Animalien Bitartezko Esku Hartzea Eskolan

Gaur egungo umeak naturatik urrun eta deskonektatuta bizi dira eta honek izakionganako ondorioak dakartza. Hezkuntza sistema eta mundu natural errealaren arteko lotura eza honen eraginez sortutako emozio desorekak ezagututa, natura eskola eremura gerturatzea erabaki nuen. Balooren laguntzarekin Animalien Bitartezko esku hartze batzuk bizi izan genituen eskolako bi urteko gelan. Txakurraren bitartez umeak emozioak azaleratzearen momentu preziatu bat izan zuten, non errespetua, konfiantza, ziurtasuna, maitasuna eta enpatia moduko kontzeptuak garatu zituzten. Esperientzia hau bizi izandako guztiontzat aberasgarria izan zen arren, onartu beharra dago behar bereziak dituzten umeen arteko bizipenak benetan harrigarriak izan zirela.

Personas con parálisis cerebral y participación social: un ámbito de intervención en Educación Social.

[es] El ejercicio de una ciudadanía plena y autónoma con deberes y derechos, es un factor fundamental para asegurar la inclusión de las personas. En este Trabajo de Fin de Grado, se analiza y pone en evidencia la situación de desigualdad que tienen las personas con parálisis cerebral para constituirse como una ciudadanía de pleno derecho. Con este objeto, se ha realizado un diagnóstico de dicha situación en el Territorio Histórico de Bizkaia, recogiendo datos de diversas fuentes tanto bibliográficas como sobre el terreno. De acuerdo a las conclusiones obtenidas, se presenta un diseño metodológico de intervención para empoderar a las personas con parálisis cerebral como una ciudadanía autónoma, con derechos y deberes sociales.

Ethnography as a linking method between psychology and sociology: research design

World Conference on Psychology and Sociology 2012

Efficacy of a cognitive and behavioural psychotherapy applied by primary care psychologists in patients with mixed anxiety-depressive disorder: a research protocol

Background: In contrast with the recommendations of clinical practice guidelines, the most common treatment for anxiety and depressive disorders in primary care is pharmacological. The aim of this study is to assess the efficacy of a cognitive-behavioural psychological intervention, delivered by primary care psychologists in patients with mixed anxiety-depressive disorder compared to usual care. Methods/Design: This is an open-label, multicentre, randomized, and controlled study with two parallel groups. A random sample of 246 patients will be recruited with mild-to-moderate mixed anxiety-depressive disorder, from the target population on the lists of 41 primary care doctors. Patients will be randomly assigned to the intervention group, who will receive standardised cognitive-behavioural therapy delivered by psychologists together with usual care, or to a control group, who will receive usual care alone. The cognitive-behavioural therapy intervention is composed of eight individual 60-minute face-to face sessions conducted in eight consecutive weeks. A follow-up session will be conducted over the telephone, for reinforcement or referral as appropriate, 6 months after the intervention, as required. The primary outcome variable will be the change in scores on the Short Form-36 General Health Survey. We will also measure the change in the frequency and intensity of anxiety symptoms (State-Trait Anxiety Inventory) and depression (Beck Depression Inventory) at baseline, and 3, 6 and 12 months later. Additionally, we will collect information on the use of drugs and health care services. Discussion: The aim of this study is to assess the efficacy of a primary care-based cognitive-behavioural psychological intervention in patients with mixed anxiety-depressive disorder. The international scientific evidence has demonstrated the need for psychologists in primary care. However, given the differences between health policies and health services, it is important to test the effect of these psychological interventions in our geographical setting.