Tiempo y memoria: sobre la mediación narrativa de la subjetividad histórica

En este artículo presentamos una reflexión teórica en torno al problema del tiempo en la investigación social. El objetivo es contribuir a la teorización del “entrelazamiento” de procesos sociogenéticos y biográficos, proponiendo una forma de entender cómo, a través de sus narrativas, los hablantes pueden articular los diversos tiempos biográficos, sociales, e históricos. Mostraremos formas del discurso a través de las cuales los hablantes pueden anidar entre sí tiempos de escalas diversas, con un caso de relato autobiográfico. La reflexión se basa principalmente en interpretaciones de Bajtin, Bergson, Deleuze y Halbwachs. Argumentamos que el acontecer del tiempo puede ser entendido a partir de la noción nietzscheana de retorno, y discutimos implicancias para la teorización de la memoria.This article offers a theoretical discussion of the importance of the problem of time in social research. Our aim is to contribute to the theory of the “entanglement” of socio-genetic and biographical processes by proposing a framework for understanding how speakers, through their narratives, articulate different biographical, social and historical time scales. Basing ourselves on a case study of an autobiographical discourse, we discuss the specific discursive forms which speakers employ to embed different scales of time in the same discourse. We mainly draw on the interpretations of this subject by Bajtin, Bergson, Deleuze, and Halbwachs. We argue that the unfolding of time can be understood with the help of Nietzsche’s concept of the return, and point out some implications of the theorizing of memory.Neste artigo, apresentamos uma reflexão teórica sobre o problema do tempo na pesquisa social. O objetivo é contribuir para a teorização do “entrelaçamento” de processos sociogenéticos e biográficos, propondo uma forma de entender como, por meio de suas narrativas, os faltantes podem articular os diversos tempos biográficos, sociais e históricos. Mostramos formas de discurso pelas quais os falantes podem alojar entre si tempos de escalas diversas, com um caso de relato autobiográfico. A reflexão baseia-se principalmente em interpretações de Bakhtin, Bergson, Deleuze e Halbwachs. Argumentamos que o acontecer do tempo pode ser entendido a partir da noção nietzscheana de retorno e discutimos as implicâncias para a teorização da memória

Swahili translation and validation of the Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) in adolescents and adults taking part in the girls’ education challenge fund project in Tanzania

Background: The Warwick Edinburgh Mental Wellbeing Scale (WEMWBS) is validated for measuring mental wellbeing in populations aged 11 + and has been translated into 30 + languages. The aims of this study were a) to translate and validate WEMWBS for use in Swahili-speaking populations to facilitate measurement and understanding of wellbeing, evaluation of policy and practice, and enable international comparisons; and b) to examine sociodemographic characteristics associated with higher and lower mental wellbeing in participants in the Girls’ Education Challenge (GEC) project in Tanzania. Methods: A short questionnaire including WEMWBS and similar scales for comparison, socio-demographic information, and self-reported health was translated into Swahili using gold standard methodology. This questionnaire was used to collect data from secondary school students, learner guides, teacher mentors and teachers taking part in the GEC project in Tanzania. Focus groups were used to assess acceptability and comprehensibility of WEMWBS and conceptual understanding of mental wellbeing. These were audio-taped, transcribed and analysed thematically. Internal consistency of WEMWBS, correlation with comparator scales and confirmatory factor analysis were completed as quantitative validation. Finally, multivariable logistic regression was used to explore associations between individual characteristics and ‘high’ and ‘low’ mental wellbeing, defined as the highest and lowest quartile of WEMWBS scores. Results: 3052 students and 574 adults were recruited into the study. Participants reported that WEMWBS was understandable and relevant to their lives. Both WEMWBS and its short form met quantitative standards of reliability and validity, were correlated with comparator scales and met the criteria to determine a single factor structure. For students in the GEC supported government schools: mental wellbeing was higher in students in the final two ‘forms’ of school compared with the first two. In addition: being male, urban residence, the absence of markers of social marginality and better self-reported health were all significantly associated with better mental wellbeing. For adults, urban residence and better self-reported health were associated with better mental wellbeing. Conclusions: The Swahili translation of WEMWBS is available for use. Further work to explore how to intervene to increase mental wellbeing in vulnerable GEC participants is needed

Data and code for the Validation of a Spanish Questionnaire Implementing the Stanford Educational Framework for Evaluation of Clinical Teachers: MEDUC30

<b>Introduction</b>. Although there are instruments in Spanish to evaluate teacher performance during the initial basic science training years or during medical specialization; there are few instruments for the clinical training years, in which the main role of the teacher is to facilitate experiential learning. The MEDUC30 questionnaire is a Spanish instrument developed by the xx University School of Medicine. It was built using the Stanford Faculty Development Program (SFDP) educational framework for evaluation of clinical teachers’ effectiveness by students. MEDUC30 has been used since 2004 at Xx University and was previously studied with exploratory methods. <b>Objective</b>. To provide satisfying evidence of validity and reliability to support MEDUC30’s usefulness in Spanish-speaking contexts, using confirmatory analytical methods. <b>Method</b>. This is an analytical, longitudinal and retrospective study, in which 24,681 MEDUC30 questionnaires evaluating 579 clinical teachers were analysed. They were completed by medical students from 3rd to 7th year of study, from 2004 throughout 2015. The questionnaire’s structure was studied by exploratory (EFA) and confirmatory factor analysis (CFA). Measurement invariance was evaluated with multi-group CFA. <b>Results</b>. Four different models were compared; a bi-factor model was the best alternative to explain the data’s structure. It was composed of one general and six domain-specific factors: [i] Patient-Based Teaching, [ii] Communication of Goals, [iii] Evaluation and Feedback, [iv] Promotion of Understanding, Retention and Self-directed Learning, [v] Control of the Session, and [vi] Learning Climate. The overall reliability of MEDUC30 scores was excellent (Cronbach’s α = .98, McDonald’s ω = .98) and that of the six specific factors was very good (Cronbach’s α =.88-.95, McDonald’s ω = .78-.94). Measurement invariance extended over teacher gender, date, semester, year of study, clinical teaching setting, and length of clinical rotation; all of these variables were sources of population heterogeneity. <b>Conclusions</b>. MEDUC30 is a valid and reliable Spanish instrument to evaluate clinical teachers. It can be used to provide formative feedback of general and domain-specific effectiveness to clinical teachers and to provide accurate information to department heads and program directors for resource allocation and promotion purposes, and ultimately to improve clinical teaching quality

Tiempo y memoria: sobre la mediación narrativa de la subjetividad histórica

ABSTRACT: This article offers a theoretical discussion of the importance of the problem of time in social research. Our aim is to contribute to the theory of the “entanglement” of socio-genetic and biographical processes by proposing a framework for understanding how speakers, through their narratives, articulate different biographical, social and historical time scales. Basing ourselves on a case study of an autobiographical discourse, we discuss the specific discursive forms which speakers employ to embed different scales of time in the same discourse. We mainly draw on the interpretations of this subject by Bajtin, Bergson, Deleuze, and Halbwachs. We argue that the unfolding of time can be understood with the help of Nietzsche’s concept of the return, and point out some implications of the theorizing of memory.RESUMO: Neste artigo, apresentamos uma reflexão teórica sobre o problema do tempo na pesquisa social. O objetivo é contribuir para a teorização do “entrelaçamento” de processos sociogenéticos e biográficos, propondo uma forma de entender como, por meio de suas narrativas, os faltantes podem articular os diversos tempos biográficos, sociais e históricos. Mostramos formas de discurso pelas quais os falantes podem alojar entre si tempos de escalas diversas, com um caso de relato autobiográfico. A reflexão baseia-se principalmente em interpretações de Bakhtin, Bergson, Deleuze e Halbwachs. Argumentamos que o acontecer do tempo pode ser entendido a partir da noção nietzscheana de retorno e discutimos as implicâncias para a teorização da memória.RESUMEN: En este artículo presentamos una reflexión teórica en torno al problema del tiempo en la investigación social. El objetivo es contribuir a la teorización del “entrelazamiento” de procesos sociogenéticos y biográficos, proponiendo una forma de entender cómo, a través de sus narrativas, los hablantes pueden articular los diversos tiempos biográficos, sociales, e históricos. Mostraremos formas del discurso a través de las cuales los hablantes pueden anidar entre sí tiempos de escalas diversas, con un caso de relato autobiográfico. La reflexión se basa principalmente en interpretaciones de Bajtin, Bergson, Deleuze y Halbwachs. Argumentamos que el acontecer del tiempo puede ser entendido a partir de la noción nietzscheana de retorno, y discutimos implicancias para la teorización de la memoria

Psicothema

Resumen tomado de la publicaciónValidación de la versión en español del Cuestionario del Continuo de Salud Mental-Versión Corta. Antecedentes: el Mental Health Continuum-Short Form (MHC-SF) es un instrumento multidimensional diseñado para evaluar los componentes emocional, psicológico y social del bienestar personal. Ha sido traducido a varios idiomas; sin embargo, no hay una versión validada en español. Nuestro objetivo fue proveer a la comunidad hispanoparlante de una versión válida del MHC-SF. Método: MHC-SF se tradujo al español (s-MHC-SF) y se aplicó a una muestra de 3.355 adultos chilenos. Se realizó un análisis factorial confi rmatorio usando el modelo original de tres factores correlacionados y un modelo bifactorial recientemente descrito. Resultados: los puntajes obtenidos con el s-MHC-SF mostraron alta confiabilidad (α = .94). Mientras el modelo correlacionado presentó un ajuste aceptable a los datos, el bifactorial mostró un ajuste superior. Según las pruebas de invarianza de medición, ambos modelos podrían ser utilizados para comparar puntajes según sexo, edad, región geográfica y tiempo en la muestra. Conclusión: s-MHC-SF es un cuestionario válido para evaluar el bienestar en la población de habla hispana.Universidad de Oviedo. Biblioteca de Psicología; Plaza Feijoo, s/n.; 33003 Oviedo; Tel. +34985104146; Fax +34985104126; [email protected]

Data, Instrument and Code for validation of s-MHC-SF

Data ready for analysis, just relevant variables has been retained, no relevant transformations has been done to raw data, just renaming or relabeling. A codebook explaining data features is included. Also the code used for data analysis is attached in 2 formats: one .Rmd literate programming file with code, plain text and outputs that could be run easily in Rstudio; and another .R file with programming code and coments

Measuring positive mental health and flourishing in Denmark: validation of the mental health continuum-short form (MHC-SF) and cross-cultural comparison across three countries

BACKGROUND: The Mental Health Continuum-Short Form (MHC-SF) is a measure of positive mental health and flourishing, which is widely used in several countries but has not yet been validated in Denmark. This study aimed to examine its qualitative and quantitative properties in a Danish population sample and compare scores with Canada and the Netherlands. METHODS: Three thousand five hundred eight participants aged 16-95 filled out an electronic survey. Both the unidimensional and multidimensional aspects of the Danish MHC-SF were studied through bifactor modelling. Cognitive interviews examined face validity and usability. RESULTS: The general score of the Danish MHC-SF was reliable for computing unit-weighted composite scores, as well as using a bifactor model to compute general factor scores or measurement models in an SEM context. Nonetheless, subscale scores were unreliable, explaining very low variance beyond that explained by the general factor. The participants of the qualitative interviews observed problems with wording and content of the items, especially from the social subscale. The general score correlated with other scales as expected. We found substantial variation in flourishing prevalence rates between the three cultural settings. CONCLUSIONS: The Danish MHC-SF produced reliable general scores of well-being. Most of the issues observed regarding the subscale scores have been shown in previous research in other contexts. The further analysis of indices of the bifactor model and the inclusion of qualitative interviews allowed for a better understanding of the possible sources of problems with the questionnaire's subscales. The use of subscales, the substantive understanding of the general score, as well as the operationalization of the state of flourishing, require further study