Integração ensino-serviço-comunidade: perspectivas do Comitê Gestor Local do Contrato Organizativo de Ação Pública Ensino-Saúde / Integración enseñanza-servicio-comunidad: perspectivas del Comité Gestor Local del Contrato Organizativo de Acción Pública Enseñanza-Salud / Teaching-service-community integration: perspectives of the Local Management Committee of the TeachingHealth Public Action Organizational Contract

Com o objetivo de compreender o desenvolvimento da integração ensino-serviço-comunidade (Iesc) no município de Bragança Paulista, São Paulo, por meio do Contrato Organizativo de Ação Pública Ensino-Saúde (Coapes), realizou-se um estudo de caso. Uma amostra intencional com dez integrantes do Comitê Gestor Local que participaram de entrevistas semiestruturadas, em ambiente virtual, gravadas e transcritas na íntegra. Os relatos passaram por análise de conteúdo na modalidade temática e os resultados indicaram que a condução da Iesc e do Coapes foi bem-sucedida. A sustentabilidade e os êxitos da contratualização estão relacionados a estratégias, como aproximação, diálogo institucional, igualdade de valor e transparência, provenientes de discussões técnicas, compreensão do processo, escolha do formato, sensibilização e engajamento dos atores. A combinação desses elementos, aliada a novos projetos e atitudes, aponta caminhos para a consolidação da Iesc no território, que apresenta desafios a serem superados.

Con el objetivo de comprender el desarrollo de la integración enseñanza-servicio-comunidad (IESC) en el municipio de Braganza Paulista (Estado de São Paulo), a partir del Contrato Organizativo de Acción Pública Enseñanza-Salud (Coapes), se realizó un estudio de caso. Una muestra intencional con diez integrantes del Comité Gestor Local participó en entrevistas semiestructuradas, realizadas en ambiente virtual, grabadas y transcritas integralmente. Los relatos pasaron por un análisis de contenido en la modalidad temática. Los resultados indicaron que la conducción de la IESC y del Coapes fue exitosa. La sostenibilidad y los éxitos de la contractualización están relacionados con estrategias tales como la aproximación, el diálogo institucional, la igualdad de valor y transparencia, provenientes de discusiones técnicas, comprensión del proceso, elección del formato, sensibilización y compromiso de los actores. La combinación de esos elementos, aliada a nuevos proyectos y actitudes, señala caminos para la consolidación de la IESC en el territorio que presenta desafíos que hay que superar.

To comprehend the evolution of education-service-community integration (ESCI) in the municipality of Bragança Paulista, SP, through the Teaching-Health Public Action Organizational Contract (Coapes), a case study was conducted. An intentional sample of ten members from the Local Management Committee participated in semi-structured interviews, conducted virtually, recorded, and transcribed in full. The narratives underwent thematic content analysis. The results indicated that the implementation of IESC and Coapes was successful. The sustainability and achievements in contractualization are related to strategies such as approaching, institutional dialogue, equal value, and transparency, resulting from technical discussions, understanding of the process, format selection, sensitization, and actor engagement. The combination of these elements, along with new projects and attitudes, points towards the consolidation of IESC in the territory, which presents challenges to be overcome.

Pertinencia de la superación posgraduada en correspondencia con los problemas de salud en Villa Clara / Relevance of postgraduate improvement in correspondence with health problems in Villa Clara

Fundamento: en la Universidad de Ciencias Médicas de Villa Clara se ha diseñado e implementado una estrategia metodológica para lograr mayor relación de la superación profesional con el cuadro de salud. Objetivo: exponer los resultados de la superación profesional en correspondencia con los principales problemas de salud en Villa Clara. Métodos: se realizó un estudio descriptivo con diseño transversal de la superación profesional vinculada al posgrado en el periodo 2017-2021. Se aplicaron métodos teóricos, empíricos y matemático-estadísticos; la información obtenida se presentó en tablas con valores absolutos y relativos. Resultados: del total de actividades planificadas, el 83,01 % respondieron a los problemas de salud de la provincia. Relacionado con las enfermedades crónicas no transmisibles se efectuaron 542; tumores malignos, 179; Programa de Atención Materno Infantil, 1762; y Programa de Atención al Adulto Mayor, 198. Sobre otras enfermedades transmisibles, su mayor número estuvo en el 2019. En el 2020 predominaron las vinculadas a las arbovirosis y la pandemia de la COVID-19 cuando se capacitaron un total de 325 880 profesionales en el 2020 y 5839 en el 2021. Conclusiones: la superación posgraduada de los profesionales de la salud en Villa Clara se ha correspondido con los principales problemas de la salud del territorio en los años del 2017 al 2021 lo cual evidencia pertinencia y progreso en la continuidad de la formación académica del capital humano.

Background: at Villa Clara University of Medical Sciences, a methodological strategy has been designed and implemented to achieve a greater relationship between professional improvement and health status. Objective: to present the results of professional improvement in correspondence with the main health problems in Villa Clara. Methods: a descriptive study was carried out with a cross-sectional design of professional improvement linked to postgraduate studies from 2017 to 2021. Theoretical, empirical and mathematical-statistical methods were applied; the information obtained was presented in tables with absolute and relative values. Results: out of the whole activities, 83.01% responded to the health problems of the province. Related to chronic non-transmissible diseases, 542 were carried out; malignant tumors, 179; Maternal and Child Care Program, 1762; and the Elderly Care Program, 198. Regarding other transmissible diseases, the highest number was in 2019. In 2020, those linked to arboviruses and the COVID-19 pandemic predominated when a total of 325,880 professionals were trained in 2020 and 5839 in 2021. Conclusions: the postgraduate improvement of health professionals in Villa Clara has corresponded to the main health problems of the territory in the years from 2017 to 2021, which shows relevance and progress in the continuity of the academic training of human capital.

Association of Harsh physical disciplining and the mental and behavioral health problems among pre-school children in Ethiopia

Background: Harsh physical discipline may have an impact on the emotional and behavioral health and cognitive abilities of children and adolescents. There is little understanding of the association between harsh physical discipline and mental health issues in populations where harsh disciplinary measures are culturally normal. Objective: The primary objective of this research was to investigate the potential correlation between the use of harsh physical discipline methods and the development of mental and behavioral health issues in children. By ex-amining the impact of these disciplinary practices on the psychological well-being of children, this study sought to shed light on the potential long-term consequences of such parenting strategies. Through a thorough analysis of data collected from a diverse sample of families, the researchers aimed to provide valuable insights into the effects of harsh physical disciplining on child mental health outcomes. Methods: A cross-section survey was conducted on 358 pre-school children preschool children and their primary caregivers in ten randomly selected elementary schools in Addis Ababa. The Strengths and Difficulties (SDQ) questionnaire was used to measure the mental and behavioral health of the children. The Parent-Child Conflict Tactics Scale measured the primary caregivers' experience of harsh physical discipline. Result: The study found that more than two of the three primary caregivers witnessed the harsh physical discipline of pre-school children in their lifetime. The study also showed that the likelihood of having any of the mental or behavioral problems was higher among children who experienced harsh physical discipline. AOR = 5.8; 95% CI, 1.7, 17.4). It was also higher among preschool children in the second (AOR = 2.9; 95% CI, (1.2, 7.0)) order of birth and children perceived to have a moderate AOR = 5.0; 95% CI, (1.1, 23.4) and a lower AOR = 17.0; 95% CI, 17.0 (1.3, 218) school performance. Conclusion This study has revealed a concerning connection between the physical discipline of preschool-aged children and the development of mental and behavioral health issues. The findings underscore the importance of policymakers and stakeholders in implementing interventions to prevent harsh verbal and physical discipline of young children. Society as a whole must prioritize the well-being and emotional health of our youngest members, and taking steps to promote positive and nurturing forms of discipline is essential in safeguarding their overall development and future success.

Controversias Diagnósticas en la Clasificación Internacional de las Cefaleas, III Edición / Diagnostic controversies on the International Classifica tion of Headaches Disorders, III Edition

Resumen La revisión consideró los puntos de conflicto que pue dan llevar a confusión en el uso diario de la clasificación internacional de las cefaleas (ICHD-III). Se evaluaron tanto las controversias al momento de confeccionar los criterios como las superposiciones producidas tras su utilización en la práctica diaria, argumentado a través de bibliografía científica. Como puntos relevantes, la anamnesis de un paciente con cefalea debe indicar la intensidad del dolor como así también la duración del episodio doloroso y si su localización es estrictamente unilateral. Estos puntos podrán ser de ayuda en los casos de dolor moderado que no cumplan en forma absoluta los criterios para ninguna de las cefaleas primarias, dilema frecuente en la práctica diaria.

Abstract The review considered points of conflict that may lead to confusion in the daily use of the International Classification of Headache Disorders (ICHD-III). Both the controversies at the time of preparing the criteria and the overlaps produced after their use in daily practice were evaluated, argued through scientific bib liography. As relevant points, the anamnesis of a patient with headache should indicate the intensity of the pain as well as the duration of the painful episode and if its location is strictly unilateral. These points may be help ful in cases of moderate pain that do not fully meet the criteria for any of the primary headaches, a frequent dilemma in daily practice.

Efecto del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado: Estudio cuasiexperimental / The effect of Problem-Based Learning on Care Management skills: A quasi-experimental study / O efeito da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado: Estudo quase-experimental

Objetivo: evaluar el efecto preliminar del Aprendizaje Basado en Problemas en habilidades de Gestión del Cuidado. Método: cuasiexperimental pretest-postest, con alumnos de la carrera de Licenciatura en Enfermería de una institución educativa. Muestra de 29 alumnos (Grupo Experimental) y 74 (Grupo Control). El Grupo Experimental solucionó cuatro escenarios bajo el método de Aprendizaje Basado en Problemas con los 7 pasos propuestos por la Universidad de McMaster, en un programa de Gestión del Cuidado en modalidad a distancia. El instrumento autoinformado evaluó las habilidades de Gestión del Cuidado pretesty postesten ambos grupos. Se obtuvieron valores medios y se realizó estadística descriptiva e inferencial (t de Student, t pareada, regresión lineal). Resultados: el Grupo Experimental obtuvo puntuaciones más elevadas en habilidades analíticas, de acción y globales que el Grupo Control (p<0,05). No se registraron diferencias en las habilidades interpersonales ni en el uso de la información. El Grupo Control no presentó diferencias significativas antes y después de la enseñanza habitual, mientras que en el Grupo Experimental sí se reportaron diferencias (p<0,05). Conclusión: a pesar de que existe poca evidencia en el desarrollo de habilidades de Gestión del Cuidado en Enfermería, el presente estudio demuestra que el Aprendizaje Basado en Problemas es un método efectivo y significativo en educación a distancia.

Objective: to assess the preliminary effect of Problem-Based Learning on Care Management skills. Method: a quasi-experimental pre- and post-test conducted with students attending the Bachelor's Degree in Nursing offered by an educational institution. The sample was comprised by 29 (Experimental Group) and 74 (Control Group) students. The Experimental Group solved four scenarios under the Problem-Based Learning method with the 7 steps proposed by McMaster University, in a Care Management program in distance mode. The self-reporting instrument assessed the pre- and post-test Care Management skills in both groups. Mean values were obtained and descriptive and inferential statistics were performed (Student's t, paired t, linear regression). Results: the Experimental Group obtained higher scores in analytical, action-related and global skills than the Control Group (p<0.05). No differences were recorded in interpersonal skills or in use of the information. The Control presented no significant differences before and after usual teaching, whereas differences were in fact reported in the Experimental Group (p<0.05). Conclusion: despite the fact that there is little evidence on the development of Nursing Care Management skills, the current study shows that Problem-Based Learning is an effective and significant method in remote education.

Objetivo: avaliar o efeito preliminar da Aprendizagem Baseada em Problemas nas habilidades de Gestão do Cuidado. Método: pré e pós-teste quase experimental, realizado com alunos do curso de Bacharelado em Enfermagem de uma instituição de ensino. A amostra foi composta por 29 (Grupo Experimental) e 74 (Grupo Controle). O Grupo Experimental resolveu quatro cenários sob o método de Aprendizagem Baseada em Problemas com os 7 passos propostos pela McMaster University, em um programa de Gestão do Cuidado na modalidade à distância. O instrumento de autorrelato avaliou as habilidades de Gestão do Cuidado pré e pós-teste em ambos os grupos. Valores médios foram obtidos e estatísticas descritivas e inferenciais foram realizadas (t de Student, t pareado, regressão linear). Resultados: o Grupo Experimental obteve escores mais elevados em habilidades analíticas, de ação e globais do que o Grupo Controle (p<0,05). Não foram registradas diferenças nas habilidades interpessoais ou no uso da informação. O Grupo Controle não apresentou diferenças significativas antes e depois do ensino usual, enquanto as diferenças foram de fato relatadas no Grupo Experimental (p<0,05). Conclusão: apesar de haver poucas evidências sobre o desenvolvimento de habilidades de Gestão do Cuidado de Enfermagem, o presente estudo mostra que a Aprendizagem Baseada em Problemas é um método eficaz e significativo na educação à distância.

Aprendizaje en investigación clínica: experiencia de enseñanza híbrida con estudiantes de medicina / Learning in Clinical Research: Hybrid Teaching Experience with Medical Students

Introducción: la pandemia de COVID-19 indujo un cambio en nuestro sistema de salud y de educación. Los programas formativos también tuvieron que adaptarse y exigieron un cambio rápido. Objetivos: describir una experiencia educativa de enseñanza virtual/híbrida en investigación clínica, entre docentes del Servicio de Clínica de un hospital universitario y estudiantes de Medicina de una institución privada, que participaron del Programa ESIN (EStudiantes en INvestigación). Metodología: los contenidos y las estrategias educativas incluyeron las clases teóricas audiograbadas o videograbadas (asincrónicas y autoadministradas), el aprendizaje basado en proyectos, los talleres prácticos (encuentros sincrónicos virtuales y grupales), mediante la adopción de modelos de aprendizaje como el aula invertida, y la tutoría individual entre docente-estudiante. Los datos se recopilaron mediante la observación en contextos académicos, y basándonos en elementos de encuestas anónimas de satisfacción, previo consentimiento informado de los participantes. Resultados: participaron 14 estudiantes, 6 durante el año 2021 y 8 durante 2022. Todas mujeres y estudiantes de medicina (50% de cuarto año, 35% de sexto año y 15% de quinto año). Las técnicas implementadas favorecieron la participación y promovieron el aprendizaje activo, basado en proyectos. Mencionaron aspectos positivos como el enfoque académico práctico, la disponibilidad del equipo docente para atender cualquier duda, el tiempo y el entusiasmo por enseñar y fomentar la participación. Los videos teóricos resultaron útiles como herramientas de repaso, y los encuentros grupales fueron especialmente valorados, si bien los encuentros individuales fueron destacados como ayuda y apoyo previo a los congresos científicos. En general, manifestaron que fue una experiencia enriquecedora que demostró que se puede lograr lo que se creía imposible. Todas participaron activamente de al menos un congreso científico, y el 50% resultó coautora de una publicación académica. Conclusión: los estudiantes asumieron compromisos y responsabilidades, e incorporaron competencias y habilidades en la implementación y en la difusión de los proyectos. Esta experiencia educativa facilitó que el tiempo de clase pudiera optimizarse para intercambio, discusión y dudas. Los recursos producidos, las actividades desarrolladas y los contenidos abordados quedan disponibles a nivel institución. (AU)

Introduction: the COVID-19 pandemic brought about a change in our health and education system. Training programs also had to adapt and required rapid change. Objectives: to describe an educational experience of virtual/hybrid teaching in clinical research between teachers of the Clinical Service of a university hospital and medical students of a private institution who participated in the ESIN Program (Students in Research). Methodology: the contents and educational strategies included audio or videotaped lectures (asynchronous and self-administered), project-based learning, practical workshops (virtual and group synchronous meetings) by adopting learning models such as the inverted classroom, and individual tutoring between teacher and student. We gathered the data through observation in academic contexts and based on elements of anonymous satisfaction surveys, with prior informed consent of participants. Results: fourteen students participated, six in 2021 and eight in 2022. All were women and medical students (50% fourth year, 35% sixth year, and 15% fifth year). The techniques implemented favored participation and promoted active, project-based learning. They mentioned positive aspects such as the practical academic approach, the availability of the teaching team for any doubts, the time and enthusiasm for teaching, and encouraging participation. The theory videos were a valuable review tool, and team meetings received high praise even if the one-on-one meetings received much attention as help and support before the scientific congresses. In general, they stated that it was an enriching experience that showed that you can achieve what you thought impossible. All of them actively participated in at least one scientific congress, and 50% were co-authors of an academic publication. Conclusion: the students assumed commitments and responsibilities and incorporated competencies and skills in project implementation and dissemination. This educational experience helped to optimize class time for exchange, discussion, and doubts. The resources produced, the activities developed, and the contents addressed are now available at the institutional level. (AU)

Vivencias y expectativas de la mujer rural frente al parto institucional

El parto institucional es un proceso complejo, sobre todo desde la experiencia vivida de las madres de la zona rural de Perú. Objetivo. Develar las vivencias y expectativas de la mujer rural en el parto institucional en un hospital de Cajamarca. Metodología. Estudio con enfoque cualitativo con diseño fenomenológico. Se aplicó como técnica de recolección de datos la entrevista a profundidad, como instrumento se usó una guía de preguntas orientadoras relacionada con ¿cuáles son las vivencias y expectativas de la mujer rural frente al parto institucional en el Hospital Regional Docente de Cajamarca?, la cual ha permitido acercarse al fenómeno en estudio. Hallazgos. Se obtuvieron 5 discursos de puérperas que se atendieron el parto en este nosocomio, al momento de la recolección de datos. Los discursos fueron grabados y transcritos, procediendo a la elaboración de las unidades de significado con el respectivo análisis ideográfico y nomotético, dando origen a 52 unidades de significado, sintetizadas en 4 categorías, siendo: significado del parto para la mujer rural, necesidad de apoyo emocional y físico; el proceso del parto institucional y finalmente el nacimiento del bebé. A manera de cierre. Las vivencias y expectativas de las mujeres procedentes de la zona rural, revelan que se requiere un enfoque diferenciado en la atención de parto institucional.

Institutional childbirth is a complex process, especially from the lived experience of mothers in rural Peru. Objective. To reveal the experiences and expectations of rural women in institutional childbirth in a hospital in Cajamarca. Methodology. Qualitative study with phenomenological design. An in-depth interview was used as a data collection technique, and a guide of guiding questions related to the experiences and expectations of rural women regarding institutional childbirth in the Regional Teaching Hospital of Cajamarca was used as an instrument to approach the phenomenon under study. Findings. At the time of data collection, five speeches were obtained from puerperal women who attended childbirth in this hospital. The speeches were recorded and transcribed, proceeding to the elaboration of the units of meaning with the respective ideographic and nomothetic analysis, giving rise to 52 units of meaning, synthesized in 4 categories, being: meaning of childbirth for the rural woman, need for emotional and physical support; the process of institutional childbirth and finally the birth of the baby. By way of conclusion. The experiences and expectations of women from rural areas reveal the need for a differentiated approach to institutional childbirth care.

O parto institucional é um processo complexo, especialmente a partir da experiência vivida pelas mães na zona rural do Peru. Objetivo. Revelar as experiências e expectativas das mulheres rurais em relação ao parto institucional em um hospital de Cajamarca. Metodologia. Estudo qualitativo com desenho fenomenológico. Utilizou-se a entrevista em profundidade como técnica de coleta de dados, e um guia de perguntas orientadoras relacionadas às experiências e expectativas das mulheres rurais em relação ao parto institucional no Hospital Regional de Ensino de Cajamarca foi utilizado como instrumento, o que nos permitiu abordar o fenômeno em estudo. Resultados. No momento da coleta de dados, foram obtidos cinco discursos de mulheres no pós-parto que haviam dado à luz nesse hospital. Os discursos foram gravados e transcritos, procedendo-se à elaboração das unidades de significado com a respectiva análise ideográfica e nomotética, dando origem a 52 unidades de significado, sintetizadas em 4 categorias, sendo elas: significado do parto para a mulher rural, necessidade de apoio emocional e físico; o processo de parto institucional e, finalmente, o nascimento do bebê. À guisa de conclusão. As experiências e expectativas das mulheres das áreas rurais revelam a necessidade de uma abordagem diferenciada para a assistência ao parto institucional.

Hiperconectados: las niñas, los niños y los adolescentes en las redes sociales. El fenómeno de TikTok / Hyperconnected: children and adolescents on social media. The TikTok phenomenon

Las plataformas digitales de comunicación en red revolucionaron el modo de comunicarnos, informarnos y entretenernos; impactaron principalmente en las nuevas generaciones. La pandemia incrementó los patrones de consumo en todas las edades y sus consecuencias: sedentarismo; obesidad; alteraciones del sueño, psicológicas, cognitivas, de la memoria/atención, del rendimiento académico; comportamientos problemáticos y riesgos de ciberacoso. La actividad de las nuevas generaciones en TikTok ­una plataforma donde pueden crear, visualizar, compartir videos y retos virales­ tiene impacto en su comportamiento. Sus publicaciones generan aprobaciones, comentarios y seguidores; esto estimula el circuito dopaminérgico de recompensa, que es la base de los comportamientos adictivos. El pediatra debe conocer estas conductas para recomendar buenas prácticas de uso. Esta revisión narrativa, basada en bibliografía de PubMed Central, SciELO, recomendaciones nacionales e internacionales, tiene como objetivo informar y actualizar a los profesionales sobre la plataforma, sus características y sus recomendaciones de uso seguro.

Network communication digital platforms have revolutionized the way we communicate, get information, and entertain ourselves; they have had a major impact on the new generations. The pandemic has increased consumption patterns at all ages and its consequences: a sedentary lifestyle, obesity, sleep, psychological, cognitive, memory/attention, and academic performance disorders, problematic behaviors, and risks of cyberbullying. The activity of the new generations on TikTok ­a platform that allows them to create, view, share videos and viral challenges­ has affected their behavior. Their posts lead to likes, comments, and followers; this stimulates the dopaminergic reward system, which is the basis of addictive behaviors. Pediatricians should be aware of these behaviors in order to recommend good practices. The objective of this narrative review, based on the bibliography from PubMed Central, SciELO, national and international recommendations, is to provide information and an update to health care providers on TikTok, its characteristics, and the recommendations for safe use.

Efeitos de uma intervenção com foco na socialização emocional infantil / Efectos de una intervención centrada en la socialización emocional infantil / Effects of an intervention focused on child emotion socialization

Punishing, minimizing, ignoring, or becoming distressed when dealing with children's negative emotions may favor the emergence or worsen behavior problems during childhood. This study examined the effects of the intervention program Vivendo Emoções [Experiencing Emotions] on maternal reactions to children's emotions and children's internalizing and externalizing problems. Thirty-two mothers of children aged between three and eight participated and were assigned to an intervention (n = 16) or a comparison (n = 16) group. The intervention was implemented in eight sessions intended to promote the mothers' strategies to identify and regulate their children's negative emotions and enable the children to improve emotional competence. The mothers completed the CCNES to report their reactions to children's emotional expressions and the CBCL to report internalizing and externalizing problems on pretest and posttest. The results reveal that mothers in the intervention group reported fewer unsupportive reactions on posttest than mothers in the comparison group. This finding shows the potential of such interventions to decrease unsupportive maternal reactions. Additionally, children in the intervention group presented more frequent somatic complaints than those in the comparison group on posttest. A potential explanation is that the mothers were more prepared to encourage their children to report negative emotions associated with bodily sensations.

Castigar, minimizar, ignorar o manifestar malestar ante la expresión de emociones negativas de los niños puede favorecer la aparición o el empeoramiento de problemas de comportamiento en la infancia. Este estudio examinó los efectos del programa de intervención Viviendo Emociones, focado en la socialización emocional de los niños, en las reacciones maternas a las emociones y en los problemas internalizantes y externalizantes de los niños. Participaron 32 madres de niños entre tres y ocho años, divididas en los grupos intervención (n = 16) y comparación (n = 16). El Viviendo Emociones se realizó en ocho sesiones y busca promover estrategias para identificar y regular las emociones negativas expresadas por los niños para que ellos amplíen su competencia emocional. En el pre-test y post-test, las madres respondieron el CCNES para reportar sus reacciones ante las expresiones emocionales de sus hijos y el CBCL para reportar problemas internalizantes y externalizantes. Los resultados revelaron que las madres en el grupo de intervención reportaron menos reacciones de no apoyo que las madres en el grupo comparación en el post-test. Ese hallazgo resalta el potencial de intervenciones de esta naturaleza para reducir las reacciones maternas de no apoyo. Adicionalmente, los niños del grupo intervención presentaron más quejas somáticas que los niños del grupo comparación en el post-test. Una explicación potencial es que las madres estaban más preparadas para alentar a los niños a reportar emociones negativas asociadas a sensaciones corporales.

Punir, minimizar, ignorar ou manifestar desconforto diante da expressão de emoções negativas dos filhos pode favorecer o surgimento ou agravamento dos problemas de comportamento na infância. Este estudo examinou os efeitos do programa de intervenção, Vivendo Emoções, com foco na socialização emocional infantil, sobre as reações maternas às emoções dos filhos e os problemas internalizantes e externalizantes das crianças. Participaram 32 mães de crianças entre três e oito anos, divididas em grupo intervenção (n = 16) e comparação (n = 16). O Vivendo Emoções foi realizado em oito sessões e busca promover estratégias para identificação e regulação das emoções negativas expressas pelos filhos de forma que a criança amplie sua competência emocional. No pré-teste e no pós-teste, as mães responderam a CCNES para informar suas reações às expressões emocionais nos filhos e o CBCL para relatar problemas internalizantes e externalizantes. Os resultados revelaram que as mães do grupo intervenção relataram menos reações não apoiadoras do que as mães do grupo comparação no pós-teste. Esse achado evidencia o potencial de intervenções dessa natureza para reduzir reações maternas não apoiadoras. Adicionalmente, as crianças do grupo intervenção apresentaram mais queixas somáticas do que as crianças do grupo comparação no pós-teste. Uma explicação potencial é que as mães estivessem mais preparadas para encorajar as crianças a relatar emoções negativas associadas a sensações corporais.

Resolutividade no Subsistema de Atenção à Saúde Indígena (SASI-SUS): análise em um serviço de referência no Amazonas, Brasil / Problem-solving in the Indigenous Health Care Subsystem (SASI-SUS): analysis in a reference service in Amazonas, Brazil

Resumo A resolutividade é um dos princípios do Sistema Único de Saúde (SUS) no Brasil, com sua capacidade de resolver os problemas da população nos diferentes níveis de complexidade da saúde. O Subsistema de Atenção à Saúde Indígena (SASI-SUS) integra este sistema, respeitando as especificidades das populações indígenas. O objetivo deste artigo é analisar a percepção dos profissionais e gestores de uma Casa de Saúde Indígena (CASAI) a respeito da resolutividade no subsistema quanto às circunstâncias da pandemia. Pesquisa qualitativa, de caráter descritivo, à luz da Política Nacional de Atenção à Saúde dos Povos Indígenas (PNASPI) e da teoria hermenêutica de Paul Ricoeur. Foram realizadas entrevistas entre os participantes a fim de registrar as experiências no processo de trabalho dos atores que cuidam dos indígenas referenciados à Manaus, Amazonas. Foram identificadas, pelas entrevistas, quatro temáticas essenciais: cuidado cultural; educação permanente em saúde & educação em saúde; negociação & improviso e; acolhimento & infraestrutura. A CASAI é uma instituição que vai além de um centro de apoio ou alojamento, sendo ponto de articulação entre os diferentes níveis de atenção aos indígenas e local de produção de cuidados e de saberes, tal como da construção de suas relações, resultando em um espaço resolutivo.

Abstract Problem-solving is one of the principles of the Unified Health System (SUS) in Brazil, with its ability to solve the health problems of the population at different levels of complexity. The Indigenous Health Care Subsystem (SASI-SUS) is part of this service, respecting the specificities of indigenous populations. The scope of this article is to analyze the perception of professionals and managers of an Indigenous Health Center (CASAI) regarding its ability to cope with the circumstances of the pandemic. It involved qualitative and descriptive research under the National Health Care Policy for Indigenous Peoples (PNASPI) and Paul Ricoeur's hermeneutic theory. Interviews were conducted with participants in order to record the experiences in the work process of the actors who assist the indigenous people housed at CASAI. Four essential themes were identified in the interviews: cultural care; permanent education in health & health education; negotiation & improvisation; and reception & infrastructure. CASAI is an institution that is more than a support center or accommodation, being a crossover point between the different levels of care and knowledge production of the indigenous people, as well as a place for establishing a relationship, resulting in a problem-solving space.

Problem Solving And Decision Making As Correlates Of Interpersonal Relationships Of Secondary School Students

Education is an intentionally trained activity focusing at nurturing the harmonious progress of an individual as productive, promising and reasonable individual in the society . A person needs set of skills to deal productively with life situations. Such skills are called life skills which help the person to deal effectively with any condition to get the desired outcomes. The present investigation was designed as a descriptive study and normative survey was the method adopted for the study. Stratified sampling technique has been used to select samples of 60 secondary school students. Problem solving inventory, decision making inventory and inter personal relationship questionnaire were the tools used. The data were analyzed through destructive measures of statistics mainly Mean and Standard Deviation and product moment correlation. From the findings, it can be concluded that there is no significant correlation between problem solving skill and interpersonal relationship, decision making and interpersonal relationship of secondary school students.

Empatía y disposición a la reconciliación socioemocional en adolescentes penalizados

(analítico) Este estudio analiza la relación entre la empatía y la disposición a la reconciliación socioemocional en adolescentes infractores de la ley. Con un diseño no experimental, correlacional-predictivo, participaron 171 jóvenes entre 15 y 23 años, judicializados con medida privativa de la libertad en Colombia, 81.1% (n = 137) hombres y 19.9 % (n = 34) mujeres. Se utilizó el índice de reactividad interpersonal y la escala de reconciliación socioemocional. Se hallaron correlaciones positivas (p < 0.05) entre la empatía y la reconciliación socioemocional. El análisis de regresión mostró que la empatía tiene efecto predictor positivo (p < 0.001) sobre la reconciliación socioemocional total (R2=0.154), intrapersonal (R2 = 0.081) e interpersonal (R2 = 0.185). Se concluye que la empatía incide en los procesos de reconciliación socioemocional de los adolescentes judicializados.

(analytical) This study analyzes the relationship between empathy and the disposition to socioemotional reconciliation in adolescent offenders of the law. With a non-experimental, correlational-predictive design, 171 young people between 15 and 23 years of age participated in the study, all of whom had been sentenced to imprisonment in Colombia. 81.1% (n = 137) males and 19.9% (n = 34) females. The interpersonal reactivity index and the socioemotional reconciliation scale were used. Positive correlations (p < 0.05) were found between empathy and socioemotional reconciliation. Regression analysis showed that empathy has positive predictor effect (p < 0.001) on total (R2 = 0.154), intrapersonal (R2 = 0.081) and interpersonal (R2 = 0.185) socioemotional reconciliation. It is concluded that empathy has an impact on the socioemotional reconciliation processes of judicialized adolescents.

(analítico) Neste estudo é analisada a relação entre empatia e disposição para a reconciliação sócio-emocional em adolescentes infratores da lei. Com um desenho não experimental, correlativo-preditivo, participaram do estudo 171 jovens entre 15 e 23 anos de idade, que haviam sido condenados a penas de prisão na Colômbia. 81,1% (n = 137) machos e 19,9% (n = 34) fêmeas. Foram utilizados o índice de reatividade interpessoal e a escala de reconciliação socioemocional. Foram encontradas correlações positivas (p< 0,05) entre empatia e reconciliação socioemocional. A análise de regressão mostrou que a empatia tem um efeito preditor positivo (p < 0,001) sobre o total (R2 = 0,154), intrapessoal (R2 = 0,081) e a reconciliação sócio-emocional interpessoal (R2 = 0,185). Conclui-se que a empatia tem um impacto sobre os processos de reconciliação socioemocional de adolescentes judicializados.

Prevalence of Health Problems, Professional and Financial Satisfaction among Doctors Working Across Vadodara City: A Cross-sectional Study

Background: The present study was conducted to know the distribution of various health problems among doctors and to assess professional and financial satisfaction levels among doctors. Methods: A Google Form questionnaire-based cross-sectional study was conducted among 122 doctors in Vadodara selected purposively after taking consent. Google form was circulated by email and WhatsApp groups. The form consisted of questions related to demographic details, health problems, financial and job satisfaction. All the responses were recorded and analyzed in MS Excel 2019. Results: Among the 122 doctors, 89 (72.95%) were male and 33 (27.04%) were female and 101 (82.78%) doctors were taking treatment for some ailment. Around 86.9% of doctors regularly opt for a health check-up. Among the health problems reported by doctors, the most common were musculoskeletal ailments (72.13%) followed by hypertension (28.9%), diabetes (17.2), cardiac (12.3%), endocrinal (10.65%), eye (9.01), mental (6.55) problems. Approximately 37.70% of doctors answered that health problems temporarily affect their work; 5.73% of doctors felt the need to modify their work pattern. About 91.80% of doctors were satisfied by their profession, while 108 (88.52%) doctors were financially satisfied with their work. Conclusion: More than half of the professionals complained of musculoskeletal problems. The majority of health care professionals were professionally and financially satisfied.

Principales dificultades de los proyectos de investigación de la especialidad Medicina General Integral / Main Difficulties of Research Projects of the General Comprehensive Medicine Specialty

Introducción: El residente de Medicina General Integral, una vez graduado, ejecutará investigaciones en correspondencia con las necesidades actuales del Sistema Nacional de Salud y a partir de los problemas de salud predominantes en su comunidad. Objetivo: Describir las principales dificultades en los proyectos de investigación de los residentes de la Especialidad de Medicina General Integral. Métodos: Se realizó un estudio observacional descriptivo transversal en la Facultad de Ciencias Médicas de Sagua la Grande en el período 2020-2021. La población objeto de análisis quedó constituida por un total de 69 proyectos de investigación provenientes de 5 policlínicos docentes de 3 municipios del territorio (Corralillo, Quemado de Güines y Sagua la Grande). Se revisó el proyecto de investigación, se confeccionó un modelo para la recogida de datos extraídos de los mismos y se elaboró una base de datos para su almacenamiento. Resultados: Las principales dificultades estuvieron dadas en no sustentar adecuadamente la investigación, en la redacción del problema científico, específicamente la relación entre el problema y el tipo de investigación, la conceptualización y/o operacionalización de las variables, la selección y elaboración de los métodos, técnicas e instrumentos para la recogida de la información y la acotación de la bibliografía por normas de Vancouver. Conclusiones: Resulta de vital importancia que los residentes de esta especialidad desarrollen habilidades investigativas desde el primer año de formación, lo que contribuirá a un mejor desempeño profesional a partir de la aplicación del método científico en la solución de los problemas de salud que se presenten en su quehacer diario(AU)

Introduction: The family medicine resident, once graduated, will do research in correspondence with the current needs of the national health system and considering the predominant health problems in her/his community. Objective: To describe the main difficulties in the research projects of residents in the General Comprehensive Medicine specialty. Methods: A cross-sectional, descriptive and observational study was carried out in the medical school of Sagua la Grande Municipality, in the period 2020-2021. The population under analysis consisted of a total of 69 research projects from five teaching polyclinics in three municipalities of the territory (Corralillo, Quemado de Güines and Sagua la Grande). Each research project was reviewed, a model was prepared for collecting the data extracted from them, and a database was elaborated for their storage. Results: The main difficulties were not supporting the research adequately, as well as in writing the scientific problem, specifically the relation between the problem and the type of research; also, the conceptualization or operationalization of variables, the selection and elaboration of methods, the techniques and instruments for the collection of information, and the bibliographical adjustment by the Vancouver norms. Conclusions: It is of vital importance that residents of this specialty develop research skills from the first year of training, which will contribute to better professional performance from the application of the scientific method in the solution of health problems that appear in their daily work(AU)

Un profesor clínico y pedagogo en el Aprendizaje Basado en Problemas / A clinician and pedagogy professor for problem-based learning

Introducción: Las cualificaciones requeridas a un profesor tienen implicaciones en la vinculación laboral, el desarrollo profesoral y la calidad de la formación del recurso humano en salud. Objetivo: Determinar la experticia de un profesor y si existe evidencia empírica de que sus antecedentes en Aprendizaje Basado en Problemas influyan en el aprendizaje de los estudiantes. Métodos: En esta revisión de alcance se buscaron artículos publicados en las bases de datos Medline, Scopus, PubMmed, Google Scholar, EBSCO y ScienceDirect. La búsqueda incluyó, inicialmente, artículos publicados entre 2015 y 2020; luego, se incluyeron los estudios citados en estos artículos para aumentar el número de la muestra. La evaluación fue realizada de manera independiente por dos investigadores. En total, 11 artículos cumplían con los criterios de inclusión. Se extrajeron y analizaron datos sobre las cualidades del profesor del ABP. Resultados: Los estudios que exploran las cualificaciones del docente del Aprendizaje Basado en Problemas son escasos y no existe un criterio unificado sobre la formación y la experiencia requeridas a ellos. Las evidencias empíricas encontradas son cuestionables y muestran vacíos en la comprensión de este problema, aunque sugieren como mejor opción a un profesor experto en medicina y pedagogía. Conclusiones: Estos hallazgos representan un serio defecto del Aprendizaje Basado en Problemas. Una posible solución es integrar la enseñanza de la pedagogía a los currículos médicos para contar con una mayor cantidad de profesores expertos tanto en medicina como en docencia(U)

Introduction: The qualifications required from a professor have implications for job placement, professional development and the quality of health human resource training. Objective: To determine a professor's expertise and whether there is empirical evidence that his or her background in problem-based learning (PBL) influences student learning. Methods: In this scoping review, published articles were searched for in the Medline, Scopus, PubMed, Google Scholar, EBSCO and ScienceDirect databases. The search initially included articles published between 2015 and 2020; then, studies cited in these articles were included to increase the sample number. The assessment was performed independently by two researchers. A sheer number of eleven articles met the inclusion criteria. Data about the qualities of the PBL professor were extracted and analyzed. Results: Studies exploring the qualifications of the PBL professor are scarce, while there is no unified criterion on the training and experience required from them. The empirical evidence found is questionable and shows gaps in the understanding of this problem, although it suggests a professor with expertise in medicine and pedagogy as the best option. Conclusions: These findings represent a serious shortcoming of PBL. A possible solution is to integrate the teaching of pedagogy into medical curricula in order to have a greater number of professors with expertise in both medicine and teaching(AU)

Revisão sistemática sobre resolução de problema e mediação de conflito pela terapia cognitivo-comportamental / Systematic review on problem solving and conflict mediation by cognitive-behavioral therapy

RESUMO Objetivo: Na prática clínica, é importante diferenciar problema e conflito, porque os passos sugeridos na técnica de resolução de problemas costumam não ser suficientes para auxiliar o cliente a lidar com conflitos. Esta revisão sistemática teve como objetivos: investigar como a terapia cognitivo-comportamental (TCC) pode auxiliar na resolução de problemas e na mediação de conflito; sugerir uma estratégia que favoreça a melhor capacidade de mediar conflitos (QPD). Métodos: Foi realizada uma busca nas bases de dados: PubMed, PsycINFO, Web of Science (ISI) e Scopus. O método prisma foi utilizado, e foram selecionados para leitura na íntegra artigos experimentais. Resultados: Trezentos e sessenta e quatro ensaios clínicos aplicaram a resolução de problemas, apontando a eficácia dessa técnica juntamente com outras estratégias/intervenções da TCC. Livros-guias de TCC: não diferenciam problema e conflito; descrevem detalhadamente passos para resolução de problemas, focando na perspectiva do cliente, no momento presente e no uso da razão lógica; não abordam a mediação de conflitos pela TCC. Sugerimos uma estratégia que pode ajudar na mediação de conflitos: auxiliando na coleta/organização de informações; melhorando a comunicação - empática e assertiva; favorecendo escolhas com o intuito de causar o menor dano possível a todas as partes envolvidas no conflito. Conclusões: Para treinar terapeutas para aplicarem a resolução de problemas, há descrição detalhada dos passos a serem seguidos. Entretanto, para capacitar os terapeutas para mediarem conflitos, práticas clínicas que têm sido frequentemente descritas/utilizadas nas terapias cognitivas contextuais podem ser necessárias: aceitação psicológica, mindfulness , entender valores individuais, vivenciar/considerar a emoção em tomadas de decisão, ativar a compaixão/autocompaixão.

ABSTRACT Objective: It is important to differentiate between problem and conflict in clinical practice, because the steps suggested in the problem-solving technique are usually not enough to help patients deal with conflicts. This systematic review aimed to: investigate how cognitive-behavioral therapy (CBT) can help in problem solving and conflict mediation; suggest a strategy that can improve conflict mediate skills (QPD). Methods: A search was performed in the following databases: PubMed, PsycINFO, Web of science (ISI) and Scopus. Prisma flow diagram was used and experimental articles were selected for full reading. Results: Three hundred and sixty four clinical trials applied problem solving, showing the effectiveness of this technique with other CBT strategies/interventions. CBT guide books: do not differentiate between problem and conflict; describe in detail problem solving steps, focusing on the customer's perspective, the present moment and the use of logical reason; do not explore conflict mediation in the CBT. We suggest a strategy that can help in the mediation of conflicts: assisting in the collection/organization of information; improving communication - empathic and assertive; favoring choices that can cause the least possible harm to all parties in the conflict. Conclusions: There is detailed description of the steps to train therapists to apply problem solving. However, to improve therapeutic skills to mediate conflicts, clinical practices that have been frequently described/used in the contextual cognitive behavioral therapies may be necessary: psychological acceptance, mindfulness, understanding personal values, experiencing/considering emotion in decision making, activating compassion/self-compassion.

Clinical features and prognosis of neuroblastoma with intraspinal extension in children / 中华实用儿科临床杂志

Objective:To explore the clinical features, risks of recurrence and prognosis of neuroblastoma (NB) with intraspinal extension in children, and to perform a long-term follow-up to monitor their health problems.Methods:Clinical data of 22 children with NB with intraspinal extension treated in Xinhua Hospital Affiliated to Shanghai Jiao Tong University School of Medicine from January 2007 to December 2019 were retrospectively analyzed, including gender, age at diagnosis, clinical stage, and risks of recurrence.They were divided into non-recurrent group and recurrent group, and the survival was analyzed by Kaplan-Meier method.Results:(1)Fifteen(68.2%) children had motor nervous symptoms as the initial symptoms, including lower limb pain, weakness, and limited mobility, and 10(45.5%) showed moderate-to-severe nervous compression.(2)Neuronal enolase(NSE) (<200 μg/L), lactate dehydrogenase(LDH) (≤500 U/L) and vanillylmandelic acid(VMA) were in the normal range in most of children in the non-recurrence group, and a single site was involved.(3)Tumor lesions were not completely resected in the majority of children in the recurrent group, and their NSE (≥200 μg/L), LDH (>500 U/L) and VMA (more than 3 times higher) were abnormally higher, or suffered multisite pyramidal metastasis.(4)The median survival time (MST) was 119.4 months for children in the non-recurrent group, while it was only 25.3 months for those in the recurrent group.The 3-year overall survival (OS) rate was (95.5±6.4)% for the non-recurrent group, compared to only (20.0±17.9)% for children in the recurrent group ( χ2=9.387, P=0.002). Likewise, the 3-year event-free survival (EFS) rate for children in the non-recurrent group was (94.1±5.7)%, whereas it was only (20.0±17.9)% for children in the recurrent group( χ2=29.700, P<0.001). (5)Eleven of 22 children had long-term health problems, especially motor nerve function defects and scoliosis. Conclusions:Motor neurological, and moderate-to-severe neurological compression predominates are the main symptoms of NB children with intraspinal extension at the initial diagnosis.Patients who exhibit intradural tumor remnants, higher NSE, LDH, or VMA levels, and intradural extension with multiple sites of cone metastases are prone to recurrence.Once relapsed, the prognosis is extremely poor.The prognosis of NB with intraspinal extension in children is related to the severity of the initial neurological impairment, the duration of tumor compression, and the treatment regimen.Early diagnosis and intervention may reduce the risk of long-term health problems in children.

Effects of physical activity on mental and behavioral health and functioning for college students: a systematic review using ICF / 中国康复理论与实践

ObjectiveTo construct the physical activity intervention effect category and framework for college students with mental and behavioral health and functioning problems based on International Classification of Functioning, Disability, and Health (ICF). MethodsThe typical mental and behavioral health and functioning condition of college students were systematically analyzed using ICF. Relevant literatures about the health and functioning outcomes of college students participating in physical activity were retrieved from the databases of PubMed, Web of Science, EBSCO, and CNKI, from the establishment to August 20th, 2022, and reviewed systematically. ResultsTen English literatures were included, involving ten randomized controlled trials with 848 participants aged 15 to 34 years from seven countries, mainly from the journals of rehabilitation science, sports rehabilitation, rehabilitation psychology and health psychology, and were mainly published after 2016. The typical mental and behavioral health and functioning problems of college students mainly focused on stress, anxiety, depression, sleep disorders, learning fatigue, mobile phone addiction, alcohol drinking disorder, sedentary behavior and physical inactivity. Physical activity interventions included Biodanza, Hatha Yoga, Tai Chi, basketball, Baduanjin, cycling, swimming, roller skating, baseball, skill training, stretching exercise, resistance training, and aerobic exercise, etc. The frequency of interventions was mainly a long-term (four to 14 weeks, one to three times per week) program of high-, moderate-, or low-intensity physical activity. The health outcomes included improving cognitive function, relieving stress, anxiety, depression and learning fatigue, reducing negative automatic thinking, enhancing mindfulness, reducing loneliness and deficiency, improving sleep quality, improving upper limb muscle endurance; promoting the development of exercise habits, increasing physical activity participation, improving activity performance and academic performance, reducing sedentary behavior, drinking behavior and problematic mobile phone use; increasing social interaction, improving health perception and psychosocial function, enriching and improving recreation and campus life, and improving the quality of interpersonal relationships, quality of life and well-being. ConclusionA conceptual framework of physical activity participation of college students with mental and behavioral health and functioning problems is constructed using ICF. The typical mental and behavioral health and functioning problems of college students are mainly classified as mental health and functioning problems, behavioral health and functioning problems. The intervention types of physical activity are divided into physical fitness category, skill category, sports category and combination category. Health outcomes can be reflected in three dimensions: physical and mental health, activity and behavioral health, and overall functioning and quality of life.

Cross-sectional study on the sleep status and risk factors for sleep problems in infants and young children in Jilin Province / 中国当代儿科杂志

OBJECTIVES@#To explore the sleep status and risk factors for sleep problems in infants and young children in Jilin Province.@*METHODS@#A total of 1 080 healthy infants and young children aged 0-3 years from eight prefecture-level cities and one autonomous prefecture in Jilin Province were selected as subjects. A self-designed questionnaire was used to collect the general information of the subjects, and the Brief Infant Sleep Questionnaire was used to understand the sleep status of the subjects. Multivariate logistic regression analysis was used to analyze the risk factors for sleep problems.@*RESULTS@#The total detection rate of sleep problems in the infants and young children was 38.24% (413/1 080). The total sleep time in the 4-11 month, 12-24 month, and 25-36 month age groups was higher than the recommended total sleep time (P<0.05). Multivariate logistic regression analysis showed that full-term birth, higher educational level of the main caregiver, and higher daytime activity intensity were protective factors for sleep problems in the infants and young children (P<0.05), while lower frequency of vitamin D supplementation, frequent night feeding, and maternal snoring were risk factors for sleep problems (P<0.05).@*CONCLUSIONS@#The total sleep time of infants and young children over 4 months old in Jilin Province is higher than the recommended total sleep time, but the prevalence rate of sleep problems is higher. The occurrence of sleep problems is related to various factors. Strengthening follow-up on preterm infants, providing education on infant sleep knowledge to primary caregivers, and regularly supplementing with vitamin D can be beneficial in reducing sleep problems in infants and young children.

The role of mother-child relationship in the association between maternal parenting stress and emotional and behavioral problems in preschool children / 中国当代儿科杂志

OBJECTIVES@#To study the moderating effect of mother-child relationship in the association between maternal parenting stress and emotional and behavioral problems in preschool children, and to provide reference for the prevention and control of emotional and behavioral problems in preschool children.@*METHODS@#Using a stratified cluster sampling method, 2 049 preschool children were surveyed from November to December 2021, who sampled from 12 kindergartens in Wuhu City, Anhui Province. The emotional and behavioral problems of preschool children were assessed with the Strength and Difficulties Questionnaire. Pearson correlation analysis was used to evaluate the relationship of maternal parenting stress and mother-child relationship with children's emotional and behavioral problems. The PROCESS Macro was used to analyze the moderating effect of conflicted and dependent mother-child relationships in the association between maternal parenting stress and emotional and behavioral problems in these preschool children.@*RESULTS@#Among these preschool children, maternal parenting stress was positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); intimate mother-child relationships were negatively correlated with the scores of conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001); conflicted and dependent mother-child relationships were positively correlated with the scores of emotional symptoms, conduct problems, hyperactivity, and peer problems subscales and total difficulty scores (P<0.001). After controlling for relevant confounding factors, conflicted mother-child relationship (β=0.05, P=0.001) and dependent mother-child relationship (β=0.04, P=0.012) were found to have a moderating effect on the association between maternal parenting stress and total difficulty scores in these preschool children.@*CONCLUSIONS@#Negative mother-child relationships play a moderating role in the association between maternal parenting stress and emotional and behavioral problems in preschool children. Prevention of emotional and behavioral problems in preschool children should focus on reducing maternal parenting stress and improving negative mother-child relationships.