International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
Not a member yet
2185 research outputs found
Sort by
Maestros y maestras ante situaciones de acoso y ciberacoso escolar
Get PDFThe objective of this study is to learn about the point of view and behavior of teachers of nursery school and primary education in situations of bullying. A total of 220 teachers participated in the study (182 women and 38 men; average age = 42.24 years) responding to an online questionnaire about some aspects related to bullying. The results show that only 24.1% consider themselves prepared to face situations of bullying or cyberbullying. In addition, a 45.2% of the teachers say they have observed situations of bullying or cyberbullying in their classrooms. In these cases, the actions they carry out most often involve talking with the aggressor and the victim, with classmates, with the school management team and with the families of the aggressor and of the victim. The least frequent behaviors involves punishing the aggressor and talking with the other professionals who work in the center, such as the psychologist. Finally, teachers believe that the actions that would most help to prevent and reduce bullying and cyberbullying are: raising awareness about the consequences of bullying, encouraging students to report bullying situations, implement adequate programs and protocols, and training teachers and families. These results are discussed in the framework of other studies focused on the perception and actions of teachers in situations of bullying and cyberbullying, and on research about the most effective practices for their prevention and reduction.El objetivo de este estudio se centra en conocer el punto de vista y comportamiento de los maestros y maestras de educación infantil y primaria en situaciones de acoso escolar. Un total de 220 docentes han participado en el estudio (182 mujeres y 38 hombres; edad media = 42.24 años), respondiendo a un cuestionario en línea sobre algunos aspectos relacionados con el acoso escolar. Los resultados muestran que solo un 24.1 % se consideran preparados para afrontar situaciones de acoso o ciberacoso. Además, un 45.2 % afirma haber observado situaciones de acoso o ciberacoso en las aulas donde ha realizado docencia. En estos casos, las acciones que más frecuentemente llevan a cabo implican hablar con el agresor y la víctima, los compañeros de clase, el equipo directivo y las familias del agresor y de la víctima. Los comportamientos menos frecuentes implican castigar al agresor y hablar con los profesionales del centro, como por ejemplo, el psicólogo. Finalmente, los maestros y maestras consideran que las acciones que ayudarían más a prevenir y reducir el acoso y el ciberacoso son: concienciar sobre las consecuencias del acoso, animar a los alumnos y alumnas a informar de las situaciones de acoso, implementar programas y protocolos de actuación adecuados y formación a los docentes y a las familias. Estos resultados se discuten en el marco de otros estudios sobre la percepción y las actuaciones de los maestros y maestras en situaciones de acoso y ciberacoso escolar, así como dentro de las prácticas más efectivas para su prevención y reducción
Ajuste psicosocial de adolescentes agresores a través del teléfono móvil y de internet
Get PDFThis study’s main objective is to analyze the psychosocial profile of adolescent perpetrators of cyberbullying, taking into account the following indicators of psychosocial adjustment: satisfaction with life, non-conformist reputation and antisocial behavior inside and outside the school context. The sample consisted of 896 Spanish students (49.7% boys and 50.3% girls), aged between 11 and 19 years (M = 13.9, ST = 1.5). There are significant differences between the cyberbullies groups and non-perpetrators adolescents; the severe cyberbullies, followed by occasional cyberbullies, show the most controversial psychosocial adjustment in all the variables analyzed, and teens -perpetrators adolescents show more tailored psychosocial adjustment. These results provide relevant information on the importance of psychosocial adjustment in the prevention and intervention of cyberbullying.El presente estudio tiene como objetivo principal analizar el perfil psicosocial de adolescentesagresores de cyberbullying, teniendo en cuenta los siguientes indicadores de ajuste psicosocial:satisfacción con la vida, reputación social no conformista y conductas antisociales dentro y fueradel contexto escolar. La muestra está formada por 896 estudiantes españoles (49.7% chicos y50.3% chicas), de edades comprendidas entre los 11 y los 19 años (M = 13.9, DT = 1.5). Seencuentran diferencias significativas entre los grupos de ciberagresores y no agresores; losciberagresores severos, seguidos de los cibereagresores ocasionales, muestran el ajuste psicosocial más conflictivo en todas las variables analizadas, y los adolescentes no agresores el ajuste más adaptado. Estos resultados proporcionan información relevante sobre la importancia del ajuste psicosocial en la prevención e intervención del ciberacoso
Prueba colectiva sin producción oral para la evaluación de los procesos de reconocimiento de la palabra escrita. PIPE
Get PDFThe aim of this work is to present a task of evaluation of the processes of recognition of the written word in third-year of Pre-school education and first and second years of Primary education. This task, of collective application, is designed to evaluate different students,with and without disabilities, with and without language difficulties, since it is resolved without the need for an oral response from the student. The theoretical model in which the task is based establishes that reading comprehension is defined by the combination of two skills, non-specific reading skills, common to oral language (syntax and vocabulary, mainly), and specific skills of it, those that only start up when we read and write words, being one of the most important Processes of Recognition of the Written Word. For a reader to be considered an expert, it is necessary that the operation of these processes be carried out fluently, that is, with precision, (without making mistakes), and with automaticity, that is, without consuming too many cognitive resources in these processes and be able to use them in higher processes such as reading comprenhension. To evaluate the fluency in the reading of words in Spanish we have several tasks of individual application and that require an oral response by the student. For this reason, the task that is presented consists of 60 items represented by a drawing and three response options, the correct word and two orthographic distracters to be completed (the largest number of them) in three minutes. As the test progresses, the semantic complexity of the items increases. Finally, the importanceof using tasks like this for the prevention and early diagnostic of difficulties at this level is discussed.El trabajo tiene por objetivo la presentación de una prueba de evaluación de los procesos dereconocimiento de la palabra escrita en estudiantes de tercero de infantil y primer y segundo curso de educación primaria. Esta prueba, de aplicación colectiva, está diseñada para evaluar a todo tipo de alumnado, con y sin discapacidad, con y sin problemas del lenguaje, pues se resuelve sin necesidad de dar una respuesta oral por parte del estudiante. El modelo teórico en el que se basa la prueba establece que la comprensión lectora se define por la combinación de dos habilidades, las no específicas de la lectura, comunes a la lengua oral (sintaxis y vocabulario, principalmente), y las habilidades específicas de la misma, aquellas que solo se ponen en marcha exclusivamente cuando leemos y escribimos palabras, siendo una de las más importantes los Procesos de Reconocimiento de la Palabra Escrita. Para que un lector sea considerado experto, es necesario que el funcionamiento de estos procesos se realice con fluidez, es decir, con precisión, (sin cometer errores), y con automaticidad, esto es, sin consumir demasiados recursos cognitivos en estos procesos y poder usarlos en procesos superiores como la comprenisón. Para evaluar la fluidez en la lectura de palabras en castellano disponemos de varias pruebas de aplicación individual y que requieren una respuesta oral por parte del estudiante. Por este motivo, la prueba que se presenta se compone de 60 ítems representados por un dibujo y tres opciones de respuesta, la palabra correcta y dos distractrores ortográficos que han de completarse (el mayor número de ellos) en tres minutos. A medida que se avanza en la prueba aumenta la complejidad semántica de los ítems. Finalmente, se discute la importancia de utilizar pruebas como esta para la prevención y diagnóstico tempranos de las dificultades a este nivel
Prevalencia de depresión de tipo vascular en hombres y mujeres mayores y su relación con el deterioro cognitivo
Get PDFThe objective of this research was to determine the prevalence of depression in women and men over 65 and up to 103 years in Colima, Mexico in a geriatric stay from the results of the National Survey of Health and Aging. The methodology used was cross-sectional, non-experimental, expo facto, through the application of Geriatric assessment instruments, the prevalence of depression was determined in the 109 people of an age range from 65 to 103 years of age. Among the main results, it was found that there is a prevalence of depression in the elderly, with DC (cognitive impairment) being the main trigger for the disorder. The study concludes that men have lower DC as well as depression, due to variables such as active socialization, cognitive stimulation and physical activity (domination, deck, physical exercise, etc.).El objetivo de esta investigación fue determinar la prevalencia de depresión en mujeres y hombres mayores de 65 y hasta 103 años en Colima, México en una estancia geriátrica a partir de los resultados de la Encuesta Nacional de Salud y Envejecimiento. La metodología utilizada fue de corte tipo expo facto transversal, no experimental, a través de la aplicación de instrumentos de valoración Geriátrica, se determinó la prevalencia de depresión en las 109 personas de un rango de edad de 65 a 103 años de edad. Dentro de los principales resultados se encontró que existe una prevalencia de depresión en personas mayores, siendo el DC,(deterioro cognitivo) el principal factor desencadenante del trastorno. El estudio concluye que los hombres presentan menor DC así como depresión, debido a variables como la socialización activa, la estimulación cognitiva y la actividad física (domino, baraja, ejercicio físico, etc.)
Envelhecimento e tecnologia nos territórios do interior de Portugal
Get PDFThe PerSoParAge project - Personal and social resources for autonomy and social participation in an ageing society, aims to develop proposals and tools for analysis and intervention that respond to the challenges of the aged regions of the interior of Portugal,starting from an assessment of theterritory, in Castelo Branco, Guardaand Portalegre districts. The consortium representing the project is formed by the Castelo Branco Polytechnic Institute, Portalegre Polytechnic Institute, Guarda Polytechnic Institute, Bragança Polytechnic Institute, Castelo Branco City Council and Idanhaa-Nova City Council. The project aims to know the processes and ageing profiles of the interior communities through multidimensional assessment with a view to defining their social, functional and available resources profile,as wellasidentifying the needs of these communities’ organizations. This paper presents datafrom the knowledge, use and potential evaluation component of Information and Communication Technologies by older people in the studied regions. The methodology used was predominantly quantitative, with resource to apply two surveys per questionnaire, one for individuals aged 50 to 64 years and the other for the population aged 65 and over. This instrument was specifically designed for this purpose, validated by experts, containing closed and open response questions. The analysis and discussion of the results will allow the construction of knowledge that responds to the challenges of demographic changes felt in the regions covered and the development of intervention strategies and territorial policies of ageing, namely solutions that promote the use of digital and assistive technologies, in order to improve the quality of life of older people and promote their integration, participation and involvement in the development of territories.O projeto PerSoParAge- Recursos pessoaisesociais para aautonomia e participação social numasociedade envelhecida, tem o objetivo de desenvolver propostas e ferramentas de análise e intervenção que respondam aos desafios das regiões envelhecidas do interior de Portugal, partindo de uma avaliação do território, nos distritos de Castelo Branco, Guardae Portalegre. O consórcio querepresenta o projeto éformado pelo Instituto Politécnico de Castelo Branco, Instituto Politécnico de Portalegre, Instituto Politécnico da Guarda, Instituto Politécnico de Bragança, Câmara Municipal de Castelo Branco e Câmara Municipal de Idanha-a-Nova. O projeto pretende conhecer os processos e os perfis de envelhecimento das comunidades do interior através da avaliação multidimensional com vista a definir o seu perfil social, funcional e dos recursos disponíveis, assim como identificar as necessidades das organizações destas comunidades. Esta comunicação apresenta os dados da componente de avaliação do conhecimento, utilização e potencial das Tecnologias de Informação e Comunicação pelas pessoas mais velhas das regiões estudadas. A metodologia utilizada foi de natureza predominantemente quantitativa, com recurso à aplicação de dois inquéritos por questionário, um destinado aos indivíduos dos 50 aos 64 anos e o outro à população com 65 ou mais anos. Este instrumento foi especificamente elaborado para o efeito, validado por especialistas, contendo questões de resposta fechada e aberta. A análise e discussão dos resultados permitirão a construção de conhecimento que responda aos desafios das alterações demográficas sentidas nas regiões abrangidas e o desenvolvimento de estratégias de intervenção e políticas territoriais de envelhecimento, nomeadamente soluções que promovam a utilização das tecnologias digitais e assistivas, no sentido de melhorar a qualidade de vida dos idosos e de promover a sua integração, participação e implicação no desenvolvimento dos territórios
Consumo de substãncias estimulantes versus perturbações do sono em estudantes do ensino superior
No full textIntroduction: Sleep is a complex physiological phenomenon often associated with insomnia.Objective: To analyse the relationship between stimulating substances consumption (coffee, tobacco, alcohol) and the occurrence of sleeping perturbations and insomnia in higher education students. Methods: Cross-sectional descriptive study in a sample of 636 higher education students (74.6% female) who answered the Socio-Demographic Data and Stimulating Substancies Consumption Questionnairy. Sleeping Habits Questionnairy; General Sleeping Questionnairy. Results: Sleeping perturbations were observed in 84% of the students, coffee consumption in 58,6%, alcoholic drinks consumption in 65,2% and smoking habits in 32,23%. Conclusions: The probability of insomnia was associated to the variables gender (more frequent in women), low socioeconomic resources, coffee and tobacco consumption.Introdução: O sono é um fenómeno fisiológico complexo ao qual se associam frequentemente as situações de insonia. Objetivo: Analisar se o consumo de substâncias estimulantes (café, tabaco, álcool) influi na ocorrência de perturbações do sono/insónias nos estudantes do ensino superior. Métodos: Estudo de natureza descritivo com foco transversal numa amostra de 636 estudantes do ensino superior, (74.6% do sexo feminino) que responderam ao Questionário ad hoc sobre dados sociodemográficos e consumo de substâncias estimulantes; Questionário sobre Hábitos de Sono; Questionário Geral do Sono; Resultados: A maioria dos estudantes manifesta perturbações do sono (84%) consomem café (58,6%), ingerem bebidas alcoólicas (65,2%) e consomem tabaco (32,23%). Conclusões: A probabilidade de sofrer de insónias associou-se ao género (mais frequente nas mulheres), sendo seus preditores auferir de fracos recursos socioeconómicos e consumir café e tabaco
Métodos de estudo/promoção do sucesso escolar na transição 4º/5º anos
Get PDFThis article brings together the research/reflection, treats/configures elements in the approach to the Methods of Study/Promotion of School Success in the Transition 4th/5th years under the general theme of thinking about teaching practices, in NEE, mental area, without neurological/ sensory defect in particular.The basic/secondary-school transition leads to changes in the school environment in paral- lel with the physical/emotional/social changes of adolescence, for some children it marks a drop in school drop-out rates. The methodology of teaching in the 2nd cycle, with the increase/ demand of the disciplines/time load, may require that both do their part in the learning process and diligence more the intellectual capacities/clearance and depend less on the teacher/supports, as well as the study demands change/adaptation. For some authors, in the training-mechanic educational work, the development of functions is not carried out in the maximum possibilities, teaching must propose to boost/advance development, to act on that non-formed, to activate/expand new internal processes. For others, in the inability/difficulties to learn, there are not only dysfunctional relational-emotional aspects of personality such as difficulties in the I-Caregiver relationship, they extend setbacks in the mental functions/ functioning, they make school learning difficult. Thus, in order to successfully learn in the study /schooling, the inclusive educational solution determines the psychotherapeutic treatment in order to guarantee the effects of socio-emotional reorganization/school relearning/mental development.Este artigo reúne a pesquisa/reflexão, trata/configura elementos na abordagem dos Métodos de Estudo/Promoção do Sucesso Escolar na Transição 4º/5º anos sob a temática de pensar as práticas de ensino em geral, nas NEE, área mental, sem defeito neurológico/sensorial adstrito em particular.A transição escola básica/básica-secundária acarreta mudanças no ambiente escolar a par das mudanças físico/emocional/social da adolescência, para algumas crianças marca uma quebra no rendimento/desistência escolares. A metodologia de ensino no 2º ciclo, com o aumento/exigência das disciplinas/carga horária, por ventura exige que tanto faça a sua parte no processo-de-aprendizagem como diligencie mais as capacidades intelectuais/de desembaraço e dependa menos do professor/apoios, como também o estudo demanda mudança/ adaptação. Para alguns autores, no trabalho educativo treino-mecânico o desenvolvimento das funções não efetua-se nas máximas possibilidades, o ensino deve propor-se impulsionar/adiantar-se ao desenvolvimento, atuar sobre aquilo não-formado, ativar/ampliar novos processos internos. Para outros, na(s) incapacidade/dificuldades de aprender coexistem aspetos não só relacionais-emocionais disfuncionais de personalidade como dificuldades na relação Eu-Cuidador, estendem retrocessos nas funções/funcionamento mentais, coartam a aprendizagem escolar. Assim, para aprender com sucesso no estudo/escolaridade, a solução educativa inclusiva determina o tratamento psicoterapêutico de forma a garantir os efeitos reorganização socioemocional/reaprendizagem escolar/desenvolvimento mental
Introducción
No full textPresentation of the International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología) issue no. 2, vol.1, 2019: "Psychology, Childhood and Education"Presentación del número 2, volumen 1, año 2019, de la Revista Infad de Psicología: "Psicología, Infancia y Educación
Factores de riesgo y protección en docentes
No full textBackground: The teaching profession is considered as a high-risk profession for the development of clinical outbreaks resulting from excessive workload, low self-satisfaction, students or a mediocre salary. Several studies have demonstrated that a high metacognitive capacity and an emotional recognition can positively influence the quality of life (Amirian and Behshad, 2016; Iacolino et al., 2018; Iacolino et al., 2019).For this reason the emotional intelligence and the metacognition constructs have become very important in the last few years. Indeed, to know them can help to better understand the dysfunctional effects risk such as the ‘’ Burnout’’ and/or the secondary traumatic stress in this category (Kamenetz, 2015; Hydon et al., 2015). Method: The sample consists of 338 teachers with an average age of 50,19 (SD =7.91), to whom a self-report battery test was administered such as: Ad-hoc Socio-Registry Card; Link Burnout Questionnaire (LBQ; Santinello, Verzelletti and Altoè, 2006); Self- Report Emotional Intelligence Test (SREIT; Craparo, Magnano and Faraci, 2014); Secondary Traumatic Stress (STSS-I; Setti and Argentero, 2012); Metacognitive functions screening scale-30 (MFSS; Alaimo and Schimmenti, 2013). Results: The results showed that there is not only a statistically significant positive correlation between the two metacognition scales (CDD and CDP) and emotional intelligence (p smaller than 0.01), but there is also a statistically significant negative correlation between emotional intelligence and all scales of LBQ (p smaller than 0.01). For this reason the literature data is certain. (Sprang, Craig and Clark, 2011; Finkelhor et al., 2013). Conclusion: In conclusion, the aim of this work, which is to verify if the EI and good metacognitive capacities could be considered as a protection factor, in order to mitigate possible disfunctional effects like the Burnout syndrom or the secondary traumatic stress, has been confirmed.Antecedentes: la profesión docente se considera una profesión de alto riesgo para el desarrollo de brotes clínicos como resultado de una carga de trabajo excesiva, baja auto-satisfacción, estudiantes o un salario mediocre. Varios estudios han demostrado que una alta capacidad metacognitiva y un reconocimiento emocional pueden influir positivamente en la calidad de vida (Amirian y Behshad, 2016; Iacolino et al., 2018; Iacolino et al., 2019). Por esta razón, la inteligencia emocional y las construcciones de metacognición se han vuelto muy importantes en los últimos años. De hecho, conocerlos puede ayudar a comprender mejor el riesgo de efectos disfuncionales como el "Burnout" y / o el estrés traumático secundario en esta categoría (Kamenetz, 2015; Hydon et al., 2015). Método: La muestra consta de 338 maestros con una edad promedio de 50,19 (DE = 7,91), a quienes se les administró una prueba de batería de autoinforme, como: Tarjeta de registro socio-ad-hoc; Link Burnout Questionnaire (LBQ; Santinello, Verzelletti y Altoè, 2006); Prueba de autoinforme de inteligencia emocional (SREIT; Craparo, Magnano y Faraci, 2014); Estrés traumático secundario (STSS-I; Setti y Argentero, 2012); Escala de cribado de funciones metacognitivas-30 (MFSS; Alaimo y Schimmenti, 2013). Resultados: Los resultados mostraron que no solo existe una correlación positiva estadísticamente significativa entre las dos escalas de metacognición (CDD y CDP) y la inteligencia emocional (p menor que 0.01), sino que también hay una correlación negativa estadísticamente significativa entre la inteligencia emocional y todas las escalas de LBQ (p menor que 0,01). Por esta razón, los datos de la literatura son ciertos. (Sprang, Craig y Clark, 2011; Finkelhor et al., 2013). Conclusión: En conclusión, el objetivo de este trabajo, que es verificar si la IE y las buenas capacidades metacognitivas podrían considerarse como un factor de protección, para mitigar los posibles efectos disfuncionales como el síndrome de Burnout o el estrés traumático secundario, ha sido confirmado
Niños y niñas en relación: amistades, enemistades y grupos en clave de género
Get PDFIn this work we analyzed the relationships and interaction groups of 774 children in 1st grade elementary school, an age rarely present in social network studies, with a focus in gender differences. Maccoby (1998) referred to boys and girls as “two separate worlds”. Children social networks studies of the last decades show diverse evidence that the relational structure differs substantially with gender. Boys and girls interact with each other infrequently as friends or members of the same group. Thus, the most frequent friendships dyads are same-sex, and the same applies for playgroups. On the other hand, girls usually interact in smaller groups and children in larger ones (Rose and Rudolph, 2006). The results presented in this communication confirm these differences in the affiliations of boys and girls from a young age, highlighting the importance of continuing to explore the characteristics of affiliations between girls, between boys and, although less prevalent, mixed affiliations. And what happens in negative relationships? The analysis of the enmity dyads shows that the dyads of mutual aversion display a different pattern, being the mixed enmities between boys and girls more frequent than the friendship. Other studies find more negative interactions between boys and girls and negative perceptual biases towards other-sex playmates (Rodkin et al., 2003; Underwood, Schockner and Hurley, 2001). These results suggest that the low prevalence of friendships and mixed groups does not necessarily imply an absence of a look towards the other world as Maccoby said, but rather less satisfactory interactions. We conclude that enmity can be a good setting for understanding cross-gender relations in childhood, and complementing the analysis of positive relationships and interactions between boys and girls.Para este trabajo se han analizado las relaciones y grupos de interacción de 774 niños y niñas de 1º de Educación Primaria, una edad apenas contemplada en los estudios de redes sociales, prestando atención a las diferencias relacionadas con el sexo. Maccoby (1998) hacía referencia a niños y niñas como “dos mundos separados”. El estudio de las redes sociales infantiles en las últimas décadas muestra evidencias diversas de que la estructura relacional difiere sustancialmente con el género. Niños y niñas interactúan entre sí con poca frecuencia como amigos o miembros de un mismo grupo. Así, las díadas de amistad más frecuentes son del mismo sexo, igual que ocurre con los grupos de juego. Por otra parte, las niñas suelen interactuar en grupos de menor tamaño y los niños en grupos más numerosos. (Rose y Rudolph, 2006). Los resultados que se presentan en esta comunicación confirman estas diferencias en las afiliaciones de niños y niñas desde temprana edad, resaltándose la relevancia de seguir explorando las características propias de las afiliaciones entre niñas, entre niños y, aunque menos prevalentes, las afiliaciones mixtas. ¿Y qué ocurre con las relaciones conflictivas? El análisis de las díadas de enemistad muestra un patrón distinto para las díadas de aversión mutua, siendo las enemistades mixtas más frecuentes que las amistades entre niños y niñas. Otros estudios encuentran interacciones más negativas entre niños y niñas y sesgos perceptivos negativos hacia compañeros de juego de otro sexo (Rodkin, Pearl, Farmer y Van Acker, 2003; Underwood, Schockner y Hurley, 2001). Estos resultados sugieren que la baja prevalencia de amistades y grupos mixtos no implica necesariamente una ausencia de mirada hacia ese otro mundo del que habla Maccoby, sino interacciones menos satisfactorias. Se concluye que las enemistades pueden constituir un buen escenario para comprender las relaciones intergénero en la infancia, complementando el análisis de las relaciones e interacciones positivas entre niños y niñas