Educación versus coerción. Una apuesta decidida por la educación para la salud

Jarauta, María José Pérez; Ozcoidi, Margarita Echauri

doi:10.1016/j.gaceta.2012.10.002

Cited by 11 publications

(24 citation statements)

References 5 publications

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“…We should also mention the limitations in this study. The low representation of emotional intelligence could respond to a great variety of expressions in relation to the emotional component used in research, depending on the theoretical model or authors' perspective (Pérez-González & Qualter, 2018). This may affect the localization of studies with other terminologies, even though they are referring to the same constructs.…”

Section: Discussionmentioning

confidence: 99%

“…Moreover, the ones that do integrate emotions often lack the necessary quality to be considered for generalization or replication of results (Barry et al, 2014;Langford et al, 2014), so we must keep working to meet scientific standards which ensure knowledge quality. Only in this way, it will be possible to develop a comprehensive and transversal HE, with wellbeing-promoting tangible effects for every individual and community, which in the end will have to go through the integration of evidence-based emotional education in this process, according to recent international demands (Bonell et al, 2014;Domitrovich et al, 2017;Pérez-González & Qualter, 2018; World Health Organization and the Calouste Gulbenkian Foundation, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Con todo, hay pruebas científicas acumuladas suficientes como para defender la idea de que, por un lado, las emociones tienen relación directa con procesos de salud y enfermedad variados y, por otra parte, que la IE debería considerarse como un factor personal promotor de salud, propio por ejemplo del área emocional del modelo de factores personales promotores de salud descrito por Pérez-Jarauta y Echauri-Ozcoidi (2013). De hecho, la propia OMS (World Health Organization and the Calouste Gulbenkian Foundation, 2014) ha subrayado que las competencias socioemocionales asociadas con la IE constituyen un factor protector y promotor de salud, todo lo cual ha dado lugar a que varios autores hayan defendido recientemente que la educación emocional sea considerada una cuestión de promoción de la salud pública (Bonell et al, 2014;Kimber et al, 2008;Pérez-González y Qualter, 2018). Basándonos en esta revisión de la literatura, parece razonable reconocer la educación emocional como una nueva línea de intervención pedagógica a integrar en las prácticas de EpS.…”

Section: Abstract: Emotions Emotional Health Health Education Health unclassified

“…En consecuencia, se debe seguir trabajando para cumplir con los estándares científicos necesarios que garanticen la calidad del conocimiento. Sólo así se podrá desarrollar una EpS integral y transversal cuyos efectos sean evidenciables y favorecedores de bienestar para todos los individuos y comunidades, lo que en definitiva pasará por integrar la educación emocional basada en la evidencia en este proceso, de manera acorde con demandas internacionales recientes (Bonell et al, 2014;Domitrovich et al, 2017;Pérez-González y Qualter, 2018;World Health Organization and the Calouste Gulbenkian Foundation, 2014).…”

Section: Conclusionesunclassified

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Educación Emocional en la Educación para la Salud: Cuestión de Salud Pública

et al. 2020

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Las conjeturas sobre la conexión entre psicología y salud, en general, y entre variables afectivas y salud, en particular, captaron por primera vez enorme atención internacional con el psicoanálisis de Sigmund Freud, a principios del siglo XX. Un ejemplo de que en esa época despegó el estudio sobre esta conexión fue la creación en 1939 de la hoy prestigiosa revista Psychosomatic Medicine. Hoy en día, un siglo después, aunque aún no es bien comprendida la relación entre variables afectivas y salud, sí disponemos de suficiente acumulación de evidencia científica que muestra que dicha relación existe, es bidireccional y tiene base psicobiológica (

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Abstract: Emotions Emotional Health Health Education Health unclassified

Section: Conclusionesunclassified

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Educación Emocional en la Educación para la Salud: Cuestión de Salud Pública

et al. 2020

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“…Workshops’ contents are detailed in Table 1. A model of participatory-active education was used, in order to achieve practical skills in addition to nutritional knowledge ( 17 ) . Cognitive (teaching how to improve diet), emotional (addressing beliefs and attitudes of the participants through discussion and analysis techniques) and skill areas (developing dietary skills) were included.…”

Section: Methodsmentioning

confidence: 99%

Educational intervention to improve adherence to the Mediterranean diet among parents and their children aged 1–2 years. EniM clinical trial

Roset-Salla¹,

Salabarnada-Torras²,

Pera³

et al. 2015

Public Health Nutr.

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Objective: The objective of the present study was to evaluate the effectiveness of an educational programme on healthy alimentation, carried out in day-care centres and aimed at the parents of children from 1 to 2 years of age, regarding the acquisition of healthy eating habits among themselves and their children. Design: We performed a multicentre, multidisciplinary, randomized controlled study in a community setting. Setting: The EniM study (nutritional intervention study among children from Mataró) was performed in twelve day-care centres in Mataró (Spain). Centres were randomized into a control group (CG) and an intervention group (IG). IG received four or five educational workshops on diet, CG did not have workshops. Subjects: Children, not exclusively breast-fed, from 1 to 2 years of age, in the participating day-care centres and the persons responsible for their alimentation (mother or father). Results: Thirty-five per cent of the IG did not attend the minimum of three workshops and were excluded. The CG included seventy-four children and seventytwo parents and the IG seventy-five children and sixty-seven parents. Both groups were comparable at baseline. Basal adherence to the Mediterranean diet was 56·4 % in parents (Gerber index) and 7·7 points in children (Kidmed test). At 8 months, Mediterranean diet adherence had improved in the IG by 5·8 points in the Gerber index (P = 0·01) and 0·6 points in the Kidmed test (P = 0·02) compared with the CG. Conclusions: This educational intervention performed in parents at the key period of incorporation of a 1-2-year-old child to the family table showed significant increases in adherence of the parents to the Mediterranean diet, suggesting future improvement in different indicators of health and an expected influence on the diet of their children.

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