ABSTRACT
Resumen Objetivo. EQUIPAR para Educadores (EpE; DiBiase et al., 2010) es un programa educativo cuyo objetivo es equipar a los jóvenes con habilidades y conocimientos para su vida diaria, a fin de prevenir conductas antisociales. El presente estudio se propone analizar los efectos de la aplicación del programa en las distorsiones cognitivas, el clima de aula y las actuaciones del alumnado en situaciones de acoso escolar. Método. Participaron 123 estudiantes de 3º y 4º de ESO. Se utilizó un diseño cuasi-experimental pretest/postest con un grupo control (128 estudiantes). Resultados. Se observaron cambios positivos en las actuaciones ante el acoso escolar, pero las distorsiones cognitivas y el clima de aula percibido no mostraron cambios después de la aplicación del programa. Conclusión. Una percepción muy positiva del clima de aula y el bajo nivel de distorsiones cognitivas antes de la intervención podrían explicar la falta de efectos, junto a aspectos relacionados con la implantación del programa EpE.
Abstract Objective. EQUIP for Educators (DiBiase et al., 2010) is an educational program, whose purpose is to equip young people with skills and knowledge for their daily life in order to prevent antisocial behavior. The present study aims at analyzing the effects of the program's application on cognitive distortions, class climate and students' behavior in bullying situations. Method. A total of 123 3rd and 4th grade students from secondary education participated. A quasi-experimental pretest/posttest design with a control group (128 students) was used. Results. Positive changes were observed in students' actions in bullying situations, however no changes in cognitive distortions and perceived class climate were found after the program's application. Conclusion. A very positive perception of the class climate and the low level of cognitive distortions before the intervention could explain the lack of effects, together with other aspects related to the implementation of the EQUIP for Educators program.
Resumo Escopo . Equipar para Educadores (EpE; Di Biase et al., 2010) é um programa educativo com o objetivo de equipar aos jovens com habilidades e conhecimentos para sua vida diária, com o fim de prever condutas antissociais. O presente estudo tem como proposto analisar os efeitos da aplicação do programa nas distorções cognitivas, o clima da aula e as atuações do alunado em situações de intimidação escolar. Metodologia . Participaram 123 estudantes de 3º e 4º de ESO. Foi utilizado um desenho quase experimental pretest/postest com um grupo de controle (128 estudantes). Resultados . Foram observadas mudanças positivas nas atuações ante a intimidação escolar, mas as distorções cognitivas e o clima da aula percebidos não mostraram mudanças depois da aplicação do programa. Conclusão . Uma percepção muito positiva do clima da aula e o baixo nível de distorções cognitivas antes da intervenção poderiam explicar a falta de efeitos, junto a aspetos relacionados com a implementação do EpE.
Subject(s)
Social Behavior , Bullying , Schools , ThinkingABSTRACT
Introduction: Obesity and physical inactivity among schoolchildren are among the most challenging health problems inMalaysia. The present study aimed to evaluate the sustainedimpact of Juara Sihat programme on physical activity leveland anthropometric status at 18-month post-intervention.Method: Participants of Juara Sihat (n=55) were followed-upat 18 months after completion of the intervention. JuaraSihat intervention was implemented over 12 weeks andfocused on four key components: (i) five one-hour nutritioneducation classes, (ii) four one-hour physical activityeducation sessions, (iii) family involvement, and (iv)empowerment of Parents and Teachers Association.Anthropometric variables (body mass index, body fatpercentage and waist circumference) were measured andphysical activity level was evaluated by using PhysicalActivity Questionnaire for Children (PAQ-C) at baseline (P0),immediately upon completion of intervention (P1), atthree-month post-intervention (P2), and at 18-month postintervention(P3). Analyses of repeated measures analysisof covariance (ANCOVA) with intention-to-treat principlewere applied.Results: Sustained effects were found in BMI-for-age z-scorewhich showed a reduction (P0 2.41±0.84 vs P3 2.27±0.81)and physical activity level which showed positiveimprovements (P0 2.46±0.62 vs P3 2.87±0.76) at 18 monthsafter intervention was completed. Body fat and waistcircumference had increased over the same time period.Conclusion: Overall, this study successfully demonstratedsustained intervention effects of Juara Sihat intervention onBMI-for-age z-score and physical activity, but not on body fatpercentage and waist circumfere
ABSTRACT
El concepto de autodeterminación refleja el derecho de toda persona a actuar como protagonista principal de su propia vida. El ejercicio de este derecho influye significativamente en la calidad de vida de las personas con discapacidad intelectual. Este artículo presenta una síntesis de los principales logros acontecidos en España acerca del movimiento hacia la autonomía y autodeterminación de este colectivo. Para ello, se han revisado las aportaciones más significativas que desde los años 90 se han venido produciendo en España respecto al concepto de autodeterminación, los instrumentos para su evaluación y las sugerencias para la intervención educativa. Finalmente, se presentan algunos de los retos que todavía quedan por afrontar para el pleno desarrollo de este derecho básico.
The concept of self-determination reflects the right of individuals to act as the main characters of their own life. The exercise of this right influences significantly the quality of life of people with intellectual disabilities. This article presents a summary of the main achievements that occurred in Spain about the movement towards independence and self-determination of this group. To aim this objective, we have reviewed the most significant contributions, which have been emerging since the 90s, regarding the concept of self-determination, the instruments for evaluation and suggestions for educational intervention. Finally, we present some unresolved challenges that remain to be faced in the full development of this basic right.
ABSTRACT
O contexto da formação em psicologia é tradicionalmente marcado pela patologização das performances de gênero e das sexualidades que fogem à matriz heteronormativa. A ausência da discussão sobre a diversidade sexual na formação em psicologia da Universidade Federal do Rio Grande do Sul motivou o projeto de pesquisa-intervenção aqui apresentado. O objetivo foi estimular o debate sobre a diversidade sexual utilizando o cinema como disparador de discussões em graduandos em psicologia, a fim de se compreenderem suas crenças e atitudes sobre a temática. As análises apontam para a resistência à discussão desta temática para além das abordagens tradicionais, as quais situam a diversidade sexual no campo da psicopatologia. No entanto, apesar da resistência, foi possível criar um espaço para a discussão que possibilitou ao corpo discente e docente refletir sobre o tema.
La formación universitaria en Psicología ha estado marcada por la patologización de las performances de género y de las sexualidades que escapan a la matriz heteronormativa. El proyecto de investigación-intervención que presentamos en este artículo se origina en la ausencia de una discusión sobre la diversidad sexual en la carrera de Psicología de la Universidad Federal de Rio Grande do Sul (Brasil). El objetivo fue estimular el debate sobre la diversidad sexual, utilizando el cine como disparador de discusiones entre estudiantes de Psicología, a fin de conocer y comprender creencias y actitudes sobre la cuestión. Los análisis señalan una resistencia a discutir acerca de esta temática más allá de los abordajes tradicionales, que situan la diversidad sexual en el campo de la psicopatología. Sin embargo, a pesar de esa resistencia se pudo crear un espacio para el debate que permitió, tanto a estudiantes cuanto a docentes, reflexionar sobre la temática.
University training in psychology has traditionally been informed by pathological views on those sexual and gender performances not conforming to the hetero-normative matrix. This intervention and research project was motivated by the absence of discussion on sexual diversity within the undergraduate program in psychology at Federal University of Rio Grande do Sul, Brazil. The goal was to stimulate the debate on sexual diversity. Cinema was used as a trigger for undergraduate students to discuss and elaborate on their beliefs and attitudes about the topic. The results indicate resistance to discussions beyond the traditional approaches which situate sexual diversity in the field of psychopathology. However, despite that resistance, it was possible to create a space for discussion, which made it possible for teachers and students to reflect on the topic.
Subject(s)
Humans , Male , Female , Psychology/education , Students , Sexual and Gender Minorities , Gender Diversity , Motion Pictures , Psychopathology , SexualityABSTRACT
El estudio consistió en una evaluación cualitativa de la versión piloto del taller Yo Pienso, Yo Siento, Yo Actúo. Este taller está destinado a prevenir la depresión en adolescentes y está basado en el enfoque cognitivo-conductual. La versión piloto fue realizada el 2008 en cuatro cursos de Primero Medio, correspondientes a dos colegios de la Comuna de San Bernardo. El objetivo del estudio fue conocer las percepciones de los estudiantes que participaron en el taller piloto sobre la experiencia vivida y sus sugerencias sobre posibles modificaciones al diseño, con la finalidad de generar insumos para elaborar la versión definitiva del taller. La metodología consistió en la realización de grupos focales en cada curso intervenido, centrados en la evaluación de los componentes fundamentales del taller. Los principales resultados fueron que los participantes realizaron una evaluación general positiva del taller, que les pareció acertada la metodología de trabajo grupal y que le asignaron una gran importancia al control disciplinario en las sesiones y al vínculo que establecieron con los monitores. Los aprendizajes más significativos fueron en relación a la técnica de resolución de problemas. El espacio del taller fue valorado también como instancia de comunicación y mejoría de las relaciones interpersonales en los cursos. Las principales conclusiones fueron que el taller muestra una buena aceptación por parte de los participantes, que es importante reforzar el manejo de la disciplina durante las sesiones y que se debe garantizar la calidad del vínculo con los monitores.
The study consisted of a qualitative assessment of the pilot version of the workshop Yo Pienso, Yo Siento, Yo Actúo (I think, I feel, I do). This workshop is intended to prevent depression in adolescents and is based on the cognitive-behavioral approach. The pilot version was carried out in 2008 in four classes of Primero Medio (ninth grade) in two schools of the San Bernardo borough. The objective of the study was to understand the perceptions of students who participated in the pilot workshop on their experience and their suggestions for changes to the design with the objective of generating inputs to produce the final version of the workshop. The methodology included conducting focus groups in each class involved, focusing on the evaluation of the main components of the workshop. The main results were that participants held an overall positive assessment of the workshop; they found group work methodology successful; they attributed great importance to disciplinary control during sessions and to the relationship established with the monitors. The most significant learning was related with the technique of solving problems. The workshop environment was also related as an instance of communication and improvement of interpersonal relationships within the classes. The main findings were that the workshop showed good acceptance by the participants; it is important to strengthen the management of discipline during the sessions and to ensure the quality of the relationship with the monitors.
Subject(s)
Humans , Male , Female , Adolescent , Depression/prevention & control , Mental HealthABSTRACT
BACKGROUND: We aimed to evaluate the effect of school- based obesity prevention and management program applied to adolescents in a middle school on body mass index (BMI), weight-related attitude, eating behavior and physical activity of adolescents. METHODS: A total of 664 adolescents (14.7+/-0.9 years old) in a middle school located in Busan were study subjects. The obesity prevention and management program was conducted for 6 months, from March to September, 2005. Their weight and height were measured and their weight-related attitude, eating habit and physical activity were assessed using a questionnaire at baseline and after 6 months. Their weight status was classified into under-, normal-, and overweight according to their BMI at baseline. RESULTS: The prevalence of underweight and overweight was 6.2% and 19.3%, respectively. Among the adolescents with overweight, the BMI significantly decreased after 6 months compared to the BMI at baseline (P < 0.05), while the BMI was not significantly changed over 6 months among the under- and normal weight groups. The adolescents were more likely to become highly concerned about obesity-related problems (P=0.002) and actively participating in obesity prevention program (P=0.007) after 6 months compared to those attitude at baseline. The BMI significantly decreased in the adolescents whose eating behavior or physical activity were improved compared to their counterparts (P < 0.05). CONCLUSION: The 6-months program for obesity prevention and management seemed to reduce BMI in overweight adolescents and raise concern about obesity related problems and promote participation in obesity prevention program in adolescents as a whole. Further long-term intervention studies need to be implemented.