Os desamparos da maternidade em um contexto de vulnerabilidade social / The helplessness of motherhood in a context of social vulnerability / El desamparo de la maternidade en un contexto de vulnerabilidad social

Algumas mães, mesmo acompanhadas de um parceiro, desempenham solitariamente múltiplos papéis, cuidando da rotina de casa, do trabalho e, precariamente, de si mesmas. Com o objetivo de discutir a maternidade em um contexto de vulnerabilidade e suas implicações no estabelecimento da relação mãe e filhos, a partir de um caso, utilizou-se um método observacional psicanalítico inspirado no Método Bick de Observação, sendo uma pesquisa qualitativa. As observações foram realizadas considerando os três tempos: observação semanal, no mesmo dia e hora; relato da observação, de forma descritiva e implicada; e, seminário de supervisão, para discussão das observações. Evidenciou-se o desamparo sentido por essa mulher-mãe que, apesar da presença da família e do esposo, não recebia o apoio necessário. Sua exaustão, oriunda do desamparo, resultava em perda de controle emocional em relação aos filhos. Ressalta-se o valor do Método Bick de Observação ao possibilitar um olhar sensível à maternidade

Some mothers, even when joined by a partner, end up playing multiple roles alone, taking care of the household chores, their work lives and, precariously, of themselves. In order to discuss motherhood in a context of vulnerability and its implications in the establishing of the relationship between a mother and her children, based on a specific case, an psychoanalytic observational method inspired by the Bick Method of Observation was employed, being a qualitative research. The observations were carried out considering three tempos: weekly observation, on the same day and time; observation report, in an involved and descriptive way; and supervision seminar, to discuss the observations. It was made evident the helplessness experienced by this woman-mother, who, despite the presence of her husband and family, did not receive the necessary support. Her exhaustion, stemming from this helplessness, resulted in a loss of emotional control over her children. The value of the Bick Observation Method is highlighted, as it enables a sensitive outlook towards motherhood

Algunas madres, incluso las acompañadas de pareja, desempeñan múltiples papeles solas, cuidando la rutina de la casa, el trabajo y, precariamente, ellas mismas. Para discutir la maternidad en un contexto de vulnerabilidad y sus implicaciones para el establecimiento de la relación entre las madres y sus hijos, a partir de un caso, se utilizó un método observacional psicoanalítico inspirado en el Método de Observación Bick, haciendo de esta una investigación cualitativa. Las observaciones se realizaron considerando los tres tiempos: observación semanal, en el mismo día y hora; informe de la observación, de forma descriptiva y implícita; y, seminario de supervisión, para discutir las observaciones. Se hizo evidente el desamparo que siente esta mujer-madre, quien, a pesar de la presencia de su familia y esposo, no recibe el apoyo necesario. Su agotamiento, derivado del desamparo, resultó en una pérdida del control emocional sobre sus hijos. Se destaca el valor del método de observación de Bick, que permite una mirada sensible a la maternidad

Application of Direct and Systematic Observation of Interaction with Teenage Mother-Son Dyads / Aplicação de Observação Direta e Sistemática da Interação com Díades Mãe-Filho Adolescente / Aplicación de la Observación Directa y Sistemática de la Interacción con Díadas Madre-Hijo Adolescente

Abstract The observation of parent/child interaction is an effective method for identifying, evaluating, and monitoring adolescents and families who need or are undergoing intervention. This study aims to (1) describe a method of direct and systematic observation of dyadic interaction and (2) discuss its application in research with families with adolescents in northeastern Brazil. The data collection and analysis procedures are presented, indicating their possibilities and limits based on the lessons learned from this experience. The experience of applying the method is discussed through potential advances and challenges for the field of observational research in Psychology. It is concluded that the method of direct and systematic observation of dyadic interaction is, on the one hand, expensive in terms of expertise, time, and resources, and, on the other hand, it is a rich source of data for understanding interaction patterns in multiple contexts.

Resumo A observação da interação pai/mãe e filha/o é um método efetivo para identificação, avaliação e monitoramento de adolescentes e famílias que necessitem ou estejam em intervenção. Este artigo tem como objetivos: (1) descrever um método de observação direta e sistemática da interação diádica; e (2) discutir sobre sua aplicação em uma pesquisa junto a famílias com adolescentes do nordeste brasileiro. Apresentam-se os procedimentos de coleta e análise de dados, indicando suas possibilidades e limites a partir das lições aprendidas com esta vivência. Discute-se a experiência de aplicação do método por meio dos potenciais avanços e desafios para o campo da pesquisa observacional em Psicologia. Conclui-se que o método da observação direta e sistemática da interação diádica é, por um lado, dispendioso em termos de expertise, tempo e recursos e, por outro, consiste em rica fonte de dados para a compreensão dos padrões de interação em múltiplos contextos.

Resumen La observación de la interacción padre/hijo es un método efectivo para identificar, evaluar y monitorear a los adolescentes y familias que necesitan o están siendo intervenidos. Objetivos: (1) describir un método de observación directa y sistemática de la interacción diádica y (2) discutir su aplicación en una investigación junto a familias con adolescentes en el noreste brasileño. Se presentan los procedimientos de recolección y análisis de datos, indicando sus posibilidades y límites a partir de las lecciones aprendidas de esta experiencia. Se discute la experiencia de aplicación del método a través de potenciales avances y desafíos para el campo de la investigación observacional en Psicología. Se concluye que el método de observación directa y sistemática de la interacción diádica es, por un lado, costoso en términos de experiencia, tiempo y recursos y, por otro, es una rica fuente de datos para comprender los patrones de interacción en múltiples contextos.

Diel variation of CH4 emission fluxes in a small artificial lake: Toward more accurate methods of observation.

Lakes are significant sources in global methane (CH4) budgets. However, estimations of the magnitude of global CH4 emissions from lakes may be highly biased owing to the uncertainties in data originating from observation times, methods, and parameterizations of the gas transfer velocity (k). Here, we conducted continuous 48-hour measurements of CH4 fluxes using the floating chamber method seasonally at Lake Baihua, a small reservoir in southwestern China, and compared the results with estimates derived from boundary layer models. Results showed that there was a weak dependency of k on wind speed, indicating that wind speed was not the major factor regulating gas exchange in such small lakes. It is thus concluded that the wind speed-dependent boundary layer model method is not suitable for CH4 flux observations in small and medium-sized lake, and that the floating chamber method is recommended for use instead. The measured CH4 fluxes displayed remarkably diurnal patterns, therefore the use of single observations to represent daily average values comes with unacceptably large uncertainties. A reasonable alternative is averaging observations made at sunrise and at sunset to represent daily values, which has a much smaller uncertainty (ranging from 0.8% to 13.6%). The coincident peaks of CH4 and chlorophyll concentrations in the subsurface indicate that CH4 originated mainly from aerobic methanogenesis. Solar radiation is likely one of the major factors regulating CH4 production and emissions in the lake through enhancing CH4 production, inhibiting CH4 oxidation, and probably changing hydrodynamics conditions. Therefore, irradiation should be taken into consideration as a key factor in observing CH4 fluxes in lakes. As sampling times are limited, observations during both sunny and cloudy weather should be proportionally included. This is the first time, to the best of our knowledge, that solar radiation has been proposed as a key driver of CH4 emissions from lakes.

In vitro validation of Digital Image Analysis Sequence (DIAS) for the assessment of the marginal fit of cement-retained implant-supported experimental crowns.

BACKGROUND: The replica technique with its modifications (negative replica) has been used for the assessment of marginal fit (MF). However, identification of the boundaries between prosthesis, cement, and abutment is challenging. The recently developed Digital Image Analysis Sequence (DIAS) addresses this limitation. Although DIAS is applicable, its reliability has not yet been proven. The purpose of this study was to verify the DIAS as an acceptable method for the quantitative assessment of MF at cemented crowns, by conducting statistical tests of agreement between different examiners. METHODS: One hundred fifty-one implant-supported experimental crowns were cemented. Equal negative replicas were produced from the assemblies. Each replica was sectioned in six parts, which were photographed under an optical microscope. From the 906 standardized digital photomicrographs (0.65 µm/pixel), 130 were randomly selected for analysis. DIAS included tracing the profile of the crown and the abutment and marking the margin definition points before cementation. Next, the traced and marked outlines were superimposed on each digital image, highlighting the components' boundaries and enabling MF measurements. One researcher ran the analysis twice and three others once, independently. Five groups of 130 measurements were formed. Intra- and interobserver reliability was evaluated with intraclass correlation coefficient (ICC). Agreement was estimated with the standard error of measurement (SEM), the smallest detectable change at the 95% confidence level (SDC95%), and the Bland and Altman method of limits of agreement (LoA). RESULTS: Measured MF ranged between 22.83 and 286.58 pixels. Both the intra- and interobserver reliability were excellent, ICC = 1 at 95% confidence level. The intra- and interobserver SEM and SDC95% were less than 1 and 3 pixels, respectively. The Bland-Altman analysis presented graphically high level of agreement between the mean measurement of the first observer and each of the three other observers' measurements. Differences between observers were normally distributed. In all three cases, the mean difference was less than 1 pixel and within ± 3 pixels LoA laid at least 95% of differences. T tests of the differences did not reveal any fixed bias (P > .05, not significant). CONCLUSION: The DIAS is an objective and reliable method able to detect and quantify MF at ranges observed in clinical practice.

O brincar no processo de elaboração da separação materna na Educação Infantil / Playing in the process of elaboration of maternal separation in Child Education

O artigo propõe uma discussão acerca do brincar no processo de elaboração da separação materna a partir da entrada da criança na Educação Infantil. Foi realizada uma pesquisa qualitativa, por meio de 20 observações, inspiradas no Método Bick de Observação, em frequência semanal, com duração de uma hora cada. As observações ocorreram na sala de aula de uma turma de Educação Infantil, em um município do interior do Rio Grande do Sul. Os resultados indicaram que o brincar revelou-se um importante recurso, na medida em que pôde auxiliar as crianças na elaboração do processo de separação no qual elas vivenciaram ao entrar no espaço escolar, e que foram reproduzidas ao longo do processo de adaptação. Nesse sentido, a compreensão do(a) educador(a) a respeito do brincar é fundamental, na medida em que possibilita um maior entendimento a respeito do processo de elaboração vivido por cada criança.(AU)

The article proposes a discussion about playing in the process of elaborating the separation of the mother from the entrance of the child in Early Childhood Education. A qualitative research was carried out, through 20 observations, inspired by the Infant Observation, in weekly frequency, lasting one hour each. The observations occurred in the classroom of Early Childhood Education, in a municipal district of the interior of Rio Grande do Sul. The results indicated that playing is an important resource, as it helped children in the elaboration the experience of separation that they experienced when entering the school space, and which were reproduced throughout the process of adaptation. In this sense, the educator's understanding of the issues involved in play is essential, as it allows a greater understanding of the process of elaboration of each child.(AU)

Systematic review of observational studies on secondary task engagement while driving.

The last decade has seen a worldwide exponential increase in the use of mobile information systems, especially smartphones. This trend covers all areas of life, and also seems to include phone use while driving. In order to assess the scope of secondary task occupation, especially smartphone use while driving, observation studies from outside the car have been established as an efficient and valid method. A review of international studies using traffic observation was done finding 51 publications with a total of 117 observation studies with more than 1,800,000 single observations at more than 17,500 sites from nine different countries. The review describes the relevant aspects of the observation methods and gives an overview about the trends found in the data. As the methods differ widely over the years as well as between the countries and studies, an integration of the results is not possible. However, from all studies it is very clear that smartphone use has increased including not only phoning while driving but also, more important to traffic safety, using apps and texting on the smartphone. Additional observable secondary tasks were only rarely examined. Thus, further research using observational studies is strongly recommended. Suggestions are given with regard to the methodology which can contribute to get comparable and valid results across countries and studies.

Comunicação pelo olhar entre mãe e bebê: subjetividade e integração do eu / Communication by look between mother and baby: subjectivity and integration of self / Comunicación por la mirada entre la madre y el bebé: subjetividad e integración de yo

Este artigo tem como objetivo apresentar um relato de experiência, a partir da observação de bebês baseada no método de Esther Bick. Esse método se caracteriza como um meio pelo qual a dinâmica psíquica do bebê pode ser estudada e se caracteriza por visitas semanais regulares à casa da díade mãe-bebê, com duração de uma hora, além das anotações e supervisões subsequentes das observações realizadas. Para se tornar sujeito, o bebê precisa passar por um processo de constituição subjetiva e integração do eu, que será auxiliado pela função materna. A comunicação pelo olhar tem importante papel nessa função, pela qual o bebê poderá se diferenciar de sua mãe e do ambiente e formar a sua subjetividade. O método Bick de observação serviu não apenas para observar elementos do funcionamento do bebê, mas também como meio de acolhimento para a díade, afigurando-se assim como um conector entre teoria e prática.

This article presents an experience report based on Esther Bick’s Infant Observation method. This method is a way to study psychic dynamics of babies by regular weekly visits of an hour to the home of the motherinfant dyad, subsequent annotations and supervision of the observations. In order to become a subject, a baby needs to undergo a process of subjective constitution and integration of the self, which is aided by the maternal role. Visual communication is important in this function as it helps the baby to differentiate itself from the mother and the environment and form its subjectivity. The Bick method served not only to observe aspects of the functioning of the baby, but also as a host environment for the dyad, thus being a connector between theory and practice.

Este artículo tiene como objetivo presentar un relato de experiencia a partir de la observación de bebes, basada en el método de Esther Bick. Este método se constituye como un medio por el cual la dinámica psíquica del bebé puede ser estudiada y se caracteriza por visitas semanales regulares a la casa de la díada madre-hijo, con duración de una hora, además de las anotaciones y supervisiones posteriores a las observaciones realizadas. Para llegar a ser sujeto, el bebé tiene que someterse a un proceso de constitución e integración del yo, que será auxiliado por la función materna. La comunicación por la mirada juega un papel importante en esta función, por la que el bebé podrá diferenciarse de su madre y del medio ambiente para formar su subjetividad. El método Bick de observación sirvió no sólo para observar elementos de funcionamiento del bebé, sino también como un medio de acogida para la díada, configurándose, así, como un conector entre teoría y práctica.

Musculoskeletal disorders: OWAS review.

The prevention of musculoskeletal disorders (MSD) is very important in the world. Governments and companies are the most interested. The objective of the present work is to review the literature on the applications of the OWAS method in the diverse sectors or fields of knowledge and countries from its publication to March 2017. The use of OWAS method has been classified by categories of knowledge, by country and by year. The search was made by selecting only the main collection of the Web of Science. This was selected by the option "Advanced search" using the term OWAS (ts=OWAS) for the time period of 1900 to 2017. A total of 166 results were found, consisting of conference papers and articles in scientific journals. In conclusion, the OWAS has been applied mainly in two sectors: "Manufacturing industries" and "Healthcare and Social assistance activities". This method needs to be complemented with other indirect or direct methods. Also, whenever the OWAS has been used, whether individually or together with other methods, musculoskeletal disorders risks have been detected, this perhaps being an indicator to review the evaluation parameters because overestimating the risk.

Desempenho Social de Pré-escolares em Situações Estruturadas: Estimativas de Mães e Professoras / Social Performance's Preschoolers in Structured Situations: Estimation of Mothers and Teachers

RESUMO Identificar variáveis que influenciam a avaliação de comportamento infantil tem implicações para diagnóstico e intervenção psicológica. Buscou-se avaliar a estimativa de mães e professoras sobre desempenho social de crianças com e sem comportamentos-problema em cinco situações sociais estruturadas, analisando convergências e divergências (subestimações e superestimações) entre informantes e entre estimativa dos informantes e desempenho apresentado, além de diferenças entre situações nesses indicadores. Participaram 26 crianças de quatro grupos: com comportamentos-problema internalizantes (CPI), externalizantes (CPE), mistos (CPM) e com habilidades sociais (CHS). Os resultados indicaram: maior convergência para o grupo CHS; maior divergência tipo subestimação para o CPI e para situação Defende seus próprios direitos, bem como superestimação no CPM. São discutidas implicações para pesquisa, prática clínica e educacional na Psicologia.

ABSTRACT Identifying variables that may influence the evaluation of behaviors in children has implication to diagnostic and psychological intervention. This study focused the mothers' and teachers' estimative about the social performance displayed by children with, and without behavior problems in five structured social situations, analyzing convergences and divergences (underestimation and overestimation) between informants and between estimative of informants and recorded performance, besides differences among situations in relation to indicators. Twenty-six children were divided into four groups: internalizing behavior problems (CPI), externalizing (CPE), mixed (CPM), and with social skills (CHS). The results indicated: more convergence to CHS group; more divergence associated with underestimation to CPI and to situation of defending one's own rights, as also overestimation to CPM group. Implications to research, clinical, and educational practices were discussed.

Strengthening the Reporting of Observational Studies in Epidemiology for respondent-driven sampling studies: "STROBE-RDS" statement.

OBJECTIVES: Respondent-driven sampling (RDS) is a new data collection methodology used to estimate characteristics of hard-to-reach groups, such as the HIV prevalence in drug users. Many national public health systems and international organizations rely on RDS data. However, RDS reporting quality and available reporting guidelines are inadequate. We carried out a systematic review of RDS studies and present Strengthening the Reporting of Observational Studies in Epidemiology for RDS Studies (STROBE-RDS), a checklist of essential items to present in RDS publications, justified by an explanation and elaboration document. STUDY DESIGN AND SETTING: We searched the MEDLINE (1970-2013), EMBASE (1974-2013), and Global Health (1910-2013) databases to assess the number and geographical distribution of published RDS studies. STROBE-RDS was developed based on STROBE guidelines, following Guidance for Developers of Health Research Reporting Guidelines. RESULTS: RDS has been used in over 460 studies from 69 countries, including the USA (151 studies), China (70), and India (32). STROBE-RDS includes modifications to 12 of the 22 items on the STROBE checklist. The two key areas that required modification concerned the selection of participants and statistical analysis of the sample. CONCLUSION: STROBE-RDS seeks to enhance the transparency and utility of research using RDS. If widely adopted, STROBE-RDS should improve global infectious diseases public health decision making.

Taking the aggravation out of data aggregation: A conceptual guide to dealing with statistical issues related to the pooling of individual-level observational data.

Field data often include multiple observations taken from the same individual. In order to avoid pseudoreplication, it is commonplace to aggregate data, generating a mean score per individual, and then using these aggregated data in subsequent analyses. Aggregation, however, can generate problems of its own. Not only does it lead to a loss of information, it can also leave analyses vulnerable to the "ecological fallacy": the drawing of false inferences about individual behavior on the basis of population level ("ecological") data. It can also result in Simpson's paradox, where relationships seen at the individual level can be completely reversed when analyzed at the aggregate level. These phenomena have been documented widely in the medical and social sciences but tend to go unremarked in primatological studies that rely on observational data from the field. Here, we provide a conceptual guide that explains how and why aggregate data are vulnerable to the ecological fallacy and Simpson's paradox, illustrating these points using data on baboons. We then discuss one particular analytical approach, namely multi-level modeling, that can potentially eliminate these problems. By highlighting the issue of the ecological fallacy, and increasing awareness of how datasets are often organized into a number of different levels, we also highlight the manner in which researchers can more positively exploit the structure of their datasets, without any information loss. These analytical approaches may thus provide greater insight into behavior by permitting more thorough investigation of interactions and cross-level effects.

Changes in dyadic communication during and after integrative and traditional behavioral couple therapy.

To examine changes in dyadic communication, as well as links between communication and long-term relationship outcomes, 134 distressed couples randomly assigned to either Traditional Behavioral Couple Therapy (TBCT; Jacobson & Margolin, 1979) or Integrative Behavioral Couple Therapy (IBCT; Jacobson & Christensen, 1998) were observed in video-recorded interactions. Observers rated discussions of relationship problems at 3 time points (pre-therapy, post-therapy, 2-year follow-up) and relationship outcomes (i.e., treatment response and relationship stability) were measured at a 5-year follow-up. Consistent with previous examinations of individual partner communication (K.J.W. Baucom et al., 2011; Sevier et al., 2008), TBCT produced greater improvements from pre-therapy to post-therapy (d = 0.27-0.43) and superior communication at post-therapy (d = 0.30-0.37). However, IBCT produced greater improvements from post-therapy to 2-year follow-up (d = 0.32-0.39). Both levels of, and changes in, dyadic communication were associated with relationship outcomes, even when controlling for individual communication. Our findings lend additional support for theoretical and practical differences between these two therapies and the utility of assessment at the level of the couple. Furthermore, they contribute to a broader pattern of findings in which relationship outcomes are more consistently linked with constructive communication than with destructive communication.

Gender equity in physical education: The use of language / Igualdade de gênero em educação física: o uso da linguagem / La equidad de género en la educación física: el uso de lenguaje

This study analyzed Spanish teachers' behavior and the transmission of gender stereotypes. We observed 48 physical education lessons given by four Spanish teachers (two men and two women). Descriptive codes, which were generated iteratively, were clustered, categorized, integrated, recoded, and re-categorized. They allowed us to identify four major themes related to the transmission of gender stereotypes of teachers: male generics, stereotyped expressions, nominative attention, and priority order. We used a coding sheet as well as audio and video recordings to register the categories. The Kruskal-Wallis test produced significance levels lower than .05, resulting in the rejection of the null hypothesis. Sexist behavior was found in the male generics, nominative attention, and priority order. However, we found no difference in stereotyped expressions...

"Igualdade de gênero em educação física: O uso da linguagem." O objetivo do estudo foi analisar o comportamento dos professores espanhóis na transmissão de estereótipos de gênero para os seus alunos. Observou-se 48 aulas de educação física dadas por quatro professores espanhóis (dois homens e duas mulheres). Os códigos descritivos, que foram gerados de forma iterativa, foram agrupados, categorizados, integrados, recodificados e reclassificados. Identificou-se quatro variáveis relacionando o professorado e a sua transmissão dos estereótipos de gênero: masculinos genéricos, expressões estereotipadas, atenção nominativa e ordem de prioridade. Utilizou-se uma folha de codificação, bem como gravações de áudio e vídeo para os registros. Níveis de significância no teste de Kruskal-Wallis inferiores 0,05 permitiram rejeitar a hipótese nula. Comportamentos sexistas foram encontrados no uso de masculino genérico, a atenção nominativa e ordem de prioridade. No entanto, não foi encontrada diferenças nas expressões estereotipadas...

"La equidad de género en la educación física: El uso del lenguaje." El objetivo de este estudio es analizar el comportamiento de los profesores españoles en la transmisión de estereotipos de género hacia su alumnado. Para ello, se han observado 48 clases de educación física impartidas por cuatro profesores españoles (dos hombres y dos mujeres). Los códigos descriptivos que se generaron de forma interactiva, fueron agrupados, categorizados, integrados, recodificados y recategorizados. Se identificaron cuatro variables relacionadas con el profesorado y su transmisión de estereotipos de género: masculino genérico, expresiones estereotipadas, atención nominativa y orden de prelación. Para el registro de las categorías se utilizó una hoja de observación, junto con grabaciones de audio y vídeo. Niveles de significación en el test de Kruskal-Wallis inferiores a ,05 permitieron rechazar la hipótesis nula. Se encontraron comportamientos sexistas en el uso del masculino genérico, la atención nominativa y el orden de prelación. Sin embargo, no se encontraron diferencias en las expresiones estereotipadas...

Maternal Social Coaching Quality Interrupts the Development of Relational Aggression During Early Childhood.

Previous research has shown that parents of socially competent young children provide them with elaborative, explicit, appropriate and emotion-laden advice about peer interactions. The current study analyzed mothers' conversations with preschoolers (N=175; 52% female; M age = 52 months, SD = 7 months) about peer conflicts involving relational aggression. Conversations were coded for maternal elaboration, emotion references, and discussion of norm violations. Information about relational and physical aggression was collected from teachers at two assessments approximately 12 months apart for a subsample of 136 children. Regression analyses, controlling for physical aggression, showed that average and high levels of effective coaching operated as a protective factor against stable high levels of relational aggression. Theoretical and practical implications for our understanding of the early development of relational aggression are discussed.

Identification of prescribing errors by pre-registration student nurses: a cross-sectional observational study utilising a prescription medication quiz.

BACKGROUND: Nurses are central to the aim of ensuring medication safety, through being predominantly responsible for the administration of medications to patients in acute care settings. Correct identification of prescribing errors by nurses helps to ensure that errors are detected early in the process of administering medications to patients. The limited available research however, suggests that both qualified and student nurses have difficulty in identifying prescribing errors with high accuracy. OBJECTIVE: To collect baseline data on pre-registration student nurses' ability to identify prescribing errors. DESIGN: A cross-sectional observational design utilising a prescription medication quiz was employed. The quiz contained six prescriptions that simulated a national inpatient medication chart, and included common types of prescribing errors, as identified in the literature. SETTINGS: One Australian university. PARTICIPANTS: Third year pre-registration student nurses enrolled in a clinical nursing course in a Bachelor of Nursing programme. METHODS: Statistical analysis of the data was performed using descriptive statistics, Pearson's product-moment correlation coefficient (Pearson's r) 2-tailed test, and independent sample t-tests. RESULTS: Results from the 192 participants suggested that student nurses had difficulties in identifying the prescribing errors built into the prescription medication quiz. Of the five prescriptions containing an error, 7.3% of students identified all 5 errors, 13% identified 4, 21.9% identified 3, 26.6% identified 2, and 20.3% identified only one error. CONCLUSIONS: It is vital for patient safety that student nurses have greater awareness of, and ability to, correctly identify prescribing errors. The ability of individual students to correctly identify all five errors in this study was poor. These results support the need for educators to consider alternative approaches to educating students about medication safety. Recommendations with the potential to address this gap in education through the use of simulation are proposed.

Relationship between observable emotional expression and wandering behavior of people with dementia.

OBJECTIVE: This study explored the relationship between observable emotional expression and wandering behaviors of people with dementia (PWD). METHODS: A secondary data analysis was conducted of a multi-site study that used a cross-sectional design with repeated measures nested within subjects. Participants included 142 PWD residing in 17 nursing homes and six assisted-living facilities in Michigan and Pennsylvania who were randomly assigned to six 20-min videotaped observation periods, conducted on two non-consecutive days. Poisson hierarchical linear modeling was used to examine associations between emotional expression and wandering. RESULTS: Participants exhibited an average of 13.5 (standard deviation [SD] ± 12.4) episodes of positive emotional expression per observation; only 1.5 (SD ± 2.3) episodes of negative emotional expression per observation were noted. The mean wandering rate was 2.9 episodes (SD ± 6.9) per hour. Positive emotional expression was positively related to wandering rates, whereas negative emotional expression and higher cognitive status were negatively related to wandering rates after controlling for other predictors (age, education, gender, facility type, mobility, and time of day). CONCLUSIONS: Both positive and negative emotional expressions, along with cognitive status, should be considered when developing interventions to improve wandering behaviors of PWD.

Multimodal Analysis of Estimated and Observed Social Competence in Preschoolers With/Without Behavior Problems / Analise Multimodal da Competência Social Estimada e Observada de Pré-escolares com/sem Comportamentos Problemáticos / Analisis Multimodal de Competencia Social Estimada y Observada en Preescolares con/sin Problemas de Conducta

Social skills compete with behavior problems, and the combination of these aspects may cause differences in social competence. This study was aimed at assessing the differences and similarities in the social competence of 26 preschoolers resulting from: (1) groups which they belonged to, being one with social skills and three with behavior problems (internalizing, externalizing and mixed); (2) types of assessment, considering the estimates of mothers and teachers, as well as direct observation in a structured situation; (3) structured situations as demands for five categories of social skills. Children’s performance in each situation was assessed by judges and estimated by mothers and teachers. There was a similarity in the social competence estimated by mothers, teachers and in the performance observed. Only the teachers distinguished the groups (higher social competence in the group with social skills and lower in the internalizing and mixed groups). Assertiveness demands differentiated the groups. The methodological aspects were discussed, as well as the clinical and educational potential of the structured situations to promote social skills.

Habilidades sociais competem com comportamentos problemáticos, e a combinação destes aspectos pode levar a diferenças na competência social. Este estudo teve como objetivo avaliar diferenças e semelhanças na competência social de 26 pré-escolares em função de: (1) grupos a que pertenciam, sendo um com habilidades sociais e três com comportamentos problemáticos (internalizantes, externalizantes e mistos); (2) tipos de avaliação, considerando-se estimativas de mães e de professoras e observação direta em situação estruturada; e (3) situações estruturadas como demandas para cinco classes de habilidades sociais. O desempenho das crianças em cada situação foi avaliado por juízes e estimado pelas mães e professoras. Verificou-se similaridade na competência social estimada por mães, professoras e no desempenho observado. Somente professoras diferenciaram os grupos (maior competência social para o grupo com habilidades sociais e menor para os grupos internalizantes e mistos). Demandas de assertividade diferenciaram os grupos. Foram discutidas as questões metodológicas e o potencial clínico-educacional das situações estruturadas para promoção de habilidades sociais.

Habilidades sociales compiten con problemas de conducta, y la combinación de estos aspectos puede dar lugar a diferencias en la competencia social. Este estudio evaluó similitudes y diferencias en la competencia social de 26 preescolares en función de: (1) grupos a que pertenecían, siendo uno con habilidades sociales y tres con problemas de conducta (internalizantes, externalizantes y mixtos), (2) tipos de evaluación, considerándose estimaciones de madres y profesoras y observación directa en situaciones estructuradas; y (3) situaciones estructuradas como demandas para cinco clases de habilidades sociales. El desempeño de los niños fue evaluado por jueces y estimado por las madres y profesoras. Se encontró similitud en la competencia social estimada por madres, profesoras y en el desempeño observado; solamente profesoras diferenciaron los grupos (mayor competencia social para el grupo con habilidades sociales y menor para los grupos internalizantes y mixtos). Demandas de asertividad diferenciaron los grupos. Fueron discutidas cuestiones metodológicas y el potencial clínico y educacional de situaciones estructuradas para promover habilidades sociales.

Multimodal Analysis of Estimated and Observed Social Competence in Preschoolers With/Without Behavior Problems / Analise Multimodal da Competencia Social Estimada e Observada de Pre-Escolares com/sem Comportamentos Problematicos / Analisis Multimodal de Competencia Social Estimada y Observada en Preescolares con/sin Problemas de Conducta

Social skills compete with behavior problems, and the combination of these aspects may cause differences in social competence. This study was aimed at assessing the differences and similarities in the social competence of 26 preschoolers resulting from: (1) groups which they belonged to, being one with social skills and three with behavior problems (internalizing, externalizing and mixed); (2) types of assessment, considering the estimates of mothers and teachers, as well as direct observation in a structured situation; (3) structured situations as demands for five categories of social skills. Children’s performance in each situation was assessed by judges and estimated by mothers and teachers. There was a similarity in the social competence estimated by mothers, teachers and in the performance observed. Only the teachers distinguished the groups (higher social competence in the group with social skills and lower in the internalizing and mixed groups). Assertiveness demands differentiated the groups. The methodological aspects were discussed, as well as the clinical and educational potential of the structured situations to promote social skills.(AU)

Habilidades sociais competem com comportamentos problemáticos, e a combinação destes aspectos pode levar a diferenças na competência social. Este estudo teve como objetivo avaliar diferenças e semelhanças na competência social de 26 pré-escolares em função de: (1) grupos a que pertenciam, sendo um com habilidades sociais e três com comportamentos problemáticos (internalizantes, externalizantes e mistos); (2) tipos de avaliação, considerando-se estimativas de mães e de professoras e observação direta em situação estruturada; e (3) situações estruturadas como demandas para cinco classes de habilidades sociais. O desempenho das crianças em cada situação foi avaliado por juízes e estimado pelas mães e professoras. Verificou-se similaridade na competência social estimada por mães, professoras e no desempenho observado. Somente professoras diferenciaram os grupos (maior competência social para o grupo com habilidades sociais e menor para os grupos internalizantes e mistos). Demandas de assertividade diferenciaram os grupos. Foram discutidas as questões metodológicas e o potencial clínico-educacional das situações estruturadas para promoção de habilidades sociais.(AU)

Habilidades sociales compiten con problemas de conducta, y la combinación de estos aspectos puede dar lugar a diferencias en la competencia social. Este estudio evaluó similitudes y diferencias en la competencia social de 26 preescolares en función de: (1) grupos a que pertenecían, siendo uno con habilidades sociales y tres con problemas de conducta (internalizantes, externalizantes y mixtos), (2) tipos de evaluación, considerándose estimaciones de madres y profesoras y observación directa en situaciones estructuradas; y (3) situaciones estructuradas como demandas para cinco clases de habilidades sociales. El desempeño de los niños fue evaluado por jueces y estimado por las madres y profesoras. Se encontró similitud en la competencia social estimada por madres, profesoras y en el desempeño observado; solamente profesoras diferenciaron los grupos (mayor competencia social para el grupo con habilidades sociales y menor para los grupos internalizantes y mixtos). Demandas de asertividad diferenciaron los grupos. Fueron discutidas cuestiones metodológicas y el potencial clínico y educacional de situaciones estructuradas para promover habilidades sociales.(AU)

Mapeamento comportamental: observação de crianças no parque da pré-escola / Behavioral mapping: observation of children in a preschool playground / Cartografía de comportamiento: la observación del niño en el parque pre-escolar

O presente artigo tem por objetivo descrever a aplicação do mapeamento comportamental centrado no lugar no contexto de um parque escolar. Esta técnica característica da psicologia ambiental relaciona o comportamento investigado com o local onde ele ocorre. Participaram do estudo cerca de 65 crianças de 3 a 5 anos de uma instituição escolar. O planejamento envolveu a definição de 11 categorias comportamentais. Este artigo constitui um recorte dos resultados evidenciando a preferência por determinados setores do espaço pelas crianças. Discutimos a importância dos estudos observacionais de fácil codificação para serem vertidos em intervenções práticas na realidade pesquisada.

This paper describes the application of behavioral mapping centered on the space of a preschool playground. This technique, characteristic of Environmental Psychology, relates the studied behavior to the place where it occurs. A total of 65 children, aged 3 to 5 years old, from a school participated in the study. The planning process involved the definition of 11 behavioral categories. This paper presents part of the results and reveals that children had a preference for certain areas of the space. We discuss the importance of observational studies with easy coding to be implemented in practical interventions in the studied context.

Este trabajo tiene como objetivo describir la aplicación de la asignación de espacio de comportamiento centrado en el parque de una escuela. Esta característica técnica de la psicología ambiental relata el comportamiento investigado con el lugar donde se produce. En el estudio participaron cerca de 65 niños de 3 a 5 años en una escuela. La planificación implicaba la creación de 11 categorías de comportamiento. Este texto sólo proporciona un recorte de los resultados, que muestran la preferencia de los niños por ciertos sectores del espacio. Se discute la importancia de los estudios observacionales, de fácil codificación, para se remitir en intervenciones prácticas en la realidad estudiada.

Mapeamento comportamental: observação de crianças no parque da pré-escola / Behavioral mapping: observation of children in a preschool playground / Cartografía de comportamiento: la observación del niño en el parque pre-escolar

O presente artigo tem por objetivo descrever a aplicação do mapeamento comportamental centrado no lugar no contexto de um parque escolar. Esta técnica característica da psicologia ambiental relaciona o comportamento investigado com o local onde ele ocorre. Participaram do estudo cerca de 65 crianças de 3 a 5 anos de uma instituição escolar. O planejamento envolveu a definição de 11 categorias comportamentais. Este artigo constitui um recorte dos resultados evidenciando a preferência por determinados setores do espaço pelas crianças. Discutimos a importância dos estudos observacionais de fácil codificação para serem vertidos em intervenções práticas na realidade pesquisada.(AU)

This paper describes the application of behavioral mapping centered on the space of a preschool playground. This technique, characteristic of Environmental Psychology, relates the studied behavior to the place where it occurs. A total of 65 children, aged 3 to 5 years old, from a school participated in the study. The planning process involved the definition of 11 behavioral categories. This paper presents part of the results and reveals that children had a preference for certain areas of the space. We discuss the importance of observational studies with easy coding to be implemented in practical interventions in the studied context.(AU)

Este trabajo tiene como objetivo describir la aplicación de la asignación de espacio de comportamiento centrado en el parque de una escuela. Esta característica técnica de la psicología ambiental relata el comportamiento investigado con el lugar donde se produce. En el estudio participaron cerca de 65 niños de 3 a 5 años en una escuela. La planificación implicaba la creación de 11 categorías de comportamiento. Este texto sólo proporciona un recorte de los resultados, que muestran la preferencia de los niños por ciertos sectores del espacio. Se discute la importancia de los estudios observacionales, de fácil codificación, para se remitir en intervenciones prácticas en la realidad estudiada.(AU)