Examinando por Autor "Villarejo Carballido, Beatriz"

Mostrando 1 - 9 de 9
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    Children and adolescents mental health: a systematic review of interaction-based interventions in schools and communities
    (Frontiers Media S.A., 2019) García Carrión, Rocío; Villarejo Carballido, Beatriz; Villardón Gallego, Lourdes
    Background: There is growing evidence and awareness regarding the magnitude of mental health issues across the globe, starting half of those before the age of 14 and have lifelong effects on individuals and society. Despite the multidimensional nature of this global challenge, which necessarily require comprehensive approaches, many interventions persist in seeking solutions that only tackle the individual level. The aim of this paper is to provide a systematic review of evidence for positive effects in children and adolescents' mental health resulting from interventions conducted in schools and communities in which interaction among different agents is an integral component. Methods: An extensive search in electronic databases (Web of Knowledge, SCOPUS, ERIC, and PsycINFO) was conducted to identify interventions in which interactions between peers, teachers, families or other community members or professionals played a role. Their effects on children and adolescents' mental health were also reviewed. We carried out a systematic review of papers published from 2007 to 2017. Eleven studies out of 384 met the inclusion criteria. Seven of the articles reviewed focus on interventions conducted in schools and promote supportive interactions involving students, teachers, families and mental health professionals. Four of the articles develop interventions that engage community members in dialogic interactions with children and adolescents. Results: Interventions in schools and communities implement strategies that foster supportive interactions among diverse actors including teachers, parents, community members and other professionals. The effects of the mental health interventions reported on children and adolescents' problems include a decrease in disruptive behaviors and affective symptoms such as depression and anxiety, together with an increase in social skills, as well as an improvement in personal well-being. Conclusions: There is evidence of a positive effect on the mental health of children and adolescents, both in decreasing symptoms of mental disorder and in promoting emotional well-being. Whereas interactions among different actors seem to be a relevant aspect across the interventions, more research is needed to conclude its effect on the outcomes of the studies reviewed
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    COVID-19 infodemic: more retweets for science-based information on coronavirus than for false information
    (SAGE Publications Ltd, 2020-04-15) Pulido, Cristina; Villarejo Carballido, Beatriz; Redondo Sama, Gisela; Gómez González, Aitor
    The World Health Organization has not only signaled the health risks of COVID-19, but also labeled the situation as infodemic, due to the amount of information, true and false, circulating around this topic. Research shows that, in social media, falsehood is shared far more than evidence-based information. However, there is less research analyzing the circulation of false and evidence-based information during health emergencies. Thus, the present study aims at shedding new light on the type of tweets that circulated on Twitter around the COVID-19 outbreak for two days, in order to analyze how false and true information was shared. To that end, 1000 tweets have been analyzed. Results show that false information is tweeted more but retweeted less than science-based evidence or fact-checking tweets, while science-based evidence and fact-checking tweets capture more engagement than mere facts. These findings bring relevant insights to inform public health policies.
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    Dialogic model of prevention and resolution of conflicts: Evidence of the success of cyberbullying prevention in a primary school in catalonia
    (MDPI, 2019-03-14) Villarejo Carballido, Beatriz ; Pulido, Cristina ; de Botton Fernández, Lena; Serradell Pumareda, Olga
    This article analyses the evidence obtained from the application of the dialogic model of prevention and resolution of conflicts to eradicate cyberbullying behaviour in a primary school in Catalonia. The Dialogic Prevention Model is one of the successful educational actions identified by INCLUD-ED (FP6 research project). This case study, based on communicative methodology, includes the results obtained from documentary analysis, communicative observations and in-depth interviews. The evidence collected indicates that the implementation of this type of model can help to overcome cyberbullying; children are more confident to reject violence, students support the victims more and the whole community is involved in Zero Tolerance to violence.
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    Impact of interactive learning environments on learning and cognitive development of children with special educational needs: a literature review
    (Frontiers Media S.A., 2021-04-29) Ugalde Lujambio, Leire; Santiago Garabieta, Maite; Villarejo Carballido, Beatriz; Puigvert Mallart, Lidia
    Children with special educational needs (SEN) achieve lower educational levels than their peers without special needs, leading to a higher risk of social exclusion in the future. Inclusive education aims to promote learning and to benefit the cognitive development of these students, and numerous research studies have indicated that interactive environments benefit inclusion. However, it is necessary to know how these inclusive environments can positively impact the academic improvement and development of these students' cognitive skills. This article provides a review of the scientific literature from Web of Science, SCOPUS, ERIC, and PsychINFO to understand the impact of interactive environments on the academic learning and cognitive skill development of children with SEN. A total of 17 studies were selected. Those studies showed the effectiveness of interactive learning environments in promoting instrumental learning, increasing academic involvement, and improving the cognitive development of children with disabilities. Based on these results, it can be concluded that interaction-based interventions with an inclusive approach nurture the learning and cognitive development of students with SEN.
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    A new application of social impact in social media for overcoming fake news in health
    (MDPI, 2020-04-03) Pulido, Cristina; Ruiz Eugenio, Laura; Redondo Sama, Gisela; Villarejo Carballido, Beatriz
    One of the challenges today is to face fake news (false information) in health due to its potential impact on people’s lives. This article contributes to a new application of social impact in social media (SISM) methodology. This study focuses on the social impact of the research to identify what type of health information is false and what type of information is evidence of the social impact shared in social media. The analysis of social media includes Reddit, Facebook, and Twitter. This analysis contributes to identifying how interactions in these forms of social media depend on the type of information shared. The results indicate that messages focused on fake health information are mostly aggressive, those based on evidence of social impact are respectful and transformative, and finally, deliberation contexts promoted in social media overcome false information about health. These results contribute to advancing knowledge in overcoming fake health-related news shared in social media.
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    Propelling children's empathy and friendship
    (MDPI, 2020-09-05) León Jiménez, Susana; Villarejo Carballido, Beatriz; López de Aguileta, Garazi; Puigvert Mallart, Lidia
    Schools play a crucial role in creating supportive and safe environments, and positive feelings are key in fostering such environments. Schools as Learning Communities, based on the dialogic participation of the whole community, are improving social cohesion. However, the underlying processes leading to such transformations remain underexplored. This article suggests that successful educational actions (SEAs) implemented in a school as a learning community, analyzed in this case study, promote positive feelings such as friendship and empathy, contributing to a safe and supportive environment. The purpose of this study was to analyze how SEAs generate friendship and empathy and their impact in the environment in a school as a learning community in Spain. To that end, the methods used were interviews with 18 students and 10 teachers, and reviews of two documentary films featuring the school. Results suggest that SEAs generate friendship and empathy among many children by promoting mutual support and sharing narratives in such dialogic settings. In addition, developing friendship and empathy contributes to reducing violent behaviors and promoting more inclusive attitudes among many students. This study concludes by providing insights on how SEAs can contribute to safe and supportive environments through fostering friendship and empathy.
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    Qualitative study on dialogic literary gatherings as co-creation intervention and its impact on psychological and social well-being in women during the COVID-19 lockdown
    (Frontiers Media S.A., 2021-03-18) Ruiz Eugenio, Laura; Toledo del Cerro, Ana; Gómez Cuevas, Sara; Villarejo Carballido, Beatriz
    Background: Dialogic Literary Gatherings (DLG) are evidence-based interventions implemented in very diverse educational and health settings. The main elements that make DLG a co-creation intervention and promote health during the COVID-19 crisis lockdown are presented. This study focuses on the case of a DLG that is being promoted by an adult school in the city of Barcelona. Methods: This qualitative study was conducted using a communicative approach. Seven in-depth interviews with participants in the online DLG have been conducted. Five of them are women without higher education ranging from 56 to 85 years old and two are educators of this school. Results: The main results are 2-fold. First, the factors that make DLG a co-creation intervention, such as egalitarian dialogue and dialogical creation of knowledge in the decision-making process, are found. Second, the results show how DLG is contributing to creating a supportive environment that breaks the social isolation of confinement and improving the participants' psychological and social well-being. Conclusions: The findings from this study contribute to generating knowledge about a co-creation process between adult education participants and educators in education and health promotion during the COVID-19 lockdown, which could be replicated in other contexts.
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    Las Tertulias Teológicas Dialógicas en educación primaria: aprendizaje y enseñanza de la religión en un espacio dialógico
    (Hipatia Editorial, 2020-06-23) Marauri Ceballos, Jesús; Villarejo Carballido, Beatriz; García Carrión, Rocío
    La Enseñanza Religiosa Escolar (ERE) en España es una asignatura de obligada oferta para los centros y de libre decisión para el alumnado desde 1979. Entre las competencias que ha de adquirir el alumnado en esta materia se encuentra la comprensión lectora de la Biblia. Las escuelas católicas tradicionalmente han abordado la enseñanza de esta materia desde una pedagogía tradicional. Sin embargo, se ha estudiado menos la enseñanza religiosa desde una perspectiva dialógica. Esta investigación se ha centrado en analizar la implementación de una actuación concreta denominada Tertulias Dialógicas a partir de la lectura y debate de la Biblia con alumnado de primaria en el País Vasco. La metodología empleada analiza las interacciones y diálogos de 22 niños y niñas en 7 sesiones. Los resultados obtenidos muestran que el alumnado participa a través de interacciones dialógicas que reflejan procesos de pensamiento de orden superior. Concretamente, se producen en un total de 596 intervenciones en las que participa la mayoría del alumnado y se caracterizan por realizar aportaciones, preguntas, mostrar acuerdos y desacuerdos, y dar razonamientos a partir del texto bíblico. Con ello, las Tertulias Teológicas Dialógicas introducen una aproximación dialógica en la enseñanza religiosa.
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    “Voices against Silence”: a case study of the social impact of journalism
    (Routledge, 2023) Pulido, Cristina; Villarejo Carballido, Beatriz ; Vidu Afloarei, Ana; Ramis, Mimar; Flecha García, José Ramón
    Gender-based violence affects 1 in 3 women worldwide and is the leading cause of death among women. Journalism has a duty to provide fair and coherent information and has a huge effect on peoples’ perceptions. This study examines how one excellent journalism practice contributes to social impact and overcomes sexual harassment. Social impact is considered a crucial factor for evaluating the impact of science. This concept is used to evaluate journalism practice, while the contribution is made through an analysis of the social impact achieved following the RTVE documentary “Voices against Silence” (Golden Globe Award at the 2018 World Media Festival, Hamburg). Implementing the social impact of social media (SISM) methodology and additional interviews (14), this study examines evidence of this documentary’s social impact by exploring citizens’ voices through social media (Twitter and Facebook) and interviews with people whose lives have been impacted by watching this documentary. The evidence collected is linked to the United Nations Sustainable Development Goal 5 to overcome sexual harassment. The results indicate this documentary had a social impact by contributing to overcoming sexual harassment and improving trust in journalism as well as providing a reputation for journalistic coverage, which also leads to social impact.