Examinando por Autor "Espinosa Blanco, Patricia"

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    Comparative analysis of emotional facial expression recognition and empathy in children with prader-willi syndrome and autism spectrum disorder
    (BioMed Central Ltd, 2024-12) Perosanz Hidalgo, Ane; Martínez, Óscar; Espinosa Blanco, Patricia; García Urquiza, Irune; Al-Rashaida, Mohammad Ali Hussein; López Paz, Juan Francisco
    Background: Prader-Willi Syndrome (PWS) is a rare neurodevelopmental disorder that is often comorbid with Autism Spectrum Disorder (ASD). Due to the close association between these two conditions, and recognizing that Theory of Mind (ToM) is related to social behaviors in ASD, there is a growing interest in studying the reciprocity of social communication between these two groups. Method: The primary objective of this study was to compare how children (n = 45) with PWS (n = 15), ASD (n = 15), and a control group (n = 15) respond to emotion recognition of facial expressions and empathy, which are both concepts related to ToM. The study utilized two tools named FEEL and Deusto-e-Motion 1.0. We also evaluated the Working Memory index of the WISC-IV scale, the Social Perception domain of the NEPSY-II battery, and the SCQ in both clinical groups. Results: Our findings suggest that individuals with PWS exhibit lower accuracy in recognizing facial expressions and empathy compared to the control group. Both clinical groups exhibited a delayed reaction time compared to the control group. Children with PWS display difficulties in recognizing emotions of disgust and surprise. In terms of cognitive empathy, children with PWS showed a greater inclination to respond to disgust as compared to children with ASD. Conclusions: This study represents the initial stage in comprehending the emotional and empathetic abilities of children with PWS and ASD. The findings can provide valuable insights for developing future interventions.
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    Effects of songwriting group music therapy program among informal caregivers of older adults with dependency
    (Multidisciplinary Digital Publishing Institute (MDPI), 2024-09) Pérez Núñez, Paula; Martínez, Óscar; Espinosa Blanco, Patricia; Perosanz Hidalgo, Ane; García Urquiza, Irune; O’Callaghan, Clare
    Informal caregivers of older people face demanding responsibilities that can negatively affect their wellbeing, highlighting the relevance of interventions that address their specific needs. This study aimed to assess the effects of a group music therapy program based on different songwriting approaches applied to informal caregivers of older adults with dependency. A sample of 113 caregivers participated, being assigned either to the intervention (n = 60) or the control group (n = 53). The intervention group caregivers received 10 weekly sessions of the songwriting program, while the control group continued with their usual care service. Psychological symptoms and health-related quality of life (HRQoL) were assessed at baseline and follow-up using the State-Trait Anxiety Inventory, Beck Depression Inventory-II, Zarit Burden Interview, and SF-36. Group × Time interactions revealed significant improvements in the intervention group compared to the control one in trait anxiety (p = 0.022), social functioning (p = 0.013), role limitations due to physical problems (p = 0.020), and physical component summary (p = 0.022). These findings provided valuable evidence on this novel intervention, showing positive effects for caregivers’ wellbeing. The current research emphasizes the importance of considering music therapy as a potential intervention among caregiver support programs.
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    Ítem
    Rendimiento académico, su relación con la ansiedad ante exámenes, el estrés y las estrategias de afrontamiento. Un programa de intervención
    (Universidad de Deusto, 2016-02-05) Espinosa Blanco, Patricia; Fernández de Larrinoa Palacios, Pedro P.; Facultad de Filosofía y Ciencias de la Educación; Salud y Familia
    El rendimiento académico del estudiantado universitario constituye un factor imprescindible en el abordaje del tema de la calidad de la educación superior, debido a que es un indicador que permite una aproximación a la realidad educativa (Díaz, Peio, Arias, Escudero, Rodríguez, Vidal, 2002). El objetivo de este estudio ha sido comprobar que una intervención en control de ansiedad ante los exámenes y clases de apoyo en las materias de biología y matemáticas, nos permitirán disminuir el estado de ansiedad de los alumnos, y modificar algunas de las estrategias de afrontamiento utilizadas por los mismos y que resultan improductivas, dando lugar con ello a una mejora del rendimiento académico y una reducción de la ansiedad ante los exámenes. Del mismo modo se ha realizado un análisis de las variables que predicen el rendimiento académico de los alumnos, tales como el rendimiento previo, tipo de bachiller estudiado, idioma de bachiller, estudios del padre y de la madre… Los datos obtenidos reflejan algunos cambios en el rendimiento académico de los alumnos tras recibir el programa de intervención, y factores determinantes del rendimiento en el primer curso de carrera universitaria. Sin embargo, los resultados no nos llevan a una conclusión determinante, debido a las propias limitaciones del estudio, tales como tipo de muestra (todos los alumnos pertenecientes al mismo curso de la licenciatura de psicología), y el hecho de realizar el programa de intervención en el grupo control en un periodo corto de tiempo. De esta forma, algunos de los resultados replican lo encontrado en la literatura, lo que nos anima a considerar la importancia de realizar programas de intervención con los alumnos de primer curso, para aumentar en ellos estrategias de afrontamiento, reducción de la ansiedad y el estrés y a través de la adquisición de estas habilidades, conseguir una mejora en su rendimiento académico.
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    Ítem
    Social cognition in DMD and BMD dystrophinopathies: a cross-sectional preliminary study
    (Routledge, 2024) García Urquiza, Irune; Martínez, Óscar; López Paz, Juan Francisco; García Martín, Maitane; Espinosa Blanco, Patricia; Rodríguez Bermejo, Alicia Aurora; Pallarès-Sastre, Mercè; Ruiz de Lazcano Sánchez, Aitana; Amayra Caro, Imanol
    Objective: The dystrophinopathies called Duchenne and Becker muscular dystrophies (DMD/BMD) are rare, progressive, incurable, and life-limiting paediatric-onset neuromuscular diseases. These diseases have long been associated with specific neuropsychological deficits. However, the performance of these patients in the social cognition domain has not been properly investigated. Thus, the main objective of this study was to compare the performance on social cognition between DMD/BMD patients and healthy age-matched boys. Method: This cross-sectional study included 20 DMD/BMD children and adolescents and 20 healthy controls. The protocol included the Social Perception Domain of the NEPSY-II, the Reading the Mind in the Eyes Test–Child and Happé’s Strange Stories test. General intelligence was controlled to eliminate the possible influence of covariables. All the assessments were performed remotely. Results: Most social cognition tasks were worse in patients with DMD/BMD than in matched healthy controls. These differences remained even after controlling for the general intelligence variable, with the exception of Total Disgust Errors (F = 1.462, p =.234, η2p=.038) and Verbal task (F = 1.820, p =.185, η2p=.047) scores from the NEPSY-II. Conclusions: This is the first study to demonstrate that the neuropsychological domain of social cognition is impaired in DMD/BMD patients, independent of the level of general intelligence. Screening assessments in DMD/BMD patients should be promoted to allow social cognition difficulties to be detected at an early stage to enhance patients’ quality of life and social development.