El uso de la imagen como estrategia pedagógica-didáctica en la formación de competencias morales

A partir del marco teórico conceptual de nuestra propuesta metodológica (2014-2016) sobre la enseñanza-aprendizaje de las competencias morales (Kohlberg, 1964), continuamos con el uso de la imagen (desde una perspectiva fenomenológica) como estrategia didáctica para su formación. Nos cuestionamos lo siguiente: ¿Qué función cumplen las imágenes en la formación de las competencias morales en alumnos de franja etaria 16-22? El proyecto se focalizó en el “uso de la imagen como estrategia didáctica, en la motivación de la empatía, competencia moral básica” dentro del ámbito educativo vinculado a la salud mental.En el procedimiento descriptivo exploratorio de diseño mixto, seleccionamos el instrumento Interpersonal Reactivity Index (IRI) para medir el nivel de empatía en alumnos de la franja etaria 16-22, comparando los resultados en alumnos de 16-18 del Colegio Nuestra Señora de Luján, y en alumnos de 19-22 de la Facultad de Psicología de la USAL, sede Pilar.Finalmente, el estudio comparativo de los datos registrados confirma, por un lado, que el uso de la imagen como estrategia pedagógica-didáctica motiva y promueve la adquisición y desarrollo de las competencias morales en alumnos de la franja etaria 16-18. Se destaca una mayor toma de perspectiva, preocupación empática y un mayor malestar personal vinculado al uso de la imagen. Por otro lado, en el grupo etario de 19-22, el uso de la imagen es equivalente al uso del texto como herramienta pedagógica-didáctica para motivar y promover las competencias morales. Si bien hay equivalencia entre ambos (imagen-texto), la toma de perspectiva y la fantasía dieron resultados favorables para el uso del texto, aunque se evidencia una mayor preocupación empática en el uso de la imagen. Sin embargo, en ambos grupos etarios, se advierte que el aprendizaje y la aplicación de los valores, las actitudes y habilidades morales se consolidan con la intervención de la reflexión y discusión crítica del lenguaje. Los resultados alcanzados han permitido ir más allá del racionalismo imperante en Piaget (1974) y Kohlberg (1981), y destacar la influencia de las emociones en el aprendizaje moral

Una aproximación integradora al estudio del burnout en los profesores de Universidad

The aim of this paper is to use an integrative approach to identify the main correlates and/or predictors at different levels (personal, psychosocial, occupational and outside the workplace) of the burnout dimensions. The sample consists of 813 university professors. Results from statistical analyses show that there are, indeed, both common and specific predictors for the different facets of the syndrome. Specifically, while social support and optimism are selected to confirm all manifestations of burnout, other factors (work hours per week, time in the profession, hardiness, Type A behavioural pattern, life events, daily hassles) do increase the emergence of differential profiles. Lastly, findings are discussed and the main conclusions are presentedEl objetivo del presente trabajo es identificar, desde un acercamiento integrador, cuáles son los principales correlatos y/o predictores de distintos ámbitos (personal, psicosocial, ocupacional y extralaboral) de las dimensiones del burnout. La muestra está formada por 813 profesores de Universidad. Los resultados de los análisis estadísticos realizados permiten constatar la existencia de predictores comunes y específicos para las facetas del síndrome. Concretamente, mientras se confirma que el apoyo social y el optimismo son seleccionados para explicar todas las manifestaciones del burnout, otros factores (horas de trabajo a la semana, tiempo en la profesión, personalidad resistente, patrón de conducta Tipo A, acontecimientos vitales, contrariedades cotidianas) acentúan la existencia de perfiles diferenciales. Finalmente, se discuten los hallazgos y se presentan las principales conclusionesThis study was possible thanks to a grant given to the project «Análisis de los determinantes psicosociales y biológicos en el estrés laboral de los docentes universitarios» (reference PGIDT99PXI21103A; BSO2000-0475) financed by the Consellería de Educación y Ordenación Universitaria of the Xunta de Galicia and by the Ministerio de Educación y CienciaS

Big Five Personality Traits, Coping Strategies and Compulsive Buying in Spanish University Students

Personality traits and coping strategies have historically been two key elements in the field of health psychology. It is, therefore, striking that there is no study in the field of compulsive buying that integrates the most generic, decontextualized and stable aspects (traits) with those having a more marked processual and dynamic nature, which are closer to goal-based views of human nature (coping strategies). Another weakness of the compulsive buying field is that, despite the confirmed growing increase in compulsive buying in the younger age groups, most studies have been conducted with adult samples. Hence, this study seeks to clarify the role of the Big Five domains and different coping strategies in university students’ compulsive buying. The sample consisted of 1093 participants who were classified as either compulsive buyers or non-compulsive buyers. Both groups were compared regarding sociodemographic variables (gender, age), the Big Five personality traits, and coping strategies through chi-square tests or Student’s t-tests. Besides, a multivariate logistic regression analysis was conducted to determine which of these determinants might play a part in the construction of a risk profile for compulsive buying. The results showed that other than gender (specifically being female), Neuroticism and the use of such coping strategies as problem avoidance and wishful thinking are risk factors that increase the propensity for compulsive buying. The use of active coping strategies such as problem solving, cognitive restructuring and social support, as well as the Conscientiousness dimension are protection factors that decrease the likelihood of becoming a compulsive buyer. Finally, and on the basis of the findings obtained, possible guidelines are given, which, hopefully, may effectively contribute to the prevention of and/or intervention in compulsive buying among young adultsS

An Integrative Approach to Burnout in Secondary School Teachers: Examining the Role of Student Disruptive Behaviour and Disciplinary Issues

The aim of this paper is to examine from an integrative approach to what extent occupational stressors when in combination with other variables that have accredited their explicative value in accounting for teacher distress in other domains (personal, psychosocial and outside the occupational sphere) contribute to predicting and/or explaining the different components of burnout. The sample consists in 1386 secondary education teachers. The statistical results obtained confirm for all dimensions in the syndrome the explanatory role of occupational stressors related with student disruptive behaviours/attitudes and disciplinary issues (conflict management and lack of support/consensus). The remaining variables in the study (Type A pattern, optimism, hardiness, friend and family support, life events) also contribute to accounting for burnout, albeit to a lesser extent than occupational factors. Results not only confirm the suitability of the selected variables but also the necessity to design integration studies in which, besides another type of determinants, to include variables from the occupational domain. In other words, our findings suggest that student disruptive behaviour, the difficulties experienced by teachers in managing conflict and the lack support/consensus as regards disciplinary actions are ‘necessary’ ingredients if we are to successfully predict burnout in secondary school teachersEste artículo examina, desde un acercamiento integrador, en qué medida los estresores laborales, cuando se incluyen conjuntamente con otras variables con probada capacidad explicativa del malestar docente pertenecientes a otros ámbitos (personal, psicosocial y extralaboral), contribuyen a predecir y/o explicar las distintas facetas del burnout. La muestra está formada por 1386 profesores de Enseñanza Secundaria. Los resultados confirman, para todas las dimensiones del síndrome, el protagonismo explicativo de los estresores laborables relacionados con las conductas y/o actitudes problemáticas de los alumnos y las cuestiones disciplinarias (manejo de conflictos y falta de apoyo/consenso). Las restantes variables incluidas (patrón Tipo A, optimismo, personalidad resistente, apoyo familia y amigos, eventos vitales) también contribuyen a dar cuenta del desgaste laboral, aunque en menor medida que los factores laborales. Los resultados no sólo confirman la idoneidad de las variables seleccionadas, sino también la necesidad de diseñar estudios integradores en los que, además de otro tipo de determinantes, se incorporen variables del ámbito laboral. Nuestros hallazgos indican que las conductas y/o actitudes problemáticas de los alumnos, las dificultades de los profesores en el manejo del conflicto y la falta de apoyo/consenso en cuestiones disciplinarias, parecen ingredientes “necesarios” si queremos predecir satisfactoriamente el burnout de los docentes de secundariaThis study was possible thanks to the granting of the Project “Estrés laboral y Burnout en los Profesionales de Enseñanza Secundaria” (reference PGIDT02CS024101PR) financed by the Consellería de Educación y Ordenación Universitaria, Xunta de GaliciaS

Exploring Stress, Burnout, and Job Dissatisfaction in Secondary School Teachers

The aim of this study is to identify, from an integrative approach, the main predictors of different manifestations of occupational malaise (stress, burnout and job dissatisfaction). The sample consists of 1,386 teachers from compulsory secondary education. The results from statistical analysis conducted (correlation and regression) strongly support the existence of (personal, psychosocial and contextual) determining factors common to all three phenomena. Specifically, support by colleagues, optimism, hardiness, daily hassles and life events are valid predictors of stress, burnout and job dissatisfaction in secondary school teachers. Other variables (a type A behavioral pattern, family support, conscientiousness) also show that account for the specificity of each of the phenomena. Finally, the implications of the findings are discussed and possible courses of action are suggested at the preventive/intervention level.El objetivo del presente trabajo es identificar, desde un acercamiento integrador, cuáles son los principales predictores de distintas manifestaciones del malestar laboral (estrés, burnout e insatisfacción laboral). La muestra está formada por 1386 profesores de enseñanza secundaria obligatoria. Los resultados de los análisis estadísticos realizados (correlación y regresión) apoyan firmemente la existencia de determinantes comunes (personales, psicosociales y contextuales) entre los tres fenómenos. En concreto, el apoyo de los compañeros, el optimismo, la personalidad resistente, las contrariedades cotidianas y los acontecimientos vitales son predictores válidos del estrés, burnout e insatisfacción laboral de los profesores de secundaria. No obstante, también se constata que otras variables (patrón de conducta tipo A, apoyo de la familia, responsabilidad) dan cuenta de la especificidad de cada uno de los fenómenos. Finalmente, se discuten las implicaciones de los hallazgos y se sugieren, a nivel preventivo y/o de intervención, posibles vías de actuación.Reference PGIDT02CS024101PR, financed by the Consellería de Educación y Ordenación Universitaria of the Xunta de GaliciaS

Estrés, variables positivas y burnout: un modelo explicativo

The notion that personal resources are a powerful screen for the negative influence of stressors in the burnout process is one of the aspects where consensus is more widespread in the domain of Positive Psychology. It is nonetheless true that identifying them and finding out how these “personal strengths or competences” operate would be crucial to improve health and well-being in the workplace. It seems therefore urgent to throw light –from a research perspective– not merely on whether the positive variables play a mediating role between the potential stressors and burnout but also on which the alternative paths are that have an influence on occupational stress. So, the fundamental objective of this study is to analyze a model of influences in which the levels of stress perceived by the teacher from the different disruptive behaviors of the students (verbal abuse at the teacher, aggressions among students, vandalism) are the exogenous variables while the different positive personal variables (optimism, hardiness, life satisfaction) are mediating variables and burnout is the endogenous variable. The results obtained from a sample of 523 secondary education teachers confirm that teacher “resilience” (optimism and hardiness) and life satisfaction mediate the negative impact that stressors from student behavior have on experiencing burnoutLa idea de que los recursos personales constituyen un poderoso tamiz de la influencia negativa de los estresores en el proceso de burnout constituye uno de los aspectos con mayor consenso en el ámbito de la Psicología Positiva. No es menos cierto que la identificación de cuáles son y cómo actúan estas “competencias o fortalezas personales” sería crucial para potenciar la salud y el bienestar en el trabajo. Parece entonces urgente y necesario clarificar, desde la investigación, no sólo si las variables positivas tienen un rol mediador entre los potenciales estresores y el burnout, sino también cuáles son las rutas alternativas de influencia en el malestar laboral. Pues bien, el objetivo fundamental de este trabajo es analizar un modelo de influencias en el que los niveles de estrés percibidos por el docente a partir de distintas conductas problemáticas de los alumnos (agresiones verbales al profesor, agresiones entre alumnos, vandalismo) constituyen las variables exógenas, mientras que distintas variables personales positivas (optimismo, hardiness, satisfacción vital) se postulan como mediadoras y el burnout como variable endógena. Los resultados obtenidos, a partir de una muestra de 523 profesores de enseñanza secundaria, confirman que la “resiliencia” del docente (optimismo y hardiness) y la satisfacción vital median en el impacto negativo que los estresores derivados del comportamiento de los alumnos tienen en la experiencia de burnoutS

Life aspirations, generativity and compulsive buying in university students

The study of goal-oriented behaviour, because of its undeniable repercussions on physical and mental health, is one of the target topics of contemporary research. However, the content of life aspirations, emphasised from the self-determination theory, has received little attention from the field of compulsive buying although it plays an important role in the regulation of behaviour and well-being. Generativity, the personal construct that captures the intentions and/or the need to contribute (leave a legacy) to others, has never been analysed with respect to compulsive buying although it has been the source of interest of related fields (responsible consumption). Accordingly, this study seeks to shed light on the role of both constructs (life aspirations and generativity) in compulsive buying among university students. The sample consisted of 1093 Spanish university students classified either as non-compulsive buyers or compulsive buyers. Estimated prevalence of compulsive buying was 7.9%. The results of Student’s test confirm that, besides gender (women report greater propensity to the phenomenon), compulsive buyers score higher and show statistically significant differences with respect to non-compulsive buyers in all extrinsic goals (financial success, image, popularity and conformity) and hedonism. Non-compulsive buyers show significantly higher scores for the intrinsic goals of self-acceptance, affiliation and community feeling and also report a higher generative concern. The logistic regression analysis confirms that being female and the life aspirations of image, popularity and hedonism act as risk factors in compulsive buying in university students while generativity and the importance granted to the intrinsic goals of self-acceptance and affiliation are protective factors. Potential lines of action for this worrying phenomenon are discussed in the light of the findingsThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR) which has allowed them to begin and consolidate this line of researchS

Personal projects’ appraisals and compulsive buying among university students: evidence from Galicia, Spain

The appraisal of goal-related constructs, generally, and of personal projects (PP) in particular, is one of the most solid research paths with regard to subjective well-being and health. In the last few years, the appraisal of PP has been linked to such problems as excessive alcohol and marijuana use, but no study has been conducted in the field of compulsive buying (CB). In this study, using Little’s personal-projects-analysis (PPA) methodology, the differences in university students were analyzed in both broad domains (meaning, structure, community, efficacy, and stress) and specific appraisal dimensions in groups with low (n = 293), moderate (n = 191), and high (n = 41) compulsive-buying propensities. The results confirm that the high-propensity group presented the highest significant levels in the domain of stress and the lowest in efficacy, meaning, and structure. As to appraisal dimensions, the group with a high propensity to CB attained statistically lower appraisals in the dimensions of importance, enjoyment, self-identity, absorption, control, time adequacy, progress, and outcome of their projects; the appraisal of the level of stress, difficulty, and conflict increased as the level of involvement in CB increased. These findings have major implications for the design of prevention and intervention programs for this behavioral problemThe authors would like to express their gratitude to the Xunta de Galicia for funding the project “La adicción a la compra una aproximación multidimensional y longitudinal” (PGIDIT06PXIB241124PR), which has allowed them to begin and consolidate this line of researchS

Organochlorine in the serum of inhabitants living near an electrochemical factory

7 pages, 2 figures, 3 tables.-- PMID: 10448322 [PubMed].-- PMCID: PMC1757711.OBJECTIVES: To measure the impact of occupational and lifestyle factors on concentrations of organochlorine compounds in a general population sample living near an electrochemical factory with a high airborne concentration of hexachlorobenzene (HCB).METHODS: Serum samples from 608 people (328 selected from a random sample) were collected in 1994. Information on lifestyles, occupation, and medical condition was obtained by questionnaire.RESULTS: HCB and polychlorinated biphenyls (PCBs) were detected in all samples (means 36.7 ng/ml and 4.3 ng/ml respectively), followed by dichlorodiphenyl dichloroethane (DDE) and beta-hexachlorocyclohexane (beta-HCH), found in 98.7% and 87.3% of the samples respectively (means 4.6 ng/ml and 2.5 ng/ml, respectively). Concentrations of HCB were the highest ever reported. Occupation in the factory was the main determinant of the variation in concentrations of HCB (regression coefficients 1.52 (SEM 0.14) in 1n (HCB) for workers in the production department, and 2.13 (0.23) for workers in maintenance department) and explained the highest concentrations of HCB found in men of middle age. In retired workers, concentrations of HCB declined with time since retirement. The PCBs, dichlorodiphenyl trichloroethane (DDT), and beta-HCH were independent of the occupation and concentrations were similar to those found in other populations. Concentrations of beta-HCH and DDE in the whole population, and HCB among non-workers, were higher in women than in men. Concentrations of all measured organochlorine compounds increased with age and body mass index. Consumption of locally caught fish was an independent determinant of HCB and PCB concentrations.CONCLUSIONS: This population incorporated HCB directly through occupation in the electrochemical factory, by airborne pollution, and consumption of locally caught fish. Concentrations of other common organochlorine compounds were not higher than expected. Environmental exposures to these compounds deserve attention due to their persistence and potential health effects.This work was supported by a grant from the “Fondo de Investigación Sanitaria”, Spain (FIS 93/0006-01).Peer reviewe

Role of Astrocytic Dysfunction in the Pathogenesis of Parkinson's Disease Animal Models from a Molecular Signaling Perspective

Despite the fact that astrocytes are the most abundant glial cells, critical for brain function, few studies have dealt with their possible role in neurodegenerative diseases like Parkinson's disease (PD). This article explores relevant evidence on the involvement of astrocytes in experimental PD neurodegeneration from a molecular signaling perspective. For a long time, astrocytic proliferation was merely considered a byproduct of neuroinflammation, but by the time being, it is clear that astrocytic dysfunction plays a far more important role in PD pathophysiology. Indeed, ongoing experimental evidence suggests the importance of astrocytes and dopaminergic neurons' cross-linking signaling pathways. The Wnt-1 (wingless-type MMTV integration site family, member 1) pathway regulates several processes including neuron survival, synapse plasticity, and neurogenesis. In PD animal models, Frizzled (Fzd) neuronal receptors' activation by the Wnt-1 normally released by astrocytes following injuries leads to β-catenin-dependent gene expression, favoring neuron survival and viability. The transient receptor potential vanilloid 1 (TRPV1) capsaicin receptor also participates in experimental PD genesis. Activation of astrocyte TRPV1 receptors by noxious stimuli results in reduced inflammatory response and increased ciliary neurotrophic factor (CNTF) synthesis, which enhances neuronal survival and differentiation. Another major pathway involves IκB kinase (IKK) downregulation by ARL6ip5 (ADP-ribosylation-like factor 6 interacting protein 5, encoded by the cell differentiation-associated, JWA, gene). Typically, IKK releases the proinflammatory NF-κB (nuclear factor kappa-light-chain-enhancer of activated B cells) molecule from its inhibitor. Therefore, by downregulating NF-κB inhibitor, ARL6ip5 promotes an anti-inflammatory response. The evidence provided by neurotoxin-induced PD animal models guarantees further research on the neuroprotective potential of normalizing astrocyte function in PD.Fil: Udovin, Lucas. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Cardiológicas. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Cardiológicas; ArgentinaFil: Quarracino, Cecilia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Cardiológicas. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Cardiológicas; ArgentinaFil: Herrera, María Inés. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Cardiológicas. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Cardiológicas; Argentina. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; ArgentinaFil: Capani, Francisco. Universidad Autónoma de Chile; Chile. Pontificia Universidad Católica Argentina "Santa María de los Buenos Aires"; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; ArgentinaFil: Otero-losada, Matilde Estela. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Cardiológicas. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Cardiológicas; ArgentinaFil: Perez Lloret, Santiago. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Investigaciones Cardiológicas. Universidad de Buenos Aires. Facultad de Medicina. Instituto de Investigaciones Cardiológicas; Argentin