Frozen Shoulder.

Adhesive capsulitis (AC) develops spontaneously without a known cause and is a common cause of painful shoulder. The natural history of AC can last until 36 months and it is classically considered a self-limiting entity, however there is a high rate of refractory cases to conventional treatment with residual deficits during years. There is no consensus on the therapeutic guidelines to be followed in patients with AC. Several authors have pointed out the relevance of hypervascularization of the capsule in the pathophysiology of AC, that is why the objective of transarterial embolization (TAE) is to decrease the abnormal vascularization responsible for the inflammatory-fibrotic state that occurs in AC. TAE has now emerged as a therapeutic option in refractory patients. We describe the most important technical aspects of TAE and review the current literature on arterial embolization as a treatment for AC.

Mid-Term Results of Transcatheter Arterial Embolization for Adhesive Capsulitis Resistant to Conservative Treatment.

PURPOSE: To evaluate the mid-term clinical outcomes of transcatheter arterial embolization (TAE) for adhesive capsulitis (AC) resistant to medical treatments. MATERIALS AND METHODS: This is a prospective analysis performed between February 2016 and February 2020. Inclusion criteria for TAE were shoulder pain, restriction of movement and no response to conservative treatment for at least 3 months. Demographic variables, risk factors, technical aspects, adverse events, changes by visual analogue scale (VAS) for pain and physical examination before and after TAE were assessed. RESULTS: This study included 40 patients with AC (35 women and 5 men; mean age 50 ± 9 years old). Abnormal vessels were observed in 31/40 (77.5%) procedures. As embolic agent, imipenem/cilastatin was used. The mean follow-up was 21.2 ± 10.5 months. Significant differences were obtained in terms of pain reduction before and 6 months after TAE with the median visual analogue scale (VAS) of 8 vs. 0.5, P = 0.0001. Substantial differences were found regarding mobility in flexion and abduction before and 6 months after embolization, respectively (79.5° ± 18.5° vs. 133° ± 24.5°, P = 0.0001; 72.4° ± 18.8° vs. 129.7° ± 27.9°, P = 0.0001). No complications occurred. Complete recovery was obtained in 37/40 (92.5%) patients and partial recovery in 2/40 (5%). No clinical recurrence appeared. CONCLUSIONS: Clinical results of transcatheter arterial embolization with imipenem/cilastatin are effective and stable in the mid-term follow-up for patients presenting with AC resistant to conservative treatments.

Diagnóstico de obstrucción de catéter peritoneal mediante peritoneografía fluoroscópica / Diagnosis of obstruction peritoneal catheter by fluoroscopic peritoneography

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Aportes para la educación de la inteligencia emocional desde la educación infantil / Contributions to emotional intelligence education from early childhood education / Aportes para a educação da inteligência emocional a partir da educação infantil

La labor de los maestros y maestras no es solo la trasmisión de conocimientos académicos, sino la de guiar a nuestros alumnos y alumnas para que vivan la experiencia del aprendizaje para la vida de manera enriquecedora e innovadora. De esta forma, garantizamos que afronten los retos con mayor comprensión, creatividad y sentido de la responsabilidad. La educación emocional puede ser un importante instrumento para este logro. Sin embargo, durante mucho tiempo no se ha trabajado en las escuelas porque se consideraba que entorpecía el desarrollo cognitivo. Gracias a los resultados de numerosos estudios, en la actualidad sabemos que no solo emoción y cognición son compatibles, sino que además son inseparables y se benefician mutuamente a través de las relaciones circulares existentes entre ellas. Propondremos finalmente algunas actuaciones que, desde la educación infantil, contribuyen a propiciar dicho proceso.

A teacher’s task is not just the transmission of academic knowledge but also involves guiding students so that they have rich and innovative learning experiences throughout their lives. In this way teachers guarantee that students will be able to tackle challenges with better understanding, creativity and sense of responsibility. Emotional intelligence education can be an important tool in achieving this aim. However, for a long time emotional intelligence education has not been used by schools because it was considered that it hindered cognitive development. Thanks to the results of many studies we now know that emotion and cognition are not only compatible but are also inseparable and mutually beneficial to each other through the circular relationships that exist between them. Finally, the authors propose some actions from early childhood education that facilitate the teaching of emotional intelligence.

O trabalho dos professores e das professoras não é apenas a transmissão de conhecimentos acadêmicos, mas também a orientação aos alunos e às alunas para que tenham uma experiência de aprendizagem para a vida, de uma forma enriquecedora e inovadora. Desse modo, garantimos que os alunos serão capazes de enfrentar os desafios com maior compreensão, criatividade e sentido de responsabilidade. A educação emocional pode ser uma ferramenta importante para atingir esse objetivo. No entanto, durante muito tempo, não tem funcionado nas escolas, por ter sido considerada como uma dificuldade para o desenvolvimento cognitivo. Graças aos resultados de vários estudos, atualmente sabemos que a emoção e a cognição não são apenas compatíveis, mas também são inseparáveis e mutuamente benéficas por meio das relações circulares que existem entre elas. Por fim, propomos alguns procedimentos que, desde a educação infantil, contribuem para facilitar esse processo.