram inquiridos de 146 dependentes alcoólicos que iniciaram tratamento na UAC, 90 (61,6%) dos quais abandonaram o tratamento após a fase de internamento, 35 (24%) após a 1ª consulta e 21 (14,4 %) se mantivera em tratamento. Este ainda é um problema ligado ao género, sendo que a maioria dos indivíduos são homens constituindo assim 87% da nossa amostra. As idades situam-se entre os 23 e os 68 anos, com um valor mediano de 44,7 (DP= 9, 127). Para avaliar as variáveis em estudo foram utilizados: a versão portuguesa do Brief Symptom Inventory (BSI) (Canavarro, 1999) para avaliar a sintomatologia psicopatológica; a versão portuguesa do Inventário Clínico do Autoconceito (ICAC) (Vaz Serra, 1985), para avaliar aspetos e a versão portuguesa da World health Organization Quality of Life, versão breve (WHOQOL-Bref) “destina-se à avaliação da qualidade de vida, tal como foi definida pela OMS: perceção do indivíduo sobre a sua posição na vida, dentro dos contextos dos sistemas de cultura e valores nos quais está inserido e em relação aos seus objetivos, expetativas, padrões e preocupações” (Canavarro, Simões, Vaz Serra, Pereira, Rijo, Quartilho, Gameiro, Paredes y Carona, 2007, p. 77)
La integración más que la edad influye en el rendimiento del razonamiento deductivo.
Get PDFThis work merges from our interest for the evolution of deductive reasoning across the life cycle from youth to older age. With time, reasoning resources seem to be compromised and constrained, even if on the other side they seem more flexible. The literature on deductive reasoning considers that deduction only takes place between integrable premisses, that is, premisses whose elements share any categorematical term. The present research designed, applied and analyzed an instrument to measure deduction. The measure is based on integration as a general rule to deduce a conclusion from two premisses. The internal consistency of the instrument was .775 and its validity was approved by 10 experts. The transversal design had a sample of 37 young and 42 older persons, 12 of which had university degrees. Both young and old groups commit less failures with integrable elements than with non-integrable (p=.000), Importantly, the group of young reasoners show less correct answers differences between integrable and non-integrable inferences. As a conclusion, the high number of deductive errors among older persons in non integrable inferences can be explained because they seem to handle heuristic rules with a low abstraction level, of the kind: “if premisses are not integrable, then the inference is false”. The higher scores obtained by young reasoners with non integrable inferences is eventually explained in terms of the search for subjacent logical reasons in non integrable or even apparently incoherent inferential tasks.El origen de este trabajo arranca del interés por conocer la evolución del razonamiento deductivo de la juventud a la vejez. Con el tiempo, los recursos razonadores parecen verse comprometidos y limitados, aunque por otra parte pueden aparecer más flexibles. La literatura sobre razonamiento deductivo considera que éste sucede sólo entre premisas que sean integrables. Del concepto de integración no existe una definición precisa aunque hay cierto acuerdo en considerar que son integrables las premisas cuyos elementos comparten algún término categoremático. En la presente investigación se diseño, aplicó y analizó un instrumento para medir la deducción en base a aplicar la integración como regla general entre dos premisas para obtener la conclusión. La consistencia interna del instrumento fue de .775 y la validez de contenido fue aprobada por 10 expertos. El diseño transversal contó con una muestra de 37 jóvones y 42 personas mayores de las que 12 tenían estudios universitarios. El grupo de jóvenes y mayores comenten menos errores en los ítems integrables que en los no integrables (p = .000). Destacablemente, el grupo de jóvenes muestra menor diferencia de aciertos entre inferencias integrables y no integrables. Como conclusión, se explica el amplio número de errores deductivos de mayores en los ítems no integrables porque manejan reglas heurísticas de bajo nivel de abstracción del tipo: si las premisas no son integrables, la inferencia es falsa. El mayor acierto de los jóvenes con inferencias no integrables se explica eventualmente por la búsqueda de razones lógicas subyacentes ante una tarea aparentemente incoherente.
Trabajo por proyectos en el master de secundaria: construir actitudes
Get PDFIt is applied at the Master of Secondary Education in the subject work projects experience learning and personality development. We want students to begin to use academically rigorous documentary sources to analyze issues and topics related to this educational stage. At the same time that the group organise arguments, which will be used in a later debate, they can study and appreciate several information. If they want to participate in the project, they will improves their knowledge of the subject under discussion. Also, they can see the explanations and contributions of psychology coming from the teaching and they become familiar with documentary sources of this discipline.Se presenta una experiencia de Trabajo por Proyectos aplicada en el Master de Educación Secundaria en la asignatura Aprendizaje y desarrollo de la personalidad. Se intenta con ella que el alumnado comience a usar fuentes documentales académicamente rigurosas para analizar temas y tópicos relacionados con esa etapa educativa. La preparación grupal de argumentos, que usarán en un debate posterior, les lleva a estudiar y valorar informaciones diversas. Al participar en el proyecto, mejora su conocimiento sobre el tema objeto de debate, pueden apreciar las explicaciones y aportaciones de la psicología a la docencia y se familiarizan con las fuentes documentales de esta disciplina.
El apoyo social y la soledad de las mujeres mayores usuarias de teleasistencia
Get PDFLoneliness is a negative subjective experience based on the evaluation of the quality and the amount of the individual’s social interactions. Older adults’ social networks decrease because of losses associated to widowhood, retirement and an adaptive selection process; they eliminate those relations who are less intimate and the emotionally significant contacts are the only ones who remain. Because of these and other factors, elderly women who live alone were identified as being in major risk of feeling lonely. Objectives. 1. Learning about the prevalence of loneliness in a sample of older women who are users of a telecare service; 2. Identifying the characteristics of their social support network; 3. Establishing associations between loneliness and sociodemographic characteristics and between loneliness and social network. Method. Quantitative research with a cross-sectional design. Data was collected from a sample of 267 women (70-90 years old), who were users of a telecare service and lived alone in the city of Valencia. Researchers assessed feelings of loneliness, received social support and sociodemographic characteristics. Results. The mean loneliness score was 3.98 (SD = 2.827). Pearson correlation tests suggested negative and statistically significant associations between loneliness and received social support both from family members (r = -.401, p greater than .01) and from friends (r = -.416, p greater than .01). No significant differences were found in loneliness scores based on the sociodemographic variables. Conclusions. The prevalence of loneliness in this study was slightly higher than that of other elderly people’s samples, but the results confirmed the important association between loneliness and social support. In conclusion, the intervention programs intended to reduce loneliness should promote the interchange of social support and pay special attention to the older adults who are more isolated.La soledad es una experiencia subjetiva negativa que se basa en la evaluación de la calidad y la cantidad de las relaciones sociales del individuo. Como resultado de pérdidas asociadas a la viudedad, la jubilación y a un proceso adaptativo de selección, la red social de las personas mayores se ve reducida; se eliminan miembros menos cercanos y se mantienen solamente los contactos emocionalmente significativos. Por estos y por otros factores, se ha visto que las mujeres mayores que viven solas están en mayor riesgo de sentirse solas. Objetivos. 1. Conocer la prevalencia de soledad en una muestra de mujeres mayores usuarias del servicio de teleasistencia; 2. Identificar las características de su red de apoyo social; 3. Establecer asociaciones entre soledad y características sociodemográficas y de red social. Método. Investigación cuantitativa con diseño transversal. Se recogieron datos de una muestra de 267 mujeres (70-90 años), usuarias de un servicio de teleasistencia y que vivían solas en la ciudad de Valencia. Se midieron sus sentimientos de soledad, el apoyo social recibido y variables sociodemográficas. Resultados. La puntuación media de soledad fue de 3,98 (DT = 2,827). Las pruebas de correlación de Pearson sugieren asociaciones negativas y estadísticamente significativas entre soledad y apoyo social recibido tanto de familiares (r = -,401, p mayor que 0,01) como de amigos (r = -,416, p mayor que 0,01). No se encontraron diferencias significativas en la medida de soledad en función de las variables sociodemográficas. Conclusiones. La prevalencia de soledad en este estudio fue ligeramente más elevada que la de otras muestras de personas mayores, pero se ha confirmado la importante asociación entre soledad y apoyo social. Se concluye que los programas de intervención para paliar la soledad deberían promover el intercambio de apoyo social y tener especial atención con las personas mayores que están más aisladas
Programas de prevención familiar en edades tempranas. Programa aprender a convivir en casa, una propuesta de intervención
Get PDFThe family is the most important socializing agent in early childhood, constituting a key element in the educational process. During early ages, children learn social skills,attitudes and other skills necessary for adapting themselves to the context where they are living, influenced directly by their social competence and their parenting style. Prevention family programs, as early intervention strategy, have more benefits than corrective strategies, when the behaviour problems had been developed. In this context it is proposed Aprender a Convivir en Casa [Learning to Live Together at Home] program, focused on parents that have children in Kindergarten aged from 3 to 5 years. It is presented as a valuable and useful instrument that could prevent behaviour problems and future young delinquency from an early childhood. The program is structured around three thematic blocks: I) Social and emotional training, II) We maintain good behaviour and we resolve conflicts and III) Family interaction. In these three blocks it is addressed topics related with: the evolutionary development of kindergarten children, assertive communication, express and identify emotions, parenting styles and its influences, functional behavior analysis, problem and conflict solving (importance of negotiation and self-control), establishing routines and distribution of tasks, cooperation at home, the development of autonomy and acquisition of responsibilities and commitments by children, hight quality time in family, couple communication, active listening and children role in conflicts between parents.La familia es el agente socializador más importante en la primera infancia, constituyendo un elemento clave en el proceso educativo. Durante las primeras edades los niños aprenden las destrezas sociales, actitudes y habilidades necesarias para adaptarse al contexto social donde viven, influyendo de manera directa su competencia social y el estilo de crianza de sus padres. Los programas de prevención familiar, como estrategia de intervención temprana, tienen más beneficios que estrategias correctivas posteriores, cuando se han desarrollado problemas de conducta. En este contexto se propone el programa Aprender a Convivir en Casa, dirigido a padres con hijos en Educación Infantil de 3 a 5 años. Se presenta como un instrumento universal útil y válido que podría prevenir los problemas de conducta y la delincuencia juvenil futura actuando desde edades tempranas. El programa se estructura entorno a tres bloques de contenidos: I) Entrenamiento social y emocional, II) Mantenemos el buen comportamiento y solucionamos los conflictos y III) Interacción familiar. En estos tres bloques se tratan temáticas relacionadas con: el desarrollo evolutivo de los niños de Educación Infantil, la comunicación asertiva, expresar e identificar emociones, estilos de crianza y sus influencias, el análisis funcional de la conducta, resolución de problemas y conflictos (importancia de la negociación y el autocontrol), el establecimiento de rutinas y distribución de tareas, la cooperación en casa, el desarrollo de la autonomía y adquisición de responsabilidades y compromisos por parte de los hijos, momentos de calidad en familia, la comunicación en la pareja, saber escuchar y al papel de los hijos ante los conflictos interparentales.
Modelos de stress ocupacional: sistematização, análise e descrição
Get PDFExcessive occupational stress experienced by workers has been strongly associated with the onset of diseases and mental health damage, interfering with their ability to work, productivity, ultimately interfering with their well-being and quality of life. In the present study, we followed the guidelines of systematisation and interpretation of specific models of occupational stress, dissecting them and exposing their constructive genesis and counterpart among them, contributing to the possible construction of stress induction predicting baselines. Despite some common points, the factors that lead to stress response show how some differences between them, mostly at the level of the object, are considered as a source of stress. The description of specific central aspects: physical stressors, organisational climate and working conditions, vulnerability to stress, personality factors, negative affectivity and psychological resilience, are described as operating measures that directly influence human homeostatic processes in occupational context. The understanding of these underlying mechanisms further contributes to the development of primary prevention programs at the level of occupational health and organizational intervention methodologies, in order to promote an adequate quality of working life, enhancing performance, success and increased capacity for work.O excessivo stress ocupacional experienciado pelos trabalhadores tem sido fortemente associado ao aparecimento de doenças e prejuízo da saúde mental, interferindo na sua capacidade para o trabalho, produtividade, bem-estar e qualidade de vida. A análise exaustiva do presente trabalho seguiu a orientação da sistematização e interpretação de modelos específicos de stress ocupacional, dissecando-os e expondo a sua génese construtiva e congénere entre eles, contribuindo para a possível construção de baselines preditoras de indução de stress. Apesar de alguns pontos de coincidência, os fatores que originam a resposta de stress apresentam algumas discrepâncias entre si, sendo, na sua maioria, ao nível do objeto que consideram como fonte de stress. A adequada compreensão destes processos tem, também, como objetivo contribuir para o desenvolvimento de programas de prevenção primária ao nível da saúde ocupacional e de metodologias de intervenção organizacional, com a finalidade de promover uma adequada qualidade de vida laboral, potenciando o desempenho e o sucesso no trabalho e o incremento da capacidade para o trabalho
Emociones positivas, pensamiento positivo y satisfacción con la vida
Get PDFPositive emotions broaden and build the psychological, social and behavioral repertoires of people. Although emotions, both negative and positive, play important roles in our lives, have different functions. Positive emotions are related to resilience in adversity. Positive thinking involves rethinking positive and positive attitudes may motivate us to engage in constructive action. When people think that good things happen to them, they are more likely to try because they feel that what they do will make a difference in achieving a good result. Positive thinking provides well-being and life satisfaction. The good life is happy, healthy, productive and meaningful, involves more than the absence of disease, disorders and problems.Las emociones positivas ensanchan y cimientan los repertorios psicológicos, sociales y conductuales de las personas. Aunque las emociones, tanto negativas como positivas, desempeñan papeles importantes en nuestras vidas, tienen funciones diferentes. Las emociones positivas están relacionadas con la capacidad de recuperación ante la adversidad. El pensamiento positivo implica un replanteamiento positivo, así como las actitudes positivas pueden motivarnos a participar en una acción constructiva. Cuando las personas piensan que les ocurrirán cosas buenas, son más propensas a esforzarse porque sienten que lo que hagan marcará la diferencia en el logro de un buen resultado. El pensamiento positivo proporciona bienestar y satisfacción con la vida. La buena vida es feliz, saludable, productiva y con significado, implica más que la ausencia de enfermedad, trastornos y problemas
Desajuste clínico y escolar y síntomas emocionales en niños y adolescentes diabéticos y no diabéticos
Get PDFWhen diabetes mellitus 1 appears in childhood and adolescence can involve substantial and significant differences in maladaptive skills (depression, anxiety and stress, mainly) compared to the population that does not have this disease. In compliance with this information, the following research analyzes such differences between a group of children and adolescents with diabetes and a control group that did not suffer from any chronic disease. A total of 88 families with children between the ages of 10 and 18 years old participated in the study, of which 42 suffer from diabetes and the other 46 do not suffer from diabetes. The instrument selected for measuring Clinic Maladjustment (dimensions made up of Anxiety, Atipicality, Locus of Control and Somatization –just in S3–); School Maladjustment (Negative Attitude to School, Negative Attitude to Teachers and Sensation Seeking) and others Emotional Symptoms (dimensions made up of Anxiety, Interpersonal Relations, Self-Esteem, Social Stress, Depression and Self-Reliance) was the Behavior Assessment System for Children (BASC). The different sample analyses conclude that diabetic children tend to score higher in all these global dimensions, although the differences found between both groups are just significant in School Maladjustment and Emotional Symptoms in children and in Clinical Maladjustment in adolescents. These scores suggest that, as numerous studies from this field have been showing, the appearance of this illness causes a disturbance of mood and emotional states in children and adolescents with diabetes. This fact demonstrates the importance of developing guidelines that promote adaptive habits that emphasize the independence in diabetic children and adolescents to help them gain self-confidence to improve these skills.La aparición de diabetes mellitus de tipo 1 en la niñez y la adolescencia puede conllevar importantes diferencias significativas en habilidades desadaptativas (depresión, ansiedad y estrés, principalmente) con respecto a la población que no padece dicha enfermedad. Acorde con esto, el siguiente estudio pretende analizar la existencia de dichas diferencias entre un grupo de niños y adolescentes diabéticos y otro grupo control que no padece ningún tipo de patología crónica. En dicha investigación han participado un total de 88 familias con hijos de edades comprendidas entre 10 y 18 años, de los cuales 42 niños padecían diabetes y los otros 46 no. El instrumento seleccionado para medir el Desajuste Clínico (compuesto por las dimensiones de Ansiedad, Atipicidad, Locus de Control y Somatización – en el S3–), el Desajuste Escolar (conformado por la actitud negativa hacia el colegio, actitud negativa hacia los profesores y búsqueda de sensaciones –en el S3–) y otros Síntomas Emocionales (compuesta por las subescalas de Ansiedad, Relaciones Interpersonales, Autoestima, Estrés Social, Depresión y Sentido de Incapacidad) ha sido el Sistema de Evaluación de la Conducta de Niños y Adolescentes (BASC). Los análisis de diferencia de muestras concluyen que los niños diabéticos tienden a puntuar más alto en ambas dimensiones globales, si bien las diferencias halladas entre ambos grupos tan solo son significativas en Desajuste escolar y Síntomas emocionales (para la muestra de niños) y Desajuste Clínico (en la muestra de adolescentes). Dichas puntuaciones dejan entrever que, en consonancia con los estudios previos realizados, la aparición de esta enfermedad supone una alteración de los estados anímicos y emocionales de quienes la padecen. Este hecho constata la importancia de elaborar pautas que potencien hábitos adaptativos y que enfaticen la independencia de niños con diabetes, para ayudarlos a ganar confianza en sí mismos en pro de mejorar estas habilidades