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Lifestyle affects the health of children and adolescents, especially those living with socio-economic disadvantages. The purpose of this study was to evaluate nutritional status, level of fitness, and diet in children and adolescents from different socio-economic environments. To evaluate nutritional status and nutritional habits, Body Mass Index Z-score, Waist-to-Height Index and the Mediterranean Diet Quality Index, were chosen. To measure physical fitness, Eurofit battery was used. Participants were 290 healthy children and adolescents of two groups. Group 1 (78) was part of a social integration project through sport; group 2 (212) belonged to a private school with a high socio-economic status. Differences between groups were found in the nutritional status and physical fitness tests. There were no differences in the total score of the Kid Med Test (p=.42), but data suggested a better quality of food consumption in group 2. Even though both groups exhibited healthy values, results were slightly more favorable for speed of movement and flexibility (p

Objectives: Professionals who work in prisons present high levels of chronic stress that affect their daily performance and health. The incorporation of training workshops on emotional regulation and stress coping strategies from a psycho-body approach could have a positive impact on their well-being. This article presents an exploratory study that analyzes chronic stress, emotional repertoire and body awareness, of a sample of 15 professionals from a prison, together with the effect produced by an intervention through training workshops with Dance Movement Therapy. Material and method: A mixed methodology with a pretest-posttest design was used. The variables of burnout, engagement, emotional repertoire and body awareness were measured. With the information obtained from a participatory focus group, a six-hour body awareness program was designed and implemented, during which participants completed reflective diaries for subsequent analysis. Results: High levels of stress and low body awareness were found. Qualitative analysis generated evidence for improvements in body awareness and the incorporation of coping strategies based on listening to body sensations and emotional regulation. Pre-post test analysis for a subsample (n = 4) of the total showed improvements in different subscales, not statistically significant, but with medium effect sizes. Discussion: Despite the limitations of the study, the results are promising. The participants value the workshop very positively and consider having incorporated tools to cope with work stress.

Work-related stress is a major cause of health problems worldwide. Faculty in educational institutions, including universities, also face high levels of stress, which undoubtedly affects their performance, level of personal satisfaction and wellbeing, and the relationship with students. Training interventions based on embodied learning can promote self-knowledge, emotional regulation and stress reduction, thereby increasing levels of psychological well-being. The present pilot study analyzed the impact of body awareness training in 31 university teachers using a controlled, randomized pre-post experimental design, with two experimental groups and a control group (n = 10). The two interventions were: Hatha Yoga (n = 11) and Dance Movement Therapy/Body Mind Centering (n = 10), which we have termed Body Movement Awareness. Variables related to body awareness, mindfulness, wellbeing, life satisfaction and stress were measured using self-perception tests. Cortisol levels, heart rate variability and sleep quality were also analyzed. Finally, participants’ reflections were analyzed according to a qualitative approach. The results showed significant differences between the control group and the Hatha Yoga group in terms of stress reduction and wellbeing. The Body Movement Awareness group exhibited evidence of contributions on self-knowledge, communication and kinesthetic empathy, key elements in the educational field. Despite the inherent limitations of the study, the conclusions are encouraging and open new lines of research from embodied approaches that introduce creative movement and group experience as part of the process of emotional regulation and self-knowledge.

This article presents an exploratory and interpretative study on the development of self-reflection and self-knowledge in university teachers by an embodied experience. Dance Movement Therapy and Body–Mind Centering share the fundamentals of the paradigm of embodied cognition through a first-person full-body experience. Using these principles, a training program was designed and implemented in a cohort of 22 university teachers. The article offers details of the program and the adaptations necessary to carry it out in a higher-education context. The results of the qualitative analysis that was conducted suggested that the transformative learning paradigm could be useful to explain the process carried out by the participants. With the necessary limitations, the incorporation of awareness and attentive participation in bodily states and actions manifests as a transformative element in the teacher. The participants, despite initial resistance, see possibilities for applying this knowledge in their teaching practice. Sin financiación No data JCR 2020 0.453 SJR (2020) Q2, 343/2196 Computer Science Applications No data IDR 2020 UEM

The aim of this study was to explore the potential of using a social robot in speech therapy interventions in children. A descriptive and explorative case study design was implemented involving the intervention for language disorder in five children with different needs with an age ranging from 9 to 12 years. Children participated in sessions with a NAO-type robot in individual sessions. Qualitative methods were used to collect data on aspects of viability, usefulness, barriers and facilitators for the child as well as for the therapist in order to obtain an indication of the effects on learning and the achievement of goals. The main results pointed out the affordances and possibilities of the use of a NAO robot in achieving speech therapy and educational goals. A NAO can contribute towards eliciting motivation, readiness towards learning and improving attention span of the children. The results of the study showed the potential that NAO has in therapy and education for children with different disabilities. More research is needed to gain insight into how a NAO can be applied best in speech therapy to make a more inclusive education conclusions. 2018/UEM17 CIPI/18/069 3.889 JCR (2021) Q2, 133/279 Environmental Studies 0.664 SJR (2021) Q1, 166/756 Geography, Planning and Development No data IDR 2021 UEM

This chapter presents a review of Wengrower and Bendel-Rozow’s article in the light of three aspects: the psychiatric rehabilitation model, the specificity of the artistic therapeutic approach presented, dance movement therapy (DMT), and finally the research and evidence-based contributions that support it. Recent psychosocial rehabilitation models are oriented towards strengthening the capacities of psychiatric patients, improving their quality of life and promoting reconnection with the community, regardless of their clinical condition. DMT shares these goals by offering a nondirective working environment in which the concept of embodiment, the symbolic meaning of movement, and the creative process are the foundations on which the therapeutic alliance is created. These concepts are developed throughout the text emphasizing the need that research methods should be at the service of research questions and the improvement of interventions. This means reconciling the traditionally quantitative methods used in the field with others that may be more appropriate in arts therapies. Ultimately, the introduction of mixed methods research involves listening to and embracing the voice of patients in their therapeutic process. Sin financiación No data WoS No data Scopus 670.000 SPI - ICEE (2018), 4/96 General – Editoriales extranjeras UEM

BackgroundBody image disturbance and alexithymia are two core aspects of Eating Disorders (EDs). However, standard treatments for EDs do not include specific techniques to approach these issues on a bodily level. This pilot study evaluated the effects of a Dance Movement Therapy (DMT) intervention on body image and alexithymia in patients with EDs, and also explored their experience of the therapeutic process.Method14 patients with EDs were recruited from a private clinic. Seven were assigned via quasi-randomization to the DMT group and the others (n= 5) continued their treatment as usual. The length of the intervention was 14 weeks. All participants completed the Multidimensional Body Self Relations Questionnaire (MBSRQ) and the Toronto Alexithymia Scale (TAS-20) at the beginning and at the end of the intervention. Additionally, the DMT group wrote reflective diaries about their experience at the end of each session, which were analyzed using qualitative methods.ResultsBetween the pre- and post-intervention, the participants of the DMT group significantly improved in Body Areas Satisfaction (effect size: 0.95) and Appearance Evaluation (effect size: 1.10), and they decreased significantly in Appearance Orientation (effect size: 1.30). A decrease in Overweight Preoccupation was observed (effect size: 0.75), however this was not statistically significant. The control group did not show significant changes in any of the MBSRQ subscales. Neither the DMT group nor the control group improved significantly in the alexithymia scores. The qualitative analysis revealed valuable insights into the participants’ processes throughout the sessions. In general, participants received the DMT intervention positively. They reported improvements in their mood states and an increase in their self-awareness. They also appreciated the relationship with the group and the therapist.ConclusionThese results indicate that DMT might be a complementary treatment option for EDs, as it may be able to address body image issues more effectively than verbal therapies. More studies with larger samples are needed to confirm these promising preliminary results.

SINTESIS: La construccion de entornos educativos saludables implica integrar la salud del personal docente y no docente, asi como de los estudiantes. El concepto de bienestar personal involucra aspectos tanto fisicos como psicologicos, y se encuentra conectado con la denominada inteligencia emocional. La formacion del profesorado deberia incorporar de un modo practico el desarrollo de competencias emocionales junto con recursos para un mayor bienestar personal. Esto, sin duda, redundaria en la creacion de entornos de ensenanza / aprendizaje mas saludables y fructiferos, que ayudaran al desarrollo socioemocional del alumnado. En este trabajo se presentan algunos resultados de una investigacion realizada en un contexto universitario en el que se impartio formacion a los docentes mediante herramientas basadas en el trabajo corporal y la comunicacion no verbal. La metodologia cualitativa fue la utilizada; el analisis de los datos obtenidos de las reflexiones, tanto individuales como grupales, permitieron establecer diversas unidades de significado. Los docentes muestran la necesidad y el deseo de recibir una formacion permanente que les permita reflexionar sobre sus patrones y actitudes corporales, y aprender recursos para el control del estres, asi como para mejorar las relaciones interpersonales en el entorno laboral. Palabras clave: universidades saludables; bienestar personal; conciencia corporal; entornos de ensenanza-aprendizaje. Construindo universidades saudaveis: ConsCienCia Corporal e bemestar pessoal SINTESE: A criacao de meios educativos saudaveis implica integrar a saude do pessoal docente e nao docente, assim como a dos estudantes. O conceito de bem-estar pessoal implica aspectos tanto fisicos como psicologicos e se encontra conectado com a denominada inteligencia emocional. A formacao do professorado deveria incorporar de um modo pratico o desenvolvimento de competencias emocionais junto com recursos para um maior bem-estar

The assessment of competences emerges as a key aspect if we want to be consistent with the new educational paradigm, particularly in the field of higher education. In that sense, in order to get a continuous improvement in the teaching practice, an effective coordination among teachers is a very useful mechanism. It can help to share problems, deal with different tasks and reach a consensus on assessment criteria. In this paper we present a project concerning the coordination of teachers from different subject areas. All the teachers in this group have the same concerns: how to develop and how to assess general competences in their lessons. To that end, collaborative work has been done in their subjects by organizing the different tasks in different phases: the key competences to be developed have been selected and defined, the indicators and rubrics for their assessment have been agreed upon, and specific training activities have been designed to implement the assessment tools. In order to involve the students in their learning process, self-assessment and peer-assessment has been carried out. Furthermore, in order to evaluate the impact of this coordination work, the students' and the teachers' perceptions of the new assessment tools designed have also be collected by means of several questionnaires especifically made and also by resorting to group reflection sessions. The regular meetings held by the participating teachers allowed us to check that the teachers' coordination encourages reflection on our teaching duties and allows the exchange of experiences, thus increasing their motivation.

El artículo presenta aspectos generales sobre la Danza Movimiento Terapia (DMT). Aborda sus orígenes históricos y su evolución en las últimas décadas. La DMT es un modelo de intervención psicoterapéutica, que comparte numerosos elementos con otras terapias creativas, y cuya singularidad se encuentra en la consideración de las manifestaciones no verbales y el movimiento creativo dentro de un proceso terapéutico. Se hace hincapié en su aspecto multidisciplinar y en su creciente aplicación en entornos sociales y educativos como un modo de promover y potenciar la salud. Finalmente, se presenta brevemente la situación actual de la profesión en España enmarcada en el contexto europeo. General aspects of the Dance Movement Therapy (DMT) are here exposed along with the historical origins and its evolution in recent decades. DMT is a model of psychotherapeutic intervention, which shares some features with other creative therapies. Non–verbal expressions and creative moment within a therapeutic relationship are inherent and particular characteristics of DMT. The article emphasizes its interdisciplinary dimension and the increasing applications in social and educational fields, to promote and enhance health. Finally, the current status of the profession in Spain framed in the European context is presented. Sin financiación No data (2015) UEM

[ES] Los cambios producidos en los procesos de enseñanza–aprendizaje requieren de los docentesformación competencial que motive a los alumnos para que sean capaces de desarrollarse comopersonas yrealizar aprendizajes significativos a lo largo de toda su vida. En línea con este objetivo esnecesaria una formación específica del profesorado que promueva el desarrollo de las competencias detipo emocional. En el contexto educativo, una de las clavesdel éxito (la consecución de un proceso deenseñanza–aprendizaje efectivo y de calidad) se encuentra en el modo en el cual se establecen lasdinámicas interpersonales. Un buen docente es aquel que no sólo “sabe”, sino que “es”. La presenciadel docente enel aula, su cercanía al alumno, su capacidad para gestionar sus emociones, paracomunicarse de modo eficaz y empatizar con él,son todos ellos aspectos que inciden sin lugar a dudasen el clima de trabajo, en el grado de motivación del alumno, en los resultados de aprendizaje, y claroestá,en su desarrollo personal. Cuando hablamos de aspectos comunicativos, aquellos de tipo no verbalcobran una gran importancia. Los docentes apenas reciben formación de tipo experiencial sobreaspectos relacionados con lapresencia del cuerpo y su expresión. El conocimiento enactivo a través deun programa de concienciación corporal y comunicación no –verbal posibilita el desarrollo decompetencias intra e interpersonales. Se presentan en este trabajo los resultados preliminares de unprograma de formación realizado en este ámbito con profesores universitarios de distintas áreas de conocimiento., [EN] Nowadays, the changes in the teaching-learning processes need competence trained teachers so as tomotivate students in their personal growth leading to significant life-long learning. In order to achieve this objective, specific teacher training that recognizes the importance of developing emotionalcompetences becomes necessary.In an educational context, one of the keys to success (securing aneffective quality teaching-learning process) is found on the way interpersonaldynamics are established.A proficient teacher is the one that not only has a good competence in declarative knowledge but also inskills or know how to and existential knowledge (savoir-être)..The presence of the teacher in theclassroom, his proximity to the student, his ability to manageemotions, to communicate effectively andto feel empathy, are all aspects that undoubtedly affect the work atmosphere at the level of studentmotivation towards improving learning outcomes, and ultimately, in his personal development.Whenwe talk about the aspects of communication, non-verbal ones acquire a great importance. Teachershardly receive non significative experiential training on aspects related to body presence and itsexpression in the classroom (somatic aspects). Body knowledge through a program of body awarenessand nonverbal communication enables the development of intra and interpersonal skills, aiming tocover this training gap. This paper presents the preliminary results of a training program conductedinthis area with teachers from diverse subject areas in the context of higher education.

[ES] Los cambios producidos en los procesos de enseñanza–aprendizaje requieren de los docentesformación competencial que motive a los alumnos para que sean capaces de desarrollarse comopersonas yrealizar aprendizajes significativos a lo largo de toda su vida. En línea con este objetivo esnecesaria una formación específica del profesorado que promueva el desarrollo de las competencias detipo emocional. En el contexto educativo, una de las clavesdel éxito (la consecución de un proceso deenseñanza–aprendizaje efectivo y de calidad) se encuentra en el modo en el cual se establecen lasdinámicas interpersonales. Un buen docente es aquel que no sólo “sabe”, sino que “es”. La presenciadel docente enel aula, su cercanía al alumno, su capacidad para gestionar sus emociones, paracomunicarse de modo eficaz y empatizar con él,son todos ellos aspectos que inciden sin lugar a dudasen el clima de trabajo, en el grado de motivación del alumno, en los resultados de aprendizaje, y claroestá,en su desarrollo personal. Cuando hablamos de aspectos comunicativos, aquellos de tipo no verbalcobran una gran importancia. Los docentes apenas reciben formación de tipo experiencial sobreaspectos relacionados con lapresencia del cuerpo y su expresión. El conocimiento enactivo a través deun programa de concienciación corporal y comunicación no –verbal posibilita el desarrollo decompetencias intra e interpersonales. Se presentan en este trabajo los resultados preliminares de unprograma de formación realizado en este ámbito con profesores universitarios de distintas áreas de conocimiento. [EN] Nowadays, the changes in the teaching-learning processes need competence trained teachers so as tomotivate students in their personal growth leading to significant life-long learning. In order to achieve this objective, specific teacher training that recognizes the importance of developing emotionalcompetences becomes necessary.In an educational context, one of the keys to success (securing aneffective quality teaching-learning process) is found on the way interpersonaldynamics are established.A proficient teacher is the one that not only has a good competence in declarative knowledge but also inskills or know how to and existential knowledge (savoir-être)..The presence of the teacher in theclassroom, his proximity to the student, his ability to manageemotions, to communicate effectively andto feel empathy, are all aspects that undoubtedly affect the work atmosphere at the level of studentmotivation towards improving learning outcomes, and ultimately, in his personal development.Whenwe talk about the aspects of communication, non-verbal ones acquire a great importance. Teachershardly receive non significative experiential training on aspects related to body presence and itsexpression in the classroom (somatic aspects). Body knowledge through a program of body awarenessand nonverbal communication enables the development of intra and interpersonal skills, aiming tocover this training gap. This paper presents the preliminary results of a training program conductedinthis area with teachers from diverse subject areas in the context of higher education.

[ES] La importancia del desarrollo y evaluación de competencias genéricas en los nuevos estudios de grado es un aspecto aceptado ya por toda la comunidad universitaria. La formación en competencias permitirá que los estudiantes estén mejor preparados para afrontar los retos de una sociedad en constante cambio. Esto requiere por parte del profesorado, de innovadores y creativos procedimientos para facilitar a los alumnos su proceso de aprendizaje. Los recursos creativos son herramientas ampliamente utilizadas en educación primaria y secundaria para la adquisición y evaluación de competencias, no siendo así en la enseñanza superior. En general, la formación en competencias a nivel universitario se realiza aplicando metodologías basadas en técnicas cognitivo‐racionales. Sin embargo, el ser humano es una entidad dual compuesta por cuerpo y mente, lo que posibilita un enfoque desde lo corporal, opción ésta avalada por las numerosas investigaciones en neurociencia que señalan la repercusión que un correcto desarrollo motor y corporal tiene en otras funciones cerebrales. En este trabajo se presenta un proyecto de desarrollo y evaluación de competencias genéricas a través de un programa de trabajo corporal, movimiento creativo y comunicación no‐verbal. Los resultados preliminares de su implantación en alumnos de grado de distintas titulaciones son muy prometedores, [EN] Importance of development and evaluation of generic competencies in new higher education programmes is commonly accepted by the universities’ community. Generic competencies training will allow students to better confront challenges from a constantly changing society. Facilitating this knowledge will involve faculties addressing student´s learning process in creative and innovative manners. Creative based methodology is broadly used in primary and secondary education for acquisition and evaluation of competencies, unlike in higher education. Generally, competences training in higher education are implemented applying cognitive‐rational based methodologies. Nevertheless, humans make sense of reality through the experience the body provides and which is organized by cognitive functioning. As recent findings in neuroscience prove, acknowledging approaches that work on motor and bodily levels have positive effects on other brain functions. This work presents a frame for development and evaluation of generic competencies through a programme based on body‐work, creative movement and non‐verbal communication. The preliminary results after testing on a diversity of undergraduate students are very promising.

Este trabajo describe el modo en el que un conjunto de profesores europeos enseñan Física en niveles universitarios, con especial énfasis en el modo en el cual promueven la adquisición de competencias generales entre sus estudiantes. El estudio muestra la permanencia de métodos tradicionales de enseñanza, con una mayor promoción de competencias específicas, mientras que aquellas genéricas, como pueden ser habilidades comunicativas, trabajo en equipo o valores éticos, son consideradas como de menor importancia para los profesores y promovidas, por tanto, en menor proporción. En este artículo se pone de manifiesto la necesidad de reforzar la adquisición de dichas competencias generales con el objetivo de proporcionar a los alumnos una educación mucho más completa. En concreto, la materia de Física puede convertirse en un instrumento que ayude a la Educación Superior Europea a ajustarse mejor a las demandas cada vez mayores de nuestra sociedad; demandas que exigen de nuestros egresados no sólo conocimientos técnicos sino la adquisición de competencias tanto genéricas como específicas que les ayuden a insertarse con éxito en un mundo profesional cada vez más globalizado.