Resiliencia en niños con cáncer

Entendiendo resiliencia como “la capacidad humana para enfrentar, sobreponerse y ser fortalecido o transformado por experiencias de adversidad” (Grotberg, 2003), se argumenta en este Trabajo Fin de Grado la importancia y necesidad de que se fomente en las escuelas debido a la positiva influencia del enfoque de la resiliencia desde una perspectiva positiva en la formación y evolución de los niños con cáncer. Asimismo, se proponen algunas actividades que el profesor puede tomar como ejemplo para el desarrollo de la resiliencia en el aula

Resiliencia y Trastorno de Aprendizaje Procedimental, un enfoque de trabajo en el aula.

Actualmente existen escasos estudios sobre la relación entre la Resiliencia y los Trastornos de Aprendizaje; en concreto, no se ha encontrado ninguno sobre la vinculación entre el Trastorno de Aprendizaje Procedimental (TAP) y la Resiliencia. Está demostrado que hay un impacto negativo entre las habilidades motrices deficitarias y el desarrollo de la autoestima, el autoconcepto y las relaciones sociales de estos niños. Esta cuestión puede ser trabajada mediante el enfoque de la Resiliencia en el aula de educación primaria, donde se pueden desarrollar fortalezas en los niños con TAP que favorezcan su desarrollo personal y social

Validation of the child and youth resilience measure-28 (CYRM-28) among Spanish youth

Objectives: This article presents a validation study of the 28-item Child and Youth Resilience Measure (CYRM-28). The sample contained 365 Spanish youth ages between 15 to 21, from Navarre (Spain), all of them enrolled in Initial Vocational Qualification Programs. Method: The CYRM-28 was administered to students from 27 secondary schools in the province of Navarre. Confirmatory analyses were conducted. Results: The structure of the original scale was confirmed, as well as acceptable psychometric properties. Discussion: Findings add support to the CYRM-28 as a reliable and valid self-report instrument that measures three components of resilience processes in the lives of youth with complex needs. The CYRM-28 shows adequate psychometric properties, the CFA presents indices of goodness and fit (Chi-squared = 60,170, df = 17, p < .001; CFI = .960, TLI = .934, IFI = .961, RFI = .911 and NFI = .946; RMSEA = .084). Conclusion: Advanced statistical modeling yielded evidence that the scale, originally developed for use in several countries, can be used to assess resilience in Spanish youth.This work was supported by Ministry of Education and Science (R&D Project PGC2018-094672-B-I00); University of Almería (UAL18-SEJ-DO31-A-FEDER) and the European Social Fund

Resiliencia y autorregulación en jóvenes navarros en riesgo de exclusión social que acuden a Programas de Cualificación Profesional Inicial

En la actualidad, son muchos los jóvenes que abandonan el sistema escolar por falta de metas, desinterés en el estudio y, hoy más que nunca, muchos añaden graves problemas sociales y familiares. Desde la legislación española se han establecido diversos programas, como los Programas de Cualificación Profesional Inicial -PCPI- que aportan nuevas oportunidades para que los jóvenes de 15 a 21 años que abandonan la E.S.O puedan seguir estudiando, adquieran el título de la ESO o bien una formación especializada que cuanto menos les facilite la inserción en el actual y arduo mercado laboral. La investigación se divide en dos partes: la primera en la que se señala la fundamentación teórica a través de la explicación de los tres constructos clave: la exclusión social, la resiliencia y la autorregulación. La segunda alberga el método de la investigación en el que se señalan los análisis realizados, los resultados obtenidos, la discusión y conclusiones destacadas. Para obtener dichos resultados seleccionamos una muestra de 365 alumnos de PCPI de 27 centros de Navarra, casi la población total de alumnos que estudiaban en PCPI en Navarra en el año 2011/2012. En este estudio, se persiguen tres objetivos. En primer lugar, describir la percepción de resiliencia y la autorregulación personal de la conducta de los jóvenes anteriormente mencionados. Para ello se han seleccionado algunos de los instrumentos de medida existentes ya en el campo de investigación: un Cuestionario reducido de Autorregulación Personal (SSRQ) de De la Fuente (2004), adaptado de la escala The Short Self-Regulation Questionnaire (Carey, Neal y Collins, 2004) y tres escalas complementarias de resiliencia: la Child and Youth Resilience Measure (CYRM) de Ungar y Liebenberg (2009), la escala SV-RES (Saavedra y Villalta, 2008) y la escala CD-RISC (Connor y Davidson, 2003). En este sentido, se describen los factores con mayor y menor puntuación (media y desviación típica), se aporta evidencia de la influencia de variables personales y contextuales en la resiliencia y la autorregulación de estos jóvenes (análisis no paramétricos U de Mann-Whitney), y se reafirma la relación entre ambos constructos, señalada en la literatura (ANOVA y MANOVA). El segundo objetivo es conocer y profundizar en las propiedades psicométricas de las escalas. Para ello, se realizan análisis estadísticos (correlación, regresión e inferenciales) a través de los cuáles hemos podido aportar datos relevantes acerca de la fiabilidad y validez de los mismos. Finalmente, el tercer objetivo es conocer la percepción que tienen de estos jóvenes sus profesores, para lo que se ha administrado a los docentes, un cuestionario realizado al efecto con el que se ha podido conocer aún más las características de dichos jóvenes. Con todo, la promoción de la resiliencia para la prevención del riesgo, va más allá de los jóvenes descritos ya que consideramos que la fortaleza y el desarrollo potencial de la misma son cruciales para el desarrollo positivo de cualquier persona

Relationship between Resilience and Self-regulation: A Study of Spanish Youth at Risk of Social Exclusion

The Supplementary Material for this article can be found online at: http://journal.frontiersin.org/article/10.3389/fpsyg.2017.00612/full#supplementary-materialThe ability to self-regulate behavior is one of the most important protective factors in relation with resilience and should be fostered especially in at-risk youth. Previous research has characterized these students as having behaviors indicating lack of foresight. The aim of the present study was to test the hypothetical relationship between these personal variables. It was hypothesized that self-regulation would be associated with and would be a good predictor of resilience, and that low-medium-high levels of self-regulation would lead to similar levels of resilience. The participants were 365 students -aged 15 and 21- from Navarre (Spain) who were enrolled in Initial Vocational Qualification Programs (IVQP). For the assessment, the Connor Davidson Resilience Scale (CD-RISC) and the Short Self-Regulation Questionnaire (SSRQ) were applied. We carried out linear association analyses (correlational and structural) and non-linear interdependence analyses (MANOVA) between the two constructs. Relationships between them were significant and positive. Learning from mistakes (self-regulation) was a significant predictor of coping and confidence, tenacity and adaptation, and tolerance to negative situations (resilience). Likewise, low-medium-high levels of self-regulation correlated with scores on resilience factors. Implications of these results for educational practice and for future research are discussed.Motivational-affective strategies of personal self-regulation and coping with stress in the university teaching-learning process. Ref. EDU2011-24805 (2012-2015). Ministry of Economy and Competitiveness (Spain) and FEDER Found (EU)

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

This study was supported by R&D Project PGC2018-094672-BI00, University of Navarra, Ministry of Education and Science (Spain), and the European Social Fund (EU); R&D Project UAL18-SEJ-DO31-A-FEDER. University of Almeria (Spain), and the European Social Fund (EU).The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.University of Navarra, Ministry of Education and Science (Spain) PGC2018-094672-BI00European Social Fund (ESF)University of Almeria (Spain) UAL18-SEJ-DO31-A-FEDEREuropean Social Fund (ESF) European Commissio

Lifetime mental health problems in Adult Lower Secondary Education: a student survey

Background/Objective: Adult Lower Secondary Education is an education program for basic qualifications for the labor market. Our study aimed to compare lifetime mental health problems between current Adult Lower Secondary Education students and higher Vocational Education students, as the former constitutes a highly distinct and understudied group. Methods: Findings were based on a cross-sectional self-report survey. Lifetime relative odds of occurrence of mental disorders [i.e., psychiatric disorders typically diagnosed in adults, learning difficulties or deficit hyperactivity disorder (ADHD)] were compared between Adult Lower Secondary Education students (n = 134) and Vocational Education students (n = 149). Results: While the frequency of mental health problems was high in both groups, psychiatric disorders typically diagnosed in adults were more common in Adult Lower Secondary Education students than among other students. Vocational Education students reported higher rates of ADHD. Conclusion: There is a need for additional psychological resources for Adult Lower Secondary Education students, an educational level that is the last path for many to acquire a basic degree

Effects of levels of self-regulation and regulatory teaching on strategies for coping with academic stress in undergraduate students

The SRL vs. ERL TheoryTM predicts that regulation-related factors in the student and in the context combine to determine the student's levels in emotional variables, stress, and coping strategies. The objective of the present research was to test this prediction in the aspect of coping strategies. Our hypothesis posed that students' level of self-regulation (low-medium-high), in combination with the level of regulation promoted in teaching (low-medium-high), would determine the type of strategies students used to cope with academic stress; the interaction of these levels would focus coping strategies either toward emotions or toward the problem. A total of 944 university students completed validated questionnaires on self-regulation, regulatory teaching, and coping strategies, using an online tool. ANOVAs and MANOVAs (3 1; 3 3; 5 1) were carried out, in a quasi-experimental design by selection. Level of self-regulation and level of regulatory teaching both had a significant effect on the type of coping strategies used. The most important finding was that the combined level of self-regulation and external regulation, on a five-level scale or heuristic, predicted the type of coping strategies that were used. In conclusion, the fact that this combination can predict type of coping strategies used by the student lends empirical support to the initial theory. Implications for the teaching- learning process at university and for students' emotional health are discussed