The present systematic review seeks to collect and analyze relevant academic approaches to the effects of digitalization on the populations that live in vulnerable contexts in Latin America with the ...purpose of examining to which extent the ongoing universalization of information and communication technologies has the potential to improve the lives of the most disadvantaged in this region. For this aim, both theoretical as well as empirical studies on these populations were considered, as long as they were from Latin America with the aim of listening to the voice of those involved, thus avoiding assigning understandings of the phenomenon and solutions that are alien to the characteristics of the region. Five databases (SCOPUS, Web of Science, ERIC, Communication & Mass Media Complete and Dialnet) were consulted for the period 2001–2021. The analysis of the studies that met the inclusion criteria led to identifying seven themes that point to specific needs that must be met to advance development for the populations under study and that are useful for generating hypotheses for future effective interventions. Among them, some stand out: the specific demands of indigenous communities in the political agendas, the increasingly noticed opportunity for political empowerment through e-government, the development of a sense of belonging through technology, the potential of a digitally-mediated construction of personal identity, and the lack of enough consideration of cultural and situational factors that led to limited results in the implementation of digital public policies.
INTRODUCCIÓN. Son diversos los cambios originados a partir del Espacio Europeo de Educación Superior y la Declaración de Bolonia de las universidades españolas, entre ellos, destacamos la ...obligatoriedad de los estudiantes de realizar un Trabajo de Fin de Grado (TFG). Partiendo de la importancia que tiene este trabajo, y centrándonos en la modalidad de revisiones sistemáticas, en esta investigación se analiza el efecto de un programa de formación en dicha modalidad sobre los conocimientos de los estudiantes que van a realizar un proyecto fin de grado utilizando la revisión sistemática. MÉTODO. Se utiliza un diseño mixto concurrente de triangulación: un diseño cuasiexperimental con pretest y postest sin grupo control en un estudio de caso. La muestra para los análisis cuantitativos fue seleccionada por accesibilidad contando con un total de 73 estudiantes, de los mismos 14 participaron de forma aleatoria y voluntaria en la realización de una entrevista. De esta manera, como instrumentos de recogida de información utilizamos un cuestionario formado por 24 ítems en una escala de respuesta Likert de 5 puntos y una entrevista estructurada con la finalidad de completar la información obtenida en los cuestionarios. RESULTADOS. Se encontraron diferencias significativas en todos los ítems entre las puntuaciones del pre y post, siendo superiores estas últimas, con tamaños del efecto muy grandes. Asimismo, el análisis del discurso mostró el paralelismo con los resultados cuantitativos y la satisfacción de los estudiantes tras la formación recibida. DISCUSIÓN. La presente investigación pone de manifiesto el impacto que tiene este tipo de formaciones en los estudiantes, siendo la misma efectiva para que los alumnos adquieran las habilidades básicas que les permita llevar a cabo revisiones sistemáticas en la realización del TFG. Se destaca, por tanto, la necesidad de que las universidades ofrezcan este tipo de formación como parte del proceso de enseñanza-aprendizaje.
There’s no doubt about the impact that pandemic has had on the population, and how it has severely affected the most vulnerable collectives, especially young people at risk of social exclusion. The ...objective of this study is to understand, through the use of narrative combined with visual methodologies, how COVID-19 has impacted the lives of young people exposed to social vulnerability situations, regarding their fears, opportunities and expectations. 174 youngsters participated in this study with 185 photos, 174 individual narratives and 14 co-narratives. Qualitative analysis was carried out through the constant comparison method. Findings are structured around four categories related with consequences, fears, opportunities and expectations of the pandemic. These categories occurred in conjunction with emerging codes referred to labour, the need to redraw education, new relationships through social media, who am I? where am I going to?,darkness and beauty during pandemic, time value and sense of belonging. Conclusions are about the power of these methods to penetrate in layers of deep meaning. The training of educators in narratives and visual methodologies unveils as a basis for the improvement of educational practice.
Es indudable el impacto que ha tenido la pandemia en la población y cómo ha afectado de manera severa a los colectivos más vulnerables, especialmente a los jóvenes en situación de riesgo de exclusión social. El objetivo es comprender a través del uso de la narrativa combinada con metodologías visuales, cómo el COVID-19 ha influido en la vida de los jóvenes expuestos a situaciones de vulnerabilidad social con relación a sus miedos, oportunidades y expectativas. En el estudio participaron 174 jóvenes con 185 fotos, 174 narrativas individuales y 14 co-narrativas. El análisis cualitativo se llevó a cabo con el método de comparaciones constantes. Los hallazgos se estructuran en torno a cuatro categorías relativas a consecuencias, miedos, oportunidades y expectativas de la pandemia. Estas categorías co-ocurrieron con códigos emergentes que refieren a lo laboral, la necesidad de redibujar la formación, nuevos vínculos a través de las redes sociales, ¿quién soy? ¿hacia dónde voy?, oscuridad y belleza en la pandemia, valor del tiempo, y sentido de pertenencia. Se concluye sobre la capacidad de estos métodos de adentrarse en capas de significado profundas. La formación de educadores en narrativas y metodologías visuales se devela como línea para la mejora de la práctica educativa.
El Trabajo Fin de Grado (TFG), en inglés Final Project, es una asignatura actual en la mayoría de los planes de estudio. En este estudio se utiliza una metodología de revisión sistemática integrativa ...mixta para analizar las variables contextuales y pedagógicas vinculadas con la elaboración y evaluación del TFG. La muestra final incluye 72 documentos provenientes de bases de datos internacionales analizados cuantitativa y cualitativamente a través de Excel y Atlas.ti, respectivamente. Los resultados cuantitativos señalan que Europa es el continente donde se han publicado más estudios sobre TFG (51.85%), en donde España ocupa la primera posición (64.29%) siendo ingeniería la primera titulación (39.73%) seguida por educación (10.96%). El análisis cualitativo muestra 223 códigos en seis categorías: aspectos procedimentales, competencias, evaluación, buenas prácticas, cuestiones éticas y difusión siendo las tres primeras en donde se concentran el mayor número de estudios. El TFG se concibe como un resultado de aprendizaje dual, que implica alfabetización académica y, a la vez, es un indicador del desarrollo profesional alcanzado. La evaluación auténtica y la empleabilidad suponen retos pedagógicos en los que seguir investigando.
Purpose
Dog-assisted interventions (DAIs) are conducted by universities around the world as innovative methods that improve students’ quality of life. The purpose of this paper is to assess the DAI ...program’s effect on the stress levels, well-being and social skills of first-year students from different degree programs at Complutense University of Madrid (UCM).
Design/methodology/approach
The study was conducted with 64 first-year students (M=19.20, SD=1.57). The intervention consisted of three weekly sessions of 1-h duration interacting with a therapy dog. The investigation followed a quasi-experimental pre-test/post-test design with measures of attitudes toward DAI, perceived stress, well-being and social skills.
Findings
The results indicated significant improvements in all studied variables.
Research limitations/implications
This study presents some limitations. In the design, the authors lack a control group. Another limitation is related to the sample, which was small. The authors also acknowledge that only one measure of each outcome variable was administered. Likewise, during the interventions, external observations should be added that generate qualitative records focused on student–dog interactions. In addition, physiological measures of stress, such as cortisol levels, should be included in the analysis to further support the obtained results. Nevertheless, as this was a pilot study, future investigations should aim to create a program using a larger sample of both participants as well as and dogs, with a linear/longitudinal design to measure both the mid- and long-term effects.
Practical implications
In addition, this pilot study was implemented to assist in the validation and adjustment of the DAI program for UCM students.
Social implications
By using a DAI program, college students have had the opportunity to reduce their stress and develop their social skills, as well as improve their quality of life as individuals and students. Although the implementation of Compludog was small, it was also promising as a pedagogical practice at UCM.
Originality/value
It was applied for the first time in a Spanish university and provided access to therapy dogs within this context.
Friendship is an important bond in the personal and social growth of an individual and plays a prominent role during youth. Most scales to measure it are aimed at children and adolescents but none ...measure character friendship, a type of selfless friendship with ethical traits an d Aristotelian roots. Therefore, the aim of the research is to design and validate the youth Character Friendship Scale (CFS) in a sample of 1587 young Spanish people. The final version of the CFS is composed of 35 items distributed over three dimensions: "Selfless love and intimacy" (21), "Trust" (7) and "Respect and forgiveness" (7) with ordinal reliability coefficients of 0.94, 0.79 and 0.7 respectively and good model fits (CFI = 0.986; TLI = 0.986; RMSEA = 0.043; SRMR = 0.054; GFI = 0.997). It is concluded that the CFS is a scale with good psychometric properties for measuring character friendship in young adults. The results obtained from its application will lead to a better understanding of the importance of character friendship for the socioemotional development or happiness of young adults and will enable the development of intervention programmes that enhance aspects of friendship such as trust, respect, forgiveness or mutual knowledge, which can facilitate collaborative relationships and contribute to social cohesion.
PROJECTA: An Art-Based Tool in Trauma Treatment Fernández-Cao, Marián López; Camilli-Trujillo, Celia; Fernández-Escudero, Laura
Frontiers in psychology,
12/2020, Letnik:
11
Journal Article
Recenzirano
Odprti dostop
Artistic images, of a universal nature and validated by global culture, are carriers of an emotional potential that can be used for therapeutic purposes in cultural centers as well as in clinical ...spaces. Esthetic studies reveal the mobilizing power in their contemplation and the capacity to bring out personal stories with healing potential. The general objective of this paper is to design and validate the PROJECTA instrument, consisting of the therapeutic use of artistic images to approach trauma or difficult conditions in therapy, by means of the association between art images and emotions, feelings or states of mind related with a traumatic experience. A mixed approach of investigation with a concurrent triangulation design has been used for the integration of qualitative and quantitative results, where qualitative research outweighs quantitative, but both have been QUAL → quan sequentially developed. The study was carried out in two phases. The first was a systematic review of the literature. The second, divided into five steps, consisted of the validation of artworks and the associated emotions with the participation of students, experts in art therapy, psychologists and educators through focus groups, interviews and an online questionnaire. The analysis techniques were qualitative and quantitative. A set of 220 artistic images linked to emotional states were proposed by experts in education, psychology and art therapy, and validated through an online questionnaire. The respondents included 228 students and professionals and for 64.55% of these images a consensus of over 80% was obtained. These images and their associated emotions were again reviewed by a confirmatory focus group. Finally, 92 artistic works were linked to primary, secondary and tertiary emotions such as love, joy, victory, surprise, balance, sense of humor, anger, sadness, fear, and emptiness. In addition, there are mobilizing images that have not been related to any emotion because of the polysemy of their meanings. It concludes that PROJECTA is a visual art therapy tool that provides professionals with a resource that helps facilitate the identification, expression or demonstration of emotions or feelings related with trauma, and in challenging situations of vulnerability, psychological discomfort or post-traumatic stress.
La vulnerabilidad se traduce en grupos humanos concretos que, si bien conocen lo que ocurre alrededor de ellos en materia digital, por su propia condición social y cultural están marginados y, en ese ...sentido, alejados del ejercicio del derecho a la información. El objetivo ha sido analizar la alfabetización crítica, mediática y digital para el empoderamiento de grupos vulnerables. La revisión sistemática de la literatura (meta-síntesis) abarca el período comprendido entre los años 1996-2016 y arrojó 202 documentos, de los cuales 117 cumplieron con los criterios de inclusión (105 investigaciones documentales y 12 estudios cualitativos). Los resultados indican que niños, adolescentes y adultos se han beneficiado y empoderado de esta alfabetización, incluso con niveles bajos de educación, con situación de desventaja económica, con altos niveles de exclusión social o cultural. Son los espacios informales los que prevalecen para esta formación mediática y digital y la reflexión sobre la necesaria alfabetización. Se analiza también en este estudio la influencia del empoderamiento en la esfera social y personal, y las implicaciones educativas y comunicacionales para quienes tienen la responsabilidad de empoderar. Se concluye que los grupos son vulnerables si solamente se mantienen con bajos niveles de formación y que alfabetizarlos otorga el empoderamiento requerido para la vida ciudadana. PALABRAS CLAVE Alfabetización crítica, alfabetización mediática, alfabetización digital, empoderamiento, grupos vulnerables, formación, democracia, ciudadanía. The vulnerability translates in concrete human groups that, although they know what occurs around them in a digital matter, by his own social and cultural condition they are alienated and, in this sense, away of the exercise of the information right. The aim has been to analyze the critical, media and digital literacy for the empowerment of vulnerable groups. The systematic review of the literature (meta-synthesis) covers the period between the years 1996-2016 and launched 202 documents, of which 117 fulfilled the inclusion criteria (105 documentary investigations and 12 qualitative studies). The results indicate that boys, teenagers and adults have been benefited and empowered by this literacy, many of them with low educational levels, in an economical disadvantage situation or have been alienated or excluded socially and culturally. The informal spaces for the media and digital training prevail as well as the reconceptualization reflection of the literacy, the reason why the vulnerable groups move away of his profits, like the influence of the empowerment in the social and personal sphere and the educational and communicational implications for those who have the responsibility of empower. It concludes that the groups are vulnerable if only they stay ignorant and that teach them to read and write empower them for the citizen life. KEYWORDS Critical literacy, media literacy, digital literacy, empowerment, disadvantage groups, training, democracy, citizenship.
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