Expressed emotions and coping among the relapsed persons with alcohol dependence syndrome: A Comparative Study

Background: Alcohol dependence is a global public health issue; it is a chronic and relapsing illness. Relapse is multifaceted by both neurobiological and psychosocial processes. The aim of the study was to examine the expressed emotions and coping among persons with alcohol dependence. Methodology: The study was descriptive and hospital-based. A purposive sampling technique was used. This study was conducted at the Centre for Addiction Psychiatry, CIP, Ranchi. The total sample size was 50. Twenty-five persons with alcohol dependence who relapsed within six months following treatment formed a study group. Another 25 persons with alcohol dependence who were abstinent for a minimum period of six months after treatment formed a comparative group. Ways of Coping Questionnaire and the Level of expressed emotions Scale were used, and informed consent was taken from the participants. Chi- square and independent sample 't' test, Pearson's correlation was used to analyse the data. Results: Mean age of relapsed patients was 35.3 years (S.D±7.6), and abstinent patients were 35.4 yrs. (S.D±6.8), years of education of relapsed patients was 12 yrs. ±2.63 and 11.6 yrs. ±3.26 in abstinent patients. A majority (60%) of relapsed patients were from rural background, 92% in the abstinent group were employed. 60% of abstinent patients had a family history of alcohol dependence. Abstinent patients had scored significantly high in all the domains of ways of coping. Relapsed patients had higher scores in perceived lack of emotional support, perceived irritability, perceived intrusiveness, and perceived criticism compared to abstinent patients Conclusion: The study provided further evidence that coping and perceived expressed emotions significantly influenced relapse among persons with alcohol dependence.

Aprendiendo el valor del tiempo en educación física / Aprendendo o valor do tempo na educação física / Learning the value of time in physical education

Resumen El presente artículo analiza las prácticas pedagógicas de la Educación Física de un contexto específico para describir cómo promueven el aprendizaje del tiempo. A partir de una etnografía se obtienen las actividades propuestas por el profesorado de Educación Física de una escuela de Meliana, en Valencia (España). Se recogen 82 tareas motrices que son analizadas y contextualizadas en el marco educativo. Los resultados, a la luz de las ciencias de la educación, muestran una tendencia a realizar tareas sin memoria de resultado en las que no existe un final marcado por las reglas y, en menor tiempo, actividades con memoria en las que los participantes se clasifican en función del desenlace. La escuela guía al alumnado a aprender a gestionar libremente el tiempo y las relaciones socioafectivas que tienen lugar en él, a adaptarse a los ritmos sociales impuestos y las emociones derivadas de estos.

Resumo O presente artigo analisa as práticas pedagógicas da Educação Física de um contexto específico para descrever como promovem a aprendizagem do tempo. A partir de uma etnografia, obtém-se as atividades propostas pelos professores de Educação Física de uma escola de Meliana, na província de Valência (Espanha). Reúnem-se 82 tarefas motrizes, que são analisadas e contextualizadas no marco educativo. Aos olhos das Ciências da Educação, os resultados mostram uma tendência em realizar atividades sem resultado, nas quais não existe um final delimitado pelas regras. Em um tempo inferior, realizam-se atividades com resultado, nas quais os participantes classificam-se em função do desenlace. A escola orienta os discentes a aprenderem a organizar o tempo livremente e a relacionar-se socioafetivamente, e a adaptar-se aos ritmos sociais impostos e às emoções derivadas destes.

Abstract This article analyzes the pedagogical practices of Physical Education in a specific context in order to describe how they promote the learning of time. Using ethnography, we obtain the activities proposed by the Physical Education teachers of a school in Meliana, Valencia (Spain). 82 motor tasks are collected, analyzed and contextualized in the educational framework. Results in the light of educational sciences show a tendency to perform tasks without memory of outcome in which there is no end marked by rules and to perform activities with memory in less time, in which participants are classified according to outcomes. The school guides students to learn to freely manage their time and the socio-affective relationships that take place in it, and to adapt to the social rhythms imposed and the emotions derived from them.

Influencia de la modificación de la lógica interna en las emociones percibidas en estudiantes adolescentes durante las sesiones de expresión corporal / Influência da modificação da lógica interna nas emoções percebidas em adolescentes escolares durante as sessões de expressão corporal / Influence of changes in internal logic on emotions perceived in school teenagers students during body expression sessions

El objetivo de esta investigación es analizar la influencia de la modificación de la lógica interna en las emociones percibidas durante las actividades de expresión corporal en alumnos de educación secundaria. Ochenta alumnos (edad: 13.01±0.98 años; sexo: chicos n=49, chicas n=31; curso escolar: 1º ESO n=28, 2º ESO n=30, 3º ESO n=22) participaron voluntariamente en este estudio. Se realizaron dos sesiones compuestas por cinco actividades, separadas por una semana, donde se modificó la lógica interna entre sesiones. Se utilizó la Escala de Juegos y Emociones Deportivas (GES) modificada para el análisis de las emociones. Una modificación en la lógica interna influye directamente en las emociones negativas, manteniéndose altos los valores de emociones positivas. La satisfacción durante la práctica esta relacionada con la emoción de la alegría e inversamente relacionada con la emoción de la vergüenza. En conclusión, el trabajo y análisis de emociones es importante para alcanzar un mayor placer y satisfacción en los alumnos

O objetivo desta pesquisa é analisar a influência da modificação da lógica interna nas emoções percebidas durante as atividades de expressão corporal em alunos do ensino médio. Oitenta estudantes (idade: 13,01±0,98 anos, sexo: meninos n=49, meninas n=31, ano escolar: 1ºESO n=28, 2ºESO n=30, 3ºESO n=22) participaram voluntariamente deste estudo. Duas sessões foram compostas por cinco atividades, separadas por uma semana, em que a lógica interna entre sessões foi modificada. Foi utilizada a Escala de Jogos e Emoções Esportivas (GES) modificada para a análise das emoções. Uma modificação na lógica interna influencia diretamente as emoções negativas, mantendo altos os valores das emoções positivas. A satisfação durante a prática está relacionada à emoção da alegria e inversamente relacionada à vergonha da emoção. Em conclusão, o trabalho e análise de emoções é importante para alcançar maior prazer e satisfação nos alunos

This study analyzed the influence of changes in internal logic on emotions perceived during body expression lessons with secondary education students. Participants were 80 volunteers (age: 13.01±0.98 years; sex: boys n=49, girls n=31; school year of mandatory secondary education: 1st n=28, 2nd n=30, 3rd n=22). Two sessions were performed, separated by 7 days, with five activities each. In each session, the internal logic of the activities was changed. The Games and Emotions Scale (GES) was used to analyze the perceived emotions. A change in internal logic directly influences negative emotions, keeping scores of positive emotions high. Satisfaction during practice is related to emotion of joy and inversely related to the emotion of shame. In conclusion, to work and analyze emotions perceived by the students is important to increase their enjoyment and satisfaction

Expressed emotions, burden and family functioning in schizophrenic and bipolar I patients of a multimodal intervention programme: PRISMA / Emociones expresadas, carga y funcionamiento familiar de pacientes con esquizofrenia y trastorno afectivo bipolar tipo I de un programa de intervención multimodal: PRISMA

ABSTRACT Introduction: Bipolar disorder and schizophrenia are causes of major suffering in patients. Nevertheless, they also affect family and caregiver functioning. This is important because the participation and involvement of families and caregivers is essential to achieve an optimal treatment. Objective: To describe the level of expressed emotions, burden, and family functioning of bipolar and schizophrenic patients and, to evaluate the efficacy of the multimodal inter vention (MI) versus traditional intervention (TI) in family functioning and its perception by patients and caregivers. Material and methods: A prospective, longitudinal, therapeutic-comparative study was con ducted with 302 patients (104 schizophrenic and 198 bipolar patients) who were randomly assigned to a MI or TI groups of a multimodal intervention programme PRISMA. MI group received care from psychiatry, general medicine, neuropsychology, family therapy, and occu pational therapy. TI group received care from psychiatry and general medicine. Hamilton, Young and SANS, SAPS scales were applied to bipolar and schizophrenic patients, respec tively. The EEAG, FEICS, FACES III and ECF were also applied at the initial and final time. Results: There were statistically significant differences in socio-demographic and clinical variables in schizophrenia vs bipolar group: 83% vs 32.2% were male, 37 vs 43 mean age, 96% vs 59% were single, 50% vs 20% unemployed, and 20% vs 40% had college studies. In addition, 2 vs 2.5 numbers of hospitalisations, 18 vs 16 mean age of substance abuse onset and, 55 vs 80 points in EEAG. There were no statistically significant differences in family scales after conducting a multivariate analysis on the initial and final time in both groups. Conclusions: This study did not show changes in variables of burden and family functioning between bipolar and schizophrenic groups that were under TI vs MI.

RESUMEN Introducción: El trastorno afectivo bipolar (TAB) y la esquizofrenia son causas importantes de sufrimiento para los pacientes y sus familias, pues se afectan su funcionamiento y su dinámica normal. Esto es importante, ya que la implicación de la familia es esencial para un tratamiento óptimo del paciente. Objetivo: Describir el nivel de emociones expresadas, la carga y el funcionamiento de las familias de los pacientes bipolares y esquizofrénicos y evaluar la eficacia de la intervención multimodal (IM) en comparación con la intervención tradicional (IT) en el funcionamiento familiar y en la percepción que de este tienen el paciente y sus cuidadores. Material y métodos: Se realizó un estudio prospectivo, longitudinal, terapéutico-comparativo, con una muestra de 302 pacientes (104 con diagnóstico de esquizofrenia y 198 con TAB) aleatorizados a un grupo de IM y otro de IT dentro de un programa de salud mental con énfasis en reducción de la carga, el daño y el gasto social de la enfermedad mental (PRISMA). Los pacientes asignados a la IM recibían atención por psiquiatría, medicina general, neuropsicología, terapia de familia y terapia ocupacional, y los pacientes asignados a IT recibían atención por psiquiatría y medicina general. Las escalas realizadas al inicio y al final de las intervenciones fueron las de Hamilton y Young, SANS y SAPS, para pacientes bipolares y esquizofrénicos respectivamente. A ambos grupos se aplicaron las escalas EEAG, FEICS, FACES III y ECF. Resultados: Se encontraron diferencias estadísticamente significativas en las variables sociodemográficas y clínicas entre los grupos de pacientes con TAB y con esquizofrenia. Tras hacer un análisis multivariable MANCOVA, no se observaron diferencias estadística mente significativas en los resultados entre los momentos inicial y final en los grupos de pacientes con TAB y con esquizofrenia según las escalas FEICS, FACES III y ECF. Conclusiones: Este estudio no evidencia un cambio en la carga y el funcionamiento familiar entre los grupos sometidos a IM y a IT de pacientes bipolares y esquizofrénicos.

A potência da experimentação estética no processo de autoconhecimento: estudo sociopoético / The power of aesthetic experimentation in the process of self-knowledge: a sociopoetic study

Objetivo: fazer com que os participantes percebessem como atuaram e conduziram emocionalmente uma situação pessoal marcante positiva e uma negativa; e incentivá-los, a partir das conduções emocionais relatadas, a perceberem melhor o que sentem. Método: abordagem sociopoética, realizada com nove coordenadores avançados em transplantes. A partir do tema gerador "As emoções que sentimos e os caminhos que seguimos", foi realizada a experimentação estética para a produção dos dados. Análise dos dados: mulheril e filosófica. Utilizamos os pressupostos da Educação Emocional, segundo Juan Casassus. Resultados: observamos maior liberdade de expressão das emoções no ambiente não laboral. Aproximar-se dos familiares e chorar foram enfrentamentos comuns nas duas situações. Discussão: a autopermissão emocional foi o destaque, apontando para a construção da competência emocional em relação a si mesmo. Conclusão: a experimentação possibilitou a ampliação da consciência emocional dos participantes em situações emocionalmente positivas e negativas, abrindo caminho para o autoconhecimento. (AU)

Aim: to make the participants realize how they have acted and what has led emotionally to a positive and a negative personal situation, and to encourage them, based on the emotional conducts reported, to perceive better what they feel. Method: a study with a sociopoetic approach, conducted with nine advanced transplant coordinators. We carried out the aesthetic experimentation from the generating theme "The emotions we feel and the paths we follow" to produce the data. The data analysis was womanly and philosophical. We used the Emotional Education assumptions of Juan Casassus. Results: we observed greater freedom of expression in terms of emotions in the non-working environment. The approaches toward relatives and crying were common confrontations in both positive and negative situations. Discussion: emotional self-permission was the focus, pointing to the construction of emotional competence in relation to oneself. Conclusion: the experiment allowed the increase of participants' emotional awareness in emotionally positive and negative situations, opening the way to self-knowledge. (AU)

Management of Relapse in Schizophrenia

Relapse of psychotic symptoms in Schizophrenia occurs in up to 40% of patients within a year of being hospitalised. A relapse may be secondary to any individual factor or several factors acting concomitantly. Risk factors that can precipitate a relapse in Schizophrenia are: significant residual psychopathology, poor compliance to medication, poor insight, substance misuse, interactions with other medication, poor social support, increased stress and caregivers with high expressed emotions. A thorough history and assessment should be conducted to elicit all contributory factors and appropriate interventions undertaken to address them in order to prevent the onset of a full blown relapse or to help the individual to achieve remission of symptoms. It is necessary to implement a proactive approach towards the prevention of relapses by using strategies such as psychoeducation and early identification of relapse signatures. More importantly, it should be emphasised that empowerment of the individuals in understanding and managing their illness is crucial.

Brazilian norms for the International Affective Picture System (IAPS): comparison of the affective ratings for new stimuli between Brazilian and North-American subjects / Normas Brasileiras para o International Affective Picture System (IAPS) – estudo comparativo dos novos estímulos para avaliações afetivas entre sujeitos brasileiros e norte-americanos

OBJECTIVE: The study presents the Brazilian norms for 240 new stimuli from International Affective Picture System (IAPS), a database of affective images widely used in research, compared to the North-American normative ratings. METHODS: The participants were 448 Brazilian university students from several courses (269 women and 179 men) with mean age of 24.2 (SD = 7.8), that evaluated the IAPS pictures in the valence, arousal and dominance dimensions by the Self-Assessment Manikin (SAM) scales. Data were compared across the populations by Pearson linear correlation and Student's t-tests. RESULTS: Correlations were highly significant for all dimensions; however, Brazilians' averages for arousal were higher than North-Americans'. CONCLUSIONS: The results show stability in relation to the first part of the Brazilian standardization and they are also consistent with the North-American standards, despite minor differences relating to interpretation of the arousal dimension, demonstrating that IAPS is a reliable instrument for experimental studies in the Brazilian population.

OBJETIVO: Este trabalho apresenta as normas brasileiras de 240 novos estímulos do International Affective Picture System (IAPS), instrumento de imagens afetivas amplamente utilizado em pesquisas, e estabelece comparações com os valores da normatização americana. MÉTODOS: Participaram voluntariamente 448 estudantes universitários brasileiros (269 mulheres e 179 homens), com idade média de 24,2 anos (DP = 7,8), que avaliaram as fotografias do IAPS pelas dimensões prazer, alerta e dominância por intermédio das escalas do Self Assessment Manikin (SAM). Os dados foram comparados entre as populações por correlações lineares de Pearson e testes t de Student. RESULTADOS: As correlações foram altamente significativas para todas as dimensões, porém as médias de alerta dos brasileiros foram mais elevadas do que as dos norte-americanos. CONCLUSÃO: Os resultados mostram estabilidade com a primeira parte da normatização brasileira e boa consistência com os valores da normatização norte-americana, a despeito de pequenas diferenças concernentes à interpretação da dimensão alerta. Fica demonstrado que o IAPS é instrumento confiável para estudos experimentais na população brasileira.