Percepção de danos físicos, psíquicos e sociais no trabalho de ser mãe universitária / Perception of physical, psychological, and social damages in the work of being college student mothers / Percepción de los daños físicos, sociales y psicológicos en el trabajo de ser madre universitaria

A vida universitária de mulheres mães apresenta questões que precisam ser mediadas quando comparadas com a mesma dinâmica em estudantes que não são mães. O referencial teórico da psicodinâmica do trabalho reconhece o estudar e o maternar como trabalho, pois demandam esforço cognitivo, físico e temporal com finalidade social. O objetivo deste artigo foi avaliar os danos advindos desses dois trabalhos, sobretudo, em suas dimensões física, psicológica e social, na vida de mães universitárias com filhos de até cinco anos de idade. Utilizou-se a metodologia quantitativa com ajuda da aplicação da Escala de Avaliação dos Danos Relacionados ao Trabalho (EADRT), e adaptada para o contexto estudantil e materno. A pesquisa foi respondida por 453 mães universitárias. Dessa forma, foi encontrada uma amostra heterogênea, cujas respostas apontaram para diferenças na percepção dos danos; correlações dos fatores; e associações com as variáveis sociodemográficas. Logo, discute-se a presença de danos físicos, sociais e psicológicos considerados graves para as duas atividades. No entanto, quando as mães universitárias residem com um companheiro ou têm maior renda, os danos sociais e psicológicos se mostraram menores. Com efeito, esta pesquisa ampliou o conhecimento sobre quem são as mães brasileiras na graduação e que tipo/grau de danos à saúde elas vivenciam, destacando que o acúmulo dos dois papéis acarreta níveis críticos que podem ser atenuados pelo apoio familiar e pela assistência às questões de vulnerabilidade econômica. Por fim, reforça-se a preocupação em analisar cientificamente essas realidades, servindo de embasamento para políticas públicas e estratégias futuras de intervenção.(AU)

The student life of college mothers shows complementary issues that need to be evaluated when compared with the same dynamic in students that are not mothers. The theoretical framework of the psychodynamics of work recognizes studying and mothering occupations as work activities, since they demand cognitive, physical, and temporal effort with a social purpose. The aim of this article was to assess the damage arising from these two workloads, especially, in their physical, psychological, and social dimensions, to the lives of women undergraduate students who have children up to five years old. We used a quantitative methodology with the application of the Work-Related Damage Assessment Scale (EADRT), adapted to the university and maternity context. The scale was answered by 453 college student mothers. Thus, we found a heterogeneous sample, whose answers pointed to variations in the perception of damage; correlations between factors; and connections with the socio demographic variables. Therefore, we discuss the presence of physical, social, and psychological damages considered severe for both activities. However, when the student mothers live with a partner or have a higher income, the social and psychological damage are lesser. In conclusion, this study expanded the knowledge about who are the Brazilian undergraduate student mothers and the type/degree of damages to their health they experienced, highlighting that the build-up of the two roles leads to critical levels that can be mitigated by family support and by assistance to issues concerning economic vulnerability. Finally, the importance to scientifically analyze these realities, serving as foundation for public policies and future intervention strategies, is reinforced.(AU)

La vida universitaria de madres tienen demandas diferentes que necesitan discusión en la comparación con la vida universitaria de mujeres que no son madres. El marco teórico de la psicodinámica de trabajo reconoce el papel de madre y de estudiante como trabajos, ya que para hacerlos se requiere esfuerzo cognitivo, físico y temporal, con finalidad social. El objetivo de este estudio es avaliar los daños que acompañan estos dos trabajos en sus dimensiones física, psicológica y social, en la vida de mujeres brasileñas estudiantes de grado que tienen hijos de hasta 5 años de edad. Se utilizó la metodología cuantitativa a partir de la aplicación de la Escala de Evaluación de Daños Relacionados al Trabajo (EADRT), adaptada al contexto estudiantil y de maternidad. La encuesta fue respondida por 453 madres universitarias. Como resultado, se encontró una muestra heterogénea, con diferencias entre la percepción de daños, correlaciones entre los factores y asociaciones entre los daños y variables sociodemográficas. Se discute la presencia de daños físicos, sociales y psicológicos considerados graves para los dos papeles. Sin embargo, cuando las madres universitarias viven con un compañero o tienen ingresos más grandes, los daños sociales y psicológicos son menores. Se concluye que este estudio permitió ampliar el conocimiento acerca de las madres brasileñas en el grado y qué tipo/nivel de los daños a la salud tienen, que destaca que la acumulación de los papeles genera niveles críticos que pueden ser mitigados por el apoyo familiar y asistencia en cuestiones de vulnerabilidad económica. Se destaca la preocupación por analizar científicamente las realidades de madres universitarias, sirviendo de base para políticas públicas y estrategias de intervenciones futuras.(AU)

Orientação a pais por chamadas de áudio durante a pandemia de covid-19 / Support for parents via audio calls during the covid-19 pandemic / Orientación de los padres mediante llamadas de audio durante la pandemia de covid-19

O distanciamento social ocasionado pela pandemia de Covid-19 levou a profundas mudanças na rotina das famílias com crianças pequenas, aumentando o estresse no ambiente doméstico. Este estudo analisou a experiência de planejamento e implementação de um projeto de extensão universitária que ofereceu orientação a pais com filhos de 0 a 11 anos por meio de chamadas de áudio durante a pandemia. O protocolo de atendimento foi desenvolvido para atender às necessidades de famílias de baixa renda e listava problemas específicos relacionados ao confinamento em casa e ao fechamento das escolas seguidos por uma variedade de estratégias de enfrentamento. A análise de 223 queixas relatadas pelos usuários em 130 ligações revelou que 94% dos problemas referidos pelos pais foram contemplados pelo protocolo de atendimento e estavam relacionados aos problemas externalizantes (39%) ou internalizantes (26%) das crianças ou ao declínio do bem-estar subjetivo dos pais (29%). Serviços de apoio devem orientar os pais quanto ao uso de práticas responsivas e assertivas que promovam o bem-estar emocional da criança e estabeleçam expectativas comportamentais em contextos estressantes. A diminuição dos conflitos entre pais e filhos resultante do uso dessas estratégias tende a reduzir o sofrimento dos pais, aumentando sua sensação de bem-estar subjetivo. Recomenda-se ampla divulgação dessas iniciativas e seguimento dos casos.(AU)

The social distancing the COVID-19 pandemic entailed has led to profound changes in the routine of families with young children, increasing stress in the home environment. This study analyzed the experience of planning and implementing a university extension program that offered support to parents with children from 0 to 11 years old via audio calls during the COVID-19 pandemic. The service protocol was developed to meet the needs of low-income families and listed specific problems related to home confinement and school closure followed by a variety of coping strategies. The analysis of 223 complaints reported by users in 130 calls revealed that 94% of the problems reported by parents were addressed by the protocol and were related to children's externalizing (39%) or internalizing (26%) problems or to the decline in parents' subjective well-being (29%). Support services should guide parents on the use of responsive and assertive practices that promote the child's emotional well-being and set behavioral expectations in stressful contexts. The reduction in conflicts between parents and children resulting from the use of these strategies tends to reduce parents' suffering, increasing their sense of subjective well-being. Wide dissemination of these initiatives and case follow-up are recommended.(AU)

La distancia social causada por la pandemia de COVID-19 condujo a cambios profundos en la rutina de las familias con niños pequeños, aumentando el estrés en el entorno del hogar. Este estudio analizó la experiencia de planificar e implementar un proyecto de extensión universitaria que ofreció orientación a los padres con niños de cero a 11 años a través de llamadas de audio durante la pandemia COVID-19. El protocolo de atención se desarrolló para satisfacer las necesidades de las familias de bajos ingresos y enumeró problemas específicos relacionados con el confinamiento en el hogar y el cierre de la escuela, seguido de una variedad de estrategias de afrontamiento. El análisis de 223 quejas informadas por los usuarios en 130 llamadas reveló que el 94% de los problemas informados por los padres fueron abordados por el protocolo de atención y estaban relacionados con los problemas de externalización (39%) o internalización (26%) de los niños o la disminución del bienestar subjetivo de los padres (29%). Los servicios de apoyo deberían aconsejar a los padres sobre el uso de prácticas receptivas y asertivas que promuevan el bienestar emocional del niño y establezcan expectativas de comportamiento en contextos estresantes. La reducción de los conflictos entre padres e hijos como resultado del uso de estas estrategias tiende a reducir el sufrimiento de los padres, aumentando su sensación de bienestar subjetivo. Se recomienda una amplia difusión de estas iniciativas y seguimiento de casos.(AU)

Psicólogas(os) no sistema educacional de Boa Vista/Roraima: concepções, práticas e desafios / Psychologists in the educational system of Boa Vista/Roraima: conceptions, practices and challenges / Psicólogas(os) en el sistema educativo de Boa Vista/Roraima: concepciones, prácticas y retos

O objeto de estudo deste trabalho é a atuação de psicólogas(os) no campo da educação básica. Tivemos como objetivo investigar as práticas de atuação e os desafios enfrentados pelas(os) psicólogas(os) que trabalham na educação em Boa Vista (RR), com intuito de conhecer a inserção desses profissionais no sistema educacional. Trata-se de pesquisa qualitativa, orientada pelo referencial teórico-metodológico da Psicologia Escolar Crítica. Realizamos o processo de levantamento dos dados entre os meses de março e abril de 2018, por meio de entrevistas semiestruturadas, audiogravadas e transcritas. Encontramos 21 psicólogas e um psicólogo trabalhando em instituições educacionais e de ensino na cidade; a maioria atuava na educação básica; metade dos entrevistados ingressou por concurso público e a outra metade era contratada e comissionada; poucos(as) foram contratados(as) como psicólogos(as) escolares. Para a análise, selecionamos dez psicólogas(os) com mais tempo no cargo. Quanto às práticas de atuação, identificamos que 60% atuavam na modalidade clínica e 40% na modalidade clínica e institucional. Como desafios, encontramos melhoria das condições de trabalho; estabelecimento de relações hierárquicas e a dificuldade de fazer compreender as especificidades desse campo de trabalho; necessidade na melhoria das condições para formação continuada; atuação da(o) psicóloga(o) escolar enquanto ação institucional. Diante do exposto, compreendemos ser necessária uma mudança de paradigma na atuação das(os) psicólogas(os) que trabalham na educação na região, e a apropriação das discussões da área, principalmente, aquelas apresentadas pela Psicologia Escolar Crítica, vez que esta contribui para uma atuação que leve em conta os determinantes sociais, políticos, culturais e pedagógicos que constituem o processo de escolarização.(AU)

This work has as object of study the role of psychologists in the field of Basic Education. We aimed to investigate practices and challenges faced by psychologists who work in education in Boa Vista/RR, to know the insertion of these professionals in the educational system. This is a qualitative research, guided by the theoretical-methodological framework of Critical School Psychology. The data collection process was carried out between March and April 2018, with semi-structured, audio-recorded, and transcribed interviews. We found 21 female psychologists and one male psychologist working in educational institutions in the municipality; most worked in Basic Education; half of the interviewees had applied to work as government employee and the other half were hired and commissioned; few were hired as school psychologists. To carry out the analysis, we selected ten psychologists with more time in the position. Regarding the practices, we have identified that 60% worked in the clinical modality and 40% in the clinical and institutional modality. As challenges, we find the improvement in working conditions; the establishment of hierarchical relationships and the difficulty of making the specificities of this field of work understood; the need to improve conditions for continuing education; the practice of the school psychologist as institutional action. In view of the above, we understand that a paradigm shift in the performance of psychologists working in education in that region is necessary, and the appropriation of discussions in the area, especially those presented by Critical School Psychology, contributes to an action that considers social, political, cultural, and pedagogical determinants that constitute the schooling process.(AU)

Este trabajo tiene como objeto de estudio la actuación profesional de las(os) psicólogas(os) en la educación básica. Su objetivo es investigar las prácticas y retos que enfrentan las(os) psicólogas(os) que trabajan en la educación en Boa Vista, en Roraima (Brasil), con la intención de conocer la inserción de estos profesionales en el sistema educativo. Esta es una investigación cualitativa que se guía por el marco teórico-metodológico de la Psicología Escolar Crítica. Se recopilaron los datos entre los meses de marzo y abril de 2018, mediante entrevistas semiestructuradas, grabadas en audio y después transcritas. Las 21 psicólogas y un psicólogo trabajan en instituciones educativas de la ciudad; la mayoría trabajaba en la educación básica; la mitad de los entrevistados ingresaron mediante concurso público y la otra mitad era contratada y de puesto comisionado; pocos fueron contratados como psicólogos escolares. Para el análisis, se seleccionaron diez psicólogas(os) con más tiempo en el cargo. Con respecto a las prácticas, el 60% trabajaba en la modalidad clínica; y el 40%, en la modalidad clínica e institucional. Los retos son mejora de las condiciones laborales; establecimiento de relaciones jerárquicas y dificultad para comprender las especificidades de este campo de trabajo; necesidad de mejorar las condiciones para la educación continua; y actuación dela (del) psicóloga(o) escolar como acción institucional. En vista de lo anterior, es necesario el cambio de paradigma en la práctica profesional de las(os) psicólogas(os) que trabajan en la educación de la región y la apropiación de las discusiones del área, especialmente las presentadas por la Psicología Escolar Crítica, que contribuye a una acción que tiene en cuenta los determinantes sociales, políticos, culturales y pedagógicos que constituyen el proceso de escolarización.(AU)

Formação em psicologia escolar: implicações para a prática em equipe multiprofissional / The school psychology formation: implications for the practice in multidisciplinary team / Formación en psicología escolar: implicaciones para la práctica en equipo multiprofesional

O objetivo dessa pesquisa foi levantar o perfil sociodemográfico e formativo de psicólogos escolares, e discutir seu impacto nas práticas junto ao coletivo escolar e no trabalho em equipe. No município onde ocorreu a pesquisa, o psicólogo escolar é membro da equipe de especialistas em Educação. Participaram da pesquisa 62 psicólogos que atuam no Ensino Fundamental I, II, e na Educação de Jovens e Adultos. Os participantes responderam um questionário on-line com perguntas abertas e fechadas sobre dados sociodemográficos, de formação e atuação profissional. Realizou-se uma análise qualitativa a partir dos objetivos e itens do instrumento, quais sejam: caracterização do perfil sociodemográfico dos psicólogos escolares, formação acadêmica, atuação em psicologia escolar, atuação em outros campos/áreas da psicologia, e atuação em equipe de especialistas. A média de idade dos profissionais é de 47,46 anos, e apenas um é do sexo masculino. Possuem tempo de atuação de um a 36 anos, e a maioria não possui estágio supervisionado e pós-graduações no campo da psicologia escolar. Parte das equipes que trabalham nas escolas está incompleta, e há uma variabilidade nos dias e horários de reuniões. Reafirma-se que a formação de psicólogos escolares tem repercussões na atuação junto à equipe multidisciplinar, e a importância de intervenções pautadas na perspectiva crítica e psicossocial em Psicologia Escolar. Ademais, conhecer o perfil sociodemográfico e formativo destes profissionais possibilita obter um quadro atualizado sobre o grupo pesquisado e criar estratégias de intervenção que potencializem a atuação desses profissionais junto à equipe de especialistas e demais setores da escola.(AU)

The aim of this research is to identify the sociodemographic and training profile of school psychologists, and discuss their impact on practices within the school collective and the teamwork. In the city where the research took place, the school psychologist is a member of the council's expert team in Education. The research participants included 62 psychologists that work in elementary and intermediate school, and EJA. They answered an open and multiple choice online survey on sociodemographic, formation, and working data. A qualitative analysis was conducted considering its objectives and items, namely: sociodemographic profile, academic education, professional background on school psychology, other psychology fields/ areas, and participation on expert teams. The professionals are 47 and 46 years old, average, only one of them being male. They work in this position from one up to 36 years, and most of them do not have training experience and postgraduate studies in school psychology. Part of the teams working at schools are incomplete, and there is a variability concerning days and hours to team meetings. It is notable that the training profile of psychologists has repercussions in the performance with the multidisciplinary team, and in the importance of interventions based on critical and psychosocial perspectives in School Psychology. Moreover, knowing the sociodemographic and training profile of these professionals allowed us to have an updated chart about the researched group, as well as to create intervention strategies that enhance these professionals' performance within the expert team and other sectors of the school.(AU)

Esta investigación tuvo por objetivo levantar el perfil sociodemográfico y formativo de psicólogos escolares para discutir su impacto en las prácticas junto al colectivo escolar y al trabajo en equipo. En el municipio donde ocurrió la investigación, este profesional es miembro del equipo municipal de especialistas en Educación. Participaron 62 psicólogos que actúan en la educación primaria, secundaria y en la educación para jóvenes y adultos (EJA), y que respondieron a un cuestionario en línea con preguntas abiertas y de opción múltiple sobre datos sociodemográficos, de formación y de actuación profesional. Se realizó un análisis cualitativo según sus objetivos e ítems, o sea: perfil sociodemográfico, formación académica, actuación en Psicología Escolar, en otros campos/áreas de la Psicología o en equipo de especialistas. La edad mediana de los profesionales es de 46-47 años, y solo uno es del sexo masculino. El tiempo de actuación en el área varía entre 1 y 36 años, y la mayoría de los encuestados no tiene formación inicial y posgrado en el campo de la Psicología Escolar. Parte de los equipos que trabajan en las escuelas está incompleta, y existe una variabilidad en los días y horarios de reuniones. Se observó que la formación de los psicólogos escolares tiene repercusiones en la actuación con el equipo multidisciplinario y en la importancia de intervenciones basadas en la perspectiva crítica y psicosocial en Psicología Escolar. Además, conocer su perfil sociodemográfico y formativo posibilita obtener un cuadro actualizado sobre el grupo investigado, además de crear estrategias de intervención que potencialicen la actuación junto al equipo de especialistas y a los demás sectores de la escuela.(AU)

Performance feedback during writing instruction: A cost-effectiveness analysis.

Students in K-12 settings experience poor writing outcomes, with less than 30% of students writing at the proficient level. Coupled with the pressure to improve academic outcomes with limited resources, schools are in dire need of efficient, universally provided instructional activities that promote writing skills. Performance feedback on writing fluency was designed to be a brief, low-resource universally provided instructional activity to facilitate writing development and has demonstrated moderate to large effects on formative writing measures. The current study was conducted to directly evaluate the extent to which performance feedback on writing fluency is cost-effective. This study uses the ingredients method to estimate the costs of providing performance feedback on writing fluency and calculates incremental cost-effectiveness ratios based on secondary data from a randomized controlled trial. Results suggest that performance feedback is more cost-effective than comprehensive systems reform initiatives and comparable to other universally provided interventions, and therefore should be considered a cost-effective approach to improve writing fluency for all students. Results provide school psychologists with concrete examples of how to support prevention and intervention activities aimed to improve student writing outcomes. Limitations and suggestions for future research are also discussed. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Economic burden of specific learning disability: A prevalence-based cost of illness study of its direct, indirect, and intangible costs.

Aims: The primary objective of the present study was to evaluate the economic burden of specific learning disability (SpLD) by estimating its direct, indirect, and intangible costs. A secondary objective was to assess the impact of variables on the economic burden. Settings and Design: Cross-sectional single-arm descriptive study. Setting: Learning disability clinic in a public medical college in Mumbai. Subjects and Methods: The study cases (aged ≥8 years) were recruited by non-probability sampling. A structured questionnaire was used to interview the parent/guardian to collect data related to direct and indirect costs. Intangible costs data were collected by documenting the willingness-to-pay value using the contingent valuation technique. Statistical Analysis Used: A quantile regression model was used to assess the impact of predictor variables on the costs. Results: The direct, indirect, and intangible costs due to SpLD were Indian Rupees (INR) 5,936,053, 29,261,220, and 42,295,000, respectively. Indirect costs comprised 83.1% of the total costs. Expenditure on tuitions and remedial education comprised 61.61% and 64.39% of the indirect and direct costs, respectively. The average annual learning disability clinic costs were INR 2,169,888. The average annual total costs per student were INR 90,773. Longer duration of poor school performance was predictive of higher direct, indirect, and total costs; and higher socioeconomic status was predictive of lower intangible costs. Conclusion: SpLD is a cost-intensive disability (intangible > indirect > direct costs). Tuitions, which are not the therapy for SpLD, are the most costly component of indirect costs. Remedial education is the most costly component of direct costs.

Examining Performance on a Process-Based Assessment of Word Learning in Relation to Vocabulary Knowledge and Learning in Vocabulary Intervention.

Vocabulary knowledge of young children, as a well-established predictor of later reading comprehension, is an important domain for assessment and intervention. Standardized, knowledge-based measures are commonly used by speech-language pathologists (SLPs) to describe existing vocabulary knowledge and to provide comparisons to same-age peers. Process-based assessments of word learning can be helpful to provide information about how children may respond to learning opportunities and to inform treatment decisions. This article presents an exploratory study of the relation among vocabulary knowledge, word learning, and learning in vocabulary intervention in preschool children. The study examines the potential of a process-based assessment of word learning to predict response to vocabulary intervention. Participants completed a static, knowledge-based measure of vocabulary knowledge, a process-based assessment of word learning, and between 3 and 11 weeks of vocabulary intervention. Vocabulary knowledge, performance on the process-based assessment of word learning, and learning in vocabulary intervention were strongly related. SLPs might make use of the information provided by a process-based assessment of word learning to determine the appropriate intensity of intervention and to identify areas of phonological and semantic knowledge to target during intervention.

Assessment and conceptual remediation of basic calculation skills in elementary school students.

The specific domain model for math disabilities postulates a core number deficit which presents a prime target for remedial interventions. This longitudinal study identified two groups of Grade 3 students based on their basic calculation abilities: students with persistent difficulties through Grade 4 (PD group) and students whose performance improved into the average range (IP group). Baseline data revealed a distinct cognitive profile for students in the PD group featuring predominant deficits in symbolic number processing. A conceptual intervention based on explicit teaching of basic arithmetic procedures was implemented when students attended Grade 5 or 6. Students in the PD group benefited more from the programme, especially in performing written calculations and in multiplication speed. Statement of contribution What is already known on this subject? Most interventions focus on young students' basic arithmetical skills to prevent serious math problems in future. Few interventions target older students who often face persistent math difficulties. These interventions are usually procedural and focus on age-appropriate math skills. What does this study add? A conceptual intervention was implemented to remediate basic calculation deficits at the end of elementary school. The aim was to help students compensate for their gaps in knowledge and motivate them to engage in math activities. Neuropsychological testing of arithmetic abilities revealed difficulties in symbolic number processing.

Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program.

BACKGROUND: Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. OBJECTIVE: We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. METHODS: At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 faculty members with expertise in remediation, uses a standardized process to assess learners' deficits. These faculty members categorize primary deficits as follows: medical knowledge, clinical reasoning, organization and efficiency, professionalism, and communication skills. The standardized process of assessment includes an analysis of the learner's file, direct communication with evaluators, an interview focused on learner perception of the problem, screening for underlying medical or psychosocial issues, and a review of systems for deficits in the 6 core competencies. Participants were surveyed after participating in this process. RESULTS: Over a 2-year period, the EIRC assessed and developed remediation plans for 4% of learners (14 of a total 342). Following remediation and reassessment, the identified problems were satisfactorily resolved in all cases with no disciplinary action. While the process was time intensive, an average of 45 hours per learner, the majority of faculty and residents rated it as positive and beneficial. CONCLUSIONS: This structured assessment process identifies targeted areas for remediation and adds to the tools available to Clinical Competency Committees.

Sobre prácticas escolares y la derivación de niños-as migrantes bolivianos a servicios de salud mental: los deriva como quien te tira la pelota y ya se descomprime / On the practices of the school and the referral of Bolivian migrant children to mental health services: they are being dropped on you like hot potatoes

Este escrito intenta contribuir al debate respecto de las tensiones en las prácticas escolares entre la inclusión de los alumnos/as migrantes bolivianos y lapatologización de sus diferencias. Se propone como objetivo estudiar las perspectivas que los/as profesionales de un Equipo de Orientación Escolar (EOE) tienen sobre los modos en que los/as docentes de escuelas primarias públicas de zona sur de Ciudad Autónoma de Buenos Aires son interpelados por el sufrimiento psíquico de dichos niños/as, cómo lo significan e intervienen ante el mismo. También se busca identificar las características de la derivación de aquellos alumnos/as a los servicios de salud mental. Metodología: estudio descriptivo analítico realizado con un abordaje metodológico cualitativo. Se llevaron a cabo entrevistas semiestructuradas a profesionales de un EOE e informantes clave. Resultados y conclusiones: Los/as profesionales entrevistados consideran que la mirada de los/as docentes es fundamental en los procesos de derivación al identificar el padecimiento infantil y desencadenar evaluaciones, estrategias e intervenciones necesarias. Sin embargo, las derivaciones no responderían exclusivamente al malestar experimentado por los niños/as migrantes, pudiendo poseer características defensivas y evacuativas.

This paper tries to contribute to the debate regarding tensions of the practices of the school between the inclusion of migrant students and the pathologization of their differences. It is proposed to study the perspectives of professionals of a School Guidance Team (EOE) on the ways in which teachers of public primary schools in the southern area of the City of Buenos Aires are questioned by the psychological suffering of those children, how they mean it and intervene before it. It also seeks to identify the characteristics of the referral of those students to mental health services. Methodology: analytical descriptive study conducted with a qualitative methodological approach. Semi-structured interviews were carried out with EOE professionals and key informants. Results and conclusions: The interviewed professionals consider that the teachers' view is fundamental in the derivation processes, by identifying the child suffering and triggering evaluations, strategies and necessary interventions. However, referrals would not respond exclusively to the discomfort experienced by migrant children, and may also possess defensive and evacuative characteristics.

El trabajo de la autoridad en espacios educativos: transmisiones emancipatorias desde equipos de orientación escolar / The authority's work in educational spaces: emancipatory transmission in couseling teams

El presente trabajo se inscribe en el Proyecto de investigación 2014-17 Intervenciones de los equipos de orientación escolar: entre la habilitación de los sujetos y la creación de condiciones institucionales que explora y analiza modos de intervención que generan formas democráticas de autoridad al interior de la escuela centrándose en la investigación-acción en la Escuela de Reingreso de Barracas de CABA. Reúne testimonios y modalidades de intervención en torno a tres categorías propuestas a lo largo de la investigación: la primera implica el desplazamiento al "trabajo colaborativo", la segunda el pasaje a una "relación de igualdad en la autoridad" y la tercera se centra en el concepto de "reconfiguración de lo sensible". Dichas categorías permiten reconocer formas democráticas de la autoridad y proponer nuevas maneras de intervención para los equipos de orientación.

This work is part of the UBACyT 2014-17 "Interventions by school counseling teams: between the empowerment of individuals and the creation of institutional conditions" and explores school counseling teams interventions about the construction of authority at school by teachers and the teams themselves. One of the analysis focus of this project is the intervention's modes that generate democratic forms of authority within the school in connection with an enabling intergenerational transmission of subjects in training. The work brings together testimonies and methods of intervention around three categories proposed throughout the investigation: the first involves the displacement to "cooperative work" the second, a passage "the authority relationship in equality" and the third focuses on the research around scenes where "reconfiguration of the sensible" occurs. These categories can recognize democratic forms of authority and propose new ways of intervention teams orientation.

Early Executive Function and Mathematics Relations: Correlation Does Not Ensure Concordance.

In this chapter, we address one potentially overlooked component of the relation between executive function (EF) skills and early mathematics, a relation for which there is widespread empirical support. Evidence for this relation has, thus far, been largely correlational. Here we emphasize that because positive correlations do not guarantee concordance among all members of a sample or population, a small but meaningful number of children may either fare well in mathematics despite poor EF skills, or may have strong EF skills despite weak mathematics skills. We propose that attention to different profiles of discordance for EF and mathematics may help identify individualized learning needs for students at risk for mathematics difficulties and disabilities.

Intimidade e Vinculo nas práticas de cuidado na ESF: enlace entre o binômio mãe-filho mediante a estratégia de abordagem grupal desenvolvida na Residência Multiprofissional em Saúde / Intimacy and Relationship in the care practices at the FHS: connection between mother and child through the strategy of group approach developed in the Multiprofessional Health Residency / Intimidad y Vínculo en las prácticas de cuidado en la ESF: Enlace del binomio madre-hijo mediante una estrategia de ampliación desarrollada en la Residencia Multiprofesional en Salud

Objetiva-se conhecer o universo vocabular de necessidades, a partir da leitura do mundo de um grupo de gestantes, com base nos Círculos de Cultura de Paulo Freire, no cotidiano dos profissionais de uma residência multiprofissional em saúde. Trata-se de uma pesquisa exploratória com abordagem qualitativa, realizada no interior do Ceará. Os resultados mostram a residência multiprofissional como instituidora de espaços coletivos, uma vez que possibilita encontros entre sujeitos que desenvolvem suas ações fundamentadas em uma formação pedagógica e pautadas na utilização de tecnologias educativas como os Círculos de Cultura. Conclui-se que os integrantes da residência têm a possibilidade de pensar outros modos de produzir saúde, incentivando a busca pelas transformações das práticas profissionais para produzir novas ações em saúde.

Our goal is to discover the vocabulary universe of the necessities of a group of pregnant women, through their lecture of the world, based on Paulo Freire's Culture Circles, in the daily life of the professionals of a multiprofessional health residency. It is an exploratory research with a qualitative approach, carried out in the interior of Ceará, Brazil. The results show that the multiprofessional residency facilitates the creation of collective spaces, since it allows encounters among subjects who develop their actions based on a pedagogical formation and on the use of educational technologies such as the Circles of Culture. It is concluded that the members of the residency have the possibility to think about other ways of producing health, encouraging the search for the transformations of professional practices to produce new actions in health.

Nuestro objetivo es conocer el universo del vocabulario de necesidades a partir de la lectura de mundo de un grupo de gestantes, con base en los Círculos de Cultura de Paulo Freire, en el cotidiano de los profesionales de una residencia multiprofesional en salud. Se trata de una investigación exploratoria con abordaje cualitativo, realizada en el interior de Ceará, Brasil. Los resultados muestran la residencia multiprofesional como instituidora de espacios colectivos, una vez que posibilita encuentros entre sujetos que desarrollan sus acciones fundamentadas en una formación pedagógica y pautadas en la utilización de tecnologías educativas como los Círculos de Cultura. Se concluye que los integrantes de la residencia tienen la posibilidad de pensar otros modos de producir salud, incentivando la búsqueda por las transformaciones de las prácticas profesionales para producir nuevas acciones en salud.

Objective Assessment of General Surgery Residents Followed by Remediation.

OBJECTIVE: Surgical training programs often lack objective assessment strategies. Complicated scheduling characteristics frequently make it difficult for surgical residents to undergo formal assessment; actually having the time and opportunity to remediate poor performance is an even greater problem. We developed a novel methodology of assessment for residents and created an efficient remediation system using a combination of simulation, online learning, and self-assessment options. DESIGN: Postgraduate year (PGY) 2 to 5 general surgery (GS) residents were tested in a 5 station, objective structured clinical examination style event called the Surgical X-Games. Stations were 15 minutes in length and tested both surgical knowledge and technical skills. Stations were scored on a scale of 1 to 5 (1 = Fail, 2 = Mediocre, 3 = Pass, 4 = Good, and 5 = Stellar). Station scores ≤ 2 were considered subpar and required remediation to a score ≥ 4. Five remediation sessions allowed residents the opportunity to practice the stations with staff surgeons. Videos of each skill or test of knowledge with clear instructions on how to perform at a stellar level were offered. Trainees also had the opportunity to checkout take-home task trainers to practice specific skills. Residents requiring remediation were then tested again in-person or sent in self-made videos of their performance. SETTING: Academic medical center. PARTICIPANTS: PGY2, 3, 4, and 5 GS residents at Mayo Clinic in Rochester, MN. RESULTS: A total of, 35 residents participated in the Surgical X-Games in the spring of 2015. Among all, 31 (89%) had scores that were deemed subpar on at least 1 station. Overall, 18 (58%) residents attempted remediation. All 18 (100%) achieved a score ≥ 4 on the respective stations during a makeup attempt. Overall X-Games scores and those of PGY2s, 3s, and 4s were higher after remediation (p < 0.05). No PGY5s attempted remediation. CONCLUSIONS: Despite difficulties with training logistics and busy resident schedules, it is feasible to objectively assess most GS trainees and offer opportunities to remediate if performance is poor. Our multifaceted remediation methodology allowed 18 residents to achieve good or stellar performance on each station after deliberate practice. Enticing chief residents to participate in remediation efforts in the spring of their final year of training remains a work in progress.

Remedial after-school support classes offered in rural Gambia (The SCORE trial): study protocol for a cluster randomized controlled trial.

BACKGROUND: Low education levels are endemic in much of the developing world, particularly in rural areas where traditional government-provided public services often have difficulty reaching beneficiaries. Providing trained para-teachers to teach regular after-school remedial education classes has been shown to improve literacy and numeracy in children of primary school age residing in such areas in India. This trial investigates whether such an intervention can also be effective in a West African setting with similarly low learning levels and difficult geographic access. DESIGN: cluster-randomized controlled trial. Clusters: villages or groups of villages with 15-300 households and at least 15 eligible children in the Lower River and North Bank Regions of The Gambia. PARTICIPANTS: children born between 1 September 2007 and 31 August 2009 planning to enter the first grade, for the first time, in the 2015-2016 school year in eligible villages. We anticipate enrolling approximately 150 clusters of villages with approximately 6000 children as participants. INTERVENTION: a program providing remedial after-school lessons, focusing on literacy and numeracy, 5 to 6 days a week for 3 years to eligible children, based on the intervention evaluated in the Support To Rural India's Public Education System (STRIPES) trial (PLoS ONE 8(7):e65775). CONTROL: both the intervention and control groups will receive small bundles of useful materials during annual data collection as recompense for their time. If the education intervention is shown to be cost-effective at raising learning levels, it is expected that the control group villages will receive the intervention for several years after the trial results are available. OUTCOMES: the primary outcome of the trial is a composite mathematics and language test score. Secondary outcomes include school attendance, enrollment, performance on nationally administered exams, parents' spending on education, spillover learning to siblings and family members, and school-related time use of parents and children. Subgroup analyses of the primary outcome will also be carried out based on ethnic group, gender, distance from the main highway, parents' education level, and school type. The trial will run by independent research and implementation teams and supervised by a Trial Steering Committee. DISCUSSION: Along with the overall impact of the intervention, we will conduct a cost-effectiveness analysis. There are no major ethical issues for this study. TRIAL REGISTRATION: Current controlled trials ISRCTN12500245 . 1 May 2015.

Reducing Periconceptional Methylmercury Exposure: Cost-Utility Analysis for a Proposed Screening Program for Women Planning a Pregnancy in Ontario, Canada.

BACKGROUND: The assessment of neurodevelopmental effects in children associated with prenatal methylmercury exposure, from contaminated fish and seafood in the maternal diet, has recently been strengthened by adjustment for the negative confounding resulting from co-exposure to beneficial polyunsaturated fatty acids (PUFAs). OBJECTIVES: We aimed to determine the cost-effectiveness of a periconceptional screening program of blood mercury concentration for women planning to become pregnant in Ontario, Canada. Fish intake recommendations would be provided for those found to have blood mercury levels above the intervention threshold. METHODS: Analysis was conducted using a combined decision tree/Markov model to compare the proposed screening intervention with standard care from a societal perspective over a lifetime horizon. We used the national blood mercury distributions of women 20-49 years of age reported in the Canadian Health Measures Survey from 2009 through 2011 to determine the cognitive deficits associated with prenatal methylmercury exposure for successful planned pregnancies. Outcomes modeled included the loss in quality of life and the remedial education costs. Value of information analysis was conducted to assess the underlying uncertainty around the model results and to identify which parameters contribute most to this uncertainty. RESULTS: The incremental cost per quality-adjusted life year (QALY) gained for the proposed screening intervention was estimated to be Can$18,051, and the expected value for a willingness to pay of Can$50,000/QALY to be Can$0.61. CONCLUSIONS: Our findings suggest that the proposed periconceptional blood mercury screening program for women planning a pregnancy would be highly cost-effective from a societal perspective. The results of a value of information analysis confirm the robustness of the study's conclusions.

Profesionales de la Salud y Formación Docente: Una propuesta de Curriculum integrado / Profissionais de saúde e formação de professores: uma proposta de currícula integrada / Health Professionals And Teacher Training: Integrated Syllabus Proposal

La presente investigación tiene el propósito de describir el proceso de formación en investigación-acción efectuada en la integración realizada por dos cátedras de la Carrera del Profesorado Universitario: Investigación educativa y Didáctica Especial producto de siete años de trabajo.Dicho proceso se sostiene a partir del reconocimiento de problemáticas planteadas por los alumnos-profesionales,en su trabajo como docentes. La construcción del problema de investigación requiere de diferentes estrategias pedagógicas. La metodología se basó en el enfoque de investigación-acción. Los resultados confirman que la integración inter cátedras un elemento clave para transformar el quehacer universitario y es una alternativa para fomentar y desarrollar la investigación científica que contribuya al mejoramiento y transformación de la sociedad, como uno de los objetivos de la Universidad Católica de Córdoba a la par que se constituye en una estrategia para el acuerdo, los consensos, la innovación e investigación que están en consonancia con la misión institucional...

The purpose of this research is to describe the training process in research-action that tookplace in the integration of Educational Research and Special Didactics; two chairs of thecourse of studies University Teaching, result of seven-year-work. Said process arises from theacknowledgment of issues proposed by students-professionals in their work as teachers. Theconstruction of the research problem requires different pedagogic strategies. Methodologywas based on the research-action approach. Results confi rm that inter-chair integrationis a key factor to transform university tasks and an alternative to encourage and developscientifi c research helping to improve and transform society as one of the objectives on theCatholic University of Cordoba. At the same time, it is becoming a strategy for agreement,consensus, innovation and investigation, consistent with the institutional mission...

Predictors of physician performance on competence assessment: Findings from CPEP, the Center for Personalized Education for Physicians.

PURPOSE: To identify factors associated with physician performance in a comprehensive competence assessment. METHOD: The authors conducted a retrospective analysis of 683 physicians referred for assessment at the Center for Personalized Education for Physicians from 2000 to 2010, who were evaluated as either safe or unsafe to return to practice. Multivariate logistic regression was used to determine factors predictive of unsafe assessment outcome. Covariates included personal characteristics (e.g., age), practice context (e.g., solo practice), and referral information (e.g., previous board license action). RESULTS: Older physicians were more likely to have unsafe assessment outcomes (odds ratio [OR] = 1.07; P < .001). Board-certified individuals were less likely to have poor assessment outcomes (OR = 0.40; P = .003) than uncertified individuals. Physicians in solo practice were more likely (OR = 2.15; P = .037) to be deemed unsafe than physicians in other settings. Physicians with a practice scope that matched their training were less likely (OR = 0.29; P = .023) to have unsafe assessment outcomes than those whose did not. Physicians with current or previous board action (suspension, revocation, limitation, or stipulation) were more likely to be deemed unsafe (OR = 2.47; P = .003) than those without. CONCLUSIONS: Findings suggest that important predictors of physician performance on competence assessment include personal characteristics, practice context, and reasons for assessment referral. These findings have implications for development of policies and programs designed to assess risk of poor physician performance and quality of care improvement efforts through organizational/practice design or remedial education.

Learner deficits and academic outcomes of medical students, residents, fellows, and attending physicians referred to a remediation program, 2006-2012.

PURPOSE: To identify deficit types and predictors of poor academic outcomes among students, residents, fellows, and physicians referred to the University of Colorado School of Medicine's remediation program. METHOD: During 2006-2012, 151 learners were referred. After a standardized assessment process, program faculty developed individualized learning plans that incorporated deliberate practice, feedback, and reflection, followed by independent reassessment. The authors collected data on training levels, identified deficits, remediation plan details, outcomes, and faculty time invested. They examined relationships between gender, training level, and specific deficits. They analyzed faculty time by deficit and explored predictors of negative outcomes. RESULTS: Most learners had more than one deficit; medical knowledge, clinical reasoning, and professionalism were most common. Medical students were more likely than others to have mental well-being issues (P = .03), whereas the prevalence of professionalism deficits increased steadily as training level increased. Men struggled more than women with communication (P = .01) and mental well-being. Poor professionalism was the only predictor of probationary status (P < .001), and probation was a predictor of other negative outcomes (P < .0001). Remediation of clinical reasoning and mental well-being deficits required significantly more faculty time (P < .001 and P = .03, respectively). Per hour, faculty face time reduced the odds of probation by 3.1% (95% CI, 0.09-0.63) and all negative outcomes by 2.6% (95% CI, 0.96-0.99). CONCLUSIONS: Remediation required substantial resources but was successful for 90% of learners. Future studies should compare remediation strategies and assess how to optimize faculty time.