A systematic review of the effects of nutrition programmes in high schools

Introduction/Objectives: Obesity rates are reaching alarming levels. Adolescence is a critical period for the prevention of nutritional problems, as it is a time of development of one's own eating habits. These habits will persist into adulthood, so showing adolescents healthy lifestyle patterns is important. The ideal option would be through school-based nutrition intervention programmes. The main objective of this article is to investigate the effectiveness of intervention programmes based on nutritional knowledge and the behaviour of adolescents aged 11-19 years. Method: To carry out this systematic review we employed Scopus, PubMed, and Web of Science as databases and a search period that spanned the last 10 years, following the PRISMA statement. Subsequent to the search, 110 articles were found. Finally, 19 articles were selected for in-depth analysis after a thorough screening. Results: The results show that, in general, intervention programmers have improved the nutritional knowledge of high school students, which means an improvement in their eating behaviours. In addition, these programmes increase their levels of physical activity. However, gender differences are observed, with girls being more concerned about maintaining a balanced diet. Conclusion: In conclusion, schools are an ideal environment for developing programmes that interfere in adolescent eating behaviour.

Introducción/Objetivos: Las tasas de obesidad están alcanzando niveles alarmantes. La adolescencia es un periodo crítico para la prevención de problemas nutricionales, ya que es un momento de desarrollo de los propios hábitos alimentarios. Estos hábitos permanecerán en la edad adulta, por lo que es importante mostrarles a los adolescentes patrones de estilo de vida saludable. La opción ideal sería a través de programas de intervención nutricional en las escuelas. El objetivo principal de este artículo es investigar la efectividad de los programas de intervención basados en el conocimiento y comportamiento nutricional en adolescentes de 11 a 19 años. Métodos: Para llevar a cabo esta revisión sistemática utilizamos como bases de datos Scopus, PubMed y Web of Science y un periodo de búsqueda que abarcó los últimos diez años, siguiendo la declaración Prisma. Después de la búsqueda, se encontraron 110 artículos. Finalmente, 19 artículos fueron seleccionados para un análisis en profundidad después de una revisión exhaustiva. Resultados: Los resultados muestran que, en general, los programas de intervención han mejorado los conocimientos nutricionales de los estudiantes de secundaria, lo que significa una mejora en sus conductas alimentarias. Además, estos programas aumentan sus niveles de actividad física. Sin embargo, se observan diferencias de género, estando las chicas más preocupadas por mantener una dieta equilibrada. Conclusiones: En conclusión, las escuelas son un ambiente ideal para el desarrollo de programas que interfieren en la conducta alimentaria de los adolescentes.

Effectiveness of gamification and game-based learning in Spanish adolescents with dyslexia: A longitudinal quasi-experimental research.

BACKGROUND: Gamification and game-based learning can provide motivating learning opportunities. The scientific literature suggests that these play strategies could be supportive tools for the learning of students with diagnosed dyslexia. AIMS: This study compares the effectiveness of an educational gamification and game-based learning (GBL) methodology versus a transmissive methodology for the improvement of reading processes and academic performance in the subject of Spanish Language and Literature in Spanish high school students with dyslexia. METHODS AND PROCEDURES: Longitudinal quasi-experimental research was conducted with control and experimental groups. Ninety students with a mean age of 14.22 years (SD = 0.95) participated in the study. The assessment instruments used were the PROLEC-SE reading process assessment battery and academic performance through subject grades. The intervention with the experimental group consisted of gamification and GBL of 15 one-hour sessions in which students' oral and written skills were worked with playful learning strategies. OUTCOMES AND RESULTS: The results indicate that the experimental group had statistically significant improvement in their reading skills (η2g = 0.616) and academic performance, albeit less in pseudoword speed, compared to the control group (η2g = 0.197). CONCLUSION AND IMPLICATIONS: The study highlights the usefulness of gamification and GBL as practical tools for meaningful learning in students with dyslexia.

Gamification in Initial Teacher Training to Promote Inclusive Practices: A Qualitative Study.

Gamification consists of the use of ludic elements in non-ludic contexts. It is becoming an educational trend, due to its ability to work on curriculum skills in a fun and motivating way. This article exposes a program of gamified university practices, "Super-Profes", for the subject of Developmental Disorders. To gain an understanding of student impressions about this methodology, a qualitative study was carried out, based on a survey with open questions, and, subsequently, analyzed with the Atlas.ti 8.4 program. In total, 63 s-year students taking the Early Childhood Education degree participated. Two main categories emerged from the study: gamification as a fun and motivating educational experience, and knowledge and skills acquired after studying a gamified subject. The research concluded with an assessment of educational gamification as a motivating and effective methodology for the acquisition of content and skills necessary for future teaching.

Effectiveness of positive expiratory pressure on patients over 16 years of age with cystic fibrosis: systematic review and meta-analysis.

INTRODUCTION: Cystic fibrosis (CF) is an autosomal recessive disease that involves the cells that produce mucus and sweat, affecting many organs, especially the lungs. Positive expiratory pressure (PEP) devices generate a pressure opposite to that exerted by the airways during expiration, thus improving mucociliary clearance. OBJECTIVES: To evaluate the efficacy of PEP devices as a resource to facilitate the mucus removal and other outcomes in people with CF, as well as the possible adverse effects derived from their use. MATERIAL AND METHOD: A systematic review and meta-analysis was conducted according to PRISMA standards. The descriptors were 'cystic fibrosis', 'PEP', and 'physiotherapy and/or physical therapy'. The search was performed in four databases: PubMed, PEDro, and Web of Science and Scopus, in July 2021. The inclusion criteria were randomized controlled trials (RCTs) over the last 10 years. The methodological quality of the studies was analyzed and meta-analysis was performed with Review Manager software. RESULTS: Ten RCTs met the objectives and criteria, with a total of 274 participants. The trials score a moderate methodological quality on the PEDro scale. No clear results were obtained on whether PEP provides better lung function than other breathing techniques (such as airway clearance); but it does achieve a higher rate of lung clearance than physical exercise. CONCLUSIONS: PEP is more effective than usual care or no intervention, although there is not enough evidence to confirm that PEP achieves improvements in forced expiratory volume in the first second (FEV1) compared with other techniques. It is a safe technique, without adverse effects.

Gamification and family leisure to alleviate the psychological impact of confinement due to COVID-19.

This study presents a quasi-experimental longitudinal mixed-methods research about the participation in leisure activities, physical activity, and games, as part of the family leisure programme ("Lunae Magic School") for Spanish families with children under 12 years old during COVID-19 lockdown. The impact on parents and their perception of the psychological well-being of their children is evaluated. The results show that leisure activities reduce the parent's anxiety levels measured with STAI scale (p = .0001) and their perception of the physical and emotional discomfort of their children, measured with PSC scale (p < .0001). It is qualitatively argued that despite the confinement situation, the gamification, the variety of activities and the fact of being able to enjoy quality time with the family have allowed the creation of spaces of fun and flow. Therefore, although the findings on the importance of family leisure were encouraging, more research is needed on the implementation of similar programmes.

Internet and Video Games: Causes of Behavioral Disorders in Children and Teenagers.

Even though video games have been present among children for many years, children are using them more continuously and in an abusive and indiscriminate way nowadays because of the "technological boom". It is affecting the behavior of children and adolescents. This is the reason why we are carrying out this systematic review. The main objective of this article is to investigate literature that directly connects the continuous and undifferentiated use of video games with the emergence of behavioral disorders in children and young people. The PRISMA statement was followed in the process of this article. We used SCOPUS, Web of Science and PubMed as databases, moreover, we searched studies with a scoping review. The results indisputably supported six out of seven of our hypotheses. We find that the excessive use of video games causes addiction to technology, aggressive behaviors, sleep disorders, and poor school performance. In addition, it hinders social relationships and the development of emotional intelligence. To conclude, it is necessary to correctly use video games in particular, and technologies in general, adapting their content to children's age, as well as the amount of time that they dedicate to use them.

Testing the Factorial Validity of the Classroom Engagement Inventory with Spanish Students.

INTRODUCTION: The purpose of the study was to test the factorial validity of Classroom Engagement Inventory of Wang, Bergin and Bergin with Spanish high school students. METHODS: In this study, 546 students participated (mean = 13.27, standard deviation = 0.629), from several high schools in Andalusia. To analyze the psychometric properties of the scale, several analyses were carried out. RESULTS: The results offered support for the five-factor structure. The analysis of invariance with respect to gender showed that the factor structure of the questionnaire was invariant. The Cronbach alpha values were higher than 0.70 in the subscales. DISCUSSION: The results of this study demonstrated the reliability and validity of the Spanish version of the Classroom Engagement Inventory with high school students.

Escape Rooms as a Learning Strategy for Special Education Master's Degree Students.

Escape rooms and breakout are learning strategies that can facilitate motivation of learning through challenges. In these strategies, students must work as a team and use their reasoning, knowledge, and skills to solve puzzles and challenges related to the content of the curriculum, allowing them to solve the game in a limited time. The aim of this study was to determine the effects of the implementation of an escape room on classroom flow, academic performance, school motivation, and prosocial and antisocial behaviours with higher students in a Special Education master's degree course. The quantitative results show a significant improvement in classroom flow, academic performance, and classroom climate, and a better score in prosocial and antisocial behaviours. The qualitative findings provide a better understanding of these results, and support the conclusion that the use of escape rooms is fun and motivating for students, and facilitates their learning achievement.

An Inclusive View of the Disability of Secondary School Students.

Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching-learning processes carried out in the classroom is highlighted.

Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students.

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization-the Trait Meta Mood Scale 24 (Spanish version)-and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

Treatment of Dysphagia in Parkinson's Disease: A Systematic Review.

The incidence of oropharyngeal dysphagia in Parkinson's disease (PD) is very high. It is necessary to search for effective therapies that could prevent pneumonia. Previous results should be interpreted cautiously as there is a lack of evidence to support the use of compensatory or rehabilitative approaches to dysphagia. We reviewed the scientific literature to describe the treatments of dysphagia in PD. A systematic review was performed in PubMed, Scopus, Elsevier, and Medline according to PRISMA standards in 2018. The articles that did not mention dysphagia secondary to PD or used surgical treatment were excluded. Eleven articles met the criteria with information from 402 patients. The review relates to different protocols, such as training in expiratory muscle strength, postural techniques, oral motor exercises, video-assisted swallowing therapy, surface electrical stimulation, thermal stimulation, touch, compensatory interventions, training regime for swallowing, neuromuscular electrical stimulation, Lee Silverman voice treatment, swallow maneuver, airway protection, and postural compensation maneuvers. This review identifies the rationing interventions in each trial, if they are efficient and equitable. Several rehabilitative therapies have been successful. An improvement was seen in the degenerative function (coordination, speed, and volume), quality of life, and social relationships of people with PD. Further investigations concerning the clinical applicability of these therapies based on well-designed randomized controlled studies are needed. Larger patient populations need to be recruited to evaluate the effectiveness, long-term effects, and new treatment techniques.

Validación de la Escala de Resiliencia en Educación Física / Validation of the resilience scale to Physical Education classes

Las clases de Educación Física se caracterizan por la continua exposición por parte del alumnado de una serie de circunstancias adversas y estresantes ante las cuales en mayor o menor medida deben de enfrentarse en algún momento. Por ello, el objetivo de este estudio fue validar y adaptar la Escala de Resiliencia en el contexto Deportivo de Trigueros, Álvarez, Aguilar-Parra y Rosado (2017) al contexto de la Educación Física. En el estudio participaron 515 estudiantes de secundaria con edades comprendidas entre los 13 y 19 años (M = 15.65; DT = 1.28) pertenecientes a varios centros educativos del sur-este de España. El análisis factorial exploratorio y confirmatorio reveló unos índices de ajuste adecuados para la nueva versión de la escala, mostrándose la estructura factorial invariante respecto al generó. Los dos factores que integran la escala, competencia personal y aceptación de uno mismo y de la vida, obtuvieron una alta consistencia interna y estabilidad temporal. La versión española de la Escala de Resiliencia en el contexto Educación Física se mostró como un instrumento con adecuadas propiedades psicométricas para medir la resiliencia en el contexto de la Educación Física en adolescentes

Physical Education classes are characterized by the continuous exposure of students to a series of adverse and stressful circumstances which they must face at some point. Therefore, the objective of this study was to validate and adapt the Resilience Scale in the Sport context of Trigueros, Álvarez, Aguilar-Parra and Rosado (2017) to the context of Physical Education. The study involved 515 high school students aged between 13 and 19 (M = 15.65, SD = 1.28) belonging to several educational centers in the south-east of Spain. The exploratory and confirmatory factor analysis revealed adequate adjustment indices for the new version of the scale, showing the factorial structure invariant with respect to the generated one. The two factors that make up the scale, personal competence and acceptance of oneself and life, obtained a high internal consistency and temporary stability. The Spanish version of the Resilience Scale in the Physical Education context was shown as an instrument with adequate psychometric properties to measure resilience in the context of Physical Education in adolescents

Migrant Caregivers of Older People in Spain: Qualitative Insights into Relatives' Experiences.

The traditional structure of families is undergoing profound changes, causing the so-called "crisis of family care." This study describes the experiences and emotions of the family member who hires migrant caregivers for the older people. This is a qualitative study using a phenomenological design with nine women participants between 53 and 72 years of age. The data collection was carried out through two in-depth interviews and a focus group. There were three major topics: (1) the women in this study recognized that they were not able to take care of the family member directly, due to their responsibilities as female workers and mothers. The fact that migrant caregivers were chosen was conjunctural, where economic reasons were more important. (2) The family members supported the caregivers by teaching them about care and also resolving conflicts produced by culture shock. (3) Trusting the caregiver was a gradual process; the family members felt a complex set of emotions (insecurity, gratitude for the help, moral obligation). In conclusion, they wanted a caregiver who would provide the elder dependent with the love and compassion that they, as daughters, would provide if they had time to do so. The family became the caregiver's managers and assumed the responsibility of training and helping them.

Adaptation and validation to the spanish context of the scale of self-stigma in relatives of people with mental illness / Adaptación y validación al contexto español de la escala de autoestigma en familiares de personas con Enfermedad Mental

Stigma, and in particular self-stigma in people with severe mental disorder (GIST), is one of the main problems faced by mental health professionals. However, this problem is not only found in people who suffer from this mental illness, but its consequences affect family members in the same way. For this reason, it is necessary to adapt and validate in the Spanish context the Scale of Self-Stigma in Relatives of People with Mental Illness (AFPEM). The study involved 304 adults (M = 44.57, SD = 15.29). To analyze the psychometric properties of the scale, several analyzes have been carried out. The results of the confirmatory factorial analysis (CFA) have offered support to the questionnaire structure of 30 items, 10 items and the higher order model. The structure of the models was invariant respect to gender. Cronbach's alpha values were greater than .70 in the different subscales. The results of this study have provided evidence of validity and reliability of the AFPEM, so that various mental health professionals will have an instrument with which assesses the degree of self-stigma that family members of people with SMI have

El estigma, y en particular el autoestigma en personas con trastorno mental grave (TMG), constituyen uno de los principales problemas a los que se enfrentan los profesionales de la salud mental. Sin embargo, este problema no se encuentra únicamente en las personas que padecen esta enfermedad mental, sino que sus consecuencias afectan de igual manera a familiares allegados. Por ello, resulta necesario adaptar y validar al contexto español la Escala de Autoestigma en Familiares de Personas con Enfermedad Mental (AFPEM). En el estudio han participado 304 adultos (M=44.57; DT=15.29). Para analizar las propiedades psicométricas de la escala se han realizado diversos análisis. Los resultados del análisis factorial confirmatorio han ofrecido apoyo a la estructura del cuestionario tanto del de 30 ítems, el de 10 ítems como el modelo de orden superior. La estructura de los modelos se mostró invariante respecto al género. Los valores de alpha de Cronbach fueron superiores a .70 en las diferentes subescalas. Los resultados de este estudio han proporcionado evidencias de validez y fiabilidad de la AFPEM, por lo que diversos profesionales de la salud mental dispondrán de un instrumento con el que evaluar el grado de autoestigma que tienen los familiares de personas con TMG

The influence of the trainer on the motivation and resilience of sportspeople: A study from the perspective of self-determination theory.

The aim of this study was to evaluate the influence of a trainer's interpersonal relations from the perspective of autonomy support and controlling style on sportspeople's basic need satisfaction and frustration, motivation, and resilience. The study used a cross-sectional design based on self-determination theory (SDT). Sportspeople (N = 324) completed questionnaires to measure their perceptions of trainers' autonomy-supportive and controlling coaching styles, basic need satisfaction and frustration in the sports context, motivation for sport, and resilience. Structural equation modeling of the proposed relations among variables supported SDT by showing a positive relation between perceived autonomy support and the satisfaction of basic psychological needs (ß = .39, p < .001) and a negative relation with the frustration of psychological needs (ß = -.17, p < .05). The coach's perceived interpersonal controlling style showed a positive relation with the frustration of psychological needs (ß = .55, p < .001) and a negative relation with the satisfaction of basic psychological needs (ß = -.27, p < .05). Furthermore, autonomous motivation showed a negative relation (ß = -.46, p < .001) with the frustration of psychological needs and a positive relation (ß = .35, p < .05) with the satisfaction of basic psychological needs and resilience (ß = .60, p < .001). In addition, the resilience of sportspeople was indirectly affected to the same extent by the trainer's influence through control (ß = -.38, p < .05) and perception of autonomy support (ß = .16, p < .05) through the mediators of satisfaction of basic psychological needs and motivation. These results show the influence of the coach on the motivation and resilience of sportspeople.

Evaluation of the Effectiveness of a Nursing/Physiotherapy Program in Chronic Patients.

This study aimed to evaluate the functional impact of a shared intervention model by the mobile physiotherapy and rehabilitation team (MPRT) and primary care case management nurses (PCCMNs) on chronic patients. This was a prospective, observational study involving 1086 patients (mean age, 80 years; 63.7% females) in the province of Almeria, which was conducted between 2004 and 2018. Most of the registered diseases included cerebrovascular and neurological diseases (56.7%), osteoarticular diseases (45.3%), diabetes mellitus (25.7%), cardiovascular diseases (25.5%), and chronic respiratory diseases. The study included a home care intervention by the MPRT and PCCMNs and included the following main outcome measures: age, sex, main caregiver, disabling process (ICD-9), type and number of inclusion categories for chronic disease, initial and final Barthel index (BI), treatment or intervention on the patient (techniques), objectives, and number of sessions. The main techniques used were kinesiotherapy (44.6%) and caregiver training (23%), along with technical aid. An equation predicting the patients' final BI, according to the initial BI, was constructed using multiple linear regression modelling. A marked improvement in functional capacity was found after an average of 10 physiotherapy sessions. A lower patient age was correlated with a higher functional capacity, both initial and final BI, as well as a greater number of sessions.

Influencia del docente de Educación Física sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia / Influence of Physical Education teacher on confidence, fun, motivation and intention to be physically active in adolescence / Influência do professor de Educação Física na confiança, diversão, motivação e intenção de ser fisicamente ativo na adolescencia

Según el informe de la OMS del 2018, más del 80% de los adolescentes no practican suficiente actividad física. Las clases de Educación Física deberían de ayudar a solventar este problema. Para ello, en este estudio, se pretende analizar la influencia del docente sobre la confianza, diversión, la motivación y la intención de ser físicamente activo en la adolescencia. En el presente estudio participaron 604 estudiantes entre los 13 y 19 años. Se realizaron análisis estadísticos descriptivos, un análisis de fiabilidad y un modelo de ecuaciones estructurales que explica las relaciones causales entre las variables. Los resultados muestran como el apoyo autonomía predice positivamente la confianza (ß = .56, p<.001), la diversión (ß = .29, p<.001) y la motivación (ß = .10, p<.05); mientras que el control psicológico predice negativamente la confianza (ß = -.17, p<.01), la diversión (ß = -.12, p<.001) y la motivación (ß = -.24, p<.001). La confianza predice positivamente la motivación (ß = .37, p<.01), de la misma manera, la diversión predice la motivación (ß = .74, p<.001), por último, la motivación predice de forma positiva la intención de ser físicamente activo (ß = .62, p<.001). En definitiva, el estudio muestra la influencia y la importancia del profesor de EF y de los procesos motivacionales y emocionales presentes en los adolescentes durante las clases de EF sobre la adopción de unos hábitos de vida activos

According to the WHO report of 2018, more than 80% of adolescents do not practice enough physical activity. Physical education classes should help solve this problem. For this, in this study, we intend to analyze the influence of the teacher on confidence, enjoyment, motivation and the intention of being physically active in adolescence. In the present study, 604 students between the ages of 13 and 19 participated. Descriptive statistical analyzes, a reliability analysis and a structural equation model that explains the causal relationships between the variables were performed. The results show how autonomy support positively predicts confidence (ß = .56, p <.001), enjoyment (ß = .29, p <.001) and motivation (ß = .10, p <.05) ; whereas psychological control predicts negatively confidence (ß = -.17, p <.01), enjoyment (ß = -.12, p <.001) and motivation (ß = -.24, p <.001 ). Confidence positively predicts motivation (ß = .37, p <.01), in the same way, enjoyment predicts motivation (ß = .74, p <.001), finally the motivation positively predicts the intention to be physically active (ß = .62, p <.001). In short, the study shows the influence and importance of the PE teacher and the motivational and emotional processes present in adolescents during PE classes on the adoption of active life habits

Segundo o relatório da OMS de 2018, mais de 80% dos adolescentes não praticam atividade física suficiente. Aulas de educação física devem ajudar a resolver este problema. Para isso, neste estudo, pretendemos analisar a influência do professor sobre a confiança, a diversão, a motivação e a intenção de ser fisicamente ativo na adolescência. No presente estudo, participaram 602 estudantes com idades entre 13 e 19 anos. Análises estatísticas descritivas, uma análise de confiabilidade e um modelo de equações estruturais que explica as relações causais entre as variáveis foram realizadas. Os resultados mostram como o apoio à autonomia prediz positivamente confiança (ß = .56, p <.001), diversão (ß = .29, p <.001) e motivação (ß = .10, p <.05) ; enquanto o controle psicológico prediz confiança negativa (ß = -.17, p <.01), diversão (ß = -.12, p <.001) e motivação (ß = -.24, p <.001 ). A confiança prediz positivamente a motivação (ß = 0,37, p <0,01), da mesma forma, a diversão prediz a motivação (ß = 0,74, p <0,001), enfim, a motivação prediz positivamente a intenção de ser fisicamente ativo (ß = 0,62, p <0,001). Em suma, o estudo mostra a influência e importância do professor de EF e dos processos motivacionais e emocionais presentes nos adolescentes durante as aulas de EF sobre a adoção de hábitos de vida ativos

[Effects of a mindfulness intervention in Chilean high schoolers]. / Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo.

BACKGROUND: Mindfulness has been conceptualized as paying attention to present moment experience in a non-judgmental manner, and the practice of developing that skill. AIM: To determine the impact of a mindfulness-based intervention on negative emotional states of anxiety, stress, and depression in Chilean high schoolers. MATERIAL AND METHODS: Eighty-eight teenagers aged 13 ± 0.6 years (46 females) were randomly assigned to a mindfulness group or a control (41 and 47, respectively). The mindfulness intervention consisted in eight weekly 45-minute sessions. A depression, anxiety, and stress scale (DASS-21) was applied at baseline, after the intervention, and at three and six-month follow-up. RESULTS: There was a significant reduction in anxiety, depression, and general symptomatology in the experimental group compared to the control group. However, these changes were not sustained at follow-up. CONCLUSIONS: These preliminary results suggest the feasibility and effectiveness of a mindfulness intervention in Chilean schools as a strategy to reduce negative emotional states and prevent risk factors in adolescent population groups.

Analysis of home-based rehabilitation in patients with motor impairment in primary care: a prospective observational study.

BACKGROUND: The purpose of health and social policies is to encourage older people more longevity, remain free of disability and experience quality of life while living in their homes. The aim of this study was to describe the characteristics of 473 patients diagnosed with motor impairment in primary care, the objectives of home-based rehabilitation and its functional impact. METHODS: This prospective observational study was conducted in the Almería Health District. The analysed variables included age, gender, secondary diagnosis, Barthel Index (BI), physiotherapeutic objectives and techniques, and number of sessions. RESULTS: The sample had a mean age of 83 years, and 59% were women. The assessed conditions with a high prevalence included osteoarticular pathology (55%), Alzheimer's disease (15.1%), cardiovascular disease (13.7%) and stroke (6.5%). The techniques applied mainly consisted of functional exercises (57.1%), caregiver education (13.8%), and technical assistance (5.7%). There were statistically significant differences (t = -15.79; p < 0.001) between initial (X = 34.8) and final BI (X = 48.1), with an improvement of 13.4 points in patients' functional capacity (95% confidence interval [CI]: -15.0 to -11.7). An equation was constructed to predict patients' final BI as a function of the initial BI using a multiple linear regression model. The regression model explained 78% of the variance in patients with motor impairment. CONCLUSIONS: Important improvements were obtained in terms of functional capacity with a mean of ten sessions of physiotherapy. Lower patient age was correlated with higher initial and final functional capacities in primary care. This study aimed to present a useful starting point for decision making among management and health administration regarding this population group by approaching the process from the reality of practice and in relation to the rehabilitation provided. TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT02715245 ; Date of registration: 18 January 2016.

Mindfulness y promoción de la salud mental en adolescentes: efectos de una intervención en el contexto educativo / Effects of a mindfulness intervention in Chilean high schoolers

Background: Mindfulness has been conceptualized as paying attention to present moment experience in a non-judgmental manner, and the practice of developing that skill. Aim: To determine the impact of a mindfulness-based intervention on negative emotional states of anxiety, stress, and depression in Chilean high schoolers. Material and Methods: Eighty-eight teenagers aged 13 ± 0.6 years (46 females) were randomly assigned to a mindfulness group or a control (41 and 47, respectively). The mindfulness intervention consisted in eight weekly 45-minute sessions. A depression, anxiety, and stress scale (DASS-21) was applied at baseline, after the intervention, and at three and six-month follow-up. Results: There was a significant reduction in anxiety, depression, and general symptomatology in the experimental group compared to the control group. However, these changes were not sustained at follow-up. Conclusions: These preliminary results suggest the feasibility and effectiveness of a mindfulness intervention in Chilean schools as a strategy to reduce negative emotional states and prevent risk factors in adolescent population groups.