ABSTRACT
El texto surge a través de las reflexiones conceptuales en el Doctorado en Educación de la Universidad Pontificia Bolivariana, en Medellín, Colombia, y la Pasantía Doctoral en la Universidad de Murcia con el grupo de investigación "Compartimos Educación" con el objetivo de caracterizar el lugar de las escuelas familiares en la promoción de la educación afectivo-sexual de los niños, niñas y adolescentes en la escuela. La metodología es de corte cualitativo. Como resultado se muestra la necesidad de vincular actores que transversalizan el quehacer de los sujetos, la familia y escuela en un lugar común, las escuelas familiares para la promoción de la educación afectivo-sexual para gestar acciones de cambio individual y social. Es evidente la necesidad intrínseca de generar la discusión en cuanto al género para la deconstrucción de prácticas socioculturalmente atribuidas, promover espacios formativos respecto a la sexualidad y la afectividad e incentivar a la reflexión como ejercicio pedagógico
This text emerges through the conceptual reflections of the Doctorate in Education at Universidad Pontificia Bolivariana, in Medellín, Colombia, and the Doctoral Internship at University of Murcia with the research group "Compartimos Educación" with the aim of characterizing the place of family schools in the promotion of affective-sexual education of boys, girls and adolescents at school. The used methodology is qualitative. As a result, the need to link actors that mainstream the work of the subjects, family and school in a common place, the family schools for the promotion of affective-sexual education to create actions of individual and social change is shown. The intrinsic need to generate discussion regarding gender for the deconstruction of sociocultural attributed practices, promote training spaces regarding sexuality and affectivity and encourage reflection as a pedagogical exercise is evident
Subject(s)
Humans , Child , Sex Education/methods , Child Rearing , Affect , Family Relations/psychologyABSTRACT
Se analiza la percepción de las familias españolas sobre su participación en los centros escolares de secundaria, identificando perfiles de participación familiar basados en los rasgos sociodemográficos (titularidad del centro, nacionalidad, etc.) y las distintas vías de participación (comunicación, actividades del centro, sentimiento de pertenencia, implicación en AMPA, Consejo escolar y desde el hogar). Se realiza análisis cluster en dos fases con los datos recogidos de 5022 familias de estudiantes de secundaria de España, mediante la aplicación de un cuestionario. Se aprecian tres modelos diferentes de participación familiar en los centros escolares: familias españolas con moderada participación y bajo sentimiento de pertenencia; familias inmigrantes con baja participación y moderado sentimiento de pertenencia; y por último, familias españolas con alta participación y elevado sentimiento de pertenencia
The participation of families in the education of children who attend Compulsory Secondary Education (ESO) through the application of a questionnaire is analyzed. The initial sample consisted of 5022 families residing in 16 autonomous communities of Spain, although the actual sample consisted of 3982 parents whose children attended ESO in 96 schools. After identifying the characteristics of these fathers and mothers, considering a series of sociodemographic variables and family participation, the parental participation profiles are described through a two-stage cluster analysis that makes up three different models of family participation: Spanish families with moderate participation and low sentiment of belonging; families of non-Spanish origin with low participation and moderate feeling of belonging; and finally, Spanish families with high participation and a high feeling of belonging. The interest of the research lies fundamentally in two realities: firstly, the choice of ESO, since it is the stage least treated in studies of family participation within compulsory schooling in Spain. And secondly because it breaks with the existence of a single bipolar bifurcation that is reduced to the existence or not of participation. There are multiple variables that affect the ways of participating in the educational process of the children and that involve the configuration of the profiles obtained in this study
Subject(s)
Humans , Male , Female , Adult , Stakeholder Participation/psychology , Family/psychology , Parents/education , Parents/psychology , Education, Primary and Secondary , Parenting/psychologyABSTRACT
Background: Attention-deficit/hyperactivity disorder (ADHD) is associated with academic difficulties both short- and long-term. The aim of the study was to provide a new brief ADHD screening scale that could be easily used by teachers and educational professionals in elementary schools. Method: Participants were teachers of 158 children with a prior diagnosis of ADHD and 169 children without a diagnosis of ADHD. An initial pool of 38 items was generated from ADHD symptoms of both DSM-5 and CIE-10 criteria, as well from Conners 3, EDAH, SDQ and ADHD-RS-IV scales. Results: A 5-item model showed the best fit (c2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). The HIDEA total score was highly correlated with both ADHD-IN (r = .93; p<.001) and ADHD-HY (r = .87; p<.001). The ROC curve for the HIDEA total score gave an AUC value of .998 (95%, CI = [.994, 1.000]). HIDEA scale showed a good sensitivity (97%) and very good specificity (3%). Conclusion: The HIDEA scale has shown adequate psychometric properties. It is potentially useful for screening ADHD in elementary grade as part of a preventive strategies in school settings (AU)
Introducción: el trastorno por déficit de atención e hiperactividad (TDAH) está asociado a dificultades académicas tanto a corto como a largo plazo. El objetivo de este estudio fue desarrollar una escala breve de cribado del TDAH de sencillo manejo para profesorado y profesionales de Educación Primaria. Método: los participantes fueron educadores/as de 158 niños/as con un diagnóstico previo de TDAH, y 169 sin diagnóstico TDAH. Se generó un pool inicial de 38 ítems a partir del DSM-5 y CIE-10, así como de las escalas Conners 3, EDAH, SDQ y ADHD-RS-IV. Resultados: el modelo de 5-ítems mostró el mejor ajuste (c2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). La puntuación en la escala HIDEA correlacionaba de manera elevada tanto con la «inatención» (r = .93; p<.001) como con la «hiperactividad/impulsividad» (r = .87; p<.001). La curva ROC obtuvo un AUC de .998 (95%, CI = [.994, 1.000]). HIDEA mostró buena sensibilidad (97%) y buena especificidad (3%). Conclusión: la escala HIDEA ha mostrado unas propiedades psicométricas adecuadas, mostrando ser una herramienta de cribado clínico para el TDAH en Primaria, potencialmente útil en estrategias preventivas aplicables en la escuela (AU)
Subject(s)
Humans , Child , Attention Deficit Disorder with Hyperactivity/diagnosis , Psychometrics/instrumentation , Behavior Rating Scale , Faculty , Students/statistics & numerical data , Mass Screening/methods , Reproducibility of ResultsABSTRACT
BACKGROUND: Attention-deficit/hyperactivity disorder (ADHD) is associated with academic difficulties both short- and long-term. The aim of the study was to provide a new brief ADHD screening scale that could be easily used by teachers and educational professionals in elementary schools. METHOD: Participants were teachers of 158 children with a prior diagnosis of ADHD and 169 children without a diagnosis of ADHD. An initial pool of 38 items was generated from ADHD symptoms of both DSM-5 and CIE-10 criteria, as well from Conners 3, EDAH, SDQ and ADHD-RS-IV scales. RESULTS: A 5-item model showed the best fit (c2 = 7.04; d.f. = 5; p = .218; RMSEA = .035; CFI = .999; TLI = .999). The HIDEA total score was highly correlated with both ADHD-IN (r = .93; p<.001) and ADHD-HY (r = .87; p<.001). The ROC curve for the HIDEA total score gave an AUC value of .998 (95%, CI = [.994, 1.000]). HIDEA scale showed a good sensitivity (97%) and very good specificity (3%). CONCLUSION: The HIDEA scale has shown adequate psychometric properties. It is potentially useful for screening ADHD in elementary grade as part of a preventive strategies in school settings.
