Impact of Pain Neuroscience Education Program in Community Physiotherapy Context on Pain Perception and Psychosocial Variables Associated with It in Elderly Persons: A Ranzomized Controlled Trial.

This study investigated the long-term effect (six-months) of a Pain Neuroscience Education (PNE) program on pain perception, quality of life, kinesiophobia and catastrophism in older adults with multimorbidity and chronic pain. Fifty participants (n = 50) were randomly assigned to the pain education therapy group (PET; n = 24) and control group (CG; n = 26). The PET group received six sessions (i.e., once a week, 50 min) about neurophysiology of pain while the CG carried on with their usual life. Perception of pain through the visual analogue scale (VAS), quality of life (EQ-5D questionnaire), kinesiophobia (TSK-11) and catastrophism (PCS) were assessed after six months since the last PNE session. Statistically significant differences on VAS (t(48) = 44, p = 0.01, ES = 0.42 [0.13, 0.65]) was found in favor to PET group. No other statistically significant differences were found. This study found that the application of a PNE intervention in an isolated form was able to significantly reduce pain perception with low effect size in the long-term (six months after intervention) in elderly people with chronic pain.

Atención temprana y prácticas centradas en la familia: a propósito de un caso / Early intervention and family-centered practice: a case report

En atención temprana la evidencia científica pone de manifiesto la eficacia y eficiencia de las prácticas centradas en la familia y en entornos naturales. Las intervenciones con niños que padecen una discapacidad o se encuentran en una situación de riesgo deben permitir la participación de las familias y/o los profesores. Las prácticas que generan competencias en los cuidadores del niño son las que favorecen el desarrollo en sus rutinas y contextos habituales. En este trabajo presentamos el análisis de un caso que ejemplifica cómo los aspectos teóricos pueden trasladarse a la esfera de la práctica diaria. Se muestran los aspectos clave de la intervención con prácticas centradas en la familia y en entornos naturales siguiendo el modelo basado en rutinas. Se describen el plan individual de apoyo a la familia y los apoyos educativos de una niña desde su evaluación inicial, descripción de objetivos funcionales, plan de intervención y seguimiento. Como resultado de la intervención, se observa una mejora en el desarrollo funcional de la pequeña y tanto la familia como la profesora se sienten más competentes, empoderados y con mejor calidad de vida familiar. Queda reflejada la importancia del trabajo transdisciplinar, la colaboración entre diferentes agentes sociales y el indiscutible papel de la familia durante todo el proceso (AU)

Scientific evidence demonstrates in Early Intervention the effectiveness and efficiency of family-centered practices and natural environments. Interventions with children who have a disability or are at a risk should allow participation of families and/or teachers. The practices must generate skills in the child's caregivers to promote the development of their usual routines and contexts. This paper presents the analysis of a case that exemplifies how the theoretical aspects can be transferred to the sphere of daily practice. We use de Routines Based Model to shown the intervention. The Individual Family Support Plan describes the service: Initial assessment, functional objectives, intervention plan and monitoring. As a result of the intervention, we can see the improvement in the functional development and we observe the family and the teacher feel more competent, empowered and better family quality of family life. The importance of transdisciplinary work, collaboration between different social agents and the undisputed role of the family throughout the process is reflected (AU)