No abstract

Introduction: Parenting stress and parental adjustment could implicate key differences in the relational dynamics that parents establish with their children, particularly when families come from vulnerable social contexts. Method: Participants were 142 fathers and mothers from a risk neighborhood of Chile. The variables examined were parenting stress (parental distress, parent–child dysfunctional interaction and difficult child) and parental adjustment (depression, anxiety, and stress). Parents also completed a sociodemographic characterization survey. The statistical analyses were a correlation analysis and multiple linear regression analyses. Results: Overall, not all components of parenting stress were related to parental adjustment. Only parental distress was found as a significant predictor of poor parental adjustment (greater depression, anxiety, and stress), but not parent–child dysfunctional interaction and having a difficult child. Conclusions: The present study findings highlight the influence of stress on parenting as a relevant dimension of research for the improvement of the intervention deployed by the state regarding the protection of vulnerable Chilean children, providing multiple clinical and psychosocial applications for research and intervention purposes.

Background and aims: Pain is the most prevalent symptom of a health condition, and it is inappropriately treated in many cases. Here, we present a case report in which we observe a long-lasting analgesic effect produced by changa, a psychedelic drug that contains the psychoactive N,N-dimethyltryptamine and ground seeds of Peganum harmala, which are rich in β-carbolines. Methods: We describe the case and offer a brief review of supportive findings. Results: A long-lasting analgesic effect after the use of changa was reported. Possible analgesic mechanisms are discussed. We suggest that both pharmacological and non-pharmacological factors could be involved. Conclusion: These findings offer preliminary evidence of the analgesic effect of changa, but due to its complex pharmacological actions, involving many neurotransmitter systems, further research is needed in order to establish the specific mechanisms at work.

Introducción: En Chile el primer caso de COVID-19 fue diagnosticado el tres de marzo del 2020 y el día dieciocho del mismo mes el presidente decreto estado de catástrofe, por lo que las clases a nivel escolar y universitario pasaron de la presencialidad a la virtualidad. El presente estudio tiene como objetivo conocer el nivel de satisfacción de las clases virtuales de los estudiantes de Educación Física. Metodología: Cuantitativa, no experimental, transversal. La muestra estuvo constituida por 542 alumnos de Educación Física de diferentes casas de estudio de Chile. Se adaptó y validó la escala Satisfacción clases online. Resultados: existen diferencias significativas comparando las asignaturas teóricas y prácticas, siendo mejor valoradas las cátedras teóricas. También se encontraron diferencias por sexo, donde los varones poseen una percepción más negativa sobre las clases virtuales y al comparar por curso, los alumnos de primer año poseen una percepción más positiva sobre las clases virtuales en relación con los cursos superiores. Conclusiones: existe una resistencia por parte de los alumnos a las clases virtuales en la Educación Física, pues, si bien se encontraron diferencias significativas entre las asignaturas teóricas y prácticas, los valores siempre estuvieron alrededor de 3 en una escala de 1 a 5. Se hacen necesarias futuras investigaciones con otras variables como actividad física, niveles de estrés y estrategias para la enseñanza de la Educación Física virtual. Abstract. Introduction: In Chile the first case of COVID-19 was diagnosed on March 3, 2020 and on the eighteenth of the same month the president decreed state of catastrophe, so that classes at school and university level went from the presence to the virtuality. The present study aims to know the level of satisfaction of the virtual classes of the students of Physical Education. Methodology: Quantitative, non experimental, transversal. The sample consisted of 542 students of Physical Education from different study houses in Chile. The Satisfaction scale online classes was adapted and validated. Results: there are significant differences comparing theoretical and practical subjects, with theoretical chairs being better valued. Differences were also found by sex, where males have a more negative perception about virtual classes and when comparing by course, freshmen have a more positive perception about virtual classes in relation to higher courses. Conclusions: there is a resistance on the part of students to virtual classes in Physical Education, because, although significant differences were found between the theoretical and practical subjects, values were always around 3 on a scale of 1 to 5. Future research with other variables such as physical activity, stress levels and strategies for the teaching of Virtual Physical Education are necessary.

The purpose of this cross-cultural study was to determine the association between the sociodemographic background of a child’s parents (i.e., their socioeconomic level, marital status, and educational level) with the child’s lifestyle (i.e., Mediterranean diet (MD), physical activity (PA) and screen time (ST)), and health markers. Material: This cross-sectional study included 1273 children, from Chile (n = 496), Colombia (n = 340), and Spain (n = 437). The sociodemographic information together with the lifestyle and health markers of the children were measured. There was an inverse association between a low or medium-low socioeconomic level for the parents of Chilean children and handgrip strength (β −0.61, p < 0.001); meanwhile, for Spanish children, an inverse association between a low or medium-low socioeconomic level and PA after school (β −0.58, p = 0.016), lifestyle (β −0.74, p = 0.015), and with MD adherence (β −0.86, p = 0.004) was found. The risk (i.e., by odd ratios (OR)) of being divorced/separated parents marital status showed an inverse association with abdominal obesity (OR 0.21, p = 0.045) in Spanish children; however, the parent’s marital status and a low educational level were risk factors for the suffering of a low nutritional level in Colombian children (OR 2.02, p = 0.048; OR 2.49, p < 0.001, respectively). On the other hand, a low educational level for parents reported for Chilean children had a positive association with ST of ≥4 h per day (OR 1.82, p = 0.020). In conclusion, in Spanish-speaking children, the lifestyle and health markers of the children are affected by the sociodemographic background of their parents; however, these effects could be moderated by the socio-cultural and economic status of their countries as members of the OCDE; therefore, it is essential to develop policies that decrease these gaps, so that children who are under-resourced can reach their full potential.

No abstract

This study is linked to teacher evaluation. Its objective was to determine the factors that, according to teachers of basic education in the municipality of Osorno, affected the outcome of their teacher assessment 2015 and 2016. A written interview with open questions was applied to poorly evaluated teachers. Among the results, it was found that the operational way of dealing with the evaluation was individual, without the support of peers or consultants. They had little time for preparation. They assume an excess of confidence, reflected in the fact that they gave little importance to the process. They recognize feeling a deep disappointment, insecurity, accompanied by feelings of frustration, a mixture of emotions accentuated by the disloyalty with which their colleagues acted. They state that they did not receive support or understanding in the face of poor results, an attitude that, in their opinion, constitutes the most negative emotional burden of this evaluation process.

Introducción: la falta de un lenguaje común entre la neurociencia y la educación ha generado interpretaciones erróneas sobre el funcionamiento del sistema nervioso, dando origen a los neuromitos. El objetivo del presente estudio es describir la prevalencia de neuromitos y el conocimiento general de neurociencia de estudiantes de Pedagogía en Educación Física de diversas universidades de Chile. Metodología: la muestra estuvo constituida por 440 estudiantes de Educación Física de cinco universidades de Chile, a quienes se les aplicó la versión en español del Cuestionario de prevalencia de neuromitos desarrollado por Dekker et al. Resultados: los neuromitos más difundidos en esta muestra son los estilos de aprendizaje VAK, los efectos positivos de los entornos enriquecido en la edad preescolar y los ejercicios de coordinación para lograr la integración hemisférica, todos con una prevalencia de más del 90%. En términos generales no existe diferencia en la prevalencia de neuromitos según sexo, curso de la carrera y la lectura habitual de textos científicos. Conclusión: los estudiantes de Educación Física de Chile presentan creencias en diversos neuromitos de forma similar a los reportados en estudiantes y profesores de otras pedagogías de otros países. Abstract. Introduction: the lack of a common language between neuroscience and education has generated erroneous interpretations about the functioning of the nervous system, giving rise to neuromyths. The aim of this study is to describe the prevalence of neuromyths and the general knowledge of neuroscience of students of Physical Education Pedagogy from various Universities of Chile. Methodology: the sample was constituted by 440 students of Physical Education of five universities of Chile, to whom the Spanish version of the Questionnaire of prevalence of neuromyths developed by Dekker et al was applied. Results: The most widespread neuromyths in this sample are VAK learning styles and the positive effects of enriched environments in preschool age and coordination exercises to achieve hemispheric integration, both with a prevalence of more than 90%. In general terms, there is no difference in the prevalence of neuromyths according to sex, course of study and regular reading of scientific texts. Conclusion: Physical education students from Chile present beliefs in various neuromyths similar to those reported in students and teachers of other pedagogies from other countries.