Influencia de la edad, la maternidad y el empleo en las barreras para la práctica de actividad física y deporte de las mujeres adultas en España (Influence of age, maternity and employment in barriers to practicing physical activity and sport for Spanish

Los objetivos del presente estudio fueron analizar la influencia de la edad y tipo de ocupación relacionada con el empleo y la crianza, en las barreras para la práctica de las mujeres adultas en España. La metodología de carácter cuantitativa, se ha apoyado en el uso de la encuesta mediante el empleo de un cuestionario basado en la teoría bio-ecológica de Bronfenbrenner, con ítems individuales, ocupación crianza-hogar, ocupación empleo-tiempo y oferta de actividad física y deporte, a una muestra representativa de 1.731 mujeres adultas españolas (entre 30 y 64 años). Los resultados evidenciaron efecto multivariado de la ocupación en las barreras ocupación-empleo y tiempo (“No soy capaz de generar tiempo para mí”, “empleo” y “horarios incompatibles”). Las mujeres adultas que concilian maternidad y empleo perciben en mayor grado estas tres barreras mencionadas. Además, se evidenció efecto multivariado de la edad y la ocupación, y de la interacción, en las barreras ocupación maternidad-hogar (“Tengo que cuidar de mi/s hijo/as” y “Tengo que ocuparme de las tareas del hogar”). Las madres adultas, empleadas o no, percibieron la maternidad en mayor grado como barrera. En las empleadas que no son madres, las tareas del hogar como barrera tuvieron mayor prevalencia en las mayores de cincuenta años. Estas evidencias deberían considerarse para diseñar innovaciones y adaptar intervenciones, en el ámbito de la actividad física y el deporte, para estos grupos específicos, de mujeres adultas. Abstract. The objectives of the present paper were to analyze the age and occupation type related to employment and maternity influencing Spanish adult women’s barriers to practice. A quantitative methodology based on the use of the survey was applied to a representative sample of 1,731 Spanish adult women (between 30 and 64 years old) who filled out a questionnaire based on the Bronfenbrenner´s bioecological theory with individual items, occupation maternity-household, occupation employment-time and physical activity and sport provision through a personal interview. The results showed a multivariate effect of the occupation on the occupation-employment and time barriers (“I can´t generate time for myself”, “employment” and “incompatible timetables”). The adult women who combine maternity and employment perceived the three barriers mentioned to a greater extent. Also, there was found a multivariate effect of age and occupation, and of the interaction, on the occupation maternity-household barriers (“I have to take care of my children” and “I have to do the housework”). The adult mothers, employed or unemployed, perceived maternity as a barrier to a greater degree. In employed women who are not mothers, household chores as a barrier showed a higher prevalence in those over fifty years old. These findings should be considered for designing innovations and tailoring interventions in the field of physical activity and sport to fit these targeted groups of adult women.

Parenting, Pesticides and Adolescent Psychological Adjustment: A Brief Report

Pesticides used to control insects, such as pyrethroids, are neurotoxicants, yet adolescent researchers often overlook their potential role in adolescent psychological adjustment. This brief report is guided by bioecological theory and considers the possible independent and interactive effects of environmental pyrethroid pesticide exposure for adolescent depressive symptoms. Self-reported adolescent appraisals of the parent–child relationship and depressive symptoms were obtained from a convenience sample of impoverished, predominantly Latino urban youth (n = 44). Exposure to environmental pyrethroids was obtained from wipe samples using a standardized protocol. Parent–adolescent conflict was higher in households with bifenthrin than those without, and adolescent depressive symptoms were elevated in homes where cypermethrin was detected. In addition, the presence of bifenthrin in the home attenuated the protective effects of parental involvement on adolescent depressive symptoms. The current results suggest that adolescent mental health researchers must consider the synergistic combinations of adolescents’ environments’ physical and social features. Given the endemic presence of pesticides and their neurotoxic function, pesticide exposure may demand specific attention.

Grandparents Raising Grandchildren: Applying Bioecological Theory to School Relationships and Grandparent Needs

This paper examines the development, sustainability and importance of positive working relationships between grandparents raising grandchildren (“grandparents”) and school district staff through the application of Bronfenbrenner’s bioecological theory of human development. Grandparents have unique needs and often lack adequate resources, knowledge, and support when engaging in their new and often sudden role as primary caregiver of a grandchild. Access to educational resources, adequate information, and school district support is critical as a grandchild transitions into their grandparent’s home. This inquiry aims to develop a conceptual framework for understanding how forming and maintaining positive working relationships between grandparents and school district staff will systematically and adequately address the educational needs of grandparents and their grandchild’s academic success. Tenets of the bioecological model include the application of proximal processes that outline the need for frequent and regular interactions between a person and their environment over extended periods of time. The purpose of this study is to develop positive pathways of support through the application of the interconnected elements of proximal processes of the bioecological theory including process, person, context, and time, and the five bioecological interactive (micro-, meso-, exo-, macro-, chrono-) systems of human development. More specifically, educational needs of grandparents as caregivers are addressed through tenets of the bioecological theory to inform school districts and encourage the development of positive working relationships and effective education navigation protocols to better serve this unique and growing population.

Health: bioecological analysis of subjective well-being in teaching

Reflect on the concepts that go through the history of people with disabilities, in the context of their rights, as the processes involving their education is an emerging theme. The objective of this work was to understand the conceptions about health of university professors based on the Bioecological Theory of Human development. This is an exploratory case study research with a mixed approach carried out with professors from a public university in the State of Rio Grande do Sul. The method of data collection was the interview and the self-administered questionnaire. 73 professors and 6 interview participants from different fields of knowledge, selected at random participated answering to the questionnaire. It was observed that the systems that constitute the organizational basis of the participants' lives were similar and that their life stories, their culture, the media and the relationships they establish at work are factors that influence their conceptions about health and about the relationship established with people with disabilities in Higher Education. The participants' conception of health, however, still runs through the biomedical model, but has been undergoing a progressive change. It is concluded that the conceptions about health are linked to life history, when then one starts to subjectivity. Combined with the contextual issues of a particular place, the concept of health has been progressively detaching itself from the concept of disease.

Factors Impacting the Application of an Inclusive Education Policy on Screening, Identification, Assessment, and Support of the Learners at Schools in South Africa

The purpose of this research is to establish factors impacting the application of an inclusive education policy on screening, identification, assessment, and support of learners at schools in South Africa. The paradigm of the research is interpretivist because the policy is aligned to Bronfenbrenner’s bioecological theory which attests that, for an education system to be effectively inclusive, there should be a shift from a paradigm that views barriers within a learner in isolation to a paradigm that views the barriers in a learner. There is interconnectedness of the barriers with the rest of the systems within and outside the learner. The participants were seven school principals and five members of the district-based support team, who were purposefully sampled. Individual semi-structured interviews were conducted to elicit information on factors impacting the application of the policy. Data were analysed using the themes that emerged from the responses of the participants. Results reveal that the educators’ character traits, internal training and development, perceived policy application, and internal and external support for learners experiencing learning barriers impact policy application. The study recommends that aspiring educators must be adequately trained about policy at training institutions. Educators must be capacitated on policy application and every school must appoint a psychometric assessor who will provide information to educators on how best to support learners with learning barriers. The psychometric assessor must coordinate with the district-based support team for external support needs in policy implementation.

The Biopsychosocial Indicators of Health and Social Needs Related to Poverty and Adversity Among Vulnerable and Homeless Children in Tanzania: A Scoping Review

Background Childhood poverty and adverse experiences contribute to child vulnerability, hindering healthy childhood growth and development pathways. Currently, the evidence on adversities related to vulnerable and homeless children's health and social needs in Tanzania is limited as a result of the complex social, economic, and political environment. Objectives This review investigates the biopsychosocial indicators of health and social needs related to vulnerable and homeless children facing poverty and a range of adversities in Tanzania. The main objective is to conduct a scoping review of the published literature to identify key evidence and to suggest future research needs.MethodsA data search was undertaken between May and September 2020. Data sources included literature identified through electronic databases, such as CINAHL, Pub Med, Psych Info, and Medline. Further additional studies were located through a manual search of an organisational website and reference list. Studies were eligible for inclusion if they were: (i) Published in the English language; (ii) Peer-reviewed and published within the past 10 years; (iii) Subjects included children aged from 0-18 years who were vulnerable due to poverty and a range of adversities; and iv) Studies conducted only in Tanzania. The five-step scoping review process was followed, as developed by Arksey and Malley (2005). Data were analysed using thematic analysis, and conceptualised using the third iteration of Bronfenbrenner’s bioecological theory to identify the indicators relating to vulnerable and homeless children's health and social needs (1, 2). Results Three themes were identified in the literature, including the increasing burden of disease and mortality, poor access to service delivery for vulnerable and homeless children, and a lack of adherence to local and national policies to protect children. The articles collated with similar themes were presented together. These themes were conceptualized using the third iteration of Bronfenbrenner’s bioecological theory.Conclusion There is a need for greater investment in public health measures to detect vulnerable and homeless children's clinical risks, particularly given the COVID-19 pandemic which has exacerbated childhood adversities, with implications for children's overall health in Tanzania. Further research should explore ways to forge links for program implementation between multi-sector stakeholders and primary healthcare systems through early recognition of indicators and reduction of alienation within communities. This will enhance health and social support care for vulnerable and homeless children.

Atletismo brasileiro: uma análise qualitativa do ambiente do desenvolvimento do talento esportivo

El entorno de desarrollo del talento está compuesto por los aspectos psicológicos, sociales y fisiológicos, más allá de las condiciones físicas y materiales que influyen en dicho desarrollo, dentro y fuera del mundo deportivo. El objetivo de este estudio era verificar si el contexto del atletismo brasileño puede ser un elemento propulsor o inhibidor del desarrollo de los atletas. Para ello, se entrevistó a 19 deportistas de ambos sexos, de las categorías de menores de 18 años y menores de 20 años, y a cinco directivos de cinco equipos de entre los 35 mejores clasificados por resultados en las competiciones celebradas en 2015, 2016 y 2017. El modelo de entrevista se basó en los siete factores presentes en el Cuestionario del Entorno de Desarrollo de Talentos, preparado por Martindale. El modelo de análisis se basó en la teoría bioecológica de Bronfenbrenner, que busca analizar el desarrollo humano a través de procesos próximos, las características de las personas, el contexto y el tiempo. Las teorias utilizadas consideran el entorno del talento de forma generalizada. Entre los resultados obtenidos, se encontró que las principales diferencias presentes entre los contextos, tanto para los atletas como para los directivos, se encuentran en las estructuras físicas y humanas. Los equipos que presentaron mejores resultados son los que cuentan con un mayor número de profesores y una mejor infraestructura y, por lo tanto, pueden atender a un mayor número de atletas. Se concluye que el entorno de desarrollo impacta el rendimento desportivo y la progresión que tendrá el desportista en su carrera. The environment for the development of talent is composed of psychological, social and physiological aspects, beyond the physical and material conditions that influence such development, inside and outside the world of sport. The aim of this study was to verify if the context of Brazilian athletics can be a propelling or inhibiting element in the development of athletes. For this reason, 19 athletes of both sexes were interviewed, in the categories of under-18 and under-20, and five managers of five teams among the 35 best classified by results in the competitions held in 2015, 2016 and 2017. The interview model was based on the seven factors in the Talent Development Environment Questionnaire, created by Martindale. The analysis model was based on Bronfenbrenner's bioecological theory, which seeks to analyse human development through proximate processes, people's characteristics, context and time. The theories used consider the talent environment in a generalized way. Among the results obtained, it was found that the main differences present between the contexts, both for athletes and managers, are in the physical and human structures. The teams that presented the best results are those that have a greater number of teachers and a better infrastructure and, therefore, can serve a greater number of athletes. It is concluded that the development environment impacts sports performance and the progression that the athlete will have in his career. O ambiente de desenvolvimento do talento é composto pelos aspectos psicológicos, sociais e fisiológicos, além das condições físicas e materiais que influenciam o desenvolvimento do talento dentro e fora do mundo esportivo. O objetivo deste estudo foi verificar se o contexto do atletismo brasileiro pode ser um elemento propulsor ou inibidor do desenvolvimento dos atletas. Para tal, foram entrevistados 19 atletas homens e mulheres, das categorias sub-18 e sub-20, e cinco gestores de cinco equipes classificadas entre as 35 equipes melhores ranqueadas por resultados em competições realizadas nos anos de 2015, 2016 e 2017. O modelo de entrevista se baseou nos sete fatores presentes no questionário Talent Development Environment Questionnaire, elaborado por Martindale. O modelo de análise utilizou como base a teoria Bioecológica de Bronfenbrenner, que busca analisar o desenvolvimento humano por meio dos processos proximais, das características das pessoas, do contexto e do tempo. As teorias utilizadas consideram o ambiente de talentos de forma generalizada. Dentre os resultados obtidos, foi constatado que as principais diferenças presentes entre os contextos, tanto para atletas quanto para gestores, estão nas estruturas física e humana. As equipes que apresentam melhores resultados são as equipes que contam com número maior de professores e melhor infraestrutura e, logo, podem atender um número maior de atletas. Conclui-se que o ambiente de desenvolvimento impacta no desempenho esportivo e na progressão que o atleta terá em sua carreira.

Bioecological Theory and Risk Management

With the vulnerability, unpredictability, and ambiguity of the situation, schools all over the world have faced a variety of restrictions and unprecedented risks that caused some to cease operations and classes permanently or for an extended period of time. The concept of risk has become closely associated with every school process and structure so as to aid them in adapting to the current situation. This paper explores the concept of risk management and risks planning through the lens of school management and the Plan-Do-Check-Act (PDCA) Cycle. Furthermore, the researchers link the permeation of the direct and indirect effects of risks in the school system by reflecting on the layers of the school’s bioecological nest as adapted from the Bioecological Theory of Urie Bronfenbrenner. Finally, this paper suggests a model for risk planning that can help school administrators and leaders in managing risks and aid future researchers in studying concepts related to risk management.

NURSING INTERVENTIONS TO PROMOTE CHILD DEVELOPMENT THROUGH BRONFENBRENNER'S BIOECOLOGICAL THEORY

ABSTRACT Objective: to analyze the benefits and limitations of nursing interventions for the promotion of child development, according to the Bioecological Theory of Human Development, by Bronfenbrenner. Method: an integrative review, from the databases PubMed, Lilacs, CINAHL, Web of Science and Scopus, using the descriptors: "child development" AND "nurses" OR "nursing". No time limit was set for publications. The search was perfomed in September 2019 and update in March 2020. Results: 24 studies were selected for the final sample. The predominant type of study design was the clinical trial (60%). The home visit was the most used strategy (60%). Seven main themes emerged from the outcomes of the interventions: the child, maternal health, parenting skills, relationship between nurse and mother/father, use of social benefits, professional practice, and family violence. The process component was present in all studies, portraying the relevance of proximal interactions in the home environment. Only two interventions had no impact on any outcome. Conclusion: nursing interventions showed benefits in all outcomes, especially in outcomes related to children and parental practices, and improved situations of interaction between caregivers and children, reducing punitive practices and violence against children. It is essential to consider the bioecological perspective, so that nursing interventions, in promoting child development, are more effective.