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The regular school and the special school, despite having diferents work proposals, have a common purpose, to educate and empower the autonomy and the adaptive capacity of the individuals. This study has a general objective to identify the perception of autonomy and support intensity for parents and teachers of children with intellectual disabilities. The research had a transversal approach with explanatory, descriptive and qualitative character. Five children were studied had ages between seven and ten years and a diagnosis of intellectual disability. Data collection was done with four teachers and four mothers related to the same child, so the research had the participation of 8 individuals. The results demonstrate perceptions of a greater intensity of support reported by those responsible for the children who are the target of the research when compared to the teachers, as well as the view they have about autonomy that is not in accordance with the literature (Silva, 2008) and the perception about the tutor’s duties are not in accordance with the Brazilian Inclusion Law. It is possible to understand the importance of teacher training for diversity so that they feel more secure in the face of the new paradigms of inclusive education. It seeks to understand the necessary supports for each child specifically, so that it is possible to draw strategies more effective than the paraprofessional

Introduction: Disruptions in passage time percepction and its duration estimation had been widely studied, particularly in pathologies where affectivivity plays the lead. It is suggested that mental illnesses characterised by negative affect are related to overestimating of time duration and slower down passage time, while in mental ilnesses characterized by positive affect the opposite is usually the case. Nevertheless, recent research come out with contradictory findings, suggesting that affect is not significant or it depends of another conditions (p.e. exposition to concurrent stimular content). The main purpose of this paper is to analyze if affect has effect on time estimation and the passage time perception. Method: 97 participants (56,7% women), whose age oscillates between 18 and 65 years old completed PANAS questionnaireand they werethesubject ofan experimental task. The experimental taskconsisting in four sets, where different contents (sitcoms, videogames and dcomentary films) were exposed to participants in four timing conditions (videos of 60, 90, 120 and 150 seconds). Following to each exposition, participants tried to estimate the video duration (in seconds) and they valued how fast was the passage time for them. Results: While negative affectivity had not influence on time estimation or percepción of the time passage, participants who report high positive affect present a lower passage time perception in exposition to TV sitcoms (t=2,22; p=0.043). These participants tended to underestimate the duration of each video (especially, sitcoms), despite the fact that this shift was not significative (r=-0,188; p=0,065). Conclusions: Although we have detected some influence of postiive affect on duration’s perception and time passage, this study disputes that affect has some significant paper on these aspects. This finding supports the need of review theories that defens a tactical relationship between affect and disruptions in time estimation and perception.

This paper displays the Action-research project “Analysis and strengthening of divergent thinking in blind and visually impaired children and adolescents”, funded by the University of Catania. In light of the importance of divergent and logical-spatial skills for these subjects, in terms of life skills and good educational practices, this research project is aimed to achieve the following objectives a) to realize divergent and logical-spatial skills assessment tools and to verify the validity of these instruments; b) to explore the factors of divergent thinking in order to better understand the most deficient skills; c) to proceed with the strengthening of the more inadequate divergent abilities in the subjects. We had Stamperia Braille of Catania print the Williams’ Test of divergent thinking (TCD protocol A and B) and the Raven Matrices (standard SPM and colored CPM) in relief by thermoforming on PVC with relief height not lower than 0.9mm in order to allow the haptic understanding of stimuli by the blind. For visually impaired subjects the instruments are made using full color four-color laser printing on 80gr / mq paper. In this phase of the research, in agreement with the Italian Blind Union of Catania, we began to administer these tools to five blind subjects.

The present paper aims to determine firemen social representations of Health, Well Being and Mental Health, using an adaptation of a questionary of conversational notions by Pereira O.G.& Brito S. (2023). Those conversational notions are centered by the three concepts above and peripherally by Stress-Coping and Group Integration.

Considering the romance languages, especially spanish, it is of vital importance, to study the autonomous feedback of every single student, basing the analysis on the description of CLIL's independence and general characteristics. Furthermore, I will examine the didactic method as a result of the idea of "Bildung", discussed in Philosophy, Science Education and IT. in the third part, the paper will underline the philosophycal and practical foundation of education in both CLIL (Content and Language Integrated Learning) and the autonomy of the student. Moreover it will consider these determinants from a psycho-pedagogical point of view and from that of the digital learning created by the new technologies in communication. As a final remark, the paper illustrates the pilot experiment realized, thanks to the collaboration of Professor J. Sarabia Martinez (interpreter), at the High School of Rome "Lucrezio Caro", in the academic year 2014/15.

This paper aimsto clarify whether the concepts of Health, Mental Health and Wellbeing overlap or if there should be a proper definition for each one of them. Taking advantage of previous studies with students from two Polytechnical Institutes, conversational notions were used to form a questionnaire around the three topics above. The cooccurrences in the responses of the 43 subjects indicate that the central concept is Wellbeing, and that Health differs from Mental Health because it is closer to positive and negative ways of coping.

The first time we can find Emotional Intelligence concept is in a paper written by Peter Salovey and John Mayer in 1990. They describe Emotional Intelligence as the ability to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in the self and. From the beginning of Emotional Intelligence concept, many studies have confirmed a high correlation between Emotional Intelligence and well-being and multiple variables of social adaptation. In this way, Cádiz Government has the purpose to contribute to personal and social development and to improve social well-being and the quality of life. For that, they made a request to Emotional Intelligence Laboratory from University of Cadiz for the development of educational programs to improve social adaptation of women from Cádiz. As a result of this collaboration, our main target is to design a Emotional Socialization Program based on Mayer and Salovey (1997). In this paper, our objective is to confirm the impact of emotional training sessions on the family climate of a sample of women from Cádiz ( N = 60), with a double intention, improve women well-being and that this improvement will benefit their family. The results show a statistically significant improvement in the variables of Family Climate Scale (Moos, Moos and Trickett , 1995), with no influence of other variables such as age, employment status or marital status. This study provides preliminary empirical evidence on the importance of working Emotional Intelligence (Mayer and Salovey, 1997 ) to improve personal and familiar well-being.

We found exciting to study how generativity has evolved since Erikson (1950) outside the Psychology and Sociology disciplines, and had permeated into the fields of Ecology, Grammar and Syntax, and Information and Communication Technology (ICT), without losing part of the essence of the genuine meaning given by Erikson back then, about the generative task and generativity as a construct. I wanted to investigate this further, and my findings turned out to be very interesting. In this paper I perform a basic analysis of some training theories applied to the generativity concept as a task and a construct since Erikson (1950), in the field of Psychology and Sociology, Grammar and Syntax, Ecology, Information and Communication Technology (ICT).

The integral development of the child is nowadays one of the goals of the education, which implies the use of activities and strategies that involve the various dimensions of the human being in a comprehensive way. This paper aims to describe and analyse the potential of the pedagogical model of the Erasmus+ Vidukids project to develop ‘Heads-on’, ‘Hearts-on’, ‘Hands-on’ activities. The project aims to explore the use of video production about mathematics, by children aged 4-8 years old. The pedagogical matrix involves different levels of complexity in video production, mathematical topics such as numbers, shapes, space and tasks such as ‘An explorer mission’, ‘A story with mathematical content’, ‘Solving a mathematical problem’. Based on a Vidukids activity in which participated 60 trainees from bachelor courses in educational areas, there was immediate involvement in the video production task and the resources needed for the narrative. The analysis of the videos produced and the answers to a questionnaire showed high levels of satisfaction, a perception of various learning experiences, either in terms of video production, the visual representation of mathematical concepts and also transversal competences. This demonstrates how an activity can enhance different skills and contribute to integral education.

In this paper it is analyzed which factors are associated with the academic performance of fourth grade children, considering variables of the boy or girl, theirschoolenvironment and their family context. The analyzed participants correspond to 25245 fourth level Primary Education students, evaluated by the “Evaluación General de Diagnóstico” in Spain at 2009. The statistical analysis was Multiple Correspondence Analysis. The main results obtained allow us to conclude that there is an association between high performance and non-repetition in school, the taste (quite a lot) for attending school, the language in which the students took the test (assessment in Spanish) and ownership of the school (private). High academic performance is also associated with a parents’ high educational level. In terms of factors associated with an academic performance considered medium, there is a taste for attending school (very happy), the language in which they carried out the evaluations (Valencian and Catalan), the ownership of the school (public) and the family’s educational level (ESO/EGB). Finally, the factors associated with low values of academic performance are identified with little taste for attending school (not at all), repetition of at least one year of primary school,conducting tests in Basque and single-parent homes. No associations between academic performance and the sex of the scholar were detected.

This paper is focused on one of the less studied consequences of the arrival of ICT to educational world: the changes are producing in family-school relationships due to new forms of communication or, in parallel, different ways to enlarge their involvement and participation. Particularly, it is analyzed the perception that families and teachers of different educational stages have about ICT in their communications, according to their use, adequacy and themes addressed. It also investigates whether the perception of the relationship between the educational community is related to the perception of the suitability of ICT in communications. Data show differences depending on the stage analyzed, as well as certain similarities and concordances in the perceptions of families and teachers. In this way, it identifies that the communication in secondary education is more concentrated on the control and monitor than in primary, in which the exchange of information on extracurricular activities, materials or different aspects of the center are the common subjects teachers devote more attention. Tools perceived as less suitable are social networks and WhatsApp. It is concluded by evaluating the need to promote the participation at school by reinforcing the proper use of ICT, in order to favor the treatment of topics that go beyond control and monitoring.

This paper deals with a service-learning experience (SLA) that attempts to explore fields other than the traditional ones, while taking into account everything that has already been contributed in a solid way in the path taken in this field. Before the development of this experience, a double question arose: can the company and the world of entrepreneurship be an optimal place for service-learning and, more specifically, can it be developed from a publishing house? There are many contrasting experiences of PHC that are promoted by different social organizations and that connect with the university orviceversa; likewise, those others, fundamentally of practices, that from thecompany support and complete the university training. However, considering that there is a positive response to the questions posed, it orients us towards a type of training different from the ones presented, since it would require, on the one hand, that the company offer a product of a social nature (which can find friction with its intrinsic need for subsistence and economic gains) and on the other hand, that the University involve its students in the elaboration of that product (when it, as an institution, is not concerned with the creation of products, but rather with the promotion of learning among its students). The publishing company Didacbookand the University Abat Oliba- CEU have undertaken a journey to answer the questions raised. Their shared pedagogical environment has provided a common space for innovative exploration in APS. This article presents their main findings and prospective.

Introduction: Multiproblematic families have received increasing attention by public authorities, although there is a lack of specific instruments to assess its functioning. This paper proposes Olson’s Circumflex model (FACES package) as an effective evaluation instrument for this group. Method: The sample consisted of 49 Spanish teenagers from problematic families, aged between 14 and 18, whose results in family functioning (FACES-IV), family communication (FCS), family satisfaction (FSS), time shared with parents, times a week they eat with family, family stressors and physical abuse suffered, were compared with a sample of 857 adolescents from 22 educative centres in Burgos (Spain), selected by a two-stage sampling. Altogether 46.5% men and 53.5% women. Results: teenagers from problematic families show less family cohesion, less flexibility, less communication, less family satisfaction and their families are more disengaged and more chaotic than adolescents from general population. They are also characterized by the lack of availability of the father, by eating fewer times in family, by having suffered more physical abuse and by the economic difficulties and family conflicts being their main family stressors. Conclusion: the FACES IV package is an effective instrument for detection and evaluation of problematic families and can be applied to Spanish adolescents from a broad social and family spectrum.

Gender equality is a fundamental aspect in the current society, and also in science education. Science classes are the source through which scientific information reaches the public. Therefore, this paper analyses aspects of science education, raising two hypotheses: the presence of women is scarce (H1); the perception of gender is stereotyped (H2). They are verified by two exploratory studies. The first, H1, analyzes the illustrations of six science textbooks, 3 of 5th and 3 of 6th grade of Primary Education (PE). Four categories were used:complete, partial, group,and according to the gender of thefiguresthatappeared in theillustrations, including neutral. The results show a great disparity in the representation of the male and female genders, much more abundant in the figures of men. The second one, H2, explores whether the perception of gender that the students of Secondary Education, SE have is stereotyped. We worked with a sample of convenience of students from 4th of Compulsory SE and High School, HS, 404, who filled in a form. A high percentage of the student body agreed with an even perception of the scientific profession. In relation to the acceptance of stereotypes, they are more prevalent among CSE students than HS, and more so in rural environments. Therefore, the two hypotheses are tested, and it is concluded that awareness actions on gender equality in formal science education are needed in the compulsory stages.

Educating in values and providing primaryschoolstudents with skillsisan unavoidable educational duty. The aim of this paper is to create a programme for the conveyance of values and the acquisition of skills through theatre. The purpose will be to help teachers and tutors to introduce and develop the values and competencies proposed in the current legislation with a highly motivating activity increasingly recognized within the field of active methodologies. For this reason, we legally and theoretically justify the elements that define the Education in values; seek arguments and evidence that justify the use of the theatre as an introductory tool to the value-based teaching and learning process; and prove that the theatre is a highly motivating and unifying tool for the entire educational community throughout the the development of a proposal. In general terms, it can be observed that this activity makes students feel like protagonists, establishing and complying with rules and commitments that they themselves have set, improving the classroom climate.

Service-learning projects are an opportunity to work on both the empathy and the prosociality of university students. Transferring theoretical content to the real context in a practical way contributes to the acquisition of transversal skills of the subjects. The aim of this paper is to present experiences made with this methodology by a group of students of the subject of social psychology. They carried out several projects with different entities, although all of them were focused on responding to the needs of children and adolescents at risk of social exclusion, coming from problematic neighbourhoods and unstructured families, with hardly any resources to establish healthy interpersonal relationships. In these contexts, the university students detected problems of coexistence, lack of social cohesion, low emotional intelligence, presence of disruptive behaviors, scarce psycho-affective development and frustration with academic issues that affected both attention and behavior. The students’ intervention project to address this problem was carried out through networking with other NGOs and associations. It also focused basically on reinforcing the good practices that were already being carried out in the schools through school reinforcement, and they were taught to work as a team through games and sports activities. The results of this service contributed to improving children and adolescents’ social identity by working on their self-concept and self-esteem, promoting autonomy and strengthening skills to help them integrate into society without neglecting education in values such as solidarity, respect and responsibility. In addition, they learned tools such as negotiation and dialogue to solve their conflicts in the different areas of their lives. And the students valued the methodology positively, thus developing prosociality and empathy, the result of the learning experience derived from it both on a personal and academic level.

The aim of this paper is to report an intervention about the phonological processing near a 9-year-old child who attended the 4th year of primary school, in a group of schools in the central region of Portugal during the school year 2018/2019. The choice for this object of study was based on a case study carried out by the specialized professionals of this group of schools, after the child has been signaled by the class professor who indicate a possible “dyslexia”, due to difficulties revealed during the lessons, namely in reading and writing. In order to start the evaluation in this case study, we applied instruments for data collection related to qualitative methodology, namely interview, family drawing test, material consultation, exploratory proof of specific dyslexia (EPSD), realization of copying, dictation and error-raising. Instruments related to quantitative methodology were also used: Proof of Word recognition; Test Trail Making – Subtest of the neuropsychological assessment battery of Coimbra (NABC); Raven progressive matrices; Wechsler Intelligence Scale (WISC-III); reading comprehension test. From the results of the evaluation, it was found that the student presented an intellectual quotient – Brilliant Normal Intelligence (High Medium). However, phonological difficulties were evidenced (exchanges, omissions and additions). Given the evaluation results, an intervention plan was outlined that aimed at achieving the objectives defined in order to optimize the student’s capacities. We concluded that in order to achieve the success it is imperative that there be involvement among all the participants in the education of the child (school, parents, pupils, teachers, specialized technicians) and that it needs to be permanently a teamwork.

Being part of a wider PhD research, this paper aims to present initial reflections about the regulation of Sex Education (ES) and the legitimacy of the teacher in Early Years of Elementary School, in Brazil, and 1st Cycle of Basic Education (1st CEB), in Portugal, for their approach to children, particularly on issues related to sexuality and gender. In Portugal, Sex Education is compulsory from the 1st CEB since the approval of Law No. 60/2009 of August 6. Otherwise, in Brazil, with the approval in 2018 of the Common National Curriculum Base (Base Nacional Comum Curricular – BNCC), the terms Sexual Orientation and gender were suppressed. The suppression of these terms becomes problematic since it makes invisible discussions on issues related to sexuality and gender, such as body awareness and respect for diversity, which are also covered by the BNCC. Being a comparative study based on a qualitative methodology, at this stage will be made a documentary analysis of the Sexual Education guiding documents in both countries. This article will specifically address the diagnosis step of the research regarding the first results of documentary analysis of legislation and official documents in relation to the topics of this research. The compulsory sexuality education in Portugal made possible a systematic and specific work in dealing with sexuality and gender issues, with monitoring and evaluation of work in schools. In relation to the Brazilian reality, the challenges are different. It is also believed that not explaining the work in Sexuality Education in the Early Years of Elementary School hurts the right of access to information and the knowledge building on the subject.

Effective teachers should believe in his or her capability to strongly influence students’ performance and learning methods, even among those students who may be difficult or unmotivated (Guskey and Passaro, 1994). Self-efficacy enhances motivation, affects the amount of effort and persistence that a person devotes to a task and, on workplace environment, improves job satisfaction. By examining the relationship between selfefficacy and the continuous teacher’s training, this paper’s overall aim is to demonstrate how attending training courses, post-graduate diplomas or master’s degrees helps to increase teachers’ sense of efficacy. Moreover, the impact of precariousness on self-efficacy will be analyzed going through the variables influencing teachers’ perceived self-efficacy. This research is based on 225 Italian teachers, who filled out an online research protocol which includes the following measurement scales: School Self-Efficacy Scale (Borgogni, Petitta, Steca, 2001), School Perceived Collective Efficacy Scale (Borgogni, Petitta, Steca, 2001), Schwarzer Generalized Self-Efficacy Scale in its Italian adaptation by Lucio Sibilia, Ralf Schwarzer Matthias Jerusalem (1995), Job Satisfaction Questionnaire developed by Weiss et al. (1967) adapted and validated in Italian by Di Nuovo and Alba (1990), Survey of Perceived Organizational Support of Eisenberg et al. (1986) adapted and validated in Italian by Battistelli and Mariani in 2011, Organizational Commitment and Employee Engagement Scale by Barbaranelli and Fida (2004). Results show that teachers who have attended training courses and masters during the last three years, have obtained significantly higher scores on School Self-Efficacy Scale than teachers who have not attended such courses; furthermore, school’s self-efficacy level is considerably higher among tenured teachers than in those who have fixed-term contracts. Moreover, a linear regression analyses reveals that school collective efficacy, generalized self-efficacy and employee engagement are all significant predictors of self-efficacy in school settings. In conclusion, since self-efficacy is also affected by collective efficacy, it is found necessary to focus the learning environment on collaborative and cooperative learning strategies that enhance the sense of belonging, organizational identification, internal and external communication.

The Human being by his mutable, evolutive (or involutive) human condition, obligatorily, not only learn to face the constraints and challenges of life, as to avoid it or to defend from it. Innate and learned mechanisms and strategies aren’t just represented by continuos or isolated points, but mostly represented by a function of diverse equations with diverse variables, resulting on convergent planes, as well divergent planes, meaning the same human being sometimes copes with other defends from. The relevance of this paper comes from the necessity of questioning the learning models, drawing a Therapeutical Alternative ilustrated by the essential distinction of the primary processes to learning : cope with and defend from, as Bruner (66) explains that although exists always some defense level, excepted the depleted psychotic, exists always some hability to cope with a problem, as even the most severe schizophrenic can generaly cope with a substantial emergency.

Introduction: Mental health literacy is associated with better mental health outcomes and believed to improve the way people cope with life challenges and manage mental health issues. Nevertheless, no study has yet empirically examined the relationships between mental health literacy and the use of coping strategies. Aims: This study aims to describe the levels of mental health literacy (literacy about mental illness and literacy about positive mental health) and the use of coping (coping styles) in adolescents, young-adults and adults; To explore the relationship between coping and mental health literacy in each age group; To compare if patterns of significant correlations vary across groups. Methods: This is a cross-sectional / exploratory design study. We have collected online and through paper-pencil method three developmental samples: adolescents aged between 15-18 years old (N=240), young-adults aged between 19-36 (74) and adults aged between 37-75 (N=105). Measures used were: Positive Mental Health Questionnaire PosMHLitq (Maia de Carvalho et al., in preparation) to evaluate literacy about positive mental health; the Mental Health Literacy Questionnaire MHLq (Campos et al., 2016; Dias et al., 2018) and the Portuguese adaptation of the Brief Cope by Pais Ribeiro and Tavares (2004) to control coping styles. Results: Across the three developmental groups, most coping styles are associated with both literacy about mental illness and literacy about mental well-being, but with different patterns of correlation between coping/literacy about mental well-being/coping/literacy about mental illness and between groups. The Use of Emotional Support is the only coping style significantly associated with both mental health literacy about mental illness and literacy about mental well-being in adolescents, young-adults and adults. Conclusions: Future research should examine this findings with longitudinal design.

The PerSoParAge project - Personal and social resources for autonomy and social participation in an ageing society, aims to develop proposals and tools for analysis and intervention that respond to the challenges of the aged regions of the interior of Portugal,starting from an assessment of theterritory, in Castelo Branco, Guardaand Portalegre districts. The consortium representing the project is formed by the Castelo Branco Polytechnic Institute, Portalegre Polytechnic Institute, Guarda Polytechnic Institute, Bragança Polytechnic Institute, Castelo Branco City Council and Idanhaa-Nova City Council. The project aims to know the processes and ageing profiles of the interior communities through multidimensional assessment with a view to defining their social, functional and available resources profile,as wellasidentifying the needs of these communities’ organizations. This paper presents datafrom the knowledge, use and potential evaluation component of Information and Communication Technologies by older people in the studied regions. The methodology used was predominantly quantitative, with resource to apply two surveys per questionnaire, one for individuals aged 50 to 64 years and the other for the population aged 65 and over. This instrument was specifically designed for this purpose, validated by experts, containing closed and open response questions. The analysis and discussion of the results will allow the construction of knowledge that responds to the challenges of demographic changes felt in the regions covered and the development of intervention strategies and territorial policies of ageing, namely solutions that promote the use of digital and assistive technologies, in order to improve the quality of life of older people and promote their integration, participation and involvement in the development of territories.

Among the purposes of the Spanish Educational System, we find “the full development of the personality and the abilities of the students” (MECD, 2013. art.2) that is, contribute to its integral growth. This same regulation contemplates that “public services will provide primary attention to teacher training”. But, are educators and teachers really being trained in an integral way? From this arises our approach considering that this training is currently not contemplated as such in the study plans of future teachers in Spanish universities. This paper explains how the Enneagram has been integrated, as part of a university education in a transversal way (during the academic courses 2017/18 and 2018/19), in the Degree in Early Childhood Education and in the MAES (CEU Cardenal Spínola CEU - University of Seville) and the Degree in Social Education (Pablo de Olavide University of Seville) included as content in various subjects. The main objective of this study is to analyze the validation and perception that our student body show when discovering and working with a new tool that help them get to know each other and perceive the other’s reality from a different perspective. The procedure in the classroom has been made with theoretical contributions and introspection dynamics facilitating individual and group communication. In this work, a qualitative methodology is used where the information recorded in questionnaires, diaries, reflections and individual interviews with the participating students (a total of 110) is analyzed. The results indicate that there is a strong interest to know more about this tool and go into more depth, since this training process has led to the awareness of the need for development, both personally and professionally. The discussion of these results, revolves around discovering how Enneagram and other tools- that provide a better understanding-, work.

In Psychology, it is common to find situations in which some kind of classification of people in subgroups or classes is needed. There are multivariate analysis techniques such as Hierarchical Cluster Analysis (HCA) that are commonly used for this purpose. Currently, there is a growing interest in the technique of Latent Class Analysis (LCA), although it is a relatively little known and used technique. Several authors have pointed out that the LCA has important advantages with respect to HCA, especially that the LCA allows for measures of goodness of fit. The aim of this paper is to present several applications of the LCA both from a simulation study and from real data and compare the performance of this technique against the HCA. The results from the simulation indicate that the LCA has a high performance to detect class structures. The results of the study from real data show that the different classes or mixtures present in the data may be overlapping, which makes grouping classes more difficult when applying LCA. The HCA can be a good analysis tool for the applied researcher since it can guide on the best model of LCA that should be interpreted. In research contexts in which the theoretical model is not clear, it is recommended to use both techniques in order to seek convergence of results.

Academic achievement is one of the most studied variables in educational media by researchers who try to clarify those determinants with greater influence in it. In this paper we intend to know those variables related to academic and behavioral difficulties that may have a greater relationship with the academic performance of children adopted in Spain. The data comes from 209 participants with an average age of 3.1 years at the time of adoption and with an average cohabitation with the adoptive family of 7.8 years. The proportion between men and women is 56% in the first case and 44% in the second case, the vast majority coming from international adoption in 8 out of 10 cases. Adoptive and welcoming families (10% of the total) come from the 17 autonomous communities. The results indicate that there are significant differences between school / academic variables and some related to behavior problems. Moreover, the analysis carried out with predictive models indicates that a school variable, the presence of educational reinforcement, has a good predictive capacity with association and positive impact on academic achievement, while two other variables that show deficits or behavior alterations in house and school show a significant influence on performance, although with a negative association and incidence on it. All these results are relevant for an adequate psychotherapeutic intervention and psychopedagogical attention focused on the real needs of these children.

The purpose of the paper is to approximate the construction of a theoretical framework of sustenance that allows understanding the interrelation between the variables identified in the study. Specifically, the theoretical construction covers five perspectives of analysis, namely: competency-focused teaching and the EHEA; active university methodologies towards a ubiquitous web 4.0; the instructional, psychological and curricular dimension; instrument validation technology and the validation of scientifically based interventions based on empirical indicators (IBE). This research project aims to study the teaching methodologies and the transversal evaluation forms of the subjects, with emphasis on the generic competences of critical reading and textual construction; the analysis of the teaching practices and the training needs of the student is foreseen, as a reference for the conception of efficient strategies that contribute to improve the teaching-learning process. The methodological approach is focused on systematic review and analysis processes, which allow the theoretical deepening of the various theoretical constructs, with the focus on generating a relational system of categories and theoretical approaches that provide light for the construction of instruments evaluation as strategies of action and contribute in the improvement of teaching and in the quality of education and impact on better academic results in university students in generic competency tests. It concludes with the need for a theoretical framework around five axes that guides and guides the process of research, interpretation of data and evidence and the protocol of action and proposals for improving the quality of teaching. It is expected to provide lights not only for the application and teacher improvement, but also for the theoretical implications that arise from them, and allow an adequate articulation of the different scientific constructs measured and to give meaning to the current gaps in scientific knowledge about the topic. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia)”

Gamification has recently been revealed as one of the most efficient teaching methodologies for students, being useful at all educational levels. Different research grants benefits such as increased motivation, improved mood and strengthening the bond among others. However, one of the most mentioned properties is its ability to “restart” the student’s attention clock: the key is collective learning, an attractive way to remember new content. Benefits for the teacher have also been documented, since the games provide valuable and immediate feedback of the students’ knowledge. This paper presents an educational experience based on the introduction of the gamification tool “Kahoot” corresponding to a compulsory subject of the Bachelor’s Degree in Early Childhood Education. The results show the interest and the good reception that gamification has had in the classroom, showing together with high levels of motivation an increase in class attendance.

The attention to the students of AACC presents many differences according to the educational policies of the different Autonomous Communities. There is a wide variability both in the theoretical consideration of the high intellectual capacities, and in the attention that these students receive in the autonomic framework, being the detection / enrichment programs developed, the training that the teachers receive (courses, postgraduates, etc.) and attitudes towards the consideration of high capacity, resources that suppose an advantage or a disadvantage when facing the challenge that involves the identification and attention to the educational needs of these students in the inclusive school. As a consequence of these differences, the number of students identified varies substantially between those communities that began in past decades to invest resources in the care of these students and others that have less experience in their educational inclusion. The current regulations in Extremadura pose difficulties for families and education professionals to meet the educational needs of these students. Among them we can find the training, beliefs and attitudes of teachers and their involvement in the identification, evaluation and educational response to these students. However, in recent years there have been changes in this panorama, with different actions in favor of this group, developed both from the educational administration and from associations and private entities. In this paper we propose to explore the current situation of care for these students in Extremadura, compared to other autonomous communities, expose and assess the proposals that have been developed more recently and have been translated into specific programs developed at the initiative of the centers themselves educational, with extracurricular performances at public and private level that try to respond to the specific educational support needs presented by these students.

The Higher Education defends for a new educational paradigm, one involving active methodologies and evaluation strategies that focus on development of basic competencies as the means to achieve the comprehensive education of students. This paper describes a study based on the application of one of these active methodologies, Problem-Based Learning (PBL), for Education students enrolled in courses that address diversity awareness in different degrees. The sample consisted of 239 students of the Faculty of Sciences of the Education of the University of Granada. The results show differences in the achievement of competences according to the degree.

Banco de la Experiencia is the third intergenerational educational innovation project carried out at the Pontifical University of Salamanca. Its objective is the age empowerment to avoid the prevailing social ageism. Eleven students from the UPSA Interuniversity Experience Program have become professors of eleven young people from the 4th year of Social Education (within the framework of Psychology for adults and seniors and Sociology for adults and seniors). The seniors have had the opportunity to participate actively in society (in this case in the university context). A right that, although it is included in the WHO definition of active aging, usually remains on a piece of paper, fostering an environment that is not very inclusive. To what does the name of the activity respond? To what has been invested human capital,experience, knowledge and time (on the part of the elderly) and revenues, for the youngest, there have been countless lessons of personal and professional life.

Adoption processes are protection mechanisms that children need when, in particular, situations of maltreatment, abuse, negligence (MAN triad) are observed, whereby adopted children are expected to provide safety and care contexts as well as to provide them with the necessary affectivity, optimal education and socialization, essential contexts for a balanced and normalized development for these children. This paper aims, firstly, to know the possible problems of learning and school difficulties as a consequence of a harmful life itinerary for adopted children with 209 participating subjects with family characteristics, development in their first years of life and adverse contexts with negative impact in its vital evolutionary process; then, the interactions and existing relationships between variables of the vital itinerary and contexts of the first months and first years of development are analyzed. Finally, we look for the influence of both types of variables on the MAN triad and academic achievement. The results show the clear existence of diverse learning difficulties in the subjects participating in reading/writing, oral language, and calculation areas, as well as in relation to the interactions between the first years in institutions and, specially, in interaction with the biological family and the foster/adoptive family. Moreover, there are significant correlations between the stays of children in the first years and learning difficulties in reading, comprehension and oral expression. Finally, variables such as difficulties of calculation, place and stay of the child in the fourth year and the first year of birth have relevant influence on both the MAN triad and the difficulties of understanding and place of coexistence of the children in the fourth year on the academic achievement.

There are several assessment rubrics for service- learning projects that are presented in the academic field. Each one puts the emphasis on some specific aspects responding to its purpose. Attending to the concern for having an evaluation tool in this area that would respond to the integral education of the students and valuing the interesting contributions of Pope Francisco in the matter of education, an exhaustive tracking of his writings has been carried out. From an analysis of them, the educational keys of their pedagogy have been proposed that will serve as the basis for the elaboration of an evaluative rubric of the Learning- Service projects. A fundamental line is based on understanding these projects as an opportunity to humanize education, thus highlighting anthropological and existential factors such as the development of interiority and the spiritual-personal dimension. The educator is, therefore, a guide that helps the personal growth and maturation of the students. The objective of this paper is to examine a Rubric for the assessment of Service Learning Experiences in order to promote training and the integral development of the student. This is structured into two intersecting axes: person and context. It comprises six dimensions: culture, education, social agents, learning, values and service. Each dimension evaluates 5 pedagogical categories that are evaluated in 4 levels. Tools of this type allow students to be motivated in prosocial behavior. Thus, they are agents of social transformation and develop an active citizenship that works for a more just and peaceful society.

This paper presents a research program that leads to study the impact of evaluation and active teaching methodologies used and expected in university education, for the development of generic communicative skills in students of different careers. In a more general sense, it seeks to identify the perceived and expected use, by teachers and students, of the evaluation and active methodologies; collect successful cross-cutting strategies; describe and compare psychoeducational patterns and their role in the learning outcomes and generic communicative competences of critical reading and textual construction, from which would come to configure training in comprehensive assessment of teaching and learning to be provided to teachers of the university so that they become mediators and promoters of generic communicative skills of critical reading and textual construction through the subjects -across disciplines- in the students. It is carried out at the Universidad de la Costa in Colombia and it is approached from two foci of study: detection of needs and implementation of transversal strategies. Psychoeducational patterns are used (self-efficacy, attributions, motivation, emotional intelligence ...); also the systematic review of international successful practices. The results are oriented to the implementation of strategies for the curricular innovation of the subjects and teacher improvement and of the academic and learning results; likewise, for the increase of pedagogical and didactic instructional and technological knowledge as a basis for decision making in the second phase of validation and testing of transversal strategies. “Competitive Research Project CONV-ÍNDEX No. 13-2018, Project Code INV. 150-01-007-13 University of the Coast (Colombia) - University of León (Spain). Evaluated by the ACAC (MEN Colombia) “

In the field of education there is high interest in emotional scope, especially in earlier stages. These scope must be evaluated to check this efficiently. The objective of this paper is to validate a questionnaire to assess Happiness. To prevent the validity be adversely affected, we applied analysis to both genders separately. To make it possible we focused on 811 participants from seven educational centers; 71.6% of the total were Muslims and 28.4% belonged to the Christian religion, 46.1% were male and 53.9% female. The technique used in this survey is a questionnaire built to evaluate Happinnes. The results show high levels of reliability for both genders (Cronbachs’ of .897 in male sample and .908 in females). The dimensions are different (women 5 and men 6) for both groups. There are positive correlations between totals and the dimensions that make them. Therefore this questionnaire is an appropriate tool to evaluate these capabilities after making some modifications in future works. It is more appropriate to apply the analysis separately.

This paper focuses on the journalism workshops held in Ussita (Italy) during the 2019’s winter. The workshops were aimed at children and they involved local kids from 5 to 10 years old. This project was a part of the data collection for the doctoral research program “Growing up informed”. The method involved participants observation, field recording, written and drawn material. Ussita is one of the towns wrecked by the earthquakes of 2016. We chose this place because the research program focuses also on media education as a mean to develop territorial awareness. Territorial awareness may be crucial after an earthquake, for it is one of the features that create resilience. The main teaching activity was about explaining to children how to make interviews, matching a previous format we studied in 2018. They made interviews in different locations and situations. They were able to meet a photographer, a biologist (Ussita is part of a National Park), a member of a local association. The children also visited several old people in their emergency homes to interview them. We organized a follow up in April in which they had to interview some local adults about a traditional festival that was about to be held. The group managed to interview these people, even if the context was slightly different, showing they remembered what they have learned. The results show how children managed to tackle a variety of local topic (nature, history, problems, opportunity) by interviewing people and how the activity affected their local awareness in this sensitive moment.

Promoting positive educational practices for teachers in the context of primary education is a significant need in the current context. This paper aims to describe an intervention program (based on Weber, Salvador Brandenburg, 2005) for teachers aimed at improving the interaction between teachers and elementary school students in the early years. The study was conducted in a public school in a municipality of Paraná-Brazil. The Teacher Leadership Styles Inventory (Batista Weber, 2015) was used to evaluate the effectiveness of the program and 323 students who answered the instrument on classroom interaction with their teachers (n = 14) participated in the study. The intervention program with the teachers of the present research consisted of 10 meetings lasting approximately two hours per meeting, which took place over three months with each group. In addition to these, a meeting was also held that preceded the start of the program to explain and invite the participants. A collective meeting was also held to present the results to all. The topics covered were: Raising awareness about the role of the teacher as an influence on the behavior of the student; Understanding principles of behavior and learning; Behavior analysis and rule learning - possible stressors; Responsiveness - affective relationship and involvement; Requirement: consequences for appropriate and inadequate behavior; Aversive and coercive control: consequences for inappropriate behavior; Functional analysis and behavior modification; Educational social skills; Teacher leadership styles; Synthesis and closure of the Quality group in the teacher and student interaction. The intervention performed with teachers reveals results favorable to its use to make interpersonal relationships in school more effective and affective

Bullying is a problem with serious psychosocial consequences. In addition, it occurs in a stage of the life cycle in which the family and sexist attitudes have some influence on the violent behavior of adolescents. From this perspective, the objective of this paper was to analyze possible differences in hostile sexism, benevolent sexism, communication with the mother and communication with the father among three groups of adolescents established according to their different involvement in violence towards peers: “low involvement”, “occasional involvement” and “frequent involvement”. The sample consisted of 1034 adolescents (50.6% boys and 49.4% girls), between 12 and 18 years old. The results show that adolescents with a frequent involvement in bullying have more benevolent and hostile sexist attitudes and more communication problems with both parents. Likewise, those involved in frequent and occasional aggressive behaviors show less open communication with the mother and with the father. The results show the need to help adolescents who exercise frequent aggression and indicate the importance of including these variables in prevention programs.

A story of Unamuno ignored during 120 years “a wise mad man” History and edition of a finding. In 2012, Salamanca celebrated the “Year of Unamuno” on the 75th anniversary of his death (December 31, 1936). This commemoration was associated with great intellectual, scientific and media brilliance, within a context of events and publications. After this, it seemed we knew all of the enormous literary repertoire of Miguel de Unamuno. Such is the case of his Tales, whose bibliographical acumen was judged to be over, after the extensive production of compilations and studies they produced. That is why it is of great interest for us at INFAD to give an explanation of why it was forgotten for us at, upon the completion of the 800th anniversary of the great university of he was chancello. In 2012, the last “lost story” was recovered. Written at the end of the 19th century, it never saw the light of day in the last 120 years. In that century it was published twice: in October 1892, in “ElNervión” in Bilbao and, in November of the same year, in “La Libertad” in Valladolid. But nobody saw this story again: neither in the successive editions of the “Complete Works” nor in the different publications in which short stories from Unamuno are compiled up to that same year 2012 in which we made public its existence in an online study that did not reach the scientific community, nor did it suppose any extension of knowledge, about Unamuno. It was, therefore, perhaps the only work of Unamuno that, almost until today, remained unknown. In these days, within the INFAD Congress, we publish on paper and in a scientific congress, that online “semi-clandestine” study and publish the text that, we have just seen and almost simultaneously, with the recent re-edition of the “Complete Stories” of Unamuno (Carrascosa, 2011 and 2017), which has just been reprinted, although it has not yet had time to be incorporated into new editions of the “Complete Works”

This article is a comprehensive synthesis of theoretical and empirical contributions on concerning opioid addiction, being mobilized, for this reflexion, the singular contributions of developmental psychopathology. It is inaugurated by a brief reference to the specificities of this paradigm and to its high relevance in the context of the comprehension of the problematic in study. The following rubric is dedicated to the synopsis of the main factors of vulnerabilization and protection, considering, not only the individual, but also interpersonal and relational, plus cultural and contextual dimensions. This paper additionally explores their multidetermined role and the consequences of their interdependent influence, which are more frequently mentioned in the scientific literature.

The need to organise encounters between different generations is growing because solidarity between generations is crucial to ensure a fair society for all ages. However, bringing together different age groups is not enough to create a successful intergenerational dialogue. The content, activities and methods used when very different groups come together, should draw the attention of members of both generations. In this regard, the possibilities that virtual tools offer for the deployment of interventions of this type should be a subject of study. Therefore, this paper presents the evidences obtained in relation to the potential of these new tools to promote the welfare of all those involved in programmes of this type, identifying and analysing the online resources used by them for this purpose. The main results suggest that these interventions offer good opportunities to share the learning on equal terms and to address their coexistence together and in completely new ways. The first author received funds from an aid intended to finance the predoctoral recruitment of research staff granted by the Regional Government of Castille and Leon (EDU/1083/2013), co-financed by the European Social Fund, within the 2014-2020 Operational Programme of the European Regional Development Fund (OP ERDF) of Castille and Leon.

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Increasingly, in Occidentalized societies, divorce is a growing reality and Portugal in not an exception. This family transition as increased the divorce rates in the last two decades, with along with some worrying indicators of educational and psychosocial nature, which, among other thematic realities derived from the families, have led to a demand and supply of several parental training programs. The impact of a marital separation in family dynamics could be huge, completed by a divorce between the parents but not their children. This paper presents the beginning of the project called “Positive Divorce - Parents helping parents”, intended for fathers and mothers (parents support group) who are separated or divorcing, which aims to reflect, analyze and share parents difficulties and good practices in parenthoods exercises, based on the principles of Positive Parenting combined with the Positive Discipline model and tools, promoted within a context reflective orientation group. We concluded that this support group has helped to further understanding and clarification certain common problems to these parents and families, as well as explore and find new solutions and intervention strategies in order to better manage and meet the challenges that both parents and children face after a marital separation and/or a divorce.

The diversity present in university classrooms is an element that teachers are founding. There are many tools to respond to functional diversity and one of them is the tutorial action. The objective of this research is to analyze the scientific production of the tutorial action in the University for students with disabilities. For this purpose, the ISI Web of Science is used and the search terms tutorial action, disability and tutorial action plan are established; in Spanish and English. A sample of 78 articles is obtained and will be studied based on bibliometric indicators such as research areas, categories of the Web of Science, years of publication. The results indicate that the period 2015- 2016 produced the vast majority of the papers. Furthermore, English is the language of greatest scientific production. In spite of this, Spain is the largest producer on the subject, with the University of Granada and Burgos as the most outstanding centres. Finally, Education Educational Research is the category and area of research where most articles are generated. However, the technological areas are gaining in importance due to the versatility of the technology. As future lines of research, the possibility of analysing the contents studied and the most studied educational areas is proposed.

The study of the factors that influence the active and healthy aging process is one of the main interests of psychogerontology. In this sense, psychological well-being is a reliable indicator that ensures the success of this process, while sexuality becomes a relevant modulating variable. The aim of this paper is to determine if attitudes towards sexuality and psychological well-being of ederly people are modulated by residence type, marital status and degree of autonomy. For this purpose, Ageing Attitude Scale on Sexuality and Psychological Well-Being Scale is used in a sample of 70 people, 35 women and 35 men, from 65 to 95 years old (M = 76.78; DT = 8.3). The results show that, in general, more liberal attitudes towards sexuality and greater psychological well-being are significantly associated with living outside residential institutions and maintaining a sentimental relationship with a stable partner. On the other hand, the degree of autonomy only obtains statistical significance in psychological well-being but not in attitudes towards sexuality. In conclusion, ederly people represent a stigmatised segment of the population (with many associated myths and negative beliefs), for this reason, this study contributes to create a positive conception of the aging process, normalizing behaviors and emphasizing the variables to be considered in the elaboration of intervention programs.

The behavior of adolescence often leads young people to risks, especially substance use, with implications for the health and normal development of young people. We intend to analyze the behavior of young students in relation to substance use. It is a descriptive, transversal and analytical study, with a quantitative approach. The data collection instrument shall consist of the Global School-Based Studying Health Survey (GSHS), to which characterization issues were associated. The sample is made up of 212 young students. Mostly female (54.7%), between the ages of 12 and 18, and lives with both parents. (72.2%). They attend between the 7th and 12th grades. They reported having started drinking alcohol 62.7% of the students; with onset before the age of 13 (28.8%); in the last month, 32.5% of adolescents consumed it for at least one or two days; drank more than 5 drinks, 11.3%; they buy it in bars, in the market or in the street; already got drunk 22.6%. and; in 58.5% of households there is at least one alcohol consumer. Already smoked 31.1% of respondents; started after 16 years (10.8%); said to have smoked in the last 30 days 8.5%. Drug use is lower (4.7%), when compared to alcohol and tobacco consumption. Most of them start consumption between the ages of 12 and 13; in the last month was consumed by 4.3%; is purchased or acquired through friends or family. Association between consumptions and the existence of friends and consumer parents was verified. The importance of family and friends as determinants of consumption is highlighted in this paper. Knowledge of these determinants is of paramount importance in the planning and implementation of preventive measures and should therefore be taken into account at the decision-making level

Currently, within the framework of the European Space for Higher Education, there is a need to adapt the teaching-learning methodologies carried out in the university. For this, now that the main focus of this process is the student, and the role of the teacher is the guide, there are numerous active methodologies that we, as teachers, can implement. Labrador and Andreu (2008) and De Miguel (2006) point out among them the case study, problem-based learning, or project-based learning, the latter being the one used in this study. The objective of this work is to implement this methodology in three grades of the Faculty of Educational Sciences of Granada (Pedagogy, Social Education and Preschool), in a sample of 180 first and second year students, in order to study in what way measure influences its performance. The procedure followed has been to work in groups the different themes addressed in the subjects, in a practical way, so that they project the usefulness of what they have learned in a future work, as well as to achieve a significant learning. In order to know the development of the working groups, they were asked to complete the Will to work Scale and the peer Will to work Scale (Andrés, Abal, Lozzia, Gómez-Benito, Aguerri, Gilabert and Attorresi (2013). This paper highlights the different vision of individual work within the group compared to the perception of the work of the rest of the members that make it up. It is important to know how the groups works, because of the benefits that project-based learning can draw, reducing the limitations that may arise.

The overload of curricular contents in higher education can make us overlook certain competences that are key to the training and future professional practice of university students. In this sense, initiatives such as Nano Online Open Courses (NOOC) can complement the training of students through the in-depth development of certain content and / or skills. Certain universities are promoting the development of these initiatives through the implementation of calls for teaching innovation. This paper presents an example of NOOC for the development of better skills in attention to diversity and development of an inclusive education by students of the Teaching degrees in Early Childhood and Primary Education of the Faculty of Education of the University of Alicante

Interpersonal relationships established at school are fundamental for a child’s academic development. The main objective of this paper was to adapt, apply and evaluate an intervention program for teachers (based on Weber, Salvador Brandenburg, 2005) aimed at improving interaction between Elementary Education teachers and students. The study was conducted in the Initial Series of a public Elementary Education school in a municipality in the state of Paraná-Brazil. The measurement instrument used to verify interaction between teachers and students was the Teacher Leadership Styles Inventory (Batista Weber, 2015), whereby 323 students answered the inventory regarding classroom interaction with their teachers (n=14). The predominant Leadership Style indentified upon initial data collection was the Negligent style, indicating that, in the students’ perception, their teachers had low responsiveness and involvement signalling the need for interventions to modify their teachers’ interaction style. Based on the data, an intervention programme was applied and evaluated with two independent groups. It was tested through repeated measurement in three stages (Teacher Leadership Styles Inventory) and was characterized as an experimental study. Ten joint meetings with all teachers divided into two groups were held. Each meeting lasted around two hours and aimed to raise awareness and build the capacity of the teachers for better interpersonal relationships with their students. The themes of the meetings were planned using experiential and informative methodology according to the needs identified in the preceding stage. The results show some positive changes in relation to teacher leadership styles as perceived by the students. Scores for the Authoritative Style increased while scores for the Negligent Style decreased. There was also a significant reduction in the use of Coercive Control in the strategies used by teachers to control student behaviour in both groups. The intervention conducted with teachers shows favourable results as to its use to make interpersonal relationships at school more effective and affective.

After these years of implementation of the Bologna process for the adaptation to the European higher education area in the current context, it is necessary to review how certain disciplines have strengthened their position in society. In this paper, we will focus on the evolution of the degree of pedagogy, as well as professional profile which plays, from the perspective of the protagonists themselves, the students, since they will be professionals who carry out their work in the immediate future in the society, and will implement those acquired skills, being responsible for transmitting this legacy. For this reason it is necessary of this research, coupled with the fact that around the definition of pedagogy, there is ambiguity and lack of knowledge regarding their functions and areas of professional activity. This study will allow having a vision contextualized on different working routes that this profession can carry out, in order to draw conclusions about its academic profile and therefore socio-labour, favoring an improvement of the image social of the pedagogue, which make it possible to reduce the uncertainty regarding this professional. The methodology used was descriptive and quantitative, with a non-experimental design by survey method. It shows total 334 students, belonging to the degree of pedagogy of the University of Granada, enrolled in the academic year 20162017. The results show that the figure of the pedagogue is a multidisciplinary professional who can cover different fields of action and not just linked to the field of education, but provides an opening to the business context. For this reason, the training (formal, non-formal, and business), is a basic pillar in our society. That is, where the importance of the figure of the pedagogue resides, and how it should position itself as the expert in these subjects.

This paper presents an exploratory study that meant to contribute to the comprehension of the process of formation of Portuguese political elites groups, especially to enlightening if the individual elite status is due to exceptional abilities, assessed by its resilience’s categories and professional and academical backgrounds or by “inheritance”, due to favorable factors as family and social relationships – that may have induced to a state power type formation that may have led, as one of the major factors, to inequality and mischaracterization of the concept of Democracy itself and to its disbelief, reinforced by the growing corruption and therefore facilitator of populist, dictatorial and xenophobes models that it’s urgent to reverse. Concomitantly, it is fundamental to promote resilience-related aspects and merit, to restore society’s trust in the system, as WHO (2017) recently explained the importance of trust, measured by the absence of corruption in business and government, to happiness and therefore well-being.