Sample records for DESCARGA DE ESFUERZO (stress relieving)
from WorldWideScience.org

Sample records 1 - 5 shown.



1

Promoviendo la serenidad infantil en el contexto escolar: Experiencias preliminares en una zona de riesgo ambiental/ Promoting calmness in school children: Preliminary experiences in an environmentally at-risk setting

Oros, Laura Beatriz
2008-12-01

Resumen en español El notable aumento de la agresiv idad en el contexto escolar preocupa a padres y educadores. Las conductas infantiles disruptivas, que pueden variar desde insultos y burlas hasta verdaderas acciones delictivas, dificultan considerablemente la labor escolar (Marín Sanchez, 2002). Pareciera que cada vez es más difícil para los niños dominar sus propios impulsos y recuperar la calma luego de una frustración o agravio. Este trabajo propone un modelo de intervención, que (mas) incluye procedimientos tanto cognitivos como conductuales, para prevenir conductas agresivas y promover la serenidad en un grupo de escolares de 6 a 7 años de edad. Con el objetivo de evaluar la eficacia de dicho modelo, se realizó una prueba piloto en la que participó la totalidad (N = 40) de los alumnos asistentes al turno mañana de primero y segundo grado de la Educación General Básica (EGB), de una escuela incluida en el Plan Nacional de 1.000 escuelas bajo el nivel de pobreza, ubicada en la Provincia de Entre Ríos (República Argentina). Se realizaron entrevistas personales pre y post intervención con el objeto de evaluar con qué tipo de conductas los niños intentaban disipar la ansiedad, el enojo o la frustración. Se realizó un análisis de contenido para analizar el material discursivo recogido mediante las entrevistas y se emplearon pruebas cuantitativas para analizar si se habían producido cambios en las reacciones de los niños como consecuencia de la intervención. Los resultados indican una reducción significativa de las conductas disruptivas luego de la aplicación del modelo de relajación y una adquisición progresiva de respuestas más adaptativas frente a situaciones de estrés interpersonal. Resumen en inglés Parents and educators alike are concerned as a result of a significant increase in aggressive behaviors in school. Disruptive behaviors in children, which can go from making fun and bullying a classmate to real criminal behavior, make academic learning processes more difficult (Marín Sanchez, 2002). Apparently, it seems more difficult for children to control their impulses and regain calmness after an event of frustration or offense. This paper suggests an intervention m (mas) odel that includes both cognitive and behavioral procedures, so as to prevent aggressive behavior and foster calmness in a group of 6 to 7-year old school children. In order to assess the effectiveness of the model proposed, a pilot study was applied to the totality (N = 40) of children attending grades first and second of a elementary school included in the Federal Plan for 1,000 Schools in poverty level, in the Province of Entre Ríos (República Argentina). Personal interviews were carried out before and after the intervention so as to assess whether before a stressful event children had developed the ability of relaxing through their use of an adaptive strategy or, on the contrary, showed hasty reactions, as evidence of lack of control in their impulses and emotions. The intervention strategies were implemented within the classroom. Their teachers acted as overseers and qualified professionals acted as observers, writing down the students' difficulties and achievements, so as to make adjustments in the program according to the needs of every group. Both professionals had been previously trained in both the theoretical and practical aspects of intervention. The program included six 45-minute sessions. Both cognitive and behavioral procedures were used. Strategies of intervention included, among others, modelling, positive reinforcing, mental and physical relaxation techniques, breathing training, behavioral practice, cost-benefits analysis, search for alternatives, self-referential techniques, narrations, and planned games. Every session was closed with a generalization assignment, in order to transfer what had been learnt to other significant contexts (home, neighborhood, etc.). A content analysis was made to analyze the discourse findings collected at the time of the interviews and quantitative tests were applied in order to find out whether changes in behavior had been produced after the intervention. Results show a significant reduction in disruptive behaviors after applying the relaxation model and a progressive acquisition of more adapted answers in interpersonal stress events (V = .37; p = .002). The first assessment showed near 20 percent of clearly violent reactions as a means of solving problems or relieving tensions ("I punch him", "I hit the wall", "I kick him back", etc.); in the second assessment, however, it went down to 11 percent. On the other hand, in the first assessment not a single child mentioned specific attempts of relaxing or calming down before answering to an insult or an aggression episode, but in the second one, 43 percent of answers included this category ("I breathe deeply", "I count up to three first", etc.). Moreover, it was encouraging to find that some children not only made good use of the techniques suggested by the team, but also developed the ability of thinking in new ways of relaxing, which were applied according to their own needs and preferences.

Scientific Electronic Library Online (Spanish)

2

El relieve de la Cordillera Bética

Sanz de Galdeano, Carlos; Galindo-Zaldívar, Jesús; Alfaro, P.; Ruano, P.
2007-01-01

Digital.CSIC (Spain)

3

Degradación ambiental de las propiedades mecánicas de fibras monocristallinas de circona dopada con erbia

Orera Clemente, Víctor Manuel; Pastor, J. Y.; Ridruejo, A.; Llorca, Javier; Sayir, Ali
2007-05-01

Digital.CSIC (Spain)

4

Actualización terapéutica de los trastornos temporomandibulares/ Updating on the treatment of temporomandibular disorders.

García Martínez, Indira; Jiménez Quintana, Zuilen; Solana, Lourdes de los Santos; Sáez Carriera, Rolando
2007-09-01

Resumen en español Se realizó una revisión bibliográfica con el objetivo de actualizar las diferentes alternativas terapéuticas que se disponen por parte de los profesionales para el tratamiento de los trastornos temporomandibulares, para lo cual los primeros esfuerzos están encaminados al alivio del dolor y al restablecimiento de la función, aunque previamente es necesario un buen diagnóstico y detección de los factores causales, enfatizando que el estrés es un elemento primordial (mas) que se debe considerar. La existencia de variados enfoques terapéuticos para los trastornos temporomandibulares queda justificada por la multifactorialidad de la etiología; las 2 alternativas más utilizadas son las férulas oclusales y el tallado selectivo. Se prefiere la fisioterapia a la quimioterapia, como coadyuvante terapéutica de los trastornos temporomandibulares, ya que disminuye el peligro de producir reacciones adversas. Solo se indicará el tratamiento quirúrgico cuando han fracasado los métodos conservadores. Resumen en inglés A literature review was made to provide updated information on the different therapeutic alternatives at the disposal of dental professionals for the treatment of termporomandibular disorders aimed at relieving pain and re-establish the functioning of the joint. However, it is necessary to firstly make a good diagnosis and then detect the causative factors, emphasizing that stress is a key element to be taken into consideration. The existence of various therapeutical appr (mas) oaches for temporomandibular disorders is due to the multiple factors present in the etiology; the two most used alternatives are occlusal splints and selective carving. Physiotherapy is prefered over chemotherapy, as therapeutic coadjuvant for temporomandibular disorders, because likely occurence of adverse reaction decreases. The surgical treatment will be advised only in the event of failure of standard methods.

Scientific Electronic Library Online (Spanish)

5

La fracturación tardía al SW de Sierra Nevada (terminación occidental del corredor de las Alpujarras, zona bética)

Sanz de Galdeano, Carlos; Estévez-Rubio, Antonio; López-Garrido, A. C.; Rodríguez-Fernández, José
1984-08-30

Digital.CSIC (Spain)