Exacerbation of Behcet's Disease and Pyoderma Gangrenosum Following COVID-19 Infection: A Case Report.

Behcet's disease (BD) and pyoderma gangrenosum (PG) are rare autoimmune inflammatory diseases that have been reported to relapse following COVID-19 infection. BD is a multisystemic syndrome that may involve multiple body organs. PG is a skin disease that can be a part of the skin involvement of BD. We report a 33-year-old woman with BD and PG who developed headaches, arthralgias, and rapidly progressive painful skin ulcers after COVID-19. She had not complained about BD or PG symptoms for two years prior to admission. Treatment at admission comprised infliximab 560 mg every eight weeks, azathioprine 50 mg daily, and low-dose aspirin. Due to the suspicion of neuro BD and the rapid appearance and progression of the ulcers, she was treated with intravenous (IV) methylprednisolone 1000 mg daily three times followed by prednisone at 1 mg/kg/day. Azathioprine was increased to 100 mg bid. Local ulcer care was provided. She was discharged home on the eighth hospital day. The arthralgias were completely gone, and the headaches and skin ulcers had improved. Six months after discharge, she was off prednisone and continued infliximab and azathioprine. She had no headaches or joint pains, and the ulcers had completely healed. One year after admission, BD and PG signs and symptoms had completely disappeared. This case highlights the importance of recognizing that autoimmune diseases may exacerbate COVID-19. Timely management is crucial to prevent complications and morbidity. To our knowledge, this is a rare case report describing BD and PG exacerbation following COVID-19.

Left Ventricle Non-Compaction Cardiomyopathy Admitted With Multiorgan Failure: A Case Report.

Left ventricle non-compaction (LVNC) is a rare congenital cardiomyopathy characterized by thickened myocardium due to an arrest of the normal compaction of the embryonic sponge-like meshwork of myocardial fibers.  We present a 40-year-old man with no known systemic illnesses admitted with cardiogenic shock and multiorgan failure. Echocardiogram revealed severe enlargement of all four chambers with left ventricular ejection fraction (LVEF) <10%. Cardiac magnetic resonance imaging (CMR) showed hypertrabecular left ventricular myocardium with a ratio of non-compact to compact myocardium of 2.3, diffuse myocardial thinning, and a 16-mm left ventricular thrombus. These findings were compatible with LVNC. The patient was treated with intravenous inotropic vasopressors for cardiogenic shock and enoxaparin as bridging for warfarin to a goal of INR 2.0-3.0. Due to refractory heart failure (HF) and dependency on inotropic support, the patient was placed on the waiting list for a heart transplant. Unfortunately, 27 days after admission, he presented ventricular tachycardia arrest and did not respond to aggressive advanced cardiac life support measures.  A high index of suspicion is required for the early diagnosis, which in turn allows the physician to prevent complications of this condition. There is no specific therapy, so management is directed toward the clinical manifestations including HF, arrhythmias, and systemic embolic events. Heart transplantation is the only definitive treatment.

Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population / Características psicométricas de la escala BRIEF para la evaluación de funciones ejecutivas en población clínica española

BACKGROUND: The Behavior Rating Inventory of Executive Functions (BRIEF) scale, completed by families, is widely known in the assessment of executive functions in children and adolescents. However, its application is limited to English-speaking population. METHOD: This study analyzes the preliminary results from its application in a Spanish clinical sample, comprising 125 participants aged 5-18 years. Internal structure and reliability of the translated scale were analyzed, as well as its relationship with other behavioral measures through the analysis of their correlations with the Assessment of Attention Deficit Hyperactivity Disorder Scale (EDAH). The results were compared with those from the original validation study. RESULTS: The data revealed the presence of the same internal structure, as well as acceptable internal consistency and significant correlations with the Attention Deficit and Hyperactivity components of the EDAH scale. CONCLUSIONS: This study provides preliminary evidence of the utility of the BRIEF scale in cultural contexts different from the original, particularly in Spanish clinical population

ANTECEDENTES: la escala Behavior Rating Inventory of Executive Functions (BRIEF), cumplimentada por familias, es ampliamente conocida en la evaluación de las funciones ejecutivas en niños y adolescentes. Sin embargo, su aplicación está limitada a población de habla inglesa. MÉTODO: en este estudio se analizan los primeros resultados procedentes de su aplicación a una muestra clínica española, formada por 125 participantes de 5 a 18 años. Se analizó la estructura interna y fiabilidad de las puntuaciones de la escala traducida al español, así como su relación con otras medidas comportamentales a través del análisis de sus correlaciones con la escala de Evaluación del Déficit de Atención con Hiperactividad (EDAH). Los resultados se compararon con los del estudio de validación original. RESULTADOS: los datos mostraron la presencia de una misma estructura interna de las puntuaciones, así como una aceptable consistencia interna y correlaciones estadísticamente significativas con los componentes de Déficit de Atención e Hiperactividad de la escala EDAH. CONCLUSIONES: este estudio aporta evidencia preliminar sobre la utilidad de la escala BRIEF en contextos culturales diferentes al originario, concretamente en población clínica española

Psychometric characteristics of the BRIEF scale for the assessment of executive functions in Spanish clinical population.

BACKGROUND: The Behavior Rating Inventory of Executive Functions (BRIEF) scale, completed by families, is widely known in the assessment of executive functions in children and adolescents. However, its application is limited to English-speaking population. METHOD: This study analyzes the preliminary results from its application in a Spanish clinical sample, comprising 125 participants aged 5-18 years. Internal structure and reliability of the translated scale were analyzed, as well as its relationship with other behavioral measures through the analysis of their correlations with the Assessment of Attention Deficit Hyperactivity Disorder Scale (EDAH). The results were compared with those from the original validation study. RESULTS: The data revealed the presence of the same internal structure, as well as acceptable internal consistency and significant correlations with the Attention Deficit and Hyperactivity components of the EDAH scale. CONCLUSIONS: This study provides preliminary evidence of the utility of the BRIEF scale in cultural contexts different from the original, particularly in Spanish clinical population.

Violencia a través de las tecnologías de la información y la comunicación en estudiantes de secundaria / Violence through information and communication technologies in secondary students

El objetivo de este estudio fue analizar la violencia a través de las Tecnologías de la Información y la Comunicación (TIC) en estudiantes de Educación Secundaria Obligatoria. Para ello, se aplicó el Cuestionario de Violencia Escolar-Revisado (CUVE-R) a 638 estudiantes de 1º a 4º de ESO, pertenecientes a seis centros educativos de Asturias (España). Los resultados obtenidos muestran que, a pesar de ser menos habitual que otros tipos más tradicionales de violencia escolar, la violencia a través de las TIC aparece con una frecuencia que la hace digna de atención. Se han encontrado diferencias estadísticamente significativas en función del curso y del entorno -rural o urbano- del centro: la violencia a través de las TIC aparece con mayor frecuencia en 2º de ESO que en los demás niveles educativos, y en los centros urbanos que en los rurales. En cambio, apenas se han encontrado diferencias en función del género. Se ha hallado, asimismo, una fuerte correlación entre la presencia de violencia a través de las TIC y de otros tipos de violencia escolar más tradicionales. Estos resultados se contrastan con los obtenidos por los estudios previos más relevantes sobre esta temática. Se discuten algunas implicaciones educativas de estos resultados (AU)

The aim of this paper was to analyze violence through Information and Communication Technologies (ICT) in Compulsory Secondary Education students. To achieve this objective, the School Violence Questionnaire-Revised was applied to 638 Compulsory Secondary Education students, from six high schools in Asturias (Spain). Results show that violence through ICT occurs with a remarkable frequency, although less than some kinds of traditional school violence. Statistically significative differences were found among grades of Compulsory Secondary Education and between rural and urban centers. Violence through ICT is more frequent in second grade and in urban high schools. However, statistically significative differences were barely found between genders. Also, a strong correlation between violence through ICT and some kinds of traditional school violence was found. These outcomes are compared with the results of the main previous works about this subject. Some educative implications of these results are discussed (AU)

Un análisis de los modelos teóricos actuales de escritura y su relación con el Trastorno por Déficit de Atención e Hiperactividad (TDAH) / No disponible

Entendiendo la escritura como un proceso recursivo, se presenta un estudio que pretende explorar, de forma general, los principales modelos de escritura. Intentando a su vez, explicitar elementos y conceptos relevantes de los mismos en relación con el Trastorno por Déficit de Atención e Hiperactividad (TDAH). Con ello, de una forma reflexiva se pretende realizar una primera conexión entre la escrituray los problemas del TDAH debido a la escasez de literatura al respecto. A su vez, se pretenden relacionar teóricamente, los aspectos destacados de estos modelos, con los modelos actuales y más usados del TDAH. Dentro de estos modelos generales de escritura,y teniendo en cuenta que la revisión textual es uno de los procesos cognitivos esenciales, se dedica mayor atención a dos modelos concretos de escritura referidos a este proceso, con el fin de ampliar la visión teórica, y ejemplificar las dificultades del niño con TDAH en un proceso concreto (AU)

Understanding writing as a recursive tool, we pretends explore theoretical base of the principal different models of writing, and alsohow these models are related to Attention Deficit and Hyperactivity Disorder (ADHD). We hope to establish a thoughtful connection between writing and the difficulties of ADHD, due to the scarcity of literature on this subject. Also, we establish a theoretical relationship between the theory of writing and the current theory of ADHD models. Within these models, and taking into account that is a textual review of the key cognitive processes in writing. We will emphasize two concrete models referring to the process of revising, with the aim of extending the theoretical vision and exemplify the difficulties of children with ADHD in a concret process of writing (AU)

Efectos sobre la conflictividad escolar de un programa de educación en resolución de conflictos en tutoría / Effects on School Conflicts of a Conflict Resolution Program in Tutorship

The aim of this study was to test an intervention program to improve school coexistence in Secondary Education. The intervention program consisted of ten units for the training of students in conflict resolution. It was applied to classroom groups of first cycle of Compulsory Secondary Education, second cycle of Compulsory Secondary Education and Baccalaureate of an IES by their teachers in tutoring schedule. The implementation of these units was accompanied by the use of this material by tutors to manage everyday school conflicts in a negotiated or mediated way. It was also accompanied by regular monitoring meetings. The students’ perceived level of violence in the experimental classrooms was compared with the perceived level in the classrooms where intervention program was not applied. The results show that intervention was more effective in the first cycle of Compulsory Secondary Education and Baccalaureate than in second cycle of Compulsory Secondary Education. They also show a greater impact on violence committed by the students than on violence committed by teachers. The influence of experimental mortality on the results is discussed (AU)

El objetivo de este trabajo fue poner a prueba un programa de intervención para la mejora de la convivencia. El programa de intervención consistió en un temario de diez unidades para la formación del alumnado en resolución de conflictos. Fue aplicado en un Instituto de Educación Secundaria, en aulas de primer ciclo de ESO, segundo ciclo de ESO y Bachillerato, por sus respectivos tutores en horario de tutoría. La aplicación de este temario fue acompañada del uso de este material por parte de los tutores para el afrontamiento negociado o mediado de ciertos conflictos en el centro y de reuniones periódicas de seguimiento. Mediante el Cuestionario de Violencia Escolar (CUVE), se comparó el nivel de violencia escolar percibido por el alumnado de las aulas experimentales con el percibido por el alumnado de las aulas en las que no se introdujo el programa de intervención,antes y después de su aplicación. Los resultados muestran una mayor eficacia de la intervención en primer ciclo de ESO y en Bachillerato que en segundo ciclo de SO. También muestran un mayor impacto en la violencia por parte del alumnado que en la cometida por el profesorado. Se debate la influencia de la mortalidad experimental sobre los resultados obtenidos (AU)

Psychometric properties of the d2 selective attention test in a sample of premature and born-at-term babies / Características psicométricas del test de atención selectiva d2 en niños prematuros y nacidos a término

The psychometric properties of the d2 Selective Attention Test are analyzed in two samples of premature (n= 63) and born-at-term (n= 78) children. The reliability coefficients (internal consistency) reached values of around .90. Principal components analysis revealed a three-factor structure, which accounts for 58% of the variance, and thus coincides with the number of factors presented in the manual of the Spanish adaptation of the test but not with their composition. Results suggest that the d2 test has adequate psychometric properties both for the global sample and for each sub-sample (AU)

Se analizan las propiedades ricas del test de atención selectiva «d2» en dos grupos de niños: prematuros (n= 63) y nacidos a término (n=78). Los coeficientes de fiabilidad, calculados por métodos de consistencia interna, se han situado en valores en torno a 0,90. El análisis de componentes principales ha mostrado una estructura de tres factores explicando el 58% de la varianza, coincidiendo con el número de factores presentados en el manual de la adaptación española de la prueba pero no en cuanto a la composición de los mismos. Se concluye que la prueba d2 tiene un comportamiento psicométricamente adecuado tanto para el grupo global como para cada una de las submuestras empleadas (AU)

Psychometric properties of the d2 selective attention test in a sample of premature and born-at-term babies.

The psychometric properties of the d2 Selective Attention Test are analyzed in two samples of premature ( n = 63) and born-at-term ( n = 78) children. The reliability coefficients (internal consistency) reached values of around .90. Principal components analysis revealed a three-factor structure, which accounts for 58% of the variance, and thus coincides with the number of factors presented in the manual of the Spanish adaptation of the test but not with their composition. Results suggest that the d2 test has adequate psychometric properties both for the global sample and for each sub-sample.

Los nuevos retos de la psicología escolar: la orientación / New challenges to school psychology: The counseling

La Psicología Educativa ha recorrido un largo camino para hacerse un hueco en el ámbito escolar. En este viaje, las colisionescon otras disciplinas han sido constantes porque el Psicólogo Escolar, al no clarificar sus funciones respecto al diagnóstico y ala intervención psicoeducativa, otros profesionales de la educación han asumido algunas de estas funciones, tales como eldiagnóstico de la capacidad cognitiva, afectiva o de la personalidad. Estas funciones son propias de la Psicología, de ahí lanecesidad de incorporar un Psicólogo Escolar en todos y cada uno de los Departamentos, Equipos, y Centros Educativos

Educational Psychology has covered a long way in order to obtain a place in schools. In this journey, conflicts with other disciplineswere frequent, because educational psychologists, having unclear functions in their psycho-educational diagnosis andparticipation, other educational professionals have assumed some of the their duties, i.e., diagnosis of cognitive and emotionalabilities or personality. These are characteristic functions of Psychology; therefore, it would be advisable to incorporate SchoolPsychologists in all Departments, Educational Teams and Schools