Parental styles and their relationship with behavioural problems in children with physical and sensory disabilities

El presente trabajo tiene como objetivo identificar las posibles diferencias en el estilo educativo manifestado por padres y madres de niños con y sin discapacidad, y comprobar la relación de este con el desarrollo de problemas de conducta en chicos con discapacidad física y sensorial. La investigación ha sido llevada a cabo con una muestra total de 264 chicos, de los cuales 133 presentaban discapacidad (59 con discapacidad auditiva, 39 con discapacidad física y 34 con discapacidad visual) y 131 sin discapacidad. Para dar respuesta a los objetivos del estudio, usamos las adaptaciones españolas “Behavior Assessment System for Children” (BASC) para las variables relativas a los problemas de conducta, (Reynolds y Kamphaus, 2004) y el “Parent-Child Relationship Inventory” (Gerard, 1994) y “Parental Bonding Instrument” (PBI) (Parker, Tupling y Brown, 1979) para medir la interacción de los niños con sus padres. En cuanto al estilo educativo se encontraron diferencias significativas entre madres y padres de chicos con y sin discapacidad en las variables de autonomía, compromiso, disciplina, distribución de rol, satisfacción con la crianza, sobreprotección y apoyo, en el caso de las madres; y diferencias en la disciplina, la distribución de rol, la sobreprotección y el apoyo, en el caso de los padres. En cuanto a las madres de chicos con discapacidad auditiva, encontramos diferencias significativas en la crianza manifestada con respecto a la distribución de rol, la satisfacción con la crianza y la sobreprotección. También, las madres de chicos con discapacidad física, mostraron diferencias significativas en la disciplina y la distribución de rol. Sin encontrar diferencias en la crianza manifestada por los padres de chicos con y sin discapacidad auditiva o física. De manera que podemos afirmar la existencia de desemejanzas en la crianza manifestada por padres y madres de chicos con y sin discapacidad. Por otro lado, en cuanto a las posibles discrepancias en el desarrollo de problemas de conducta en chicos con y sin discapacidad, los resultados obtenidos de nuestra investigación muestran que los chicos con discapacidad son más propensos a desarrollar trastornos como la hiperactividad, la depresión y quejas somáticas y mayores problemas de atención y dificultades de aprendizaje, así como un desarrollo más pobre en las habilidades adaptativas, sociales y de estudio, y son menos propensos a ser líderes del grupo de iguales. En el caso de la discapacidad auditiva, pudimos comprobar que estos presentan mayores problemas de externalización de la conducta, como la hiperactividad, mayores síntomas de depresión e internalización de problemas y una tasa más alta de problemas escolares y adaptativos como problemas de atención y de aprendizaje, además de peores resultados en términos sociales y habilidades para el estudio y de liderazgo. También, el grupo de chicos con discapacidad física manifestó una prevalencia más alta en problemas de conducta internalizante, como la depresión y la somatización, y mayores problemas escolares como dificultades de aprendizaje y de atención. Este grupo exteriorizó además, diferencias significativas en el desarrollo de las habilidades adaptativas, sociales y de estudio, así como relativas al liderazgo, mostrando peores resultados para el colectivo con discapacidad. No se han encontrado diferencias significativas en el grupo de chicos con discapacidad física en términos de externalización de problemas. Con todo, concluimos que los chicos con discapacidad física o sensorial se encuentran en una condición de mayor vulnerabilidad para el desarrollo de problemas de conducta. Por último, se crearon una serie de modelos predictores basadas en ciertas actitudes de la crianza, con el objetivo de relacionar el estilo educativo con tales problemas. En cuanto a la conducta externalizante, pudimos predecir el 24% de la varianza con respecto al grupo de chicos con discapacidad, el 50% en el caso de la discapacidad auditiva y el 78,5% para la discapacidad física. De la misma manera, para el desarrollo de problemas de conducta internalizantes, los modelos creados fueron capaz de predecir el 23,3% de la varianza para el grupo de discapacidad, el 49,1% para la discapacidad auditiva, así como el 72,8% de predicción en el caso de chicos con discapacidad física. Con respecto a los problemas escolares, las prácticas parentales han ejercido su influencia, pudiendo pronosticar el 25,9% de la varianza para los chicos con discapacidad, el 50,8% en el caso de la discapacidad auditiva y el 83,4% para la discapacidad física. Por último, en cuanto a la adaptabilidad, se pudo predecir el desarrollo de estos problemas en un 17,6% para los chicos con discapacidad, el 50,8% en cuanto a la discapacidad auditiva y el 87,8% en el caso de la discapacidad física. Confirmamos así, el papel fundamental que ejerce el estilo de crianza en el desarrollo de problemas de conducta en los chicos con discapacidad física o sensorial.The aim of this work is to identify possible differences in the parental style expressed by parents of children with and without disabilities, and to check the relationship between this style and the development of behavioural problems in children with physical and sensory disabilities. The research was conducted with a total sample of 264 children, 133 with disability (59 with hearing disability, 39 with physical disability and 34 with visual disability) and 131 without disability. To respond to the objectives of the study, we used the Spanish adaptations "Behavior Assessment System for Children" (BASC) for variables related to behavioural problems, (Reynolds and Kamphaus, 2004) and the "Parent-Child Relationship Inventory" (Gerard, 1994) and "Parental Bonding Instrument" (PBI) (Parker, Tupling and Brown, 1979) to measure the interaction of children with their parents. In terms of educational style, significant differences were found between mothers and fathers of children with and without disabilities in the variables of autonomy, engagement, discipline, role distribution, parenting satisfaction, overprotection and support, in the case of mothers; and differences in discipline, role distribution, overprotection and support, in the case of fathers. As for the mothers of hearing impaired children, we found significant dissimilitudes in the upbringing manifested with respect to distribution, satisfaction with upbringing and overprotection. In addition, mothers of children with physical disabilities revealed significant disparities in discipline and role distribution. No differences were found in the upbringing manifested by the parents of children with and without hearing or physical disability. Thus, we can assert the existence of differences in the upbringing manifested by parents of children with and without disabilities. On the other hand, regarding the possible dissimilarities in the development of behavioural problems in children with and without disabilities, the results obtained from our research prove that children with disabilities are more likely to develop disorders such as hyperactivity, depression and somatic complaints and greater attention problems and learning difficulties, as well as poorer development in adaptive, social and study skills, and are less likely to be peer group leaders. In the case of hearing impairment, we were able to see that these present greater problems of externalizing problems, such as hyperactivity, greater symptoms of depression and internalizing problems and a higher rate of school and adaptive problems such as attention and learning problems, as well as worse results in social terms and in study and leadership skills. Also, the group of children with physical disabilities manifested a higher prevalence in problems of internalizing behavior, such as depression and somatization, and greater school problems such as learning and attention difficulties. This group also exteriorized significant differences in the development of adaptive, social and study skills, as well as leadership, showing worse results for the disabled group. No significant differences were found in the group of children with physical disabilities in terms of externalizing problems. However, we conclude that children with physical or sensory disabilities are in a condition of greater vulnerability to the development of behavioural problems. Finally, a series of predictive models were created based on certain attitudes of parenting, with the aim of relating educational style to such problems. In terms of externalizing behavior, we were able to predict 24% of the variance with respect to the group of children with disabilities, 50% in the case of hearing impairment and 78.5% for physical disability. Similarly, for the development of internalising behavioural problems, the models created were able to predict 23.3% of the variance for the disability group, 49.1% for hearing impairment, as well as 72.8% of prediction in the case of physically disabled children. With regard to school problems, parental practices have exerted their influence, being able to prognosticate 25.9% of the variance for children with disabilities, 50.8% in the case of hearing disability and 83.4% for physical disability. Finally, with regard to adaptability, the development of these problems could be predicted at 17.6% for children with disabilities, 50.8% for hearing impairment and 87.8% for physical disability. As a consequence of what has been previously stated, we confirm the fundamental role played by the parenting style in the development of behavioural problems in children with physical or sensory disabilities

Structure, DFT Calculations, and Magnetic Characterization of Coordination Polymers of Bridged Dicyanamido-Metal(II) Complexes

Three coordination polymers of metal(II)-dicyanamido (dca) complexes with 4-methoxypyridine-N-oxide (4-MOP-NO); namely, catena-[Co(µ1,5-dca)2(4-MOP-NO)2] (1), catena-[Mn(µ1,5-dca)2(4-MOP-NO)2] (2), catena-[Cd(µ1,5-dca)2(4-MOP-NO)2] (3), and the mononuclear [Cu(κ1dca)2(4-MOP-NO)2] (4), were synthesized in this research. The complexes were analyzed by single crystal X-ray diffraction as well as spectroscopic methods (UV/vis, IR). The polymeric 1-D chains in complexes 1-3 were achieved by the doubly µ1,5-bridging dca ligands and the O-donor atoms of two axial 4-MOP-NO molecules in trans configuration around the distorted M(II) octahedral. On the other hand, the two "trans-axial" pyridine-N-oxide molecules in complexes 2 and 3 display opposite orientation (s-trans). The DFT (density functional theory) computational studies on the complexes 1-3 were consistent with the experimentally observed crystal structures. Compounds 1 and 2 display weak antiferromagnetic coupling between metal ions (J = −10.8 for 1 and −0.35 for 2)

Diverse coordination numbers and geometries in pyridyl adducts of lanthanide(III) complexes based on beta-diketonate

t: Ten mononuclear rare earth complexes of formula [La(btfa)3 (H2O)2 ] (1), [La(btfa)3 (4,40 - Mt2bipy)] (2), [La(btfa)3 (4,40 -Me2bipy)2 ] (3), [La(btfa)3 (5,50 -Me2bipy)2 ] (4), [La(btfa)3 (terpy)] (5), [La(btfa)3 (phen)(EtOH)] (6), [La(btfa)3 (4,40 -Me2bipy)(EtOH)] (7), [La(btfa)3 (2-benzpy)(MeOH)] (8), [Tb(btfa)3 (4,40 -Me2bipy)] (9) and (Hpy)[Eu(btfa)4 ] (10), where btfa = 4,4,4-trifuoro-1-phenylbutane1,3-dionato anion, 4,40 -Mt2bipy = 4,40 -dimethoxy-2,20 -bipyridine, 4,40 -Me2bipy = 4,40 -dimethyl2,20 -bipyridine, 5,50 -Me2bipy = 5,50 -dimethyl-2,20 -bipyridine, terpy = 2,20 :60 ,20 -terpyridine, phen = 1,10-phenathroline, 2-benzpy = 2-(2-pyridyl)benzimidazole, Hpy = pyridiniumH+ cation) have been synthesized and structurally characterized. The complexes display coordination numbers (CN) eight for 1, 2, 9, 10, nine for 5, 6, 7, 8 and ten for 3 and 4. The solid-state luminescence spectra of Tb-9 and Eu-10 complexes showed the same characteristic bands predicted from the Tb(III) and Eu(III) ions. The Overall Quantum Yield measured (φTOT) at the excitation wavelength of 371 nm for both compounds yielded 1.04% for 9 and up to 34.56% for 10 years

Factors Associated With Peripheral Nerve Injury After Pelvic Laparoscopy: The Importance of Surgical Positioning

BACKGROUND: Nerve damage after abdominal and pelvic surgery is rare but potentially serious. The incidence of peripheral nerve injury is difficult to assess, and rates of between 0.02% and 21% have been cited in the literature. Signs and symptoms of this type of injury may appear immediately after surgery or a few days later. PURPOSE: This study was developed to assess the rate of peripheral nerve injury after pelvic laparoscopy and to identify associated risk factors. METHODS: A pilot prospective cohort study was conducted between March 2018 and April 2019 on 101 patients with a 1-month follow-up using two semistructured clinical interviews. We carried out a descriptive analysis followed by univariable and multivariable logistic regression analyses. RESULTS: Thirteen patients were found to have peripheral nerve injuries, representing a rate of 12.9%. Overall, 14 injuries (five severe and nine mild) were detected. One patient had two mild injuries. In this study, the risk of injury was found to increase 1.77-fold (OR = 1.77, 95% CI [1.13, 2.76], p = .007) for each hour the patient was in the Trendelenburg position. CONCLUSIONS/IMPLICATIONS FOR PRACTICE: The longer the patient is in the Trendelenburg position, the greater the risk of peripheral nerve damage. Patients aged 60 years or less also face a higher risk of nerve injury.This study was supported by a 600-euro grant from the Basque Foundation for Health Innovation and Research

COVID-19 outbreaks in a transmission control scenario: challenges posed by social and leisure activities, and for workers in vulnerable conditions, Spain, early summer 2020

Severe acute respiratory syndrome coronavirus 2 community-wide transmission declined in Spain by early May 2020, being replaced by outbreaks and sporadic cases. From mid-June to 2 August, excluding single household outbreaks, 673 outbreaks were notified nationally, 551 active (>6,200 cases) at the time. More than half of these outbreaks and cases coincided with: (i) social (family/friends’ gatherings or leisure venues) and (ii) occupational (mainly involving workers in vulnerable conditions) settings. Control measures were accordingly applied

Evaluating the Structure Determining Factors of Alkali and Alkaline Earth Metal Amides

The chemistry of the alkali and alkaline earth metal amides has progressed exponentially in the last 50 years due to advances in synthetic methodologies and understanding of structure/function relationships. Despite these advances, the exploration of the heavy s-block metals has been marred by numerous challenges related to their high oxo- and hydrophillicity, tendency towards aggregation, and electrostatic metal-ligand interactions. The work presented herein addresses the effects that ligand size, neutral co-ligand coordination, and presence of secondary non-covalent interactions have on the chemistry of alkali and alkaline earth metal amides. Use of sterically encumbering ligands in conjunction with neutral co-ligand coordination and their effects on the coordination chemistry of these metals is presented through a series of novel heavy alkali metal bis(bis(diphenylmethyl)silyl amides. These compounds exhibit a large number of non-covalent interactions in the form of metal-π contacts, allowing for the isolation of 1-D coordination polymers and a rare alkali metal separated amido species. In addition, a novel family of heavy alkaline earth primary amides is presented. These compounds, of the type Ca/Sr/Ba[N(H)(Dipp)] 2 (hmpa) 3 (Dipp = 2,6-di-isopropylaniline; HMPA = hexamethylphosphoramide) are the first examples of homoleptic and monomeric primary amido species reported. They showcase the importance of non-covalent agostic interactions in coordinative metal saturation in both solution and solid-state. The presence of stabilizing factors along with their importance and overall effect on ion-association, coordination numbers, and resulting structure/function relationships will be further discussed for both families of metals. Studying the factors influencing ion-association becomes requisite to understanding the chemistry of organometallic alkali and alkaline earth compounds, and recent findings in these topics will be discussed. These considerations highlight the delicate balance in the organometallic chemistry of early main group chemistry

Organo–Phosphorus–Sulfur Heterocycles by Reactions of Phenylphosphine with Ketones

<div><p></p><p>The reaction of phenylphosphine (PhPH₂) with ketones showed conversion into a 5-membered heterocyclic ring of the type P₂SOC if 2–2.5 equivalents of sulfur (S₈) were used. X-Ray data and ³¹P, ¹³C, ¹H NMR spectra proved the formation of the (Z) diastereomer of 1,3,2,4-oxathiadiphospholane <b>1</b> ((PhPS)₂SOCMe₂) if acetone is used. Mechanistic studies displayed that small changes in the reaction pathway lead toward the formation and characterization of intermediates including 1,3,2,4,5-dithiatriphospholane, 2,4,5-triphenyl-2-sulfide (PhP)₃S₃ and 1,3,2,4-oxathiadiphospholane, and 5,5-dimethyl-2,4-diphenyl-2-sulfide ((PhPS)(PhP)SOCMe₂), which undergo reactions with acetone, subsequently yielding the abovementioned heterocyclic ring.</p></div

Novel diaminopropyl substituted organotin compounds

A novel synthetic pathway involving the desilylation of a tin trimethylsilyl species (Ph2Sn(SiMe3)2) towards non-protected di(3-aminopropyl)tin dichloride (Cl2Sn(CH2)3NH2) is described. Di(3-aminopropyl)tin dichloride is then converted to the respective dicarboxylates species (RCOO)2Sn(CH2)3NH2)2 employing carboxylic acids of different lengths (R = -CH3, -(CH2)10CH3). Depending on the nature of R, discrete packing effects are observed in the solid state of di(3-aminopropyl)tin dicarboxylate derivatives. All the synthesized substances were characterized byThe accepted manuscript in pdf format is listed with the files at the bottom of this page. The presentation of the authors' names and (or) special characters in the title of the manuscript may differ slightly between what is listed on this page and what is listed in the pdf file of the accepted manuscript; that in the pdf file of the accepted manuscript is what was submitted by the author