Beyond Work: The Role of "Family-Friendly" Practices in the Subjective Well-Being of Teleworkers and On-Site Workers in the COVID-19 Pandemic.

During the COVID-19 pandemic, telework emerged as a pivotal strategy to mitigate the spread of the virus. However, telework's feasibility was contingent on job roles. This gave rise to two distinct groups: teleworkers and on-site workers. However, the impacts of social support and well-being extended to both groups. This study investigated the link between organisational and supervisory family support and subjective well-being, examining work engagement as a mediator. Conducted in Portugal, this cross-sectional study surveyed 515 individuals via web-based questionnaires. Data were analysed using descriptive statistics, correlation analysis, confirmatory factor analysis, and multiple-group analysis. The findings revealed a positive correlation between perceived organisational family support (POFS) and work engagement for both groups. Additionally, perceived supervisory family support (PSFS) positively correlated with work engagement for telecommuters but not on-site workers. Furthermore, work engagement was positively associated with subjective well-being for both groups. Moreover, work engagement mediated the relationship between POFS and subjective well-being. This study enriches the literature by analysing POFS, PSFS, work engagement, and subjective well-being dynamics among teleworkers and on-site employees.

Social-Emotional Skills, Career Adaptability, and Agentic School Engagement of First-Year High School Students.

The transition to the first year of high school constitutes a critical moment because it corresponds to the implementation of a career choice, which can impact students' satisfaction and psychosocial adjustment. The career construction model of adaptation holds potential to explain how students adapt to high school, by suggesting linkages among adaptive readiness, resources, responses, and results. However, research applying the career construction model to school transitions, combining social-emotional, career, and academic variables is still needed. This study explores the roles that social-emotional skills (an indicator of adaptive readiness) and career adaptability (an indicator of adaptability resources) play in explaining first-year high school students' agentic school engagement (an indicator of adapting responses). Measures of social-emotional skills, career adaptability, and school engagement were completed by 136 students (63.2% girls; M age = 15.68). Results from the hierarchical linear regression analysis suggest that social-emotional skills and career adaptability explain 32% of the variance and significantly contribute to explaining agentic school engagement. These findings seem illustrative of the potential of the career construction model of adaptation to deepen knowledge and understanding about the transition to high school and the implementation of career choices. Aligned with the literature, this study supports the calls for integrative psychological practices that acknowledge social-emotional, career, and academic variables when fostering students' psychosocial adjustment.

Do the Lower Body Strength Assessment Tests in the Spanish Navy Really Measure What They Purport to Measure?

The main objective of this research was to analyse the efficacy of lower body strength assessment tests in the Armed Forces Physical Assessment System. Secondly, it was to determine what relationship exists between the physical evaluation system of the Spanish Armed forces and standardized evaluation protocols (Gold standard). A total of 905 students enrolled in the military/civil bachelor's degree (813 male and 92 female) participated in this study. The influence of the sex of the participants was studied through the student's t-test for independent data, and the degree of association between variables was defined by Pearson's correlation coefficient. The results present moderate correlations (r = 0.67, r = 0.66; p < 0.001) between the vertical jump test used by the Army and the power or elastic force tests commonly used in practice and in research. The results obtained reflect a moderate relationship between the gold standard tests and the tests used by the Army, which suggests that the tests currently used to assess lower body strength should be adapted to more objective measurement tools which would allow a better comparison between samples from different armed forces.

Physical fitness in Spanish naval cadets. A four-year study.

BACKGROUND: Military physical readiness largely depends on soldiers maintaining their general health and physical fitness at a level which enables them to perform their requisite occupational duties in garrison and deployment environments. Understanding the physical fitness of naval cadets throughout its formative stages will help us define a training programme tailored to their needs. The objective of this study was to analyse the physical fitness of cadets enrolled in military training in the academic year 2018-2019 in the Military Naval Academy in Marín, Spain. MATERIALS AND METHODS: A longitudinal correlational-descriptive design was undertaken. 167 of the 292 students who participated in the global analysis participated in the pre and post (first and second semester) physical fitness tests (153 males and 14 females, mean age 21.9 ± 3.5) and were stratified into age groups. Anthropometric measurements and data from the Spanish army physical fitness assessment system (2 min push-ups, 1000 and 50 m races, vertical jump and 50 m swimming) were used. A descriptive, inferential, and correlational analysis was carried out and the level of significance set for the study was p ≤ 0.05. RESULTS: Inferential analysis between age group markers and over the total sample shows statistical differences for the total sample in the 1000 m and 50 m race (p < 0.001) and in vertical jump test (p < 0.010). There was significant statistical correlation between all five tests undertaken. CONCLUSIONS: The level of physical fitness of cadets at the Military Naval Academy in Marín, Spain appears to be acceptable when compared to other countries' military naval corps. Coherence between training and evaluation is extremely important, and a re-evaluation of stamina and strength training is probably advisable.

Space-time risk cluster of visceral leishmaniasis in Brazilian endemic region with high social vulnerability: An ecological time series study.

BACKGROUND: Despite visceral leishmaniasis (VL) being epidemic in most Brazilian regions, the Northeast region is responsible for the highest morbidity and mortality outcomes within the country. OBJECTIVE: To analyse the spatiotemporal dynamics of VL cases to identify the temporal trends and high-risk areas for VL transmission, as well as the association of the disease with social vulnerability in Brazilian Northeast. METHODS: We carried out an ecological time series study employing spatial analysis techniques using all VL confirmed cases of 1,794 municipalities of Brazilian Northeast between the years 2000 to 2017. The Social Vulnerability Index (SVI) was used to represent the social vulnerability. Incidence rates were standardized and smoothed by the Local Empirical Bayesian Method. Time trends were examined through segmented linear regression. Spatiotemporal analysis consisted of uni- and bivariate Global and Local Moran indexes and space-time scan statistics. RESULTS: Incidence rate remained stable and ranged from 4.84 to 3.52 cases/100,000 inhabitants. There was higher case prevalence between males (62.71%), children and adolescents (63.27%), non-white (69.75%) and urban residents (62.58%). Increasing trends of new cases were observed among adult male subjects (≥ 40 years old) and urban residents. Importantly, VL incidence showed a direct spatial dependence. Spatial and space-time clusters were identified in sertão and meio-norte sub-regions, overlapping with high social vulnerability areas. CONCLUSIONS: VL is a persistent health issue in Brazilian Northeast and associated with social vulnerability. Space-time clustering of VL cases in socially vulnerable municipalities demands intersectoral public policies of surveillance and control, with focus on reducing inequalities and improving living conditions for regional inhabitants.

Is Myofascial Release Therapy Cost-Effective When Compared With Manual Therapy to Treat Workers' Mechanical Neck Pains?

OBJECTIVE: The aim of this study was to do a cost-benefit analysis of myofascial release therapy (MRT) compared to manual therapy (MT) for treating occupational mechanical neck pain. METHODS: Variables regarding the outcomes of the intervention were intensity of neck pain, cervical disability, quality of life, craniovertebral angle, and ranges of cervical motion. Costs were assessed based on a social perspective using diary costs. Between-groups differences in average cost, cost-effectiveness, and cost-utility ratios were assessed using bootstrap parametric techniques. The economic cost-benefit evaluation was with regard to an experimental parallel group study design. There were 59 participants. RESULTS: Myofascial released therapy showed significant improvement over MT for cervical mobility (side bending, rotation, and craniovertebral angle). The total cost of MRT was approximately 20% less (-$519.81; 95% confidence interval, -$1193.67 to $100.31) than that of MT, although this was not statistically significant. Cost-effectiveness and cost-utility ratios showed that MRT could be associated with lower economic costs. CONCLUSION: With probabilities of 93.9% and 95.8%, MRT seems to be cost-effective for treating mechanical neck pain without the need to add any additional cost to obtain a better clinical benefit. Consequently, we believe it could be included in the clinical practice guidelines of different Spanish health care institutions.

Competência emocional como recurso para o envolvimento de adolescentes na escola / Emotional competence as a resource for adolescents' engagement in school / Competencia emocional como recurso para la participación de adolescentes en la escuela

A competência emocional, um indicador de desenvolvimento positivo na adolescência, constitui um fator explicativo do sucesso académico. Contudo, importa ainda investigar relações entre a competência emocional e variáveis processuais do sucesso académico, incluindo o envolvimento na escola. Este estudo analisa se a competência emocional constitui um recurso pessoal para o envolvimento na escola na adolescência, controlados efeitos do sexo e ano escolar. O Questionário de Competência Emocional e a Escala Quadridimensional de Envolvimento dos Alunos na Escola foram respondidos por 303 adolescentes de ambos os sexos (Midade = 16.36), que frequentavam o ensino secundário. Resultados da regressão linear hierárquica múltipla sugerem que a competência emocional explica 34% da variância do envolvimento na escola. Discutem-se implicações para investigação e intervenção psicológica.

Emotional competence, an indicator of positive development in adolescence, is an explicative factor of academic success. However, research addressing relations among emotional competence and procedural variables of academic success, such as engagement in school, is still needed. This study examines whether emotional competence constitutes a personal resource for adolescents' engagement in school, having controlled the effects for gender and school level. The Emotional Skills and Competence Questionnaire and the Four-Dimensional Scale of Students' Engagement in School were completed by 303 adolescents of both genders (Mage = 16.36) attending high school. Results from a hierarchical multiple linear regression model suggested that emotional competence explains 34% of the variance of engagement in school. Implications for research and psychological intervention are discussed.

La competencia emocional, un indicador de desarrollo positivo en la adolescencia, es un factor explicativo del éxito académico. Sin embargo, todavía es importante investigar relaciones entre competencia emocional y las variables de procedimiento del éxito académico, incluida la participación escolar. Este estudio examina si la competencia emocional es un recurso personal para la participación escolar de adolescentes, controlados efectos del sexo y año escolar. El Cuestionario de Competencia Emocional y la Escala de cuatro dimensiones de Participación de los Alumnos en la Escuela fueron respondidos por 303 adolescentes de ambos sexos (Medad = 16,36) que asistían a la escuela secundaria. Resultados de la regresión linear jerárquica múltiple sugieren que la competencia emocional explica el 34% de varianza de la participación escolar. Se discuten implicaciones para la investigación y la intervención psicológica.

Career Preparedness and School Achievement of Portuguese Children: Longitudinal Trend Articulations.

Social Cognitive Career Theory suggests that students' preparedness for the school-to-work transition is a developmental process. Middle school children explore various careers, obtain feedback about their academic progress, and develop career self-efficacy and outcome expectations. These processes advance provisional educational/occupational goals. The literature has suggested articulations between career and academic development and how both vary across demographic characteristics, but longitudinal studies linking these processes are scarce. This study tested articulations between career preparedness and academic achievement during middle school years and employed gender and geographical location as potential moderators affecting the linkage between career and school domains. Participants included 429 children (47.8% girls) from northern (69.5%) and central Portugal (30.5%) followed across four occasions of measurement (MageWave1 = 10.23, SD = 0.50). Data was collected with school records, the Multidimensional Scales of Perceived Self-Efficacy, Career Exploratory Outcome Expectations Scale, Childhood Career Exploration Inventory and Childhood Career Development Scale. Average and orthnormalized linear, quadratic and cubic trends were computed. Pearson correlation coefficients suggested positive and statistically significant associations between career exploratory outcome expectations and academic achievement average trends. Career planning and self-efficacy expectations were negatively associated with academic achievement quadratic trends. Multiple linear regression models suggested that career exploratory outcome expectations and career planning were respectively statistically significant predictors of the average and quadratic trends of academic achievement. Gender moderated the association between the career variables and academic achievement linear trends as well as the relation of career planning and self-efficacy with academic achievement cubic trends. Additionally, the geographical location moderated the association between the average trend of career exploratory outcome expectations and academic achievement as well as tended to moderate the relation between the career variables and academic achievement quadratic trends. Future research could seek to explore the role of context in shaping the trajectories and linkages between career and academic progress with a more representative sample of participants from a broader array of geographical locations. This study advances extant literature by affirming the longitudinal relationship between the school and work domains in youth, which might sustain practices aimed at fostering students' career preparedness and academic achievement.

Desenvolvimento de carreira e processos acadêmicos: Uma articulação possível e necessária / Career development and academic processes: A possible and needed articulation / Desarrollo profesional y procesos académicos: Una articulación posible y necesaria

A literatura que articula o desenvolvimento de carreira e os processos acadêmicos dos estudantes é escassa. Este estudo teórico defende a tese de que é possível e necessário articular o desenvolvimento de carreira e os processos acadêmicos. Apresentam-se perspectivas teóricas e contributos empíricos que informam sobre a articulação entre os processos de carreira e acadêmicos. Com base na literatura existente, sugere-se a possibilidade de atender a essa articulação na prática psicológica, através de propostas para a intervenção promocional e em remediação. Este estudo poderá estimular o reconhecimento da possibilidade e necessidade de articular o desenvolvimento de carreira e os processos acadêmicos. Nesse âmbito, discutem-se implicações para a teoria, investigação e intervenção psicológica futuras.

The literature articulating students' career development and academic processes is scarce. This article defends the possibility and need to articulate career development and academic processes. Theoretical perspectives and empirical contributions informing the articulation among career and academic processes are presented. Based on extant literature, the possibility to acknowledge such an articulation in psychological practice is suggested, offering proposals to promotional and remediate interventions. This work might stimulate the recognition of the possibility and need to articulate career development and academic processes. Implications for further theory, research and intervention in this topic are discussed.

La literatura que articula el desarrollo de la formación profesional y los procesos académicos de los estudiantes es escasa. Este estudio teórico defiende la tesis de que es posible y necesario articular el desarrollo de la formación profesional y los procesos académicos. Se presentan perspectivas teóricas y contribuciones empíricas que abordan la articulación entre los procesos de formación e académicos. Basados en la literatura existente, se sugiere la posibilidad de considerar esa articulación en la práctica psicológica, a través de propuestas para la intervención promocional y en remediación. Este estudio teórico incitará el reconocimiento de la posibilidad y necesidad de articular el desarrollo de la formación profesional y los procesos académicos. En este ámbito, se discuten implicaciones para la teoría, la investigación y la intervención psicológica futuras.

Sensibilizar professores para o desenvolvimento de carreira dos alunos: relato de uma experiência / Sensibilizing teachers to the development of their student's careers: an experience report / Sensibilizar a los profesores para el desarrollo de la carrera de los alumnos: testimonio de una experiencia

A literatura destaca a importância de realizar sessões de sensibilização dos professores para promover a sua influência positiva e intencional, enquanto docentes, nas trajetórias de carreira dos alunos. Este artigo relata uma experiência de realização de uma sessão de sensibilização junto a professores da educação básica de um agrupamento de escolas no noroeste de Portugal. Procurou-se esclarecer o conceito de desenvolvimento de carreira junto dos professores, conscientizá-los para o papel da escola no desenvolvimento de carreira dos alunos e estimular a dinamização de atividades promotoras desse processo. Apresenta-se a estrutura da sessão, as estratégias adotadas para alcançar os objetivos propostos e as reflexões partilhadas e debatidas pelos professores. As apreciações dos intervenientes quanto à sessão de sensibilização mostraram-se favoráveis. Esta experiência ilustra a importância de realizar sessões de sensibilização dos professores nesse domínio, as quais podem sustentar a promoção do desenvolvimento de carreira dos alunos, ao longo da escolaridade.(AU)

The literature highlights the importance of conducting awareness sessions for teachers to promote positive and intentional influence, as teachers in the career paths of their students. This article describes an experience of holding an outreach session with teachers of basic education of a group of schools in northwest Portugal. We sought to clarify the concept of career development among teachers, make them aware of the school's role in the career development of students, and encourage activities that promote this process. This article shows the structure of the session, the strategies adopted to achieve the proposed objectives and reflections shared and discussed by teachers. The testimonials of those who took part on the awareness session were favorable. This experience illustrates the importance of conducting awareness sessions for teachers in this field, who can sustain the promotion of career development of students throughout schooling.(AU)

La literatura destaca la importancia de llevarse a cabo sesiones de sensibilización de los profesores para fomentar su influencia positiva e intencional, en la calidad de docentes, en las trayectorias de carrera de los alumnos. Este artículo trata de una experiencia de realización de una sesión de sensibilización junto a profesores de la educación primaria de una agrupación de escuelas en el noroeste de Portugal. Se ha buscado aclarar el concepto de desarrollo de carrera junto a los profesores, concientizarlos para la función de la escuela en el desarrollo de carrera de los alumnos y estimular la dinamización de actividades fomentadoras de ese proceso. Se presenta la estructura de la sesión, las estrategias adoptadas para lograrse los objetivos propuestos y las reflexiones compartidas y discutidas por los profesores. Las apreciaciones de los intervinientes en cuanto a la sesión de sensibilización se han mostrado favorables. Esta experiencia demuestra la importancia de llevarse a cabo sesiones de sensibilización de los profesores en ese dominio, las cuales pueden sustentar el fomento del desarrollo de carrera de los alumnos a lo largo de la escolaridad.(AU)

Sensibilizar professores para o desenvolvimento de carreira dos alunos: relato de uma experiência / Sensibilizing teachers to the development of their student's careers: an experience report / Sensibilizar a los profesores para el desarrollo de la carrera de los alumnos: testimonio de una experiencia

A literatura destaca a importância de realizar sessões de sensibilização dos professores para promover a sua influência positiva e intencional, enquanto docentes, nas trajetórias de carreira dos alunos. Este artigo relata uma experiência de realização de uma sessão de sensibilização junto a professores da educação básica de um agrupamento de escolas no noroeste de Portugal. Procurou-se esclarecer o conceito de desenvolvimento de carreira junto dos professores, conscientizá-los para o papel da escola no desenvolvimento de carreira dos alunos e estimular a dinamização de atividades promotoras desse processo. Apresenta-se a estrutura da sessão, as estratégias adotadas para alcançar os objetivos propostos e as reflexões partilhadas e debatidas pelos professores. As apreciações dos intervenientes quanto à sessão de sensibilização mostraram-se favoráveis. Esta experiência ilustra a importância de realizar sessões de sensibilização dos professores nesse domínio, as quais podem sustentar a promoção do desenvolvimento de carreira dos alunos, ao longo da escolaridade...

The literature highlights the importance of conducting awareness sessions for teachers to promote positive and intentional influence, as teachers in the career paths of their students. This article describes an experience of holding an outreach session with teachers of basic education of a group of schools in northwest Portugal. We sought to clarify the concept of career development among teachers, make them aware of the school's role in the career development of students, and encourage activities that promote this process. This article shows the structure of the session, the strategies adopted to achieve the proposed objectives and reflections shared and discussed by teachers. The testimonials of those who took part on the awareness session were favorable. This experience illustrates the importance of conducting awareness sessions for teachers in this field, who can sustain the promotion of career development of students throughout schooling...

La literatura destaca la importancia de llevarse a cabo sesiones de sensibilización de los profesores para fomentar su influencia positiva e intencional, en la calidad de docentes, en las trayectorias de carrera de los alumnos. Este artículo trata de una experiencia de realización de una sesión de sensibilización junto a profesores de la educación primaria de una agrupación de escuelas en el noroeste de Portugal. Se ha buscado aclarar el concepto de desarrollo de carrera junto a los profesores, concientizarlos para la función de la escuela en el desarrollo de carrera de los alumnos y estimular la dinamización de actividades fomentadoras de ese proceso. Se presenta la estructura de la sesión, las estrategias adoptadas para lograrse los objetivos propuestos y las reflexiones compartidas y discutidas por los profesores. Las apreciaciones de los intervinientes en cuanto a la sesión de sensibilización se han mostrado favorables. Esta experiencia demuestra la importancia de llevarse a cabo sesiones de sensibilización de los profesores en ese dominio, las cuales pueden sustentar el fomento del desarrollo de carrera de los alumnos a lo largo de la escolaridad...