Eva Herrera-Gutiérrez

Depression and anxiety are prevalent and disabling conditions among adolescents. The aim of this study was to examine the relationship between adherence to the Mediterranean diet (MD) and depressive, anxiety, and stress symptoms in adolescents. This cross-sectional study included a sample of 698 adolescent students from a region of Spain (mean age of 13.9 ± 1.5 years; 56.2% girls). Adherence to the MD was evaluated with the Mediterranean Diet Quality Index in children and adolescents (KIDMED). Mental health symptoms were measured with the Depression, Anxiety, and Stress Scale (DASS-21). Logistic regression models were performed, including a wide range of potential confounders. Compared to individuals with low adherence to the MD, those with moderate and high adherence had lower odds of experiencing depressive symptoms (odds ratio [OR] = 0.40, 95% confidence interval [CI] 0.24–0.65 and OR = 0.33, 95% CI 0.20–0.55, respectively), which were statistically significant even after adjustment. No significant associations were found regarding anxiety or stress symptoms. Therefore, according to our results, higher adherence to the MD is inversely related to having depressive symptoms among adolescents, regardless of socioeconomic, anthropometric, and lifestyle factors. Considering the deleterious effects of mental health problems in youths, further research on the role of nonpharmacological strategies for the prevention and treatment of depressive symptoms in adolescence is essential.

Introducción: La universidad es el lugar de formación de los futuros profesionales de los ámbitos educativo, sanitario y social. La implementación de programas de formación, prevención de adicciones y promoción de la salud con universitarios provoca un doble impacto, sobre el propio individuo y, dado su papel mediador, sobre la comunidad universitaria en general. El objetivo del trabajo es, partiendo de un proyecto piloto de investigación-acción, establecer un marco de promoción de la salud en contraposición al consumo dual de cannabis y tabaco en el contexto universitario, involucrando a la comunidad universitaria como agente de cambio. Metodología: Estudio descriptivo de la implementación, cobertura y resultados preliminares del Proyecto piloto ÉVICT-Universidad. Resultados: Entre el 2018 y el 2020 se implementó el Proyecto ÉVICT-Universidad en 11 universidades. Se formó a estudiantes universitarios como mediadores y se realizaron actividades comunitarias de sensibilización e información orientadas a la promoción de la salud y la prevención del uso de cannabis y tabaco, con especial foco en el consumo dual de estas sustancias, alcanzando a un total de 1471 beneficiarios en los tres años de implementación. Conclusiones: La experiencia piloto permite detectar fortalezas, aspectos de mejora y resultados prometedores sobre el nivel de conocimientos, contribuyendo a la adopción de estilos de vida saludables en el ámbito universitario. En especial, se destaca la contribución a la formación como agentes promotores de salud de estudiantes y, por tanto, el empoderamiento en salud desde la propia comunidad universitaria.

Introduction. Studies on teachers' knowledge about attention deficit/hyperactivity disorder (ADHD) are not abundant in the literature. The little research done indicates low or moderate scores. Aim. To examine the knowledge of Childhood, Primary, and Secondary Education teachers on ADHD, as well as to study possible differences attributable to the previous training, the experience in the disorder and other sociodemographic variables. Subjects and methods. A sample of 130 teachers from the Region of Murcia (Spain) was administered a knowledge questionnaire about ADHD and sociodemographic variables were recorded. Results. The teachers answered correctly to more than half of the items in the questionnaire (63,9%). The Symptoms/ Diagnostic scale reached the highest percentage of correct answers (69,1%) and the Etiology scale the lowest (32%). The female teachers showed superior knowledge to the male teachers in all dimensions of the questionnaire. Those teachers who had received training on the disorder presented a higher level of knowledge. In addition, teachers who had previous professional experience showed superior knowledge than those without such experience. According to the teaching specialty, no statistically significant differences were obtained almost in any of the dimensions of the questionnaire. The age group that showed a higher level of knowledge about ADHD was 27-32 years old. Conclusion. The results point to the need for better training on knowledge and attitudes of teachers towards ADHD that facilitate the early detection of these cases and their specialized care at different educational levels.

The aim of this paper is to contribute to the body of knowledge about project-based learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N = 347; 74.8%) and Murcia (N = 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring general, specific, and transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

The aim of this paper is to contribute to the body of knowledge about Project-Based Learning (PBL) methodology in higher education by describing and analysing interrelations between competencies, and their contribution to knowledge transfer (KT) and students’ rating of the project. The sample consisted of 464 students from the Universities of Huelva (N=347; 74.8%) and Murcia (N= 117; 25.2%), enrolled in the second year of a degree in either Infant or Primary Education. Data was collected through a self-administered questionnaire comprising a total of 53 items measuring General, Specific and Transversal competencies, as well as students’ rating of the project. Competencies were selected from the course programmes for the degrees in Infant and Primary Education. Preliminary results showed that competencies were moderately to highly acquired after PBL, and that students reported notable KT as well as a positive assessment of the project. KT showed a high degree of association with students’ ratings and was established as a key factor in learning and learner satisfaction in higher education.

En este trabajo realizamos una propuesta de portafolio como recurso educativo para atender algunas de las dificultades que presentan los niños con trastorno por déficit de atención/hiperactividad (TDAH) en la escuela. Partiendo de la conceptualización actual del trastorno y considerando las necesidades y problemas de estos alumnos en el ámbito académico, sugerimos un modelo de portafolio que facilite el trabajo coordinado familia-escuela, la organización de los contenidos de las materias escolares por parte del menor, su implicación y motivación por aprender, el desarrollo y expresión de la creatividad, así como el fomento y adquisición de hábitos de estudio. Aspectos todos ellos que favorecen el proceso de aprendizaje y contribuyen a la mejora del rendimiento escolar y la autoestima. This article looks at portfolios as an educational resource to attend to some of the difficulties presented by school children with attention-deficit/hyperactivity disorder (ADHD). Based on the current conceptualization of this disorder and considering the needs and problems of these students within academic settings, we suggest a model of portfolio which facilitates coordinated work between families and schools, the organization of the contents of subjects by children themselves, their involvement and motivation in learning, the development and expression of creativity, as well as the generation and acquisition of study habits. All of these aspects will favor the learning process and will contribute to improving school performance and self-esteem.

The overall purpose of this research was to test the possible psychological effects of the practice of Pilates and, in particular, the effect on the degree of anxiety experienced. This is a method of physical training aimed at improving postural hygiene and psychological well-being, highly recommended today by health professionals, both for people with diagnosed diseases and for preventive level. So far, the physical and psychological benefits associated with regular physical activity practice have already been demonstrated. However, only a few studies have investigated the specific effects of the Pilates Method. This paper examined the anxiety (state and trait) in a sedentary group and in another group of usual practitioners of this method (staff, students, and users of sports facilities at the University of Murcia, Spain). The State-Trait Anxiety Inventory (STAI) of Spielberger, Gorsuch and Lushene (2002) was used to assess anxiety. The implications that the results of this work can have from the perspective of health promotion in the university are discussed, as well as its contribution to public health.