Commercial aviation pilots are an occupational group that work in particular conditions, with frequent schedule changes, shift work, unfavorable environmental conditions, etc. These circumstances can lead to fatigue, work overload (WO), and daytime sleepiness, factors that can affect their health and safety. This study aimed to assess the prevalence and the association between these parameters in a sample of Spanish commercial airline pilots. The Raw TLX, Fatigue Severity Scale, and the Epworth Sleepiness Scale questionnaires were administered in a sample of 283 participants. The relationships of the total scores between all the questionnaires were studied by the chi-square test and the risk scores (odds ratio) were calculated. Different models using multiple linear regression were carried out to evaluate the effects of WO, fatigue, and daytime sleepiness, among the total scores, age, and flight hours. Additionally, the internal consistency of each questionnaire was estimated. A total of 28.2% presented WO above the 75th percentile, with mental and temporal demand the dimensions with the greatest weight. A total of 18% of pilots presented fatigue, 15.8% moderate sleepiness, and 3.9% severe sleepiness. We observed an association among WO, fatigue, and daytime sleepiness, important factors related to pilot health and aviation safety.

Background: Higher education is considered to be one of the phases in the life cycle that produces psychological distress and academic pressure. The aim of the study was to assess to assess the emotional, empathic and coping skills of undergraduate students of Health Sciences and Social Sciences undergraduates using an explorative approach in a cross sectional study. Methods: A sample of 693 first-to-fourth-year students enrolled in different degree courses. We used an “ad hoc” questionnaire, the Trait Meta-Mood Scale (TMMS-24), Trait Meta-Mood Scale (TMMS-24), The Interpersonal Reactivity Index (IRI) and Brief COPE. Results: We found higher scores in capacity for empathy using the IRI, in emotional intelligence by TMMS-24 and a good coping style and adaptive strategies measured on the COPE, however, emotion regulation scores in DERS were medium. We found interesting relationships between female, first-year course, sport, anxiety and degree course in empathy, emotional intelligence, adaptative strategies and emotional regulation. Conclusions: Preventive and train measures in emotional and psychosocial resources are needed in higher education to achieve the highest possible level of psycho- emotional well-being. Keywords: emotional intelligence, empathy, coping skills, subjective well-being, students.

Introducción: el nacimiento de un/a hijo/a con discapacidad es un acontecimiento que genera un fuerte impacto emocional en padres y madres, por ello, el objetivo de este trabajo es investigar este aspecto. Método: han participado 59 familias con hijos/as con diagnóstico de discapacidad de la Comunidad de Madrid, siendo el 71,2 ‍% mujeres. Se usó un cuestionario elaborado ad hoc, la Escala de Estrés Percibido, el Inventario de Depresión Beck-II, la Escala de Resiliencia de Connor y Davidson (CD-RISC) y la Escala de Confianza Familiar (Con-Fam). Resultados: las familias han manifestado estrés percibido, así como síntomas de depresión leve, sin embargo, los niveles de resiliencia son altos. En cuanto a la confianza familiar, también ha sido adecuada. El análisis de las diferencias estadísticamente significativas muestra cómo el nivel de estudios y el tipo de familia ofrecieron interesantes resultados. Conclusiones: tener un hijo/a con discapacidad provoca en la familia respuestas de estrés y depresión, sin embargo, a pesar de este impacto las familias sienten capacidad de afrontamiento y confianza ante el cuidado del hijo/a.

La escritura académica en la educación superior es una tarea que debe ser aprendida y enseñada para acceder al conocimiento. La evaluación entre iguales es una estrategia evaluativa que podemos usar para favorecer el aprendizaje de la escritura académica.El objetivo de este trabajo es presentar una experiencia de innovación docente aplicada a los 43 estudiantes de 1º de Grado de Logopedia de la UCLM para aprendern y enseñar la escritura académica. La intervención combinó la evaluación colaborativa interpares con la revisión del profesor de los textos que los estudiantes escribían. Para evaluar las mejoras de los textos escritos se aplicó una rúbrica para evaluar diferentes aspectos del texto.Los resultados del estudio muestran que esta metodología favoreció la revisión continua del texto lo que repercutio favorablemente en su calidad final. Los profesores ofrecieron más sugerencias que los compañeros en los aspectos de contenido, sin embargo, obtuvieron una mayor ratio de aceptación las sugerencias de los iguales. Sin embargo, estas sugerencias se dirigieron mayoritariamente a la supervisión de los aspecos formales mientras que las de los profesores aludieron, principalmente, a los aspectos pragmáticos(de coherencia y de cohesión del texto).Este estudio muestra los beneficios que estudiantes y profesores universitarios pueden conseguir al hacer uso de la revisión intergrupos, en la enseñanza y aprendizaje de la escritura académica en la Educación Superior.

Schizophrenia is characterized by a distortion of thinking, perceptions, emotions, language, self-awareness and behavior. It affects more than 21 million people worldwide and is one of the 10 most disabling diseases according to the World Health Organization, but there is little evidence of the language deficit entailed by the disease.This is a cross-sectional and quasi-experimental study. A battery of different assessment instruments was used to evaluate pragmatics and prosody in a sample of 96 subjects, of which 48 (50%) had no mental illness (control group) and 48 (50%) had mental illness (experimental group).According to the classification of Crow (1978), 56.7% of the subjects of the experimental group (27 subjects) showed positive symptomatology and 43.8% (21 subjects) showed negative symptoms. Different deficit patterns were observed according to the symptomatology, as well as impairment of the areas assessed in the present study (pragmatics and affective prosody). Schizophrenia entails a deficit in the analyzed areas, although there is a controversy about its origin. Concerning pragmatics, literal interpretations are to be found in both types of patients, but these are more frequent in subjects with positive symptomatology. As for prosody, the appearance of excessively high fundamental frequencies, monotony in the expression of emotions, and difficulties for the understanding of affective prosody are the most salient characteristics of all the patients in the experimental group.