International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Determinantes de alterações músculo-esqueléticas em adolescentes: impllicações para a prevenção
No full textIntroduction: The trend of increased incidence and prevalence of musculoskeletal changes has been considered a concern, especially in the adolescent age group, given its evolution to chronicity. In this context, this study has as main objectives: to evaluate the prevalence of musculoskeletal disorders in adolescents; and identify a set of sociodemographic, anthropometric and circumstantial determinants associated with these same musculoskeletal changes. Methods: A quantitative, cross-sectional and descriptive-correlational study was carried out using a simple random probabilistic sample composed of 200 adolescents who attend three schools in the municipality of Viseu, mostly female (52%), resident in (70.5%) and with a mean age of 12.54 years (Dp = 1.76). The data collection instrument incorporates 4 sections: sociodemographic, anthropometric, circumstantial characterization; and evaluation of musculoskeletal disorders, using the Nordic Musculoskeletal Questionnaire.Results: Adolescents show musculoskeletal changes reported in the last 12 months, mostly at the neck (35%), followed by the shoulder 27.5%), ankle (26%), lumbar area (22.5%), knees (19.5%), wrist / hand (13%), hip (11%), thorax (10.5%) and finally, elbow (4.5%). As determinants of musculoskeletal disorders it was found that it is the adolescents who attend the 7th grade, male, who practice sports, with poor sleep quality, sleep on hard mattresses, with a backpack weight of more than 10% of body weight, who consider school furniture uncomfortable and with inadequate posture Bent spine, away from the chair, and hanging / stretched feet) that have a higher incidence of musculoskeletal disorders. On the other hand, the effect of age, place of residence, educational institution, health problems, locker use, home-school and home-school transportation, method of transport of school material and time spent on transportation of school material was not revealed statistically significant. Conclusion: This study evidences the idea that musculoskeletal disorders are present in a considerable group of adolescents, showing some determinants a significant effect, which allows to verify the need to develop prevention strategies in the school health area, where the intervention of health professionals in articulation with those of education can be decisive.Introdução: O tendencial aumento da incidência e prevalência de alterações músculo-esqueléticas tem sido encarado como algo preocupante, sobretudo na faixa etária da adolescência, dada a sua evolução para a cronicidade. Neste contexto, este estudo tem como principais objectivos: avaliar a prevalência das alterações músculo-esqueléticas em adolescentes; e identificar um conjunto de determinantes sociodemográficos, antropométricos e circunstanciais associados a essas mesmas alterações músculo esqueléticas. Métodos: Estudo de natureza quantitativa, transversal e descritivo correlacional, com recurso a uma amostra probabilística aleatória simples, composta por 200 adolescentes que frequentam três escolas do concelho de Viseu - Portugal, na sua maioria do sexo feminino (52%), residentes em meio rural (70,5%) e com uma média de idades de 12,54 anos (Dp=1,76). O instrumento de colheita de dados integrou 4 secções: caracterização sócio-demográfica, antropométrica, circunstancial; e avaliação das perturbações músculo-esqueléticas, com recurso ao Questionário Nórdico Músculo-Esquelético. Resultados: os adolescentes evidenciam alterações músculo-esqueléticas, reportadas aos últimos 12 meses, na sua maioria a nível do pescoço (35%), seguido do ombro (27,5%), tornozelo (26%), zona lombar (22,5%), joelhos (19,5%), punho/mão (13%), anca (11%), tórax (10,5%) e, finalmente, cotovelo (4,5%). Como determinantes das perturbações músculo-esqueléticas constatou-se que são os adolescentes que frequentam o 7º ano, do género masculino, que praticam desporto, com má qualidade de sono, que dormem em colchões duros, que têm peso da mochila superior a 10% do peso corporal, que consideram o mobiliário escolar desconfortável e com postura desadequada (posição da coluna curvada, longe da cadeira e posição dos pés pendurados/esticados) que apresentam uma maior incidência de alterações músculo-esqueléticas. Já o efeito da idade, local de residência, estabelecimento de ensino, antecedentes patológicos, uso de cacifo, meio de transporte casa-escola e escola-casa, método de transporte do material escolar e tempo gasto no transporte do material escolar não se revelou estatisticamente significativo. Conclusão: Este estudo evidencia efectivamente de que as perturbações músculo-esqueléticas estão presentes num grupo muito significativo de adolescentes. Facto que permite constatar a necessidade de desenvolver estratégias de prevenção na área da saúde escolar, onde a intervenção dos profissionais de saúde em articulação com os da educação pode ser determinante
Discriminação ou distracção? Estudo de caso sobre diferenças salariais e género
Get PDFThis article was prepared, after a previous work on the field of several companies of the industrial graphic sector, with the primary objective of evaluating the degree of satisfaction or accommodation to justice / injustice wage of a convenience sample with both genders and their future perspectives of salary justice. We decide to study the company that revealed greater gender homogeneity, thus ensuring balance both numerically: 37 subjects interviewed, including 18 women and 19 men, as well as relevant characteristics such as age, professional categories and academic qualifications. In conclusion, women still receive lower wages compared to men, in the performance of the same functions and with a similar degree of productivity, corroborating previous studies.Este artigo foi elaborado após um estudo de campo, a várias empresas do sector industrial gráfico, o qual pretendia avaliar em primeira mão o grau de satisfação ou acomodação à justiça/injustiça salarial de uma amostra de conveniência, com ambos os géneros e suas perspectivas futuras de justiça salarial. Elegemos para o nosso estudo a empresa que revelou maior homogeneidade entre géneros, garantindo assim o equilíbrio tanto em termosnuméricos: 37 sujeitos entrevistados, dos quais 18 mulheres e 19 homens, bem como das suas características relevantes para o efeito, tais como idade, categorias profissionais, habilitações académicas/escolaridade.Concluindo que as mulheres ainda auferem menores salários comparativamente ao dos homens, no desempenho das mesmas funções e com similar grau de produtividade, corroborando estudos anteriores
¿Por qué no nos gustan algunos compañeros? Razones de los escolares de primero y segundo curso de educación primaria
Get PDFThe aim of this work is to study why children aged 6-7 do not like other classmates. The article goes in depth in the rationale and definition of each category of reasons for disliking proposed by García Bacete, Marande, Carrero and Musitu (2017), and in the meaning of specific reasons, so that we can identify more accurately similarities and differences in the constant comparisons reason-reason, reason-category and category-category. This has led to the construction of a complete mapping of the reasons and a guide to facilitate an integrated way of understanding and classifying the reasons in eight categories: aggressive behaviors, dominance behaviors, problematic social and school behaviors, inconvenience to well-being, personal identity, social identity, lack of exchanges and “do not know / no answer”. Although some changes did emerge, the outcome reinforces the original taxonomy. A definition for each category, as well as theoretical basis and representative examples, are provided. The conclusion is that the motives for disliking are diverse and usually not put on display, that they have a group basis and reveal failures in inclusion. Finally, guidelines for prevention and intervention in classrooms are offered.El objetivo de este artículo es estudiar por qué a los niños/as de 6-7 años no les gustan otros compañeros/as de su misma aula. El trabajo profundiza en el fundamento y la definición de cada categoría de motivos de desagrado propuesta por García Bacete, Marande, Carrero y Musitu (2017), y en el significado de motivos específicos, lo que permite ser más precisos en la identificación de similitudes y diferencias en las comparaciones constantes motivo-motivo, motivo-categoría y categoría-categoría. Esto ha permitido construir un mapeo completo de los motivos y elaborar una guía que orienta de forma integrada la comprensión y la clasificación de los motivos en ocho categorías: conductas agresivas, conductas de dominancia, conductas sociales y escolares problemáticas, molestias al bienestar, identidad personal, identidad social, falta de intercambios y no sabe/no contesta. Y aunque han emergido algunos cambios, el resultado refuerza la taxonomía original. De cada categoría se ofrece su definición, fundamentos y ejemplos representativos. Se concluye que los juicios de desagrado son diversos, suelen ser encubiertos, tienen base grupal y revelan fallos en la inclusión. Finalmente se ofrecen pautas para la prevención y la intervención en las aulas
Articulaçao entre educaçao pré-escolar e 1º ciclo do ensino básico
Get PDFThe articulation between the various stages of the educational path implies a progressive sequentiality, granting each stage the function of completing, deepening and extending the previous stage, in a perspective of continuity and global unity of education and / or teaching. It is incumbent upon the Childhood Educators and the Teachers of the 1st Cycle of Basic Education to have an active attitude in the search for continuity / sequentiality, while asserting and highlighting the specificity of each stage, and also to create conditions for a social articulation by lis-tening to the parents, other professionals (who may occasionally be with the children), the children themselves and their perspectives.A articulação entre as várias etapas do percurso educativo implica uma sequencialidade progressiva, concedendo a cada etapa a função de completar, aprofundar e alargar a etapa anterior, numa perspetiva de continuidade e unidade global de educação e/ou ensino. Aos Educadores de Infância e aos Professores do 1.º Ciclo do Ensino Básico compete ter umaatitude ativa na procura desta continuidade/sequencialidade, não deixando de afirmar e realçar a especificidade de cada etapa, e devem ainda criar condições para uma articulação social escutando os pais, os outros profissionais (que ocasionalmente possam estar com as crianças), as próprias crianças e as suas perspetivas
Prevención en educación infantil: estudio de las actitudes hacia la discapacidad de docentes
Get PDFAccording to Delors (1996), one of the basic pillars for the education of the 21st century is “learning to live together”. This involves not only assess the tremendous diversity that exists today in our classrooms, but also, to respond to this diversity, including persons with disabilities. In this sense, one of the most determining factors to carry out inclusive education is the attitude of the teacher. Specifically, we have focused on early childhood education teachers, due to the compensator and preventive nature of inequalities that has this stage.For this reason, we have analyzed the attitudes of different teachers of early childhood education with specific instruments for this purpose, with recognized prestige in the theme. Thus, it was found that, in general, the teachers showed positive attitudes towards persons with disabilities, but which, in particular, the teachers who taught teaching in the second cycle. Finally, we discuss the results, and are designated future perspectives for the studySegún Delors (1996), uno de los pilares básicos para la educación del siglo XXI es “aprender a vivir juntos”. Esto conlleva no solo valorar la enorme diversidad que existe hoy en día en nuestras aulas, sino también, poder dar respuesta a esta diversidad, incluyendo en ella, a las personas con discapacidad. En este sentido, uno de los factores más determinantes para poder llevar a cabo una educación inclusiva es la actitud del docente. De manera específica, nos hemos centrado en los docentes de Educación Infantil, debido al carácter preventivo y compensador de desigualdades que tiene esta etapa. Por ello, hemos analizado las actitudes de diferentes docentes de Educación Infantil con instrumentos específicos para ello, de reconocido prestigio en la temática. De esta forma, se encontró que, en general, los docentes mostraban actitudes positivas hacia las personas con discapacidad, pero que, de manera especial, los maestros que impartían docencia en el segundo ciclo. Finalmente, se discuten los resultados, y se señalan diversas perspectivas futuras para el estudio
Contribuciones de la estimulación multisensorial (SNOEZELEN) en personas mayores con demencia
Get PDFIntroduction: The theoretical framework of this project is based on the integral care and is person-centered. The multisensory stimulation is increasing in day centers and geriatric residences. This space provides an environment of well-being and warmth to the person, which provides a good environment to work on the behavioral and emotional capacities. The elements that must be present in a Snoezelen space can be classified according to the type of sensory system that is being stimulated in each case: tactile, vibratory, vestibular, visual, auditory, gustatory and olfactory. The main objective of this work is to investigate the contributions of multisensory stimulation in people with different levels of dementia: low, moderate or severe. Methods: Quantitative and qualitative. Design: Almost experimental, with intra-subject measure repeated throughout the investigation. Participants: 84 people diagnosed with dementia. Instruments: Video recordings and standardized tests. Procedure: Participants were randomly assigned to the Snoezelen room or the reminiscence sessions (control group). Each group participated in two weekly sessions of 30 minutes for 3 months. Each session had a maximum of three patients in each group. The tests were applied before and at the end of the therapy. Sessions 1 and 24 were recorded on video. Results: There were significant differences in anxiety, depression and agitation in the patient who participated in the Snoezelen room (greater decrease) compared to the patients who had been assigned on the reminiscence therapy. Snoezelen room patients also showed an improvement on relaxation levels. Conclusions: multisensory therapy favors emotional adjustment. Project financed by the Blanquerna Faculty of Psychology, Education and Sports Sciences (Ramon Llull University) and Sanitas MayoresAntecedentes: el marco teórico de este proyecto se basa en la atención integral y centrada en la persona. La estimulación multisensorial se está incrementando en centros de día y residencias geriátricas. Dicho espacio proporciona un ambiente de calidez, de bienestar a la persona para trabajar las capacidades conductuales y emocionales. Los elementos que han de estar presentes en un espacio Snoezelen se pueden sintetizar en función del tipo de sistema sensorial que estimula: táctiles, vibratorios, vestibulares, visuales, auditivos, gustativos y olfativos. El objetivo principal de este trabajo es investigar las contribuciones de la estimulación multisensorial en personas que presentan diferentes tipos de demencia: leve, moderada o grave. Método: Cualitativo y cuantitativo. Diseño: Cuasi-experimental, con medidas repetidas intra-sujeto en varios puntos de la investigación. Participantes: 84 personas con demencia. Instrumentos: Pruebas estandarizadas y grabaciones en vídeo. Procedimiento: Los participantes se asignaron al azar a la sala de Snoezelen o a las sesiones de reminiscencia (grupo de control). Cada grupo participó en dos sesiones semanales de 30 minutos durante 3 meses. Cada sesión tenía un máximo de tres residentes en cada grupo. Las pruebas se aplicaron antes y al finalizar la terapia. Las sesiones 1 y 24 se grabaron en video. Resultados: Hubo diferencias significativas en la ansiedad, la depresión y la agitación en el residente que participó en la sala de Snoezelen (mayor descenso) en comparación con los pacientes de la terapia de reminiscencia, asimismo mostraron una mejora en la relajación. Conclusiones: la terapia multisensorial favorece el ajuste emocional. Estudio financiado por la Facultat de Psicologia, Ciències de l’Educació i de l’Esport Blanquerna (Universitat Ramon Llull) y Sanitas Mayores
Introducción
No full textPresentation of volume 3, no.1, year 2019 of the International Journal of Developmental and Educational Psychology Presentación del volumen 3, número 1, año 2019 de la revista INFAD
Gamificación en el aula a través de las TIC
Get PDFGamification has recently been revealed as one of the most efficient teaching methodologies for students, being useful at all educational levels. Different research grants benefits such as increased motivation, improved mood and strengthening the bond among others. However, one of the most mentioned properties is its ability to “restart” the student’s attention clock: the key is collective learning, an attractive way to remember new content. Benefits for the teacher have also been documented, since the games provide valuable and immediate feedback of the students’ knowledge. This paper presents an educational experience based on the introduction of the gamification tool “Kahoot” corresponding to a compulsory subject of the Bachelor’s Degree in Early Childhood Education. The results show the interest and the good reception that gamification has had in the classroom, showing together with high levels of motivation an increase in class attendance.La gamificación se ha revelado recientemente como una de las metodologías de enseñanza más eficiente en el alumnado mostrándose útil en todos los niveles educativos. Distintas investigaciones le otorgan beneficios como el aumento de la motivación, la mejora del estado de ánimo y el fortalecimiento del vínculo entre otros. Sin embargo, una de las propiedades que más se mencionan es su capacidad para “reiniciar” el reloj de la atención del alumno: la clave es el aprendizaje colectivo, una forma atractiva de recordar nuevos contenidos. También se han documentado beneficios para el profesor, ya que los juegos otorgan un valioso e inmediato feedback de los conocimientos del alumnado. En este trabajo se presenta una experiencia educativa basada en la introducción de la herramienta de gamificación “Kahoot” correspondiente a una asignatura obligatoria del Grado de Maestro en Educación Infantil. Los resultados demuestran el interés y la buena acogida que ha tenido la gamificación en el aula, mostrando junto a altos niveles de motivación un aumento de la asistencia a clase
Dificultades de aprendizaje e intinerario vital en niños adoptados: interacciones e influencias desde la triada M.A.N. (maltrato, abusos, negligencia)
Get PDFAdoption processes are protection mechanisms that children need when, in particular, situations of maltreatment, abuse, negligence (MAN triad) are observed, whereby adopted children are expected to provide safety and care contexts as well as to provide them with the necessary affectivity, optimal education and socialization, essential contexts for a balanced and normalized development for these children. This paper aims, firstly, to know the possible problems of learning and school difficulties as a consequence of a harmful life itinerary for adopted children with 209 participating subjects with family characteristics, development in their first years of life and adverse contexts with negative impact in its vital evolutionary process; then, the interactions and existing relationships between variables of the vital itinerary and contexts of the first months and first years of development are analyzed. Finally, we look for the influence of both types of variables on the MAN triad and academic achievement. The results show the clear existence of diverse learning difficulties in the subjects participating in reading/writing, oral language, and calculation areas, as well as in relation to the interactions between the first years in institutions and, specially, in interaction with the biological family and the foster/adoptive family. Moreover, there are significant correlations between the stays of children in the first years and learning difficulties in reading, comprehension and oral expression. Finally, variables such as difficulties of calculation, place and stay of the child in the fourth year and the first year of birth have relevant influence on both the MAN triad and the difficulties of understanding and place of coexistence of the children in the fourth year on the academic achievement.Los procesos de adopción son mecanismos de protección que la infancia necesita cuando especialmente se aprecian situaciones de maltrato, abuso, negligencia (tríada M.A.N.) por lo cual a los niños adoptados se les pretende facilitar unos contextos de seguridad y cuidados además de proporcionarles la afectividad necesaria, una educación y socialización óptimas, contextos imprescindibles para un desarrollo equilibrado y normalizado para estos niños. Con este trabajo se pretende, primeramente conocer los posibles problemas de aprendizaje y dificultades escolares como consecuencia de un itinerario vital dañino para los niños adoptados con 209 sujetos participantes con características familiares, de desarrollo en sus primeros años de vida y unos contextos adversos con incidencia negativa en su proceso evolutivo vital; después, se analizan las interacciones y relaciones existentes entre variables del itinerario vital y contextos de los primeros meses y primeros años de desarrollo. Finalmente, se busca si hay influencia de ambos tipos de variables sobre la triada MAN y el rendimiento académico. Los resultados muestran la existencia clara de diversas dificultades de aprendizaje en los sujetos participantes en áreas de lectura/escritura, lenguaje oral, de cálculo así como en relación con las interacciones entre las estancias de los primeros años en instituciones y, especialmente, en interacción con la familia biológica y con la familia de acogida/adoptiva. Además, existen correlaciones significativas entre las estancias de los niños en los primeros años y dificultades de aprendizaje en lectura, comprensión y expresión orales. Finalmente, variables como dificultades de cálculo, lugar y estancia del niño en el cuarto año y el primer año de nacimiento poseen relevante influencia tanto sobre la tríada MAN como las dificultades de comprensión y lugar de convivencia de los hijos en el cuarto año sobre el rendimiento académico
Calidad de vida y alcoholismo
Get PDFThe purpose of this research was to examine the contribution made by the self-efficacy training (independent variable) on keeping alcoholic addicts in treatment and on changing/rising their life quality, the main aim of the treatment and the proof of its effectiveness. For this purpose, we inquired 146 alcoholic addicts that started treatment in the UAC. From these, only 21 (14,4%) remained in treatment, 90 (61,6%) abandoned the treatment during the internment period and 35 (24%) after the first consultation. Being this still a problem related to gender, most of the inquired were men (87% of our sample) in the age range of 23 to 68, with an average age value of 44,7 (Standard Deviation=9,127). To assess the study variables we used: Brief Symptom Inventory (BSI) (Canavarro, 1999) and the Clinic Inventory of Self-efficacy (Vaz Serra, 1985) and the World Health Organization Quality of Life, brief version. The results of our study made us conclude that more precisely the self-efficacy is a variable predictor of the treatment success such as of the quality of life improvement.El objetivo del presente estudio fue analizar la importancia del entrenamiento de la autoeficaciapara el tratamiento de la dependencia alcohólica, observable en el mantenimiento en tratamiento y en la modificación/elevación de la calidad de vida, objetivo último de la intervención y medida de su eficacia (variable dependiente). El universo de nuestra muestra se compone de un total de 146 dependientes alcohólicos que iniciaron tratamiento en la UAC, 90 (61,6%) de los cuales abandonaron el tratamiento tras la fase de internamiento, 35 (24%) tras la primera consulta y 21 (14,4%) se mantuvieron en tratamiento. Los instrumentos utilizados para esta investigación han sido los siguientes: Brief Symptom Inventory (Canavarro, 1999). El World Health Organization Cuality of Life, versión breve. Concluimos que la autoeficacia es una variable predictora del éxito del tratamiento, así como de la elevación de la calidad de vida