ABSTRACT
This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educational centers have the challenge and responsibility to promote resilient processes in all students, especially in those who experience more barriers to learning and participation due to personal circumstances and adversities. In this way, educational centers are encouraged to be protective environments where all students feel safe and can empower themselves and unfold their potential. The review has been conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and the bibliographic search has been performed in the Dialnet Plus, Web of Science (WoS) and Scopus databases.
ABSTRACT
En este estudio se identifican y analizan los facilitadores y los obstáculos para mejorar la Calidad de Vida (CdV) del alumnado con enfermedad crónica (EC) en la escuela, así como el papel que juega la Educación Física (EF) en el desarrollo y bienestar de este colectivo. Se realizan 43 entrevistas a pediatras y alumnado con EC y 8 grupos de discusión con profesionales sanitarios, profesorado y familias. Entre los resultados obtenidos destacan la coincidencia de todos los colectivos al afirmar que la escuela y sobre todo la figura de un tutor comprometido, son facilitadores para el buen desarrollo emocional y físico del alumnado con EC. Contrariamente, se subraya la falta de comunicación entre los profesionales, la escasez de recursos y la no participación en las clases de EF, en las salidas y actividades extraescolares, como obstáculos para conseguir una verdadera CdV del alumnado con EC durante su escolarización. A partir de estos resultados, se propone replantear la atención del alumnado con EC, especialmente en la materia de EF y dotar de profesionales sanitarios y psicólogos con la intención de crear redes de apoyo para este colectivo
This study identifies and analyses both the enabling factors and the obstacles for improvement to the quality of life of students with Chronic Illness (CI) at school, as well as the role of Physical Education in the development and welfare of this group. Following 43 interviews with paediatricians and students with CI, as well as 8 discussion groups with healthcare professionals, teachers and families, we detected a patent need for an in-depth study of the role of Physical Education in improvement to the quality of life of students with CI at school. Among the results obtained in the study, it is noteworthy that all the participating groups agree that the school, and particularly the figure of a committed mentor teacher, are essential to enabling the solid emotional and physical development of students with CI. On the other hand, we would highlight a lack of communication among professionals, the scarcity of resources and non-participation in Physical Education classes, extracurricular outings and activities as obstacles that hinder the quality of life for students with CI at school. Based on the results obtained, we propose a reconsideration of the care of students with CI at school, particularly in Physical Education classes, and the provision of healthcare staff and psychologists, to create support networks for this group
Neste estudo foram identificados e analisados os facilitadores e os obstáculos para melhorar a Qualidade de Vida (CdV) de alunos comdoença crónica (DC) na escola, assim como o papel que desempenha a Educação Física (EF) no desenvolvimento e bem-estar deste grupo. Foramrealizadas 43 entrevistas a pediatras e alunos com DC e 8 grupos de discussão com profissionais sanitários, professores e famílias. Entre os resultadosobtidos destacam a coincidência de todos os grupos ao afirmarem que a escola e, sobretudo, a figura de um tutor comprometido são facilitadores para obom desenvolvimento emocional e físico dos alunos com DC. Contrariamente, sublinha-se a falta de comunicação entre os profissionais, a escassez derecursos e a não participação nas aulas de EF, nas saída e actividades extra-escolares, como obstáculos para conseguir uma verdadeira CdV dos alunoscom DC durante a sua escolarização, A partir destes resultados, propõe-se um novo planeamento à atenção aos alunos com DC, especialmente na matériade EF e dotar os profissionais sanitários e psicólogos visando a criação de redes de apoio para este grupo
