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Este trabajo persigue dos objetivos. En primer lugar, estudiar el efecto potencial de la percepción del clima escolar por parte de los profesores y de las variables motivacionales de estos relacionadas con los estudiantes en la satisfacción de los profesores con la escuela y el clima motivacional del aula (CMC). En segundo lugar, validar una batería de cuestionarios para evaluar las diferentes variables motivacionales de los docentes relacionadas con los estudiantes: conocimiento motivacional, enfoque de los docentes en las calificaciones y necesidades emocionales de los estudiantes y expectativas. En total, 441 profesores y 5,380 estudiantes de España y Costa Rica participaron en el estudio. Los análisis factoriales confirmatorios mostraron la adecuación de la estructura de cada cuestionario. Además, los resultados de los análisis de correlación y regresión mostraron, en primer lugar, que la percepción del clima escolar, junto con las expectativas de los profesores, son los principales factores que pueden influir en la satisfacción de los profesores con la escuela. En segundo lugar, que el CMC no depende de la satisfacción de los profesores, sino solo de dos componentes del clima escolar, el apoyo mutuo de los profesores y las actitudes de los estudiantes, y de las expectativas de autoeficacia. En ambos análisis de regresión, satisfacción y CMC, se encontraron diferencias transculturales. [ABSTRACT FROM AUTHOR]

Kinship foster care is the most common child protection measure in Spain. This paper defines a profile of these families in three districts of the city of Madrid and proposes lines of intervention. A descriptive methodology is used considering the age of children and caregivers, family relationship, or kind of child protection measure. Results show that the most common kinship caregiver is the maternal grandmother, the most used form of kinship foster care is permanent administrative care and the protection measure mostly agreed upon is guardianship. Intervention should focus on problems related to intergenerational differences, relationship improvement, and the elaboration of children's life stories. [ABSTRACT FROM AUTHOR]

This paper gathers the opinions of more than 80% of school counselors working in secondary schools in Aragon. They were asked about the amount of time spent in performing their duties. The paper highlights those duties that are more time consuming (psichopedagogical advice, information/counseling to the school community and teaching) and less time consuming (evaluation, innovation and research). The data allows us to highlight the close relationship between theory and practice in school counselor tasks. The paper analyzes the relationship between the importance attributed to their duties and the time devoted to them. [ABSTRACT FROM AUTHOR]

The adaptation to the European Higher Education Area (EHEA) will involve, among many other changes, the use of a methodology oriented to provide students with know-how skills. In Spain, this has to be implemented through new learning activities (i.e., practical exercises that mimic real situations) and new evaluation methods (based on continuous feedback) in an otherwise adverse environment because of the large number of students per classroom. In this paper, we report a five-year experience using this methodology in the subject Research Methods. Students were requested to carry out a small research project. In groups of five, they had to work through all the stages of an experimental research, from searching and picking out relevant information to writing the final report. This paper describes the key aspects to be considered before implementing an experience of this kind, the different stages of the study and finally some of the advantages and disadvantages of the approach. [ABSTRACT FROM AUTHOR]

This paper describes the experience of Community Care Services and Educational Psychology, which, on a municipal level, are developing different intervention programs and preventive community activities. These activities are based on a needs analysis to enable the continuous updating of performance targets and are based on a competency model and evaluable methodology. This service covers an area of needs and a specific job for which there is currently no response from any other department or agency. [ABSTRACT FROM AUTHOR]

This paper presents a study of violent behavior patterns of adolescents at school, along with its relation to learning and motivational cognitive strategies and to academic performance. Two questionnaires (CEVEO and CEAM) were completed by 1,512 secondary education students in Madrid region schools located in towns over 50,000 inhabitants. The main outcomes were the following: a) the main differences in learning cognitive strategies focused on finding the essential and superficial approach; b) significant differences in motivational cognitive strategies were observed; and c) significant differences were also found in academic performance. [ABSTRACT FROM AUTHOR]

This paper describes the performance of a group of 96 mentally handicapped persons in the WISC-IV. The statistical descriptive analysis shows an anomalous distribution with accumulation in the lower values both in the four indexes and in the IQ. Since the IQ for those with no matches is 40 and those who score 0 in Working Memory and Processing Speed get 50, a significant group of mentally handicapped persons are left out of score. There is a factor explaining 52.8% of the total variance, which can be interpreted as factor g. After rotation, four orthogonal factors are obtained which differ from those from a normal population in which Arithmetic goes to Verbal Comprehension and Concepts goes to Working Memory. [ABSTRACT FROM AUTHOR]

This paper presents a recent research on maltreatment and visual disorders done by a research team both from the Autonomous University of Madrid and from the ONCE [literally, Spanish Association of Blind People]. This has allowed us to put together knowledge and long experience in the field. A sample consisting of 70 percent of visually impaired students in primary and secondary education schools of the Autonomous Community of Madrid, aged 9 to 16 was used. Families and teachers were also surveyed. This study fills an important gap in research in this field. This is very relevant for adjusting support programs, planning interventions with these students, with the aim of improving the living together in classrooms, the integration of students with visual disorders and their access to schools where they would pay a lower personal price. [ABSTRACT FROM AUTHOR]