International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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O olhar das crianças/adolescentes sobre a pandemia Covid-19 e a psicologia
Get PDFIt is impossible to remain indifferent to the Covidpandemic19, it is impossible not to see that the effects will be global, generational and in the widest areas of human life. With this study, in a random sample, from the possible tools at home, through social networks (among friends and acquaintances, and acquaintances and friends of friends), it was intended to try now to understand what the view of children in the face of this crisis, known as “quarantine”, “pseudovacation”, “war”, “forced school break”, “hidden enemy” and how psychology can or can intervene in a positive and simplified way. Children being the foundations of tomorrow’s society, as they perceive all these changes, all changes, the sudden decisions that government and society incite them to comply with, as well as their parents. Will children/teenagers be aware of what is going on and the scope of the problem, and how do they feel there is a solution and what is it. And if there are changes in an elective awareness, can we talk about prevention, building new mentalities or even the birth of a Brave New World?! ...É impossível ficarmos indiferentes à pandemia Covid-19, é impossível não constatar que os efeitos vão ser globais, geracionais e nas mais vastas áreas da vida humana. Com este estudo, numa amostra aleatória, a partir dasferramentas possíveis dentro decasa, pelas redes sociais (entre os amigos e conhecidos, e conhecidos e amigos dos amigos), pretendeu-se desde já procurar perceber qual o olhar das crianças face a esta crise, conhecida por “quarentena”, “pseudoférias”, “guerra”, “pausa forçada da escola”, “inimigo oculto” e como pode ou poderá a psicologia intervir de uma forma positiva e simplificada. Sendo as crianças os alicerces da sociedade de amanhã, como percebem todas estas mudanças, todas alterações, as decisões repentinas que governo e sociedade incitam-nas a cumprir, bem como aos seus pais. Terão as crianças/adolescentes mais ou menos consciência do que se passa e da abrangência do problema, e de que modo sentem que há solução e qual é. E a haver mudanças numa tomada de consciência eletiva, poder-se-á falar em prevenção, em construção de novas mentalidades ou mesmo no nascimento de um Admirável Mundo Novo?!..
Mapas conceptuales como instrumento de coordinación docente en estudios de posgrado
Get PDFIn the current European Higher Education Area, teamwork and coordination are essential strategies to improve the quality of teaching, involving awareness of the importance of understanding teaching as a shared responsibility in which teachers and students alike will participate. It is important to establish mechanisms and resources to ensure optimal coordination (intra and inter-material). The Academic Coordination, among other tasks, seeks to ensure that there is no overlap in content between the different subjects, guaranteeing that the range of skills of the degree is covered. In the context of the University Master’s Degree in Training and Sports Performance of the University of León, it has been necessary to optimize the inter- and intra- subject coordination, to avoid overlapping of contents detected in the Tutorial Action Program, in which students participate. To this end, a teaching innovation project is being carried out to introduce a coordination instrument based on concept maps, which would make it possible to visually control and locate the contents of each subject. Professors of each subject have participated in a familiarization session with the instrument that will be shown to students in the first presential session of each subject, contextualizing both the subject and the contents. This instrument will be evaluated by the teaching staff and the students by means of an on-line questionnaire (Google forms), with which feedback will be obtained that will allow the adjustment and evaluation of its usefulness for later courses and other degrees. This study has been developed within the Plan of support for teaching innovation of the University of León (PAID 2019), under the title “ Application of concept maps as an instrument of teaching coordination”Con el actual Espacio Europeo de Educación Superior, el trabajo en equipo y la coordinación son estrategias esenciales para mejorar la calidad de la enseñanza, implicando tomar conciencia de la importancia de entender la docencia como una responsabilidad compartida en la que participarán tanto docentes como estudiantes. Para ello es importante establecer mecanismos y recursos para procurar una óptima coordinación (intra-materia e inter-materias). La Coordinación Académica, entre otras tareas, persigue que no existan solapamientos de contenidos entre las distintas asignaturas, garantizando que se cubra el abanico de competencias propias del título. En elcontexto del Máster Universitario en Entrenamiento y Rendimiento Deportivo dela Universidad de León, se ha visto la necesidad de optimizar la coordinación inter e intra-asignatura, para evitar solapamiento de contenidos detectados en el programa de Plan de Acción Tutorial en el que participan los estudiantes. Con este fin, se está llevando a cabo un proyecto de innovación docente para introducir un instrumento de coordinación basado en mapas conceptuales, que permitiese de manera visual, controlar y ubicar los contenidos de cada materia. Los responsables de cada materia han participado en una jornada de familiarización con el instrumento que se mostrará a los estudiantes en la primera sesión presencial y en cada uno de los bloques de contenidos, contextualizando tanto la materia como los contenidos. Este instrumento será valorado tanto por el profesorado como por los estudiantes mediante un cuestionario on-line(Googleforms),con el quese obtendrá un Feedback que permitiráajustaryvalorarsu utilidad paracursos posteriores y en otras titulaciones. Este trabajo se ha desarrollado dentro del Plan de apoyo a la innovación docente de la Universidad de León (PAID 2019), bajo el título “Aplicación de mapas conceptuales como instrumento de coordinación docente en estudios de posgrado
Estar presente em tempos de pandemia. Reflexão crítica do conceito de presença em enfermagem
Get PDFIntroduction: Presence is a complex concept, difficult to define, considered by many to be intangible, but central to several nursing models and theories. Essential element to nursing practice. Method: Critical analysis of the scientific literature about the Presence in Nursing, in the form of snowball reflection, aiming to present the dissonant and similar aspects, controversies, disagreements and concerns expressed by the various authors, and possibilities for consolidation and conceptual elucidation. Results: From the consulted works, it can be seen: a) difficulty maintained in the universal definition of the Nursing Presence concept; b) there is disagreement about the Presence as an instrument or competence c) the Presence often appearscombined with otherconceptsand behaviors d) thereisa discussion about thesimilarityand overlap between Presence and other important concepts for the discipline; e) there are fundamental attributes that guarantee the quality of the Presence. The Presence discussed in this article has an ethical objective, which is beyond the nurse’s conduct and behavior, but which includes the ontological understanding of who is present. Conclusion: Presence is a nuanced and complex concept that was first introduced in the nursing literature in 1962, with different interpretations coexisting today, which makes its discussion, understanding and conceptual consolidation difficult. In times of social detachment, such as the case of this pandemic, if we do not promote this clarification, there is a risk that this essential concept will lose its fundamental meaning, diluting in a single word, emptied of its importance, and disappear under more tangible priorities.Introdução: A Presença é um conceito complexo, difícil de definir, considerado por muitos como intangível, mas central para vários modelos e teorias de enfermagem. Elemento essencial à prática de Enfermagem. Método: Análise crítica da literatura científica acerca da Presença em Enfermagem, na forma de reflexão em bola de neve, visando apresentar os aspetos dissonantes e semelhantes, controvérsias, discórdias e inquietudes expostos pelos vários autores, e possibilidades de consolidação e de elucidação conceptual. Resultados: Dos trabalhos consultados percebe-se: a) dificuldade mantida na definição universal do conceito Presença em Enfermagem; b) existe divergência sobre a Presença como instrumento ou competência c) a Presença surge muitas vezes combinada com outros conceitos e comportamentos d) subsiste discussão acerca da semelhança e sobreposição entre Presença e outros conceitos importantes para a disciplina; e) existem atributos fundamentais que garantem a qualidade da Presença. A Presença discutida neste artigo tem um objetivo ético, que está para além da conduta e comportamento do enfermeiro, mas queinclui o entendimento ontológico de quem está presente. Conclusão: A Presençaé um conceito matizado e complexo que foi introduzido pela primeira vez na literatura de enfermagem em 1962, coexistindo até hoje diferentes interpretações, o que dificulta a sua discussão, compreensão e consolidação conceptual. Em épocas de distanciamento social, como o caso desta pandemia, se não promovermos esse esclarecimento existe o risco desteconceito essencialvira perder o seu significado fundamental, diluindo-se numasimples palavra, esvaziada da sua importância, e desaparecer abaixo de prioridades mais tangíveis
Benefícios da inteligência emocional e suas implicações para a intervenção em saúde: empatia e traços de personalidade dos enfermeiros
Get PDFWe have witnessed several debates on humanitarian skills in nursing, such as:caring, compassion and empathy. The reflection on whether these competences integrate personality traits or whether they can be taught and trained remains open. There is also an interest on the part of nursing teaching professionals on how to develop these skills in students. Thus, it is essential to identify the state of expression of these competencies in health professionals. We conducted an exploratory, cross-sectional, descriptive, correlational and inferential study, with the objective of identifying the nurses’ levels of empathy and personality traits; and, relationships between socio-professional variables and the dimensions under study, in a sample of 232 nurses: 186 (80.2%) were female; 149 (64.5%) with more than five years of service. An online questionnaire was used, consisting of socio-professional issues; the Jefferson Scale of Physician Empathy; and the Big-Five Inventory (BFI-44). We found that nurses have high levels in the three dimensions of empathy: compassion, the patient’s perspective and putting themselves in the patient’s shoes. In the personality traits, the scores are above average for extroversion, kindness, conscientiousness and openness, with the exception of the neuroticism dimension where the average score is relatively low. Positive, moderate and statistically significant correlations were found between the dimensions: taking the patient’s perspective; extroversion; kindness; conscientiousness; and openness. There were statistically significant differences in the dimensions of extraversion and compassion, for the socio-professional variable Gender, with higher scores in men, in extraversion and in women, in compassion. It is concluded that nurses demonstrate high levels in the dimensions of empathy. Empathy as a multidimensional competence allows nurses to understand patients’ feelings, needs and perspectives. In the health field, it is essential for professional practice.Assistimos a vários debates sobre competências humanitárias em enfermagem, tais como: o cuidar, a compaixão e a empatia. Mantém-se em aberto a reflexão sobre se estas competências integram os traços da personalidade ou se podem ser ensinadas e treinadas. Há também o interesse por parte dos profissionais do ensino da enfermagem sobrecomo desenvolver estas competências nos estudantes. Assim, torna-seindispensável identificar qual o estado da expressão destas competências em profissionais de saúde. Realizamos um estudo exploratório, transversal, descritivo, correlacional e inferencial, com o objetivo de identificar os níveis de empatia e dos traços de personalidade dos enfermeiros; e, relações entre as variáveis socioprofissionais e as dimensões sob estudo, numa amostra de 232 enfermeiros: 186 (80.2%) do género feminino; 149 (64.5%) com mais de cinco anos de tempo de serviço. Utilizou-se um questionário online, constituído por questões socioprofissionais; pela Jefferson Scale of Physician Empathy; e o Big-Five Inventory (BFI-44). Constatamos que os enfermeiros apresentam níveis altos nas três dimensões da empatia: compaixão, perspetiva do doente e colocar-se no lugar do doente. Nos traços de personalidade as pontuações são acima da média para a extroversão, amabilidade, conscienciosidade e abertura; com exceção da dimensão neuroticismo onde a pontuação média é relativamente baixa.Encontraram-se correlações positivas, moderadas e estatisticamente significativas, entre as dimensões: tomada de perspetiva do doente; extroversão; amabilidade; conscienciosidade; e abertura. Verificaram-se diferenças estatisticamente significativas nas dimensões extroversão e compaixão, para a variável socioprofissional Género, obtendo-se pontuações mais elevadas nos homens, na extroversão e nas mulheres, na compaixão. Conclui-se que os enfermeiros demonstram níveis altos nas dimensões da empatia. A empatia enquanto competência multidimensional, permite ao enfermeiro compreender sentimentos, necessidades e perspetivas dos doentes. No campo da saúde, é essencial para a prática profissional. Propomos a inclusão de um programa específico para a capacitação dos estudantes, pois irá ter impacto na satisfação e na qualidade dos cuidados prestados
¿Es la orientación sexual realmente estable?: diferencias de género
Get PDFIntroduction: Traditionally, sexuality has been conceptualized from a conservative perspective, considering sexual orientation as a hermetic and inflexible construct. These conservative beliefs, which have been translated into homophobic attitudes, seem to be more noticeable in men, possibly due to the importance that the concept of masculinity in traditional gender roles has in them. Objective: To know the age of definition of sexual orientation, if sexual orientation is a stable dimension throughout the life cycle, the assessment of traditional labels and the possible existence of gender differences inthese variables. Methodology: 2924 Spaniards between 18 and 73 years old (M=26.29; SD=9.10) participated in the present study, with 32.9% men and 67.1% women. Regarding sexual orientation, 77.8% identified as heterosexual, 9.6% as homosexual and 12.6% as bisexual. All of them completed an ad hoc questionnaire on sexual orientation, awareness and evolution of their sexual self-definition, as well as an assessment of traditional labels. Results: The evaluated sample defined their sexual orientation at 12.2 years of age (SD=4.70). Based on gender, women defined it at 12.5 years old (SD=4.41) and men at 11.5 year old (SD=5.18), with significant differences (t=4.37; p smaller than 0.001). Regarding their evolution, 11.5% of men and 15.3% of women (chi 2=7.46; p=0.006)have experienced changes in their sexual orientation throughout their lives. On the other hand, 58.6% of men and 72.4% of women consider that traditional labels on sexual orientation (heterosexual, bisexual and homosexual) do not accurately represent today’s society (chi 2=56.19; p smaller than 0.001). And, finally, it is observed that the people whohad defined later their sexual orientation were those who had experienced changes in it (t=26.52; p smaller than 0.001) and who had considered that the traditional categories of orientation did not accurately represent to current society (t=3.77; p smaller than 0.001).Conclusions: These results show the fluidity and the flexibility existing in the experience of sexual orientation. A significant percentage of the population seems to reflect on their sexuality and question traditional categories, which could delay the stable definition of their sexual orientation. This effect is more noticeable in women. These findings should be considered when conceptualizing sexual orientation, not only as a continuous dimension, but also as construct that evolves throughout the life cycle.Introducción: Tradicionalmente la sexualidad ha sido conceptualizada desde una perspectiva conservadora, considerando la orientación sexual como un constructo hermético e inflexible. Estas creencias conservadoras, que se han traducido en actitudes homófobas, parecen ser más notorias en los hombres, posiblemente por el peso que tiene en ellos el concepto de masculinidad de los roles tradicionales de género. Objetivo: Conocer la edad de definición de la orientación sexual, hasta qué punto ésta es una dimensión estable a lo largo del ciclo vital, la valoración de las etiquetas tradicionales y la posible existencia de diferencias de género en estas variables. Metodología: 2924 españoles de entre 18 y 73 años (M=26,29; DT=9,10) participaron en el presente estudio, siendo el 32,9% hombres y el 67,1% mujeres. En cuanto a la orientación sexual, el 77,8% se identificaban como heterosexuales, el 9,6% como homosexuales y el 12,6% como bisexuales. Todos ellos cumplimentaron un cuestionario ad hoc sobre orientación sexual, toma de conciencia y evolución de su autodefinición sexual, así como valoración de las etiquetas tradicionales. Resultados: La muestra evaluada definió su orientación sexual a los 12,2 años de edad (DT=4,70). En función del género, las mujeres la definen a los 12,5 años (DT=4,41) y los hombres a los 11,5 (DT=5,18), observándose diferencias significativas (t=4,37; p menor que 0,001). En cuanto a su evolución, el 11,5% de los hombres y el 15,3% de las mujeres (chi 2=7,46; p=0,006) ha experimentado cambios en su orientación sexual a lo largo de su vida. Por otra parte, un 58,6% de los hombres y un 72,4% de las mujeres consideran que las etiquetas tradicionales sobre orientación sexual (heterosexual, bisexual y homosexual) no representan fielmente a la sociedad actual (chi 2=56,19; p menor que 0,001). Y, por último, se observa que las personas que habían tardado más en definir su orientación sexualson aquellas que habían experimentado cambiosen su orientación (t=26,52; p menor que 0,001)y consideraban que las categorías tradicionales de orientación no representaban fielmente a la sociedad actual (t=3,77; p menor que 0,001). Conclusiones: Estos resultados muestran la fluidez y flexibilidad existente en la vivencia de la orientación sexual. Un porcentaje importante de la población parece reflexionar sobre su sexualidad y cuestionar las categorías tradicionales, lo que podría atrasar la definición estable de la propia orientación sexual, siendo este efecto más notorio en las mujeres. Estos hallazgos deben ser considerados cuando se conceptualice la orientación sexual, no solo como una dimensión continua, sino también que evoluciona a lo largo del ciclo vital
Preocupación asociada al descubrimiento de la orientación sexual
Get PDFThe degree of social acceptance on sexual-affective diversity directly influences LGTBI individuals’ lives. Hiding their sexual orientation or living with concerns lead to the development of internalized homophobia and, consequently, this may cause some mental health disorders. The aim was to analyze the differences between adolescents and young population in relation to their experience and concern on their sexual orientation. The sample was composed by 140 adolescents and young people (65% women and 35% men), ages ranging from 12 to 25 years old, belonging to two public secondary schools in the province of Castellón. Participants completed an ad hoc on-line questionnaire with 52items. Three items were selected to assess participants’ experience and concern on their sexual orientation. An 1.1% of adolescents aged 12 to 18 identified as bisexual, a 3% as homosexual, a 4% had doubts and a 14% did not feel sexual attraction to any sex. Non-heterosexual people showed greater concern when discovering their orientation than heterosexual people did (45.5% vs. 3.4%). There were statistically significant differences (χ² = 40.505; p£.001). At the present moment, heterosexual maintain their concern about orientation around 3.5% differing from non-heterosexuals who obtain 31.8% (χ² = 23.838; p £.001). In spite of the differences were not significant (χ² = .404; p = .525), it was observed that non-heterosexual adolescents (12-18 years old) showed less concern than non-heterosexual young people aged 19-25 (75% vs. 61.5%). Regarding the age at which they discovered their sexual orientation, results showed that non-heterosexual participants did it later (M = 10.45; DT = 6.43) than heterosexual ones (M = 5.74; DT = 5.04). There were statistically significant differences (t = 3.84; p£.001). Finally, those non-heterosexual participants who discovered later their sexual orientation, showed more concern at present moment. These results have shown that young people and adolescents are still concerned on their own sexual orientation, especially in the cases that participants discovered a non-heterosexual one at a late age. This research emphasizes the importance of normalizing sexual-affective diversity and the need to break down hetero-normativity, so that identifying themselves as non-heterosexual individuals does not lead to any type of concern that may be the prelude to mental health disorders.El nivel de aceptación por parte de la sociedad sobre la diversidad afectivo-sexual influye directamente en la vivencia de las personas LGTBI. El hecho de tener que ocultar la propia orientación sexual o vivirla con elevada preocupación fomenta el desarrollo de homofobia interiorizada, con los consiguientes problemas de salud mental que ésta produce. Nuestro objetivo fue analizar las diferencias existentes entre adolescentes y población joven en relación a la vivencia y la preocupación por la propia orientación sexual. Para ello contamos con una muestra de 140 adolescentes y jóvenes (65% mujeres y 35% hombres) entre 12 y 25 años, de dos centros públicos de educación secundaria de la provincia de Castellón. Los participantes cumplimentaron un cuestionario on-line desarrollado ad hoc de 52 ítems. Para este estudio hemos seleccionado los 3 ítems que evalúan la vivencia y la preocupación por la orientación sexual. Ya entre los 12 y 18 años, un 1.1% de adolescentes se siente bisexual, un 3% homosexual, un 4% tiene dudas y un 14% no siente atracción sexual por ningún sexo. Las personas no heterosexuales mostraron mayor preocupación al darse cuenta de su orientación que las personas heterosexuales (un 45.5% frente a un 3.4%) siendo estas diferencias significativas estadísticamente (χ² = 40.505; p£.001). Al analizar la preocupación por su orientación en la actualidad, en el caso de heterosexuales se mantiene en un 3.5% frente a un 31.8% de no heterosexuales (χ² = 23.838; p£.001). Aunque las diferencias no resultaron estadísticamente significativas (χ² = .404; p= .525), observamos que los adolescentes (12-18 años) no heterosexuales presentan menos preocupación que los jóvenes no heterosexuales de entre 19 a 25 años (75% frente a un 61.5%). En cuanto a la edad en que se dieron cuenta de su orientación, en las personas no heterosexuales fue posterior (M=10.45; DT=6.43) que en las heterosexuales (M=5.74; DT=5.04) siendo estas diferencias estadísticamente significativas (t= 3.84; £.001). Finalmente, las personas no heterosexuales, cuanto más tarde se dieron cuenta de su orientación sexual, más preocupación mostraban en la actualidad. Estos resultados muestran que todavía jóvenes y adolescentes presentan preocupación sobre su propia orientación sexual, sobre todo cuando la identificación como no heterosexual se hace a una edad más tardía. Resaltamos la importancia de normalizar la diversidad afectivo-sexual, y la necesidad de romper con la heteronormatividad, para que identificarse como no heterosexual no implique ningún tipo de preocupación que puede ser la antesala de problemas de salud mental
Relaciones positivas con otras personas y autoeficacia en estudiantes universitarios
Get PDFSelf-efficacy constitutes one of the most decisive motivational variables of students’ achievement behaviors, significantly influencing the level of effort and persistence in tasks, as well as academic performance. Its important contribution in the academic field has promoted a growing interest in the identification of psychological resources that would favor selfefficacy expectations in the academic field. In line with this proactive approach, the objective of the present study was to analyze the relationship between self-efficacy and positive relationships with others, the latter erected in one of the core dimensions of psychological well-being. The research involved 630 students (427 women and 203 men) from the University of Corunna (Spain), aged between 18 and 46 years (M = 21.17; DT = 3.31). A nonexperimental study was conducted with a transverse cohort design. Three levels (low, medium, and high) were established in the variable positive relationships with others, taking the 33 and 66 percentiles as cut-off points. The differences in self-efficacy between these three levels were determined by a one-way ANOVA. The results showed statistically significant differences between thethreelevels,so that the group with higher levels of positiverelationships with others showed higher levels of general self-efficacy than the middle and low groups. The magnitude of the effect was medium. These findings suggest that having significant emotional ties with other people would favor higher students’ self-perceived competencies to face their day-to-day life.La autoeficacia constituye una de las variables motivacionales más determinantes de las conductas de logro de los estudiantes, influyendo significativamente sobre el nivel de esfuerzo y persistencia en las tareas, así como en el rendimiento académico. Su importante contribución en el ámbito académico ha promovido un creciente interés por la identificación de los recursos psicológicos que favorecerían las expectativas de autoeficacia en el contexto académico. En consonancia con este planteamiento proactivo, el objetivo del presente estudio fue analizar la relación entre la autoeficacia y las relaciones positivas con otras personas, esta última erigida en una de las dimensiones esenciales del bienestar psicológico humano. En la investigación participaron 630 estudiantes (427 mujeres y 203 hombres) de la Universidade da Coruña (España), con edades comprendidas entre los 18 y los 46 años (M = 21.17; DT = 3.31). Se llevó a cabo un estudio no experimental con un diseño de cohortes transversales. Se establecieron tres niveles (bajo, medio y alto) en la variable relaciones positivas con otros, tomando como puntos de corte los percentiles 33 y 66. Las diferencias en autoeficacia entre estos tres niveles se determinaron mediante un ANOVA de un factor. Los resultados evidenciaron diferencias estadísticamente significativas entre los tres niveles, de manera que el grupo con niveles más elevados de relaciones positivas con otros mostró niveles de autoeficacia general más altos que los grupos medio y bajo. La magnitud del efecto fue media. Estos hallazgos sugieren que disponer de lazos afectivos significativos con otras personas favorecería en el estudiantado universitario creencias de competencia autopercibida más elevadas para hacer frente a su día a día
Dificultades de lectoescritura en trastorno por déficit de atención e hiperactividad
Get PDFLiteracy skills appear as one of the most persistent difficulties that people with Attention Deficit Hyperactivity Disorder present throughout their schooling. The objective of this study was to know the parents’ perception of these deficits. 46 families of children and adolescents with ADHD participated. The results indicate that the majority of parents show problems in the subareas of reading (especially reading comprehension) and writing (format and content) that influence their academic performance. These data support the importance of working on literacy in all educational stages.Las habilidades de lectoescritura aparecen como una de las dificultades más persistentes que presentan las personas con Trastorno por Déficit de Atención e Hiperactividad a lo largo de toda su escolarización. El objetivo de este estudio fue conocer la percepción de los padres sobre estos déficits. Participaron 46 familias de niños y adolescentes con TDAH. Los resultados indican que la mayoría de padres manifiestan problemas en las subáreas de lectura (especialmente en comprensión lectora) y escritura (formato y contenido) que influyen en su rendimiento académico. Estos datos avalan la importancia de trabajar la lectoescritura en todas las etapas educativas
Covid 19_ Pandemia sob o olhar e intervenção positiva da psicologia
Get PDFThe Covid19 pandemic is an unexpected reality. If, for many difficult to understand, accept and comply with the guidelines recommended by the general direction of health; for others, a monstrous reality that we could experience, and all care is little. And in this panoply of feelings, confusion and difficulty in similar to how much is said/heard; the urgency of psychology arises both clinical and social and even educational, having a look and a proposal of intervention, which is as simple as possible, lucid and with a good dose of optimism; to be able to reach everyone as soon as possible. Thus, thinking about how we behave, think and communicate, is extremely urgent to avoid, to point the finger by pointing, to say bad ly by saying; that we can realize and accept that we are ALL INTERCONNECTED. A word, a gesture, a behavior can have both assertive and positive, as negative and catastrophic (cavernously speaking can be “something beasty”, such as being an attitude, word or behavior of “beast”); the wonderful thing is that we can all DECIDE how we want to be, how we want to act, how we want to communicate! Here is our look and possible interventions as Psychologists, with whom you can ALWAYS COUNT!A pandemia Covid-19 é uma realidade inesperada. Se, para muitos difícil de compreender, aceitar e acatar as diretrizes preconizadas pela direção geral da saúde; para outros, uma realidade monstruosa que poderíamos vivenciar, e todo o cuidado é pouco. E nesta panóplia de sentimentos, confusão e dificuldade em similar o tanto que se diz/ouve; surge a urgência da psicologia quer clinica como social e até mesmo educacional, ter um olhar e uma proposta de intervenção, que se quer do mais simples possível, lucido e com uma boa dose de otimismo; para poder chegar a todos na maior brevidade possível. Assim, pensar como nos comportamos, pensamos e comunicamos, é de extrema urgência para que se evite, o apontar o dedo por apontar, o dizer mal por dizer; que possamos perceber e aceitar que estamos TODOS INTERLIGADOS. Uma palavra, um gesto, um comportamento que pode ter tanto de assertivo e positivo, como de negativo e catastrófico (cavernosamente falando pode ser “algo bestial” , como ser uma atitude, palavra ou comportamento de “besta”); o maravilhoso é que todos nós podemos DECIDIR como queremos ser, como queremos agir, como queremos comunicar! Aqui fica o nosso olhar e possíveis intervenções enquanto Psicólogos, com quem pode SEMPRE CONTAR
Valoración de la aplicación práctica del trabajo por proyectos en el aula infantil
No full textSince the origin of Project Work dates back to 1577, it is now when it is being implemented within classrooms, completely changing the way of teaching and, therefore, of education. In it, the child acquires a series of skills that are not offered by traditional teaching: he is the protagonist, while enjoying autonomy, initiative and security. After having investigated the origins, characteristics and typologies of Project Work, the evaluation of its practical application is proposed based on a project carried out in the educational environment of a school in the city of Palencia-Spain, based on a real experience occurred during the Practicum III of the University of Valladolid, in an Early Infant Education classroom, with 25 students of 4 years. From this perspective, one responds to the approach: was project work really applied in the classroom, object of research? For the evaluation of the experience obtained, the criteria proposed by Jato (2015) are taken into consideration, which are based on the methodological principles of project work. The results indicate that the high motivating component of the tasks requested within this methodology, makes the students stay interested, active, critical and creative, while assuming responsibilities and roles with which to work cooperatively with others. people involved in the project. However, there is a great difference between the theoretical postulates and the observed practice, which leads to rethinking the need for a change in the teaching process, as well as a renewal of knowledge by teachers in order to adapt to the changes that suppose this new way of conceiving education.Dado que el origen del Trabajo por Proyectos data de 1577, es ahora cuando se está implementando dentro de las aulas, cambiando por completo la forma de dar clases y, por tanto, de la educación. En éste, el niño adquiere una serie de destrezas que no son ofrecidas por la enseñanza tradicional: es el protagonista, a la vez que goza de autonomía, iniciativa y seguridad (Bleye, 2019). Tras haber investigado sobre los orígenes, características y tipologías del Trabajo por Proyectos, se propone la valoración de la aplicación práctica del mismo a partir de un proyecto llevado a cabo en el entorno educativo de un colegio de la ciudad de Palencia-España, basándonos en una experiencia real ocurrida durante el Practicum III de la Universidad de Valladolid, en un aula de Educación Infantil, con 25 estudiantes de 4 años. Desde esta perspectiva, se responde al planteamiento ¿Realmente, se aplicó el trabajo por proyectos en el aula, objeto de investigación? Para la valoración de la experiencia obtenida, se toman en consideración los criterios propuestos por Jato (2015), los cuales se fundamentan en los principios metodológicos de los trabajos por proyectos. Los resultados indican que el alto componente motivador de las tareas solicitadas dentro de esta metodología, hace que el alumnado se mantenga interesado, activo, crítico y creativo, a la vez de que asume responsabilidades y roles con los que trabajar de forma cooperativa con las demás personas implicadas en el proyecto. Sin embargo, hay una gran diferencia entre los postulados teóricos y la práctica observada, los cual conduce a repensar en la necesidad de un cambio en el proceso de enseñanza, así como en una renovación de conocimientos por parte de los docentes para poder adaptarse a los cambios que suponen esta manera nueva de concebir la educación