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Objective: To systematize the pedagogical experiences of four Peruvian teachers of Inclusive Education in Peru, COVID-19 context. Methods: Hermeneutical phenomenology proposal with a qualitative approach, which used the in-depth interview to gather information concerning the categories: Teacher; School; Students and parents; Pandemic situation; and Stress, coping and perspectives. The study intervention was planned in three stages: 1. Descriptive: it allowed planning, preparing technical documents, sensitizing participants, and recommending ethical intervention protocols. 2. Structural: it allowed workshops among researchers to practice intervention procedures, review contingency plans and specify the essential research skills and attributes to achieve the study's objective. Also, the preliminary results were shared with the participants before legitimizing the results. 3. Discussion: the results were contrasted with previous studies to elucidate the coherence and/or fundamental contradictions. Results: Among the main findings, stand out the lack of planned teacher training, the economic limitations of teachers and parents, overwork and its effect on the mental health of teachers, possible violations of the legal framework established for care inclusive children in Peru, as well as problems of adaptation to the new educational scenario. Conclusions: economic limitations and connectivity problems limit the teacher's performance and the normal learning of inclusive children. The work of the inclusive teacher overflows their working hours, causing emotional effects that impact their performance and quality of life. It is imperative to comply with the legal framework that allows the enrollment and enrollment of inclusive students in Peru(AU)
Objetivo: Sistematizar las experiencias pedagógicas de cuatro docentes peruanos de Educación Inclusiva en Perú, contexto COVID-19. Métodos: Propuesta de fenomenología hermenéutica con abordaje cualitativo, que utilizó la entrevista en profundidad para recolectar información referente a las categorías: Docente; Colegio; Estudiantes y padres; situación de pandemia; y Estrés, afrontamiento y perspectivas. La intervención del estudio fue planificada en tres etapas: 1. Descriptiva: permitió planificar, elaborar documentos técnicos, sensibilizar a los participantes y recomendar protocolos éticos de intervención. 2. Estructural: permitió talleres entre investigadores para practicar procedimientos de intervención, revisar planes de contingencia y especificar las habilidades y atributos de investigación esenciales para lograr el objetivo del estudio. Además, los resultados preliminares fueron compartidos con los participantes antes de legitimar los resultados. 3. Discusión: los resultados fueron contrastados con estudios previos para dilucidar la coherencia y/o contradicciones fundamentales. Resultados: Entre los principales hallazgos se destacan la falta de formación docente planificada, las limitaciones económicas de docentes y padres de familia, el exceso de trabajo y su efecto en la salud mental de los docentes, posibles vulneraciones al marco legal establecido para la atención inclusiva a la niñez en el Perú. , así como problemas de adaptación al nuevo escenario educativo. Conclusiones: las limitaciones económicas y los problemas de conectividad limitan el desempeño docente y el normal aprendizaje de los niños inclusivos. La labor del docente inclusivo desborda su jornada laboral, provocando efectos emocionales que impactan en su desempeño y calidad de vida. Es imperativo cumplir con el marco legal que permite la matrícula y matrícula de los estudiantes inclusivos en el Perú(AU)
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Humanos , Educação a Distância/métodos , Aprendizagem , Pais/educação , Peru , Docentes , COVID-19/prevenção & controleRESUMO
Objective To analyze the relationship between family-related factors and the status of overweight and obesity in children and adolescents aged 6-17 years in China.Methods Data were collected from the China National Nutrition and Health Surveillance in 2010-2012 program.A sample of 6 343 subjects aged 6-17 years was selected,with matched weight,education levels,household income and other family related factors of their parents.Univariate analysis and multivariate logistic regression were used to explore the relationship between family factors and overweight and obesity in school-aged children and adolescents.Results After adjusted for age,gender and region,results from the multivariate logistic regression showed that both the overweight and obesity of children and adolescents were associated with maternal BMI (OR=1.83,95％ CI:1.63-2.05),paternal BMI (OR=1.74,95％CI:1.57-1.94),mother's educational level (OR=1.24,95％CI:1.12-1.37) and household income (OR=l.30,95％CI:1.15-1.46).Conclusion Factors as overweight or obesity status of the parents,mother's educational level and household income were positively correlated with the prevalence of overweight and obesity in Chinese children and adolescents.
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Objective To analyze the relationship between family-related factors and the status of overweight and obesity in children and adolescents aged 6-17 years in China.Methods Data were collected from the China National Nutrition and Health Surveillance in 2010-2012 program.A sample of 6 343 subjects aged 6-17 years was selected,with matched weight,education levels,household income and other family related factors of their parents.Univariate analysis and multivariate logistic regression were used to explore the relationship between family factors and overweight and obesity in school-aged children and adolescents.Results After adjusted for age,gender and region,results from the multivariate logistic regression showed that both the overweight and obesity of children and adolescents were associated with maternal BMI (OR=1.83,95％ CI:1.63-2.05),paternal BMI (OR=1.74,95％CI:1.57-1.94),mother's educational level (OR=1.24,95％CI:1.12-1.37) and household income (OR=l.30,95％CI:1.15-1.46).Conclusion Factors as overweight or obesity status of the parents,mother's educational level and household income were positively correlated with the prevalence of overweight and obesity in Chinese children and adolescents.
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This paper investigate the effect of parents’ education background and family monthly income on the Intelligence Quotient (IQ) of students with special needs in Kelantan, Malaysia. This cross-sectional method study was employed multistage random sampling to obtain information drawn from 130 participants from 10 selected school in Kelantan, Malaysia. Questionnaire was used to obtain parents’ education background, family monthly income and demographic variables. Students IQ were assessed using Comprehensive Test for Non-Verbal Intelligence (CTONI 2nd Edition). Data analysis involve independent sample t-test, one-way between group ANOVA, Pearson’s correlation and multiple linear regression. From analysis of IQ score, 63.8% of the special needs students scored very poor IQ, 12.3% scored below average and only 1.5% score average IQ. Significant mean difference were revealed between age group (p = 0.002), parents’ education (p = 0.018) and family monthly income (p < 0.05) on special needs students IQ. Post-hoc tukey shows significance between parents who never went to school, went to secondary school (p = 0.037) and university/college (p = 0.021). In term of family monthly income, significance difference were found between family with low and high monthly income (p < 0.05). Family monthly income (r = 0.393, p < 0.01) showed positive moderate correlation on special needs students IQ. After being forwarded by multiple linear regression, it was found that family monthly income (B = 3.605, p < 0.05) and age group of special needs students (B = 0.879, p = 0.002) were significant predictor for IQ score and explained 22.5% of the variance (R2 = 0.225, F (5,124) = 83.94, p < 0.05. Overally, majority of special needs students in current study have very poor IQ score. Further explanation are discussed on the paper.
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Introducción: la obesidad es un problema de salud que alcanza dimensiones epidémicas a nivel mundial y afecta a todas las edades y grupos sociales. Es, además, un factor de riesgo para otras enfermedades, y común en personas con síndrome de Down, asociada con la disminución de su expectativa de vida, y aunque existen diferentes tratamientos para su prevención y erradicación, sigue aumentando. Objetivo: explorar el conocimiento acerca del sobrepeso y la obesidad por parte de los padres de niños con este síndrome y su respuesta a la estrategia educativa utilizada. Métodos: se realizó una estrategia educativa de intervención con diseño de estudio antes-después sobre el conocimiento del sobrepeso y la obesidad en niños con síndrome de Down que asisten al Círculo Infantil Especial "Zunzún" en Ciudad de La Habana, desde septiembre a noviembre de 2008. Participaron 28 padres y/o madres. Se hizo en 3 fases y se aplicaron 3 talleres. Resultados: antes de los talleres solo 8 (28,6 por ciento) de los padres y/o madres refirieron haber recibido información acerca del sobrepeso y la obesidad, brindada por el Médico de Familia y el pediatra del área de salud. Antes de los talleres una mayoría significativa no los reconocían como enfermedades en sus hijos y no se sentían capaces de controlarlos. Después de los talleres se apreció un aumento significativo en el reconocimiento de la obesidad como enfermedad per se y en sus propios hijos, la asociaban con más frecuencia con otros problemas de salud, menos padres reconocían que controlaban la alimentación y les realizaban ejercicios físicos, con una diferencia significativa en la capacidad de estos padres para controlar la obesidad en sus hijos. Conclusiones: los talleres tuvieron un impacto positivo sobre el conocimiento de la enfermedad, su relación como factor de riesgo asociado con otras enfermedades, su interdependencia con la sobrealimentación y el sedentarismo, y se demostró la importancia de los programas educativos que incluyan a los familiares de niños con síndrome de Down en la prevención del sobrepeso y la obesidad.
Introduction: obesity is a health problem with epidemic dimensions at world scale and involves all ages and social groups. Also, it is a risk factor for other diseases and is common in persons with Down syndrome associated with a decrease of its life expectancy and although there are different treatments for its prevention and elimination, remains increasing. Objective: to explore he knowledges on the excess weight and obesity by part of parents of children with this syndrome and its response to educational strategy used. Methods: an educational intervention strategy was carried out with a study design of before-after on the knowledge of excess weight and obesity in children presenting with Down syndrome from the "Zunzún" Special Nursery of Ciudad de La Habana, from September to November, 2008. Twenty eight parents were involved in this study which was conducted in three phases where three workshops were applied. Results: before workshops only 8 (28,6 percent of parents referred to have information on the excess weight and obesity from the Family Physician and the pediatrician of health area. Before workshops a significant majority not recognized this syndrome as a disease present in children and was not able to control them. After work shops there was a significant increase in recognition of obesity as a disease per se and in their own children, frequently they associated it with other health problems, less parents recognize a control on feeding and carrying out of physical exercises, with a significant difference in ability of these parents to control obesity in their children. Conclusions: workshops had a positive impact on the knowledge of disease, its relation as risk factor associated with other diseases, its interdependence with a overfeeding and sedentary habits; demonstrating the significance of educational programs including relatives of children with Down syndrome in prevention of excess weight and obesity.
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Humanos , Criança , Síndrome de Down , ObesidadeRESUMO
Objective To discuss family environment and parent's education pattern of violent online games addictive disorder in junior middle school students. Methods From August to December at 2008,6000 students were randomly drown from 8 junior middle schools in Dalian. All subjects were investigated with the self-made internet game survey form and the Chen internet addiction scale (CLAS). 149(2.5% ) internet game addicts were screen out from 6000 students, and then were divided into the violence and entertainment game addicted group (66 students in per group, and the male 55, female 11). No-game group 66 students were matched according tothe sex and the age. All subjects were evaluated with Egma Minnen av Bardndosnauppforstran ( EMBU) and Moss's Family Environment Scale of Chinese version. Results Lower mother's understand and warm were observed in violence internet online game addictive student group than other two groups( (46. 37 ± 13. 93,49. 80 ± 7.13,53. 16 ± 14. 89) , F = 4.88, P<0.01) ,and the mother understand and warm were remarkably lower in the violence online game addictive group than the non-game addicted group(P<0.01) ,and mothers rejection and the denial are obviously higher in entertainment online game addictive group than the non-game group(P = 0. 038). In family environment survey results suggested there were significant different during the 3 groups (F1-3 = 13. 99, 12.24,10.56; P<0.05)in emotion expression(4. 74 ± 1. 32,6. 06 ± 1. 97,5. 80 ± 1. 11) ,and conflict (5. 57 ± 1.85,5.28 ± 1.41,3.63 ± 1.50) .independence (3.96 ± 1. 87,4.56 ± 1.84,4.63 ± 1. 85). In the violence online game addictive group, emotion expression was lower than other two groups (P<0. 01) ,the conflict score was higher than other two groups (P<0.01). The controlling was lower than other two groups ( all P<0. 01) ; family function and total score are lower in online game addictive groups than other groups (P<0. 01, P<0. 05). Conclusion -Lower emotion expression,higher conflict,lacks of mother's love and warm,and lower controlling are found in violence online game addictive junior middle school students.
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Educar sem usar de violência pode ser tarefa difícil, principalmente para quem teve um modelo de educação violenta e tem que enfrentar problemas de comportamento de seus filhos como desobediência, mentira e agressividade. Para evitar a repetição de padrões educativos violentos, existem técnicas de educação pacíficas que podem ser ensinadas, como o treinamento de pais (TP). Este artigo revisou a literatura sobre as experiências brasileiras de treinamento de pais, enfocando as técnicas utilizadas e os seus resultados, verificando a sua aplicabilidade em programas públicos de saúde mental. Foram realizados levantamentos bibliográficos nas bases de dados SCIELO e PUBMED/MEDLINE utilizando-se as palavras-chaves "treinamento pais"; "violência"; "saúde mental"; "TEPT". No total, foram encontrados cinco estudos abordando o treinamento de pais, sendo que apenas um deles utilizou TP em ambulatório de Psiquiatria Infantil. Foi também descrita neste artigo a experiência clínica do ambulatório de trauma da UFMG. Concluiu-se que houve coerência entre os resultados de artigos que relataram o uso de TP e entre estes resultados e a experiência clínica do ambulatório de trauma e que o treinamento de pais e cuidadores pode favorecer que o contexto familiar seja mediador da saúde mental de crianças e adolescentes, ao minimizar as práticas educativas violentas no ambiente doméstico.
Educate without using violence may be a hard task, mainly to those who have had a violent model of education and have to face the problems of their own children behavior, such as disobedience, lies and aggressiveness. To avoid repeating violent educational patterns, there are techniques of peaceful education that can be taught, such as parental training (PT). This article reviewed the literature about Brazilian experiences on parents training, focusing the used techniques and their results, checking their applicability on mental health public programs. Bibliographic surveys on the database SCIELO and PUBMED/MEDLINEwere carried out using the key words "parents training"; "violence"; "mental health"; "TEPT". In total, there were five studies addressing parents training, and only one of them used PT in outpatient Child Psychiatry. This article also describes the clinical experience of UFMG trauma clinic. The conclusion was that there was consistency between the results of articles that reported the use of PT, and between these results and the clinical experience of outpatients trauma clinic, and that parents and caregivers training can support the family background as a mediator of mental health of children and teenagers, while minimizing the violence in the educational parenting practices in the home environment.
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Humanos , Educação/métodos , Pais/educação , Saúde MentalRESUMO
OBJECTIVE: The purpose of this study was to investigate the effects of video feedback training for the parents of autistic spectrum disorder children. METHOD: Ten Autistic spectrum disorder children and their mothers participated in this training. Twenty minutes play times were videotaped including free play time and chosen play time. After one session, watching videotape, the researcher analyzed the relation of the children and their mother and had a feedback training with the mother of child. RESULTS: The child's responses to the mother's start actions had significant differences (p<0.05). The language responses of children increased in the organized environment of chosen play. Language responses increased but negative actions and no responses reduced when mother encouraged child centered play rather than mother engaged in children's play directly. In log sector model, mother's responses according to the play type had meaningless difference (p0.05). But in division analysis mother's responses to child's start action had meaningful difference in pre/post treatment and play type. CONCLUSION: The effects of video feedback training of autistic spectrum disorder children's parents were positive. Through this investigation the interaction and the communication with autistic spectrum disorder children and their parents are influenced positively.