Early Intervention, Regular Education, and Family: Reciprocal Influences on Communication and Language Disorders.

Families are the primary caregivers and the main source of support for their children. Family resilience involves coping and adapting to stressful situations. This study explored the impact of previous treatment experience on parental resilience, in families, as well as the relationship between family history of communication and language disorders and parental stress. These variables were assessed through the Resilience Scale and the Parental Stress Index in parents of 220 children aged 3 to 6 years attending mainstream schools and early intervention (EI) centers in Caceres (Spain). The results revealed significant differences in resilience between parents who had received previous treatments and those who had not (p = 0.11). Furthermore, a significant association was found between having no family history of communication and language disorders and the Dysfunctional Parent-Child Interaction subscale from the Parental Stress Index (U = -2.079, p = 0.038). These findings highlight the relevance of previous experience in EI to build family resilience as resilient parents are more likely to be actively involved in their children's education and create a supportive environment. Thus, promoting resilience in educational settings may have positive effects on children's and families' quality of life during the EI process.

Opinions and options about COVID-19: Personality correlates and sex differences in two European countries.

In the initial months of the COVID-19 pandemic in 2020, we collected data (N = 1,420) from Portugal and Spain in relation to personality (i.e., Dark Triad traits, Big Five traits, religiousness, and negative affect) and attitudes related to COVID-19 about its origins, opinions on how to deal with it, and fear of it. The most pervasive patterns we found were: (1) neurotic-type dispositions were associated with stronger opinions about the origins of the virus and leave people to have more fear of the virus but also more trust in tested establishments to provide help. (2): religious people were less trusting of science, thought prayer was answer, and attributed the existence of the virus to an act of God. We also found that sex differences and country differences in attitudes towards COVID-19 were mediate by sex/country differences in personality traits like emotional stability, religiousness, and negative affect. For instance, women reported more fear of COVID-19 than men did, and this was verified by women's greater tendency to have negative affect and low emotional stability relative to men. Results point to the central role of neuroticism in accounting for variance in broad-spectrum attitudes towards COVID-19.

The Well-Being of the Elderly: Memory and Aging.

The world population increases every day as a consequence of the increase in life expectancy and longevity of humans. There are several factors analyzed in the different studies that have been developed on this topic. The research carried out in this field distinguishes biological, cultural, and cognitive factors; some of them describing similar results, while many others showed antagonistic results. Our study was oriented to the accomplishment of a bibliographical revision with the objective to verify the scientific production on "memory, cognitive development, and aging linked with longevity"-international/ national studies were analyzed and identified. The method carried out was through a research in the databases: SciELO, UAM, PePSIC, LILACS, PubMed, PsycINFO, Dialnet, and Teseo; in a period of 10 years, considering the studies published between January 2008 and December 2017. From the results found at first, 16 articles were analyzed after the application of the exclusion criteria. Likewise, we analyzed the relationship of longevity with the level of studies in Spain from a group of people over 60 years of age counted in January 2017. The literature review determined that there are psycho-cultural aspects that have a decisive influence on the increase in longevity, such as the performance of activities with positive mental states, positive emotions and experiences, and the level of studies.

Exploring Teachers' Satisfaction and Students' Entrepreneurial Competencies in Four Entrepreneurial Programs Carried Out in Extremadura (Spain) Schools.

The question of whether the entrepreneur is born or made, forces us to respond that the entrepreneurial culture clearly breaks with the myth that entrepreneurs are born. Currently, it is considered that entrepreneurial skills can be acquired like any other discipline and that is why it should be taught (Timmons, 2003). Their teaching and learning are key to the well-being of the teacher and to the positive achievement of the students. The entrepreneurial culture is an educational objective of developed societies and has its origin in the business culture (Peña Calvo et al., 2015). There are two current models, American and European (Erkkilä, 2000). The one that develops in the Extremadura region (Spain), based on the European model, tries to create a vital state in the participating students that enhances competences such as creativity, personal initiative or self-confidence, elements that try to generate a true motivation to undertake. The motivated, accomplished and positive teacher contributes to that achievement and achieving it favors the well-being of teachers. It's a round trip. It is a "do ut des." In our research, we evaluated four entrepreneurial culture programs in the classroom: "Junioremprende," "Teenemprende," "Experemprende," and "Youthemprende." The teachers involved in the programs are 356, and the valid questionnaires are 154. The students enrolled in the programs are 4800, and the questionnaires valid 1198. In the questionnaire, one of the key questions is "general teacher satisfaction," with 17 common questions for all the programs. An essential question posed is: "I am satisfied with the achievements obtained by my students to participate in the program" The results of our research, according to a seven-point Likert scale, gives a very high degree of teachers' satisfaction. Their satisfaction was centered on the perception of their teachings are conducive to the achievement of his students. The degree of teacher satisfaction for each of the programs and significantly means differences were found with Junior program resulted the more satisfied for teachers. For students, participation in the programs resulted in high development of entrepreneurial competencies. Similarly to teachers results, Junior program was found more significant in developing students' entrepreneurial competencies indicating that entrepreneurial education is very appropriate for children. Findings of this study suggest that entrepreneurial education should be encouraged for students at every stage of education.

Neurofeedback para mejorar la atención, el dolor crónico y la calidad de vida en pacientes con fibromialgia / Neurofeedback to improve attention, chronic pain, and quality of life in patients with fibromyalgia

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Cross-cultural adaptation and validation of the Portuguese version of the "European Health and Behaviour Survey-section B".

BACKGROUND: The European Health and Behaviour Survey is a questionaire used to assess a wide range of health-related behaviours, attitudes to health, beliefs concerning the importance of behaviours for health, and health knowledge, using a standardized protocol suitable for translation and administration in different countries of Europe. The objective of this study was to translate and culturally adapt the EHBS-Section B (section used to assess attitudes towards the importance of 25 activities for health) to the Portuguese language and to test its reliability and validity. METHODS: This new version was obtained with forward/backward translations, consensus panels and a pre-test. The Portuguese versions of EHBS-Section B, Health and Risk-taking Behaviour Scale (HRBS), Health Belief Scale (HBS) and a form for the characteristics of the participants were applied to 849 Portuguese adolescents. RESULTS: Reliability was good with a Cronbach's alpha coefficient of 0.867, and an intraclass correlation coefficient (ICC) of 0.96. Corrected item-total coefficients ranged from 0.301 to 0.620 and weighted kappa coefficients ranged from 0.74 to 0.94 for the 17 items of the EHBS-Section B. Construct validity was supported by the confirmation of two predefined hypotheses involving expected significant correlations between EHBS-Section B, HRBS and HBS that represent similar constructs. CONCLUSIONS: The Portuguese EHBS-Section B exhibited suitable psychometric properties, in terms of internal consistency, reproducibility and construct validity. It can be used in educational and research settings.

Cross-cultural adaptation and validation of the Portuguese version of the "European Health and Behaviour Survey-section B"

BACKGROUND: The European Health and Behaviour Survey is a questionaire used to assess a wide range of health-related behaviours, attitudes to health, beliefs concerning the importance of behaviours for health, and health knowledge, using a standardized protocol suitable for translation and administration in different countries of Europe. The objective of this study was to translate and culturally adapt the EHBS-Section B (section used to assess attitudes towards the importance of 25 activities for health) to the Portuguese language and to test its reliability and validity. METHODS: This new version was obtained with forward/backward translations, consensus panels and a pre-test. The Portuguese versions of EHBS-Section B, Health and Risk-taking Behaviour Scale (HRBS), Health Belief Scale (HBS) and a form for the characteristics of the participants were applied to 849 Portuguese adolescents. RESULTS: Reliability was good with a Cronbach's alpha coefficient of 0.867, and an intraclass correlation coefficient (ICC) of 0.96. Corrected item-total coefficients ranged from 0.301 to 0.620 and weighted kappa coefficients ranged from 0.74 to 0.94 for the 17 items of the EHBS-Section B. Construct validity was supported by the confirmation of two predefined hypotheses involving expected significant correlations between EHBS-Section B, HRBS and HBS that represent similar constructs. CONCLUSIONS: The Portuguese EHBS-Section B exhibited suitable psychometric properties, in terms of internal consistency, reproducibility and construct validity. It can be used in educational and research settings

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Factores mediadores en el aprendizaje cooperativo: los estilos de conducta interpersonal / Mediational factors in cooperative learning: the skills of interpersonal behaviour

La mayoría de las investigaciones sobre el aprendizaje cooperativo se han centrado por un lado, en la comparación de situaciones cooperativas, competitivas e individualistas, y por otro lado en las aplicaciones del aprendizaje cooperativo sobre variables académicas y sociales. En los años noventa aparecen, por primera vez, y en minoría, investigaciones que se dirigen principalmente a resolver las cuestiones relativas a la eficacia del aprendizaje cooperativo y los factores implicados. Este trabajo se enmarca dentro de esta última posición y pretende ofrecer una pequeña aportación a esta línea de investigación emergente. Sin embargo, dentro de este grupo de investigaciones, echamos de menos trabajos que demuestren la influencia de variables interpersonales en los resultados del aprendizaje cooperativo. Consideramos relevante el carácter de los participantes: introvertido, extrovertido, independiente, gregario, tímido, etc. Pensamos que estas dimensiones interpersonales pueden ser predictoras del éxito y fracaso de las situaciones de aprendizaje cooperativo, además de ayudarnos a comprender comportamientos individuales e interacciones dentro del grupo. Con nuestra investigación pretendemos encontrar relaciones entre estas variables interpersonales con los roles desempeñados en el grupo, las conductas verbales manifestadas a lo largo de la interacción, el rendimiento y la percepción individual de la madurez grupal (AU)