{"id":10322,"date":"2022-12-09T13:31:03","date_gmt":"2022-12-09T12:31:03","guid":{"rendered":"https:\/\/glifing.com\/glifing\/?p=10322"},"modified":"2026-01-22T13:39:13","modified_gmt":"2026-01-22T12:39:13","slug":"presentacio-dels-resultats-dun-estudi-experimental","status":"publish","type":"post","link":"https:\/\/glifing.com\/ca\/blog\/presentacio-dels-resultats-dun-estudi-experimental\/","title":{"rendered":"Presentaci\u00f3 dels resultats d\u2019un estudi experimental"},"content":{"rendered":"\n<h2 class=\"wp-block-heading\" id=\"h-a-continuacio-s-adjunta-la-presentacio-feta-per-montserrat-garcia-directora-de-glifing-al-6th-international-congress-of-clinical-and-health-psychology-on-children-and-adolescents-dut-a-terme-a-elx-del-18-al-21-de-novembre-de-2020\">A continuaci\u00f3, s\u2019adjunta la presentaci\u00f3 feta per Montserrat Garcia, directora de Glifing, al <strong>6th INTERNATIONAL CONGRESS OF CLINICAL AND HEALTH PSYCHOLOGY ON CHILDREN AND ADOLESCENTS, dut a terme a Elx, del 18 al 21 de novembre de 2020.<\/strong><\/h2>\n\n\n\n<p>Intervenci\u00f3 assistida per ordinador per a infants d\u2019educaci\u00f3 prim\u00e0ria amb dificultats de lectura.<br>Virginia Krieger, Montserrat Garcia Ortiz, Jes\u00fas Nieto i Juan A. Amador Campos.<br>Estudi elaborat en col\u00b7laboraci\u00f3 amb el Departament de Psicologia Cl\u00ednica i Psicobiologia de la<strong> Universitat de Barcelona, l\u2019Institute for Brain, Cognition and Behavior (IR3C) de Barcelona i Glifing<\/strong>.<\/p>\n\n\n\n<p><p><strong>Resum:<\/strong><br>Una de les fites educatives m\u00e9s importants en l\u2019educaci\u00f3 infantil \u00e9s <strong>l\u2019aprenentatge de la lectura<\/strong>. Als infants amb dificultats lectores se\u2019ls pot quedar sensiblement afectat el rendiment escolar. Aquests \u00faltims anys, s\u2019han fet servir diversos programes de lectura assistits per ordinador per intervenir en les dificultats de lectura. Hi ha evid\u00e8ncies que indiquen que les<strong> habilitats lectore<\/strong>s milloren despr\u00e9s d\u2019haver aplicat aquests programes. Aquest<strong> estudi <\/strong>analitza l\u2019efecte d\u2019una intervenci\u00f3 assistida per ordinador sobre les habilitats lectores d\u2019infants amb problemes de lectura en els tres primers cursos de l\u2019educaci\u00f3 prim\u00e0ria (1r, 2n i 3r d\u2019EP) en escoles de diversos nivells socioecon\u00f2mics.<\/p><\/p>\n\n\n\n<p><p>Es duen a terme dues avaluacions, una abans de la intervenci\u00f3 i una altra quan s\u2019acaba la intervenci\u00f3 (final del curs escolar). Un total de 965 infants (n = 333, 1r; n = 331, 2n; n = 301, 3r) amb unes edats de 6 a 8 anys (de sexe mascul\u00ed 50,5 %) van treballar amb el <strong>programa de lectura GLIFING<\/strong>. Les ANOVA de mesures repetides mostren que l\u2019entrenament t\u00e9 efectes significatius sobre l\u2019efic\u00e0cia lectora en els tres grups. Les MANCOVA indiquen que les difer\u00e8ncies significatives que es deuen a la implementaci\u00f3 del programa GLIFING romanen despr\u00e9s d\u2019haver controlat el nivell socioecon\u00f2mic i el nombre de sessions fetes. Les dades mostren que existeixen millores significatives per als tres grups d\u2019EP en les compet\u00e8ncies lectores.<\/p><\/p>\n\n\n\n<p><p>Aquest estudi proveeix evid\u00e8ncia que el programa GLIFING pot ser \u00fatil per a la intervenci\u00f3 en infants amb problemes de lectura en edat escolar. Es discuteixen les implicacions i les limitacions de l\u2019estudi. V\u00eddeo adjunto en castell\u00e0.<\/p><br><p><p class=\"responsive-video-wrap clr\"><iframe title=\"Resultados estudio Glifing sobre ni\u00f1@s con dificultades de lectura\" src=\"https:\/\/player.vimeo.com\/video\/779566646?dnt=1&amp;app_id=122963\" width=\"1200\" height=\"675\" frameborder=\"0\" allow=\"autoplay; fullscreen; picture-in-picture; clipboard-write; encrypted-media; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\"><\/iframe><\/p><\/p><\/p>\n\n\n\n<p><strong>M\u00e8tode:<\/strong><br>La intervenci\u00f3 es va centrar en infants amb trastorn espec\u00edfic d\u2019aprenentatge amb dificultats en la lectura (trastorn espec\u00edfic de l\u2019aprenentatge: amb <strong>dificultats de lectura<\/strong> [315.00 (F81.0)].). S\u00f3n infants que presenten dificultats en la precisi\u00f3 de la lectura de paraules, velocitat\/flu\u00efdesa i comprensi\u00f3 de la lectura.<br>Uns quants d\u2019aquests d\u00e8ficits persistents estan relacionats amb:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Processament fonol\u00f2gic: consci\u00e8ncia fonol\u00f2gica, mem\u00f2ria fonol\u00f2gica i recodificaci\u00f3 fonol\u00f2gica.<\/li>\n\n\n\n<li>Velocitat de denominaci\u00f3.<\/li>\n\n\n\n<li>Descodificaci\u00f3 sil\u00b7l\u00e0bica.<\/li>\n\n\n\n<li>Reconeixement r\u00e0pid de les paraules.<\/li>\n\n\n\n<li>Aprenentatge del vocabulari.<\/li>\n\n\n\n<li>Aspectes cognitius: atenci\u00f3 sostinguda, habilitats perceptives motores i funcions executives.<\/li>\n<\/ul>\n\n\n\n<p><strong>Intervenci\u00f3:<\/strong><br>Es va dur a terme un tractament intensiu assistit per ordinador, monitorat i basat en el model RTI.<br>Aquest tipus de tractaments permeten una detecci\u00f3\/intervenci\u00f3 preco\u00e7 i la intervenci\u00f3 multimodal ja que poden coexistir amb altres tractaments. S\u00f3n beneficiosos ja que permeten una instrucci\u00f3 experta a baix cost, un funcionament sistem\u00e0tic i incremental que permet m\u00faltiples repeticions, un ritme de treball personalitzat i adaptat a les necessitats de cada infant i el seguiment de l\u2019adquisici\u00f3 de compet\u00e8ncies en temps real.<\/p>\n\n\n\n<p>A m\u00e9s a m\u00e9s, faciliten que es consolidi l\u2019aprenentatge a trav\u00e9s d\u2019un format atractiu i una est\u00e8tica adaptada a l\u2019edat de la persona usu\u00e0ria, el refor\u00e7 del comprom\u00eds i la motivaci\u00f3 dels infants per la intervenci\u00f3, la disponibilitat i l\u2019acc\u00e9s f\u00e0cil al material did\u00e0ctic, la facilitat per fer m\u00faltiples repeticions i la retroalimentaci\u00f3 immediata sense prejudicis en l\u2019execuci\u00f3.<\/p>\n\n\n\n<p><p><strong>M\u00e8tode Glifing:<\/strong><br>El m\u00e8tode disposa d\u2019una bateria de sessions (m\u00e9s de 4.000) per treballar, de manera l\u00fadica i motivadora, els diferents aspectes que componen l\u2019aprenentatge i l\u2019entrenament de la lectura.<br>Els objectius de la intervenci\u00f3 amb el<strong> M\u00e8tode Glifing<\/strong> s\u00f3n explicitar l\u2019ensenyament del codi fon\u00e8tic, automatitzar el proc\u00e9s de descodificaci\u00f3 (la conversi\u00f3 grafema-fonema), proporcionar estrat\u00e8gies i vocabulari que permetin accedir a una major comprensi\u00f3 i tenir informaci\u00f3 objectiva de l\u2019evoluci\u00f3 mitjan\u00e7ant avaluacions de l\u00ednia base (avaluaci\u00f3 pre) i posttractament.<br>A m\u00e9s a m\u00e9s, l\u2019\u00fas del M\u00e8tode Glifing garanteix el registre d\u2019objectius de cada sessi\u00f3 (personalitzaci\u00f3 del model de treball), l\u2019aplicaci\u00f3 del model de resposta a la intervenci\u00f3 (RTI) i l\u2019execuci\u00f3 de sessions individuals i personalitzades de treball.<\/p>\n<p>&nbsp;<\/p>\n<p style=\"text-align: center;\"><strong>Glifing una de les millors eines per ensenyar a llegir<\/strong><\/p>\n<p><a href=\"https:\/\/lectura.glifing.com\/Demo-Glifing-gratis-ca\" target=\"_blank\" rel=\"noopener\"><img decoding=\"async\" class=\"size-medium wp-image-16729 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-300x67.png\" alt=\"Demo sessions Glifing gratis\" width=\"300\" height=\"67\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-300x67.png 300w, https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-1024x227.png 1024w, https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-768x170.png 768w, https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-1536x341.png 1536w, https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT-600x133.png 600w, https:\/\/glifing.com\/wp-content\/uploads\/2021\/07\/DEMO-SESIONES-GRATIS-CAT.png 2000w\" sizes=\"(max-width: 300px) 100vw, 300px\" \/><\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p><\/p>\n\n\n\n<p><strong>Mostra:<\/strong><br>La mostra d\u2019aquest estudi consta de 965 infants (dels quals un 50,5 % s\u00f3n de sexe mascul\u00ed) d\u2019entre 6 i 8 anys que estaven cursant 1r, 2n o 3r d\u2019educaci\u00f3 prim\u00e0ria segons la disposici\u00f3 seg\u00fcent (1r = 333, 2n = 331, 3r = 301).<br>Per fer l\u2019estudi s\u2019han pres les dades de nivell socioecon\u00f2mic (NSE) i s\u2019ha identificat la mostra segons si l\u2019NSE era baix = 1, mitj\u00e0 = 2 o alt = 3.<\/p>\n\n\n\n<p><strong>Objectiu:<\/strong><br>Analitzar l\u2019efecte d\u2019aquesta intervenci\u00f3 assistida per ordinador sobre les habilitats lectores d\u2019infants amb problemes de lectura en els tres primers cursos de l\u2019EP en escoles de diversos nivells socioecon\u00f2mics (NSE).<\/p>\n\n\n\n<p><p><strong>Materials:<\/strong><\/p>\n<p>1) Sessions de treball (15-20 min\/sessi\u00f3) digitals i interactives amb tasques de lectura, mem\u00f2ria i comprensi\u00f3 en format exercici i joc.<\/p>\n<p>2) Caracter\u00edstiques: 10-15 activitats\/sessi\u00f3, que treballen:<\/p>\n<p style=\"padding-left: 40px;\">a) de manera expl\u00edcita i directa:<\/p>\n<p style=\"padding-left: 80px;\">i) Consci\u00e8ncia fonol\u00f2gica (a trav\u00e9s del llenguatge oral).<\/p>\n<p style=\"padding-left: 80px;\">ii) Principi alfab\u00e8tic (presentaci\u00f3 del codi fonol\u00f2gic).<\/p>\n<p style=\"padding-left: 80px;\">iii) Ruta fonol\u00f2gica de la lectura (automatitzaci\u00f3 de la conversi\u00f3 grafema-fonema, amb pseudoparaules).<\/p>\n<p style=\"padding-left: 80px;\">iv) Ruta l\u00e8xica de la lectura (automatitzaci\u00f3 de la lectura r\u00e0pida de les paraules freq\u00fcents).<\/p>\n<p style=\"padding-left: 80px;\">v) Comprensi\u00f3 lectora.<\/p>\n<p style=\"padding-left: 40px;\">b) De manera impl\u00edcita o indirecta:<\/p>\n<p style=\"padding-left: 80px;\">i) Mem\u00f2ria de treball.<\/p>\n<p style=\"padding-left: 80px;\">ii) Flexibilitat cognitiva.<\/p>\n<p style=\"padding-left: 80px;\">iii) Atenci\u00f3.<\/p>\n<p>3) Registre d\u2019avaluacions PRE i POST de l\u2019\u00edndex global \u201cGLIFEL\u201d (\u00edndex d\u2019efic\u00e0cia lectora que es despr\u00e8n de la combinaci\u00f3 de la velocitat i la comprensi\u00f3 lectores) que reuneix tres criteris avaluatius i la combinaci\u00f3 entre si:<\/p>\n<p style=\"padding-left: 40px;\">a) Velocitat de lectura (paraules per minut, ppm).<\/p>\n<p style=\"padding-left: 40px;\">b) Precisi\u00f3 lectora (% d\u2019errors de lectura).<\/p>\n<p style=\"padding-left: 40px;\">c) Comprensi\u00f3 d\u2019un text (% de preguntes de comprensi\u00f3 respostes correctament).<\/p><\/p>\n\n\n\n<p><strong>Procediment:<\/strong><br>Es van dur a terme dues avaluacions (PRE i POST) abans i despr\u00e9s de la intervenci\u00f3 (inici i final del curs escolar).<br>Entre les dues avaluacions es van desenvolupar les sessions de treball. Aquesta intervenci\u00f3 es va dur a terme tant en l\u2019\u00e0mbit escolar com en el familiar, sempre en pres\u00e8ncia i amb l\u2019acompanyament d\u2019una persona adulta i en format d\u2019aplicaci\u00f3 individual, de grup petit i de grup-aula.<\/p>\n\n\n\n<p><strong>An\u00e0lisi de dades i conclusions:<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Els tres grups s\u00f3n equivalents en g\u00e8nere, per\u00f2 no pas en edat.<\/li>\n\n\n\n<li>Les ANOVA mostren que <strong>la intervenci\u00f3 ha tingut efectes significatius en l\u2019\u00edndex global d\u2019efic\u00e0cia lectora \u201cGLIFEL\u201d en els tres cursos escolars<\/strong>. (Increment de les habilitats lectores entre l\u2019avaluaci\u00f3 PRE i l\u2019avaluaci\u00f3 POST.)<\/li>\n\n\n\n<li>Les MANCOVA mostren que <strong>les difer\u00e8ncies que es deuen a la implementaci\u00f3 del M\u00e8tode Glifing romanen <\/strong>despr\u00e9s d\u2019haver controlat l\u2019NSE i el nombre de sessions individuals fetes.<\/li>\n<\/ul>\n\n\n\n<p><strong>Taula 1:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img fetchpriority=\"high\" decoding=\"async\" class=\"wp-image-10323 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/taula1.jpg\" alt=\"Taula 6 anys\" width=\"642\" height=\"287\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula1.jpg 642w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula1-600x268.jpg 600w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula1-300x134.jpg 300w\" sizes=\"(max-width: 642px) 100vw, 642px\" \/><\/figure>\n\n\n\n<p>En aquesta primera taula hi veiem els resultats del primer curs de prim\u00e0ria (6 anys). S\u2019hi pot observar que les difer\u00e8ncies s\u00f3n significatives, amb un interval de confian\u00e7a del 95%, entre l\u2019avaluaci\u00f3 PRE i l\u2019avaluaci\u00f3 POST per als tres grups de diferents NSE. Concretament, veiem una difer\u00e8ncia de mitjanes de 30 per al grup 1 (NSE baix), de 33,73 per al grup 2 (NSE mitj\u00e0) i de 36,66 per al grup 3 (NSE alt).<\/p>\n\n\n\n<p>A m\u00e9s a m\u00e9s, tamb\u00e9 hi veiem com al grup 3, NSE alt, s\u2019han fet m\u00e9s sessions d\u2019entrenament; el segueix el grup 2, NSE mitj\u00e0, i el grup que ha fet menys sessions \u00e9s el grup 1, que es correspon a l\u2019NSE baix.<\/p>\n\n\n\n<p><strong>Gr\u00e0fic 1:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" class=\"wp-image-10325 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/Grafic1.jpg\" alt=\"Gr\u00e0fic 6 anys\" width=\"436\" height=\"349\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic1.jpg 436w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic1-300x240.jpg 300w\" sizes=\"(max-width: 436px) 100vw, 436px\" \/><\/figure>\n\n\n\n<p>Al gr\u00e0fic superior hi podem observar de manera visual la difer\u00e8ncia entre la l\u00ednia base PRE (en blau) i la l\u00ednia POST (en vermell).<\/p>\n\n\n\n<p><strong>Taula 2:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-10327 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/taula2.jpg\" alt=\"Taula 7 anys\" width=\"642\" height=\"280\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula2.jpg 642w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula2-600x262.jpg 600w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula2-300x131.jpg 300w\" sizes=\"(max-width: 642px) 100vw, 642px\" \/><\/figure>\n\n\n\n<p>En aquesta segona taula hi podem veure els resultats del segon curs de prim\u00e0ria (7 anys). S\u2019hi pot observar que les difer\u00e8ncies s\u00f3n significatives, amb un interval de confian\u00e7a del 95 %, entre l\u2019avaluaci\u00f3 PRE i l\u2019avaluaci\u00f3 POST per als tres grups de diferents NSE. Concretament, hi veiem una difer\u00e8ncia de mitjanes de 14,43 per al grup 1 (NSE baix), de 18,69 per al grup 2 (NSE mitj\u00e0) i de 15,52 per al grup 3 (NSE alt).<\/p>\n\n\n\n<p>A m\u00e9s a m\u00e9s, tamb\u00e9 hi podem veure com al grup 2, NSE mitj\u00e0, s\u2019han fet m\u00e9s sessions d\u2019entrenament; el segueix (amb molt poca difer\u00e8ncia) el grup 3, NSE alt, i el grup que ha fet menys sessions \u00e9s el grup 1, que es correspon a l\u2019NSE baix.<\/p>\n\n\n\n<p><strong>Gr\u00e0fic 2:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-10329 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/Grafic2.jpg\" alt=\"Gr\u00e0fic 7 anys\" width=\"416\" height=\"334\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic2.jpg 416w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic2-300x241.jpg 300w\" sizes=\"(max-width: 416px) 100vw, 416px\" \/><\/figure>\n\n\n\n<p>Al gr\u00e0fic superior hi podem observar de manera visual la difer\u00e8ncia entre la l\u00ednia base PRE (en blau) i la l\u00ednia POST (en vermell).<\/p>\n\n\n\n<p><strong>Taula 3:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-10331 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/taula3.jpg\" alt=\"Taula 8 anys\" width=\"642\" height=\"295\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula3.jpg 642w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula3-600x276.jpg 600w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/taula3-300x138.jpg 300w\" sizes=\"(max-width: 642px) 100vw, 642px\" \/><\/figure>\n\n\n\n<p>En aquesta tercera taula hi podem veure els resultats del tercer curs de prim\u00e0ria (8 anys). S\u2019hi pot observar que les difer\u00e8ncies s\u00f3n significatives, amb un interval de confian\u00e7a del 95 %, entre l\u2019avaluaci\u00f3 PRE i l\u2019avaluaci\u00f3 POST per als tres grups de diferents NSE. Concretament, hi veiem una difer\u00e8ncia de mitjanes de 12,10 per al grup 1 (NSE baix), de 10,65 per al grup 2 (NSE mitj\u00e0) i de 17,12 per al grup 3 (NSE alt).<\/p>\n\n\n\n<p>A m\u00e9s a m\u00e9s, hi tornem a veure com al grup 2, NSE mitj\u00e0, s\u2019han fet m\u00e9s sessions d\u2019entrenament; el segueix (amb molt poca difer\u00e8ncia) el grup 3, NSE alt, i el grup que ha fet menys sessions \u00e9s el grup 1, que es correspon a l\u2019NSE baix.<\/p>\n\n\n\n<p><strong>Gr\u00e0fic 3:<\/strong><\/p>\n\n\n\n<figure class=\"wp-block-image size-full\"><img loading=\"lazy\" decoding=\"async\" class=\"wp-image-10333 aligncenter\" src=\"https:\/\/glifing.com\/glifing\/wp-content\/uploads\/2022\/12\/Grafic3.jpg\" alt=\"Gr\u00e0fic 8 anys\" width=\"392\" height=\"331\" srcset=\"https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic3.jpg 392w, https:\/\/glifing.com\/wp-content\/uploads\/2022\/12\/Grafic3-300x253.jpg 300w\" sizes=\"(max-width: 392px) 100vw, 392px\" \/><\/figure>\n\n\n\n<p>Al gr\u00e0fic superior hi podem observar de manera visual la difer\u00e8ncia entre la l\u00ednia base PRE (en blau) i la l\u00ednia POST (en vermell).<\/p>\n\n\n\n<p><p>Conclusions:<br>La comparaci\u00f3 de les avaluacions PRE i POST permet observar millores significatives per als tres grups intervinguts d\u2019EP (educaci\u00f3 prim\u00e0ria) en les compet\u00e8ncies lectores.<br>El programa Glifing pot ser \u00fatil per a la intervenci\u00f3 en infants de 6 a 8 anys amb problemes de lectura.<br>L\u2019efecte NSE (nivell socioecon\u00f2mic) no \u00e9s significatiu en els resultats obtinguts.<\/p>\n<p>&nbsp;<\/p>\n<p>Vols saber com et podem ajudar? <span style=\"color: #ff9900;\"><a style=\"color: #ff9900;\" href=\"https:\/\/glifing.com\/glifing\/ca\/contacte-cat\/\" target=\"_blank\" rel=\"noopener\">contacta amb nosaltres<\/a><\/span><\/p><\/p>\n\n\n","protected":false},"excerpt":{"rendered":"<p>a presentaci\u00f3 feta per Montserrat Garcia, directora de Glifing, al 6th INTERNATIONAL CONGRESS OF CLINICAL AND HEALTH PSYCHOLOGY ON CHILDREN AND ADOLESCENTS, dut a terme a Elx, del 18 al 21 de novembre de 2020.<\/p>\n","protected":false},"author":1,"featured_media":10336,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"0","ocean_second_sidebar":"0","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"0","ocean_custom_header_template":"0","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"0","ocean_menu_typo_font_family":"0","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"0","ocean_post_oembed":"","ocean_post_self_hosted_media":"","ocean_post_video_embed":"","ocean_link_format":"","ocean_link_format_target":"self","ocean_quote_format":"","ocean_quote_format_link":"post","ocean_gallery_link_images":"off","ocean_gallery_id":[],"footnotes":""},"categories":[240],"tags":[],"class_list":["post-10322","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-metode-glifing-ca","entry","has-media","owp-thumbs-layout-horizontal","owp-btn-normal","owp-tabs-layout-horizontal","has-no-thumbnails","has-product-nav"],"acf":[],"yoast_head":"<!-- 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