International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Intervenção psico-educacional destinada à comunicação para cuidadores de pessoas com demência: uma revisão sistemática
Get PDFIntroduction: Dementia is a clinical syndrome characterized by multiple cognitive decline in which the patient’s daily activities are compromised (Garzón, Mendez and Benito 2011). Due to this neurodegenerative deterioration that appears with dementia, these people often have difficulties finding the proper words, producing sounds, having an adequate fluidity or understanding the language (Allan and Killick, 2014). Therefore, communication between people with dementia and their caregivers may be affected, which has substantial consequences for their quality of life and their nursing (Alnes, Kirkevold and Skovdahl, 2011). Purpose: The purpose of this study aims to establish an update of psycho-educational interventions focused on communication between caregivers and people with dementia. Methodology: We conducted a systematic review within the last 10 years in order to detect the communication componentspresent in the interventions. Results: Among other results, we found that while the scientific literature focused on the psychoeducation of family members and caregivers of people with dementia is extensive, the approach towards communication strategies is addressed tangentially, although it is considered in some programs. Conclusions: We conclude highlighting the need to delve deeper into this field in subsequent studies.Introducción: La demencia es un cuadro de deterioro cognitivo múltiple en el cual las actividades de la vida diaria del paciente se ven comprometidas (Garzón, Méndez y Benito 2011). Debido a estos cambios neurodegenerativos que aparecen con la demencia, estas personas a menudo presentan dificultades para encontrar palabras, producir sonidos, tener una adecuada fluidez o para la comprensión del lenguaje (Allan y Killick, 2014). Por lo tanto, la comunicación entre las personas con demencia y sus cuidadores puede verse afectada, lo que tiene consecuencias sustanciales para su calidad de vida y la de sus cuidados (Alnes, Kirkevold y Skovdahl, 2011). Objetivo: El objetivo de este estudio pretende establecer una actualización de las intervenciones psicoeducativas enfocadas a la comunicación entre cuidadores y personas con demencia. Metodología: Realizamos una revisión sistemática de los últimos 10 años con el fin de detectar los componentes comunicativos presentes en las intervenciones. Resultados: Entre otros resultados, encontramos que la literatura científica enfocada en la psicoeducación de familiares y cuidadores de personas con demencia es amplia pero el abordaje de estrategias comunicativas, si bien se contempla en algunos programas, se aborda tangencialmente. Conclusiones: Concluimos destacando la necesidad de profundizar en este ámbito en posteriores estudios
Inteligencia emocional y comportamientos alimentarios en estudiantes de la Facultad de Educación de la Universidad de Zaragoza
Get PDFThis research was carried out at the Faculty of Education of the University of Zaragoza. The objectives of the study were to characterize the eating behavior of the sample, based on sex and to analyze the possible relationship of these variables with abnormal eating behaviors and emotional intelligence. The sample consisted of 115 students belonging to the Primary Education Teaching Degree and the Secondary Teaching Master’s Degree. The starting hypothesis was that those people with lower scores in emotional intelligence presented more maladaptive eating behaviors, which could influence their BMI. The hours of sport and sleep, as well as the quality of this, were also analyzed in order to check whether these variables could be related to emotional intelligence. Eating behaviors, sleep and physical activity were analyzed through a questionnaire designed for this purpose. Emotional intelligence was studied through the responses obtained on the Schutte (1998) EIS emotional intelligence scale. The results obtained showed that the students with the highest scores in EI were the ones who presented the most dysfunctional eating behaviors, in addition to the fact that these were related to higher values in BMI, less practice of sports and poorer quality and quantity of sleep.Esta investigación se llevó a cabo en la Facultad de Educación de la Universidad de Zaragoza. Los objetivos del estudio fueron caracterizar el comportamiento alimentario de la muestra, en función del sexo y analizar la posible relación de estas variables con los comportamientos alimentarios y la inteligencia emocional. La muestra estuvo compuesta por 115 alumnos pertenecientes al Grado de Magisterio de Educación Primaria y al Master del Profesorado de Secundaria. La hipótesis de partida fue que aquellas personas con puntuaciones más bajas en inteligencia emocional, presentaban comportamientos alimentarios más desadaptados, que podían influir en su IMC. También se analizaron las horas de deporte y de sueño, así como la calidad de este, con el fin de comprobar si dichas variables podían estar relacionadas con la inteligencia emocional. Los comportamientos alimentarios, el sueño y la actividad física se analizaron a través de un cuestionario diseñado para tal fin. La inteligencia emocional se estudió por medio de las respuestas obtenidas en la escala de inteligencia emocional EIS
Ansiedad ante la agresión y ante el fracaso escolar y sanciones disciplinarias y rasgos perfeccionistas
Get PDFAnxiety is one of the most relevant emotional disorders in the population, taking into account the excessive demand set by today’s society. This excessive demand, sometimes marked by a perfectionist personality trait, tends to further aggravate the anxious and stressful states of the individual. In this sense, it is important to keep in mind the student stage, which continually faces stressful situations. Therefore, it is convenient to observe the link between the perfectionist variables, governed by Socially Prescribed Perfectionism (SPP) and Self-Oriented Perfectionism (SOP) and School Anxiety, composed, among others, by Anxiety in the face of aggression and Anxiety about school failure and disciplinary sanctions. Hence, the objective of the present study is to observe if there are statistically significant differences between Factor I and II of the School Anxiety Inventory (IAES) and the SPP and SOP, as well as to determine the probability of presenting high scores in both Anxiety factors. School based on the SPP and the SOP. For this, a sample of 1588 Ecuadorian students was recruited and measures such as the IAES and the Child and Adolescent Perfectionism Scale (CAPS) were used. The results yielded statistically significant differences for IAES Factor I and II in both SPP and SOP, these being of low and moderate magnitude. Likewise, it is observed that as the SPP and the SOP increase, the possibility of presenting high scores in Anxiety in the face of aggression and in Anxiety in the face of school failure and disciplinary sanctions increases. In conclusion, the findings show that it is necessary to increase the number of studies on perfectionist variables in the country of Ecuador, taking into account its link with School Anxiety and what this entails.La ansiedad es uno de los trastornos emocionales con mayor relevancia en la población, teniendo en cuenta la excesiva exigencia marcada por la sociedad actual. Esta exigencia desmedida marcada, en ocasiones, por un rasgo de la personalidad perfeccionista, todavía tiende a agravar más si cabe los estados ansiosos y estresantes del individuo. En este sentido, es importante tener presente la etapa estudiantil la cual se enfrenta continuamente a situaciones estresantes. Por ello, es conveniente observar cuál es el vínculo entre las variables perfeccionistas, regidas por el Perfeccionismo Socialmente Prescrito (PSP) y el Perfeccionismo Auto-Orientado (PAO) y la Ansiedad Escolar, compuesta, entre otras, por la Ansiedad ante la agresión y la Ansiedad ante el fracaso escolar y las sanciones disciplinarias. De ahí que el objetivo del presente estudio sea observar si existen diferencias estadísticamente significativas entre el Factor I y II del Inventario de Ansiedad Escolar (IAES) y el PSP y PAO, así como determinar la probabilidad de presentar altas puntuaciones en ambos factores de la Ansiedad Escolar en función del PSP y el PAO. Para ello, se reclutó una muestra de 1588 estudiantes ecuatorianos y se utilizaron medidas como el IAES y el Child and Adolescent Perfectionism Scale (CAPS). Los resultados arrojaron diferencias estadísticamente significativas para el Factor I y II del IAES tanto en PSP como en PAO, siendo estas de baja y moderada magnitud. Asimismo, se observa que a medida que aumenta el PSP y el PAO aumenta la posibilidad de presentar elevadas puntuaciones en Ansiedad ante la agresión y en Ansiedad ante el fracaso escolar y las sanciones disciplinarias. En conclusión, los hallazgos muestran que es necesario incrementar el número de estudios en variables perfeccionistas en el país de Ecuador, teniendo en cuenta su vínculo con la Ansiedad Escolar y lo que ello conlleva
Conceções de jovens sobre o funcionamento positivo de adultos de meia idade e idosos
Get PDFPositive functioning in middle age and the elderly has been associated with a set of developmental characteristics and processes. In middle age, psychological adaptation was associated with generativity or reaching or maintaining professional satisfaction, while in the elderly it has been associated with acceptance and positive reflection on past and present life or active aging. Positive functioning has also been conceptualized in terms of subjective (positive affect, life satisfaction), psychological (self-acceptance, positive relationships, autonomy, environmental mastery, purpose in life, personal growth) and social (integration, contribution, coherence, actualization, acceptance) wellbeing. Authors also highlight social, socioeconomic and cultural differences in psychosocial adaptation. However, little is known about the personal conceptions of young people about the positive functioning of older people. Thus, the main objective of this study was to explore and compare the criteria of positive functioning of middleaged and elderly people, from the perspective of young people. A sample of university students answered a questionnaire, indicating characteristics of the positive functioning of four acquaintance persons (two middle-aged and two elderly) from their communities. A total of 434 descriptors of 55 middle-aged and 52 elderly people were generated and a content analysis was carried out considering theoretical categories of subjective, psychological and social well-being. A qualitative and quantitative analysis was then performed. Descriptors related to psychological well-being were more frequent than those related to subjective well-being, in both stages of life. There were no differences between middle age and elderly in terms of frequency of psychological well-being categories, but some subjective well-being categories were more frequently mentioned in one of the stages. Participants did not use social well-being descriptors. The results are discussed in the context of the literature on the subject.O funcionamento positivo na meia idade e nos idosos tem sido associado a um conjunto de características e processos desenvolvimentais. Na meia idade, a adaptação psicológica foi associada à generatividade ou ao alcançar e manter um nível profissional satisfatório, enquanto nos idosos tem sido conotada com a aceitação e reflexão positiva sobre a vida passada e presente ou com o envelhecimento ativo. O funcionamento positivo tem sido também concetualizado em termos do bem-estar subjetivo (afetos positivos, satisfação com a vida), psicológico (autoaceitação, relações positivas com os outros, autonomia, domínio do ambiente, propósito na vida, crescimento pessoal) e social (coerência, atualização, integração aceitação e contribuição sociais). Diferentes autores sublinham também diferenças sociais, socioeconómicas e culturais na adaptação psicossocial. No entanto, pouco se sabe sobre as conceções pessoais das pessoas mais jovens sobre o funcionamento positivo dos mais velhos. Assim, o objetivo principal deste estudo foi explorar e comparar os critérios de funcionamento positivo das pessoas de meia idade e idosos, do ponto de vista dos jovens. Uma amostra de estudantes universitários respondeu a um questionário, indicando caraterísticas do funcionamento positivo de quatro pessoas conhecidas (duas de meia idade e duas idosas) das suas comunidades. Foram gerados 434 descritores de 55 pessoas de meia idade e de 52 idosos e efetuada uma análise de conteúdo considerando categorias teóricas de bem-estar subjetivo, psicológico e social. Procedeu-se depois a análise qualitativa e quantitativa. Os descritores relacionados com o bem-estar psicológico foram mais frequentes que os do bem-estar subjetivo, nas duas etapas da vida. Não se registaram diferenças entre meia idade e idosos quanto à frequência das categorias de bem-estar psicológico, mas algumas categorias do bem-estar subjetivo foram mais referidas numa das etapas. Os participantes não usaram descritores de bem-estar social. Os resultados são discutidos no contexto da literatura sobre o tema.
Rumias perfeccionistas en función del uso espontáneo de imágenes visuales
Get PDFPerfectionist Automatic Thoughts (PAT) are rumors based on the need to be perfect, so it carries with it a high level of distress. It is therefore necessary to design strategies for the prevention and reduction of PAT. The present work was based on two objectives. The first of them was to analyze whether there are statistically significant differences in the Spontaneous Use of Mental Images (SUMI) factors based on the high or low scores of the different PAT factors. The second of them analyze the probability of presenting PAT as a function of the SUMI factors. For this, a sample of 791 participants (M = 22.5; SD = 5.21) was obtained and the Perfectionism Cognitions Inventory (PCI) and the Spontaneous Use of Imagery Scale (SUIS) were used as measurement instruments. The findings yielded statistically significant differences in Perfectionist Demands and Perfectionist Strivings, as well as in the total of the PCI in all the factors of the SUMI, as well as the total of the SUIS. Likewise, the results indicated that as the score increases in the different dimensions of the SUIS, the probability of presenting PD, PS and PAT in general increases. In conclusion, this study shows specific peculiarities of PAT that allow the design of prevention strategies on these perfectionist rumors.Los Pensamientos Automáticos Perfeccionistas (PAP) son rumias basadas en la necesidad de ser perfecto, por lo que lleva consigo un alto nivel de angustia. Es por ello necesario diseñar estrategias de prevención y/o descenso de PAP. El presente trabajo partía de dos objetivos. El primero de ellos fue analizar si existen diferencias estadísticamente significativas en los factores del Uso Espontáneo de Imágenes Mentales (UEIP) en función de las altas o bajas puntuaciones de los distintos factores de PAP. El segundo de ellos analizar la probabilidad de presentar PAP en función de los factores del UEIP. Para ello se obtuvo una muestra de 791 participantes (M =22.5; DE = 5.21) y se utilizaron como instrumentos de medida la Perfectionism Cognitions Inventory (PCI) y la Spontaneous Use of Imagery Scale (SUIS). Los hallazgos arrojaron diferencias estadísticamente significativas en Demandas y Esfuerzos Perfeccionistas, así como en el total de la PCI en todos los factores del UEIP, así como el total de la SUIS. Asimismo, los resultados indicaron que conforme aumenta la puntuación en las distintas dimensiones de la SUIS, aumenta la probabilidad tanto de presentar DP, como EP y PAP en general. En conclusión, el presente estudio muestra peculiaridades específicas de los PAP que permiten diseñar estrategias de prevención sobre estas rumias perfeccionistas
Identidade sexual e psicomotricidade relacional: uma investigação-ação com adolescentes no Brasil
Get PDFIn a Relational Psychomotricity project, the theme of violence was dealt with at first. The professionals, male and female figures, came across a distortion in the specific movement of the adolescents: there was no place for affection and it was detected that it was due to the referential models of life, leading to distortions regarding sexuality. Having found a new and interesting focus of investigation, the question was asked about how the Relational Psychomotor intervention could contribute so that the adolescents could find harmony in this movement and evolve in their respective sexual identities, finding the place of affection with the adults. The way the professional intervention of the Relational Psychomotor therapists authorizes and recognizes the potential of the person being attended is fundamental to evolve the bases of this identity. Once the non-verbal communication has been found and established in the work setting, it is possible for the Relational Psychomotricist to open the space so that, in an excused way, the adolescents may start to play with their aggressiveness, affection, femininity, sensuality, feminine complicity, etc., reaching the positive adjustment in the real daily life. A qualitative methodology (action-research) was followed, whose objective was to analyze the effects of Relational Psychomotricity on the positive adjustment of sexual identity. The sample included 10 adolescents from 12 to 16 years old, from a public school in Fortaleza, Brazil. The intervention lasted a period of 6 months, with 1 weekly meeting of 1 hour each. At the end of the project an adjustment in the adolescents’ movements was observed, rediscovering and internalizing new models and references based on the symbolic experiences of Relational Psychomotricity. The theme is very relevant for educators, professionals who develop various works, especially with adolescents, health professionals and professionals of Relational Psychomotricity, mainly because it exposes the need to open safe complementary spaces, so that adolescents can experience the affirmation of their own identity in a safe and healthy way.Num projeto de Psicomotricidade Relacional tratava-se, a princípio, da temática da violência. Os profissionais, figuras masculina e feminina, depararam-se com uma distorção no movimento específico das adolescentes: não havia espaço para o afeto e detectou-se que era em virtude dos modelos referenciais da vida, impulsionando distorções quanto à sexualidade. Encontrado um novo e interessante foco de investigação, questionou-se sobre como a intervenção Psicomotora Relacional poderia contribuir para que as adolescentes encontrassem a harmonia nesse movimento e evoluíssem nas suas respetivas identidades sexuais, encontrando o lugar de afeto junto aos adultos. A forma como a intervenção profissional dos Psicomotricistas Relacionais autoriza e reconhece o potencial da pessoa em atendimento é fundamental para fazer evoluir as bases dessa identidade. Depois de encontrada e estabelecida a comunicação não verbal no setting de trabalho, é possível ao Psicomotricista Relacional abrir o espaço para que, de maneira desculpabilizada, as adolescentes passem a brincar com a agressividade, a afetividade, a feminilidade, a sensualidade, a cumplicidade feminina, etc., alcançando o ajuste positivo no quotidiano real. Seguiu-se uma metodologia qualitativa (investigação-ação), cujo objetivo consistiu em analisar os efeitos da Psicomotricidade Relacional no ajuste positivo da identidade sexual. A amostra incluiu 10 adolescentes de 12 a 16 anos, de uma escola pública de Fortaleza, Brasil. A intervenção durou um período de 6 meses, com 1 encontro semanal de 1 hora cada. No fim do projeto constatou-se um ajuste nos movimentos das adolescentes, redescobrindo e internalizando novos modelos e referenciais a partir das vivências simbólicas da Psicomotricidade Relacional. O tema é de muita relevância para educadores, profissionais que desenvolvem trabalhos diversos, em especial, com adolescentes, profissionais da saúde e da Psicomotricidade Relacional, principalmente porque expõe a necessidade de se abrir espaços complementares seguros, para que as adolescentes possam vivenciar a afirmação da própria identidade de forma segura e saudável
Conhecimento sobre saúde sexual e reprodutiva em estudantes do ensino superior
Get PDFIntroduction: The promotion of sexual and reproductive health (SRH) of higher education students continues to be a priority of public health policies, as several studies have documented high prevalence of sexual risk behavior in this group. Knowledge is a central concept of behavioral theories, considered as a fundamental prerequisite for successful sex education. Objectives:.Characterize the knowledge about SRH of students in Higher Education and analyze its association with behaviors that promote SRH. Methodology: An analytical cross-sectional study was carried out in a sample of 1946 students from a University in the north of Portugal, with a mean age of 21 years (20.74 ±2.32). A questionnaire of sociodemographic characterization and SSR behaviors and the SRH Knowledge Inventory were used to collect data, organized into four thematic areas (physiology of reproduction, contraception, sexually transmitted infections (STI), health surveillance). Data were analyzed using descriptive and inferential statistics (ANOVA). Results: The level of knowledge about SSR is medium (22.27 ± 5.79), the area of greatest knowledge is contraception and the least knowledge of STIs and health surveillance. The level of knowledge is higher in females (p < 0.05), younger students (p = 0.005) and who attend courses in the areas of life sciences and health (p <0.001). Knowledge is positively associated with greater adherence to contraceptive behaviors (p=0.03), use of SRH services (p<0.01) and lower adherence to sexual risk behaviors, including alcohol consumption (p<0.001), drugs (p<0.001) and occasional partners (p<0.001). Conclusions: Increasing knowledge and knowledge of higher education students about SRH seems to be important to improve protective behaviors and decrease sexual and reproductive risk. Universities can be a privileged context for intervention in sexual and reproductive education.Introdução: A promoção da saúde sexual e reprodutiva (SSR) dos estudantes do Ensino Superior continua a ser uma prioridade das políticas de saúde pública, dado que vários estudos têm documentado prevalências elevadas de comportamentos de risco sexual neste grupo. O conhecimento é um conceito central das teorias comportamentais, considerado como um pré-requisito fundamental para uma educação sexual de sucesso. Objetivos: Caracterizar o conhecimento sobre SSR dos estudantes do Ensino Superior e analisar a sua associação com comportamentos promotores da SSR. Metodologia: Foi realizado um estudo transversal analítico, numa amostra de 1946 estudantes, de uma Universidade do norte de Portugal, com idade média de 21 anos (20,74 ±2,32). Na recolha de dados foi utilizado um questionário de caracterização sociodemográfica e dos comportamentos de SSR e o Inventário de Conhecimento Sobre SSR, organizado em quatro áreas temáticas (fisiologia da reprodução, contraceção, infeções sexualmente transmissíveis (IST), vigilância da saúde). Os dados foram analisados com recurso à estatística descritiva e inferencial (ANOVA). Resultados: O nível de conhecimento sobre SSR é mediano (22,27 ± 5,79), a área de maior conhecimento é a contraceção e a de menor conhecimento as IST e vigilância de saúde. O nivel de conhecimento é mais elevado no sexo feminino (p<0,05), estudantes mais jovens (p=0,005) e que frequentam cursos das áreas das ciências da vida e saúde (p < 0,001). O conhecimento está associado positivamente com uma maior adesão a comportamentos de contraceção (p=0,03), utilização dos serviços de SSR (p<0,01) e menor adesão a comportamentos de risco sexual, nomeadamente o consumo de álcool (p<0,001), drogas (p<0,001) e parceiros ocasionais (p<0,001). Conclusões: Aumentar o conhecimento e dos estudantes do Ensino Superior sobre SSR parece ser importante, para melhorar comportamentos de proteção e diminuir o risco sexual e reprodutivo. As universidades podem ser com contexto privilegiado para intervenção em educação sexual e reprodutiva
Blended learning en tiempos de pandemia ¿experiencia de éxito en educación superior?
Get PDFGlobal educational practice has been shaken by the health restrictions resulting from the coronavirus pandemic. In these circumstances, online learning has emerged as an interesting option and represents the development of opportunities and alternatives to be explored in higher education (OECD, 2020). This research focuses on students at the university level and aims to analyse their blended learning experience under the constraints of the pandemic. This study was conducted using a quantitative approach based on the sociological survey method. The instrument used for data collection was a validated anonymous online questionnaire with self-selected sample designed ad hoc that was sent to the entire study population, students of the Degree in Pedagogy at the University of Burgos, and a sample of n = 133 students was obtained. The results show that 4 out of 5 respondents wish to return to full face-to-face teaching and the different advantages and disadvantages of e-learning perceived by the students are specified. In addition, on a 5-point Likert scale, moderate satisfaction with the course is observed, with a degree of attention that could be improved in the virtual sessions, and it is noted that learning means more effort for them in electronic format. Other studies along these lines have also pointed to a widespread preference among students for face-to-face learning, underlining that some of the advantages of e-learning are time savings and flexibility, and that some of the disadvantages include the lack of interaction and technical problems. All in all, the research provides relevant information that should be taken into account in order to understand the ongoing changes within the university institution, solve its specific problems and ensure, if necessary, its sustainability as well as its quality.La práctica educativa mundial se ha visto sacudida por las restricciones sanitaras derivadas de la pandemia de coronavirus. En estas circunstancias el aprendizaje en línea se ha presentado como una opción interesante y supone el desarrollo de oportunidades y alternativas a explorar en la educación superior (OCDE, 2020). La presente investigación se centra en el alumnado del ámbito universitario y pretende analizar su experiencia de aprendizaje combinado bajo las restricciones derivadas de la pandemia. Este estudio se llevó a cabo mediante un enfoque cuantitativo basado en el método de encuesta sociológica. El instrumento utilizado para la recogida de datos fue un cuestionario anónimo en línea validado con muestra autoseleccionada diseñado ad hoc que se envió a toda la población objeto de estudio, estudiantes del Grado en Pedagogía de la Universidad de Burgos, y se obtuvo una muestra de n = 133 alumnos. Los resultados muestran que 4 de cada 5 encuestados desean volver a la presencialidad completa y se especifican las diferentes ventajas y desventajas de la enseñanza virtual percibidas por el alumnado. Además, en una escala Likert de 5 grados, se observa una satisfacción moderada con el curso, una atención mejorable en las sesiones virtuales y se constata que el aprendizaje les supone un mayor esfuerzo en formato electrónico. Otros estudios en esta línea también han apuntado una amplia preferencia del alumnado por la presencialidad, subrayan que algunas de las ventajas del aprendizaje virtual son el ahorro de tiempo o la flexibilidad y que entre sus desventajas destacan la falta de interacción o los problemas técnicos. En definitiva, la investigación aporta información relevante que debería tenerse en cuenta para comprender los cambios en curso dentro de la institución universitaria, resolver sus problemas específicos y garantizar, si fuera necesario, su sostenibilidad así como su calidad
Metodología de los programas de educación afectivo-sexual para personas con diversidad funcional intelectual: una revisión sistemática
Get PDFMethodology of sex education programs for people with intellectual disability: a systematic review. The methodology of the affective-sexual education programs of people with intellectual functional diversity (PDFI) to be effective in promoting a healthy, positive and satisfactory experience of their sexuality must adapt to the characteristics and needs of the collective. The available literature on the methodology used in affective-sexual education programs for PDFI and, in general, in the experimental design of the studies is scarce. The objective of this literature review is to know the design, content and learning methodology of the programs that have been implemented between 2010 and 2021. The bibliographic search was carried out with the terms “sex education”, “intellectual disability” and “program or intervention or treatment”, in the following databases: PsycoInfo, PsycArticles, ERIC, Web of Science and Google Scholar. Of the 1123 articles identified, the review articles, single case and those whose sample were not the people with intellectual disabilities themselves (e.g., parents, professionals, etc.) were excluded. Finally, only 11 met the criteria to describe the design of educational programs for PDFI. The results show that most of the interventions were implemented in heterogeneous samples, both in terms of IQ (36.6% combined people with mild and moderate disabilities) and gender (63.63% included women and men) and age (63.63% included young people and adults). Regarding the methodology used, 72.72% used game dynamics, 63.63% guided discussion and 54.54% role playing. Regarding the contents worked, the most frequent are: body parts (100%), social skills (85.7%), interpersonal relationships (85.7%); sexual assertiveness (85.7%) and prevention of sexual abuse (85.7%). We could conclude that, regardless of the approach taken, most of the studies that describe these programs lack an exhaustive description of the design, content and methodology, which hinders their replicability.La metodología de los programas de educación afectivo-sexual de las personas con diversidad funcional intelectual (PDFI) para ser eficaz potenciando una vivencia saludable, positiva y satisfactoria de su sexualidad debe adaptarse a las características y necesidades del colectivo. La literatura disponible sobre la metodología utilizada en los programas de educación afectivo-sexual para PDFI y, en general, en el diseño experimental de los estudios es escasa. El objetivo de esta revisión bibliográfica es conocer el diseño, el contenido y la metodología de aprendizaje de los programas que se han implementado entre 2010 y 2021. La búsqueda bibliográfica se realizó con los términos “sex education”, “intellectual disability” y “program OR treatment OR intervention”, en las siguientes bases de datos: PsycInfo, PsycArticles, ERIC, Web of Science y Google Scholar. De los 1123 artículos identificados, se excluyeron los artículos de revisión, caso único y aquellos cuya muestra no eran las propias PDFI (p.e. padres, profesionales, etc). Finalmente, sólo 11 cumplieron el criterio de describir el diseño de programaseducativos para PDFI. Los resultados muestran que la mayoría de las intervenciones fueron implementadas en muestras heterogéneas, tanto en lo referido al CI (el 36,6% combinaban personas con discapacidad leve y moderada) como al género (el 63,6% incluían mujeres y hombres) y la edad (el 63,6% incluían a jóvenes y adultos). Respecto a la metodología empleada, el 72.7% usaron dinámicas de juego, el 63,6% discusión guiada y 54,5% rol playing. Por lo que se refiere a los contenidos trabajados, los más frecuentes son: partes del cuerpo (100%), habilidades sociales (85,7%), relaciones interpersonales (85,7%); asertividad sexual (85,7%) y prevención de abusos sexuales (85,7%). Podríamos concluir que, independientemente del abordaje realizado, la mayoría de los estudios que describen estos programas carecen de una descripción exhaustiva del diseño, contenido y metodología, lo cual dificulta su replicabilidad
Los antidepresivos en la neurología: una visión más allá de la depresión
Get PDFThe antidepressants are a group of drugs commonly used in the area of Neurology, the main problem is that their use is in many ocassions limited by the physicians to the specific treatment of depression. With the analisis of the state of the art, we intend to value the use of antidepressants beyond the daily clinic, giving an holistic view to other pathologies. In order to do that, some of the more prevalent diseases in Neurology are going to be analised, such us, Parkinson’s, Alzheimer’s,Multiple Sclerosis, post-stroke, tension headache or migraine. The interesting thing about our contribution is to make visible that neurological problems can be treated and improve their course, evolution and prognosis with antidepressant treatment; and that this extends beyond what would be a “simple treatment of depression per se”. In this sense, the quality of life of patients, their self-determination and social participation are significantly improved when adjusting the interactions of the latest generation drugs.Los antidepresivos son fármacos muy comunmente utilizados en el área de la Neurología, el problema es que su uso se ve limitado en muchas ocasiones por los profesionales al tratamiento específico de la depresión. Con este análisis del estado de la cuestión, se pretende valorar el uso de los antidepresivos más allá de lo común, y proveer de una visión más holística con respecto a su uso en otras patologías. Para ello se va a analizar algunas de las enfermedades más prevalentes en la neurología como son el deterioro cognitivo, la enfermedad de Parkinson, el Alzheimer, la Esclerosis Múltiple, el Post-Ictus, la Cefalea Tensional o la Migraña. Lo interesante de nuestra aportación es visibilizar que los problemas neurológicos pueden ser tratados y mejorar su curso, evolución y pronóstico con el tratamiento antidepresivo; y que éste se extiende más allá de lo que sería un “simple tratamiento de la depresión per se”. En ese sentido la calidad de vida de los pacientes, su autodeterminación y participación social se ven sensiblemente mejoradas al ajustar las interacciones de los fármacos de última generación