Nuestros centros educativos son contextos en los que la diversidad se manifiesta en diferentes ritmos de aprendizaje, capacidades, intereses, motivaciones, expectativas. Esta situación, que afecta a la convivencia en los mismos, hace necesaria por parte del sistema una atención educativa adecuada. La inclusión educativa constituye el mejor medio para lograrlo, desde la premisa de que la implicación y la participación de todos en la transformación de las escuelas es la única manera de conseguir una adecuada convivencia en cada centro educativo. No obstante, pone de manifiesto la necesidad de formación, tanto del profesorado como de la administración, para hacer frente al reto que supone conseguir el éxito de todos los alumnos. En nuestra investigación elaboramos un cuestionario para evaluar las necesidades de formación docente para la inclusión, que respondieron 400 profesores de centros educativos de Castilla y León. Los resultados han mostrado necesidades formativas en los profesores, relacionadas fundamentalmente con la necesidad de una preparación consecuente de los profesionales de la educación para participar en la transformación de sus escuelas en centros educativos inclusivos, de manera especial en lo que se refiere a metodologías inclusivas de trabajo y a estrategias para la mejora de la convivencia en los centros.
This study presents the results obtained from the evaluation, by specialist judges, of the Supports Intensity Scale (SIS), Spanish version, to determine its suitability for the Mexican population with severe mental illness (SMI). The instrument, originally designed for people with intellectual disabilities, is consistent with the multidimensional concept of quality of life and the social model of disability. The semantic equivalence of the items adjusted by specialist judges, the reliability of the subscales, using Cronbach's alpha, and the concurrent validity between the SIS and the Global Functioning Assessment (GAF) were analyzed. The mean similarity to the original was 9.91 from a total of 10 (sd=0.14). The reliability coefficients were above 0.95 and the correlations between the SIS and the GAF were medium to high and significant. In conclusion, in the Mexican context, the SIS scale can be used to understand the needs and expectations of people with mental illness.
El objetivo general del presente estudio ha sido evaluar los patrones de uso del teléfono móvil en población adolescente escolarizada en centros de Educación Secundaria. De modo adicional, hemos evaluado correlatos psicológicos (ansiedad, depresión) y conductuales y asociación con rendimiento escolar. Para la realización del estudio se contó con 528 alumnos, con edades entre los 12 y los 19 años, pertenecientes a cinco centros educativos, cuatro públicos y uno concertado. Los instrumentos utilizados fueron el Cuestionario de Evaluación de la Depresión de Beck (BDI), el Cuestionario de Evaluación de la Ansiedad de Beck (BAI), las escalas de baja autoestima y problemas escolares del Cuestionario de Personalidad MMPI-A, y el Cuestionario para evaluar el uso excesivo del Móvil (COS). Los resultados indican que un porcentaje significativo de estudiantes que abusan del teléfono móvil muestran sintomatología depresiva y ansiógena y baja autoestima. Un 14.8% de los participantes obtiene puntuaciones que les sitúa en un rango de problemas escolares elevado o alto, a su vez vinculado con un uso patológico del teléfono móvil. Todos estos resultados ponen de manifiesto la necesidad de plantear intervenciones que reduzcan patrones conductuales desajustados y mejoren la convivencia escolar.Palabras clave: Adicciones, convivencia, teléfono móvil.Mobile Addiction in secondary school students: effects in coexistence. The objective of this study was to evaluate the patterns of mobile phone use among in secondary school students. Further, we assessed psychological (anxiety, depression) and behavioral correlates and association with school performance. To carry out the study we had 528 students, aged between 12 and 19 years, belonging to five schools, four public and one grant-aided private school. The instruments used were the Beck Depression Inventory (BDI), the Beck Anxiety Inventory (BAI), the low self-esteem and the school problems subscales of the MMPI-A Personality Questionnaire, and the Mobile Overuse Scale (COS). The results indicate that a significant percentage of students who abuse cellphones show anxious and depressive symptoms, and low self-esteem. Of participants, 14.8% obtained scores placing them in a range of medium-high to high for school problems associated to pathological use of the mobile phone. All these results highlight the need to establish interventions to reduce maladjusted behavioural patterns and improve school coexistence.
Las plataformas de formación online constituyen una herramienta ampliamente utilizada en la educación superior. En este artículo presentamos los resultados obtenidos tras realizar un análisis DAFO de la utilidad de estas plataformas a juicio de los estudiantes. Los resultados nos permiten plantear sugerencias para mejorar la calidad de dichas herramientas.
In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.
In our schools, diversity is reflected in different learning rates, abilities, interests, motivations, expectations, needs, and so on. This situation affects coexistence and demands appropriate educative attention. Inclusive education is the best way to achieve this in that involvement and participation of all people in transforming schools is the only way to achieve and fine-tune coexistence in each educational centre. However, this reality justifies the need for teachers training to meet the challenges of achieving success for all the students. For the current study, an ad hoc survey was developed to assess the perceived training needs of teachers for promoting inclusion. A sample of 400 teachers working in Castilla y León schools was utilized. The results showed several perceived training needs for teachers. These needs related to issues for participating in the processes of transforming schools into inclusive settings. Additional perceived needs related to inclusive methodologies to be implemented in the schools and strategies to improve their coexistence.
ResumenEn el presente estudio centramos nuestro interés en evaluar las actitudes, conocimientos y comportamientos de los adolescentes respecto a la sexualidad y sus prácticas, así como el impacto de variables como el género en estas valoraciones. Metodología. El estudio se ha llevado a cabo con una muestra de conveniencia de 141 estudiantes de Bachillerato o de módulos profesionales residentes en Salamanca, España. Dichos alumnos fueron evaluados mediante el Cuestionario para adolescentes sobre educación sexual. Resultados. Los datos indican que existe un amplio desconocimiento sobre temas básicos relacionados con el uso del preservativo o el embarazo. Se encuentran además claras relaciones entre el género y actitudes hacia la homosexualidad, la prostitución, la consideración de la sexualidad o la propia actividad sexual. Discusión. Es necesario llevar a cabo programas formativos que mejoren los conocimientos y fomenten actitudes y conductas positivas y saludables y respetuosas hacia la sexualidad propia y ajena. Palabras Clave: Educación sexual y afectiva, conducta sexual, actitud sexual, diferencias de género, educación post-obligatoria, evaluación. AbstractIn this study, we focused our interest on assessing the attitudes, knowledge and behaviors of adolescents about sexuality and their practices as well as the impact of variables such as gender on these ratings. Methodology. The study was conducted with a convenience sample of 141 high school or professional modules students from Salamanca, Spain. These students were assessed using the Questionnaire for teens on sex education. Results. The data indicate that there is widespread lack of knowledge about basic issues related to the use of condoms and pregnancy. A clear relationship was also found between gender and attitudes toward homosexuality, prostitution, vision of sexuality and sexual activity itself. Discussion. It is necessary to conduct training programs to improve knowledge and promote positive attitudes and behaviors, that are healthy and respectful towards their own and others sexuality.
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