Nutritional education knowledge of teachers and nutritionists in four European countries / Conocimientos sobre educación nutricional de profesores y nutricionistas de cuatro países europeos

Objective: the aim of this study was to examine the perception of professionals from four European countries in charge of teaching Nutrition Education (NE) to children in primary schools or hospitals. Methods: this was achieved through an exploratory study that initiated with two focus groups, one with 5 elementary school teachers and another with 14 nutritionists. From the results of it an online survey was designed and distributed internationally to elementary schools and professional clinics in Spain, Italy, Norway, and Austria. The participants were 75 elementary school teachers and 98 nutritionists. It was measured the level of knowledge of teachers and nutritionists to teach NE, and the level of nutritional knowledge of the children in their respective country. Descriptive statistics were conducted, one-factor ANOVAs to analyze the effect of nationality, and when a significant interaction was found, a post-hoc analysis using Bonferroni adjustment was applied. Results: the results indicated that forty-one percent of the participants considered they have “adequate” theoretical knowledge to teach NE. Only 27 % considered they had “adequate” pedagogical training. A significant effect was found: F(3,168) = 17.37, p < 0.001, η2p = 0.24. Regarding the levels of NE knowledge of children, from lowest to highest, there were Spain, Italy, Austria, and Norway. Also, it was observed that professionals and children from Spain and Italy were more affected with less knowledge and training regarding NE. Conclusions: these results could help governments and educational organizations of the affected countries to take decisions to tackle this problematic. (AU)

Objetivo: el objetivo de este estudio fue examinar la percepción de los profesionales de cuatro países europeos encargados de enseñar educación nutricional (EN) a niños de escuelas primarias u hospitales. Métodos: esto se logró a través de un estudio exploratorio que se inició con dos grupos focales, uno con 5 maestros de primaria y otro con 14 nutricionistas. A partir de los resultados del mismo se diseñó una encuesta en línea y se distribuyó internacionalmente a escuelas primarias y clínicas de profesionales en España, Italia, Noruega, y Austria. Los participantes fueron 75 maestros de primaria y 98 nutricionistas. Se midió el nivel de conocimientos de los maestros y nutricionistas para enseñar EN, y el nivel de conocimientos nutricionales de los niños de su respectivo país. Se hicieron análisis descriptivos, ANOVA de un factor para analizar el efecto de la nacionalidad, y cuando se encontró una interacción significativa se aplicó un análisis post-hoc mediante ajuste de Bonferroni. Resultados: los resultados indicaron que el cuarenta y uno por ciento de los participantes consideró tener conocimientos teóricos “adecuados” para enseñar NE. Solo el 27 % consideró tener una formación pedagógica “adecuada”. Se encontró un efecto significativo: F(3,168) = 17.37, p < 0,001, η2p = 0,24. Con respecto a los niveles de conocimiento de NE de los niños en los distintos países, de menor a mayor se clasificaron España, Italia, Austria y Noruega. Asimismo, se observó que los profesionales y los niños de España e Italia se vieron más afectados con menos conocimiento y formación en EN. Conclusiones: estos resultados podrían ayudar a los gobiernos y organizaciones educativas de los países afectados a tomar decisiones para abordar esta problemática. (AU)

Nutritional education knowledge of teachers and nutritionists in four European countries.

Introduction: Objective: the aim of this study was to examine the perception of professionals from four European countries in charge of teaching Nutrition Education (NE) to children in primary schools or hospitals. Methods: this was achieved through an exploratory study that initiated with two focus groups, one with 5 elementary school teachers and another with 14 nutritionists. From the results of it an online survey was designed and distributed internationally to elementary schools and professional clinics in Spain, Italy, Norway, and Austria. The participants were 75 elementary school teachers and 98 nutritionists. It was measured the level of knowledge of teachers and nutritionists to teach NE, and the level of nutritional knowledge of the children in their respective country. Descriptive statistics were conducted, one-factor ANOVAs to analyze the effect of nationality, and when a significant interaction was found, a post-hoc analysis using Bonferroni adjustment was applied. Results: the results indicated that forty-one percent of the participants considered they have "adequate" theoretical knowledge to teach NE. Only 27 % considered they had "adequate" pedagogical training. A significant effect was found: F(3,168) = 17.37, p < 0.001, η2p = 0.24. Regarding the levels of NE knowledge of children, from lowest to highest, there were Spain, Italy, Austria, and Norway. Also, it was observed that professionals and children from Spain and Italy were more affected with less knowledge and training regarding NE. Conclusions: these results could help governments and educational organizations of the affected countries to take decisions to tackle this problematic.

Introducción: Objetivo: el objetivo de este estudio fue examinar la percepción de los profesionales de cuatro países europeos encargados de enseñar educación nutricional (EN) a niños de escuelas primarias u hospitales. Métodos: esto se logró a través de un estudio exploratorio que se inició con dos grupos focales, uno con 5 maestros de primaria y otro con 14 nutricionistas. A partir de los resultados del mismo se diseñó una encuesta en línea y se distribuyó internacionalmente a escuelas primarias y clínicas de profesionales en España, Italia, Noruega, y Austria. Los participantes fueron 75 maestros de primaria y 98 nutricionistas. Se midió el nivel de conocimientos de los maestros y nutricionistas para enseñar EN, y el nivel de conocimientos nutricionales de los niños de su respectivo país. Se hicieron análisis descriptivos, ANOVA de un factor para analizar el efecto de la nacionalidad, y cuando se encontró una interacción significativa se aplicó un análisis post-hoc mediante ajuste de Bonferroni. Resultados: los resultados indicaron que el cuarenta y uno por ciento de los participantes consideró tener conocimientos teóricos "adecuados" para enseñar NE. Solo el 27 % consideró tener una formación pedagógica "adecuada". Se encontró un efecto significativo: F(3,168) = 17.37, p < 0,001, η2p = 0,24. Con respecto a los niveles de conocimiento de NE de los niños en los distintos países, de menor a mayor se clasificaron España, Italia, Austria y Noruega. Asimismo, se observó que los profesionales y los niños de España e Italia se vieron más afectados con menos conocimiento y formación en EN. Conclusiones: estos resultados podrían ayudar a los gobiernos y organizaciones educativas de los países afectados a tomar decisiones para abordar esta problemática.

Online interventions to prevent mental health problems implemented in school settings: the perspectives from key stakeholders in Austria and Spain.

BACKGROUND: Schools are key settings for delivering mental illness prevention in adolescents. Data on stakeholders' attitudes and factors relevant for the implementation of Internet-based prevention programmes are scarce. METHODS: Stakeholders in the school setting from Austria and Spain were consulted. Potential facilitators (e.g. teachers and school psychologists) completed an online questionnaire (N=50), policy makers (e.g. representatives of the ministry of education and health professional associations) participated in semi-structured interviews (N=9) and pupils (N=29, 14-19 years) participated in focus groups. Thematic analysis was used to identify experiences with, attitudes and needs towards Internet-based prevention programmes, underserved groups, as well as barriers and facilitators for reach, adoption, implementation and maintenance. RESULTS: Experiences with Internet-based prevention programmes were low across all stakeholder groups. Better reach of the target groups was seen as main advantage whereas lack of personal contact, privacy concerns, risk for misuse and potential stigmatization when implemented during school hours were regarded as disadvantages. Relevant needs towards Internet-based programmes involved attributes of the development process, general requirements for safety and performance, presentation of content, media/tools and contact options of online programmes. Positive attitudes of school staff, low effort for schools and compatibility to schools' curriculum were seen as key factors for successful adoption and implementation. A sound implementation of the programme in the school routine and continued improvement could facilitate maintenance of online prevention initiatives in schools. CONCLUSIONS: Attitudes towards Internet-based mental illness prevention programmes in school settings are positive across all stakeholder groups. However, especially safety concerns have to be considered.

Efficacy and acceptability of a web platform to teach nutrition education to children.

INTRODUCTION: Introduction: Nutrition Education (NE) has been identified as a key factor to prevent children obesity. Teachers and dietitians are the professionals in charge of transmitting this knowledge to children; however, it has been identified that they do not possess either proper training, or the proper tools to perform this activity. Objectives: to evaluate the acceptability and usability of a NE Internet platform and its two "Serious Games" (SGs) among a sample of elementary school teachers, dietitians, and education students. In addition, to evaluate the efficacy of this platform to teach NE in a sample of children aged 9 to 12 years. Methods: a total of 66 NE professionals and 135 children participated. Usability and acceptability questionnaires of the platform and an instrument to measure the acceptability, immersion, and playability of the SGs were administered to the professionals. The children fulfilled a questionnaire on nutritional knowledge. Descriptive statistics analyzed the main responses of the professionals involved, and an ANOVA compared the differences observed. For the children´s data a t-test of repeated samples and a repeated-measures ANOVA were performed. Results: dietitians and education students responded with a favorable opinion about the platform; however, the scores given by all professionals to the SGs ranged from low to moderate. Children increased their nutritional knowledge from pre to post evaluation (p < 0.001). This increase was observed in 10-year-old children and in children with 11 to 12 years of age, but not in 9-year-olds. Conclusions: this platform proved to be an effective tool to increase children's nutritional knowledge. Professionals expressed a medium level in terms of acceptability and usability for this platform, but also effectiveness in providing NE to children.

INTRODUCCIÓN: Introducción: la Educación Nutricional (EN) se ha identificado como un factor clave para prevenir la obesidad infantil. Los profesionales encargados de transmitir este conocimiento a los niños son maestros y dietistas; sin embargo, se ha identificado que no cuentan ni con la capacitación ni con las herramientas adecuadas para realizar esta actividad. Objetivos: evaluar la aceptabilidad y la facilidad de uso de una plataforma de Internet de EN y sus dos "Juegos Formativos" (JF) en una muestra de maestros de primaria, nutricionistas y estudiantes de educación. Además, evaluar la eficacia de esta plataforma para enseñar EN en una muestra de niños de 9 a 12 años. Métodos: participaron un total de 66 profesionales de EN y 135 niños. Se administraron a los profesionales cuestionarios de usabilidad y aceptabilidad de la plataforma, y un instrumento para medir la aceptabilidad, la inmersión y la jugabilidad de los JF. Los niños completaron un cuestionario sobre conocimiento nutricional. Se analizaron con estadísticas descriptivas las principales respuestas de los profesionales y las diferencias se compararon con un ANOVA. Para los datos de los niños se realizaron una prueba "t" de muestras repetidas y un ANOVA de medidas repetidas. Resultados: los nutricionistas y los estudiantes de educación dieron una opinión favorable sobre la plataforma; sin embargo, las puntuaciones de todos los profesionales acerca de los JF fueron de bajas a medias. Los niños aumentaron su conocimiento nutricional al comparar la evaluación antes y después de la plataforma (p < 0.001). El aumento se observó en los niños de 10 años y en los niños de 11 a 12 años, pero no en los niños de 9 años. Conclusiones: esta plataforma demostró ser una herramienta efectiva para aumentar el conocimiento nutricional de los niños. Los profesionales expresaron un nivel medio en términos de aceptabilidad y usabilidad para esta plataforma, pero también efectividad para impartir EN a los niños.

Online platforms to teach Nutrition Education to children: a non-systematic review.

INTRODUCTION: Childhood obesity is now considered a worldwide problem. Nutrition Education (NE) has been identified as a key factor in preventing overweight and obesity in children. In recent years, there has been an increase in the interest in innovative ways to teach this knowledge to children, mainly through the use of the Internet. OBJECTIVE: Review and analyze the available evidence about programs focused on NE for children through the use of the Internet. RESULTS: Three different ways were found to deliver NE over the Internet to children: platforms designed to communicate with other peers or professionals; platforms designed to provide NE through the contents included in the web tool; and platforms designed to provide NE through the contents included in the web tool and automated feedback. Most of these programs were effective in achieving the objectives established. CONCLUSION: Although the use of Internet platforms to teach NE to children has been shown to be effective, the amount of evidence is still scarce. Some of the main advantages the Internet provides are: the opportunity to put the children in contact with education and health professionals; children can keep a record of the food consumed; and it is a more attractive and interesting way for children to learn NE, compared to traditional methods.

Online platforms to teach Nutrition Education to children: a non-systematic review / Plataformas online para enseñar Educación Nutricional a niños: una revisión no sistemática

Introduction: Childhood obesity is now considered a worldwide problem. Nutrition Education (NE) has been identified as a key factor in preventing overweight and obesity in children. In recent years, there has been an increase in the interest in innovative ways to teach this knowledge to children, mainly through the use of the Internet. Objective: Review and analyze the available evidence about programs focused on NE for children through the use of the Internet. Results: Three different ways were found to deliver NE over the Internet to children: platforms designed to communicate with other peers or professionals; platforms designed to provide NE through the contents included in the web tool; and platforms designed to provide NE through the contents included in the web tool and automated feedback. Most of these programs were effective in achieving the objectives established. Conclusion: Although the use of Internet platforms to teach NE to children has been shown to be effective, the amount of evidence is still scarce. Some of the main advantages the Internet provides are: the opportunity to put the children in contact with education and health professionals; children can keep a record of the food consumed; and it is a more attractive and interesting way for children to learn NE, compared to traditional methods (AU)

Introducción: la obesidad infantil es actualmente considerada un problema a nivel global. La educación nutricional (EN) ha sido identificada como un factor para prevenir el sobrepeso y la obesidad en los niños. Durante los últimos años se ha incrementado el interés en métodos novedosos para enseñar este conocimiento a los niños, especialmente a través del uso de Internet. Objetivo: revisar y analizar la evidencia disponible con respecto a los programas de EN dirigidos a niños a través del uso de Internet. Resultados: se identificaron 3 formatos para transferir EN a niños a través del uso de Internet: plataformas diseñadas para comunicarse con otros niños o con profesionales, plataformas diseñadas para ofrecer EN a través de los contenidos incluidos en la herramienta web, plataformas diseñadas para proveer EN a través de los contenidos incluidos en la herramienta web y además retroalimentación automatizada. La mayoría de estos programas fueron efectivos para conseguir los objetivos establecidos. Conclusión: aunque el uso de plataformas de Internet para enseñar EN han demostrado su efectividad, la cantidad de evidencia es todavía escasa. Entre las principales ventajas que ofrece Internet, se encuentran la oportunidad de poner en contacto a los niños con profesionales de la salud, llevar a cabo un registro de los alimentos consumidos, y también es una forma más atractiva e interesante para que los niños aprendan EN, en comparación con métodos tradicionales (AU)

Psychometric prediction of penitentiary recidivism / Predicción psicométrica de la reincidencia penitenciaria

BACKGROUND: Attempts to predict prison recidivism based on the personality have not been very successful. This study aims to provide data on recidivism prediction based on the scores on a personality questionnaire. For this purpose, a predictive model combining the actuarial procedure with a posteriori probability was developed, consisting of the probabilistic calculation of the effective verification of the event once it has already occurred. METHOD: Cuestionario de Personalidad Situacional (CPS; Fernández, Seisdedos, & Mielgo, 1998) was applied to 978 male inmates classified as recidivists or non-recidivists. RESULTS: High predictive power was achieved, with the area under the curve (AUC) of 0.85 (p <.001; Se = 0.012; 95% CI [0.826, 0.873]. The answers to the CPS items made it possible to properly discriminate 77.3% of the participants. CONCLUSIONS: These data indicate the important role of the personality as a key factor in understanding delinquency and predicting recidivism

ANTECEDENTES: los intentos para predecir la reincidencia penitenciaria basándose en la personalidad no han tenido mucho éxito. Este trabajo tiene como objetivo ofrecer datos sobre la predicción de la reincidencia a partir de las puntuaciones en un cuestionario de personalidad. MÉTODO: se aplicó el Cuestionario de Personalidad Situacional (CPS; Fernández, Seisdedos y Mielgo, 1998) a 978 reclusos varones clasificados como reincidentes o no reincidentes y se elaboró un modelo predictivo combinando el procedimiento actuarial con el concepto de probabilidad a posteriori, consistente en realizar cálculo probabilístico a partir de la constatación efectiva del suceso una vez ya se ha producido. RESULTADOS: se logró un elevado poder predictivo, siendo el área bajo la curva (AUC) de 0.85 (p < 0.001; Se = 0.012; 95% IC [0.826, 0.873]. Las respuestas a los ítems del CPS permitieron discriminar adecuadamente al 77,3% de los participantes. CONCLUSIONES: estos datos indican el papel importante de la personalidad como factor clave para entender la delincuencia y predecir la reincidencia

Phenotypic variability within the inclusion body spectrum of basophilic inclusion body disease and neuronal intermediate filament inclusion disease in frontotemporal lobar degenerations with FUS-positive inclusions.

Basophilic inclusion body disease and neuronal intermediate filament inclusion disease (NIFID) are rare diseases included among frontotemporal lobar degenerations with FUS-positive inclusions (FTLD-FUS). We report clinical and pathologic features of 2 new patients and reevaluate neuropathologic characteristics of 2 previously described cases, including an early-onset case of basophilic inclusion body disease (aged 38 years) with a 5-year disease course and abundant FUS-positive inclusion bodies and 3 NIFID cases. One NIFID case (aged 37 years) presented with early-onset psychiatric disturbances and rapidly progressive cognitive decline. Two NIFID cases had later onset (aged 64 years and 70 years) and complex neurologic deficits. Postmortem neuropathologic studies in late-onset NIFID cases disclosed α-internexin-positive "hyaline conglomerate"-type inclusions that were positive with 1 commercial anti-FUS antibody directed to residues 200 and 250, but these were negative to amino acids 90 and 220 of human FUS. Early-onset NIFID had similar inclusions that were positive with both commercial anti-FUS antibodies. Genetic testing performed on all cases revealed no FUS gene mutations. These findings indicate that phenotypic variability in NIFID, including clinical manifestations and particular neuropathologic findings, may be related to the age at onset and individual differences in the evolution of lesions.

Prácticas parentales y sintomatología depresiva en adolescentes / Parental practices and depressive symptoms in adolescents

The objective of this study was to analyze the predictive power that parental practices have in adolescents' depressive symptomatology considering children's and parents' gender. A non-probabilistic sample was used, consisting of 1934 adolescents, from three different cities from the Mexican Republic (26.5% from Mexico City, 26.7% from Poza Rica, Veracruz, and 46.8% from Culiacán, Sinaloa). 51.4% were males and 48.6% were females, with an age range from 11 to 17 years old, and a mean of 13.3 years old. Nine dimensions of parental practices were evaluated, five for the mother: Communication, Autonomy, Imposition, Psychological control, and Behavioral control; and four dimensions for the father: Communication/Behavioral control, Autonomy, Imposition, and Psychological control. To evaluate the depressive symptomatology, a revised and adapted for Mexican population version of the Scale of Depression of the Epidemiologic Studies Center (CES-D-R) was used. The results showed that women obtained higher scores in depressive symptomatology than men. Depressive symptomatology was associated in a positive way to psychological control and imposition, in both parents, and in a negative way with communication, autonomy and behavioral control, both maternal and paternal. Linear regression analyses were done to determine the effect of parental practices in the depressive symptomatology, which were conducted by gender and by city. In general, the results showed that women had a higher percentage of explained variance (from 26% to 31%) than men (from 6% to 25%) and the dimension that explained the higher variance in most of the groups was maternal psychological control, except on men from Mexico City and Culiacán.

El objetivo de este estudio fue analizar el poder predictivo de las prácticas parentales en la sintomatologia depresiva de los adolescentes, considerando el sexo del hijo y el sexo de los padres. Se seleccionó una muestra no probabilistica de 1934 adolescentes, procedentes de tres ciudades de la República Mexicana (26.5% de la Ciudad de México, 26.7% de Poza Rica, Veracruz y 46.8% de Culiacán, Sinaloa). El 51.4% fueron hombres y el 48.6% mujeres, con un rango de edad de 11 a 17 años y una media de 13.3 años. Se evaluaron nueve dimensiones de prácticas parentales, cinco para la madre: Comunicación, Autonomia, Imposición, Control psicológico y Control conductual; y cuatro dimensiones para el padre: Comunicación/Control conductual, Autonomia, Imposición y Control psicológico. Para evaluar la sintomatologia depresiva, se utilizó la versión revisada y adaptada para población mexicana de la Escala de Depresión del Centro de Estudios Epidemiológicos (CES-D-R). Los resultados mostraron que las mujeres obtuvieron puntajes más altos en sintomatologia depresiva que los hombres. La sintomatologia depresiva se asoció de forma positiva con el control psicológico e imposición de ambos padres y de forma negativa con la comunicación, autonomia y control conductual tanto materno como paterno. Se realizaron análisis de regresión lineal para determinar el efecto de las prácticas parentales en la sintomatologia depresiva, los cuales se llevaron a cabo por sexo y por lugar de residencia. De manera general, los resultados mostraron que en las mujeres fue mayor el porcentaje de varianza explicado (de 26 a 31%) en comparación con los hombres (de 6 a 25%) y la dimensión que mayor varianza explicó en la mayoria de los grupos fue el control psicológico materno, excepto en los hombres de la Ciudad de México y Culiacán.

Un programa de tratamiento para los trastornos adaptativos. Un estudio de caso / A treatment program for adaptative disorders: a case study

Los Trastornos Adaptativos (TA) constituyen un importante problema de saludpor las implicaciones personales, sociales y económicas que conllevan. Tienen una altaprevalencia y provocan un elevado coste económico (asociado a bajas y disminución delrendimiento laboral). Sin embargo, actualmente no existen tratamientos protocolizadosbasados en la evidencia para estos trastornos. En este trabajo, a través de un estudio decaso, presentamos un programa de tratamiento (cognitivo-comportamental) que incluyeestrategias de Psicología Positiva y que utiliza técnicas de realidad virtual (“El mundode EMMA”), cuyo objetivo es ayudar a la persona no sólo a superar el acontecimientoestresante y las consecuencias que ha tenido en su vida, sino también a aprender de losucedido, de forma que salga fortalecida de esta situación

The Adaptative Disorders (TA) constitute an important problem of health for the personal, social and economic implications that they carry. They have a discharge prevalencia and provoke a high economic cost (associated with falls and decrease of thelabour performance). Nevertheless, nowadays taken minutes treatments based on theevidence do not exist for these disorders. In this work, across a study of case, let’s sensebeforehand a program of treatment (cognitive-behaviorual) that includes strategies ofPositive Psychology and that uses technologies(skills) of virtual reality (“ EMMA’Sworld “), which aim is to help the person not to overcome only the sressful event andthe consequences that it has had in his/her life, but also to learn of the happened, so thatshe should work out strengthened of this situation

Lack of correlation between growth inhibition by TGF-beta and the percentage of cells expressing type II TGF-beta receptor in human non-small cell lung carcinoma cell lines.

To determine the mechanisms involved in the evasion from TGF-beta growth regulation in the small cell lung carcinoma (SCLC) cell lines and the non-small cell lung carcinoma (NSCLC) cell lines, we studied: (a) production of TGF-beta1 and TGF-beta2; (b) percentage of cells expressing TGF-beta RII; (c) responsiveness of the tumour cell lines to exogenous TGF-beta1 or TGF-beta2; and (d) presence of mRNA transcripts of the three TGF-beta isoforms and of the TGF-beta RII. Our results indicate that the SCLC cell lines do not synthesize the isoforms TGF-beta1 and TGF-beta2 nor the TGF-beta RII, thus avoiding inhibitory autocrine and paracrine TGF-beta actions. However, NSCLC cell lines express not only TGF-beta1, TGF-beta2 and TGF-beta RII mRNA transcripts, but also synthesize both isoforms and the TGF-beta RII. Although approximately 50% of the cells from the studied cell lines expressed the TGF-beta RII, different cell lines varied greatly in the sensitivity to the inhibitory action of TGF-beta. This could result from alterations in: (i) the structure of TGF-beta RII; (ii) the phosphorylation motif of TGF-beta RI; (iii) the molecules involved in the intracellular signalling pathway of TGF-beta; and (iv) cell cycle regulation.