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300 p., Esta tesis doctoral explora las posibilidades educativas de un cuidado a menudo considerado secundario y que goza de poca visibilidad que es el vestir. Teniendo en cuenta las condiciones humanas, técnicas y organizativas favorables de la Escuela Infantil Emmi Pikler de Budapest (Hungría), ya que proviene de una peculiar tradición de modelo de educación temprana que es la casa-cuna y la confianza en la potencialidad de este cuidado corporal, se ha estudiado en profundidad la conducta de la educadora pikleriana durante el desarrollo de este cuidado y reflexionar sobre las posibilidades genuinas que brinda en unas manos adecuadas. Para llevar a cabo los cinco estudios que completan esta tesis doctoral, se ha recurrido a la Metodología Observacional ya que permite estudiar la conducta humana mediante solidos análisis cuantitativos. El primero ha demostrado la idoneidad del instrumento de observación creado ad hoc para ser utilizado en estudios posteriores; el segundo ha probado que la educadora sigue una coreografía específica para vestir a los-as niños-as de su grupo; el tercero ha identificado cuál es el conjunto de conductas de dimensión relacional de la educadora previo al vestir propiamente dicho; el cuarto ha detectado con qué conductas de dimensión relacional la educadora respalda o apoya al niño-a que aspira a vestirse autónomamente; el quinto ha dado cuenta de las conductas de dimensión relacional que la educadora establece al final del cuidado para informarle de que ha finalizado. Los resultados han demostrado que la intervención exquisita y medida de las educadoras piklerianas garantizan el bienestar del-de la niño-a y hacen que el vestir sea un cuidado de calidad. Dado que al-a la niño-a se le considera un-a compañero-a activo-a, protagonista de su propio vestir, que decide por motivación intrínseca e iniciativa propia cómo participar e influir en su propio cuidado. Lo que pone de manifiesto la importancia de la formación de las educadoras piklerianas.

466 p., A causa de la falta de una base teórica sólida y comúnmente aceptada, no existen instrumentos de medida válidos y fiables de apoyo social. Esta tesis realiza un nuevo planteamiento sobre la estructura y el contenido del mismo para el que se diseñan dos subescalas: APIK-FAP y APIK-VD. La primera para la parte descriptiva del apoyo y, la segunda, para la evaluativa.Se proponen dos objetivos: 1) someter a prueba la validez y fiabilidad de las dos subescalas (APIK-FAP y APIK-VD); y 2) analizar la dinámica de relaciones del apoyo social percibido con variables psicológicas (autoconcepto, resiliencia y procrastinación académica) y de ajuste escolar (implicación escolar).Participan 2063 estudiantes de 12 a 18 años del norte de España que responden, además del APIK-FAP y APIK-VD, el AFA (González y Landero, 2008), la subescala de apoyo del profesorado del HBSC-2010 (Moreno et al., 2012), el AUDIM-33 (Fernández-Zabala et al., 2015), la adaptación española del CD-RISC-10 (Campbell y Stein, 2007), el EDA (Clariana y Martín, 2008) y la versión española del SEM (Fredricks et al., 2005).Respecto al primer objetivo, el APIK-FAP resulta multidimensional y jerárquico y diferencia tres fuentes (familia, amistades y profesorado) y tres tipos de apoyo (emocional, material e informacional). El APIK-VD es bidimensional y jerárquico, diferenciando la valoración y la disponibilidad del apoyo. Ambas subescalas resultan válidas y fiables en adolescentes estudiantes de 12 a 18 años.Para el segundo objetivo, un modelo estructural evidencia la influencia positiva del apoyo percibido sobre el autoconcepto, la resiliencia, y la implicación escolar; y negativa sobre la procrastinación académica. Sobre la implicación también influyen directamente la resiliencia y la procrastinación académica, esta última negativamente.Finalmente se discuten las implicaciones prácticas de las evidencias obtenidas, se detallan las limitaciones del estudio y se proponen diversas líneas de investigación futuras.

204 p., Esta tesis doctoral explora las claves que guían el trabajo educativo de la Escuela Infantil Emmi Pikler de Budapest, Hungría, centro educativo referente en escolarización temprana de calidad. Las investigaciones realizadas en su institución de origen, la casa cuna conocida como Instituto Lóczy, demostraron el éxito de su modelo educativo ya que supo procurar unas condiciones de desarrollo óptimo para bebés y niños pequeños criados en un entorno distinto al familiar y logró evitar el hospitalismo habitual en ese tipo de instituciones. La Escuela Infantil Emmi Pikler, en tanto que continuadora del Instituto Lóczy y al igual que éste, basa su propuesta pedagógica en las características propias de la primera infancia, y así, responde a la socialización secundaria en edades tempranas de manera ejemplar. Es esta realidad educativa la que se pretende analizar. Así, se estudia la conducta de educadoras Pikler en el entorno habitual del aula durante los episodios de juego libre de primera horade la mañana. En concreto, los cuatro estudios que conforman esta investigación se centran en el acompañamiento adulto del juego libre infantil, dos en cada uno de sus dos planos: el físico, asociado al propio devenir de la actividad de juego infantil, y el social o gestión educativa de los conflictos que surgen entre los niños en su transcurso. Para alcanzar los objetivos planteados se emplea la metodología observacional. Los análisis de datos realizados han permitido dar cuenta del ejemplar manejo de las educadoras Pikler de las dos dimensiones que vertebran su conducta educativa-instrumental y relacional- de cara a asegurar un entorno físico y humano óptimo alrededor de todos y cada uno de los niños durante este momento cotidiano. Por un lado, se concluye que en el acompañamiento del juego libre infantil se distinguen diferentes niveles de intervención educativa ya que la intensidad de la ayuda que la educadora procura se ajusta exquisitamente a la actividad que los niños despliegan

633 p., Esta investigación tiene como objetivo principal analizar el bienestar psicosocial de las personas sordas teniendo en cuenta características personales, audiológicas y lingüístico-culturales y factores familiares, educativos y laborales. La muestra está compuesta por 166 personas sordas mayores de 18 años, con hipoacusia severa o sordera profunda sin otras discapacidades asociadas. Se ha utilizado un diseño descriptivo correlacional de corte transversal y cumple con los valores éticos requeridos en una investigación comprometida con personas sordas. Tanto el consentimiento informado como los instrumentos de evaluación se interpretaron a la lengua de signos española (LSE) y se administraron en las dos lenguas, en LSE y en lengua oral, respondiendo así a las necesidades e intereses lingüísticos de todas las personas que forman la muestra. Se han hallado diferencias significativas en función del sexo, la edad, haber tenido una persona de referencia en la infancia, el tipo de centro de escolarización y el nivel de estudios. El grado o el momento de aparición de sordera, así como el uso de la lengua de signos o el uso exclusivamente de la lengua oral, tanto en la infancia como en la edad adulta, por sí solos no aparecen relacionados con el bienestar psicológico y social. Además, se han hallado altas correlaciones entre bienestar psicológico, bienestar social, autoconcepto, autoestima, apoyo social, soledad, clima psicosocial en el trabajo. Finalmente, se han identificado las variables que tienen un peso predictivo sobre el bienestar psicológico de las personas sordas adultas.

361 p., El objetivo de este estudio consiste en aportar información sobre la influencia del apoyo del profesorado en el ajuste psicosocial del alumnado con NEAE de secundaria. Para ello se profundiza en la relación y en la capacidad predictiva del apoyo del profesorado (como variable contextual) sobre variables relacionadas con el ajuste escolar (implicación escolar y rendimiento subjetivo) y personal (satisfacción con la vida); teniendo en cuenta variables psicológicas como el autoconcepto (general y académico) y la resiliencia. Se administran los siguientes instrumentos de evaluación: el Cuestionario de Autoconcepto Dimensional (Audim-33), la escala de Satisfacción con la Vida (SWLS), el cuestionario de Implicación Escolar (SEM), la escala de Resiliencia de Connor y Davidson (CD-RISC), la escala Breve de Ajuste Escolar (EBAE-10) para el rendimiento y, para medir el Apoyo del profesorado, el cuestionario APIK (2019). Participan 1729 estudiantes, 495 con Necesidades Específicas de Apoyo Educativo (NEAE) y 1234 sin NEAE, de primer y segundo ciclo de ESO de centros de Educación Secundaria de la Comunidad Autónoma Vasca. Se examina la variabilidad de la percepción del apoyo del profesorado en función de las NEAE, el ciclo y los recursos de apoyo. Asimismo, se somete a prueba un modelo teórico para definir la dinámica de relaciones entre las variables mencionadas y se comprueba si funciona de igual manera tanto con el alumnado con NEAE como sin NEAE

248 p., Son numerosos los estudios que afirman que un clima escolar positivo se asocia con múltiples resultados satisfactorios para el alumnado, tanto cognitivos como afectivos (López et al, 2018). Por ello, su estudio y evaluación resultan de interés, especialmente en la adolescencia, etapa crucial en el desarrollo humano en la que tienen lugar diversos cambios físicos, emocionales, sociales, etc. Sin embargo, se carece de instrumentos de medida en castellano válidos y fiables que evalúen de forma equilibrada las dimensiones específicas de los cuatro dominios principales del clima escolar que cuentan con una mayor aprobación entre la comunidad científica, esto es, seguridad, relaciones, aspectos ambientales-estructurales y enseñanza-aprendizaje (Cohen et al., 2009; National School Climate Center, 2014). Para tratar de superar esta limitación, se diseña la escala Percepción del Alumnado sobre el Clima Escolar (PACE).En consecuencia, esta investigación persigue un doble objetivo: 1) obtener evidencias de la validez y de la fiabilidad de la nueva escala diseñada; 2) analizar la contribución del clima escolar, y más específicamente, de los componentes más relevantes de este, al ajuste escolar del alumnado de ESO y Bachillerato.Para cumplir esos objetivos, participan 1966 estudiantes de institutos de la Comunidad Autónoma del País Vasco, de la Comunidad Foral de Navarra, de la Comunidad de Madrid y del Principado de Asturias. Se emplean, además de la escala que se trata de validar, los siguientes instrumentos de medida: el Cuestionario para Evaluar el Clima Social del Centro Escolar (CECSCE; Trianes et al., 2006), la versión adaptada al castellano del CDRISC-10 (Campbell y Stein, 2007), la subescala de rendimiento académicode la Escala Breve de Ajuste Escolar (EBAE-10; de Moral de la Rubia et al., 2010) y la versión adaptada al castellano del School Engagement Measure (SEM; Fredricks et al., 2005).En lo que respecta al primer objetivo, los resultados obtenidos confirman que la

This study analyzes the production and recall of future thoughts during the COVID-19 lockdown. Participants were free to produce future thoughts (Experiment 1) or received cues to promote production (Experiment 2), and then were asked to recall as many of the future thoughts produced as possible. The Valence (positive vs. negative) and the Event Type (personal vs. collective) thoughts were considered. In production and recall, there were no global differences between the positive and negative thoughts in Experiment 1, whereas in Experiment 2 the cues led to more positive than negative ones. More importantly, a Valence × Event Type interaction was observed in both experiments for production and recall data, indicating a positivity bias for personal and a negativity bias for collective future thinking. These findings contribute to a better understanding of mental time travel in situations as complex as the COVID-19 pandemic.

286 p., En la actual sociedad del conocimiento donde las interrelaciones son complejas también son diversas las circunstancias a las que se debe hacer frente, lo que implica una gran capacidad cognitiva y emocional. Para ello es necesaria una adecuada profesionalización de los futuros agentes educativos, con unas habilidades resolutivas y motivacionales ajustadas al contexto cambiante. Por ello, esta tesis doctoral indaga en las habilidades resolutivas y la motivación académica del alumnado de educación social y sus relaciones tanto con el ajuste psicológico y académico estructurada en tres apartados principales. El primero atiende a la exploración y al análisis de la relación de la habilidad de resolución de problemas, estrategias de afrontamiento del estrés y la motivación académica. El segundo apartado se centra en conocer y determinar las diferencias de género en la utilización de las habilidades de resolución de problemas sociales, estrategias de afrontamiento y motivacionales. El último apartado se centra en la exploración de la evolución de la habilidad de resolución de problemas sociales y afrontamiento durante los cursos académicos. Mediante las respuestas obtenidas por parte de 421 estudiantes del Grado de Educación Social de la Universidad del País Vasco (UPV/EHU), se ha podido comprobar no solo el valor predictivo de la habilidad resolutiva de problemas en el incremento de la utilización de estrategias y componentes motivaciones, también se ha podido comprobar el peso que podría tener el trabajo de cada una de las variables analizadas en este estudio en el incremento de hábitos académicos y en el ajuste psicológico del alumnado. Es más, aun sabiendo el gran trabajo que se está haciendo en favor de la igualdad de género, se ha podido comprobar que las diferencias de género en base a creencias y patrones profundos siguen estando latentes. Finalmente, no se observó evolución en las habilidades resolutivas por parte del estudiantado de educación social, aun siendo c

631 p., La ansiedad escénica (AE) favorece el desarrollo de estrategias de afrontamiento poco saludables yconstituye uno de los principales motivos de abandono de los estudios musicales. Diferentesinvestigaciones constatan que las intervenciones cognitivo-conductuales reducen los niveles deansiedad autopercibida y optimizan el rendimiento musical. Sin embargo, apenas existen datossobre su efectividad en edades tempranas. Esta tesis doctoral ha tenido como objetivo el diseño, laimplementación y la evaluación de un programa grupal de intervención psicoeducativa, paraprevenir el miedo escénico en niños/as que cursan estudios reglados de música (EnseñanzasElementales). La investigación ha contado con la participación de 203 alumnos/as (66.3% niñas) delos conservatorios profesionales de música «Francisco Escudero» (n = 42; 20.7%) de Donostia-SanSebastián (Guipúzcoa), «Juán Crisóstomo de Arriaga» (n = 32; 15.8%) de Bilbao (Vizcaya) y«Jesús Guridi» (n = 129; 63.5%) de Vitoria-Gasteiz (Álava), de 21 especialidades instrumentalesdistintas y con edades comprendidas entre los 8-12 años (M = 10.03; DT = 1.27). Para evaluar losefectos del programa se han administrado siete escalas de autoinforme con garantías psicométricasde fiabilidad y validez ¿MPAI-A (Osborne y Kenny, 2005), MPAI-A-State (Braden et al., 2015),SMLQ-Ch (Ritchie y Williamon, 2011), subescala de autoconfianza del CSAI-2 RE (Martens et al.,1990; versión adaptada por Arruza et al., 2012), A-EP (Ramos et al., 2006), BFNE-S (Rodebaugh etal., 2004) y C-MPS (DeKryger, 2005)¿, así como un cuestionario sociodemográfico diseñado adhoc. Los resultados evidencian que el programa incidió positivamente en el aumento de laautoconfianza de los sujetos experimentales y pudo resultar beneficioso tanto en la reducción de susniveles de AE estado-rasgo, como en el aumento de su autoestima, la disminución del miedo a laevaluación social negativa y la mejora de su percepción de autoeficacia para el aprendizaje musical.

This paper aims to analyse the individual perceptions of belonging to social networks among migrants living in northern Spain, exploring various dimensions such as perceived inclusion and life satisfaction. A quantitative analysis was employed with data collected through a survey of 373 migrants from different ethnic backgrounds. The findings indicate that (1) women have higher levels of perceived satisfaction with their life and social networks; (2) young migrants have higher levels of friendship networks; (3) the highest levels of perceived inclusion were found among Central Europeans, followed by individuals from Latin America, Asia, Africa and, finally, Eastern Europe; and (4) each social network under analysis was positively correlated with perceived inclusion and satisfaction with life. In summary, the results emphasise that a greater presence of networks is associated with higher levels of perceived inclusion and life satisfaction.

Personality develops during early childhood (0–3 years). As early childhood education is becoming a generalized trend worldwide, this means that school or secondary socialization overlaps with family or primary socialization during this key developmental stage. While conflict is fundamental in socialization, conflicts between peers are particularly important in secondary socialization. Our research aims to assess the educational management of conflicts between children in the Pikler-Lóczy educational approach. The choice of Observational Methodology entailed the design of an ad hoc instrument based on relevant theoretical framework and suitable to systematize the proposed observation. Quality control analyses show satisfactory agreement levels while results of data analyses indicate the existence of particular individual actions and relational behaviors in children depending on their role in the conflict: victim or instigator. Additionally, educators’ intervention is adjusted to each child or situation and mainly focuses on behavior regulation and perspective taking, hence, promoting healthy early socialization.

377 p., La Calidad de Vida Profesional hace referencia a la vivencia emocional que una persona tiene en relación con su rol profesional de cuidado. En Enfermería, el establecimiento de una relación de ayuda con las personas en estado de vulnerabilidad puede conducir a vivencias positivas (Satisfacción por Compasión, SC) o negativas (Fatiga por Compasión, FC) entre sus profesionales. Por ello, los objetivos de este estudio son (1) conocer la percepción de la Calidad de Vida Profesional del personal de Enfermería de las áreas de Cuidados Intensivos, Cuidados Paliativos y Oncologías del Servicio Vasco de Salud/Osakidetza, (2) analizar la relación de la SC y de la FC con variables sociodemográficas y profesionales; (3) explorar la relación entre SC y FC y variables adaptativas, y (4) identificar variables explicativas de la SC y de la FC. Para ello, 742 profesionales completaron 5 pruebas evaluativas de carácter autoaplicado. Los resultados obtenidos ponen de manifiesto la coexistencia de niveles moderados tanto de SC como de FC. Tanto la formación previa en torno a la muerte y/o el duelo, como el área asistencial, se mostraron significativas para la SC, mientras que la edad lo fue para la FC. Igualmente, la resiliencia, la empatía, las actitudes ante la muerte y los rasgos de personalidad arrojaron diferencias significativas para los niveles de SC y FC, mostrando, además, elevada capacidad explicativa para ambos fenómenos. Los hallazgos anteriores permiten ampliar el horizonte de estudio de la Calidad de Vida Profesional en Enfermería, subrayando que la meta no ha estar puesta en evitar o reducir las vivencias negativas asociadas al cuidado, sino en empoderar a los y las profesionales, capacitándoles, así, para obtener satisfacción de su labor asistencial.

Background: inclusive education seeks to ensure that all students can access quality education and requires education systems to commit to providing students with equal opportunities to participate in all aspects of school life. While progress has been made in this regard, the full implementation of educational inclusivity remains hindered by significant challenges and barriers. Teacher involvement is necessary for this inclusion, and it is important to study the attitudes that affect their inclusive practices in schools. Therefore, this study aims to determine the attitudes of future teachers (current student teachers at the University of the Basque Country) towards inclusive education. Methods: 369 primary and early childhood education students participated in this study. An ad hoc questionnaire was used to collect sociodemographic data, and the Revised Scale of Feelings, Attitudes, and Concerns Towards Inclusive Education (SACIE-R) was administered using Google Forms. Results: the results indicate that 34.9% of the respondents have close contact with people with functional diversity, while 62.7% state that they have never worked with people with diversity. Male primary and lower grade students are generally less negative toward functional diversity. Conclusions: this study shows where the main efforts should be focused to highlight the importance of inclusive schools, and for this purpose, university education will be essential.

En contextos sociales cada vez más diversos y cambiantes es importante emplear metodologías docentes útiles para preparar a los/as futuros/as maestros/as para responder a los desafíos que plantea la profesión. El presente trabajo expone una experiencia interdisciplinar de innovación docente en educación superior fundamentada en el aprendizaje basado en proyectos (ABP). El objetivo principal de la investigación consistía en implementar y evaluar una intervención que dotara al alumnado de educación especial de conocimientos y habilidades para atender a la diversidad desde una perspectiva inclusiva. Se empleó una metodología descriptiva y un diseño de investigación mixto, combinando técnicas cuantitativas y cualitativas. Participaron en el estudio sesenta y cuatro estudiantes, seis profesores/as y doce agentes sociales. Los datos recogidos mediante cuestionarios y grupos de discusión indicaron que las partes implicadas estaban satisfechas con la experiencia y que se alcanzaron todos los objetivos específicos propuestos. A modo de conclusión, cabe señalar que la presente investigación ha posibilitado a los/as futuros/as docentes de educación especial desenvolverse en contextos reales, adquiriendo conocimientos, habilidades prácticas y actitudes asociadas a los estudios universitarios que están cursando. El profesorado y los agentes sociales expresaron también haber sido beneficiarios de la estrategia pedagógica. El ABP ha mostrado ser útil para la preparación profesional de los/as futuros/as maestros/as en educación especial y podría ser también de utilidad para la formación en atención a la diversidad e inclusión de los/as maestros/as generalistas.

Background and objectives: Since the beginning of the COVID-19 pandemic, the young popula- tion has been suffering from an accumulation of psychological symptoms in northern Spain. The main objectives of this study were (1) to assess whether psychological symptoms persisted after one year and a half of the COVID-19 pandemic in northern Spain sample of young people, and (2) to analyze whether pandemic-specific variables (having a chronic illness, living with a person who has a chronic illness, having been infected with COVID-19, having a close person who has died or believing that people are respecting the measures imposed) are related to psychological symptomatology. Methods: Symptoms of stress, anxiety, and depression were measured using the Depression and Stress Anxiety Scale-21 (DASS-21). An ad hoc online questionnaire was used to collect socio- demographical information related to chronic illnesses of the participants, living with a chroni- cally ill person, contact with a person diagnosed with COVID-19, having people close to them who have died of COVID-19, and their perception of whether or not people respect the health measures. Results: Young people have suffered higher stress, anxiety, and depression levels than at the beginning of the pandemic. Conclusions: The present study highlights the importance of addressing young people’s mental health, and ensure that future adults emerge from the COVID-19 pandemic in a psychologically strong state.

Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33–71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (I2 = 99%, p-value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.

Background: Since the World Health Organization (WHO) declared the COVID-19 pandemic in March 2020, many measures have been taken to prevent the spread of the virus. Consequently, many minors have been confined to their homes and have had to subsequently adapt to countless protocol changes. These factors appear to have contributed to post-traumatic stress disorder (PTSD) in many children. Materials and Methods: The authors searched Medline through PubMed and other databases for studies published from 1 December 2019 to 31 December 2021 on the prevalence of PTSD in schoolchildren. The authors used a random-effects model to calculate the pooled prevalence of PTSD. Results: A total of six studies were included in this review. Our results show a pooled prevalence of PTSD of 14% in children and adolescents. Subgroup analyses identify a significantly higher prevalence of PTSD for studies conducted in China and a higher prevalence in boys. The prevalence of PTSD appeared independent of child age or the methodological rigor of the study. Conclusions: Our results suggest that a large number of children may be suffering from PTSD (post-traumatic stress disorder). Public health measures are thus needed to improve children’s mental health during and after the pandemic, so that the suffering is mitigated to prevent long-lasting effects.

Background: Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools and educational centers around the world in 2020, and very extreme health protocols have been in place in educational centers since they were reopened. From early childhood education to universities, teachers first had to adapt in a short period time to online classes and then continuously readapt to new protocols according to the pandemic situation. This academic environment, in addition to the pandemic situation itself, has favored the emergence of mental disorders such as Post-Traumatic Stress Disorder (PTSD). Materials and Methods: Medline via PubMed and other databases were searched for studies on the prevalence of PTSD in teachers from 1 December 2019 to 1 October 2022. A total of five studies were included in this review. Our results show a prevalence of PTSD of 11% reported by teachers. No subgroups nor meta-regression analyses were performed due to the insufficient number of studies available. Conclusions: The results suggest that teachers are suffering from PTSD, so it is important to carry out more studies worldwide. Similarly, measures to improve the mental health and well-being of teachers during the pandemic and post-pandemic periods are needed.

Immigration has increased as a transnational phenomenon in Europe in recent years. A total of 2.4 million people migrated to one of the EU-28 Member States during 2018 as discussed by Eurostat (2020). This new reality presents us with new challenges, barriers, and paradigms of intervention. In this context, leisure has become one of the most important tools for the inclusion of this population and the development and strengthening of civic values that are essential in these times of constant mobility and social and cultural hybridization as discussed by Ashcroft, Griffiths & Tiffin (2006). The aim of this study was to analyze the role of leisure in processes related to inclusion, improvement of life satisfaction, and those related to covering the needs of migrants. For this purpose, a questionnaire was used which was administered to 373 people from different countries of origin in the Basque Country (Northern Spain). The variables under study were participation in leisure activities, needs covered, life satisfaction, and perception of inclusion. The results indicate that the participation of these people in leisure activities and free time, their inclusion in the territory, and their perceived life satisfaction are all low, while their needs (physical, psychological, educational, social, relaxation, physiological, and artistic) are not satisfactorily covered. Furthermore, the extent to which their needs are covered, strength of the social network, inclusion, and life satisfaction all show a correlation with free time and engagement in leisure activities.

[EN] The commonly accepted premise that collaboration among the educational community leads to school improvement and greater student achievement is not always fulfilled due to the diverse reality of schools and various initiatives to promote family participation. This work addresses the perception of teachers, school management teams and educational inspection of family-school-community relations in 23 primary schools in the Basque Autonomous Community, characterized by different criteria related to school effectiveness-ineffectiveness, aiming to identify good practice leading to school improvement. The study is descriptive-exploratory-exploratory-explanatory with mixed methodology, using questionnaires, indepth interviews and discussion groups. Results show family involvement is mediated by teaching staff´s personal factors, that all schools try to promote family collaboration, though forms of participation vary, and those which work best are proactive, stressing different collaboration dimensions. Conclusions include adopting a systemic approach, review and updating of training modalities, and assessment of teaching competences for collaboration., [ES] La premisa ampliamente aceptada de que el trabajo colaborativo entre los diferentes agentes de la comunidad educativa redunda en la mejora escolar y en mayores logros alcanzados por el alumnado no siempre se cumple debido a la realidad diversa que presentan los centros y a las diferentes iniciativas para impulsar la participación familiar. El estudio aborda la percepción que docentes, equipos directivos e inspección educativa tienen de las relaciones familia-escuela-comunidad en 23 centros de primaria de la Comunidad Autónoma Vasca, caracterizados por diferentes criterios de eficacia-ineficacia escolar, con la finalidad de identificar buenas prácticas que contribuyan a la mejora escolar. Se trata de un estudio descriptivo-exploratorio-explicativo de metodología mixta, con empleo de cuestionarios, entrevistas en profundidad y grupos de discusión. Los resultados muestran que la implicación familiar está mediatizada por factores personales del profesorado, que todos los centros tratan de impulsar la colaboración familiar, aunque las formas y acciones de participación varían, y que aquellos que mejor funcionan tienen una actitud proactiva, con énfasis en dimensiones diferentes de colaboración. Entre las conclusiones cabe destacar la adopción de un enfoque sistémico, la revisión y actualización de las modalidades formativas, y la evaluación de las competencias docentes para la colaboración.

Social support has been found to play a key role in certain adolescent school behaviours and it is widely accepted that it fosters school engagement. On the contrary, more recent theoretical contributions regarding the principal sources and types of social support during adolescence suggest that this relationship may vary. To respond to this gap in the research the aim of the present study is to determine the predictive power of social support for school engagement (behavioural, emotional and cognitive) in accordance with the source (family, friends, and teachers) and type (emotional, material and informational) of the support provided to determine the most influential ones and to test through a structural model the combined statistical effect of both perspectives. Participants were 323 compulsory secondary school students from the Basque Autonomous Community, aged between 13 and 18 years (M = 14.41, SD = 1.18), being 40% boys and 60% girls. Participants completed two questionnaires, one measuring perceived social support and one measuring school engagement. The results of the present study show that perceived support from all sources and all types of support predict at least one of the three dimensions of school engagement. The results also indicate that support from teachers and emotional support were the source and type of support (respectively) that most strongly predicted school engagement, whose combined effect has been tested using SEM methodology. These findings may be particularly useful for designing future educational intervention programmes that seek to foster school engagement through social support. For example, intervention designs focusing on encouraging certain changes in teachers’ practice to foster a learning experience based on closer relations characterised by trust and recognition are suggested

La evolución tecnológica del teléfono móvil, el desarrollo de la inteligencia artificial y la innovación de los productos mediáticos ha repercutido en la cotidianidad de las personas. En 2022 hemos desarrollado, en la Cátedra UNESCO de Comunicación y Valores Educativos de la Universidad del País Vasco (UPV/EHU), una serie de unidades didácticas para que los equipos educativos puedan abordar esta temática desde la perspectiva de la prevención y la reflexión crítica, especialmente con la comunidad adolescente, con edades entre los 12 y 17 años. El resultado que presentamos en esta comunicación es la elaboración de 13 unidades didácticas que favorecen el uso responsable y crítico de Internet y de los dispositivos digitales, para desarrollar con la población adolescente.Con ello, se pretende ofrecer a la comunidad educativa, un material didáctico que puedan desarrollar dentro del currículum escolar, como en otros escenarios de intervención social. El material que se presenta, es flexible en su uso. Es decir, el equipo educativo puede adaptarlo con facilidad a las necesidades del alumnado, ampliándolo o reduciéndolo, y, con actividades graduadas a los diferentes periodos de la adolescencia.

Scientific evidence of social impact demonstrates how violence against children is successfully prevented. Currently, the scientific research on social impact has a focus on the analysis of actions that succeed in the implementation of such scientific evidence. This article is based on scientific research that looks at which media actions help or hinder the implementation of evidence-based actions to solve the most sensitive social problems. The social media analytics methodology has identified the posts and reposts generated during two consecutive days by news articles published by three newspapers about the official report on child sexual abuse in Spain. Their analyses have been made through communicative methodology, including voices of adult victims or survivors of child sexual abuse. The results indicate that media information that omits scientific evidence of social impact provokes battles between diverse ideological groups, while information based on scientific evidence of social impact generates consensus among people from different ideologies and actions oriented to overcome the problem.

Studies about child development emphasize the importance of play in children’s early years. However, there is an existing controversy about the role educators should have in young children’s free play. This research work studies the approach to early playful activity from Pikler-Lóczy education. A systematic observation was conducted to deepen in the educational activity of free play accompanying. We studied how an experienced educator combines the instrumental and relational dimensions of her educational activity while children are playing, and the intervention levels they accordingly shape: no intervention, indirect intervention and direct intervention. Two complementary techniques were used in order to discover the relational behaviors that modulate each instrumental action: lag sequential analysis and polar coordinate analysis. Results show that the educator’s focus of attention is adaptive to the instrumental action she is performing; that the relational dimension of her educational activity modulates the instrumental actions; and that specific kinetic behaviors announce the beginning, mediate the developing and mark the closing of each instrumental action. Therefore, we demonstrated that the educator masterly combines the instrumental and relational dimensions of her educational activity, thus, shaping three different intervention levels towards children’s free play. This positioning is beneficial to children’s development given its active attempt to promote their intrinsic motivation and will to autonomously discover and learn.

381 p., El contexto originado por la pandemia de COVID19 a escala global ha posicionado la necesidad de una alfabetización mediática e informacional crítica en un lugar central en las agendas educativas, en las que también urge reflexionar sobre los valores y actitudes sexistas presentes tantos en los medios como en la cotidianidad. Así, el objetivo de la presente investigación fue el de analizar las competencias mediática e informacional y la percepción de valores y actitudes machistas en relación a los medios mediante la ejecución de un programa de intervención con alumnado universitario. En el programa participaron 59 estudiantes de Esmeraldas (Ecuador) con edades de 18 a 26 años de características equivalentes y agrupados en un grupo control y otro experimental. Las actividades formativas desarrolladas se orientaban a la mejora de las competencias mediáticas en las dimensiones de Lenguaje y Comprensión Crítica, Producción y Programación, y Transformación de la Realidad a través de la Comunicación. Así como a la identificación y reflexión sobre los valores y las actitudes sexistas. Los resultados señalan un avance positivo y estadísticamente significativo tanto en el impacto inmediato como en el diferido en las competencias mediática e informacional, pero no en la percepción de valores y actitudes sexistas. Se concluye, pues, tanto la oportunidad que constituyen este tipo de programas para fortalecer las competencias mediáticas del alumnado, como la necesidad de intervenciones más profundas, transversales y sostenidas en el tiempo para el logro de una reflexión crítica y transformadora en los valores y las actitudes sexistas.

354 p., La violencia en las relaciones de noviazgo (VRN) adolescente está aumentando estos últimos años, constituyendo un grave problema social. Los objetivos de este estudio son: (1) analizar la prevalencia de la victimización y de la perpetración de la VRN en las personas menores de edad (PMEs) bajo acogimiento residencial (AR) y de centros escolares de la Comunidad Autónoma del País Vasco (CAPV) en función de su sexo, edad y tipo de centro; (2) analizar la prevalencia de los tipos de perpetración y de victimización de VRN (relacional, verbal-emocional y física); (3) explorar las diferencias entre la victimización y la perpetración de VRN y el ajuste personal, desajuste clínico y escolar, conductas antisociales y delictivas, actitudes sexistas, apegoy resiliencia; (4) identificar variables predictoras de la victimización y perpetración de VRN; y (5) estimar el efecto y las relaciones entre las múltiples variables del estudio y la victimización y perpetración de VRN teniendo en cuenta las variables predictoras. La muestra estuvo compuesta por 539 adolescentes de la CAPV de entre 12 y 17 años: 271 adolescentes bajo AR y 268 adolescentes de centros escolares. Para la recogida de la información se administraron 7 escala. Los resultados obtenidos ponen de relieve las altas tasas de victimización y perpetración de VRN, y que la edad y el sexo son variables predictoras. Diferentes variables del ajuste personal, desajuste clínico, escolar, conductas antisociales y delictivas, actitudes sexistas, apego y resiliencia fueron predictores de la victimización y perpetración de VRN. Las PMEs bajo Ar y que respondieron perpetrar yo sufrir VRN, mostraron una mayor relación con las variables relacionadas con los factores familiares y, las PMEs de centros escolares mayor relación con los factores personales.

Background: Since the WHO declared the COVID-19 crisis a pandemic in March 2020, the young population is suffering from a range of psychological symptoms. The present study measured symptoms of stress, anxiety and depression in university students of Saltillo, Mexico, using the Depression and Anxiety Stress Scale-21 (DASS-21). Methods. The DASS-21 scale and an ad hoc questionnaire were used to collect sociodemographic information. Results: The results show that the students who participated in this study suffer from high levels of stress, anxiety and depression. In terms of sociodemographic variables, women, people suffering from a chronic disease and people living with a chronic disease had the highest levels of stress, anxiety and depression, and people who live with a chronically ill person, people who have had the COVID-19 disease and those who have had someone close to them fall sick have had more stress, anxiety and depression than the rest. Another finding of the present study is that university students who believe that others comply with COVID-19 safety measures have significantly lower anxiety and depression than those who believe that others do not comply. Conclusions: It is concluded that university students are a psychologically vulnerable group in the face of the pandemic.

[EN] Background: Incest remains one of the great taboos of contemporary society. Secrecy is also crucial in this type of sexual abuse against children, and many victims do not disclose their testimony. This situation changed, when in France in mid-January 2021, the #MeTooIncest movement emerged, and thousands of victims began to reveal the abuse they had suffered as children. Objective: To analyze the discourse on Twitter regarding this hashtag to understand how incest abuse has been dealt with through social media debate. In so doing, we expected to identify the main elements that could explain how people have symbolically constructed and engaged with childhood sexual abuse in general and with incest abuse in particular. Participants and setting: In total, 20,556 tweets with the hashtag #MeTooIncest written in French were selected by streaming API from January 14 to February 15, 2021. Methods: Their content was analyzed by lexical analysis using Iramuteq software (Reinert method). Results: Victims found a space for disclosure in this movement, where they felt believed, protected, and supported. This movement also embraced the victims of celebrity abusers, denouncing them and calling for their exclusion from public life. Likewise, at the societal level, this movement pushed for changes in public policies to protect children and emphasized the importance of breaking the public silence or secrecy about incest abuse. Conclusions: This wave of testimonies represents a turning point as it has broken the law of silence and allowed the victims to exist in the media space without being questioned.

Background: The COVID-19 pandemic has had a global impact on societies, economies, and education. In Spain, one of the countries most affected by the COVID-19 in the initial year, the virus began to spread at the end of February 2020. When the Spanish government declared a state of emergency, the first restrictive measure was the closure of all educational centers on the 14th of March. All schools and universities were closed until September 2020, when students returned to classes with preventative health measures in place to prevent the spread of the virus. Methods: This study focuses on the observation of children in pre-school education. Specifically, it focuses on studying how preventative health measures that were taken in the pre-schools may have influenced children’s social relationships, basic autonomy, and learning. We used a mixed method in which field notes were taken and observational scores were assigned. Results: The following prevention measures appear to have influenced children’s relationships, autonomy, and learning: bubble groups, handwashing, teachers wearing masks, divided playgrounds so different classes cannot mix, and no toys from home or shared personal objects. Conclusions: The results of the study suggest that new health measures such as the use of masks and social distancing do appear to be affecting the communication and development of pre-school children. Continued research is needed to understand and minimize the potential negative impacts of pandemic measures on children’s development.

El objetivo del presente artículo es aportar conocimiento a partir de los resultados de una intervención educativa para mejorar la Competencia Mediática e Informacional (CMI), realizada con 104 adolescentes de España (País Vasco) y Colombia (Bogotá), entre los 13 y 15 años de 3º de ESO (Educación Secundaria Obligatoria). Previo a la intervención y para la evaluación pretest se aplicó el cuestionario CMI y, el mismo cuestionario, cambiando el contenido de algunos ítems, no la estructura, para los dos postest tras la intervención. La investigación se organizó en dos fases. La primera, la evaluación con pre-test y dos pos-test (inmediatamente después de la intervención y a los tres meses siguientes). La segunda, con la implementación de 11 sesiones en las cuales se desarrollaron las dimensiones de Acceso y uso de los medios de comunicación, de Lenguaje y comprensión crítica, de Procesos de producción y programación, y de Transformación de la realidad a través de la comunicación. El estudio, cuasiexperimental, se realizó con grupo experimental y control de ambos contextos y el diseño responde a un análisis de casos que se ha interpretado de forma contextualizada. Para los análisis del impacto inmediato y diferido se utilizó un diseño factorial con covariante (ANCOVA). Entre los resultados destacan los cambios favorables en el contexto español en la dimensión de Lenguaje y comprensión crítica, en el impacto inmediato; y en el contexto colombiano en la dimensión de Procesos de Producción tanto en el impacto inmediato como diferido., The aim of this paper is to generate knowledge based on the results of an educational intervention to improve Media and Information Literacy (MIL) carried out with 104 adolescents from Spain (Basque Country) and Colombia (Bogota) aged between 13 and 15 years (year 3 of Compulsory Secondary Education). The CMI questionnaire was administered prior to the intervention for the pretest assessment. The same questionnaire was administered again after the intervention, at the two posttest times, with changes being made to the content of certain items, although not to the structure. The study was divided into two phases. The first comprised the pretest and two posttests (one immediately after the intervention and the second three months later). The second comprised 11 sessions focusing on four dimensions of MIL: Media access and use, Language and critical understanding, Production and programming processes, and Transformation of reality through communication. The study was quasi experimental and included an experimental and a control group in both contexts, following a case analysis design in which cases were interpreted in a contextualized manner. To analyze the immediate and differed impacts, a covariate factorial design was used (ANCOVA). The most important results include positive changes in the Spanish context in the Language and critical understanding dimension immediately after the intervention; and positive changes in the Production processes dimension in the Colombian context, both immediately after the intervention and three months later.

Since the spread of the COVID-19 virus was declared a pandemic, different measures have been taken to control it, including frequent hand-washing, the use of face masks and social distancing. Given the importance of these measures, the present study aims to assess compliance with them in a Spanish sample of 722 people aged between 18 and 65 years. It also aims to determine which factors influence the levels of compliance observed. Participants complied more with the rules in the public spaces. The younger group had lower levels of compliance than the older group. No differences were found in accordance with sex. It was shown that overall, the agents that most influenced compliance were family, testimonials and friends and fines. Some differences were observed in relation to age, and significant sex differences were found in some of these factors, with women scoring higher than men. The results are discussed in terms of their usefulness for the design of information campaigns that seek to foster a greater degree of engagement by the entire population and, ultimately, greater control of the pandemic, in addition to serving as a basis for the early prevention of the spread of new viruses in the future.

274 p., Desde hace varios años el rendimiento académico y el ajuste escolar se han constituido en una preocupación permanente para las instituciones educativas, quienes buscan cómo mejorar estas variables en el alumnado. Por ello, con la finalidad de contribuir a los estudios previos que existen al respecto se ha realizado la presente investigación, en la cual se han incluido variables que inciden en el aprovechamiento académico, tales como son el autoconcepto, las estrategias de aprendizaje y el ajuste escolar.

Background: Most universities around the world have been heavily affected by the COVID-19 pandemic, as declared by the World Health Organization (WHO) in March 2020. Many students were isolated at home and underwent a forced transition from face-to-face learning to e-learning, at least in the first few months. The subsequent months and years were typically characterised by a slow return to normal learning under COVID-19 protocols and restrictions. A potential consequence of the lockdowns, social restrictions and changes to learning is the development of PTSD (post-traumatic stress disorder) in university students, affecting their health and well-being (SDG3) and quality of education (SDG4). Materials and Methods: Medline was searched through PubMed for studies on the prevalence of PTSD in university students from 1 December 2019 to 31 December 2021. The pooled prevalence of PTSD was calculated with random-effects models. Results: A total of six studies were included, across which the prevalence of PTSD among university students was 23%. Meta-regression showed that the prevalence of PTSD was significantly higher with older age, but independent of the percentage of women in a study or its methodological quality. Conclusions: Our results suggest that students suffer from PTSD at a moderate rate. Measures are needed to address the mental health issues of university students that have arisen during COVID-19 all around the world.

Background: Violence against women and girls continues to be a widespread problem, and its elimination is one of the targets of the Sustainable Development Goal 5 toward achieving gender equality. One of the main causes of this violence is the structural sexism present in societies that continues to be perpetuated through pornography, especially among young people. Therefore, the main objective of this research is to analyze the consumption of pornography among young people, studying its effects and relationship with affective-sexual education. Methods: This study was carried out with a sample of 280 students in the north of Spain. The ages of the entire sample ranged from 18 to 37 years (M = 20.3, SD = 2.6). From the sample, 78.9% (n = 221) define their gender identity as women and 21.1% (n = 59) define their gender identity as men; no person within this research self-identify as non-binary. The instrument used was the Survey on Affective-sexual Education and Pornography (Ballester et al., 2019). The sample was recruited by snowball sampling. Results: The results of the present study show that the average age at which people start watching pornography is 10.4 years. The majority of young people consume it to satisfy their curiosity. In addition, with regard to gender, boys consume more pornography, especially for masturbation. Finally, 20.5% of the participants believe that the sexual education they have received has not been adequate, and most of them solve their sexual doubts by asking friends. Conclusions: The results indicate that it is necessary to improve the affective-sexual education provided in schools, since students consume pornography at a very early age, and young people have normalized its consumption to address their curiosity and satisfy their sexual needs. Finally, the impact of pornography consumption on SDG5 was reflected on.

Objectives Mindfulness has been defined differently in academic scientific contexts and in Buddhist academic contexts. An under-studied area is that of lay (non-academic) theories of mindfulness. The goal of this article is to identify, organize, analyze in detail, and provide themes from the meditators' definitions of mindfulness. Possible differences and similarities of the collected definitions of mindfulness with the scientific-academic definitions and with the academic-Buddhist definitions are also checked. Methods A qualitative and inductive thematic analysis on the definitions of mindfulness offered by the participants was carried out. Results The sample consisted of 326 meditators who offered a definition of mindfulness through an open question. Seven themes were identified: (1) mindfulness defined as attention/awareness; (2) mindfulness defined as a non-evaluative attitude; (3) mindfulness defined as strategy; (4) mindfulness defined from a theoretical analysis; (5) mindfulness defined as a psycho-affective-spiritual state; (6) mindfulness defined as personal development; and (7) lack of understanding of mindfulness. From these themes, it can be deduced that the definitions collected share more patterns of meaning with the scientific-academic definition of mindfulness than with the academic-Buddhist one. Conclusions The findings of this study provide new insights into the complexity and heterogeneity of the definition of mindfulness. What has been discovered may indicate the complexity of the mindfulness construct itself.

Due to the crisis generated by COVID-19 at a global level, many professionals are working under harsh conditions, and the Basque Country is no exception. On 14 March 2020, the head of the government decreed a state of alarm at the state level, which forced us all to be confined to our homes. This situation directly affected the profession of social educator. In fact, these professionals work with the most vulnerable groups, so working on the front line is mandated, even if this results in a significant risk. The situation of the groups in residential resources cannot be easy due to the stress produced by living together and being locked up, and this directly affects the educators who necessarily work in it. However, the over-exertion that all of this requires, which is a risk, has not been detected nor recognized at the social level. For this reason, the objective of this investigation is to measure the stress of social educators of advanced age who work in residential resources in different zones of the Basque Country (northern Spain). Sixty-seven social educators participated in the case study. Qualitative and quantitative methods were combined for data collection. This questionnaire was conducted through the Google Forms platform. The quantitative data collected through the questionnaire were analyzed by descriptive analysis and frequency contrasts were performed through the SPSS V25 program. We can conclude that it is necessary to take into account the difficulties of this sector and the professionals both at the governmental and social levels. Future research should include responses from both groups and workers in order to guarantee adequate inclusion.

[EU] Gizartearen presioa irakasleekiko, hezkuntza jardunarekiko itxaropen altuak, etab. irakaskuntzan estres handia eragiten duten faktoreak dira. Hauek modu errepikakorrean jasan ezkero, burnouta pairatzeko arriskua ekar dezakete; higadura profesionala zein pertsonala sorraraziz eta irakasleen zein ikasleen bizi kalitatean modu negatiboan eraginez. Lan honen bitartez, Euskal Autonomia Erkidegoko (EAE) 86 irakasleren burnout maila aztertzea bilatu da aldagai ezberdinak aintzat hartuz; hala nola, adina, irakaskuntzan daramatzaten urte kopurua, hezkuntza etapa eta rol profesionala. Horretarako, metodologia mistoa eraman da aurrera, non, datuak Maslach Burnout Inventory (MBI) galdetegiaren eta galdera ireki baten bidez jaso diren. Emaitzei so eginez, burnoutaren prebalentzia irakasleriarengan baxua izan da, hala ere, irakaskuntzan daramatzaten urte kopuruan zein hezkuntza-etapan emaitza esanguratsuak aurkitu dira. Ondorioz, ikertutako laginari dagokionez, irakasleek ez dituzte burnout maila altuak aurkezten baina burnouta pairatzeko arriskua azalarazten dute., [ES] La presión social hacia el profesorado, las altas espectativas hacia la docencia, etc. son factores que generan gran estres en la enseñanza. La exposición repetitiva a estos factores puede desencadenar el trastorno de burnout; provocando desgaste profesional y personal y afectando negativamente a la calidad de vida de profesores y alumnado. El objetivo fundamental de este trabajo ha sido analizar el nivel de burnout de 86 profesores y profesoras de la Comunidad Autónoma del País Vasco (CAPV) teniendo en cuenta variables como la edad, el número de años dedicados a la docencia, la etapa educativa en la que trabajan, así como el rol profesional que desempeñan. Para ello se ha llevado a cabo una metodología mixta en la que los datos se han recogido a través del cuestionario Maslach Burnout Inventory (MBI) y de una pregunta abierta. Atendiendo a los resultados, la prevalencia de burnout en el profesorado ha sido baja, sin embargo, tanto en el número de años de docencia como en la etapa educativa se han encontrado resultados significativos. Por lo tanto, al menos en lo que se refiere a la muestra estudiada, el profesorado no presenta niveles altos de burnout, pero sí tienen riesgo de sufrirlo., [EN] Social pressure on teachers, high expectations towards teaching, etc. are factors that generate high stress in teachers. Repetitive exposure to these factors can trigger burnout disorder, causing professional and personal burnout and negatively affecting the quality of life of teachers and students. The main objective of this study was to analyze the burnout level of 86 teachers in the Basque Autonomous Community, taking into account variables such as age, the number of years dedicated to teaching, the educational stage in which they work and the professional role they play. For this purpose, a mixed methodology was used in which the data were collected using the Maslach Burnout Inventory (MBI) questionnaire and an open-ended question. According to the results, the prevalence of burnout in the teaching staff was low; however, significant results were found for both the number of years of teaching and the educational stage. Therefore, at least with regard to the sample studied, teachers do not have high levels of burnout, but they are at risk of suffering from it.

248 p., Son numerosos los estudios que afirman que un clima escolar positivo se asocia con múltiples resultados satisfactorios para el alumnado, tanto cognitivos como afectivos (López et al, 2018). Por ello, su estudio y evaluación resultan de interés, especialmente en la adolescencia, etapa crucial en el desarrollo humano en la que tienen lugar diversos cambios físicos, emocionales, sociales, etc. Sin embargo, se carece de instrumentos de medida en castellano válidos y fiables que evalúen de forma equilibrada las dimensiones específicas de los cuatro dominios principales del clima escolar que cuentan con una mayor aprobación entre la comunidad científica, esto es, seguridad, relaciones, aspectos ambientales-estructurales y enseñanza-aprendizaje (Cohen et al., 2009; National School Climate Center, 2014). Para tratar de superar esta limitación, se diseña la escala Percepción del Alumnado sobre el Clima Escolar (PACE).En consecuencia, esta investigación persigue un doble objetivo: 1) obtener evidencias de la validez y de la fiabilidad de la nueva escala diseñada; 2) analizar la contribución del clima escolar, y más específicamente, de los componentes más relevantes de este, al ajuste escolar del alumnado de ESO y Bachillerato.Para cumplir esos objetivos, participan 1966 estudiantes de institutos de la Comunidad Autónoma del País Vasco, de la Comunidad Foral de Navarra, de la Comunidad de Madrid y del Principado de Asturias. Se emplean, además de la escala que se trata de validar, los siguientes instrumentos de medida: el Cuestionario para Evaluar el Clima Social del Centro Escolar (CECSCE; Trianes et al., 2006), la versión adaptada al castellano del CDRISC-10 (Campbell y Stein, 2007), la subescala de rendimiento académicode la Escala Breve de Ajuste Escolar (EBAE-10; de Moral de la Rubia et al., 2010) y la versión adaptada al castellano del School Engagement Measure (SEM; Fredricks et al., 2005).En lo que respecta al primer objetivo, los resultados obtenidos confirman que la

La discriminación de género se reconoce como un problema para las sociedades de todo el mundo; tiene lugar en los ámbitos tanto público como privado, y presenta manifestaciones de carácter visible y también oculto que contribuyen a perpetuar las desigualdades entre hombres y mujeres (UNESCO, 2017). Este trabajo persigue detectar y analizar las situaciones y los autodiálogos asociados a discriminaciones de género autopercibidas por 141 estudiantes (102 mujeres y 39 hombres) del Grado en Educación Primaria. Se analizan variables como el género, el curso y el rendimiento académico para conocer su influencia en la representación social de la desigualdad. Las técnicas empleadas fueron la identificación personalizada de situaciones y emociones relacionadas con la vivencia de la discriminación de género, junto con el listado de pensamientos asociados directamente con ellas. El análisis lexical de los datos se ha realizado con el software IraMuTeQ. Los resultados muestran cuatro temáticas identificadas por el alumnado que responden a desigualdades de género en los ámbitos público y privado. En la esfera privada se refleja la percepción subjetiva de actividades o tareas atribuidas a las mujeres y en el ámbito público, el alumnado identificó la percepción de una peor conducción por parte de las mujeres; las agresiones verbales; y miradas a mujeres en la calle y actitudes discriminatorias en el contexto de ocio nocturno. Los hallazgos ponen de manifiesto la premura de incidir en la formación del futuro profesorado en materia de igualdad de género en aras de construir un mundo más justo y equitativo.

Este estudio pretende conocer las creencias del alumnado del Grado en Educación Infantil sobre la autonomía infantil temprana (0-3 años). Se ha elaborado y aplicado un cuestionario a 165 alumnos-as del Grado en Educación Infantil de dos universidades, una privada y otra pública. Tras unos resultados inicialmente inconsistentes, se ha procedido a centrar las respuestas de los participantes y a analizar los ítems según las variables autonomía-heteronomía, género, estudios de procedencia y titularidad de la universidad. Los resultados confirman la fragilidad del desarrollo de la autonomía temprana. Aunque algunas creencias al respecto son informadas, bastantes permanecen simplistas e independientes de la formación universitaria, por lo que se suponen asociadas a los estilos de crianza que los participantes experimentaron en su propio contexto familiar. Al analizar esas creencias se ha encontrado que en conjunto predomina la heteronomía sobre la autonomía, que el carácter feminizado de la profesión y de los estudios evidencia cierto estilo maternalista, que el alumnado proveniente del Grado Superior en Educación Infantil de Formación Profesional tiende a valorar mejor los aspectos prácticos que los aspectos teóricos de la formación y que la titularidad del centro universitario arroja diferencias en cuanto al estilo educativo.

This study aims to analyse 1002 children's and adolescent's reasons for going to school alone or accompanied and to explore how parents influence their choice. The findings revealed that children who could go to school alone feel that their parents trust them more. Moreover, children who live close to school are more likely to commute autonomously and those who do so feel their environment is safer. Finally, there are significant gender differences in autonomous travel to school, largely due to parental influence. In conclusion, there is a real need to work with children and families to develop targeted interventions to support the normalisation of children's autonomous walking and to address the fears of parents.

The aim of this study was to obtain validity evidence of the Escala de Ciber-Violencia en Parejas Adolescentes (Cib-VPA) in the Spanish young adults. A total of 298 undergraduate students (222 women, 75 men and 2 people who identified themselves as 'other') completed the Cib-VPA and other related measures of offline and online dating violence. Internal consistency and construct, convergent and discriminant validity were evaluated. In line with the original validation study, a confirmatory factor analysis (CFA) provided evidence for an 18-item model comprising 2 subscales, with 2 factors per subscale. All had acceptable internal consistency values. Total and subscale scores correlated positively with online and offline dating violence measures, with these correlations being stronger in subscales evaluating violence in the same direction (perpetrated or victimisation). As expected, no differences were observed according to gender. This study shows validity evidences of Cib-VPA scores, which can be quickly and inexpensively administered to large samples of young adults.

BackgroundLong-term follow-up studies in patients with borderline personality disorder (BPD) consistently show persistent impairment in psychosocial adjustment, although symptoms tend to decrease over time. Consequently, it might be better to deemphasize symptom-oriented interventions and instead promote interventions that incorporate patient perspectives on recovery. In this study we aimed to examine the feasibility and acceptability of a novel intervention (dialectical behavioral therapy combined with positive psychology and contextual-based skills) in the clinical treatment of long-lasting BPD difficulties. MethodsThis was a qualitative study. We developed an initial 8-week group intervention for long-lasting BPD. Upon completion of the 8-week program, the participants were asked to participate in a group discussion to provide feedback. Based on that feedback, the intervention protocol was modified and then offered to a second group of patients, who also provided feedback. The protocol was revised again and administered to a third group. A total of 32 patients participated in the group interventions; of these, 20 provided feedback in the qualitative study. The main outcome measure was acceptability. ResultsThe following overarching themes emerged from the group interviews: helpful, unhelpful and neutral practices; internal/external barriers; facilitators; and effects. Participants reported difficulties in imagining an optimal future and self-compassion. By contrast, positive skills were associated with an increase in positive emotions. The main internal barrier was facing difficult emotions. The main external barriers were language-related issues. The group format was perceived as a facilitator to success. Dropout rates, which were assessed as an additional measure of acceptability, decreased substantially in each successive group, from 60 to 40% and finally 20%. ConclusionsThe intervention was feasible to implement in the clinical setting and participants rated

The COVID-19 pandemic has made evident the exclusion to which older people may be subjected for reasons of age. This study delves into the cultural image of older adults during the pandemic from the perspective of people between 60 and 81 years of age. Through a qualitative methodology, the voices of 37 people have been collected through in-depth interviews. Two main themes are derived from the inductive analysis: on the one hand, the devaluation of older people, and on the other hand, the positive image of the older population as older and valid. We conclude that people over 60 years of age in the Basque Country denounce the stigma of low capacity attributed to the older population during the pandemic. They reject the signs of age-based overprotection manifested during the pandemic and highlight the vital experience by which older people could be considered referents in situations of social crisis. They reflect on the initiatives necessary to improve the cultural image of the older population and point out the opportunities for active ageing, education based on values and intergenerational relationships.

Background: Intensive care unit (ICU) and homecare unit professionals are susceptible to higher levels of stress and burnout than other healthcare professionals, which has an impact on their well-being, and in turn on their patients. In terms of data, there is not much research about the effects of psychological interventions on ICU and homecare professionals. The aim of this study was to investigate the effectiveness of Wellbeing Training based on Contemplative Practices (WTCP) for the increase of psychological functioning in a sample of ICU and homecare professionals. Methods: A pilot and feasibility non-randomized clinical trial was conducted. Participants in the WTCP group (n = 19) attended an at-work 8-session/2 h group WTCP program aimed at directly training four basic skills: (a) sustained positive emotions, (b) recovery from negative emotions, (c) pro-social behavior and generosity, and (d) mind wandering, mindfulness, and “affective stickiness”. Nineteen professionals were allocated in the control group. Results: Results indicated that WTCP had a positive impact on self-compassion, personal accomplishment (burnout), and frequency of negative emotions. Moreover, a thematic analysis of participant interviews (n = 14) was conducted. Conclusions: These preliminary results are promising, though future research is needed to evaluate the effectiveness of WTCP using randomized controlled trial methodologies.

El lenguaje inclusivo, relacionado con actitudes menos sexistas, no es habitual, ni en contextos educativos. Se analiza la importancia que el alumnado universitario, el profesorado y el Personal de Administración y Servicios confieren al lenguaje inclusivo en la Facultad de Educación de Bilbao (UPV/EHU), y si valoran diferente su uso en euskera y castellano. Participaron 165 personas (83% mujeres, 16,4% hombres y 1 persona de sexo no binario; edad media = 27,76; DT = 11,87). La actitud hacia el lenguaje inclusivo resulta positiva y se reconoce como herramienta para reducir la desigualdad de género, pero su uso es poco común.

[EN]Background: Adolescents spend a large percentage of their time at school, where learning and achievement are impor-tant activities that are vital to their future educational success and subsequent career opportunities. However, studies reveal a significant drop in satisfaction and performance during the teenage years.Aim:Based on the ecological model, this study aims to explore the relationship dynamics between contextual (school climate) and psychological (emotional intelligence and resil-ience) variables, life satisfaction and perceived academic performance, analysing, to this end, four theoretical models grounded in previous research.Sample:The sample comprised a total of 1397 adoles-cents aged between 12 and 16 years from the Autonomous Community of the Basque Country (northern Spain).Analysis: The Equations 6.2 program was used to estimate the measurement model and the structural models, using the robust maximum likelihood procedure.Results: School climate and life satisfaction were found to directly influence perceived academic performance, whereas emotional intelligence and resilience did so indirectly, with the full mediation of life satisfaction.Conclusions:These results have important educational implications, since they reveal existing relationship dynamics, which should serve as a basis for the effective implementa-tion of school programs. They also indicate how important it is for adolescents to be psychologically well-adjusted and satisfied with their lives, in order for them to perform opti-mally at school., [ES]El aprendizaje y el rendimiento académico son importantes especialmente importantes en la adolescencia al ser un momento trascendental en su vida de estudiantes que puede llegar a condicionar su futuro educativo y sus oportunidades laborales. Ahora bien, las últimas estadísticas apuntan a un importante descenso del rendimiento académico en la Educación Secundaria y una menor satisfacción con la vida. De ahí la importante de abordar qué factores podrían estar incidiendo en la satisfacción vital y en el rendimiento académico, si se quiere llegar a mejorar estos últimos. Teniendo en cuenta el modelo ecológico, en este artículo se abordan variables contextuales (el clima escolar) y variables psicológicas (la inteligencia emocional y la resiliencia) a fin de explorar la dinámica de relaciones que guardan con la satisfacción vital y el rendimiento académico percibido. La investigación indica que las relaciones bivariadas existentes entre todas las variables arriba citadas son claras, y que la satisfacción con la vida parece determinar la percepción de ser buen o mal estudiante, pero poco se conoce sobre las relaciones multivariadas que pueden emerger cuando son estudiadas conjuntamente y qué papel (mediación completa o parcial) puede jugar esa satisfacción con la vida. Por tanto, el principal objetivo del presente estudio consiste en analizar la influencia del clima escolar sobre la inteligencia emocional, la resiliencia y el rendimiento académico percibido a través de la satisfacción vital. Para ello, se someten a prueba 4 modelos hipotetizados fundamentados en investigaciones previas. Participaron un total de 1397 adolescentes de entre 12 y 16 años de la Comunidad Autónoma del País Vasco. Se utilizó la metodología de ecuaciones estructurales (SEM) para estimar el modelo de medida y los modelos estructurales, mediante el procedimiento de máxima verosimilitud robusta. Los resultados encontrados indican que tanto el clima escolar como la satisfacción con la vida influy

La Secundaria es la etapa con mayor riesgo de fracaso y abandono escolar, por lo que se necesitan actuaciones educativas que lo palíen y prevengan, siendo los contextos sociales más cercanos al adolescente los de primera elección en su prevención del desajuste escolar. Pero ni existe acuerdo acerca de cuál de esos contextos cercanos incidiría en mayor grado sobre el ajuste escolar, ni se sabe si es la implicación escolar la que hace que el alumno se perciba como mejor estudiante o si es la autopercepción de eficacia académica la que lleva a que el adolescente se implique más en la escuela. Conocer esto ayudaría a diseñar programas de intervención sobre los apoyos sociales del alumnado que le ayuden en su ajuste escolar. El objetivo de este trabajo fue analizar diferentes modelos teóricos sobre la capacidad explicativa del apoyo social de los progenitores, docentes e iguales sobre la implicación escolar y la autopercepción de rendimiento escolar. Participaron 1.468 estudiantes de entre 12 y 17 años. Es un estudio con diseño expost facto transversal. Las medidas empleadas fueron el HBSC (subescala Apoyo del profesorado); el cuestionario Apoyo Familiar y de Amistades AFA-R, el cuestionario de Implicación Escolar SEM y la subescala de rendimiento académico percibido del cuestionario EBAE-10. Se comprueban varios modelos estructurales siendo el modelo de primera elección es el de predicción del apoyo social sobre la implicación escolar con el rendimiento académico percibido como variable mediadora. En dicho modelo el apoyo percibido y el rendimiento académico percibido predicen conjuntamente un 73% de la implicación y prevalece el efecto del apoyo del profesorado, seguido del apoyo familiar, frente a la ausencia de efecto directo de amistades sobre las variables de ajuste escolar. Por tanto, el profesorado y la familia deben ofrecer apoyo social al alumnado para reforzar la percepción de autoeficacia académica, la cual mejorará la implicación escolar adolescente. Estos h, Background: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. Method: Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS –teacher support subscale, AFA-R –family support and peer support subscales, SEM –School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. Results: The fi rst-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. Conclusions: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-effi cacy and school engagement

Studies focusing on subjective well-being during adolescence are relatively scarce yet necessary, due to the drop in wellbeing that occurs during this developmental stage. The aim of the present study is therefore: (1) to analyze the variability of perceived emotional intelligence (PEI) and subjective well-being in accordance with sex and age; and (2) to explore the moderating efect of sex and age on the association between PEI and subjective well-being. The sample comprised 1542 students aged between 11 and 18 years, divided into two age groups: younger (11–14 years) and older (15–18 years). All participants completed the Trait Meta Mood Scale and the Satisfaction with Life Scale. Several ANOVAs and MANOVAs were performed using the SPSSv.28 statistical package. The simple moderation models were analyzed using the PROCESSv.4 macro. Age was the socio-personal variable that most signifcantly afected emotion repair and life satisfaction, whereas sex had a greater efect on the other variables studied. Sex moderated the predictive efect of emotional clarity on negative afect among girls, the predicted the efect of emotional attention on positive afect among boys, as well as the predictive efect of emotional clarity on life satisfaction in both groups. The theoretical and practical implications of these results are discussed.