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Depuis quelques années, on observe dans les sociétés occidentales le rétrécissement de la liberté d’expression découlant des mesures sanitaires et des discours bienveillants tenus par les universités. Dans ce contexte, les valeurs cardinales du travail social sont mises à mal : congruence, authenticité et réflexion sur la pluralité de points de vue de la pensée critique. Trois postures se dégagent alors au sein du corps professoral : 1) une adhésion totale à la pensée unique en portant le masque de l’authenticité et celui de la pensée critique; 2) une attitude assumée contre la pensée unique en enseignant sans masques la pluralité de points de vue et le lien authentique; 3) une posture oscillant entre les deux premières. En guise de conclusion, l’auteur défend un travail de reliance ancré dans l’introspection, la réflexion et une pensée critique qui favorise le maintien des liens authentiques et congruents avec les destinataires des interventions.

Jose Siles writes a review of Luis Cibanal's book (co-authors: María del Carmen Arce Sánchez & María del Consuelo Carballal Balsa): "Communication Techniques and Help Relationship in Health Sciences". [ABSTRACT FROM AUTHOR]

Introducción. Se presenta un instrumento que recoge diferentes posturas relacionales, habilidades y actitudes relacionadas con las prácticas colaborativas, que los/las trabajadores/as sociales pueden poner en práctica en el proceso de intervención con familias en situación de especial dificultad. Metodología. A partir del nivel de importancia otorgado a cada criterio del inventario (muestra de 121 trabajadores/as sociales), se realiza un análisis factorial exploratorio. Resultados. El análisis factorial de componentes principales de seis factores explica el 46.88% de la varianza total acumulada. Se obtiene la consistencia interna mediante el coeficiente alfa de Cronbach. Discusión. El inventario contiene criterios de intervención que han demostrado su eficacia en otras investigaciones, y los análisis demuestran la confiabilidad y validez del instrumento presentado. Conclusiones. Los resultados muestran que este instrumento puede ser una opción para medir el nivel de valoración que otorgan los/as profesionales al enfoque colaborativo con familias en situación de especial dificultad.

El propósito de este artículo es analizar, desde la aportación de diferentes autores, la importancia del vínculo o alianza terapéutica, en la práctica del Trabajo Social y la Terapia Gestalt. Se profundiza en las diferentes definiciones del término y en la teoría de apego de Bowlby, resaltando el papel de la Psicoterapia y el Trabajo Social en la reparación y sanación de los primeros vínculos. Se investiga la relevancia del vínculo terapéutico en el éxito de la intervención y se examinan los elementos comunes presentes en la relación de ayuda, que promueve el Trabajo Social y la relación dialogal, que aporta la Terapia Gestalt. Se revisa como dichos elementos favorecen la creación de un adecuado vínculo terapéutico, que facilita el proceso de darse cuenta y constituyen un factor de motivación al cambio.

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Copyright of Orientamenti Pedagogici is the property of Pontificio Ateneo Salesiano (Facoltà di Scienze dell'Educazione dell'Università Pontificia Salesian) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El concepto de Fatiga por Compasión (Compassion Fatigue) o Desgaste por Empatía es común en la literatura científica de Trabajo Social internacional, aunque sorprendentemente inexistente en la literatura española. Puede definirse la fatiga por compasión como estado de agotamiento y disfunción biológica, psicológica y relacional, resultado de la exposición inmediata o prolongada al estrés por compasión y como el resultado final del proceso progresivo y acumulativo consecuencia del contacto prolongado, continuado e intenso con clientes o pacientes, el uso de uno mismo y la exposición al estrés. El mantenimiento del desgaste puede derivar en cuadros severos típicos de traumatización secundaria o en el inicio del Síndrome del Profesional Quemado (Burnout). En todo caso, si un profesional del trabajo social experimenta dicho fenómeno, su capacidad para empatizar, conectar y ayudar a sus clientes se ve gravemente disminuida. Paradójicamente, la fatiga por compasión es por una parte, necesaria e inevitable si se desarrolla una buena práctica; por otra, peligrosa e inhabilitante si no se compensa mediante otros mecanismos. La fatiga por compasión no se puede prevenirse pero puede y debe paliarse de forma consciente. Incrementar la capacidad de reconocer y minimizar el impacto del desgaste es una responsabilidad del profesional y de la organización en la cual trabaja. Por último, el trabajo plantea el qué hacer ante este fenómeno y de qué manera cuidarse personal, profesional e institucionalmente.

Copyright of Alternativas: Cuadernos de Trabajo Social is the property of Alternativas: Cuadernos de Trabajo Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Española de Orientación y Psicopedagogía (REOP) is the property of Revista Espanola de Orientacion y Psicopedagogia (REOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo: Este trabajo tiene como objetivo analizar las características psicométricas del Inventario para el análisis de la relación de ayuda entre el Trabajador Social y el Cliente durante la fase de estudio y evaluación de la situación problema (Cardona y Campos, 2009). El instrumento está diseñado para conocer cuáles son los criterios de intervención que los trabajadores sociales ponen preferentemente en práctica para determinar, junto a sus clientes, cuál será el contexto de intervención para el cambio. El trabajo busca depurar el instrumento atendiendo a criterios de consistencia interna y presentar una segunda versión del mismo. Material y métodos: La muestra, no probabilística e intencional, estuvo compuesta por el total de trabajadores sociales ubicados en proyectos de atención directa individual y familiar. Participaron un total de 115 profesionales de los cuales 9,5% eran hombres y el 90,5% mujeres. Respondieron al cuestionario 84 (73%) profesionales y 31 personas rechazaron la invitación a participar o no pudieron hacerlo. El instrumento inicial, constituido por 137 ítems, buscaba identificar y valorar los criterios de intervención más utilizados a la hora de determinar el contexto de intervención. El instrumento fue sometido a revisión de expertos para determinar su validez lógica y sus contenidos. Posteriormente, se procedió a una depuración del instrumento, se realizó un análisis exploratorio de componentes principales y un análisis factorial con rotación varimax y se determinó el coeficiente de fiabilidad (alfa de Cronbach). Resultados y conclusiones: El banco de 137 ítems quedó reducido a 75. La solución factorial final mostró que el cuestionario estaba constituido por una única dimensión, en consonancia con la lógica procesual del instrumento. El coeficiente de consistencia interna del cuestionario reflejó un alfa de Cronbach de 0.97. Ello nos indica que se trata de un inventario cuyo contenido pone de relieve una robusta consistencia interna. La versión revisada del instrumento permite conocer los procesos implicados y aplicados en la formulación de contextos de intervención, y sirve de guía para la supervisión, el entrenamiento y la formación para la práctica del Trabajo Social de Casos.

Through a retrospective analysis on the educational characteristics of nursing education, there is a reflection on the type of learning promoted from an ad hoc university teaching practice and how it has influenced nursing education. It outlines some perspectives about change in mentality that has been occurring in nursing schools, by promoting new forms of teaching and learning, from which value the role of the student in order to achieve their full development. It proposes the construction of facilitated learning through the aid relationship, ethical and creative design of the constructive process of professional knowledge.

The aim of this work is to help to clarify and modify the perception of some professionals that therapeutic communication is something that leads to "burn out". That is to say, to show how therapeutic communication not only does not burn you out, but can be invigorating at both a personal and professional level. The fact that some professionals have been through this sad experience (burnt out by therapeutic communication) may be due, among other reasons, to not having a clear concept of communication and the therapeutic relationship, and having forgotten that we cannot dedicate ourselves to this noble task without working first on ourselves, our personal growth, self-esteem, problems, conflicts, etc. If this is not done, there is a risk of not knowing where we stand—transgressing certain limits or principles that go along with therapeutic communication. Moreover, we try to state some of the stages of "burn-out syndrome", in order to help us to reflect, and to restore the professional and personal "life" that we may have left behind while caring for our patients.

Nursing is an eminently humanistic career, based on therapeutic communication. It requires an especial attitude, sensitivity, respect and love for human beings, it’s in this context where we should work as a nurses. This intervention is based on the belief that to do our work therapeutic and significant to our patients, it must take into account which is the meaning of the disease for each person and comforted him or her in an active process to find together new behaviours more constructives for the person. This work is a real theoric and practice case, what it happened in a hospital, specifically in a Cardiology Unit, with a woman who had a myocardial infarction. We can find in this conversation deep emotions and feelings, she has taken stock of the events related to the MI and she consider her future after it. The work has two communicative interventions, first of them is developed in this article, we analize patient's fears and its implications. In the second part, we discuss more subjects, the aims were to know if fears were resolved, strategies were put on practice, evaluate her self-esteem and training her to become self-sufficient for her own care.

Henderson’s need to communicate with other people to express emotions, needs, fears or opinions, constitutes the essential basis of help relationship (Rogers, 1986); this help relationship although it might be adapted in a paramount way to nursing care, could not always be totally transferred to those nursing cares. In order to identify help relationship along history, many sources have been used, being iconography one of them. The iconographic material to be used to verify or invalidate hypothesis is as much of a civil character as of a religious one, obtained by data collected from the National Prado Museum, Madrid Archeological National Museum, and the Cave Paintings around the Mediterranean area, in the Spanish Peninsula. Variables have been distributed in categories according to the characteristics of the so called help relationship. For the purpose of this test, the iconographic interpretation proposed by Panofsky (1995) as well as Siles’s diagrams (1999) have been used. The most ancient iconographies where help relashionship appears are from XI century and the most recent ones are from XIX century. 6 are from a religious origin and 6 from civil origin. As a final outcome there could be said, that in relationship verbal or no-verbal communication exists, and that the care taker is always informal.

INTRODUCTION. The needed knowledge for nursing care must approach the person from biological, psychological, spiritual and social perspectives, spheres, points of view, framed in a conceptual model that organizes all the collected information, determines philosophy and establishes action lines within the context of the nursing attention process as an scientific method that systematizes work and takes the chosen model to practice. It is necessary to maintain interpersonal relationships in addition to ethical and legal knowledge and therapeutic communication with patients and relatives. We consider that all of these are key elements for the implementation of help relationship. OBJECTIVES. To reflect on care and help relationship in a nursing scope. To establish the existing links between nursing process and help relationship, focusing on a real case. To highlight, based on the results, the importance of its integration in care. OBSERVACIÓN CLÍNICA. DEVELOPMENT OF NURSING PROCESS AND HELP RELATIONSHIP. This study was made in the infant unit of Teresa Herrera Hospital (CH J. Canalejo. A Coruña). Description of an eleven months female infant case hospitalised with her mother. The infant carne in because a ponderal stagnation, connate cardiopathy (Aorta coartation, Arterial Ductus, Interventricular communication) and Down Syndrome. Needs assessment according to the Virginia Henderson's model, defining the nursing diagnosis with the NANDA taxonomy adapted to the informatic application for nursing care management (GACELA,). The diagnostics identified were: Mobility affectation, Alteration of body temperature, Risk of traumatism, Risk of low feeding intake, Parental function alteration, Mother anxiety, Risk of stress in the development of caregiving role, Risk of sleep impairment. With activities of: communication, feelings expression, anxiety coping, psychological support and positive reinforcement, a strong interpersonal communication and a significative relationship between the baby, her mother and the staff was established. The mother lived a positive and constructive change in her way of thinking and behaviour improving her problem resolution efficacy. CONCLUSIONS AND DISCUSSION. A conceptual model based on the Nursing Process can't be developed without focusing on help relationship (fundamental axis on care process) with patients and relatives. Nursing professionals need the adequated education to assume this kind of interventions, as well as more implication and responsibility in these interventions. We will highlight the importance of the work of multidisciplinary teams. We relyon for help relationship as a personal growth process of health system users and professionals, family implication being essential in this process.

Objetivos: determinar la tendencia de respuesta espontánea de alumnos de Enfermería ante situaciones simuladas de conflicto emocional antes y después de cursar una asignatura de relación de ayuda. Método: estudio cuasiexperimental pretest-postest en un grupo de 78 estudiantes de enfermería. Se aplicó un ejercicio de elección de respuesta espontánea antes y después de cursar una asignatura de relación de ayuda. Cincuenta estudiantes participaron en el pretest y 75 en el postest. Se evaluó la elección de respuesta entre seis tipos a elegir. Como contraste de medias prueba T para muestras relacionadas e independientes. Chi cuadrado para observar las distribuciones de elección de respuesta; intervalo de confianza 95%. Resultados: antes del curso eligieron espontáneamente la respuesta empática en el 9% de las ocasiones, mientras que al acabar el curso lo hicieron en el 43% de las ocasiones. El 33% de respuesta de apoyo-consuelo inicial disminuyó a 10%; el 30% de respuestas de solución de problema inicial disminuyó a 19%; el 18% de respuestas de valoración o juicio moral inicial disminuyó a 11%; el 8% de respuestas de investigación aumentó a 12%; medias estadísticamente significativas entre sus diferencias pre y postest. Se observaron pequeñas diferencias de género. Conclusiones: Los resultados apuntan a la validez de la formación en relación de ayuda para el aprendizaje de la respuesta empática.Objective: to determine spontaneous response tendency in emotionally conflictive simulated situations by nursery students before and after attending a counseling subject. Method: pretest-posttest cuasiexperimental study with a group of 78 nursing students. They were applied a spontaneous response choice test before and after studying a subject on counseling. There were 50 participants that answered the pre-test and 75 the post-test. The answer choice out of 6 posibilities was evaluated. T test was performed for related samples and for independent samples. Chi square test to observe response distribution; 95% confidence interval. Results: previous to studying this subject, students spontaneously selected empathetic response in 9% of the cases while after the end of the study in 43% occasions. The initial 33% of support-consolation responses decreased to 10%; the 30% problem-solving responses decreased to 19% and the 18% evaluation or moral judgement responses decreased to 11%; the 8% of initial investigation responses increased to 12%; differences between averages pre and post-test were statistically significant. Conclusions: Results point to counseling training utility as a learning method for empathetic response.

A lo largo de este trabajo se ofrece una visión de la felicidad y del bienestar como un proceso, como algo a construir a través de una dinámica de desarrollo y crecimiento personal que conduzca, a través del autoconocimiento, a ser más equilibrados, serenos y capaces de disfrutar de lo que hacemos y de lo que vivimos. Analizamos qué es para nosotros la felicidad, insistiendo en que ésta no consiste en tenerlo todo, o en no tener problemas ni dificultades, que, en definitiva, no reside en el exterior sino que está en nuestro interior, resaltando que es posible conquistarla. Situándonos en la perspectiva de la psicología humanista, la conectamos con la psicología positiva, cuyos orígenes se remontan a aquella, y hacemos una breve revisión del concepto de felicidad a través de diferentes autores, representantes de la psicología humanista. Finalmente, terminamos centrándonos en la perspectiva de Personalidad y Relaciones Humanas (PRH), muy cercana a la visión rogeriana. Para Personalidad y Relaciones Humanas la felicidad se puede ir conquistando poco a poco, estando muy ligada a un proceso de crecimiento interior que conduzca a la persona a ser cada vez más ella misma, desplegando todas sus potencialidades, a no vivir pendiente del éxito social o del parecer, a lograr tener el poder sobre su propia vida, sintiéndose cada vez más libre de las ataduras externas e internas; al sentido de la propia existencia, etc. Por ello, analizamos también en qué consiste crecer y qué es lo que favorece y dificulta este proceso de crecimiento interior. Situados en esta perspectiva, defendemos que la felicidad y el optimismo ante la vida es algo que no se adquiere porque sí, o sólo porque queremos. Requiere de un profundo y prolongado trabajo interior, para conocer nuestras potencialidades y límites y poder actualizarlas y ayudar a que crezcan en nuestra vida y relaciones. Pero, para crecer en libertad, alegría, optimismo, capacidad de amar, paciencia, bondad, lucidez, sabiduría, apertura a la vida, etc. frecuentemente es necesario hacer un trabajo de curación de las heridas de la sensibilidad, que impiden a la persona actualizar lo que es y ser feliz. Además, es imprescindible llevar a cabo un proceso de reeducación para transformar actitudes y formas de funcionar, adquiridas a lo largo del proceso de desarrollo, que hacen daño a la persona, impidiéndole ser ella misma y feliz.

En este artículo se contextualiza la figura del Técnico Superior en Integración Social, título éste que surge con la reforma educativa y de la formación profesional que aportó la L.O.G.S.E. y que, en gran medida, viene a reemplazar con una formación específica y de carácter formal a los «monitores sociales» que venían desempeñando su labor en distintos programas, pero en muchas ocasiones desde el voluntariado o sin una formación homogénea. A través de un recorrido de lo más general a lo más particular en la formación de este técnico, se parte del ámbito de la Formación Profesional y sus actuales transformaciones, para ir descendiendo a la Familia Profesional de Servicios Socioculturales y a la Comunidad; al currículo y perfil del Técnico en Integración Social y al ejemplo del desarrollo formativo de algún módulo o asignatura de su programa formativo, mostrando la idoneidad de esta figura profesional en el amplio campo de los Servicios Sociales.

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En la formación de los estudiantes de salud es importante el desarrollo de habilidades para abordar aspectos espirituales del paciente en la relación terapéutica que se establece con ellos. Así la atenciónse prestará en forma más humana, y en términos de calidad, el paciente estará satisfecho por la atención recibida. La relación terapéutica concebida más allá del diagnóstico y del tratamiento implica reconocerla íntima interrelación que mantienen los síntomas con el estado psicológico y afectivo del paciente;por lo tanto, la función de reconocimiento y de liberación catártica que tiene el escucharlo, puededisminuir la carga emocional que da la enfermedad, la vivencia de la misma y la muerte. Incorporarla comunicación a la relación facilitará ocuparse de los miedos, temores y la soledad que padecen las personas enfermas.

Copyright of Alternativas: Cuadernos de Trabajo Social is the property of Alternativas: Cuadernos de Trabajo Social and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We know the counselling, as a process based on the acquisition of a number of skills that enable people to become aware of their concerns and needs, encouraging them to discover and know the resources they have to cope with their current situation. Communication is a cornerstone in any helping relationship because through this, it addresses all emotions and stimulates all needs and behavioral changes. Taking care of a dependent person is a responsibility that comes directly to family caregivers. The burden caused by the care of a dependent person, causing a state of distress in caregivers manifested in a series of feelings and emotions. This work, carried out a review of the various scientific publications that have appeared in recent years and which refer to the counselling as supportive therapy helps family caregivers. [ABSTRACT FROM AUTHOR]

A child's illness and its hospitalization creates dramatic disruption with its daily life environment. This process can lead the child into a state of stress and anxiety in which difficulties may occur to its adaptation of this new context. In order to create the best effective helpful relation with the infant and his family, health professionals require some sociable skills. Plays, readings or music are excellent tools to carry this out. The aim of this work is to analyze studies that deal with the communication between the sick child and the health professionals. The descriptive work that is introduced below has been made by the systematic review of scientific publications index-linked in the main bibliographic database of "Ciencias de la salud: Cuiden Plus, LILACS Y MEDLINE". As a conclusion, it is remarkable to point out the importance of opening new ways of communication between health professionals and infant patients to secure an effective and humanized relation of help. [ABSTRACT FROM AUTHOR]

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Nursing is an eminently humanistic career, based on therapeutic communication. It requires an especial attitude, sensitivity, respect and love for human beings, it's in this context where we should work as a nurses. This intervention is based on the belief that to do our work therapeutic and significant to our patients, it must take into account which is the meaning of the disease for each person and comforted him or her in an active process to find together new behaviours more constructive for the person. This work is a real theoric and practice case, what it happened in a hospital, specifically in a Cardiology Unit, with a woman who had a myocardial infarction. We can find in this conversation deep emotions and feelings, she has taken stock of the events related to the MI and she considers her future after it. The work has two communicative interventions, first of them is developed in this article, we analyze patient´s fears and its implications. In the second part, we discuss more subjects, the aims were to know if fears were resolved, strategies were put on practice, evaluate her self-esteem and training her to become self-sufficient for her own care. [ABSTRACT FROM AUTHOR]

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