Self-rated health and mortality: a follow-up study of a Spanish population

Objectives: Self-rated health (SRH) is known to be a valid indicator for the prediction of health outcomes. The aims of this study were to describe and analyse the associations between SRH and health status, socio-economic and demographic characteristics; and between SRH and mortality in a Spanish population. Study design: Longitudinal study. Methods: A sample of 5275 adults (age ≥21 years) residing in the Valencian Community (Spanish Mediterranean region) was surveyed in 2005 and followed for four years. SRH was categorized into good and poor health. The response variable was mortality (dead/alive), obtained from the local mortality register. Logistic regression models were adjusted in order to analyse the associations between SRH and health status, socio-economic and demographic characteristics; odds ratios were calculated to measure the associations. Poisson regression models were adjusted in order to analyse the associations between mortality and explanatory variables; the relative risk of death was calculated to measure the associations. Results: Poor SRH was reported by 25.9% of respondents, and the mortality rate after four years of follow-up was 3.6%. An association was found between SRH and the presence of chronic disease and disability in men and women. A perception of poor health vs good health led to a mortality risk of 3.0 in men and 2.7 in women. SRH was predictive of mortality, even after adjusting for all other variables. In men and women, the presence of disability provided additional predictive ability. Conclusions: SRH was predictive of mortality in both men and women, and acted as a mediator between socio-economic, demographic and health conditions and mortality.

Teachers’ beliefs about diversity: an analysis from a personal and professional perspective

The purpose of this study was to examine the beliefs that teachers have about diversity and their level of sensitivity towards some topics related to it. Moreover, beliefs were compared according to teachers’ personal and professional views and teaching experience. The Personal and Professional Beliefs about Diversity Scales (Pohan and Aguilar, 1999) were administered to a sample of 233 teachers. Results showed highly positive beliefs towards diversity in all its dimensions (cultural, linguistic and social diversity, ability, gender, sexual orientation and religion), especially regarding its personal implications compared to the professional ones. Likewise, it was observed a significant relationship between years of teaching experience and professional beliefs about diversity, so teachers with no school experience showed a higher tolerance than those with teaching experience, mainly in aspects related to cultural, linguistic and social differences, ability and gender. The implications that these results have for educational practice and the need for the development of multicultural education courses that favour an effective teaching are discussed.

Empoderamiento y discapacidad, factores moduladores del desarrollo de esta potencialidad

Introducción. El desarrollo del empoderamiento implica la posesión de múltiples habilidades que ayudan a las personas a afrontar la adversidad, por lo que el desarrollo de esta capacidad puede ser prioritario entre estas personas para mejorar su calidad de vida. Objetivos. Los objetivos del estudio analizan la capacidad de empoderamiento de un grupo de jóvenes con discapacidad en función de la tipología y etapa en la que se adquiere la discapacidad. Metodología. Participaron 98 jóvenes con diferentes tipos de discapacidad (física, intelectual, visual y auditiva). Contestaron la versión española adaptada de la Escala de Rogers, Chamberlin, Ellison y Crean (1997) diseñada para medir esta capacidad. Resultados. Los análisis indicaron altos niveles de esta capacidad entre los jóvenes observándose en mayor medida en las personas con discapacidad sobrevenida, así como en la discapacidad motora y visual. Conclusiones. Esto nos sugiere que esta capacidad puede variar y evolucionar, de ahí la importancia de fomentarla en programas de intervención-acción.