"It is Typical of Teenagers": When Teachers Morally Disengage from Cyberbullying.

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers' definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers' being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers' discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers' awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers' perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers.

Infrared reflectance techniques applied to silica particles diameter determination - theoretical and experimental data.

Silica is a versatile material employed in different applications fields including aerospace, especially for rocket engines thermal protections. It is known that particles diameter causes variations in the material properties, and the best-known methods for diameter determination in general consist of several steps in sample preparation such as drying, sieving and the determination of the refractive index according different methods. On the other hand, Fourier transform infrared spectroscopy techniques (FT-IR), in reflectance mode, related to the particle size, are less used for this type of determination. Moreover, methodologies in the near infrared region (NIR) are even less explored. Therefore, the aim of this paper is to present a FTIR methodology for diffuse reflectance (DRIFT) in the middle infrared region (MIR) and reflectance analysis in near infrared region (NIRA) for the determination of the particle diameter on silica samples. Both methodologies showed good results. As proven by a test sample analysis, NIRA methodology indicated better precision. Furthermore, considering small and intermediated particle sizes, a tendency towards smaller errors for the absorbance measurements of the samples was found, consistently with the available literature results.

Portuguese higher education students' adaptation to online teaching and learning in times of the COVID-19 pandemic: personal and contextual factors.

The COVID-19 pandemic brought about a global crisis affecting all sectors of society. Higher education is no exception. The closure of higher education institutions has dictated a sudden and unexpected transition from face-to-face to remote teaching to mitigate the spread of the SARS-CoV-2. This paper draws upon a wider piece of research which aimed to understand how higher education students adapted to the closure of their institution and how they looked at their experience of online teaching and learning. In total, 2718 students from different Portuguese higher education institutions participated in the study. Findings showed that both personal and contextual factors explained students' positive or negative adaptation to online teaching and learning as a result of the closure of higher education institutions. Institutional and pedagogical responses, individual self-regulatory and socio-emotional competencies and adequate resources were factors that led to either a more positive or negative student experience of online teaching and learning in times of COVID-19.

“It is Typical of Teenagers”: When Teachers Morally Disengage from Cyberbullying

Teachers can contribute to preventing and solving cyberbullying situations. Therefore, it is relevant to investigate what may influence their involvement and actions concerning this phenomenon. A first study analyze teachers’ definitions of cyberbullying, how they would intervene and feel morally implicated with the phenomenon. A second study aimed to investigate the association between teachers’ being aware of cyberbullying and their perceived severity, moral disengagement with the phenomenon, perceived performance to solve such situations and their acquired knowledge about cyberbullying. Twenty semi-structured interviews were conducted in the first study with 25 to 65-year-old teachers. An online inventory was answered in study two by 541 middle and high school teachers (Mage = 50, SD = 7). A thematic analysis from the first study revealed that most teachers did not report repetition of behavior, power imbalance, intentionality to harm, and occurrence among peers as defining features of cyberbullying. Also, strategies they would use to intervene mainly focused on reporting the incident. Moreover, moral disengagement mechanisms were found in teachers’ discourse, which contribute to displacing responsibility for intervening and perceiving cyberbullying as less severe. In the second study, path analysis revealed that teachers’ awareness of cyberbullying among their students was positively associated with moral disengagement and acquired knowledge of the phenomenon. The mediating role of acquired knowledge of cyberbullying was significant between being aware of cyberbullying and teachers’ perceived severity of the situation, moral disengagement, and perceived performance to solve these situations. These findings highlight the relevance of developing cyberbullying training actions involving teachers. (AU)

How Presenteeism Shaped Teacher Burnout in Cyberbullying Among Students During the COVID-19 Pandemic.

The pandemic caused by SARS-CoV2 has had an impact on the education sector, and its stakeholders, such as teachers who had to do remote work from their home, despite many constraints. These professionals tried to perform their teaching functions, despite having to deal with adverse situations, such as cyberbullying among their students, as well as their difficulties related to presenteeism and burnout. In this context, this study aimed to understand whether observing cyberbullying among students can be associated with teachers' productivity loss due to presenteeism and burnout. This study also proposed to examine the role of productivity loss due to presenteeism in the relationship between observing cyberbullying situations among students and teacher burnout. A random sample of 1,044 (Mage=51.05, SD=7.35; 76.6% female) middle school and high school teachers answered an inventory about their experience working at home during the COVID-19 pandemic, specifically with regards to cyberbullying incidents they observed among their students, their productivity loss due to presenteeism, and their burnout levels. Results from structural equation modeling revealed that observing students engaging in cyberbullying situations was positively associated with productivity loss due to presenteeism and teacher burnout. Also, teacher's productivity loss due to presenteeism mediated the relationship between observing cyberbullying incidents among their students and their burnout levels. Specifically, the effect of productivity loss due to presenteeism explained the effect of observing cyberbullying incidents on teachers' burnout levels. These results are innovative and shed light on the importance of teacher wellbeing at their job in the midst of a pandemic, namely, when they observe their students engaging in hostile situations, which may lead them to greater levels of burnout.

Inventário de Crenças de Carreira e Empregabilidade / Career and Employability Beliefs Inventory / Inventario de Creencias de Carrera y Empleabilidad

O presente trabalho reporta o desenvolvimento do Inventário de Crenças de Carreira e Empregabilidade que permite avaliar crenças facilitadoras de comportamentos e atitudes adaptativos dos indivíduos face a transições de carreira. O ICEB tem 38 itens e seis escalas: Esforço/Realização, Proatividade/Iniciativa, Flexibilidade/Abertura às mudanças, Aceitação de desafios/Riscos, Otimismo e Autonomia. São apresentadas as etapas de construção e os dados referentes às características psicométricas do instrumento, com uma amostra de 395 estudantes, 206 do sexo masculino e 189 do sexo feminino, entre os 18 e os 26 anos com média etária de 21,21 anos. Os índices de consistência interna e os indicadores de validade são satisfatórios, posicionando o ICEB como um instrumento promissor, podendo fundamentar intervenções vocacionais que visem facilitar transições na carreira.(AU)

The present study reports the development of the Career and Employability Beliefs Inventory (Inventário de Crenças de Carreira e Empregabilidade - ICEB), which aims to evaluate beliefs that may correspond to the adaptive behaviors and attitudes of individuals facing career transitions. The ICEB has 38 items and 6 scales: Striving/Achievement, Proactivity/Initiative, Flexibility/Openness to change, Acceptance of challenges/Risks, Optimism, and Autonomy. We present the construction phases and report data regarding the psychometric characteristics of the instrument, studied with a sample of 395 students, 206 male and 189 female, with a mean age of 21.21 years. The internal consistency and validity indicators were satisfactory, presenting the ICEB as a promising instrument that supports the planning of vocational interventions aimed at facilitating career transitions.(AU)

El presente trabajo reporta el desarrollo del Inventario de Creencias de Carrera y Empleabilidad (ICEB) que permite evaluar creencias facilitadoras que puedan corresponder a conductas y actitudes adaptativas de los individuos frente a transiciones de carrera. El ICEB dispone de 38 ítems y 6 escalas: Esfuerzo/Realización, Proactividad /Iniciativa, Flexibilidad/Apertura a los cambios, Aceptación de retos/Riesgos, Optimismo y Autonomía. Son presentadas las etapas de construcción y los datos referentes a las características psicométricas del instrumento, estudiado con una muestra de 395 estudiantes, 206 del sexo masculino y 189 del sexo femenino, con una media de edad de 21,21 años. Los índices de consistencia interna y los indicadores de validez son satisfactorios, posicionando al ICEB como un instrumento promisorio, pudiendo fundamentar intervenciones vocacionales que busquen facilitar transiciones en la carrera.(AU)

Crenças de carreira na transição do ensino superior para o trabalho / Career beliefs in the transition higher education to work / Creencias de carrera en la transición de la enseñanza superior para el trabajo

As crenças sobre a carreira e sobre as suas capacidades para lidar com as tarefas vocacionais condicionam os comportamentos dos jovens na transição ensino superior/ trabalho. O presente estudo avalia as crenças de autoeficácia face à transição para o trabalho e as crenças de carreira e empregabilidade em 534 estudantes universitários, 267 homens e 267 mulheres, a quem foram aplicados o Inventário de Crenças de Carreira e Empregabilidade e a Escala de Autoeficácia na Transição para o Trabalho. São analisadas médias, desvios-padrão, correlações e diferenças entre grupos definidos por género. Os resultados revelam médias elevadas nas crenças subjacentes a comportamentos e atitudes adaptativos face às transições de carreira, com diferenças favoráveis ao sexo feminino em Flexibilidade, Desafios e Autonomia.

Young people's career beliefs and their abilities to deal with vocational tasks influence their behavior in the higher education-work transition. The present study aims to evaluate the self-efficacy beliefs regarding the transition to work and the career and employability beliefs in 534 university students, 267 men and 267 women, to whom the Career Belief and Employability Inventory and the Self-Efficacy Scale in the Transition to Work are applied. Means, standard deviations, correlations and gender differences, are analyzed. The results reveal high averages in the beliefs underlying adaptive behaviors and attitudes towards the career transitions, with favorable differences for females in Flexibility, Challenges and Autonomy.

Las creencias sobre la carrera y sobre sus capacidades para lidiar con las tareas vocacionales condicionan los comportamientos de los jóvenes en la transición enseñanza superior / trabajo. El presente estudio evalúa las creencias de autoeficacia frente a la transición al trabajo y las creencias de carrera y empleabilidad, en 534 estudiantes universitarios, 267 hombres y 267 mujeres, a quienes se aplicaron el Inventario de Creencias de Carrera y Empleabilidad y la Escala de Autoeficacia en la transición al trabajo. Se analizan medias, desviaciones típicas, correlaciones y diferencias entre grupos definidos por género. Los resultados revelan medias elevadas en las creencias subyacentes a comportamientos y actitudes adaptativas frente a las transiciones de carrera, con diferencias favorables al sexo femenino en Flexibilidad, Desafíos y Autonomía.

Encefalitis por virus herpes simple tipo 1 en una mujer gestante / Encephalitis due to herpes simplex virus type 1 in pregnancy

No disponible

Effects of a dolphin interaction program on children with autism spectrum disorders: an exploratory research.

BACKGROUND: Interaction programs involving dolphins and patients with various pathologies or developmental disorders (e.g., cerebral palsy, intellectual impairment, autism, atopic dermatitis, post-traumatic stress disorder, depression) have stimulated interest in their beneficial effects and therapeutic potential. However, the true effects observed in different clinical and psycho-educational setups are still controversial. RESULTS: An evaluation protocol consisting of the Childhood Autism Rating Scale (CARS), Psychoeducational Profile-Revised (PEP-R), Autism Treatment Evaluation Checklist (ATEC), Theory of Mind Tasks (ToM Tasks) and a custom-made Interaction Evaluation Grid (IEG) to evaluate behavioural complexity during in-pool interactions was applied to 10 children diagnosed with Autism Spectrum Disorders. The ATEC, ToM Tasks and CARS results show no benefits of the dolphin interaction program. Interestingly, the PEP-R suggests some statistically significant effects on 'Overall development score', as well as on their 'Fine motor development', 'Cognitive performance' and 'Cognitive verbal development'. Also, a significant evolution in behavioural complexity was shown by the IEG. CONCLUSIONS: This study does not support significant developmental progress resulting from the dolphin interaction program.

Escala de Valores WIS: Um estudo comparativo com amostras de estudantes / The Work Importance Study Values Scale: A comparative study with student samples / Escala de Valores WIS: Un estudio comparativo con muestras de estudiantes

O presente trabalho analisa indicadores de validade da Escala de Valores WIS, em duas amostras portuguesas de estudantes, que frequentam o ensino secundário (n = 1228) sendo 64 por cento do sexo feminino e 36 por cento do masculino e o ensino superior (n = 683) sendo 48 por cento do sexo feminino e 52 por cento do masculino. As medianas de idade são, respectivamente, 17 e 21 anos. Nos resultados, salientam-se as semelhanças encontradas na hierarquia dos resultados médios e nas estruturas fatoriais e estes dados são concordantes com os estudos transnacionais. A convergência dos resultados nas duas amostras confirma a estrutura fatorial da Escala e corrobora o sentido universal dos valores de auto-actualização e de realização pessoal, como objectivos de vida e de carreira.(AU)

The present work analyzes validity indicators for the Work Importance Study (WIS) Values Scales, in two Portuguese samples: one with high school students (n = 1228), with 64 percent females and 36 percent males, and one with higher education students (n = 683), with 48 percent females and 52 percent males. Referring to age, the medians are, respectively, 17 and 21 years old. Analysis of results shows similarities for both the hierarchies for the average results and for the factorial structures for both samples and transnational studies. Convergence of results in the two samples confirms the factorial structure of the scale as well as the universal meaning of the values of self up-dating and personal achievement as life and career targets.(AU)

El presente trabajo analiza indicadores de validez de la Escala de Valores WIS en dos muestras portuguesas de estudiantes que cursan la enseñanza secundaria, (n = 1228) 64 por ciento del sexo femenino y 36 por ciento del masculino, y la enseñanza superior (n = 683) 48 por ciento del sexo femenino y 52 por ciento del masculino. Las medianas de edad son, respectivamente, 17 y 21 años. En los resultados se destacan las semejanzas encontradas en la jerarquía de los resultados medios y en las estructuras factoriales y estos datos son concordantes con los estudios transnacionales. La convergencia de los resultados en las dos muestras confirma la estructura factorial de la Escala y corrobora el sentido universal de los valores de auto-actualización y de realización personal como objetivos de vida y de carrera.(AU)

Escala de Valores WIS: Um estudo comparativo com amostras de estudantes / The Work Importance Study Values Scale: A comparative study with student samples / Escala de Valores WIS: Un estudio comparativo con muestras de estudiantes

O presente trabalho analisa indicadores de validade da Escala de Valores WIS, em duas amostras portuguesas de estudantes, que frequentam o ensino secundário (n = 1228) sendo 64 por cento do sexo feminino e 36 por cento do masculino e o ensino superior (n = 683) sendo 48 por cento do sexo feminino e 52 por cento do masculino. As medianas de idade são, respectivamente, 17 e 21 anos. Nos resultados, salientam-se as semelhanças encontradas na hierarquia dos resultados médios e nas estruturas fatoriais e estes dados são concordantes com os estudos transnacionais. A convergência dos resultados nas duas amostras confirma a estrutura fatorial da Escala e corrobora o sentido universal dos valores de auto-actualização e de realização pessoal, como objectivos de vida e de carreira.

The present work analyzes validity indicators for the Work Importance Study (WIS) Values Scales, in two Portuguese samples: one with high school students (n = 1228), with 64 percent females and 36 percent males, and one with higher education students (n = 683), with 48 percent females and 52 percent males. Referring to age, the medians are, respectively, 17 and 21 years old. Analysis of results shows similarities for both the hierarchies for the average results and for the factorial structures for both samples and transnational studies. Convergence of results in the two samples confirms the factorial structure of the scale as well as the universal meaning of the values of self up-dating and personal achievement as life and career targets.

El presente trabajo analiza indicadores de validez de la Escala de Valores WIS en dos muestras portuguesas de estudiantes que cursan la enseñanza secundaria, (n = 1228) 64 por ciento del sexo femenino y 36 por ciento del masculino, y la enseñanza superior (n = 683) 48 por ciento del sexo femenino y 52 por ciento del masculino. Las medianas de edad son, respectivamente, 17 y 21 años. En los resultados se destacan las semejanzas encontradas en la jerarquía de los resultados medios y en las estructuras factoriales y estos datos son concordantes con los estudios transnacionales. La convergencia de los resultados en las dos muestras confirma la estructura factorial de la Escala y corrobora el sentido universal de los valores de auto-actualización y de realización personal como objetivos de vida y de carrera.

Autoaplicação de insulina: atitudes de um grupo de diabéticos / Self-injection of insulin: attitudes of a group of individuals with diabetes / Auto-aplicación de insulina: actitudes de un grupo de diabéticos

Objetivo: verificar o preparo do usuário diabético para a autoaplicação de insulina. Método: estudo transversal, realizado com usuários diabéticos, cadastrados em duas unidades básicas de saúde (UBS), uma com Estratégia da Saúde da Família e, a outra, sem. Utilizou-se um questionário com perguntas abertas e fechadas, os dados foram analisados por meio de estatística descritiva e analítica. O estudo foi aprovado pelo Comitê de Ética em Pesquisa da Associação Cultural e Científica Nossa Senhora de Fátima, sob o número 020/09. Resultados: mulheres (67,5%), idade média de 61,40±11,99 anos. A maioria era portadora de diabetes tipo 2 (95%), com uma média de tempo de tratamento com insulina de 6,33±6,92 anos. Os sinais e sintomas de descompensação da diabetes são reconhecidos por 62,5% dos usuários, e 67,5%realizam a autoaplicação de insulina. A maioria apresenta algum tipo de dúvida em relação ao rodízio e locais de aplicação de insulina. A antissepsia é realizada com algodão e álcool para a limpeza local (73,7%). Em relação à reutilização de seringas e agulhas, grande parte dos usuários realiza essa prática. Conclusão: os resultados evidenciam a necessidade de acompanhamento profissional dos usuários, com o intuito de reforçar as orientações acerca da DM e da insulinoterapia.(AU)

Objective: to verify the preparation of diabetic users for self administration of insulin. Method: this is a cross-sectional study carried out with diabetic users of insulin registered at two Basic Health Units (BHU) one with Family Health Strategy the other without. A questionnaire with open and closed questions was used. Data were analyzed using descriptive and analytical statistic. The study was approved by the committee of ethical in investigation of the Associação Cultural e Científica Nossa Senhora de Fátima under the protocol nº 020/09. Results: women (67,5%), average age 61,40±11,99. Most were suffering from type 2 diabetes (95%), and were under treatment with insulin for an average time of about 6,33±6,92 years. Signs and symptoms of decompensated diabetes were recognized by 62,5% of users, 67,5% perform self administration of insulin. Most have some type of questions regarding site rotation for the injection. Alcohol swabs are used as an antiseptic in preparation of the skin prior to insulin injection by most respondents (73,7%). Regarding the reuse of syringes and needles, most users carry out this practice. Conclusion: the results suggest that users need professional monitoring, aiming to reinforce guidance on diabetes and insulin therapy.(AU)

Objetivo: verificar el preparo del usuario diabético para la autoaplicación de insulina. Método: estudio transversal, realizado con usuarios diabéticos registrados en dos unidades básicas de salud (UBS), una de ellas con Estrategia de Salud de la Familia. Se utilizo un cuestionario con preguntas abiertas y cerradas. Los datos fueron analizados utilizando estadística descriptiva y analítica. El estudio fue aprobado por el comité de ética en investigación de la Associação Cultural e Científica Nossa Senhora de Fátima bajo el protocolo nº 020/09. Resultados: media de edad de 61,4±11,99 años, 67% mujeres. La mayoría portador de diabetes tipo 2 (95%), con media de tiempo de tratamiento con insulina de 6,33±6,92 años. Las señales y síntomas de descompensación de diabetes son reconocidos por 62,5% de los usuarios, 67,5% realiza autoaplicación de insulina. La mayoría de los entrevistados (73,7%) realiza la desinfección local con algodón con alcohol. En relación a la reutilización de jeringas y agujas, gran parte de los usuarios realiza esta práctica. Conclusión: los resultados ponen en evidencia la necesidad de asesoramiento profesional de los usuarios, reforzando las orientaciones acerca de Diabetes Mellitus e insulinoterapia.(AU)

Desafios da psicologia vocacional: modelos e intervenções na era da incerteza / Vocational psychology challenges: theories and interventions in an era of uncertainty / Desafíos de la psicología vocacional: modelos e intervenciones en la era de la incertidumbre

O presente artigo procura fazer uma reflexão sobre os desafios actuais da Psicologia Vocacional face à incerteza e à imprevisibilidade dos percursos individuais num contexto económico de mudança e de globalização. Sintetizam-se os pressupostos dos modelos teóricos com mais impacto neste domínio da Psicologia e analisam-se os contributos de cada um para uma intervenção que responda à multiplicidade de necessidades de uma cada vez maior diversidade de destinatários. Sugere-se a importância de lidar com esses novos desafios, expandindo os objectivos, recursos e técnicas na intervenção com cada cliente, de forma compatível com uma visão da orientação e do aconselhamento de carreira como processo de aprendizagem do enfrentamento das inevitáveis transições ao longo da vida.(AU)

The aim of the present article is to analyze the challenges of Vocational Psychology to face uncertainty and unpredictability of individual careers in an economic context of change and globalization. Theories of career development that have a major impact on career related issues are summarized and analyzed to address the multiplicity of needs of a growing diversity of clients. We suggest the importance of coping with those new challenges, expanding the goals, resources and techniques used with each client, in a way compatible with a vision of career guidance and counseling as a learning process of dealing with the unavoidable transitions during the life-span.(AU)

El presente artículo intenta reflexionar sobre los desafíos actuales de la Psicología Vocacional ante la incertidumbre y la imprevisibilidad de los trayectos individuales en un contexto económico de cambios y de globalización. Se sintetizan los presupuestos de los modelos teóricos con más impacto en este dominio de la Psicología y se analizan las contribuciones de cada uno para una intervención que responda a la multiplicidad de necesidades de una cada vez mayor diversidad de destinatarios. Se sugiere la importancia de lidiar con estos nuevos desafíos expandiendo los objetivos, recursos y técnicas en la intervención con cada cliente de forma compatible con una visión de la orientación y del asesoramiento de carrera como proceso de aprendizaje del enfrentamiento de las inevitables transiciones a lo largo de la vida.(AU)

Desafios da psicologia vocacional: modelos e intervenções na era da incerteza / Vocational psychology challenges: theories and interventions in an era of uncertainty / Desafíos de la psicología vocacional: modelos e intervenciones en la era de la incertidumbre

O presente artigo procura fazer uma reflexão sobre os desafios actuais da Psicologia Vocacional face à incerteza e à imprevisibilidade dos percursos individuais num contexto económico de mudança e de globalização. Sintetizam-se os pressupostos dos modelos teóricos com mais impacto neste domínio da Psicologia e analisam-se os contributos de cada um para uma intervenção que responda à multiplicidade de necessidades de uma cada vez maior diversidade de destinatários. Sugere-se a importância de lidar com esses novos desafios, expandindo os objectivos, recursos e técnicas na intervenção com cada cliente, de forma compatível com uma visão da orientação e do aconselhamento de carreira como processo de aprendizagem do enfrentamento das inevitáveis transições ao longo da vida.

The aim of the present article is to analyze the challenges of Vocational Psychology to face uncertainty and unpredictability of individual careers in an economic context of change and globalization. Theories of career development that have a major impact on career related issues are summarized and analyzed to address the multiplicity of needs of a growing diversity of clients. We suggest the importance of coping with those new challenges, expanding the goals, resources and techniques used with each client, in a way compatible with a vision of career guidance and counseling as a learning process of dealing with the unavoidable transitions during the life-span.

El presente artículo intenta reflexionar sobre los desafíos actuales de la Psicología Vocacional ante la incertidumbre y la imprevisibilidad de los trayectos individuales en un contexto económico de cambios y de globalización. Se sintetizan los presupuestos de los modelos teóricos con más impacto en este dominio de la Psicología y se analizan las contribuciones de cada uno para una intervención que responda a la multiplicidad de necesidades de una cada vez mayor diversidad de destinatarios. Se sugiere la importancia de lidiar con estos nuevos desafíos expandiendo los objetivos, recursos y técnicas en la intervención con cada cliente de forma compatible con una visión de la orientación y del asesoramiento de carrera como proceso de aprendizaje del enfrentamiento de las inevitables transiciones a lo largo de la vida.