Familia y prevención del consumo de alcohol en escolares / Family and prevention of alcohol consumption in schoolchildren

El estudio explora y describe, la evidencia relacionada con nuevo conocimiento conexo a la promoción de la salud, prevención del consumo de alcohol y las acciones de salud pública en el contexto familiar y escolar, para prevenir el consumo de alcohol en escolares, apoyados en la metodología de revisión y análisis documental, como un aporte de la disciplina de enfermería al control de esta problemática de salud. La revisión y análisis documental (RAD) es una metodología, cumple un proceso riguroso sistemático, que garantiza la validez, estructurada en dos fases: heurística o descriptiva cumple con la búsqueda y selección de la información, y la fase hermenéutica, analiza e interpreta, conduce a la reflexión para describir y definir la experiencia tal como es vivida (subjetividad), ya que el método hermenéutico integra el contexto y la dinámica de la persona estudiada y en sus implicaciones, buscando concretar una interpretación coherente del todo. Para este análisis cualitativo crítico se establecieron categorías: consumo, familia, prevención del consumo de alcohol, permitieron contextualizar y descubrir las interacciones y concepciones del consumo de alcohol en escolares y la relación con la familia, a través de la dinámica, funcionalidad y estructura, las características del consumo en escolares y las estrategias e intervenciones de promoción de la salud.

This study explore and describe the evidence related to new knowledge to health promotion, prevention of alcohol consumption and public health actions in the family and school context, to prevent alcohol consumption in schoolchildren, supported in the methodology of review and documentary analysis, as a nursing contribution to the solution of this problem of health. The review and documentary analysis (RAD) is the methodology, structured by two phases: First phase Heuristic or descriptive refers to the search and selection of information, Hermeneutic phase or interpretative, analyses and interprets, leads to reflection to describe and clarify the experience as it is lived (subjectivity) since the hermeneutic method tries to introduce itself in the content and dynamics of the person studied and its implications, seeking to establish a coherent interpretation of the whole, with rigorous use of the method, which guarantees its validity. For this qualitative critical analysis, categories family, prevention, alcohol drinking were established to contextualize and discover the interactions and constructions that are made about alcohol consumption in schoolchildren and their relationship with the family, as well as their dynamic components and family typology, consumption characteristics and interventions and strategies of Health Promotion.

Disentangling the effects of working memory, language, parental education, and non-verbal intelligence on children's mathematical abilities.

It is assumed that children's performance in mathematical abilities is influenced by several factors such as working memory (WM), verbal ability, intelligence, and socioeconomic status. The present study explored the contribution of those factors to mathematical performance taking a componential view of both WM and mathematics. We explored the existing relationship between different WM components (verbal and spatial) with tasks that make differential recruitment of the central executive, and simple and complex mathematical skills in a sample of 102 children in grades 4-6. The main findings point to a relationship between the verbal WM component and complex word arithmetic problems, whereas language and non-verbal intelligence were associated with knowledge of quantitative concepts and arithmetic ability. The spatial WM component was associated with the subtest Series, whereas the verbal component was with the subtest Concepts. The results also suggest a positive relationship between parental educational level and children's performance on Quantitative Concepts. These findings suggest that specific cognitive skills might be trained in order to improve different aspects of mathematical ability.

Aprendizado motor em escolares: comparação entre prática mental, prática física e prática combinada / Motor Learning in scholl children: comparision physical, mental and combined practice

A compreensão do processo de aprendizagem motora é de real importância para a atividade fisioterapêutica, visto que as abordagens e técnicas visam à mudança e o aperfeiçoamento de uma atividade motora ou mesmo a aquisição de uma nova habilidade. Neste processo a prática realizada tem implicação direta na aprendizagem motora. Objetivo: comparar os efeitos da prática combinada (iniciada pelo treino mental, seguido pelo treino físico, com distribuição proporcionada entre os mesmos), com os efeitos da prática mental e física isoladas, sobre aquisição, retenção, transferência inter tarefa e inter manual em crianças de 9 a 10 anos. Método: participaram do estudo 36 crianças, divididas em 3 grupos de acordo com o tipo de prática realizada: o grupo PM está composto 12 crianças, o PF por 12 crianças e o PC por 12 crianças. O treinamento foi realizado em sessão única e constituiu da repetição de 2400 movimentos de uma sequência de movimentos de oposição dos dedos. Todos os grupos foram submetidos às mesmas avaliações antes do treinamento, depois do treinamento, 4, 7, e 28 dias após o treinamento. A aquisição, a retenção e a transferência foram avaliados por meio da análise de variância (ANOVA). Para todas as interações que alcançaram nível de significância (p<0,05) foi aplicado o pós-teste de Tukey. Resultados: para o tempo de treinamento, tanto a PM quanto a PF proporcionaram melhora progressiva da velocidade ao longo dos blocos, já a PC proporcionou melhora inicial entre os dois primeiros blocos, e piora na velocidade do segundo para o terceiro que não se modificou até o final do treino. A análise da aquisição evidenciou que a PC proporcionou ao final do treino o mesmo nível de desempenho da PM, mas inferior ao obtido pela PF. Para retenção, a PC proporcionou os mesmo níveis obtidos pela PF e PM, com ganhos adicionais tardios.(AU)

Understanding the process of motor learning it is important to physiotherapy so that approaches and techniques designed to change and improve motor activity or even the acquisition of a new skill. In this process the practice has held direct implication in motor learning. Purpose: To compare the effects of combined practice (initiated by mental training, followed by physical training, with distribution provided between them), with the effects of mental and physical practice isolated on acquisition, retention and transfer on the learning of sequential finger opposition movements in children 9-10 years. Methods: This study included thirty-six 9 to 10 year-old children that were randomly allocated into three groups: mental practice (MP), physical practice (PP), and combined (PC). The training was conducted in a single session and consisted repetition of 2400 movements sequence of finger opposition movements. All groups underwent the same evaluations before training, after training, 4, 7, and 28 days after training. The acquisition, retention and transfer were evaluated by analysis of variance (ANOVA). For all interactions that reached statistical significance (p <0.05) was applied post-Tukey test. Results: The training time for both the MP and FP provided progressive improvement in speed over the blocks, the CP has provided initial improvement between the first two blocks, and worsened speed from the second to the third that did not change until the end of the training. The analysis showed that acquisition of the CP at the end of the training provided the same level of performance of the MP, but lower than that obtained by the FP. For retention, the CP showed the same levels obtained by the FP and MP, with additional gains late.(AU)