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.
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.
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