Mass Tracking in Cellular Networks for the COVID-19 Pandemic Monitoring.

The year 2020 was marked by the emergence of the COVID-19 pandemic. After months of uncontrolled spread worldwide, a clear conclusion is that controlling the mobility of the general population can slow down the propagation of the pandemic. Tracking the location of the population enables better use of mobility limitation policies and the prediction of potential hotspots, as well as improved alert services to individuals that may have been exposed to the virus. With mobility in their core functionality and a high degree of penetration of mobile devices within the general population, cellular networks are an invaluable asset for this purpose. This paper shows an overview of the possibilities offered by cellular networks for the massive tacking of the population at different levels. The major privacy concerns are also reviewed and a specific use case is shown, correlating mobility and number of cases in the province of Málaga (Spain).

The Recreational Trail of the El Caminito del Rey Natural Tourist Attraction, Spain: Determination of Hikers' Flow.

Hiking is a very popular outdoor activity, and has led to an exponential increase in the number of visitors to natural spaces. The objective of this study was to analyze the circulation pattern of visitors to the Caminito del Rey trail, based on the three zones into which the trail can be divided. The sample consisted of 1582 hikers distributed into three different profiles. Of these, 126 utilized an eye-tracking device during the hike, while, for the rest (1456), only their travel speed along the trail was recorded. The use of eye tracking devices identified a greater number of interesting landscapes located in zones 1 and 3 of the trail, and it was observed that the mean travel speed was greater for zone 2 (42.31 m/min) (p < 0.01). Additionally, when the three different visitor profiles were analyzed, significant differences were found between the mean travel speeds according to sectors (p < 0.05). This information is crucial for more efficient management of the trail, as it allows for the development of measures to control and regulate the flow of visitors according to zone, and the design of additional strategies to increase the awareness of the hiker about specific areas of the hike.

Validation of a short version of the Coercion Experience Scale (CES-18): Psychometric characteristics in a Spanish sample.

The Coercion Experience Scale (CES) is a questionnaire that evaluates the subjective experience of coercion during psychiatric hospitalization. This study aimed to assess a short version of the Coercion Experience Scale (CES-18) in a Spanish Sample (N = 114). Two authors independently selected the items, choosing those that could also be applied to the experience of coercion after the use of forced medication. Reliability was estimated using internal consistency coefficients. Internal validity was assessed by means of a factorial analysis based on the method of extraction of main components and using orthogonal rotation VARIMAX. Convergent and discriminatory validity was evaluated by correlation between the total score of the CES-18 with the original CES and a Visual Analogue Scale, The Davidson Trauma Scale and the Client Assessment of Treatment Scale. The CES-18 showed adequate internal consistency (Cronbach α = 0.940). Factor analysis resulted in a two-factor solution (Coercion and Humiliation and Fear) explaining 64.2% of the total variance. The correlation between the original CES and CES-18 was adequate (r = 0.968). The scores suggested good divergent and convergent validity. The Spanish language CES-18 demonstrated adequate psychometric proprieties in order to assess perceived coercion during psychiatric hospitalization.

Prevalence of strategies for coping with daily stress in children / Prevalencia de las estrategias de afrontamiento del estrés cotidiano en niños

BACKGROUND: The study of coping strategies in children guarantees quality of life from childhood onwards. The present paper aims to determine the prevalence of coping strategies for three everyday problems in children, while examining sociodemographic variables, context variables, and teacher assessment. METHOD: The sample is composed of 7,058 school children aged between 8 and 13 years old. RESULTS: Results show a higher prevalence of the Active Solution strategy at home and in school contexts compared with the health area, where the Active Solutionis the least prevalent strategy, and Concealing the Problem the most widely used, followed by Passivity. Other highly prevalent strategies in the school context include Search for Information, Emotion, and Social Support. In general, regardless of the context, Behavioural Avoidance and Passivity are the least prevalent strategies, whereas Active Solution is the most prevalent one, followed by Emotion. The last two-Active Solution and Emotion - are part of two main coping styles suggested in a number of studies on which these results are based, which will be compared and discussed in this study. CONCLUSIONS: The present study allows us to extract relevant epidemiological information on strategies used to cope with everyday problems related to health, family, and school, in a sample of socially well-adapted and psychologically healthy Spanish school children. The data obtained can be useful in an increasing number of situations and contexts, both for diagnostic purposes and for psycho-educational orientation and intervention

ANTECEDENTES: el estudio de las estrategias de afrontamiento en niños es un tema que supone garantía de calidad de vida desde la infancia. Este trabajo tiene como objetivo conocer la prevalencia de estrategias de afrontamiento en tres problemas cotidianos infantiles y estudiando también variables sociodemográficas, de contexto y evaluación del profesor. MÉTODO: la muestra está formada por 7.058 escolares con edades comprendidas entre los 8 y 13 años. RESULTADOS: entre los resultados se encuentra una mayor prevalencia de la estrategia Solución activa en el ámbito escolar y familiar en comparación con el ámbito de la salud, donde la estrategia Solución activa es la de menor prevalencia, siendo la más utilizada en salud la Ocultación del problema seguida por Pasividad. Otras estrategias de mayor prevalencia en el ámbito escolar son Búsqueda de información, Emoción y Apoyo social. En general, sin diferenciar por ámbitos, las estrategias Evitación conductual y Pasividad son las menos prevalentes, mientras que la estrategia más prevalente es Solución activa, seguida de la estrategia de Emoción. Estas estrategias, Solución activa y Emoción, forman parte de los dos principales estilos de afrontamiento propuestos en otros estudios con los que se comparan y discuten los resultados. CONCLUSIONES: el presente estudio permite obtener información epidemiológica relevante sobre las estrategias de afrontamiento utilizadas ante problemas cotidianos relacionados con la salud, la familia y la escuela por una muestra de escolares españoles adaptada socialmente y de buena salud psicológica. Estos datos son útiles en un número cada vez más amplio de situaciones y contextos tanto para el diagnóstico como para la orientación e intervención psicoeducativa

Prevalence of strategies for coping with daily stress in children.

BACKGROUND: The study of coping strategies in children guarantees quality of life from childhood onwards. The present paper aims to determine the prevalence of coping strategies for three everyday problems in children, while examining sociodemographic variables, context variables, and teacher assessment. METHOD: The sample is composed of 7,058 school children aged between 8 and 13 years old. RESULTS: Results show a higher prevalence of the Active Solution strategy at home and in school contexts compared with the health area, where the Active Solutionis the least prevalent strategy, and Concealing the Problem the most widely used, followed by Passivity. Other highly prevalent strategies in the school context include Search for Information, Emotion, and Social Support. In general, regardless of the context, Behavioural Avoidance and Passivity are theleast prevalent strategies, whereas Active Solution is the most prevalent one, followed by Emotion. The last two-Active Solution and Emotion - are part of two main coping styles suggested in a number of studies on which these results are based, which will be compared and discussed in this study. CONCLUSIONS: The present study allows us to extract relevant epidemiological information on strategies used to cope with everyday problems related to health, family, and school, in a sample of socially well-adapted and psychologically healthy Spanish school children. The data obtained can be useful in an increasing number of situations and contexts, both for diagnostic purposes and for psycho-educational orientation and intervention.

Psychological and psychobiological stress in the relationship between basic cognitive function and school performance / El estrés psicológico y psicobiológico en la relación entre funcionamiento cognitivo básico y rendimiento académico

This study analyses the role played by daily stress, assessed through self-report and at the psychobiological level, in relation to basic cognitive function when predicting school performance. The sample comprised 100 schoolchildren (55 girls and 45 boys, age range 8 to 11 years) from a state school in the city of Malaga (Spain). Daily stress was assessed through the Children's Daily Stress Inventory (IIEC m Spanish; Tnanes et al., 2009). Psychobiological stress was measured through the cortisol/DHEAS ratio, derived from saliva samples taken in the morning on two consecutive days. Basic cognitive skills were assessed by means of the Computerized Cognitive Assessment System (CDR battery; Wesnes et al., 2003, 2000). Finally, the measure of school performance was the mean value of the final grades recorded in the child's school report. In addition to descriptive and correlational statistical analyses, multiple regression analyses were conducted in order to assess the model. The results show that children's daily stress self-reported contributes to predict school performance, and has proven to be more influential than basic cognitive function when it comes to predict school performance. Therefore, in order to achieve good school performance, a pupil not only requires good basic cognitive function, but must also present low levels of self-reported daily stress. These findings suggest a new way of explaining and predicting school failure

Este estudio analiza el papel desempeñado por el estrés cotidiano, evaluado a través de auto-informe y de los niveles psicobiológicos, en relación con la función cognitiva básica a la hora de predecir el rendirmento académico. La muestra está compuesta por 100 alumnos (55 niñas y niños de 45, con un rango de edad de 8 a 11 años) de una escuela pública de Málaga capital (España). El estrés diario se evaluó mediante el Inventario de estresores cotidianos en niños (IIEC; Trianes et al, 2009). El estrés psicobiológico se midió a través de la ratio cortisol / DHEA, derivado de varias muestras de saliva tomadas por la mañana en dos días consecutivos. Las habilidades cognitivas básicas se evaluaron por medio del sistema de evaluación cognitiva computarizada (batería CDR; Wesnes et al, 2003, 2000). Por último, el rendimiento académico se evaluó a través del valor medio de las calificaciones finales registradas en el informe de la escuela del niño. Además de los análisis estadísticos descriptivos y correlacionales, se realizaron análisis de regresión múltiple con el fin de evaluar el modelo. Los resultados muestran que el estrés diario autopercibido por los niños, actúa pronosticando el rendimiento académico con mayor peso que el funcionamiento cognitivo básico. Por lo tanto, a fin de lograr el buen rendimiento escolar, un alumno no sólo requiere una buena función cognitiva básica, sino que también debe presentar bajos niveles de estrés cotidiano auto-percibido. Estos hallazgos sugieren una nueva forma de explicar y predecir el fracaso escolar

Relaciones entre Aceptación Sociométrica Escolar e Inadaptación Socioemocional, Estrés Cotidiano y Afrontamiento / Relationships between School Peer Acceptance and Socioemotional Maladjustment, Daily Stress, and Coping

Este estudio analiza la asociación de la variable aceptación sociométrica con diversos índices de inadaptación socioemocional, estrés cotidiano y estilos de afrontamiento en escolares, atendiendo a diferencias de género y edad. La muestra se compone de 392 escolares de 9 a 12 años. Los resultados muestran correlaciones significativas negativas de la variable aceptación sociométrica con los índices de inadaptación socioemocional y el estrés cotidiano. Asimismo, se obtiene una correlación significativa positiva con el estilo de afrontamiento "en relación con los demás". Los resultados arrojan diferencias de género y edad, siendo la relación entre la aceptación sociométrica y las diversas variables medidas más fuerte en la submuestra de niñas y en los grupos de edad de 10 y 12 años. Finalmente, se expone la necesidad de utilizar los resultados obtenidos como punto de partida para el desarrollo de intervenciones psicopedagógicas con el objeto de prevenir el desarrollo de patrones de inadaptación emocional en la infancia.

This study examines the association of peer acceptance with different indexes of socio-emotional maladjustment, daily stress, and coping styles in school students, including gender and age differences. The sample consists of 392 schoolchildren aged from 9 to 12. Results show significant negative correlations of peer acceptance with emotional maladjustment indexes and daily stress. In addition, it shows a significant positive correlation with reference-toothers coping style. Results also indicate gender and age differences, specifically the relationships between peer acceptance and the different self-assessed measures, which are more significant among the girls' subgroup, and among the 10 and 12 year old subgroups. Finally, we emphasize the need to apply these results as a baseline for educational psychology interventions to prevent development of emotional maladjustment in childhood.