Bases para una propuesta de alfabetización en salud de niños con enfermedad renal crónica

Abstract The current paper presents the results of a diagnostic study whose purpose was to document the experiences of children and adolescents who are suffering from chronic kidney disease, as well as the experiences of their mothers; the objective was to use an inter and transdiscplinary approach to design a health literacy strategy in order to improve both health services and quality of life. In order to compile the necessary information, we used oral and written narratives, as well as focus groups. For the analysis of the information, we used proposals based on sociocultural and interpretive perspectives. Our results demonstrate that the main difficulties of this group are associated with emotions (sadness, anger, despair), the commitment to the treatment and the process of the acceptance of death. The results allow us to identify the elements that should be considered within a strategy for health literacy relevant to the population analyzed.Resumen El presente estudio reporta los resultados de un diagnóstico cuyo propósito fue documentar las vivencias de niños y adolescentes que padecen una enfermedad renal crónica, así como aquellas de sus madres; con la finalidad de construir, desde un enfoque inter y transdisciplinario, una estrategia de alfabetización para mejorar la salud, tanto en su atención como en la calidad de vida. Como estrategias para la recopilación de datos se emplean narrativas orales y escritas, así como grupos focales. Para su análisis, se retoman planteamientos de la perspectiva sociocultural e interpretativa de la realidad. Nuestros resultados dan cuenta que las principales dificultades de este grupo están asociadas con las emociones (tristeza, enojo, desesperanza), con la adherencia al tratamiento y con el proceso de aceptación de la muerte. Los resultados permiten identificar los elementos que debe considerar una estrategia de alfabetización en salud pertinente para la población estudiada

Creativity and Decision Making in Giftedness

Referencias bibliográficas: • Artola, (2004), EduPsykhé, 3, pp. 73 • Escobar, (2006), Rev. Mex. Neurocienc., 7, pp. 391 • (2009), Aula, 15, pp. 117 • Betancourt, J., and Valadez, M. (2012). Cómo Propiciar el Talento y la Creatividad en la Escuela, Manual Moderno. • Chryskou, (2018), Curr. Opin. Behav. Sci., 27, pp. 94, 10.1016/j.cobeha.2018.09.014 • Zeng, (2021), Sci. Rep., 11, pp. 2119, 10.1038/s41598-021-81655-0 • Kaufmann, J.C., and Stenberg, R.J. (2019). The Cambridge Handbook of Creativity, Cambridge University Press. • (2018), Intelligence, 69, pp. 123, 10.1016/j.intell.2018.05.004 • Piffer, (2014), Creat. Res. J., 26, pp. 151, 10.1080/10400419.2014.901068 • Pinho, (2016), Cereb. Cortex, 26, pp. 3052, 10.1093/cercor/bhv130 • Beaty, (2014), Neuropsychologia, 64, pp. 92, 10.1016/j.neuropsychologia.2014.09.019 • Chavez, (2021), Rev. Didáctica Matemáticas, 107, pp. 91 • Soto, (2017), An. Psicol., 33, pp. 40 • (2015), Rev. Neurol., 60, pp. 17 • (2016), Neurología, 31, pp. 319, 10.1016/j.nrl.2015.03.001 • Cipolotti, (2016), Neuropsychologia, 93, pp. 1, 10.1016/j.neuropsychologia.2016.09.018 • Rodillo, (2008), Rev. Médica, 19, pp. 511 • Klimesch, (2012), Trends Cogn. Sci., 16, pp. 606, 10.1016/j.tics.2012.10.007 • Tirapu-Ustárroz, J., Ríos-Lago, J., and Maestú, J. (2011). Manual de Neuropsicología, Viguera Editors. • Contreras, (2008), Int. J. Clin. Health Psychol., 8, pp. 285 • Squillace, (2015), Rev. Neuropsicol. Latinoam., 7, pp. 37 • Flores, J., Ostrosky, F., and Lozano, A. (2014). Batería de Funciones Frontales y Ejecutivas BANFE-2, Manual Moderno. • Alonso, J., and Benito, Y. (2004). Alumnos Superdotados: Sus Necesidades Educativas y Sociales, Bonum. • Kaufman, J.C., and Sternberg, R.J. (2019). Cambridge Handbook of Creativity, Cambridge University Press. [2nd ed.]. • Fugate, (2013), Gift. Child Q., 57, pp. 234, 10.1177/0016986213500069 • (2015), Asia Pac. Educ. Rev., 16, pp. 281, 10.1007/s12564-015-9366-9 • (2023, April 28). SEJ Convocatoria de Ingreso a la Primaria del Centro Educativo para Altas Capacidades. Available online: https://cepac.edu.jalisco.gob.mx/wp-content/uploads/2017/09/CONVOCATORIA-CEPAC-PRIMARIA-2023-2024-1-v3.pdf. • Wechsler, D. (2014). Escala de Inteligencia Wechsler para Niños WISC IV, Manual Moderno. • Harada, T. (2020). The effects of risk-taking, exploitation, and exploration on creativity. PLoS ONE, 15. • Harada, (2021), Front. Psychol., 11, pp. 610562, 10.3389/fpsyg.2020.610562 • Viana-Saenz, L. (2015). Función Ejecutiva en la alta Capacidad Intelectual. [Master’s Thesis, Universidad de la Rioja]. • (2008), Rev. Neurol., 46, pp. 11 • Benedek, (2012), Personal. Individ. Differ., 53, pp. 480, 10.1016/j.paid.2012.04.014 • Aparicio, (2021), Rev. Eñectrónica Interuniv. Form. Profr., 24, pp. 35 • Benedek, (2014), Intelligence, 46, pp. 73, 10.1016/j.intell.2014.05.007Creativity is the ability to re-experience mental representations and is the basis of intuitive thinking when constructing images prior to the elaboration of an action plan. Creativity is thought to be related to orbitofrontal functions that govern decision making, such as inhibitory control, risk–benefit evaluation and acceptance of limits and rules, given that these processes prepare one against possible scenarios. Objective: In this study, the relationship between creativity and decision making is investigated to understand the needs of gifted students. Method: A cross-sectional descriptive study was carried out with gifted students (IQ mean = 133) aged 8–10 years old (n = 25). Instruments: Creative Imagination Test (PIC) and subtests of the Neuropsychological Battery of Executive Functions and Frontal Lobes (BANFE-2) were employed. Analysis: A Spearman correlation analysis was conducted between the normalized BANFE-2 scores and the percentiles of PIC. Results: Moderate correlations were found between creative/narrative flexibility and decision making/risk percentage (r = 0.432, p ≤ 0.05) and decision making/response-effectiveness (r = 0.426, p ≤ 0.05), as well as between graphic creativity/shadow and color with decision making/response-effectiveness (r = 0.452, p ≤ 0.05) and inhibition (r = 0.673, p ≤ 0.01); moderate negative correlations were found between inhibition and graphic creativity/title (r = −0.570, p ≤ 0.05) and general graphic creativity (r = −0.489, p ≤ 0.05). Conclusions: Creativity in students with intellectual giftedness is favored by a relationship with orbitofrontal functions. Analysis of risk situations and effective decision making increase narrative creation and diminished inhibition allows for greater creative graphic production.Depto. de Psicobiología y Metodología en Ciencias del ComportamientoFac. de EducaciónTRUEpu

<i>PADI4</i> Haplotypes Contribute to mRNA Expression, the Enzymatic Activity of Peptidyl Arginine Deaminase and Rheumatoid Arthritis Risk in Patients from Western Mexico

Citrullination is catalyzed by the peptidyl arginine deiminase 4 (PAD4) enzyme, encoded by the PADI4 gene. Increased PAD4 activity promotes the onset and progression of rheumatoid arthritis (RA). This study aimed to evaluate the association of PADI4 haplotypes with RA risk, mRNA expression, and the PAD4 activity in patients with RA from Mexico. Methodology: 100 RA patients and 100 control subjects (CS) were included. Genotyping was performed by PCR-RFLP method, PADI4 mRNA expression was quantified by real-time PCR, the contribution of PADI4 alleles (PADI4_89 G>A, PADI4_90 T>C, and PADI4_92 G>C) to mRNA expression by the ASTQ method, and PAD4 activity by HPLC. Also, the anti-CCP and anti-PADI4 antibodies were quantified by ELISA. Results: The three PADI4 polymorphisms were associated with RA susceptibility (OR = 1.72, p = 0.005; OR = 1.62; p = 0.014; OR = 1.69; p = 0.009; respectively). The 89G, 90T, and 92G alleles have a higher relative contribution to PADI4 mRNA expression from RA patients than 89A, 90C, and 92C alleles in RA patients. Moreover, the GTG/GTG haplotype was associated with RA susceptibility (OR = 2.86; p = 0.024). The GTG haplotype was associated with higher PADI4 mRNA expression (p = 0.04) and higher PAD4 enzymatic activity (p = 0.007) in RA patients. Conclusions: The evaluated polymorphisms contribute to PADI4 mRNA expression and the enzymatic activity of PAD4 in leukocytes. Therefore, the GTG haplotype is a genetic risk factor for RA in western Mexico, and is associated with increased PADI4 mRNA expression and higher PAD4 activity in these patients