Reducción del craving en una adolescente en tratamiento residencial para adicciones a través una intervención breve: Un estudio de caso / Reduction of craving in an adolescent in residential treatment for addictions through a brief intervention: A case study

RESUMEN Introducción: El craving es un deseo subjetivo por consumir sustancias. Se ha encontrado que el craving es uno de los mejores predictores de recaídas, por lo que resulta importante abordarlo durante el tratamiento para las adicciones. El Programa de Intervención Breve para Adolescentes (PIBA) ha demostrado ser eficaz para reducir el patrón de consumo de drogas, aumentar la autoeficacia para enfrentarse a situaciones de consumo y disminuir los problemas asociados al consumo en adolescentes que se encuentran en escuelas de nivel medio o medio superior, así como en instituciones de atención de adicciones de tipo ambulatorio. Sin embargo, la efectividad de este programa no se ha probado con adolescentes que se encuentran en tratamiento residencial ni para reducir el craving. Objetivo: Evaluar la efectividad del PIBA para reducir el craving y aumentar la autoeficacia de una adolescente que se encontraba en un centro residencial. Método: Se aplicó un diseño de caso único que consistió en la aplicación del tratamiento y el seguimiento a cuatro meses, intencional y no probabilístico con una adolescente de 16 años. Resultados: Se encontró una reducción del craving a lo largo del tratamiento, que se mantuvo durante el seguimiento, así como un aumento en la autoeficacia. Conclusión: Estos hallazgos extienden la eficacia del PIBA a componentes de la adicción y a poblaciones no exploradas antes, sugiriendo que el PIBA puede ser una alternativa para trabajar con estos componentes y poblaciones.

ABSTRACT Introduction: Craving refers to a subjective desire to consume substances. It has been found that craving is one of the best predictors of relapse, so it is important to address it during addiction treatment. The Brief Intervention Program for Adolescents (PIBA) has been shown to be effective in reducing drug consumption patterns, increasing self-efficacy to deal with consumption situations, and reducing problems associated with consumption in adolescents who are in middle or high school schools, as well as in outpatient addiction care institutions. However, the effectiveness of this program has not been tested with adolescents in residential treatment or in reducing craving. Objective: To evaluate the effectiveness of PIBA in reducing craving and increasing self-efficacy in a female adolescent who was in a residential center. Method: A single-case design was applied, consisting of the treatment and a follow-up at four months, intentional and non-probabilistic, with a 16-year-old female adolescent. Result: A reduction in craving was found throughout the treatment and maintained during the follow-up, as well as an increase in self-efficacy. Conclusion: These findings extend the effectiveness of PIBA to addiction components and populations not previously explored, suggesting that PIBA may be an alternative to work with these components and populations.

Pautas para la delimitación y empleo de los resultados científicos en la investigación educativa / Guidelines for the delimitation and use of scientific results in educational research

RESUMEN Las investigaciones educativas ofrecen diversos productos de valor para la ciencia, que incluyen contribuciones de carácter teórico y práctico. A menudo resulta difícil para los investigadores rotular los aportes, diferenciarlos y establecer su tipicidad. Tales resultados involucran modelos, concepciones, sistemas, estrategias, metodologías y programas de intervención, entre los más comunes. Dada la importancia que ello reviste para maestrandos y doctorandos a la luz de las tesis que elaboran y por las exigencias que deben cumplir los investigadores y coordinadores de proyectos al redactar sus informes de investigación; el presente trabajo se propone caracterizar las principales contribuciones científicas derivadas de la investigación educativa, en función de la determinación de la naturaleza que identifica cada resultado y el establecimiento de sus particularidades. Se efectuó un muestreo de tesis doctorales en Ciencias Pedagógicas y Ciencias de la Educación predefendidas y defendidas en la provincia de Camagüey entre 2016 y 2021.

ABSTRACT Educational research offers various products of value for science, including contributions of a theoretical and practical nature. It is often difficult for researchers to label such contributions, differentiate them and establish their typicity. Such results involve models, conceptions, systems, strategies, methodologies and intervention programs, among the most common. Due to the importance that this has for master's and doctoral students in light of the theses they prepare and because of the requirements that researchers and project coordinators must meet when writing their research reports; The present work intends to characterize the main scientific contributions derived from educational research, based on the determination of the nature that identifies each result and the establishment of its particularities. A sampling of doctoral theses in Pedagogical Sciences and Educational Sciences pre-defended and defended in the province of Camagüey between 2016 and 2021 was carried out.

Aplicación y efectividad de un modelo educativo en hábitos saludables con entrega de fruta y programa de actividad física en escolares

RESUMEN El objetivo fue evaluar una intervención educativa en hábitos de alimentación saludable basada en el programa Colación BKN en pre-escolares y escolares entre los años 2013-2018. Diseño longitudinal con comparación de cortes trasversales en escolares de prekínder a cuarto año básico durante 4 años en 14 escuelas de la Región Metropolitana de Chile. El programa consistió en entrega de fruta como colación, educación alimentaria, mejora de la actividad física y kioscos escolares, con participación de profesores y familias. Como resultado se observó una mejoría de los conocimientos en alimentación saludable de los niños, con una excelente satisfacción de usuarios. Sobrepeso y obesidad se mantuvieron el 2016 y 2018, pero aumentaron el 2015 y 2017. En escuelas similares no intervenidas el exceso de peso fue mayor con respecto a las del programa. Hubo una tendencia a disminuir el consumo de dulces y bebidas azucaradas en prekínder y kínder entre 2014 y 2017 y el consumo de 3 porciones al día de frutas y verduras en niños intervenidos fue superior al promedio nacional de 2 porciones al día.Conclusiones: Hubo un aumento exitoso en el consumo de frutas y verduras, educación alimentaria y actividad física para el cambio hacia hábitos más saludables.

ABSTRACT The objective was to evaluate an educational intervention for healthy eating habits based on the Colación BKN program, among preschool and schoolchildren, carried out in 2013-2018. We conducted a longitudinal study with cross-sectional data among preschool and school-age children (up to the fourth grade) over four years in 14 schools in the Metropolitan Region of Chile. The intervention program consisted of fruit delivery, nutrition education and improvements in physical activity and school food kiosks, with active participation of teachers and parents. There was an improvement in knowledge of healthy foods in children and excellent user satisfaction. Overweight and obesity did not increase during 2016 and 2018, but increased in 2015 and 2017. In similar not-intervened schools there was an increase of overweight and obesity compared with Colación BKN schools. For food consumption, there was a decrease in consumption of candy and soft drinks in preschool students and all children consumed more than three portions of fruits and vegetables per day, which is greater than the national average of two portions per day in the general population. Conclusions: There was a successful increase in fruit and vegetable consumption with nutrition education and promotion of healthy habits, such as physical activity and healthy food consumption.

Efecto de un programa de práctica imaginada sobre la autoconfianza de futbolistas / The Effect of an Imagery Training Intervention on Self-confidence in Football Players / Efeito de um programa de prática imaginada sobre a autoconfiança de futebolistas

Resumen Objetivo. Establecer el efecto de un programa de intervención en práctica imaginada, entendida como el uso de los sentidos para la creación o recreación de imágenes o experiencias y atribuirles significado, sobre la autoconfianza de los futbolistas. Método. Participaron 17 futbolistas hombres, 9 en el grupo intervención y 8 en el grupo control, entre los 18 y los 25 años (M = 21, DE = 2.2). La intervención se desarrolló durante 8 sesiones y se basó en el modelo PETTLEP. Se midió la habilidad de imaginería a través del SIAQ y la autoconfianza con la prueba TSCI. Resultados. Los participantes mostraron un efecto de interacción en la habilidad de imaginería (F (1, 15) = 4.57, p< 0.05, ηp2 = 0.23), mientras que para la autoconfianza solo se estableció un efecto principal en los grupos intervención y control (F (1, 15) = 6.13, p < 0.05, ηp2 =.29). Adicionalmente, se observó una correlación positiva alta entre imaginería y autoconfianza (r(8) = 0.79, p < 0.05). Conclusión. Se obtuvo un efecto positivo tras la intervención en práctica imaginada en la habilidad de imaginería, lo cual es un avance significativo para la aplicación de la práctica imaginada en deportes de conjunto, como el fútbol.

Abstract Objective. To examine the effect of imagery intervention on the self-confidence of university football players after participating in an 8-session imagery intervention. Method. 17 male football players between 18 and 25 years old (M = 21, SD = 2.2) participated, 9 in the intervention group and 8 in the control group. The intervention lasted 8 sessions and was based on the PETTLEP model. The imagery was measured through the SIAQ and self-confidence with TSCI. Results. The results showed an interaction effect on imagery (F (1, 15) = 4.57, p < 0.05, ηp2 = 0.23), while the main effect on self-confidence was established in the intervention and control groups (F (1, 15) = 6.13, p < 0.05, ηp2 = 0.29). Additionally, a high positive correlation was found between imagery and self-confidence (r (8) = 0.79, p < 0.05). Conclusion. A positive effect was obtained after an imagery intervention on the imagery ability, which is a significant advance for the application of imagery practice in team sports, such as football.

Resumo Escopo. Estabelecer o efeito de um programa de intervenção em prática imaginada, entendida como o uso dos sentidos para a criação ou recreação de imagens ou experiencias e lhes atribuir significado, sobre a autoconfiança dos futebolistas. Metodologia. Participaram 17 futebolistas homens, 9 no grupo de intervenção e 8 no grupo de controle, entre os 18 e os 25 anos (M = 21, DE = 2.2). A intervenção foi desenvolvida durante 8 sessões e foi baseada no modelo PETTLEP. Foi medida a habilidade de criar imaginários através do SIAQ e a autoconfiança com a prova TSCI. Resultados. Os participantes mostraram um efeito de interação na habilidade de criar imaginários (F (1, 15) = 4.57, p < 0.05, ηp2 = 0.23), enquanto que para a autoconfiança só foi estabelecido um efeito principal nos grupos de intervenção e controle (F (1, 15) = 6.13, p < 0.05, ηp2 =.29). Além do mais, foi observada uma correlação positiva alta entre imaginário e autoconfiança (r(8) = 0.79, p < 0.05). Conclusão. Foi obtido um efeito positivo depois da intervenção em prática imaginada na habilidade de criar imaginários, o que é um avanço significativo para aplicação da prática imaginada em esportes como o futebol.

Formación de la competencia orientación psicoeducativa en estudiantes de Estomatología / The formation of psicoeducative orientation competence in dentistry students

RESUMEN Se realizó una investigación de desarrollo con enfoque cualitativo en la facultad de Estomatología de la Universidad de Ciencias Médicas de Camagüey, durante el período de septiembre 2016 a julio 2018. Se seleccionó como población a los 145 estudiantes de cuarto año de la carrera, tomándose una muestra de 70 alumnos (grupo A), los que representan el 48.27 % del total. A partir del estudio realizado, se pudo constatar el insuficiente tratamiento a las afectaciones emocionales provocadas por las anomalías dentomaxilofaciales en niños y adolescentes, que limita la atención estomatológica integral, como expresión del desempeño profesional del estudiante de Estomatología. Por lo que se valoró la efectividad de un programa de intervención pedagógica para la formación de la competencia orientación psicoeducativa a niños y adolescentes con estas anomalías en estudiantes de Estomatología. El programa propuesto está estructurado en tres fases dedicadas al diagnóstico-motivación, la planificación-acción y a la evaluación. Se corroboró la pertinencia del programa de intervención a través de los talleres de opinión crítica y construcción colectiva; a los fines de favorecer la orientación psicoeducativa en estos grupos etáreos.

ABSTRACT A developed research with qualitive approach was carried out in Dentistry faculty in the Medical College during the period of September 2016 to July 2018. A universe of 145, 4th- course Dentistry students and a sample of 70 students (class A) who reported 48.27 % were selected. From this study on, an insufficient treatment to emotional affections in children and teenagers with dentomaxillofacial anomalies was proved to limit the professional performance in dentistry students. So, the effectiveness of a pedagogical intervention program to educate the psicoeducative orientation competence to children and teenagers was assessed. The proposal is structured in three phases devoted to diagnosis-motivation, planification-action and evaluation. It was corroborated the effectiveness of the intervention program through critical opinion and collective construction workshop in order to favorite psicoeducative orientation in these age groups.

Executive Functions Can Be Improved in Preschoolers Through Systematic Playing in Educational Settings: Evidence From a Longitudinal Study.

This study aimed to test the impact of play on the development of executive functions (EFs) in preschoolers. Thirty-two games were designed to be collectively played in groups by 70 children, in their regular classes. The games were specifically designed to promote the development of the three components of EFs: inhibition (behavioral or cognitive), working memory, and cognitive flexibility. The games focused on each function were of three types: playground games, expression games, and classroom games. Sixty 45 min play sessions were held on consecutive days for 3 months, always in the first period. The sessions were guided by two members of the research team, assisted by the four teachers of the participating classes. The intervention was carried out in two highly socially vulnerable schools in the city of Santiago de Chile. Four classes were studied in total: two experimental groups and two controls. The classes were selected using a questionnaire on teacher-student interaction quality and an age homogeneity criterion. EFs were evaluated using the Hearts and Flowers task at three points: before the intervention (T1), immediately after the end of the intervention (T2), and 8 months after the end of the intervention (T3). The results show a significant difference in the growth of EFs by comparing the experimental and control groups (p = 0.04) between T1 and T3. They also reveal a strong correlation between EFs measures at T1 and mathematics performance at T3. These results are discussed within the context of the guidelines proposed by Diamond and Ling (2016) and Barnett (2011) regarding what an EFs promotion program needs to be considered effective and high quality. The program presented in this study meets most of the requisites mentioned by the authors, which proves that following these guidelines guarantees a high probability of success.

Juegos cooperativos y razonamiento prosocial en niños: efectos de un programa de intervención / Cooperative games and prosocial reasoning in children: effects of an intervention program

Este artículo presentalos resultados de un estudio realizado en una escuela pública con niños entre siete y ochoaños de edad, con el fin de determinar la influencia de los juegos cooperativos en su razonamiento prosocial. Se utilizóun diseño cuasiexperimental con grupos control y experimental, con mediciones pretest y postest a través de una escala pictórica para evaluar razonamiento prosocial en los niños participantes,antes y después de la implementación de un programa psicoeducativo basado en juegos cooperativos. Con la aplicación del programa se registra un cambio significativo en el razonamiento prosocial de los niños, manifestado enun aumentoen los juicios orientado a lasnecesidades y estereotipado, acompañado de una disminución en el razonamiento hedonista.Los resultados muestran un avance en el desarrollo prosocial de los niñosparticipantes en el grupo experimental, quienes alcanzan niveles de razonamiento prosocial de una mayor complejidad. De esta manera se pone a prueba el potencial de los juegos cooperativos para promover el razonamiento y la conducta prosocial de niños en contextos escolares.

This article presents the results of a study made with children between seven and eightyears of age, with the purpose of determining the influence of cooperative games on their prosocial judgement. It has a quasi-experimental design with control and experimental groups, with pre-test and post-test measurements through a pictorical scale to evaluate prosocial reasoning in the participating children,before and after the implementation of an intervention program based on cooperative games. The program had a significant impact on children's prosocial judgement, there was an increase in the frequency of children with needs-oriented and stereotyped reasoning, and a decrease in hedonistic judgement. Psychoeducational programs of this type could be used to positively influence the reasoning and prosocial behavior of children at these ages.

Intervención educativa para el manejo del dolor en personal de enfermería / Educational intervention study in the management of pain in nursing staff

Resumen En la actualidad, el dolor es considerado co-то el quinto signo vital. El objetivo del trabajo fue determinar la efectividad de un programa educativo para el personal de enfermería sobre manejo de dolor en pacientes con problemas crónicos degenerativos y quirúrgicos. El método usado fue el diseño pre-experimental con pretest-postest. La población de estudio estuvo integrada por personal de enfermería (42) de dos instituciones de salud de segundo nivel de atención, del sector público. Se utilizó el cuestionario Conocimiento y Actitudes Respecto al Dolor. La media de respuestas correctas del conocimiento pretest fue de 50.9 (DE = 9.65), valor mínimo de 28.1 y máximo 78.1; y en el postest la media fue de 70.4 (DE = 10.9) valor mínimo de 40.6 y máximo 90.6. Posterior a la intervención educativa, se encontró mayor conocimiento en el personal de enfermeria (t (41)= - 12.98; p < 0.001). El estudio de intervención educativa del personal de enfermería fue efectivo para mejorar el conocimiento sobre el manejo del dolor en los pacientes, ya que los primeros brindaron una mejor atención y cuidados, posteriores a la intervención educativa, no obstante, este fue insuficiente para la mayoría del personal participante.

Abstract Pain is currently considered as the fifth vital sign. The objective of the study was to determine the effectiveness of an educational program for nurses on pain management for patients with chronic degenerative and surgical problems. The employed method was a pre-experimental design with a pre-test and a posttest. The research population was made up of 42 nurses from two secondary health care institutions in the public sector. The Nurse's Knowledge and Attitudes Survey Regarding Pain was used. Results showed that the pre-test mean knowledge of correct answers was 50.9 (SD = 9.65), with a minimum value of 28.1 and a maximum value of 78.1. The post-test mean was 70.4 (SD = 10.9) with a minimum value of 40.6 and a maximum value of 90.6. After the educational intervention, nurses demonstrated an increased level of knowledge regarding pain management (t (41) = -12.98; p < 0.001). The educational intervention study for nurses was effective in improving their knowledge regarding pain management in patients, since the participating nurses provided better attention and care after the educational intervention. This, however, was insufficient for most of the participating personnel.

Implementación del programa de intervención psicológica en resiliencia para cuidadores informales de pacientes con demencia tipo Alzheimer PIRCA / Implementation of the Psychological Intervention program in Resilience for Informal Caregivers of Patients with Alzheimer's Dementia PIRCA

Resumen Los programas de intervención psicológica de enfoque cognitivo conductual para cuidadores informales de pacientes con Alzheimer han sido hasta el momento los más utilizados por la efectividad de sus resultados. El objetivo de este estudio es la implementación del programa PIRCA (Programa de Intervención en Resiliencia para Cuidadores Informales de pacientes con Alzheimer) para observar los cambios presentados en los sujetos después de haber participado en el programa. Participaron 10 cuidadores informales, que no recibían remuneración, sin capacitación y convivían con el paciente. Se diseñó un estudio experimental transversal descriptivo comparativo, tipo pre-test/post-test. Los resultados indicaron que los puntajes de las variables con mayor variabilidad fueron depresión estado, eutimia estado, sobrecarga, y estrategias de afrontamiento como búsqueda de apoyo social y religión. Con lo que se concluye que intervenir la resiliencia responde a una necesidad básica de los cuidadores ya que está presente en las características de personalidad del cuidador.

Abstract Psychological intervention programs of cognitive behavioral approach to informal caregivers of Alzheimer's patients have been so far, the most used by the effectiveness of their results. The objective of this study is the implementation of the program PIRCA (Resilience Intervention Program for Informal Caregivers of Alzheimer's patients) submitted to monitor changes in subjects after participating in the program. Participants were 10 informal caregivers, who were unpaid, untrained and lived with the patient. A cross-sectional comparative experimental study was designed as a pre-test/post-test type. The results indicated that the scores of the variables with depression which more variable state were: euthymic state, overload and coping strategies such as seeking social support and religion. Thus, it is concluded that intervene resilience responds to an own basic for caregivers as it is present in the personality characteristics of the caregiver.

Comportamiento prosocial y agresivo en niños: tratamiento conductual dirigido a padres y profesores / Prosocial and aggressive behavior in children: Treatment behavior for parents and teachers

Resumen El análisis conductual aplicado a través del entrenamiento a padres y profesores ha demostrado su efectividad para incrementar el comportamiento prosocial en niños que exhiben conductas agresivas; sin embargo, es escaso el trabajo de investigación que implique el efecto aditivo del tratamiento de ambos agentes. El objetivo del estudio fue conocer la efectividad de un programa de entrenamiento a padres y a profesores en 2 condiciones experimentales, para disminuir el comportamiento agresivo e incrementar el prosocial en alumnado de Educación Básica, en un estudio cuasiexperimental con diseño de inversión A-B-A. Participaron 3 docentes, 14 padres de familia y 94 alumnos, identificando a 14 que exhibieron comportamiento agresivo y mostraron déficit en comportamiento prosocial. Los programas de intervención empleados en el estudio se organizaron en 2 condiciones experimentales: la primera incluyó solo el entrenamiento a padres y la segunda incluyó el entrenamiento a padres más el entrenamiento a profesores en técnicas de modificación conductual. Los resultados demostraron que la intervención con 2 agentes de cambio obtuvo un mayor incremento en el comportamiento prosocial y una mayor disminución de comportamiento agresivo en el contexto familiar comparado con el grupo que recibió solo el entrenamiento a padres. También el tratamiento combinado demostró cambios significativos en el comportamiento de los niños en el contexto escolar.

Abstract Applied behavior analysis has demonstrated its effectiveness to increase prosocial behavior in children with aggressive behavior through parent and teacher training, however, research work is limited regard the additive effect of the treatment with both agents. The target of the study was to evaluate the effectiveness of an intervention program addressed to teachers and another addressed to parents in a quasi-experimental study with A-B-A design. Three teachers, 14 parents and 94 students participated, identifying14 who presented aggressive behavior and showed deficits in pro-social behavior. The intervention programs used in the study plus teacher training in behavior modification techniques. Results showed that the intervention with 2 agents was the most effective to increase prosocial behavior and decrease aggressive behavior in the family context compared with the group that received only parent training. Also the combined treatment showed significant changes in the school context.

Contribuciones de enfermería pediátrica en la atención de la persona adolescente en la etapa intermedia / Contributions in pediatric nursing care teenager person in middle stage / Contribuições da enfermagem pediátrica no atendimento da pessoa adolescente na etapa intermediária

ResumenIntroducción. Se describe el acompañamiento a la persona adolescente en etapa intermedia a través de un programa de enfermería pediátrica en una institución de enseñanza media durante el año 2014, cuyo objetivo general fue articular la necesidad de conocimiento sobre sexualidad segura y prevención del consumo de drogas. Existe una necesidad imperante de mejorar la cobertura de atención debido a que el primer nivel de atención constituye la base del sistema de salud y es considerado como el espacio ideal para llevar a cabo la intervención con la población adolescente.Método. El programa se desarrolló desde la metodología constructivista y participativa, mediante las estrategias “Entrevista de la persona adolescente”, para el abordaje individual, y “talleres”, para el grupal.Resultado. A lo largo del programa se encontró una participación activa por parte de la población; el tema que requirió de mayor abordaje por parte de Enfermería Pediátrica fue el de hábitos de alimentación. Cada actividad partió del conocimiento básico que poseían los adolescentes, a quienes el programa les pareció interesante y superó sus expectativas.Conclusión. Se concluye que las líneas de acción planteadas, individual y grupal, muestran diferentes aspectos de la adolescencia necesarios para obtener una visión completa de la persona y, por ende, ofrecer un abordaje más acertado; además de que el criterio del profesional de enfermería pediátrica es indispensable para responder a las necesidades identificadas y la caracterización de factores de riesgo y/o protectores.

AbstractIntroduction. Accompaniment to the adolescent described in intermediate stage through a program of Pediatric Nursing in an institution of secondary education in 2014, whose main objective was to articulate the need for knowledge about safe sex and prevention of drug use. There is an urgent need to improve care coverage because the first level of care is the foundation of the health system and is considered as the ideal space to carry out the intervention with the adolescent population.Method. The program was developed under the constructivist and participative methodology, using strategies: "Interview of the adolescent" for individual approach and "workshops" for the group approach.Result. Throughout the program active participation by the population, was found the situation required greater approach by Pediatric Nursing in eating habits; in each activity we started from the basic knowledge they possessed adolescents, the program seemed interesting and exceeded their expectations.Conclusion. It was concluded that the lines of action raised, individual and group showed different aspects of adolescence needed to get a complete picture of the person and thus provide a more accurate approach; the criterion of professional pediatric nursing is essential to meet the identified needs and characterization of risk factors and / or protective.

ResumoIntrodução. Descreve-se o acompanhamento da pessoa adolescente na etapa intermediária através de um programa de enfermagem pediátrica em uma instituição de ensino médio durante o ano 2014, cujo objetivo geral foi articular a necessidade de conhecimento sobre sexualidade segura e prevenção do consumo de drogas. Existe uma necessidade imperante de melhorar a cobertura de atendimento, devido a que o primeiro nível de atenção constitui a base do sistema de saúde e é considerado como o espaço ideal para realizar a intervenção com a população adolescente.Método. O programa se desenvolveu desde a metodologia construtivista e participativa, mediante as estratégias “Entrevista da pessoa adolescente”, para a abordagem individual, e “oficinas”, para o grupo.Resultado. Ao longo do programa se encontrou uma participação ativa por parte da população; o tema que requeriu maior abordagem por parte da Enfermagem Pediátrica foi o dos hábitos de alimentação. Cada atividade partiu do conhecimento básico que tinham os adolescentes, para os quais o programa pareceu interessante e superou suas expectativas.Conclusão. Conclui-se que as linhas de ação planteadas, individual e grupal, mostram diferentes aspectos da adolescência necessários para obter uma visão completa da pessoa e, com isso, oferecer uma abordagem mais acertada; além de que o critério do profissional de enfermagem pediátrica é indispensável para responder às necessidades identificadas e a caracterização de fatores de risco e/ou protetores.

Effectiveness of the Vital Aging program to promote active aging in Mexican older adults.

INTRODUCTION: Aging is not only a population phenomenon but also an experience and an individual reality. Vital Aging® is a program that considers active aging as the lifelong adaptation process of maximizing health and independence, physical and cognitive functioning, positive affect regulation and control, and social engagement. Through its different versions and editions, it has demonstrated being an effective program to promote active aging. The aim of this study is to determine the effectiveness of the "face-to-face" and "combined" versions of the program to promote active aging in Mexican older adults trial. METHODS: Seventy-six older adults aged 60 years and over participated in a quasi-experimental study and were recruited in a senior center to participate in the two experimental conditions: Vital Aging face-to-face (VA-FF) (n=35) and Vital Aging combined (VA-C; multimedia/face-to-face) (n=15), and the remaining 26 adults were assigned to a control group. Pretest and posttest assessments were performed after the theoretical-practical intervention. Mean differences and size effects were calculated for estimating the effect of the program. RESULTS: At the end of the study, participants showed improvements in the active aging outcome measures. Positive effects were observed in the frequency of intellectual, cultural - artistic, and social activities, perceptions of aging, satisfaction with social relationships, and self-efficacy for aging. Additionally, those who participated in VA-FF showed better memory performance, meta-memory, and a trend to report less memory problems, while older persons in VA-C showed a trend to have better life satisfaction. No effects were observed in physical activity, frequency of social relationships, and subjective health. CONCLUSION: Findings show that the Vital Aging program in face-to-face and combined versions encourages active aging in Mexican older persons. These results are in general similar to those found in editions performed in Spain, revealing its consistency as a cross-cultural practical initiative for promoting active aging.

Efeitos de um Programa de Prevenção à Violência no Namoro / Effects of a Dating Violence Prevention Program / Efectos de un Programa de Prevención de la Violencia en el Noviazgo

Resumo Este estudo avaliou os efeitos de uma intervenção para prevenção à violência no namoro sobre intenções de enfrentamento a esse tipo de violência, dificuldades em regulação das emoções e endosso a normas tradicionais de papéis de gênero masculino. Participaram 45 adolescentes, alocados não randomicamente em um grupo experimental (N = 21) e um grupo controle (N = 24). A intervenção compreendeu nove sessões focadas em informações sobre violência no namoro, habilidades sociais, tomada de decisão, papéis de gênero, direitos sexuais e reprodutivos e empoderamento. Análises intra e entre grupos revelaram redução significativa em crenças que apoiam a restrição emocional como característica masculina no grupo experimental, ao passo que intenções de enfrentamento à violência no namoro e regulação emocional não sofreram mudanças significativas em nenhum dos grupos. Contudo, avaliações qualitativas evidenciaram a prática extrassessão de habilidades de autocontrole e expressão emocional, assertividade e empatia. Novos estudos, principalmente longitudinais, são recomendados para elucidar esses resultados.

Abstract This study evaluated the effects of a dating violence prevention intervention on intentions of coping with this type of violence, difficulties in regulating emotions and endorsement of traditional male gender norms. There were 45 adolescent participants, not randomly placed in an experimental group (N = 21) and a control group (N = 24). The intervention encompassed nine sessions focused on information about dating violence, social skills, decision making, sexual and reproductive rights, and empowerment. Analyses intra and between groups had shown significant reduction in beliefs that supported emotional restriction as a masculinity characteristic in the experimental group, whereas the intentions of coping with dating violence and emotional regulation had not suffered significant changes in any of the Groups. However, qualitative evaluations had evidenced the external practice of self-control and emotional expression skills, assertiveness and empathy. New studies, mainly longitudinal, are recommended to elucidate these results.

Resumen Este estudio evaluó los efectos de una intervención para la prevención a la violencia en el noviazgo sobre cómo hacer frente a tales intenciones de violencia, dificultades en la regulación de las emociones y aprobación de normas tradicionales de roles de género masculino. Participaron 45 adolescentes, no asignados no aleatoriamente en un grupo experimental (N = 21) y un grupo de control (N = 24). La intervención consistió en nueve sesiones que se centraron en información sobre violencia en el noviazgo, habilidades sociales, toma de decisiones, roles de género, derechos sexuales y reproductivos y en la potenciación. Análisis intra y entre grupos revelaron una reducción significativa en las creencias que apoyan la restricción emocional como característica masculina en el grupo experimental, mientras que las intenciones de enfrentamiento a la violencia en el noviazgo y la regulación emocional no sufrieron cambios significativos en ninguno de los grupos. Pese a eso, las evaluaciones cualitativas mostraron la práctica externa al período de las sesiones de habilidades de autocontrol y expresión emocional, asertividad y empatía. Son recomendados nuevos estudios, principalmente longitudinales, para esclarecer estos resultados.

Efeitos de um Programa de Prevenção à Violência no Namoro / Effects of a Dating Violence Prevention Program / Efectos de un Programa de Prevención de la Violencia en el Noviazgo

Resumo Este estudo avaliou os efeitos de uma intervenção para prevenção à violência no namoro sobre intenções de enfrentamento a esse tipo de violência, dificuldades em regulação das emoções e endosso a normas tradicionais de papéis de gênero masculino. Participaram 45 adolescentes, alocados não randomicamente em um grupo experimental (N = 21) e um grupo controle (N = 24). A intervenção compreendeu nove sessões focadas em informações sobre violência no namoro, habilidades sociais, tomada de decisão, papéis de gênero, direitos sexuais e reprodutivos e empoderamento. Análises intra e entre grupos revelaram redução significativa em crenças que apoiam a restrição emocional como característica masculina no grupo experimental, ao passo que intenções de enfrentamento à violência no namoro e regulação emocional não sofreram mudanças significativas em nenhum dos grupos. Contudo, avaliações qualitativas evidenciaram a prática extrassessão de habilidades de autocontrole e expressão emocional, assertividade e empatia. Novos estudos, principalmente longitudinais, são recomendados para elucidar esses resultados.

Abstract This study evaluated the effects of a dating violence prevention intervention on intentions of coping with this type of violence, difficulties in regulating emotions and endorsement of traditional male gender norms. There were 45 adolescent participants, not randomly placed in an experimental group (N = 21) and a control group (N = 24). The intervention encompassed nine sessions focused on information about dating violence, social skills, decision making, sexual and reproductive rights, and empowerment. Analyses intra and between groups had shown significant reduction in beliefs that supported emotional restriction as a masculinity characteristic in the experimental group, whereas the intentions of coping with dating violence and emotional regulation had not suffered significant changes in any of the Groups. However, qualitative evaluations had evidenced the external practice of self-control and emotional expression skills, assertiveness and empathy. New studies, mainly longitudinal, are recommended to elucidate these results.

Resumen Este estudio evaluó los efectos de una intervención para la prevención a la violencia en el noviazgo sobre cómo hacer frente a tales intenciones de violencia, dificultades en la regulación de las emociones y aprobación de normas tradicionales de roles de género masculino. Participaron 45 adolescentes, no asignados no aleatoriamente en un grupo experimental (N = 21) y un grupo de control (N = 24). La intervención consistió en nueve sesiones que se centraron en información sobre violencia en el noviazgo, habilidades sociales, toma de decisiones, roles de género, derechos sexuales y reproductivos y en la potenciación. Análisis intra y entre grupos revelaron una reducción significativa en las creencias que apoyan la restricción emocional como característica masculina en el grupo experimental, mientras que las intenciones de enfrentamiento a la violencia en el noviazgo y la regulación emocional no sufrieron cambios significativos en ninguno de los grupos. Pese a eso, las evaluaciones cualitativas mostraron la práctica externa al período de las sesiones de habilidades de autocontrol y expresión emocional, asertividad y empatía. Son recomendados nuevos estudios, principalmente longitudinales, para esclarecer estos resultados.

Intervenciones basadas en la mentalización para padres y educadores: una revisión sistemática / Mentalization based interventions for parents and educators: a systematic review

Estudios recientes han mostrado la importancia de la mentalización y/o función reflexiva de los cuidadores como una de las variables que predice el desarrollo de esta habilidad y el apego seguro en el niño/a. A partir de estos antecedentes se revisa la literatura existente sobre intervenciones psicológicas focalizadas en promover la mentalización en padres y/o personal educativo de niños/as en etapa preescolar. Se consideran 17 estudios publicados entre los años 2000 y 2013. Los resultados muestran que gran parte de los estudios analizan y desarrollan modelos teóricos, siendo incipientes aquellos que consideran los estudios acerca de intervenciones basadas en la mentalización dirigidas a padres y/o agentes educativos. Dentro de estos últimos la mayoría están orientados a intervenciones tempranas en niños/as de 0 a 3 años, siendo escasos los estudios en preescolares (3 a 5 años de edad) dentro de un contexto educativo que reportan los efectos en los niños/as.

Recent studies have shown the importance of mentalizing or reflective function of caregivers as one of the variables that predict awareness and secure attachment in children. From this background there is a review of the literature on psychological interventions focused on promoting mentalizing or reflective function in parents and preschool educators. 17 studies published between 2000 and 2013 are considered. The results show that most of the studies analyzed and developed in theoretical models, with those who consider emerging studies based on mentalizing aimed at parents and educators interventions. Within the latter most are aimed at early intervention in children aged 0-3 years, with few studies in preschool children (3-5 years old) within an educational context that the effects reported in children.

Programa de Actividad Física Extracurricular en Adolescentes con Sobrepeso u Obesidad / Effects of an After-School Physical Activity Program on Overweight Adolescents / Efeitos do programa de atividade física extracurricular em adolescentes com sobrepeso ou obesidade

Nuestro objetivo en este estudio es comprobar la eficacia de un programa de actividad físico-deportiva (PAF) extracurricular, en un grupo de adolescentes con sobrepesoobesidad, durante un período de 6 meses, respecto al consumo máximo de oxígeno, frecuencia cardíaca de recuperación, presión arterial e índice de grasa cintura/cadera, y ver las diferencias en cuanto al género. El estudio lo realizamos con 38 estudiantes de primer ciclo de secundaria, con un IMC superior al percentil 85. Los resultados reflejan mejoras significativas en el grupo experimental (GE), tras la realización del PAF, comparado con el grupo control (GC). Los componentes del GE mejoran en las variables fisiológicas y antropométricas, y también en función del género. Por otro lado, los datos obtenidos por el GC, reflejan una leve mejora en cuanto al VO2max, pero no en el resto de variables. Estos resultados sugieren la importancia de un adecuado programa de actividad físico-deportiva como contribución a mejorar parámetros cardiovasculares en adolescentes.

The aim of this study was to test the effectiveness of an extracurricular sport and physical activity program (PAP) with a group of overweight-obese adolescents for a period of six months, comparing differences in maximum oxygen uptake, recovery heart rate, blood pressure and waist / hip body fat index, as well as differences in the results based on gender. The study was conducted with 38 junior high school students with a BMI above the 85th percentile. Results showed significant improvements in the experimental group (EG) after completion of the PAP compared to the control group (CG). Improvements were observed in the EG in physiological and anthropometric variables and also based on gender. Moreover, the data obtained from the CG reflects a slight improvement in the VO2max but not in the other variables. These results suggest the importance of an adequate program of physical and sporting activities to contribute to improving cardiovascular parameters in adolescents.

O objetivo deste estudo foi testar a eficácia de um programa de atividades físico-esportivas (PAF) extracurricular em um grupo de adolescentes com sobrepeso e obesidade, por um período de seis meses, com o consumo máximo de oxigênio, frequência cardíaca de recuperação, pressão arterial e índice de gordura corporal cintura/quadril, e verificar as diferenças de gênero. O estudo foi realizado com 38 estudantes do primeiro ciclo da escola secundária que possuíam um IMC acima do percentil 85. Os resultados mostram melhoras significativas no grupo experimental (GE), após a realização do PAF, em comparação com o grupo controle (GC). Os componentes do GE melhoraram as variáveis fisiológicas e antropométricas, assim como em função do gênero. Por outro lado, os dados obtidos pelo GC refletem uma ligeira melhora em termos de VO2max, mas não nas outras variáveis. Esses resultados sugerem a importância de um programa adequado de atividades físico-esportivas como contribuição para a melhoria de parâmetros cardiovasculares em adolescentes.

Avaliação das Mães de Crianças Pequenas Público-Alvo da Educação Especial sobre um Programa de Intervenção / Evaluation of Mothers of Toddlers that Are Special Education's Target Group of an Intervention Program

RESUMOO presente estudo teve por objetivo avaliar a opinião de mães de crianças público-alvo da educação especial sobre um programa de intervenção. A faixa etária das mães era de 29 a 56 anos e das crianças de 11 meses a 3 anos. O programa de intervenção ocorreu em 11 sessões realizadas em encontros semanais, de 120 minutos de duração, sendo estruturado em duas partes: (a) práticas parentais e desenvolvimento infantil e (b) temáticas de interesse dos pais. As participantes responderam o instrumento de avaliação da estrutura de intervenção, para avaliarem diferentes aspectos da qualidade da intervenção, ao final de cada sessão e ao final do programa. Os resultados demonstraram que os aspectos de todos os encontros foram avaliados pelas participantes de forma positiva, com pontuações variando de 4,0 'bom' a 5,0 'muito bom'. Os aspectos mais bem avaliados em diferentes encontros foram a capacidade da palestrante de conduzir a sessão de forma organizadae aoportunidade que as participantes tiveram para falarem.Como aspectos positivos do programa de intervenção, as mães apontaram que o programa esclareceu as dúvidas das participantes e ajudou a solucionar dificuldades relacionadas às necessidades dos filhos, respectivamente. Em contrapartida, a adequação do tempo em que o tema foi abordado, avaliado pelas mães como curto, e a participação das mesmas foram avaliados como ponto negativo da intervenção. Conclui-se que o programa de intervenção para mães de crianças público-alvo da educação especial foi avaliado positivamente pelas mães, assim como proporcionou a troca de experiências e de vivências entre as participantes.

ABSTRACTThe aim of this study was to evaluate the opinion of mothers of small children that are special education's target group of an intervention program. Mother's age group varied from 29 to 56 years old and the children's age group varied from 11 months to 3 years. The intervention program occurred in 11 weekly sessions, with 120 minutes duration, structured in two parts: (a) parental practices and children's development and (b) themes that the parents were interested in. Participants answered an instrument that evaluated the quality of the intervention, at the end of each session and at the end of the program. The results show that all the aspects of the program were well evaluated by the participants, with scores varying from 4.0 "good' to 5.0 'very good'. The aspects that received a better evaluation in different meetings werelecturer's ability to conduct the meeting in an organized wayand the participant's opportunity to talk.As positive aspects of the program, the mothers pointed out that the program clarified their doubts and helped them solve difficulties related to their children's needs. On the other hand, time adequacy for each theme was evaluated by the mothers as short, and their participation was evaluated as a negative aspect in the intervention. In conclusion, the intervention program for mothers of children that are special education's target group was well evaluated by the mothers, and it provided an opportunity for sharing experiences among the participants.

"I am active": effects of a program to promote active aging.

BACKGROUND: Active aging involves a general lifestyle strategy that allows preservation of both physical and mental health during the aging process. "I am Active" is a program designed to promote active aging by increased physical activity, healthy nutritional habits, and cognitive functioning. The purpose of this study was to assess the effectiveness of this program. METHODS: Sixty-four healthy adults aged 60 years or older were recruited from senior centers and randomly allocated to an experimental group (n=31) or a control group (n=33). Baseline, post-test, and 6-month follow-up assessments were performed after the theoretical-practical intervention. Effect sizes were calculated. RESULTS: At the conclusion of the program, the experimental group showed significant improvement compared with the control group in the following domains: physical activity (falls risk, balance, flexibility, self-efficacy), nutrition (self-efficacy and nutritional status), cognitive performance (processing speed and self-efficacy), and quality of life (general, health and functionality, social and economic status). Although some declines were reported, improvements at follow-up remained in self-efficacy for physical activity, self-efficacy for nutrition, and processing speed, and participants had better nutritional status and quality of life overall. CONCLUSION: Our findings show that this program promotes improvements in domains of active aging, mainly in self-efficacy beliefs as well as in quality of life in healthy elders.

Avaliação e desenvolvimento da compreensão de leitura em universitários / Evaluation and development of college students' comprehension

Este estudo objetivou verificar os efeitos de um programa de remediação da compreensão de leitura. O delineamento usado foi quase experimental, com pré-teste, intervenção e pós-teste. Participaram da pesquisa 41 universitários, com idade de 18 a 51 anos, sendo 22 do Grupo Experimental e 19 do Grupo Controle. Foi utilizado o teste de Cloze no pré- e no pós-teste. Os resultados indicaram que os estudantes mostraram desempenho superior no pós-teste, visto que houve um incremento na pontuação em mais da metade dos participantes, mas que tal melhora foi insuficiente para mudar o nível de compreensão, na maioria dos casos. Pode-se concluir que as atividades desenvolvidas foram relevantes, principalmente porque favoreceram a conscientização dos estudantes sobre a importância da compreensão de leitura e do estudo eficiente.

The purpose of this study was to evaluate the effects of a program for the remediation of reading comprehension. The experimental design was quasi experimental, with pretest and posttest interventions. Fortyone college students aged 18 to 51 years participated in the study, which were divided into two groups: 22 in the Experimental Group and 19 in the Control Group. We used a cloze test in the pre- and post-tests. The results indicated that the students showed improved performance in the post-test as more than half of the participants increased their scores, but this improvement was insufficient to change the level of reading comprehension in most cases. It may be concluded that the activities were relevant mainly because they favored awareness of students about the importance of reading comprehension and effective studying.

Avaliação e desenvolvimento da compreensão de leitura em universitários / Evaluation and development of college students' comprehension

Este estudo objetivou verificar os efeitos de um programa de remediação da compreensão de leitura. O delineamento usado foi quase experimental, com pré-teste, intervenção e pós-teste. Participaram da pesquisa 41 universitários, com idade de 18 a 51 anos, sendo 22 do Grupo Experimental e 19 do Grupo Controle. Foi utilizado o teste de Cloze no pré- e no pós-teste. Os resultados indicaram que os estudantes mostraram desempenho superior no pós-teste, visto que houve um incremento na pontuação em mais da metade dos participantes, mas que tal melhora foi insuficiente para mudar o nível de compreensão, na maioria dos casos. Pode-se concluir que as atividades desenvolvidas foram relevantes, principalmente porque favoreceram a conscientização dos estudantes sobre a importância da compreensão de leitura e do estudo eficiente.(AU)

The purpose of this study was to evaluate the effects of a program for the remediation of reading comprehension. The experimental design was quasi experimental, with pretest and posttest interventions. Fortyone college students aged 18 to 51 years participated in the study, which were divided into two groups: 22 in the Experimental Group and 19 in the Control Group. We used a cloze test in the pre- and post-tests. The results indicated that the students showed improved performance in the post-test as more than half of the participants increased their scores, but this improvement was insufficient to change the level of reading comprehension in most cases. It may be concluded that the activities were relevant mainly because they favored awareness of students about the importance of reading comprehension and effective studying.(AU)