Functional Outcomes in Upper Limb Replantation-A Systematic Review.

Functionality after upper limb replantation is a decisive factor when considering the success of the intervention. Therefore, its evaluation is fundamental. The aim of this article was to conduct a systematic review of upper limb functions after replantation or reimplantation, seeking to identify reported functional outcomes as well as the level and mechanism of injury. To achieve this objective, a literature search was conducted in PubMed, ScienceDirect, Cochrane and Web of Science. Studies from the last 10 years which included patients with upper limb replantation and reported their functional outcomes were included. Out of 523 articles, 12 studies (n = 607) were finally included. DASH and CISS were the most commonly used assessments to report functional outcomes. In conclusion, functional outcomes after replantation are assessed using widely varying scales; therefore, due to this methodological variability, it is difficult to compare functional success between studies and further studies on functionality are needed to provide new data.

Treatment and Improvement of Healing after Surgical Intervention.

The development of abnormal scars has a great impact on people's well-being, and improving scarring outcomes after surgery is a field that currently lacks consensus. This review aims to identify newly researched approaches to improving the quality of surgical scars. A systematic search of PubMed, Scopus, Web of Science, and ScienceDirect was conducted between 13 May 2023 and 17 May 2023, in accordance with the recommendations of the PRISMA Statement. Study selection and analysis of methodological quality were performed in parts, independently and blindly, based on eligibility criteria. The 21 prospective, comparative, and randomized studies reviewed included 1057 subjects and studied approaches such as topical applications of creams with herbal extracts and silicone gels, growth factors, negative pressure dressings, oligonucleotides, intralesional injection of compounds such as botulinum toxin, skin closure techniques such as suturing and tissue adhesive, and laser treatments. There are recent research techniques that generate good results and are really promising to improve the results of surgical scars; however, the available evidence is extremely limited in some cases, and it is necessary to deepen its analysis to obtain reliable action protocols in each type of surgery.

The Perception of Teaching, Learning Styles and Commitment to Learning and Their Influence on the Practice of Physical Activity and Eating Habits Related to the Mediterranean Diet in Physical Education Students.

Childhood obesity, linked to a sedentary lifestyle and an unbalanced diet, is one of the main problems in today's Western societies. In this sense, the aim of the study was to analyze students' perceived satisfaction in physical education classes with learning strategies and engagement in learning and critical thinking as determinants of healthy lifestyle habits. The study involved 2,439 high school students aged 12-18 years (M = 14.66, SD = 1.78). Structural equation modeling was conducted to analyze the predictive relationships between the study variables. The results showed that teaching, teaching mastery, and cognitive development are precursors to deep thinking on the part of students, indicators of the adoption of healthy lifestyle habits. These results reflect the importance of the methodology adopted by the teacher in order to positively influence the students' habits.

Effective Personality as a Protective Factor in Teachers' Occupational Health.

In recent decades, there has been a growing body of research showing the relationship between teaching work and several health problems, both physical and psychological. Some of these studies relate personal competencies and resources to teachers' occupational health. Based on the construct of Effective Personality, proposed by Martin del Buey, Martín Palacio, and Di Giusto, the aim was to analyse the relationship between the dimensions of the construct and Teachers' Occupational Health. A descriptive cross-sectional design was used. It was based on the application of the Teacher Health Questionnaire (CSD) and the Efficacy Personality Questionnaire-Adults (CPE-A). The sample consisted of 700 non-university teachers aged between 26 and 66 years, M = 47.65 SD = 8.68. Descriptive, correlational, linear regression, and structural equation analyses were carried out. The results confirmed the relationship between the Efficacy Personality construct and Teachers' Occupational Health (r = 0.45 **). In addition, the regression analysis indicated the relevance of each factor of Efficacy Personality in the factors of Teachers' Occupational Health. The variance of Self-efficacy is the most explained by the dimensions of Efficacy Personality (40.2%), with positive relationships. The structural equation analysis confirmed the influence between Efficacy Personality and the factors of Self-Efficacy and Satisfaction, explaining 55.0% of the variance. It is concluded, therefore, that Efficacy Personality has a protective function on Teacher Occupational Health; the higher the Efficacy Personality scores are, the better the results in health gain-Self-efficacy and satisfaction-and the lower the result in health loss-burnout, cognitive affections, musculoskeletal affections, and voice alterations. These results facilitate the design of prevention and intervention programmes for teachers' occupational health, which strengthen and improve personal and socio-affective competencies.

Intellectual Disability, Employment and Aging: Intervention Measures.

Workers living with intellectual disability suffer in a special way from the onset of premature aging. Hence the need to generate alternatives and policies for the development of a new model for active aging and the care of workers with intellectual disability. Our objective in this study is, therefore, to devise intervention measures that can minimize the effects of aging on the lives and the activities of these workers. Employing the Delphi technique, we assembled and consulted a panel of 8 experts with relevant expertise in the fields of intellectual disability; aging; employment and dependency. The panel included employers, families and workers with disability. Each expert reached a prior consensus over every response and contribution after having consulted four other experts with similar backgrounds, a consultative process in which a total of 40 experts participated. A total of 68 measures were proposed which correspond to three lines of action or key contexts: Firms and Organizations that employ People with Intellectual Disability; People with Intellectual Disability, and Family setting. In all, 10 recommendations with a focus on both firms and organizations were advanced to implement the proposed measures. The conclusion was that interventions are needed from the time at which the first symptoms of deterioration are detected, which should not necessarily lead to immediate loss of employment, as well as individualized and coordinated interventions among all relevant stakeholders, including the families.

Anger Rumination and Mindfulness: Mediating Effects on Forgiveness.

(1) Background: Different investigations relate mindfulness practice as a strategy to cope with and improve negative repetitive thinking states and forgiveness. (2) Methods: The aim is to analyze the mediating processes of mindfulness as a trait and the changes in the anger rumination on forgiveness. This sample comprised 264 undergraduate students (M = 24.13 years, SD = 11.39). The instruments used were the Anger Rumination Scale (ARS), the Five Facet Mindfulness Questionnaire (FFMQ) and the Heartland Forgiveness Scale (HFS). For data analysis, the spillover effect was calculated using 10,000 bootstrap samples for the bootstrap confidence intervals (CI). (3) Conclusions: The results confirm that the relationship between mindfulness practice and forgiveness is mediated by changes in mindfulness trait and anger rumination. Given the results obtained, it is considered appropriate to extend the study to samples from other countries, as well as to contexts of depressive rumination or anxiety.

Hate Speech, Emotions, and Gender Identities: A Study of Social Narratives on Twitter with Trainee Teachers.

The objective of this study is, on the one hand, to analyse emotional responses to the construction of hate speech relating to gender identity on Twitter. On the other hand, the objective is to evaluate the capabilities of trainee primary education teachers at constructing alternative counter-narratives to this socially alive issue, surrounding the approval of the Ley de Identidad de Género [Gender Identity Law] in Chile, in 2018. With this two-fold objective in mind, quantitative, descriptive, and inferential analysis and qualitative analysis techniques are all applied. The results inform us of the influence of socially constructed emotions and feelings that are expressed in social narratives. However, the narratives of the participants neither appeared to reach satisfactory levels of reflection on the social issues that stirred their own emotional responses, nor on the conflict between reason and the value judgements that they expressed in the digital debate (counter-narratives). These results point to the need to consider both emotions and feelings, as categories of social analysis, and to reflect on their forms of expression within the framework of education for inclusive democratic citizenship.

Mindfulness and Empathy: Mediating Factors and Gender Differences in a Spanish Sample.

Numerous research studies link mindfulness training to improved empathy. However, few studies focus on the mediating factors of empathy. This work has three objectives: (a) to analyze the possible mediation of mindfulness as a feature in this relation, (b) to analyze the mindfulness factors that mediate in the increase of empathy and (c) to analyze the moderating role of gender. The sample was composed of 246 Spanish-speaking university students (M = 24.08 years, SD = 8.43). The instruments used were the Five Facet Mindfulness Questionnaire (FFMQ) and the Toronto Empathy Questionnaire (TEQ). For data analysis, the indirect effect was calculated using 10000 bootstrap samples for the bias-corrected bootstrap confidence intervals (BCI). The improvement of empathy is mediated by the changes in mindfulness trait (B = 0.233, p < 0.001), disappearing in the presence of this mediator, the direct effect of mindfulness practice on empathy (B = 0.161, p = 0.394). We did not find a differential functioning of this mediation according to gender. Observing and describing are the FFMQ factors that mediate significantly between mindfulness practice and empathy.

Infant Cranial Deformity: Cranial Helmet Therapy or Physiotherapy?

Objective: To compare cranial helmet therapy (CHT) and physiotherapy (PT) for the effective treatment of positional plagiocephaly in infants in terms of improving functional recovery. Methods: This was a prospective cohort study involving 48 infants between 5-10 months of age with cranial deformities. The Cranial Vault Asymmetry Index (CVAI) and the Brunet-Lezine scale were calculated at the initiation of the study and after 40 treatment sessions. Results: The infants' first assessment showed a delay in overall development areas with a global developmental quotient (DQ) (posture, coordination, sociability, and language) of 80.15. Although developmental improvements were observed in both groups in the Brunet-Lezine scale after treatment, the MANCOVA test showed no significant differences (F(5) = 0.82, p = 0.506, eta2 = 0.09). The CVAI reduced to 4.07% during the final evaluation in the cranial helmet group and 5.85% in the physiotherapy group without any significant differences between the two therapies (p = 0.70). Conclusions: No statistically significant differences were found between CHT and PT. After treatment, improvements from baseline measurements were observed in each of the readings of cranial deformity.

Mediating effect of mindfulness cognition on the development of empathy in a university context.

Numerous interventions propose mindfulness training as a means of improving empathy. Our aim is to analyse the relationship between mindfulness practice and empathy through the mediating process of trait mindfulness. This sample comprised 264 undergraduate students ([Formula: see text], SD = 11,39). The instruments used were Five Facet Mindfulness Questionnaire and Toronto Empathy Questionnaire. The indirect effect was calculated using 10.000 bootstrap samples for the bootstrap confidence intervals corrected for bias. Empathy improvement is mediated by changes in the cognitions derived from mindfulness (B = .346, p<.01). The direct effect of mindfulness practice on empathy disappears in presence of this mediator (B = .133, p>.05). Mindfulness interventions that aim to improve empathy should focus on three of its components; observing, describing and nonreactivity to inner experience. Given the significance of the results, the research must be extended to larger samples.

The Association of Poor Academic Performance with Tic Disorders: A Longitudinal, Mainstream School-Based Population Study.

BACKGROUND: Little is known about the academic performance of students with tic disorders (TD). Our aim was to investigate the association of TD and poor academic performance over time. METHODS: Longitudinal, observational study of mainstream schoolchildren comparing grade retention (GR) and learning disorders (LD) in students with vs. without TD between 2010 and 2014. Students with vs. without TD based on DSM-IV-TR criteria, or with vs. without GR and LD were compared in terms of comorbidities, school, and environmental characteristics. The association of TD with GR was analyzed using hazard ratios (HRs) with 95% CIs, and with LD using logistic regression analysis [Odds ratio (OR)]. RESULTS: Two hundred fifty-eight students were included (mean age 14.0 ± 1.71 years, 143 [55.4%] males). The incident rate for TD and GR was 2.6 and 3.3 per 100 persons-year, respectively. LD found in 21 (9.9%) students was associated with TD (OR 11.62, 95% CI 2.21-60.90, p = 0.004), and attention deficit hyperactivity disorder (ADHD; OR 6.63, 95% CI 1.55-28.37, p = 0.01). Low psychological support (HRs 12.79, 95% CI 3.39-48.17) and low sport participation (HRs 6.41, 95% CI 1.54-26.78) were risk factors for GR. CONCLUSIONS: TD was associated with academic difficulties, namely, LD in conjunction with ADHD but not GR. The diagnosis of TD and comorbidities, and the initiation of proper treatment could have a favorable impact on school performance, and consequently on social development.

Los tics y su relación con las dificultades de aprendizaje: estudio longitudinal de la prevalencia de los tics primarios y comorbilidad asociada en población escolar / Tics and its relationship with academic difficulties: Prevalence of tics and comorbid behavioral disorders in schoolchildren

Con el objetivo de estudiar la prevalencia de los trastornos con tics y la asociación con las dificultades de aprendizaje, se realizó un estudio epidemiológico en una muestra de 1.139 escolares. Los resultados señalaron una prevalencia del 16.86% (IC 95% del 14.10 - 19.63). Además se encontraron dificultades académicas en el 11.9% de los escolares, y la presencia de tics en el 8.6%. La presencia de trastornos de tics no se asoció con el bajo rendimiento académico en la cohorte. Los resultados obtenidos fueron contradictorios con relación a otros estudios publicados anteriormente. Como consecuencia de la divergencia en los resultados, se diseña un segundo estudio, que toma como punto de partida el seguimiento longitudinal de la cohorte de los escolares estudiados. En el análisis de regresión de Cox, durante el periodo de seguimiento de 4 años, la repetición de curso se asoció con una menor frecuencia de apoyo psicológico en el centro escolar (HR = 17.5; IC del 95% 5.7 a 53.9) y menor practica de deporte (HR = 4.02, 95% CI 01/03 a 11/08). No se encontró una asociación entre los tics y mayor riesgo de repetir curso.

In order to study the prevalence of tic disorders and their association with learning difficulties, we conducted an epidemiological study based on a sample of 1,139 schoolchildren. The results showed a prevalence of 16.86% (95% CI 14.10 to 19.63). Besides we found academic difficulties at 11.9% of schoolchildren, and the presence of tics at 8.6%. The presence of tic disorders was not associated with a poor school performance in the cohort. The results were contradictory in relation to other previously published studies. As a consequence of the divergence in the results, we designed a second study, which takes as its starting point the longitudinal follow-up of the cohort studied. In the Cox regression analysis, during the follow-up period of 4 years, the repetition of an academic year was associated with a lower frequency of psychological support at school (HR = 17.5; 95% CI 5.7 to 53 9) and a lower sports practice (HR = 4.02, 95% CI 01/03 to 11/08). We don't found an association between tics and a higher frequency of repeat an academic year.