La lactancia materna (LM) es la manera óptima de alimentación del recién nacido. La OMS recomienda que se amamante a los recién nacidos de manera exclusiva durante 6 meses y que se continúe junto con alimentación complementaria al menos, hasta los 2 años de vida. Solo una minoría de los recién nacidos se benefician de la lactancia materna. En Europa en general, y en España, en particular, el inicio de la LM alcanza cifras adecuadas, sin embargo, su exclusividad baja rápidamente a los 4 y 6 meses y es muy baja a partir de los 6 meses postparto. La mediana de duración de lactancia materna exclusiva (LME) en España es de 3 meses y a los 6 meses un 53.1% de los lactantes no recibe ya leche materna. Uno de los factores individuales que afecta al inicio y duración de la LM es la actitud de la madre hacia la misma. Una mujer con actitud positiva hacia la LM, es más propensa a amamantar y lo hará durante más tiempo que la mujer con actitud menos positiva. La Iowa Infant Feeding Attitude Scale (IIFAS) es un cuestionario de 17 ítems que se desarrolló para predecir la elección del método de alimentación infantil, así como la duración de la LM; puntuaciones más altas indican que las mujeres son más propensas a amamantar. Objetivos. El objetivo general de esta tesis doctoral es describir y explicar la relación de la actitud hacia la lactancia materna en el inicio y duración de la misma. Los objetivos específicos son: (i) aportar una herramienta válida y fiable en la población española (hombres y mujeres), para la medición de la actitudes respecto a la alimentación de los recién nacidos; (ii) valorar la utilidad predictiva de la puntuación obtenida durante el embarazo de la escala IIFAS-S, para predecir el inicio de la LM, la LME al alta y a los 5 meses después del parto; (iii) evaluar qué variables estructurales e individuales modulan el efecto de la actitud sobre el inicio de la LM, LME al alta y a los 5 meses postparto. Metodología. Estudio observacional longitudinal, con seguimiento de un año a una muestra de mujeres embarazadas y sus parejas captadas en varios departamentos y áreas de salud de la zona este de España. El estudio se llevó a cabo en dos fases tras un proceso estándar de traducción lingüística de la escala IIFAS. Resultados. Ninguno de los 17 ítems de la escala IIFAS se consideró inapropiado para el contexto español. Según la evaluación de los traductores y retrotraductores, la dificultad de la traducción fue baja y no se detectaron diferencias semánticas, ni problemas de lectura y comprensión. Conclusiones. La versión española reducida de la escala IIFAS, la escala IIFAS-S de nueve ítems, se obtuvo mediante criterios de mejora de la fiabilidad y poder predictivo de los ítems. La escala IIFAS-S presenta una estructura unidimensional y los resultados de fiabilidad y validez son adecuados, tanto en padres como en mujeres. La escala IIFAS-S es un buen predictor del inicio de la lactancia materna, pero no de la LME durante la estancia hospitalaria y a los 5 meses posparto. Las principales variables que influyen en la decisión de iniciar la LM son la edad, la actitud materna y la experiencia previa de la madre. La actitud materna hacia la lactancia no tiene un efecto independiente sobre la LME durante el ingreso hospitalario, que está condicionada por variables relacionadas con las dificultades durante el postparto y la capacidad de la madre para afrontarlas, así como por variables estructurales del hospital, como la acreditación IHAN. Entre las mujeres que amamantaban de forma exclusiva al alta, la LME a los 5 meses posparto está relacionada con aspectos personales de la madre, como su actitud hacia la lactancia, el nivel de autoeficacia para la misma y la edad, con aspectos relacionados con la atención hospitalaria posparto, como la acreditación IHAN, con las dificultades y problemas de lactancia y con el contacto de la madre con grupos de apoyo tras el alta.

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<p>Numerous studies have suggested that shyness and sociability may be orthogonal personality traits, each of which are associated with distinct behavioural and psychophysiological correlates. Shyness has been linked to a variety of adverse mental health outcomes, and individuals who are high on both shyness and sociability (conflicted subtype) may be particularly at risk. The current study first aimed to assess the psychometric properties of the Revised Cheek and Buss Shyness Scale (RCBSS; Cheek, 1983) before examining the moderating influence of sociability on shyness in relation to psychological and psychosomatic functioning. The internal consistency, test–retest reliability, and convergent/discriminant validity of the RCBSS was assessed using a sample of 152 university students, a subset of whom were tested 6 months later. Results provided support for the strong internal consistency and short- and long-term stability of the measure, as well as its convergent, divergent, and predictive validity.</p> <p>A significant shy X social interaction was found for the Bodily Preoccupations (BP) subscale of the Illness Attitudes Scale (IAS; Kellner, 1986, 1987). In particular, BP scores were significantly higher for the high shy-high social group than the low shy-high social group. This finding suggests that the conflicted subtype can be distinguished not only on behavioural and psychophysiological dimensions but also on the psychosomatic level. This result extends prior research and lends further evidence towards the notion that the treatment of shyness as a multidimensional construct, rather than a unitary construct, accounts for additional variance in psychosomatic outcomes in different types of shy and socially withdrawn individuals. Accordingly, this knowledge may better inform treatment in some cases of extreme shyness in which people are socially withdrawn and inhibited for different reasons.</p> / Master of Science (MSc)

<p>&nbsp / </p> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt"><span style="line-height: 115% / font-family: &quot / Calibri&quot / ,&quot / sans-serif&quot / font-size: 12pt / mso-ansi-language: EN-US / mso-fareast-font-family: Calibri / mso-bidi-font-family: 'Times New Roman' / mso-fareast-language: EN-US / mso-bidi-language: AR-SA" lang="EN-US"> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt">This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called &lsquo / mixed methods&rsquo / ) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.</span></div> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt">&nbsp / The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin&rsquo / s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997).</span></div> <span style="line-height: 115% / font-size: 12pt">&nbsp / Further analyses were conducted on learners&rsquo / beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement).&nbsp / After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science&ndash / IK curriculum for the Natural Sciences subjects in South African schools. </span></span></span></div>

<p>&nbsp / </p> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt"><span style="line-height: 115% / font-family: &quot / Calibri&quot / ,&quot / sans-serif&quot / font-size: 12pt / mso-ansi-language: EN-US / mso-fareast-font-family: Calibri / mso-bidi-font-family: 'Times New Roman' / mso-fareast-language: EN-US / mso-bidi-language: AR-SA" lang="EN-US"> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt">This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called &lsquo / mixed methods&rsquo / ) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study.</span></div> <div style="line-height: 150% / margin: 0cm 0cm 12pt"><span style="line-height: 150% / font-size: 12pt">&nbsp / The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin&rsquo / s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997).</span></div> <span style="line-height: 115% / font-size: 12pt">&nbsp / Further analyses were conducted on learners&rsquo / beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement).&nbsp / After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science&ndash / IK curriculum for the Natural Sciences subjects in South African schools. </span></span></span></div>

Magister Educationis - MEd (Mathematics and Science Education) / This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called ‘mixed methods’) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). Further analyses were conducted on learners’ beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement). After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science–IK curriculum for the Natural Sciences subjects in South African schools.

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Made available in DSpace on 2016-06-02T19:46:11Z (GMT). No. of bitstreams: 1 2896.pdf: 3907662 bytes, checksum: 2712c83687076333afee1c7285af789a (MD5) Previous issue date: 2010-02-24 / Financiadora de Estudos e Projetos / The childhood epilepsy is a chronic neurological disorder, most common in childhood, associated with profound psychosocial limitations in daily life in epileptic children. These limitations may be related to the characteristics of the disease as the age of onset, severity and type of epilepsy and the lack of information that is still as one of the factors that most contribute to the stigma and discrimination. The association between the variables of epilepsy and the presence of wrong beliefs can lead to decreased academic performance and the presence of problems of psychosocial adjustment. This study aimed to identify and compare beliefs about epilepsy in parents and teachers of epileptic children and to verify the insertion of these children in regular schools and special. To achieve the purposes of this research were carried out two studies: Study 1 aimed to complete the process of transcultural adaptation of the instrument The Epilepsy Beliefs and Attitudes Scale (EBAS) - Adult Version and submit a version in Portuguese for use in Brazil and Study 2 aimed to investigate the number of epileptic children who attended regular schools and special cities involved in the research, compare the school attendance among children with epilepsy and children with typical development or other chronic diseases, identifying variables of epilepsy related to type of school that children attend, in addition to compare the beliefs of parents and teachers of children with epilepsy. Participated in Study 1, 17 toplevel professionals who have made the conceptual, of items, operational and semantics equivalence, and 545 adults who answered the Brazilian version of EBAS - Adult Version whose answers were considered to analyze the psychometric characteristics of the instrument including Alpha Cronbach's, factor analysis and test-retest reliability. The results showed that the concepts learned by the instrument were considered relevant to our culture and its items as appropriate to their ability to represent these concepts in the target population, and provide good semantic equivalence between the final version in Portuguese and original. The index of consistency for the overall scale was 0.89, the factorial analysis confirmed the original structure with three subscales (neurological, metaphysics and environmental/psychophysics) and test-retest showed that the instrument is reliable. Were participants of Study 2, 205 people, with 91 children aged between 7 and 14 years, 56 parents and 56 teachers, and 2 teenagers involved with the pre-test. Seven instruments were used to collect data: 1) Data sheets of identification and characterization of the family, the child and the teacher; 2) Brazil Criterion of Economic Classification 2008; 3) Classification of Engel; 4) Data sheet to record the frequency the school year; 5) Brazilian Version of EBAS - Adult Version. The data obtained by means of the instruments were analyzed descriptively and compared, using the Statistic Software Minitab - Version 12.1, using the Student t test, Mann-Whitney, chi-square and logistic regression. The results showed that children from special schools when compared to children from regular schools had severe disease and higher frequency of crises, beginning early and duration of epilepsy, and consume a greater number of medicines and make school attendance lower. Logistic regression analysis showed that age of onset and severity of illness, number of drugs used and the presence of comorbidities were related to the type of school that children attend. No differences were found statistically significant between the beliefs of parents and teachers, though both have made more inappropriate beliefs and attitudes than adequate to the epileptic child. It is concluded that this study helped to identify issues related to the processes of inclusion of children with epilepsy, identifying difficulties and limitations that interfere with the schooling of these students as well as the choice of attending school. / A epilepsia infantil é uma afecção neurológica crônica, muito comum na infância, associada a limitações psicossociais profundas na vida diária da criança epiléptica. Estas limitações podem estar ligadas às características da própria doença como a idade de início, a gravidade e o tipo da epilepsia e à falta de informação que ainda se constitui como um dos fatores que mais contribui para o estigma e a discriminação. A associação entre as variáveis da epilepsia e a presença de crenças inadequadas pode levar a diminuição do rendimento acadêmico bem como a presença de problemas de ajustamento psicossocial. Dessa forma, o presente estudo teve como objetivos identificar e comparar as crenças sobre epilepsia de pais e professores de crianças epilépticas e verificar a inserção dessas crianças em escolas regulares e especiais. Para atingir os propósitos dessa pesquisa foram realizados dois estudos: o Estudo 1 que teve como objetivo realizar o processo de adaptação transcultural do instrumento The Epilepsy Beliefs and Attitudes Scale (EBAS) Adult Version e apresentar uma versão em português para uso no Brasil e o Estudo 2 visando investigar o número de crianças epilépticas que freqüentavam escolas regulares e especiais nos municípios envolvidos na pesquisa; comparar a freqüência escolar entre crianças com epilepsia e crianças com desenvolvimento típico ou outras doenças crônicas; identificar variáveis da epilepsia ligadas ao tipo de escola que as crianças freqüentavam e comparar as crenças de pais e professores das crianças com epilepsia. Participaram do Estudo 1, 17 profissionais de nível superior que realizaram a equivalência conceitual, de itens, semântica e operacional, além de 545 adultos que responderam a versão brasileira da EBAS Adult Version cujas respostas foram consideradas para a análise das características psicométricas do instrumento incluindo Alfa de Cronbach, análise fatorial e confiabilidade teste-reteste. Os resultados mostraram que os conceitos apreendidos pelo instrumento foram considerados pertinentes à nossa cultura e seus itens adequados quanto à sua capacidade de representar tais conceitos na população-alvo, além de apresentar boa equivalência semântica entre a versão final em português e o original. O índice de consistência interna para a escala geral foi de 0,89, a análise fatorial confirmou a estrutura original com três subescalas (neurológica, metafísica e ambiental/psicofísica) e o teste-reteste mostrou que o instrumento é confiável. Foram participantes do Estudo 2, 205 pessoas, sendo 91 crianças com idade entre 7 e 14 anos, 56 pais e 56 professores, além de 2 adolescentes envolvidas com o pré-teste. Utilizaram-se para a coleta de dados sete instrumentos: 1) Formulários de identificação e caracterização da família, da criança e do professor; 2) Critério de Classificação Econômica Brasil 2008; 3) Classificação de Engel; 4) Formulário para registro de freqüência às aulas; 5) Versão brasileira da EBAS Adult Version. Os dados obtidos por meio dos instrumentos foram analisados descritiva e comparativamente, utilizando-se o Software Estatístico Minitab Versão 12.1, por meio dos testes t de Student, Mann-Whitney, qui-quadrado, além de regressão logística. Os resultados mostraram que as crianças das escolas especiais quando comparadas às crianças das escolas regulares apresentavam gravidade da doença e freqüência de crises mais elevadas, a epilepsia iniciava-se mais cedo e portanto sua duração era mais longa, além de consumirem número maior de medicamentos e apresentarem freqüência escolar menor. A análise de regressão logística mostrou que as variáveis idade de início e gravidade da epilepsia, número de medicamentos utilizados e presença de comorbidades estavam relacionadas ao tipo de escola que as crianças deste estudo freqüentavam. Não foram detectadas diferenças estaticamente significativas entre as crenças de pais e professores, embora ambos tenham apresentados mais crenças e atitudes inadequadas do que adequadas perante a epilepsia infantil. Conclui-se que esta pesquisa permitiu a disponibilização de um instrumento voltado a detecção de crenças e atitudes sobre epilepsia infantil e contribuiu para a identificação de questões ligadas ao processo de escolarização de crianças com epilepsia.

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