Psychological impact after treatment in patients with head and neck cancer.

BACKGROUND: Cancer is the second cause of death all over the world and it causes considerable morbidity, disability, and treatment sequela, which often lead to post-treatment pain and disfigurement. This study aims to evaluate such physical sequelae, and their psychological, (cognitive and emotional), impact, in a cohort of patients treated for Head and Neck (HNC) cancer, in search for methods to help such patients deal effectively with the psychological effects of their cancer treatments adverse consequences. MATERIAL AND METHODS: The sample consists of 56 subjects, 47 men and 9 women, ranging from 47 years to 86 years of age, who were treated for head and neck cancers at Spanish Public General Hospital in the Otolaryngology Unit, Surgery Section. Two types of questionnaires were used in the study: the Questionnaire of Sequelae after Treatment of head and neck carcinoma and the State-Trait Anxiety Inventory (STAI-E and R). RESULTS: With respect to anxiety, the study found high levels of state anxiety which was significantly associated with the degree of perception of social stigma but was not associated with the post-treatment sequelae themselves nor with the level of discomfort that such symptomatic sequelae produced. The presence of a post-surgical stoma with cannula, increased patient's stigma (both components: external rejection and self-rejection) and state anxiety ratings, while there was no difference in state anxiety between cannulated and non-cannulated patients. There are few differences between men and women in terms of the presence of anxiety and their responses are similar in terms of the after-effects of surgery. CONCLUSIONS: Our study confirmed that current treatments for Head and Neck carcinoma generate adverse symptomatic sequela that impose significant psychological and physical burden for these patients. We will discuss the various pathways for preventive intervention that these findings open up.

Remando contracorriente: facilitadores y barreras para compaginar el deporte y los estudios / Remando contracorrente: facilitadores e barreiras para combinar esportes e osestudos / Paddling upstream: facilitators and barriers to combine sport and studies

Objetivo. El objetivo del presente estudio fue analizar los facilitadores y barreras que influyen en la compaginación de los aspectos académicos y deportivos en remeros de alto rendimiento. Método. Participaron 11 remeros (n = 5 chicos y n = 6 chicas). Este estudio se desarrolló desde un enfoque cualitativo, enmarcado en el modelo holístico de desarrollo de la carrera deportiva, a través de entrevistas semiestructuradas. Se realizó un análisis del contenido de las entrevistas y se presentaron cinco niveles procedentes del modelo teórico utilizado: nivel deportivo, nivel psicológico, nivel psicosocial, nivel académico/vocacional y nivel financiero. Estos niveles se analizaron en función de dos criterios: facilitadores y barreras. Resultados. Se muestran los facilitadores y barreras en los niveles deportivo, psicológico, psicosocial, académico y financiero. Los facilitadores son: motivación intrínseca, reducción de la presión diaria, flexibilidad del profesorado, beca (académica y deportiva) y el apoyo de grupos sociales. Como barreras: largas concentraciones, coincidencia de los entrenamientos con las clases, estrés, cansancio, poco tiempo para el ocio, distancia del centro educativo al lugar de entrenamiento y la no compensación económica como deportista. Conclusiones. Conociendo los beneficios de compatibilizar la formación educativa con la carrera deportiva desde el desarrollo personal, social, salud, financiero-laboral y anticipando la retirada deportiva, es fundamental que el psicólogo del deporte proporcione a los remeros, directa o indirectamente (a través del entrenador), recursos básicos de gestión del tiempo, así como estrategias para que sean autosuficientes en su carrera dual (AU)

Objetivo. O objetivo do presente estudo foi analisar os facilitadores e barreiras que influenciam a disposição dos aspectos acadêmicos e desportivos em remadores de alta performance. Método. Participaram 11 remadores (n = 5 homens e n = 6 mulheres). O estudo foi realizado a partir de uma abordagem qualitativa, emoldurado em um modelo de desenvolvimento de holístico, através de entrevistas semi-estruturadas. A análise do conteúdo das entrevistas foi realizada em cinco níveis a partir do modelo teórico utilizado: nível atlético, nível psicológico, nível psicossocial, nível acadêmico/profissional e nível financeiro. Estas categorias foram analisadas de acordo com dos critérios: facilitadores e barreiras. Resultados. Facilitadores e barreiras nos níveis desportivos, psicológicos, psicossociais, acadêmicos e níveis financeiros são mostrados. Os facilitadores são: motivação intrínseca, redução da pressão diária, flexibilidade do corpo docente, bolsas de estudos e de esportes, e apoio dos grupos sociais. Como barreiras: concentrações longas, coincidência dos treinamentos com as aulas, estresse, fadiga, pouco tempo para o lazer, a distância da escola para o local de treinamento e baixa compensação econômica como um atleta. Conclusões. Conhecendo os benefícios de compatibilizar a formação educacional com a carreira desportiva desde o desenvolvimento pessoal, social, saúde, financeiro-laboral e antecipando a retirada esportiva, é fundamental que o psicólogo do esporte proporcione aos remadores direta ou indiretamente (através treinador), recursos e estratégias básicas de gestão de tempo para ser autossuficientes em sua dupla carreira (AU)

Objective. The aim of this study is to analyze the facilitators and barriers in the arrangement of academic and athletic aspects in high performance rowers. Method. Participated 11 rowers (n = 5 boys and n = 6 girls). The research conducted from a qualitative approach, framed holistic career development model, by means of semi-structured interviews. A content analysis of the interviews was conducted in five levels from the theoretical model used: athletic level, psychological level, psychological level, academic/vocational level and financial level. These categories were analyzed in terms of two others: facilitators and barriers. Results. Facilitators and barriers in sports, psychological, psychosocial, academic and financial levels are shown. Facilitators are: Intrinsic motivation, reducing daily pressure, flexibility teacher, academic scholarship and sports and support of social groups. As barriers: Long concentrations coincidence workouts/classes, stress, fatigue, little time for leisure, distance from the school to the training and non-economic compensation as an athlete. Conclusions. Knowing the benefits of educational training compatible with career from the personal, social development, health, financial and labor and anticipating sports withdrawal, it is essential that the sport psychologist provide, directly or indirectly (through rowers coach), basic time management resources and strategies to become self-sufficient in his dual career (AU)