ABSTRACT
This study investigated the prevalence of pigmentary keratitis (PK) in Pug-breed dogs and described the ocular surface characteristics associated with this disease. A total of 219 eyes from 110 dogs were examined, with 94.5% of them affected by PK. Age, previous ocular diseases, corneal vascularization, and corneal sensitivity were significantly associated with the presence of PF and the severity of corneal pigmentation. The study also found that low tear production and blinks incomplete with tear signs, as well as reduced corneal sensitivity, were linked to more severe forms of corneal pigmentation. The Tear Ferning Test (TFT) was identified as a valuable tool for evaluating tear quality in dogs, with worse test results indicating a higher risk of severe PK. A lower mean Tear Break-Up Time (TBUT) test was observed in dogs with PK. Additionally, the study observed a statistically significant difference in corneal thickness between the nasal and temporal zones, with the nasal zone being thicker. It was also suggested that sex and fertility status may influence the incidence of PK and the severity of corneal pigmentation. Overall, these findings provide insight into the underlying causes of PK in Pugs and can inform future treatment strategies for this breed.
ABSTRACT
La presente investigación surge de la pregunta por la estigmatización social en el ámbito escolar, generada por un diagnóstico psicológico. El contexto educativo es escenario de diversas dinámicas que influyen en el proceso de desarrollo de los estudiantes, allí se viven etapas de transición como el paso de primaria a bachillerato, en un período de la vida en el cual el adolescente está en plena construcción de su identidad. Es una etapa de adaptación al entorno, siendo éste un período de vulnerabilidad que puede ser afectado significativamente cuando además, el estudiante lleva consigo un diagnóstico psicológico que puede generar estigmatización social. Esta investigación se llevó a cabo a partir de un rastreo teórico y un estudio de caso único, en el cual se le realizó una entrevista a un estudiante con un diagnóstico psicológico establecido, otra a su madre, una a un docente y finalmente a dos psicólogos de la institución educativa. Se lograron identificar las categorías de diagnóstico, sujeto escolar e identidad en relación a la estigmatización; y a partir de un trabajo riguroso de rastreo y análisis, se concluyó que tener un diagnóstico psicológico sí está altamente relacionado con la estigmatización social y la rotulación por parte de otras personas, lo cual tiene implicaciones importantes en el desarrollo psicosocial de la persona estigmatizada, generando repercusiones negativas como baja autoestima, inseguridad, depresión, aislamiento, agresividad, estrés, temor social, timidez, sensación de incapacidad, entre otras afectaciones que pueden surgir a partir de procesos de estigmatización.
This research arises from the question of social stigmatization in the school field generated by a psychological diagnosis. The educational context is the scene of various dynamics that influence the process of student development, there are stages of transition such as the transition from elementary to high school, in a period of life in which the adolescent is in full construction of his identity. It is a stage of adaptation to the environment, this being a period of vulnerability that can be significantly affected when the students also carries with them a psychological diagnosis that can generate social stigma. This research was conducted on the basis of a theoretical trace and a unique case study, in which an interview was conducted with a student with an established diagnosis, another to its mother, a teacher and two psychologists of the educational institution. It was possible to identify the categories of diagnosis, school subject and identity in relation to stigmatization, and from rigorous work of tracking and analysis, it was concluded that having a psychological diagnosis is highly related to social stigma and labeling by other people, which has important implications for the psychosocial development of the stigmatized person, generating negative repercussions such as low self-esteem, insecurity, depression, isolation, aggressiveness, stress, social fear, shyness, feeling incapacity, among other impacts that can arise from stigmatization processes.
