El grado de educación infantil de la UAB, apostando por el prácticum

Este artículo se centra en exponer los resultados de la implantación del Grado de Educación Infantil de la Universitat Autònoma de Barcelona des de su inicio en el año 2009 hasta el momento actual, 2014. Se reporta información sobre diferentes aspectos relacionados con el perfil y el rendimiento de los estudiantes y profesores, así como la organización del prácticum, como asignatura vertebradora de todo el grado. Los resultados muestran aspectos positivos en relación al rendimiento de los estudiantes y a su satisfacción con el profesorado. Sin embargo la captación del alumnado de género masculino es aún un aspecto a mejorar. También cabe mejorar en la contratación de profesorado que en su mayoría goza de una gran inestabilidad contractual y por lo tanto, muestra dificultades para poder implicarse plenamente en el grado. Finalmente, se valora muy positivamente la realización de un prácticum en cada curso y se destaca el éxito de la implantación innovadora de los proyectos de Aprendizaje-Servicio en las prácticas del último cursoThis paper presents the results of the Early Childhood degree of the Universitat Autònoma de Barcelona from its implementation in 2009 to 2013. Data covered includes the profile and achievements of both the students and professors involved in the Early Childhood Degree. Also, results emerging from the students placements in the schools during each course. The results demonstrate positive outcomes regarding both the students achievements and their satisfaction with the professors. However, it is clear there needs to be a greater emphasis on encouraging male students. A major area of concern is the professors contractual situation. Most of them involved, in fact, do not have stable contracts, working on a so called temporary basis. This instability by definition impacts on their commitment to the degree, meaning it is difficult to get deeply involved and often they have to commit to other work outside the university. To summarize, the feedback from the students placements in each of the four years has been very positive, highlighting the success of the Service Learning projects since its implementatio

Emociones y salud

En este articulo se plantea la relación entre las emociones humanas y la salud. Se explica que las emociones no influyen en la salud a través de un unico mecanisrno, sino quepueden ejercer esta influencia de varias maneras distintas que, además, inciden en diferentes momentos delproceso de enfermar. De esta manera se muestra que: a) las emociones negativas constituyen un riesgo para la salud; b) los estados emocionales crònicos afectan a los hábitos de salud; c) los episodios emocionales agudos pueden agravar ciertas enfermedades; y d) las emociones pueden distorsionar la conducta de los enfermos. Finalmente, se expone la necesidad de la investigación sistemática sobre los procesos psicológicos de las emociones y sepropone un modelo de laboratori0 basado en el concepto de interrupción de conducta para el estudio de los cambios en potenciales evocados cerebrales, expectativas, respuestas vegetativas y conducta que configuran los estados emocionalesThis article examines the relationship between human emotions and health. It is argued that emotions do not influence health in a single way but in many different ways. What is more, this health-emotion connection can occur in different moments along the illness process. Four points are mentioned a) negative emotions can be an important health risk; c) chronic emotional states change health practices; c) acute emotions could affect illness' severity and chronicity; and d) emotions, specially anxiety, can alter sick paple behaviour. Finally we claim the need of progress in research on psychological processes of emotions and suggest a laboratory model based on behaviour break-in to study changes in brain evokedpotentials, expectations, vegetative responses and behaviour which form emotional state

Emocions i estratègies davant l'estrès

L'estat d'ànim amb què ens enfrontem a situacions d'estrès té una influència decisiva en les estratègies que preparem per superar-les i no és, tal com s'havia pensat fins ara, una conseqüència de les mateixes. Així ho ha determinat un grup d'investigadors de la UAB després de realitzar un seguiment d'estrès a més de 300 universitaris per a conèixer de quina forma feien front el seu primer examen de carrera.El estado de ánimo con que nos enfrentamos a situaciones de estrés tiene una influencia decisiva en las estrategias que preparamos para superarlas y no es, tal como se pensaba hasta ahora, una consecuencia de las mismas. Así lo ha determinado un grupo de investigadores tras realizar un seguimiento a más de 300 universitarios para conocer de qué forma afrontaban su primer examen de carrera

A systematic review of the ecological and longitudinal methods to study daily stress

The objective was to review the methods used to assess daily stress, focusing on the types records used, as well as the methods used to describe daily stressors, the ways to operationally define stress, and the different research approaches. A search for quantitative research articles published between January 2008 and December 2017 was carried out on indexed entries of four electronic databases. Of the 254 publications found in the search after duplicates were removed, eft 57 articles were selected to analyse. A large diversity of recording methods was detected, a single daily record for a week being the most frequently used. The different ways to operationalize stress highlight the different implicit definitions of stress: the number or intensity of stressful event refers to stress as an external factor, negative feelings refer to the individual's responses, and reactivity or "pile-up" are related to the process by which stress develops over time. Such variation suggests that stress is not a precise concept that can be assessed by a single measure, stress is rather a generic label for the complex process of adaptation to specific situations. The first one is that it can be concluded that stress is a process that explains the short- and long-term effects of exposure to stressors on health and wellbeing through a complex chain of mediators and moderators. The second point is that although it is known that the changes produced in stressful situations are adaptive at first, studies of the negative side of stress prevail. And the third point is that the studies analysed were not reduced to the analysis of the stress process or of any particular aspect of stress but rather, the evaluation of daily stress served to study other processes with marked social and affective components

A brief version of the implicit positive and negative affect test (IPANAT-18)

As self-reports of affect are limited in several regards, an indirect measure of affect, the Implicit Positive and Negative Affect Test (IPANAT; ) has previously been developed and adapted to more than 10 languages (), showing adequate reliability and validity. Based on a sample of 242 Spanish adults (111 males), we evaluate a trimmed 18 items version of the IPANAT (IPANAT-18). Item reductive procedures consisted in a random selection of the stimuli words used in the IPANAT. Psychometric properties of the IPANAT-18 were evaluated via Confirmatory Factor Analysis. In addition, correlational analyses were used to determine the relationship between the brief and the full version of the IPANAT, and with explicit measures of affect. We replicated a two-factors structure of positive affect versus negative affect and found a good fit for the IPANAT-18 model (CFI = 1; TLI = 1; RMSEA =.00; SRMR =.03). Reliability was adequate (implicit PA, α =.86; implicit NA, α =.77) and the pattern of relationships with explicit affect measures were congruent and consistent with previous findings. Differences between the mean scores of implicit affect assessed with 18 items or 36 items were statistically non-significant, and showed strong correlations (PA, r =.92, p <.01; NA, r =.88, p <.01). In sum, the IPANAT-18 showed satisfactory psychometric properties and constitutes a useful tool for economically measuring affective processes such as in experimental and economical multiple assessment (e.g., daily diary) settings

Millora de competències personals i prosocials a través de projectes d'Aprenentatge i Servei. Projectes de compromís social realitzats entre alumnes del Grau d'Educació Infantil i les escoles

https://www.cidui.org/revistacidui/index.php/cidui/article/view/875Aquesta recerca mostra els resultats sobre la percepció de les competències personals i pro-socials de 575 estudiants d'educació Infantil i primària fent el pràcticum, a través d'un qüestionari. L'estudi també analitza de forma qualitativa elscanvis de 23 estudiants. Els resultats mostren com els estudiants solen tenir una percepció molt alta sobre les pròpies capacitats i que els alumnes que fan projectes amb compromís social, com l'ApS, perceben que han millorat més les sevescompetències.This research shows the results of the students' perception of their personal and pro-social competences development. 575 Early Childhood and Primary Education students used a questionnaire to evaluate their competences.This study also analyses 23 students in depth.These results show us that students tend to perceivetheir own competences very highly. It also demonstrates that the students who implement Engagement projects,such as Service Learning, feel that they have improved their competences

Assessment rubric of personal and prosocial competencies and skills

University training for early years and primary school teachers has traditionally focused on highly academic and technical learnings. The extensive experience of our team as teacher trainers has shown us that, in order to complement those learnings, we need to boost our students' personal and prosocial competencies and skills. We consider the acquisition of these competencies and skills to be central to the training to become a teacher, however they are often difficulties to evaluate in a university setting. In order to make these behaviours more visible and to help students, qualified teachers and university tutors to keep them in mind, our research team has created an assessment rubric of personal and prosocial competencies and skills that aim to facilitate awareness and reflection around these specific set of abilities

Cuestionario PASA (Primary Appraisal Secundary Appraisal) para la evaluación del estrés. Adaptación al español e instrucciones de uso

Dada la escasez de instrumentos que midan la valoración cognitiva siguiendo el modelo de estrés transaccional de Lazarus y Folkman (1984) e identificando claramente tanto la evaluación primaria como la secundaria con todos los componentes propuestos por el modelo de estrés. El presente estudio pretende validar y traducir al español el cuestionario Primary Appraisal Secondary Appraisal (PASA) de Gaab et al. (2004). Así pues, se realiza la traducción del instrumento al español y se incorpora la escala de daño/pérdida que no consta en la versión original. Asimismo, se adaptan los ítems para poder aplicar el instrumento tanto en situaciones anticipatorias de estrés como en situaciones pasadas recientes. Se pasa la nueva versión del instrumento a una muestra de 397 participantes, considerando los dos tipos de situaciones y se analizan los datos a partir de dos análisis factoriales, uno exploratorio y otro confirmatorio que proponen la solución de 5 dimensiones, relacionadas con las escalas de la Evaluación Cognitiva: 3 escalas de Evaluación Primaria (Amenaza, Reto y Pérdida) y 2 de Evaluación Secundaria (Autoeficacia y Expectativa de Control). Se obtienen índices de fiabilidad de a = 0.674 a=0.765. Se concluye que la nueva versión del instrumento en versión española y con la incorporación de la escala de daño/pérdida presenta propiedades psicométricas adecuadas para su uso

When and how do hospital nurses cope with daily stressors? A multilevel study

During their workday, nurses face a variety of stressors that are dealt with using different coping strategies. One criticism of the contextual models of work stress is that they fail to focus on individual responses like coping with stress. Neverthless, little is know about the momentary determinants of coping in nurses. To identify the momentary predictors of problem-focused approaching coping and emotion-focused approaching coping, as well as those for seeking social support and refusal coping strategies, during the working day in nurses. This study uses descriptive, correlational, two-level design with repeated measures. Wards of two University hospitals. A random cohort of 113 nurses was studied. An ecological momentary assessment was made of demand, control, effort, reward, nursing task, coping, mood and fatigue, and of coping style by questionnaire. Multilevel two-level statistical analyses were performed in order to identify both within person and between person relationships. Different momentary types of coping were associated with different tasks. The problem-focused coping could be explained by the direct care and medication tasks, demand, planning coping style, mood, and negatively by acceptation coping style. Emotion-focused coping could be explained by documentation and medication tasks (negatively), mood, demand, distraction, and disengagement coping styles. Seeking social support coping could be explained by the task of communication, mood, fatigue (negatively), and seeking emotional support as a coping style. Refusal coping could be explained by mood, and the coping style of focusing and venting emotions. Refusal coping is not specific to any task. The choice of the coping strategy depends on the task, of their appraisal and on the different styles of coping

Rúbrica d'autoavaluació de competències i habilitats personals i prosocials

Les competències i habilitats personals i prosocials dels estudiants són centrals per a la formació docent i sovint són complexes d'avaluar en el marc de la formació universitària. Amb la intenció de promoure aquestes competències i la seva avaluació, l'Equip de Recerca Sumant Compromís Educatiu ha elaborat una rubríca d'avaluació per evidenciar el desenvolupament de les competències personals i prosocials per facilitar la reflexió d'alumnes, professors i mestres. Tant per a l'autoconeixement i l'autoavaluació dels estudiants en el seu procés i progrés d'aprenentatge (abans, durant i després de fer l'estada de pràctiques), com també per al seu seguiment i l'avaluació dels mestres i tutors de la universitat. La rúbrica ha estat utilitzada i valorada per estudiants d'infantil i primària així com també per mestres d'escola bressol, parvulari i primària durant el projecte. Tot i que les competències i habilitats personals i prosocials que avalua aquesta rúbrica són les indicades al Programa dels Graus de Mestres d'Educació Infantil i de Primària, es defineixen com a competències transversals per a les diverses professions dedicades a l'educació, el benestar i a la Salut; per tant, es pot fer servir també en altres àmbits