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VÁZQUEZ MARTOS, SONIA SARA

Authors: VÁZQUEZ MARTOS, SONIA SARA

Introduction: According to WHO 450 million people suffer from a mental or behavioral disorder, around 1 million people commit suicide a year and one in every four families has at least one member affected with mental disorder. The WHO, emphasizes that an appropriate combination of treatment and primary prevention programs in the field of mental health, can prevent years lived with disability and even premature death. It also emphasizes the importance of advocacy interventions in schools to increase self-esteem, life skills, pro-social behavior, school performance and the social environment. The Spanish Association of Pediatrics of Primary Care also, in some of the recommendations that is included in the report of the competences of the health professionals, already details the importance of: transmitting adequate norms in terms of discipline, limits, habits, emotional education, conflict management, or tantrums. Learning to regulate emotions from childhood is part of healthy habits and preventive measures in mental health. Methodology: Bibliographic review by searching original articles in health sciences databases, such as Pubmed, Cochrane, Scielo and Cuidatge. The languages ​​of the Medical Subject Headlines (MESH) and Health Sciences Descriptors (DeCS) were used to retrieve the articles. Results: The totality of the articles obtained have shown the suitability of the importance of preventive activities in school age and the importance of implementing programs to emotionally educate children from an early age, emotional education is part of a healthy lifestyle. Conclusions: Children need to learn to manage emotions through "active listening", dialogue, the development of empathy, nonverbal communication, knowing how to say no and also react without violence, these learnings that can be translated into a healthy lifestyle, that is, emotions are present in our lives since we are born and play an important role in the construction of our personality and social interaction. School nursing plays an important role in emotional education in childhood.

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Authors: TORRES IMAZ, FERNANDO

The European Union together with the World Health Organization, in 2004, set as a goal the reduction of childhood obesity in European countries, through different strategies. In Spain, the NAOS Strategy (Nutrition, Physical Activity and Obesity Prevention) was designed in 2005 to respond to the objective of reversing the tendency to obesity through healthy eating and the practice of physical education. Apart from the actions carried out by the (state) Ministry of Health, the different Autonomous Communities have been urged to carry out different actions to adhere to the Strategy, given that the Health competence is managed in Spain in such a way not centralized through the different Autonomous Communities. This work tries to review through the information reflected in the different web pages of the Autonomous Communities, the strategies followed and their differences.

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Authors: AMADO MERCHÁN, ÁLVARO

Introduction: School-age children can develop a series of postural habits that are potentially harmful for the health of the rachis, both at school and during their day-to-day activities. Teachers should be aware of the problem this represents and the possible consequences for back health, by taking part in implementing postural education programmes. Objectives: To analyse the influence of postural education programmes for the prevention of problems related to back pain in the school environment. Also, to discover the short- and long-term effects of these programmes, and determine the role that teachers play in implementing them. Material and method: Bibliographical review of the Medline, Scielo, Dialnet and Google Scholar databases, using as inclusion criteria studies in which postural education programmes were carried out on the school population, in Spanish and English, and published as of 2014. Results: Nine articles were selected, which show that measures implemented through postural education programmes efficiently influence theoretical learning about the basics of postural education, and the proper practice of postural habits. Teachers play a fundamental role as when both physical education and other teachers are informed about postural education programmes, pupils better achieve the objectives. It highlights the importance of tackling postural health from an early age as a measure to create healthy habits that are maintained over time through constant reinforcement. Conclusion: Postural education programmes produce positive changes in the knowledge and behaviours of pupils during the interventions and upon finalization of the programmes, reducing the effects over time meaning that these programmes should be carried out throughout the whole educational process for pupils, who will thus acquire more sustainable postural habits over time. The effectiveness of postural education programmes depends to a large extent on the involvement and coordinated action of the teachers in postural education programmes.