Orientación psicopedagógica y educación emocional

Se expone en primer lugar un marco amplio de la orientación psicopedagógica, donde se distinguen modelos básicos de intervención, áreas temáticas, contextos y agentes. De este marco se desarrolla el área de la orientación para la prevención y el desarrollo. Dentro de ella, se toma en concreto la educación emocional. La educación emocional es una innovación educativa que responde a necesidades sociales no atendidas en las materias académicas ordinarias. La fundamentación está en el concepto de emoción, teorías de la emoción, la neurociencia, la psiconeuroinmunología, la teoría de las inteligencias múltiples, la inteligencia emocional, el fluir, los movimientos de renovación pedagógica, la educación psicológica, la educación para la salud, las habilidades sociales, las investigaciones sobre el bienestar subjetivo, etc. El objetivo de la educación emocional es el desarrollo de competencias emocionales: conciencia emocional, regulación emocional, autogestión, inteligencia interpersonal, habilidades de vida y bienestar. La práctica de la educación emocional implica diseñar programas fundamentados en un marco teórico, que para llevarlos a la práctica hay que contar con profesorado debidamente preparado; para apoyar la labor del profesorado se necesitan materiales curriculares; para evaluar los programas se necesitan instrumentos de recogida de datos, etc

Development and validation of a questionnaire to evaluate lifestyle-related behaviors in elementary school children

Background: The SI! Program promotes cardiovascular health through a multilevel school-based intervention on four lifestyle-related components: diet, physical activity, understanding the body and heart, and management of emotions. We report here the development and validation of the KAH (knowledge, attitudes and habits)-questionnaire adapted for elementary school children (6-7 years old) as a tool for the forthcoming evaluation of the SI! Program, where the KAH scoring will be the primary outcome. The efficacy of such an intervention will be based on the improvements in children's KAH towards a healthy lifestyle. Methods: The questionnaire validation process started with a pool of items proposed by the pedagogical team who developed the SI! Program for elementary school. The questionnaire was finalized by decreasing the number of items from 155 to 48 using expert panels and statistical tests on the responses from 384 children (ages 6-7). A team of specialized psychologists administered the questionnaire at schools providing standard directions for the final administration. The internal consistency was assessed using Cronbach's a coefficients. Reliability was measured through the split-half method, and problematic items were detected applying the item response theory. Analysis of variance and Tukey's test of additivity were used for multiple comparisons. Results: The final KAH-questionnaire for elementary school children should be administered to children individually by trained staff. The 48 items-questionnaire is divided evenly between the 4 components of the intervention, with an overall Cronbach's a = 0.791 (a = 0.526 for diet, a = 0.537 for physical activity, a = 0.523 for human body and heart, and a = 0.537 for management of emotions). Conclusions: The KAH-questionnaire is a reliable instrument to assess the efficacy of the SI! Program on instilling healthy lifestyle-related behaviors in elementary school children.This work is supported by the SHE Foundation (Foundation for Science, Health and Education) and the Daniel and Nina Carasso Foundation.S

Spanish validation of Bad Sobernheim Stress Questionnaire (BSSQ (brace).es) for adolescents with braces

<p>Abstract</p> <p>Background</p> <p>As a result of scientific and medical professionals gaining interest in Stress and Health Related Quality of Life (HRQL), the aim of our research is, thus, to validate into Spanish the German questionnaire <b>Bad Sobernheim Stress Questionnaire (BSSQ) (mit Korsett)</b>, for adolescents wearing braces.</p> <p>Methods</p> <p>The methodology used adheres to literature on trans-cultural adaptation by doing a translation and a back translation; it involved 35 adolescents, ages ranging between 10 and 16, with Adolescent Idiopathic Scoliosis (AIS) and wearing the same kind of brace (Rigo System Chêneau Brace). The materials used were a socio-demographics data questionnaire, the SRS-22 and the Spanish version of BSSQ(brace).es. The statistical analysis calculated the reliability (test-retest reliability and internal consistency) and the validity (convergent and construct validity) of the BSSQ (brace).es.</p> <p>Results</p> <p>BSSQ(brace).es is reliable because of its satisfactory internal consistency (Cronbach's alpha coefficient was 0.809, p < 0.001) and temporal stability (test-retest method with a Pearson correlation coefficient of 0.902 (p < 0.01)).</p> <p>It demonstrated convergent validity with SRS-22 since the Pearson correlation coefficient was 0.656 (p < 0.01). By undertaking an Exploratory Principal Components Analysis, a latent structure was found based on two Components which explicate the variance at 60.8%.</p> <p>Conclusions</p> <p>BSSQ (brace).es is reliable and valid and can be used with Spanish adolescents to assess the stress level caused by the brace.</p

Spatial evolution of an AMD stream in the Iberian Pyrite Belt: process characterization and control factors on the hydrochemistry

This paper presents hydrochemical data of an AMD stream in the Iberian Pyrite Belt, obtained from its source, in the Poderosa Mine Portal, till its confluence at the Odiel River. The main objective is to establish potential interdependent relations between sulfate and metals’ loads and the following physical-chemical variables: pH, electric conductivity (EC), redox potential (EH), and dissolved oxygen (O2). All the parameters show a global increasing tendency since the tunnel’s exit to the confluence at Odiel River. The TDS and EC are two relevant exceptions. They behave similarly, showing a decreasing trend and a strong inflection that describes a minimum immediately after the discharging point. The spatial analysis combined with statistical tools put in evidence the typical AMD processes and the respective physical-chemical implications. Inputs with distinctive hydrochemical signatures impose relevant modifications in the Poderosa creek waters. This indicates low hydrochemical inertia and high vulnerability to external stimulus.Financial support for this research was provided by DGCICYT National Plan, project CGL2010-21268-C02-01 and the Andalusian Autonomous Government Excellence Projects, Project RNM-6570