El bilingüismo en la comunidad con discapacidad auditiva e integración en el contexto educativo

Las personas con discapacidad auditiva y la inclusión en escuelas ordinarias, han sido dos términos que durante años en España y en muchos países del mundo se han considerado no compatibles. Se han podido observar diversas posturas a favor y en contra de la enseñanza de la lengua signada. Actualmente, se ha cambiado la manera de focalizar esta situación a favor de su inclusión, fomentando la eliminación de barreras que se puedan encontrar. En este contexto, se decidió basar la investigación bibliográfica en el alumnado con discapacidad auditiva, el bilingüismo y su aplicación a la docencia. Con esto, se pretende conocer si los alumnos con discapacidad auditiva que pertenecen a familias sin miembros con la misma discapacidad, tienen mayor facilidad para adaptarse en un entorno dónde prima la lengua oral. Basando el esquema de un trabajo de revisión bibliográfica, el mismo se compone de un extenso marco teórico dónde se ha podido dar solución a la hipótesis planteada. Esta, a grandes rasgos, plantea la ideas de que aquellos niños con deficiencia auditiva sin ningún miembro familiar con discapacidad auditiva, tienen mayor facilidad en su adaptación a la sociedad.<br /

El modelo bilingüe aplicado al alumnado con necesidad específica de apoyo educativo desde una perspectiva docente

La implantación y el desarrollo del bilingüismo en España ha instigado una polémica en cuanto al bajo nivel de inclusión que ha respetado, sobre todo del alumnado con necesidad específica de apoyo educativo o con necesidades educativas especiales. En este contexto, se decidió tratar el tema del modelo bilingüe aplicado a este tipo de educando, pero desde la perspectiva de la docencia. Con ello, se persigue el objetivo de conocer el grado de beneficio de la enseñanza de una lengua extranjera en los alumnos/as con características y necesidades individuales que supongan una dificultad para enfrentarse a la misma. Siguiendo el esquema propio de un trabajo de indagación empírica, esto es, la configuración de un marco teórico y de un estudio descriptivo-cualitativo, se ha podido extraer una serie de resultados que responden a la finalidad planteada. Estos, a grandes rasgos, muestran que la mayoría de las docentes participantes defienden que el bilingüismo, en términos generales, es beneficioso para todo alumnado; en cambio, el problema reside en el modelo bilingüe español, por falta de recursos, la escasa formación del profesorado, las materias objeto de bilingüismo, entre otras muchas razones.<br /

Prevalence of celiac disease in primary care: the need for its own code

Background: Celiac disease (CD) is an autoimmune chronic enteropathy of the small intestine caused by exposure to gluten in genetically predisposed individuals. CD is not easy to diagnose due to its unspecific symptomatology, especially in adults, a diagnosed/undiagnosed ratio of 1:7 is estimated. CD does not have its own code in the International Classification of Primary Care (ICPC) but it is coded under code D99 “Disease digestive system, other”, which hinders diagnosis, intervention and research. The aim of this study is to investigate the prevalence of CD in Arago´n, Spain, using the information available from Primary Care, as well as to discuss the difficulties involved in determining prevalence of CD from data collected at this level of medical intervention. Methods: We designed an epidemiological cross-sectional study and analysed 26,964 electronic clinical records from the Aragonese Health Service under code ICPC D99 collected up to December 31st, 2016. The clinical records were classified by their editable field “descriptor” according to their probability of being related to CD. Analyses of gender, age, age at diagnosis, province and health sector were carried out. Results: We found 4534 clinical records under 293 different descriptors with a high probability of referring to CD. Prevalence in Arago´n was estimated to be 0.35% ranging from 0.24 to 0.81% with important differences among health sectors. Conclusions: The prevalence of 0.35% is a long way from the generally accepted 1% but within the usually considered ratio 1:7 of diagnosed:undiagnosed cases. Differences among sectors should be carefully analysed. Lacking its own ICPC code, diagnosis of CD in Primary Care Services is not included in a single category, but it is distributed under several descriptors, which makes it difficult to offer any firm diagnosis for treatment and hinders research. Finally, the high prevalence of CD justifies its own ICPC code and the need to withdraw CD from the generic D99 code “Disease digestive system other”

Qualitative evaluation of a complex intervention to implement health promotion activities according to healthcare attendees and health professionals: EIRA study (phase II)

Objective: To evaluate the implementation and development of a complex intervention on health promotion and changes in health-promoting behaviours in primary healthcare according to healthcare attendees and health professionals. Design: Descriptive qualitative evaluation research conducted with 94 informants. Data collection techniques consisted of 14 semistructured individual interviews, 9 discussion groups, 1 triangular group and 6 documents. Three analysts carried out a thematic content analysis with the support of Atlas.ti software. This evaluation was modelled on Proctor and colleagues’ concept of outcomes for implementation research. Setting: 7 primary care centres from seven Spanish regions: Andalusia, Aragon, Balearic Islands, Basque Country, Castilla-La Mancha, Castilla-Leon and Catalonia. Participants: The study population were healthcare attendees (theoretical sampling) and health professionals (opportunistic sampling) who had participated in the exploratory trial of the EIRA intervention (2015). Results: Healthcare attendees and professionals had a positive perception of the study. Healthcare attendees even reported that they would recommend participation to family and friends. Health professionals became aware of the significance of the motivational interview, especially for health promotion, and emphasised social prescribing of physical activity. They also put forward recommendations to improve recruitment, screening and retention of participants. Healthcare attendees modified behaviours and health professionals modified working practices. To achieve sustainability, health professionals believe that it is crucial to adapt agendas and involve all the staff. Conclusions: The discourses of all stakeholders on the intervention must be taken into consideration for the successful, setting-specific implementation of adequate, acceptable, equitable and sustainable strategies aimed at health promotion and well-being

Editorial: Technostress, mental health and well-being

Technostress is a type of stress that results from the extended use of technologies (Tarafdar et al., 2017). During the COVID-19 pandemic, working-from-home arrangements increased due to confinement and lockdown measures. This Research Topic presents studies that examine information and communication technologies, focussing on stress and mental health. As both theoretical and practical studies are important within this field, the editorial team encouraged submissions that analyze the effects of different types of teaching carried out online and that also present outcomes on psychological wellbeing. The resulting Research Topic includes seven original studies from European countries as well as from China and Japan

The role of aggression and maladjustment in the teacher-student relationship on burnout in secondary school teachers

Introduction: Multiple studies have examined the individual and socio-demographic variables that can contribute to the development of burnout in teachers. Although the evidence supports that this syndrome is generated through the interaction between the aspects of the organization and those of the person, little attention has been spent on the impact of the teacher-student relationship adjustment and, especially, on the role of violence exercised by students or their families toward secondary school teachers, who seem to be more vulnerable than teaching professionals in general. Objective: To analyze the role of the possible mismatch in the student-teacher relationship, as well as, the physical and verbal violence toward teachers from pupils or their parents, on the professional wear of high school educators. Materials and methods: A cross-sectional study was carried out on a teacher sample (n = 677) in Aragón, Spain, through a questionnaire with socio-demographic data; the “Maslach Burnout Inventory” (MBI), “Areas of Worklife Scale,” the “Fears and Rejection in Education Questionnaire” (FREQ), and a list of the possible aggressions received in the development of the teaching activity. Results: While 3.8% of teachers have been a victim of physical attacks, 34.9% have suffered verbal abuse at least once. Although physical violence is extremely rare (and low intensity), verbal victimization or threats are associated with burnout in a highly significant manner, which confirms previous findings about school violence and burnout. Also, FEAR and REJECTION dimensions, defined as discomfort, tension, anxiety, and pressure caused by pupils, which contributed considerably on two dimensions of burnout (emotional exhaustion and cynicism). Different covariates such as maladjustment in the teacher-pupil relationship, violence experienced at work, and complaints received explain the 56.4% variance of exhaustion, 48.8% variance in cynicism, and 35.5% for efficacy. Conclusion: Very different variables can contribute to the development of burnout syndrome, both personal, and organizational variables. Therefore, when designing prevention programs in each work environment, the possible areas of risk and the interactions between them must be considered

The use of flipped classroom as an active learning approach improves academic performance in social work: A randomized trial in a university.

BackgroundThe flipped classroom (FC) is a pedagogical approach that means that the activities that have traditionally taken place within the classroom are carried out outside the classroom. Fundamentally it implies the way in which the student studies the subject. This change of perspective in teaching-learning has raised many questions regarding its effectiveness and student satisfaction in the university studies in the degree of Social Work.ObjectiveThe main objective of this study was to evaluate the effectiveness of a Flipped Classroom methodology in the academic performance of students of the Social Work Degree.MethodsAn educational study, with two parallel groups was developed. The randomization was carried out by class groups. Group 1 was assigned an active teaching methodology of Flip Teaching and it was implemented during theoretical teaching hours. The other group of students, Group 2, was assigned a traditional lecturer-based learning (LB) methodology. The participants were all the students of the morning shift who studied the subject Social Work with Groups of the Social Work Degree during the academic year 2017-2018. The sample was composed of 110 subjects, with 60 subjects who developed an active teaching methodology and 50 subjects who received a LB.ResultsIn terms of the academic performance result variable, the FT group had a mean of 6.56 (SD: 1.58) and the LB group had a mean of 5.42 (SD: 1.97) (p-value: 0.002). The FT group also had a higher percentage of students receiving merit and outstanding scores (34.5% and 6.9% respectively) and a lower percentage of students who failed (19%) as compared to the LB group in which 20.9% and 2.3% of the students received merit or outstanding grades and 46.5% failed (p-value = 0.025). No significant differences were found with regards to satisfaction with the subject and the methodology used, long-term learning and time spent preparing for the exam.ConclusionsThe FC teaching methodology in comparison with the LB methodology has shown to be a more effective tool regarding academic performance evaluated in a quantitative and qualitative way with regards to Social Work education at university level

Factores predictores de la salud estudiantil: Tecnoestrés, estrés académico y apoyo social

In recent years, technostress has been defined as a negative psychological state that is related to the use of Information and Communication Technologies (ICT). The objective of this study is to analyze the levels of technostress and its relationship with health in university students. A descriptive, quantitative cross-sectional study has been carried out through a self-reported survey. This analysis was carried out using an online questionnaire filled out anonymously by 389 undergraduate, master's and doctoral students belonging mostly to universities in the Community of Aragon. In addition to technostress, levels of academic stress, social support and the use of new technologies were studied to explore their relationship with health. The results of this study demonstrated that, although most participants do not experience high levels of technostress, those who do show that academic stress, behaviors and emotions generated by the use of ICT, technostress, gender, and satisfaction with social support predict students' health.En los últimos años el tecnoestrés ha sido definido como un estado psicológico negativo que se relaciona con el uso de las Tecnologías de la Información y la Comunicación (TIC). El objetivo de este estudio es analizar los niveles de tecnoestrés y su relación con la salud en estudiantes universitarios. Se ha realizado un estudio descriptivo, cuantitativo y transversal, mediante encuesta autoinformada. Este análisis se realizó mediante un cuestionario online cumplimentado de forma anónima por 389 estudiantes de pregrado, máster y doctorado, pertenecientes en su mayoría a universidades de la Comunidad de Aragón. Además del tecnoestrés, se estudiaron los niveles de estrés académico, el apoyo social y el uso de nuevas tecnologías para explorar su relación con la salud. Los resultados de este estudio demostraron que, aunque la mayoría de los participantes no experimenta altos niveles de tecnoestrés, aquellos que sí lo experimentan muestran que el estrés académico, las conductas y emociones generadas por el uso de las TIC, el tecnoestrés, el género y la satisfacción con el apoyo social predicen la salud de los estudiantes

Validation of Five Facets Mindfulness Questionnaire - Short form, in Spanish, general health care services patients sample: Prediction of depression through mindfulness scale.

The validation of Five Facets Mindfulness Questionnaire (FFMQ)-short version was performed in a general population of a city in a region of Galicia (Spain), the sample was composed of randomly selected Spanish Health Care patients (N = 845). The results on the goodness of fit of the non-hierarchical, five-dimensional factorial model met the criteria for good and acceptable model adjustment (after eliminating item 18 and despite the correlations detected among the errors included in the model), explaining a 55.5%.of the variance. As the second objective has been analysed the association between the scores obtained in the different facets of the FFMQ-SF and the risk of suffering an episode of depression. (The Odd Ratio, the Hosmer-Lemeshow test and the ROC curve were calculated.) Participants who were currently suffering from an episode of depression were more likely to have low scores in "describing" facet of Mindfulness (adjusted OR = 1.58, 95% CI = 1.04-2.40, linear trend: χ2 = 3.74, df = 1, p = 0.053) as well as low scores on "acting with awareness" (adjusted OR = 2.19, 95% CI = 1.461-3.30, linear trend: χ2 = 9.52, df = 1; = 0.002) and "non judging" (adjusted OR = 2.05, 95% CI = 1.36-3.09, linear trend: χ2 = 143.21, df = 1; p <0.001). Participants with a previous episode of depression were more likely to have low scores on the subscale "acting with awareness" (adjusted OR = 2.37, 95% CI = 1.43-3.93, linear trend: χ2 = 9.62, df = 1, p = 0.002) and "non-reactivity" (adjusted OR = 2.14, 95% CI = 1.28-3.56, linear trend: χ2 = 8.30; df = 1; p = 0.004. Questionnaire FFMQ-SF is an adequate questionnaire for the evaluation of mindfulness in non-clinical multi- occupational population

Qualitative evaluation of a complex intervention to implement health promotion activities according to healthcare attendees and health professionals : EIRA study (phase II)

Altres ajuts: This project has been funded by the Carlos III Health Institute (Ministry of Economy and Competitiveness, Spain) through the Network for Prevention and Health Promotion in Primary Care (redIAPP, RD12/0005/0001; RD16/0007/0001) and by European Union European Regional Development Fund (ERDF) funds (European Regional Development Fund).Objective To evaluate the implementation and development of a complex intervention on health promotion and changes in health-promoting behaviours in primary healthcare according to healthcare attendees and health professionals. Design Descriptive qualitative evaluation research conducted with 94 informants. Data collection techniques consisted of 14 semistructured individual interviews, 9 discussion groups, 1 triangular group and 6 documents. Three analysts carried out a thematic content analysis with the support of Atlas.ti software. This evaluation was modelled on Proctor and colleagues' concept of outcomes for implementation research. Setting 7 primary care centres from seven Spanish regions: Andalusia, Aragon, Balearic Islands, Basque Country, Castilla-La Mancha, Castilla-Leon and Catalonia. Participants The study population were healthcare attendees (theoretical sampling) and health professionals (opportunistic sampling) who had participated in the exploratory trial of the EIRA intervention (2015). Results Healthcare attendees and professionals had a positive perception of the study. Healthcare attendees even reported that they would recommend participation to family and friends. Health professionals became aware of the significance of the motivational interview, especially for health promotion, and emphasised social prescribing of physical activity. They also put forward recommendations to improve recruitment, screening and retention of participants. Healthcare attendees modified behaviours and health professionals modified working practices. To achieve sustainability, health professionals believe that it is crucial to adapt agendas and involve all the staff. Conclusions The discourses of all stakeholders on the intervention must be taken into consideration for the successful, setting-specific implementation of adequate, acceptable, equitable and sustainable strategies aimed at health promotion and well-being