Fermín Torrano

El objetivo de la presente investigación es analizar la prevalencia y la frecuencia del burnout en profesionales que llevan a cabo labores educativas y de inclusión dirigidas a poblaciones vulnerables en el tercer sector de acción social. Asimismo, se analizan las asociaciones entre este síndrome psicosocial y diferentes factores sociodemográficos, laborales y de salud mental. La muestra está formada por 141 trabajadores (p. ej., educadores sociales) de 21 centros de trabajo de este sector ubicados en diferentes provincias españolas. Para la medición del burnout y de la salud mental, se utilizaron dos instrumentos estandarizados: el CESQT y la versión española del GHQ-12. Los resultados evidencian altos niveles de ilusión por el trabajo, pero también elevadas tasas de desgaste psíquico (más frecuente en mujeres). El 30.16 % de los participantes muestran una potencial sintomatología de morbilidad psicológica. Los modelos lineales generalizados revelan que la ilusión por el trabajo y el desgaste psíquico son predictores significativos de la salud mental de estos trabajadores. En este contexto, se establece la necesidad de evaluar las condiciones psicosociales de estas organizaciones, así como de implementar intervenciones socioeducativas orientadas a promover las competencias socioemocionales de los trabajadores y a mejorar las estrategias de gestión y afrontamiento de situaciones adversas y de estrés.

The purpose of this research is to carry out a systematic review of the existing scientific literature on the prevalence of Burnout in university professors in the time period 2005–2020. For that purpose, an exploratory review through the Web of Science (WoS) and Scopus related to this psychosocial syndrome under the PRISMA methodology has been made. After the application of the inclusion and exclusion criteria, a final group of 12 studies were obtained. The results show the presence of high levels of Burnout in a sample of 2,841 university professors in the period studied, which makes it necessary to implement psychosocial intervention programs to prevent this syndrome and promote the personal and professional accomplishment of teachers.

Purpose: The aim of this work is to examine the presence of Musculoskeletal Disorders (MSDs) and the exposure to psychosocial risk in a sample of 399 Occupational Health and Safety Technicians (OHSTs), deepening in the associations between both aspects. Methods: The Standardized Nordic and the Decore questionnaires were used. Different descriptive and correlational analyses and a multivariate analysis model were carried out. Results: 77.17% of the participants affirmed to having suffered some muscle ailments. The most critical psychosocial risk factors are those related to the rewards that the worker obtains for their work, with 54.7% of the technicians in a situation of alert or emergency. It is highlighted that the fact of not feeling professionally valued, working outside working hours, having musculoskeletal discomfort and perceiving a state of poor or fair health, increase the Global Risk Index (GRI) score. Conclusions: The foregoing highlights the high exposure of OHSTs to both physical and psychosocial risk factors as well as the significant relationship between these variables. Furthermore, the predictive model show the variables that best predict the probability of MSDs: gender, training in emerging risks, perceived health and exposure to psychosocial risk.

The aim of this paper is to analyze the relationship between hiring conditions and work absenteeism in a sample of 5524 workers in order to identify which segments (by type of contract and workday, time hired, seniority in the company and sick leaves occurred in the last three years) are more related to the possibility of suffering a temporary incapacity in 2017. Descriptive analyzes, the chi-square test for contingency tables with two independent samples, and the decision trees based on the CHAID algorithm (Chi-squared Automatic Interaction Detection) were carried out to detect the most important variables in the identification of profiles with a greater probability of suffering a temporary incapacity for common contingencies. The results show the existence of differences between the variables studied. The hiring modality is considered an important risk factor for work absenteeism.

El objetivo de esta investigación fue conocer y analizar los principales factores de riesgo psicosocial a los que están expuestas las profesoras que trabajan en universidades online. Para ello, se realizaron 20 entrevistas en profundidad fenomenológicas, tomando como referencia el modelo de Seidman, a 10 mujeres que trabajan bajo esta modalidad, para obtener una comprensión global y holística del problema a partir de sus puntos de vista y del contexto en el que se hallan inmersas. Los resultados muestran la existencia de distintos factores psicosociales de riesgo, como sobrecarga mental cuantitativa, subcarga mental cualitativa, aislamiento, conflicto de rol y sobrecarga emocional, aspectos que deberían formar parte de los programas preventivos y de intervención psicosocial adecuados a las características particulares de la mujer, lo cual contribuirá a promover una organización saludable, cuyo propósito no es solo intervenir sobre los aspectos disfuncionales, sino lograr la salud y bienestar de sus trabajadores, potenciando al máximo el desarrollo de la organización y sus empleados.

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.

This cross-sectional study analyses the usage patterns of the new communication and information technologies (ICTs) and their relationship with visual discomfort and musculoskeletal diseases in an intentional sample of 1259 workers of Spanish organizations. The usage pattern with the greatest incidence of visual and muscular-skeletal disorders, especially in the wrist and neck, combines the use of laptops and desktops during long working hours. However, the group of workers primarily using mobile devices and working mostly at mobile posts does not appear to be particularly vulnerable to the musculoskeletal diseases and visual fatigue. The ratio of taking a short pause per hour and the implantation of certain technical and preventive measures is related to lower incidence of disorders in the workers as a whole. Current usage of ICTs is very complex and should be addressed using empirical analysis of the different forms of usage and their impacts on health.

Las Tablets son concebidas en la actualidad como uno de los principales dispositivos tecnológicos móviles capaces de promover diferentes dimensiones del aprendizaje vinculadas a la competencia digital, como el aprendizaje móvil y ubicuo, el colaborativo o el creativo, entre otros, por lo que cada vez más centros educativos han comenzado a integrarlas en sus metodologías didácticas en distintos países. El objetivo de la presente investigación es analizar el proceso de integración de las Tablets en los centros educativos españoles, atendiendo a algunos de los factores críticos identificados por la literatura científica reciente para el éxito de la innovación educativo-tecnológica. Se trata de un estudio de carácter descriptivo-explicativo donde se presentan los resultados de un cuestionario realizado por 1778 estudiantes de Educación Primaria y Secundaria de 31 centros y 6 comunidades autónomas. Entre los principales hallazgos destaca la ausencia de cambios significativos en los sistemas de evaluación con respecto a los métodos previos a la introducción de las Tablets; la escasa implantación de metodologías innovadoras propias de la tecnología, especialmente en lo que se refiere a los videojuegos o a la colaboración on-line; el alto grado de convivencia con otros recursos de carácter analógico, que señala la existencia de un modelo mixto de integración tecnológica; la amplia aceptación de las Tablets por parte de toda la comunidad educativa, fundamentalmente estudiantes, pero también profesores y padres y madres; y una autopercepción de mejora del rendimiento académico por parte de los alumnos atribuida al uso de las Tablets, que resulta notable en los estudiantes que obtienen altas y medias calificaciones, pero escasamente apreciable en aquellos con calificaciones bajas.

The diagnosis of Attention Deficit Hyperactivity Disorder (ADHD) is mainly based on structured scales, such as Conners? ADHD Rating Scale (EDAH in the Spanish version) and DSM interviews. The use of technologies in neuropsychological assessment, such as the AULA virtual reality based test leads to more accurate diagnosis. The current study presents findings from analyzing the external validity of AULA and its contribution to the diagnosis of ADHD. Four hundred and seven children (272 girls and 135 boys) from 6 to 16 years old (213 with ADHD diagnosis, 105 inattentive children, 108 combined-type, and 194 controls) were evaluated. First, a factor analysis of AULA variables was conducted in order to reduce data to factor and 5 factors or components that account for 82.37% of the total variance were obtained from 407 subjects, namely, sustained attention, impulsivity control, processing speed, response variability, and control of motor activity. Second, a discriminant analysis was then performed on data obtained by participants from whom the five factors were obtained, showing that AULA presents moderate levels of both specificity and sensitivity. Finally, in order to study whether AULA adds relevant information in the diagnosis of ADHD, a cluster analysis was carried out, showing 4 clusters in the analysis of conglomerates with the control group and 6 groups of clusters in the ADHD group. In summary, AULA test shows adequate external validity, allows correct classification of children with and without attentional problems, and confirms and provides additional ADHD diagnostic information that it is essential for the design of interventions.