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El capítulo 7 está sujeto a confidencialidad por la autora. 242 p., Haur eta Nerabeen Babes-Sistemaren ardura da adingabeen babesgabetasunarekiko arrisku-egoerei modu goiztiarrean (0-5 urte) aurrea hartzea. Literaturari jarraiki, arlo honetako esku-hartze programa goiztiarrek ebidentzian oinarritutakoak beharko lukete izan eta, aldi berean, adingabeen atxikimendu ziurra landu beharko lukete, euren garapen sozio-emozional osasuntsua sustatzeko eta arrisku-egoerak murriztu eta aurrea hartzeko. Aldiz, estatu mailan, babesgabetasunarekiko arrisku-egoeran dauden haurrei eta euren familiei eskaintzen zaien arretan, oraindik ez dago atxikimenduan oinarritutako esku-hartze goiztiar egituratu eta sistematizaturik, are gutxiago, eraginkortasuna frogatua duenik.Guzti hau kontuan hartuta, doktoretza-tesi honek helburu bikoitza dauka: 1) AVI (Attachment Video-feedback Intervention) programa goiztiarraren bertsio espainiarra egokitu, EAEko Haur eta Nerabeen Babes-Sistemaren erakusgarri den Udal Gizarte Zerbitzuetan inplementatu eta haren bideragarritasun eta onargarritasunari buruzko ikerlan bat burutu; 2) AVI-ren bertsio espainiarra COVID-19 krisi garaian babes-faktoreak sustatzeko eraginkorra ote den aztertu.Doktoretza-tesi hau bi zati nagusitan banatu da. I) Zati teorikoan, adin txikikoei eskaintzen zaien arretaren eta babesaren gaineko definizio eta legedian kokatuta, haurrei emandako tratu txarrek haien atxikimenduan eta ondorengo garapen sozio-emozionalean izan dezakeen eragina aurkezten da. Gainera, ebidentzian oinarritutako esku-hartze programen berrikusketa egiten da eta AVI programaren erabileraren nondik norakoak aurkezten dira. II) Zati enpirikoan, bi ikerketa-helburuak betetzera bideratutako ikerlanak aurkezten dira. Alegia, AVI-ren bertsio espainiarraren esku-hartze prozedura azaltzeaz gain, bere bideragarritasunari eta egokitasunari dagozkion emaitzak izango dira erakusgai. Baita COVID-19 krisialdian zehar izandako inpaktuari buruzkoak ere.Lan honi amaiera emateko, doktoretza-tesiaren eztabaida eta ondorioetan sakontzen da. Laburbi, The Child Protection System is responsible for early prevention of situations of risk of child abuse and neglect (0-5 years). According to literature, early intervention programs in this field should be evidence-based and, also work on the secure attachment of children to promote their healthy socio-emotional development and to reduce and prevent situations of risk of maltreatment. However, at a State level, on the other hand, there is still no structured and systematized early intervention based on attachment, let alone proven effectiveness for families at risk of child abuse and neglect.In view of all this, this Ph.D. thesis has a dual objective: (1) to adapt the Spanish version of the early AVI (Attachment Video-feedback Intervention) program, to implement it in the Municipal Social Services as an example of the Basque System of Child Protection and to carry out a study on its feasibility and acceptability; (2) to analyze whether the Spanish version of AVI is effective in promoting protective factors in times of COVID-19 crisis.This doctoral dissertation has been divided into two main parts. (I) The theoretical part, framed in the definition and legislation on the care and protection of children, presents the impact that child abuse may have on their attachment and subsequent socio-emotional development. In addition, evidence-based intervention programs are reviewed and the terms of use of the AVI program are presented. (II) The empirical part presents research aimed at meeting both research objectives. In other words, in addition to explaining the procedure for the intervention of the Spanish version of the AVI, the results relating to its feasibility and acceptability will be shown. Moreover, the impact of the AVI program during the COVID-19 crisis is explained.This work concludes by deepening the discussion and conclusions of the doctoral dissertation. To sum up, this Ph.D. shows the effectiveness of the Spanish version of early AVI intervention (0-5 years) fo

Background The global health crisis caused by the COVID-19 pandemic has led to an increase in situations of risk of child abuse and neglect. Objective The objective of this study was to examine whether the Attachment Video-feedback Intervention (AVI) program can improve protective factors (decrease parental stress and household chaos, increase parent-child emotional availability and parental reflective functioning) that may diminish child maltreatment in a group of families at risk for child abuse and neglect during the COVID-19 pandemic. Participants and setting The sample consisted of 41 children aged between 0 and 5 years (Mage = 35.36 months, SD = 14.65; 85.4 % boys) and their parents (Mage = 35.44, SD = 6.04; 75.6 % mothers). Methods The study design incorporated two randomized groups (Intervention group: AVI; Control group: treatment as usual) with pre- and post-test evaluations. Results In comparison to the control group, parents and children exposed to the AVI showed increases in emotional availability. Parents in the AVI group also presented increases in certainty regarding their child's mental states and reported lower levels of household chaos compared to those of the control group. Conclusions The AVI program is a valuable intervention for increasing protective factors in families at risk of child abuse and neglect in times of crisis.

[EN] The aim of this study was to assess the conceptual and operational descriptions of negative social networking site (SNS) use in adolescents. A search was conducted among four databases, following the guidelines set forth in the PRISMA-ScR. The search resulted in 1503 articles, of which 112 met the inclusion criteria. The results showed that the negative use of SNS has been conceptualised from two approaches: (1) the component model of addiction and (2) a cognitive-behavioural problematic use paradigm. Thirty-seven instruments assessing this problem were found, with the Bergen Facebook Addiction Scale and its adaptations being the most widely used ones. These instruments dimensions were vaguely defined and often overlapped with one another. In conclusion, no standardised theoretical framework exists to assess negative SNS use in adolescents. This lack of a theoretical definition makes it difficult to compare results among studies and determine the true extent of the problem.

Objective: To contribute to a better understanding of the factors that influence university students’ confidence in their ability to engage in entrepreneurial behaviours. Research Design & Methods: Participants were 1741 first-year students (792 women, 949 men) from two Spanish universities (Mage = 18.76, SD = 1.82). They were enrolled in degree programmes in two broad fields: engineering and architecture, and social sciences and law. Using a quantitative cross-sectional design, we obtained measures of creative self-efficacy, leadership self-efficacy, and entrepreneurial self-efficacy. Findings: Results showed that both leadership self-efficacy and creative self-efficacy predicted entrepreneurial self-efficacy, although creative self-efficacy was the variable that contributed most to the expected change in entrepreneurial self-efficacy. There were also differences in entrepreneurial self-efficacy according to gender and field of study, with students enrolled in a technical field and men in general scoring higher. Mediation-moderation analysis showed that creative self-efficacy mediated the relationship between gender and entrepreneurial self-efficacy, and also that the field of study buffered the effect of gender on entrepreneurial self-efficacy. Implications & Recommendations: The results of this study showed that entrepreneurial self-efficacy is predicted by creative self-efficacy and leadership self-efficacy, and hence both these variables should be addressed by training initiatives aimed at promoting entrepreneurship among undergraduates, particularly among young women. Moreover, our results highlighted the importance of taking into consideration individuals’ educational backgrounds when analysing students’ entrepreneurial self-efficacy. Contribution & Value Added: This research contributes to the literature on entrepreneurship by identifying factors that influence the entrepreneurial self-efficacy of university students. The findings highlight the importance of

Los objetivos del presente estudio consistieron en identificar las necesidades de las instituciones educativas para promover la innovación y en examinar cómo podría contribuir la universidad a responder a las mismas. Se realizaron tres entrevistas semiestructuradas y un grupo focal en los que participaron un total de 10 profesionales de cinco instituciones educativas de Bachillerato, Formación Profesional y Universidad inmersas en procesos de innovación educativa. Los resultados pusieron de manifiesto la importancia de la formación continua de toda la comunidad educativa, principalmente del profesorado, y de la realización de evaluaciones externas. Asimismo, los hallazgos asociaron la contribución de la universidad a la realización de proceso de investigación y transferencia relacionados con los procesos de investigación e innovación educativa

Eskola-testuinguruan, Haur Hezkuntzako maisu-maistra da haurraren erreferentzia-eredua eta enkulturazio prozesuan eragile garrantzitsua. Ikerketa honen helburua da Haur Hezkuntzako maisu-maistrek haurren enkulturazio prozesuarekiko dituzten irudikapen sozialak ezagutzea eta aztertzea eta beren enkulturazio-eragile rolari dagokionez, hobetze-proposamenak egitea. Metodologia mistoan oinarrituta, diseinu esploratorio sekuentzialaren bidez, fase kualitatiboan bildu dira Bizkaiko 11 maisu-maistren elkarrizteten diskurtsoak. Horietatik abiatuta sortu da fase kuantitatiborako galdeketa, 256 maisu-maistren erantzunak jasoz. Azken fasean, bi emaitza-multzoen ondorio integratuetara iritsi da. Ikerketak aditzera eman du garrantzitsua dela bi urteko haurren maisu-maistrak beren enkulturazio-eragile rolaz jabetzea eta rol hori hobetzea haurrari testuinguru sozialerako egokitzapenean eskuratzen laguntzeko ezagutzak, arauak, balioak, jokabide-ereduak, jarrerak edota ohiturak., En el contexto escolar, el docente de Educación Infantil es modelo de referencia y un importante agente en el proceso de enculturación de los niños y las niñas. El objetivo de esta investigación es conocer y analizar las representaciones sociales de las maestras y los maestros de esta etapa con respecto al proceso de enculturación de los menores de dos años y realizar propuestas de mejora en cuanto a su rol como agentes de enculturación. Mediante una metodología mixta, en la fase cualitativa se realizaron entrevistas a 9 maestras y 2 maestros de Bizkaia. Una vez analizada la información obtenida, se diseñó el cuestionario para la fase cuantitativa, recogiendo las respuestas de 256 profesionales. En la fase final, se han obtenido las conclusiones integradas de ambos conjuntos de resultados. Se concluye que es relevante que los docentes tomen conciencia de su rol como agentes de enculturación y se destaca la mejora de dicho rol para ayudar a los menores a adaptarse al contexto social en la adquisición de conocimientos, normas, valores, patrones de conducta, actitudes y/o hábitos., In the school context, the Early Childhood teacher is a role model that serves as an important agent in the process of children’s enculturation. The aim of this research project is to investigate social representations of Early Childhood teachers regarding the process of enculturation of twoyearold children, and to propose suggestions to improve their role as agents of such process. In the initial qualitative phase of what is a mixed methods study, 11 teachers from the Basque province of Vizcaya were interviewed. A questionnaire based on the information obtained was designed for the quantitative phase, and was administered to a total of 256 teachers. In the final phase, conclusions were drawn from both sets of data. Results show that it is important that teachers become aware of their role as agents of enculturation and that improvements in the performance of this role can help children better adapt to the social context in their process of acquisition of knowledge, rules, values, behaviour patterns, attitudes, and/or habits.

Creative thinking and critical thinking are complementary cognitive processes that are important for dealing with complex challenges. The primary aim of this study was to examine the mediating role of openness to diversity and challenge in the relationship between disposition toward critical thinking and creative confidence beliefs in higher education students. Participants were 1,627 students from two universities in Spain (Mondragon Unibertsitatea and Florida Universit`aria), ranging in age from 17 to 44 years (Mage = 20.35, SD = 2.62; 53.05% female). Results showed not only a direct, positive relationship between critical thinking disposition and students’ creative confidence beliefs but also that this relationship was mediated by openness to diversity and challenge. Thus, those students more disposed toward critical thinking are also more open to diversity and challenge and have a stronger creative self-concept. These results highlight the importance of enhancing students’ disposition to use critical thinking so as to strengthen their creative self-concept. Higher education institutions also need to develop teaching strategies and contexts that promote students’ openness to diversity and challenge as a step towards their becoming active and responsible citizens.

[EN] The aim of this study was to assess the conceptual and operational descriptions of negative social networking site (SNS) use in adolescents. A search was conducted among four databases, following the guidelines set forth in the PRISMA-ScR. The search resulted in 1503 articles, of which 112 met the inclusion criteria. The results showed that the negative use of SNS has been conceptualised from two approaches: (1) the component model of addiction and (2) a cognitive-behavioural problematic use paradigm. Thirty-seven instruments assessing this problem were found, with the Bergen Facebook Addiction Scale and its adaptations being the most widely used ones. These instruments dimensions were vaguely defined and often overlapped with one another. In conclusion, no standardised theoretical framework exists to assess negative SNS use in adolescents. This lack of a theoretical definition makes it difficult to compare results among studies and determine the true extent of the problem.

Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were defined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly applied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators., En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, partiendo de la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes) y la validez concurrente. Los resultados mostraron una adecuada calidad psicométrica, fiabilidad de las puntuaciones y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia.

The aim of the study was to carry out a pilot implementation and evaluation of the OverCome-AAI program, a pioneering program for the prevention of suicidal behavior through animal-assisted interventions for young people with high risk factors for suicidal behavior. The study sample consisted of 30 adolescents (11 boys and 19 girls) aged between 14 and 17 years (Mean age = 15.50, SD = 1.60) from the Basque Country (Northern Spain). After the intervention, subjects presented reductions in suicidal ideation, suicide plans, and non-suicidal self-harm, as well as a greater predisposition to seek help. A reduction in the intensity of mental pain was also found, although no differences were observed in indicators of hopelessness and depression. The preliminary results obtained in this pilot study suggest that the OverCome-AAI program may be effective in reducing suicidal behavior and non-suicidal self-harm in young people in residential care who present high risk factors for suicide.

Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were defined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly applied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators., En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, partiendo de la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes) y la validez concurrente. Los resultados mostraron una adecuada calidad psicométrica, fiabilidad de las puntuaciones y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia.

Grit, creative self-efficacy and entrepreneurial self-efficacy have been associated with the development of entrepreneurial behaviours that can prepare students for a rapidly changing world of work. The main purpose of this study is to analyse the relationship between the three variables amongst first-year university students. A positive relationship, albeit modest, was found between grit and the two measures of self-efficacy. Furthermore, findings suggest that grit can be considered a predictor variable for student self-efficacy beliefs in the context of entrepreneurship. However, this relationship was found to be weak and not to offer significant opportunities for the improvement of student creative and entrepreneurial self-perception, beyond those already contemplated in social cognitive theory. Moreover, results revealed a significant and robust positive relationship between creative and entrepreneurial self-perceptions in university students. The strong relationship found between creative and entrepreneurial self-efficacy renders an opportunity to develop informed interventions directed towards improving student entrepreneurial self-perceptions. In this regard, the results suggest the importance of cultivating creativity in educational institutions.

Berrikuntza da ideia berriak gauzatzeko eta horiek besteentzako balio bihurtzeko gaitasuna. Gero eta konplexuagoa eta aldakorragoa den errealitateari arrakastaz egokitzeko eta aurre egiteko beharrezkoa den gaitasun esanguratsuenetakoa ere bada berrikuntza. Pentsamolde berritzailea uler daiteke sortzeko, ideia berriak gauzatzeko eta zailtasunak eta oztopoak gainditu eta prozesuan irauteko gaitasunarekin lotutako pertzepzio multzo bezala. Kontzeptualizazio horretatik abiatuta, eta lau azterlanen bidez, doktorego-tesi honen helburu nagusia da ezagutza berria eskaintzea jakintza arlo ezberdinetako unibertsitate-ikasleen pentsamolde berritzaileari buruz. Lehen azterlanean (N = 1,741), zeharkako diseinu baten bidez, aztertzen dira lehen mailako unibertsitate-ikasleen pertzepzioak berrikuntzarekin lotutako hainbat aldagairi dagokionez. Bigarren azterlanean (N = 759), ikasleek beren hezkuntza-testuinguruan duten inplikazioaren eta pertzepzio sortzaileen arteko erlazioa aztertzen da zeharkako diseinu baten bidez. Hirugarren azterlanean (N = 1,380), pandemiaren ondoriozko konfinamenduak hezkuntza-maila desberdinetako ikasleen pertseberantzian eta pertzepzio sortzailean izandako balizko eragina aztertzen da, baliokideak ez diren taldeen diseinu kuasi-esperimentalaren bidez. Azkenik, laugarren azterlanean (N = 2,369), proposatzen da unibertsitateko ikasleen pentsamolde berritzailea aztertzeko eredu bat. Emaitzek aditzera ematen dute desberdintasunak daudela ikasleek berritzeko duten gaitasunari buruzko pertzepzioetan, hala generoaren arabera, nola jakintza-arloaren arabera. Pertzepzio horiek aztertzeko eredu berri bat proposatzeaz gain, identifikatu dira unibertsitateko ikasleengan pentsamolde berritzailearen garapenerako praktikak. Bereziki, ikerketa multzo honek azpimarratzen du bermatu behar dela unibertsitateko ikasleen aukera ikaskuntzaren ikuspegi sakonetan murgiltzeko, irakasleekin eta gainerako ikasleekin modu esanguratsuan elkarrekintzak izateko eta eragin handiko prak, Innovation, or the ability to implement new ideas and to transform them into values for others, is a necessary skill to successfully confront an increasingly complex and changing reality. Innovative mindsets can be defined as the sets of perceptions related to one’s ability to create new value, to apply it to both old and new challenges, and to persevere in the process when difficulties arise. From this conceptualisation, and through four studies, the main objective of this doctoral thesis is to provide new insights into the development of a student innovative mindset at higher education institutions. In the first study (N = 1,741), a cross-sectional design is used to analyse first-year university student perceptions in relation to different variables associated with innovation. The relationship between student engagement and creative confidence beliefs is analysed by means of a cross-sectional design in the second study (N = 759). To examine whether the academic challenges posed by the switch to fully online learning during lockdown had an impact on the grit and creative self-efficacy of students (N = 1,380), a quasi-experimental design of non-equivalent groups is used in the third study. Lastly, the fourth study (N = 2,369), puts forward a new theoretical model to analyse student innovation mindsets. Results reveal differences across students of different genders and disciplines of study in relation to their confidence in the ability to innovate. In addition to proposing a novel model for analysing such perceptions, practices that can promote the development of an innovative mindset in university students are identified in this doctoral thesis. In particular, this research highlights the importance of ensuring that university students have the opportunity to engage in deep approaches to learning, to interact in a meaningful way with educators and peers, and to participate in high-impact practices. Ultimately, these findings provide empirical support to develop int, La innovación, o la capacidad de implementar nuevas ideas y transformarlas en valores para los demás, es una de las competencias más relevantes y necesarias para afrontar y adaptarse con éxito a una realidad cada vez más compleja y cambiante. La mentalidad innovadora se puede concebir como el conjunto de percepciones relacionadas con la capacidad de crear, de implementar nuevas ideas y de perseverar en el proceso a pesar de las dificultades y los obstáculos. Partiendo de esta conceptualización, y a través de cuatro estudios, el objetivo principal de esta tesis doctoral es aportar nuevo conocimiento relativo al desarrollo de una mentalidad innovadora en el conjunto del alumnado universitario. En el primer estudio (N = 1,741), mediante un diseño transversal, se analizan las percepciones de alumnado universitario de primer curso con respecto a distintas variables asociadas con la innovación. A través de un diseño también transversal, en el segundo estudio (N = 759) se examina la relación entre la implicación del alumnado en su contexto educativo y sus percepciones creativas. En el tercer estudio (N = 1,380), se examina el potencial impacto del confinamiento provocado por la pandemia en la perseverancia y la percepción creativa de alumnado de diferentes niveles educativos mediante un diseño cuasi-experimental de grupos no equivalentes. Finalmente, en el cuarto estudio (N = 2,369), se propone un modelo de análisis de la mentalidad innovadora del alumnado universitario. Los resultados ponen de manifiesto que existen diferencias en las percepciones del alumnado sobre su capacidad para innovar, tanto en función del género como de la rama de conocimiento. Además de proponer un nuevo modelo de análisis de estas percepciones, se han identificado prácticas que pueden fomentar el desarrollo de una mentalidad innovadora en el alumnado universitario. En particular, esta investigación destaca la importancia de garantizar que el alumnado universitario tenga la oportunidad de involuc

En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, en base a la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes), la validez concurrente y la validez externa. Los resultados mostraron una adecuada calidad psicométrica, consistencia interna, fiabilidad y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia., Within the European Higher Education Area framework, educa-tors must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educa-tors to develop the learning to learn competence. First, based on a theoret-ical and empirical review, 86 items belonging to 7dimensions were de-fined. Next, content validity (n = 20 experts), validity based on response processes (n= 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed suf-ficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This in-strument can be considered a valid and reliable tool that can be quickly ap-plied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators.

The fostering of creativity in higher education has been linked to enhanced professional com-petences and personal development among students. The main aim of this study was to examine the relationship between student engagement and creative self-concept in undergraduates. The sample comprised 775 students (51.61 % female, 46.32 % male, 2.07 % other) from two Spanish universities, ranging in age from 17 to 43 years (M = 20.78, SD = 2.65). Students from the first and final year of various degree programs completed the National Survey of Student Engagement and a measure of creative self-concept. Results showed a positive relationship between student engagement and creative self-concept, as well as differences by gender, field of study, and aca-demic year with regard to the dimensions of engagement that contributed most to enhanced creative confidence beliefs. The study highlights the importance of ensuring that students in higher education have the opportunity to participate in collaborative learning, meaningful in-teractions with faculty, higher-order learning, reflective and integrative learning, and high- impact practices. Higher-order learning and reflective and integrative learning appear to be particularly important in the early stages of a degree program, whereas with senior students, greater emphasis should be placed on reflective and integrative learning and high-impact practices.

Ikasleen talentuaren garapena hezkuntza erakundeen erronka nagusietako bat da. Ildo horretatik, ikerketek adierazten dute testuinguru aberatsa eskaintzea gakoa dela ikasleen talentuarekin lotutako gaitasunak garatzeko. Gida honek ikuspegi hori hartzen du oinarritzat, eta hezkuntza testuinguruak ikasleen talentua sustatzeko aproposagoak izateko bideak proposatu nahi ditu. Helburu horrekin, bi ataleko gida bat proposatzen da. Batetik, talentuaren definizioa jaso, eta talentua osatzen duten dimentsioak zehazten dira. Azpimarratzekoa da talentuaren kontzeptualizazio lan hori askotariko sektoreetako ordezkarien arteko eztabaidaren ondorio dela. Bestetik, talentuaren dimentsio horiek hezkuntza testuinguruetan sustatzeko bideak iradokitzen dira. Horretarako, aintzat hartu dira ikertzaileen ekarpenak eta talentuaren sustapenaren esparruko nazioarteko praktika esanguratsuak.

The aim of the study was to carry out a pilot implementation and evaluation of the OverCome-AAI program, a pioneering program for the prevention of suicidal behavior through animal-assisted interventions for young people with high risk factors for suicidal behavior. The study sample consisted of 30 adolescents (11 boys and 19 girls) aged between 14 and 17 years (Mean age = 15.50, SD = 1.60) from the Basque Country (Northern Spain). After the intervention, subjects presented reductions in suicidal ideation, suicide plans, and non-suicidal self-harm, as well as a greater predisposition to seek help. A reduction in the intensity of mental pain was also found, although no differences were observed in indicators of hopelessness and depression. The preliminary results obtained in this pilot study suggest that the OverCome-AAI program may be effective in reducing suicidal behavior and non-suicidal self-harm in young people in residential care who present high risk factors for suicide.

Within the European Higher Education Area framework, educators must have acquired professional skills in order to promote the learning to learn competence, which refers to the ability to self-regulate the learning process itself, in their students. The objective of this work was to design and validate a questionnaire, the learning to learn questionnaire (LLQ), to measure the facilitative learning contexts implemented by university educators to develop the learning to learn competence. First, based on a theoretical and empirical review, 86 items belonging to 7 dimensions were defined. Next, content validity (n = 20 experts), validity based on response processes (n = 10 teachers), validity based on internal structure (n = 415 teachers), and concurrent validity were examined. Our results showed sufficient psychometric quality, reliability of scores and goodness of fit. The final version of the LLQ consisted of 4 dimensions and 39 items. This instrument can be considered a valid and reliable tool that can be quickly applied in order to identify the development of facilitative learning contexts in the evolution of the learning to learn competence. Likewise, it can also serve to detect training needs in the development of this competence in university educators., En el marco del Espacio Europeo de Educación Superior, el profesorado ha de contar con capacidades profesionales para impulsar en el alumnado la competencia aprender a aprender, que hace referencia a la capacidad de autorregulación del propio proceso de aprendizaje. El objetivo del presente trabajo consistió en diseñar y validar un cuestionario para medir los contextos facilitadores de aprendizaje que el profesorado universitario activa para el desarrollo de la competencia aprender a aprender, el CAA. En primer lugar, partiendo de la revisión teórica y empírica, se definieron 86 ítems. A continuación, se examinaron la validez de contenido (n = 20 expertos), la validez basada en los procesos de respuesta (n = 10 docentes), la validez basada en la estructura interna (n = 415 docentes) y la validez concurrente. Los resultados mostraron una adecuada calidad psicométrica, fiabilidad de las puntuaciones y bondad de ajuste. La versión final del CAA comprendió 4 dimensiones y 39 ítems. Este instrumento puede ser una herramienta de rápida aplicación, válida y fiable, para conocer el desarrollo de los contextos facilitadores de aprendizaje de la competencia aprender a aprender. Asimismo, puede servir para detectar necesidades de formación profesional en el desarrollo de dicha competencia.

settings Open AccessArticle The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results by Goretti Soroa 1,*, Aitor Aritzeta 2, Alexander Muela 1, Nekane Balluerka 1, Arantxa Gorostiaga 1 [OrcID] and Jone Aliri 1 [OrcID] 1 Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain 2 Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain * Author to whom correspondence should be addressed. Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1051-1064; https://doi.org/10.3390/ejihpe10040074 Received: 19 October 2020 / Revised: 6 November 2020 / Accepted: 7 November 2020 / Published: 13 November 2020 (This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction) Download PDF Abstract In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new cont

settings Open AccessArticle The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results by Goretti Soroa 1,*, Aitor Aritzeta 2, Alexander Muela 1, Nekane Balluerka 1, Arantxa Gorostiaga 1 [OrcID] and Jone Aliri 1 [OrcID] 1 Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain 2 Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain * Author to whom correspondence should be addressed. Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1051-1064; https://doi.org/10.3390/ejihpe10040074 Received: 19 October 2020 / Revised: 6 November 2020 / Accepted: 7 November 2020 / Published: 13 November 2020 (This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction) Download PDF Abstract In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new cont

In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).

This study presents follow-up results regarding a treatment adherence programme (TAP) for prisoners, the initial effectiveness of which we previously evaluated in a randomized controlled trial. Here we used an experimental design with two randomized groups and assessment at four time points: baseline (pre-intervention), at 3 months (post-intervention), and at 6 and 9 months after baseline. Participants were 151 prisoners with mental health problems (Mage = 41.85, SD = 10.31) who were randomly assigned to either the TAP or treatment as usual (TAU). Prisoners who completed the TAP showed a greater improvement in treatment adherence at 3 and 9 months, compared with those who received TAU. There were no significant differences between the groups in subjective well-being under medication. The availability of an easy-to-apply, universal programme that is able to promote treatment adherence in the prison context could make a positive contribution to the general health of inmates.

In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.

The study and analysis of the self-efficacy beliefs of students has become an important line of educational research. The purpose of this study, conducted at Mondragon University (Spain), is to explore the different perceptions concerning the creative and entrepreneurial self-efficacy of students on their entrance to university. Results revealed clear patterns with regards to discipline and gender. Students commencing their degrees in social sciences show lower creative and entrepreneurial self-efficacy perceptions than their peers in other disciplines. Women show lower scores than men across different disciplines with the exception of women commencing engineering studies. Self-efficacy has been related to student motivation and learning and has been found influential in the choice of the professional career. The high significance of this construct in education makes the results of this study have clear implications for the development of learning environments that address the differences found between gender and disciplines. Directions for future research are also indicated.

Depression is a major problem for many people living with HIV. In general population-based studies, it was found that characteristics of personal goals, positive affect, and self-acceptance were associated negatively with depression, but almost no studies have investigated their role in HIV infection-related depression. This study examines a prospective model where autonomy and perceived progress in personal goals are positively associated with self-acceptance and positive affect, and these variables, over time, are negatively associated with depressive symptoms. Participants (N=70) responded first to measures of autonomy, progress in personal goals, perceptions of self-acceptance, and positive affect, and four months later, they completed measures of depression. Personal goals variables were observed to be differentially associated with well-being variables: whereas personal goals autonomy was directly associated with both well-being variables, progress in personal goals was directly associated with positive affect and indirectly with self-acceptance, through its association with positive affect. Longitudinally, both self-acceptance and positive affect were associated with depression, the former directly, and the latter indirectly, through its association with self-acceptance. Self-acceptance is revealed as an important predictor of depression in PLWH. Results are discussed in terms of the contributions of hedonic and eudaimonic well-being to the relief of depressive symptoms.

The United Nations Convention on the Rights of the Child was the first international treaty to emphasize the importance of listening to children’s views and including them in decision-making processes. In that line, the primary aim of this study was to show how the quality of preschool outdoor environments can be improved through a participatory intervention involving children, parents and teachers. A total of 1001 children aged between 3 and 6 years who were attending seven different preschools in the Basque Country (Spain) took part, along with 54 parents and 94 teachers. The data collection methodology included participant observation, images, photographs and drawings, as well as conversations and interviews with children, parents and teachers. The quality of the school outdoor environment was evaluated using the Preschool Outdoor Environment Measurement Scale. The results showed that the intervention led to improvements in the outdoor environment of schools, thus underlining the value of using participatory methods in which children are involved. In our view, the participatory approach not only respects the UN Convention on the Rights of the Child and helps to promote democracy in schools but also draws upon the creative potential of children to transform the world around them

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.

En el marco actual de la docencia universitaria, contar con instrumentos científicos de medida de los contextos facilitadores de enseñanza-aprendizaje en el desarrollo de la competencia de aprender a aprender es de vital importancia. En este trabajo se presenta el proceso seguido en la construcción de los ítems y la dimensionalidad de un instrumento de nueva creación. Se han utilizado diferentes técnicas siguiendo los estándares internacionales que rigen la creación de pruebas psicométricas., In the current context of university teaching, counting on measuring instruments to assess teaching-learning facilitating contexts in the development of learning to learn competence is very important. This work contains the procedure followed to elaborate the items for a newly created instrument. We used different methods according to the international standards that rule the establishment of psychometric tests.

Goi Mailako Hezkuntza Esparruan ikasten ikastea konpetentziaren garapenerako testuinguru erraztatzaileen neurketarako tresna zientifikoak eskura izateak unibertsitateko irakaskuntzaren eskaintzari ekarpen interesgarria egin diezaioke. Egun aurkitu ditzakegun tresnen errebisioa egin ostean aipatutako helbururako aproposa denik ez dugu aurkitu. Beraz, lan honetan galdetegiaren sorkuntzan jarraitutako prozesua aurkezten da. Froga psikometrikoen sorkuntza gidatzen duten nazioartean ezarrita dauden estandarrak jarraituta hainbat teknika erabili dira prozesuan., Having scientific tools to measure facilitating contexts in the development of the learning to learn competence in the European Higher Education Area can be an interesting contribution for university teaching. After examining the available tools, we did not find any suitable for the measurement of the aforementioned variable. This paper presents the process followed in the creation of a questionnaire, using different techniques, which follow international standards that rule the creation of psychometric tests., Disponer de herramientas científicas para medir los contextos facilitadores en el desarrollo de la competencia aprender a aprender en el Espacio Europeo de Educación Superior puede ser una aportación interesante para la docencia universitaria. Tras realizar un examen de las herramientas disponibles no hemos encontrado ninguna adecuada para la medición de la variable mencionada. En este trabajo se presenta el proceso de nueva creación de un cuestionario utilizando diversas técnicas siguiendo los estándares internacionales que rigen la creación de pruebas psicométricas.

Kirolean oinarritutako eskoletako kanpo-espazioetan, mutilak neskak baino gehiago jolasten dira. Bestalde, taldean jolasteak dakar garapen kognitiboa hobea. Egoera gainditzeko, iradokitzen da diseinuetan berrikuntzak egitea, besteak beste, jolaserako aukera zabalagoak eta naturarekiko kontaktu estuagoa baimenduz., Boys play more than girls in sport-based designed outdoor spaces. However, group play is related to better cognitive development. Therefore, outdoor spaces should be improved in a way that they offer more play opportunities and contact with nature.

Doktorego-tesi honen abiapuntua izan da ebidentzia enpirikoak eskaintzea Haur Hezkuntzako kanpo espazioak baliabide pedagogiko gisa haurraren garapen osasuntsurako daukan garrantzia aitortzeko. Zehazki hiru izan dira ikerketa honen helburuak. Lehendabizikoa izan da Haur Hezkuntzako kanpo espazioen diseinua eta erabilera ezagutzea, eta horrela, bere kalitate orokorrari lehen hurbilpen bat egitea. Bigarren helburua izan da, kanpo espazioko jolas sozialaren eta inplikazioaren arteko erlazioa aztertzea. Gainera, ikerketetan gehiegi jorratu ez den aldagai bat dela ikusita, ezagutu nahi izan da generoaren araberako ezberdintasunik ote dagoen. Eta azkenik, hirugarren helburua izan da aurreko helburuetan izandako emaitzetan oinarrituta, Haur Hezkuntzako kanpo espazioak hobetzeko ekintzak proposatzea, gauzatzea eta emaitzak ebaluatzea., Tres son los objetivos del presente estudio: Obtener una representación general de la calidad del espacio exterior de Educación Infantil, examinar la relación entre el juego social y la implicación tratando de conocer si existen diferencias de género, y por último, llevar a cabo una aplicación práctica de mejora del espacio exterior escolar de Educación Infantil y evaluar sus resultados. Se obtuvo una calidad general del espacio exterior escolar moderada. Además se halló una relación positiva entre el juego social y el nivel de implicación. No se encontraron diferencias de género en la implicación, pero se observó que las niñas presentaban una menor frecuencia de juego grupal y que a mayor frecuencia de juego grupal, mayor era el efecto positivo del mismo sobre la implicación. Por último, las acciones de mejora llevadas a cabo ejercieron un efecto positivo sobre la calidad del espacio exterior escolar puesto que tanto los espacios de juego y aprendizaje, así como el factor programa mejoran notablemente.

Research Findings: The primary purpose of the present study was to examine the relationship between social play and involvement in the outdoor preschool environment. The study included 173 children ranging in age from 3 to 6 years (Mage = 3.95; SD = 0.82) and attending 19 preschools in the Basque Country (Spain). Fifty-one teachers (50 women, 1 man) also participated. Our results indicated that there is a relationship between social participation and involvement, and that group play is the type of play that best predicts greater involvement. No significant differences in levels of involvement were found between boys and girls, although gender was found to have a moderating effect on the relationship between the type of group play and involvement. Practice or Policy: The results are discussed with reference to the need to implement innovations in the outdoor preschool environment that have a positive effect on child development. The outdoor environment should promote social participation as well as gender equality and inclusion, and consequently it should be designed to offer both access to a natural environment and multiple opportunities for play.

The aim of this study was to evaluate the impact of an animal-assisted psychotherapy (AAP) programme on clinical symptoms, personal adjustment and adaptive skills in a group of adolescents in residential care who had experienced childhood trauma and who presented mental health problems and difficulties adapting to the care home environment. The 87 participants (Mage = 15.17, SD = 1.53) were divided into two groups: a treatment group (25 girls and 27 boys; Mage = 15.00, SD = 1.55) and a control group (9 girls and 26 boys; Mage = 15.42, SD = 1.50). The programme consisted of 34 sessions involving both group (23 sessions) and individual (11 sessions) AAP. The Behaviour Assessment System for Children (BASC) was used to evaluate clinical and adaptive dimensions of behaviour and personality. The results indicated that, in comparison with controls, the young people who took part in the AAP programme reported a significant improvement on two measures of internalising symptoms, namely depression and sense of inadequacy. Although no significant differences were observed in relation to externalising symptoms, the adolescents who received the AAP programme showed improved social skills in terms of their ability to interact satisfactorily with peers and adults in the care home environment, as well as a more positive attitude towards teachers at school. These results suggest that AAP may be a promising treatment for young people who have experienced childhood trauma and who subsequently find it difficult to adapt to the residential care setting

The aim of this study was to examine whether maltreatment experiences in childhood influence romantic attachment style in adolescence. The study included 54 adolescent who had suffered serious family maltreatment, who were separated from their biological families and were in residential care, 63 adolescents who had suffered moderated maltreatment and who were living with their biological families under treatment, and 139 nonmaltreated adolescents. Results indicated that those who have been maltreated during childhood show greater use of avoidance romantic attachment strategy. However, no differences were found in the anxious dimension of attachment. Results are discussed in relation to the normative trends of the attachment models and attachment styles identified in adolescence, and according to the available evidence on the relationship between child maltreatment and romantic attachment styles in this developmental stage. Also, some implications for the therapeutic interventions with maltreated adolescents in their childhood are discussed

The aim of this study was to examine whether maltreatment experiences in childhood influence romantic attachment style in adolescence. The study included 54 adolescents who suffered serious family maltreatment, who were separed from their biological families and were in residential care, and 63 adolescents who has suffered moderate maltreatment and were living with their biological families under treatment and, 139 non-maltrated adolescents. Results indicated tha those who had been maltreated during childhood show greater use of the avoidance romantic attachment strategy. However, no differences were found in the anxious dimension of attachment. Results are discussed in relation to the normative trends of attachment models and attachment styles identified in adolescence, and according to the available evidence on the relationship between child maltreatment and romantic attachment styles in this developmental stage. Also, some implications for the therapeutic intervention with maltreated adolescents in their childhood are discussed.

La importancia del desarrollo profesional del profesorado de Educación Infantil, para satisfacer las necesidades evolutivas infantiles y garantizar una educación de calidad, ha obtenido una gran fundamentación teórica y empírica. Investigaciones recientes han puesto de manifiesto que, entre las variables que afectan al desarrollo temprano, las habilidades de interacción del docente son especialmente relevantes. Además, diversos meta-análisis recomiendan un tipo de formación centrada en el análisis de la práctica docente a través del video feedback. Sin embargo, son escasos los programas de desarrollo profesional que hayan aplicado esta metodología en España. Por ello, el objetivo del presente trabajo consistió en examinar la influencia del programa para la mejora de la sensibilidad (PMS) sobre las habilidades de interacción del profesorado de Educación Infantil. En el estudio participaron 14 educadoras divididas en dos grupos. El grupo de intervención (n =7), que recibió la formación, y el grupo de control (n =7). Los resultados indican que, tras someterse al PMS, las educadoras muestran una mayor sensibilidad y conductas de estimulación verbal. Además, en comparación con las profesoras que no habían recibido la intervención, obtuvieron una mayor puntuación en sensibilidad y estimulación del lenguaje. Aunque en el futuro ha de replicarse el estudio con un mayor número de sujetos, los resultados obtenidos permiten afirmar que el PMS es un tipo de formación que puede resultar muy efectiva para la práctica educativa del profesorado de Educación Infantil.

El objetivo del presente trabajo consistió en examinar la rela-ción entre la calidad del cuidado estructural y del proceso en las escuelas in-fantiles y la conducta de exploración, así como la influencia que ejerce la ca-lidad del cuidado en la relación entre el bienestar emocional y la exploración infantil. En el estudio participaron 206 niños y niñas pertenecientes a 40 au-las de 20 escuelas infantiles de la Comunidad Autónoma del País Vasco, de edades comprendidas entre los 37 y los 64 meses (M = 50.96, DT = 6.54). Se contó también con la participación de 40 maestras, una por cada aula objeto de estudio. Los resultados pusieron de manifiesto que los niños y niñas que tenían maestras más sensibles mostraban una mayor exploración. Sin embargo, no se halló un efecto moderador de la sensibilidad sobre la re-lación positiva entre el bienestar emocional y la conducta de exploración. Por último, se observó que otras variables asociadas a la calidad estructural también influyen sobre la exploración infantil, aunque en menor medida. Palabras clave: Exploración; bienestar emocional; sensibilidad; calidad del cuidado; educación Infantil.

The goal of this study was to examine the influence of animal-assisted psychotherapy (AAP) on the psychosocial adaptation of a group of adolescents in residential care who had suffered traumatic childhood experiences and who presented with mental health problems. This study recruited 63 youths (mean age = 15.27, SD = 1.63) who were divided into two groups: a treatment group of 39 youths (19 female and 20 male; mean age = 15.03, SD = 0.51) and a control group of 24 (five female and 19 male; mean age = 15.67, SD = 1.63). The youths who underwent the AAP program had higher school adjustment in comparison to their peers who did not receive treatment. Their hyperactive behavior decreased, and they showed better social skills, more leadership, and fewer attention problems. They also showed a more positive attitude toward their teachers in comparison to controls. No differences were observed in other variables associated with clinical symptoms or personal adjustment. These results suggest that AAP can be effective with teenagers who have suffered childhood traumas and who present with problems of psychosocial adaptation.

The present study aimed at analyzing the schoal-outdoar space quality in lnfant Educatían. The sample consisted of 19 child care centers placed in the area of Gipuz/wa, 1,156 children, aged between 3 and 6, and 51 caregivers. The results obtained using the Preschool Outdoor Environment Measurement Sea/e ( POEMS) índicate that the average quality of the outdnor space could be considered as modernate. The child care centers have an optimal physical space with potential to enable social interactions. However, the outdoor space is not used as a pedagogical resource for development; that is, as a space to maximize learning opportunities. Therefore, the need to reflect on this space as part ofthe currículum and educational project is highlighted.; Le but de cette étude était d'examiner la qualité de l'espace extérieur de l'école dans l'éducation préscolaire. L'étude a porté sur 19 écoles dans la province de Gipuzkoa, 1.156 enfants âgés e 3 a 6 ans et 51 enseignants. Les résultats obtenus grâce à Preschool Outdoor Environment Measurement Scale (POEMS), indiquent que la qualité moyenne de l'espace extérieur de ces centres est de niveau modéré.; El objetivo del presente trabajo consistió en examinar la calidad del espacia exterior escolar en Educación Infantil. En el estudio participaron 19 centros educativos de la provincia de Gipuz/wa, 1.156 niños de edades comprendidas entre los 3 y las 6 años y 51 maestros. Los resultados obtenidas a través de la Preschoo/ Outdoor Environment Measurement Scale (POEMS), indican que la calidad media del espacio exterior de los centros es de carácter moderado. Los centros escolares cuentan con un espacio fisico óptimo y potencialmente facilitador de interacciones sociales. Sin embargo, el espacio exterior no es considerado como un recurso pedagógico que integra el desarrollo, preparado para maximizar las oportunidades de aprendizaje. Se incide en la necesidad de reflexionar sobre este espacio al misma nivel que se analizan las demás práctic

The present study aimed at analyzing the schoal-outdoar space quality in lnfant Educatían. The sample consisted of 19 child care centers placed in the area of Gipuz/wa, 1,156 children, aged between 3 and 6, and 51 caregivers. The results obtained using the Preschool Outdoor Environment Measurement Sea/e ( POEMS) índicate that the average quality of the outdnor space could be considered as modernate. The child care centers have an optimal physical space with potential to enable social interactions. However, the outdoor space is not used as a pedagogical resource for development; that is, as a space to maximize learning opportunities. Therefore, the need to reflect on this space as part ofthe currículum and educational project is highlighted.; Le but de cette étude était d'examiner la qualité de l'espace extérieur de l'école dans l'éducation préscolaire. L'étude a porté sur 19 écoles dans la province de Gipuzkoa, 1.156 enfants âgés e 3 a 6 ans et 51 enseignants. Les résultats obtenus grâce à Preschool Outdoor Environment Measurement Scale (POEMS), indiquent que la qualité moyenne de l'espace extérieur de ces centres est de niveau modéré.; El objetivo del presente trabajo consistió en examinar la calidad del espacia exterior escolar en Educación Infantil. En el estudio participaron 19 centros educativos de la provincia de Gipuz/wa, 1.156 niños de edades comprendidas entre los 3 y las 6 años y 51 maestros. Los resultados obtenidas a través de la Preschoo/ Outdoor Environment Measurement Scale (POEMS), indican que la calidad media del espacio exterior de los centros es de carácter moderado. Los centros escolares cuentan con un espacio fisico óptimo y potencialmente facilitador de interacciones sociales. Sin embargo, el espacio exterior no es considerado como un recurso pedagógico que integra el desarrollo, preparado para maximizar las oportunidades de aprendizaje. Se incide en la necesidad de reflexionar sobre este espacio al misma nivel que se analizan las demás práctic

This study evaluates the influence of Animal-Assisted Therapy (AAT) on the attachment representations of a group of adolescents in residential care who suffered traumatic childhood experiences and exhibited mental health problems. The participants of this study were 46 teenagers (mean age= 15.41, SD= 1.65) divided into two groups: the intervention group of 21 youths (8 females and 13 males) (mean age = 15.19, SD= 1.69) and the control group of 25 (6 females and 19 males) (mean age= 15.60, SD= 1.63). The results of this research showed that the teenagers displayed a more secure attachment after undergoing AAT. Furthermore, in comparison with the control group, the intervention group showed higher scores in the secure attachment dimension and lower scores in the parental interference dimension, which is associated with preoccupied attachment. There were no differences in the other dimensions of attachment assessed. These results help to empirically validate AAT as an effective therapy for teenagers who have suffered childhood trauma and have mental health problems

The present study aimed at analyzing the schoal-outdoar space quality in lnfant Educatían. The sample consisted of 19 child care centers placed in the area of Gipuz/wa, 1,156 children, aged between 3 and 6, and 51 caregivers. The results obtained using the Preschool Outdoor Environment Measurement Sea/e ( POEMS) índicate that the average quality of the outdnor space could be considered as modernate. The child care centers have an optimal physical space with potential to enable social interactions. However, the outdoor space is not used as a pedagogical resource for development; that is, as a space to maximize learning opportunities. Therefore, the need to reflect on this space as part ofthe currículum and educational project is highlighted.; Le but de cette étude était d'examiner la qualité de l'espace extérieur de l'école dans l'éducation préscolaire. L'étude a porté sur 19 écoles dans la province de Gipuzkoa, 1.156 enfants âgés e 3 a 6 ans et 51 enseignants. Les résultats obtenus grâce à Preschool Outdoor Environment Measurement Scale (POEMS), indiquent que la qualité moyenne de l'espace extérieur de ces centres est de niveau modéré.; El objetivo del presente trabajo consistió en examinar la calidad del espacia exterior escolar en Educación Infantil. En el estudio participaron 19 centros educativos de la provincia de Gipuz/wa, 1.156 niños de edades comprendidas entre los 3 y las 6 años y 51 maestros. Los resultados obtenidas a través de la Preschoo/ Outdoor Environment Measurement Scale (POEMS), indican que la calidad media del espacio exterior de los centros es de carácter moderado. Los centros escolares cuentan con un espacio fisico óptimo y potencialmente facilitador de interacciones sociales. Sin embargo, el espacio exterior no es considerado como un recurso pedagógico que integra el desarrollo, preparado para maximizar las oportunidades de aprendizaje. Se incide en la necesidad de reflexionar sobre este espacio al misma nivel que se analizan las demás práctic

El objetivo del presente trabajo consistió en examinar el ajuste social y escolar de jóvenes que habían sufrido maltrato en la infancia y se encontraban en situación de acogimiento residencial. Además, pretendíamos comprobar si existían diferencias entre los sujetos sometidos a distintas situaciones de desprotección infantil. En el estudio participaron 318 jóvenes residentes en la Comunidad Autónoma del País Vasco de edades comprendidas entre los 13 y los 18 años (M = 15.35, DT = 1.68) pertene- cientes a tres colectivos. El primero de ellos estaba constituido por 69 jóvenes (31 mujeres y 38 varones) víctimas de maltrato infantil que se hallaban bajo una medida de protección de acogimiento residencial. El segundo grupo estaba formado por 75 jóvenes (29 mujeres y 46 varones) víctimas de maltrato infantil que se encontraban en situación de riesgo de desamparo. Por último, el tercer grupo estaba constituido por 174 jóvenes (95 mujeres y 79 varones) que no habían sufrido maltrato. Los resultados pusieron de manifiesto que, independientemente de la situación de desprotección infantil en la que se encontrasen, los jóvenes víctimas de maltrato infantil mostraban mayores dificultades de adaptación social y escolar que los jóvenes que no habían sufrido maltrato en la infancia.

[ES] Los objetivos del presente trabajo consistieron en examinar si las experiencias de maltrato en la infancia influyen en el apego y en la psicopatología, así como en explorar posibles diferencias entre los jóvenes víctimas de maltrato con distintos tipos de intervenciones protectoras. En el estudio participaron 69 jóvenes víctimas de maltrato infantil que se hallaban en situación de acogimiento residencial, 75 jóvenes víctimas de maltrato infantil que se encontraban en situación de riesgo de desamparo y 174 jóvenes que no habían sufrido maltrato. Los resultados indican que sufrir maltrato antes de los 13 años representa un factor de riesgo para mostrar un apego inseguro y psicopatología en la adolescencia. Además, se encontraron algunas diferencias en psicopatología entre los dos grupos de jóvenes víctimas de maltrato infantil, las cuales podrían ser consecuencia de las distintas estrategias defensivas asociadas al estilo de apego constatadas entre ambos grupos., [EN] The aims of this study were to examine whether the experiences of maltreatment in childhood have an influence onattachment and psychopathology, as well as to explore differences between maltreated adolescents with different types ofprotective intervention. The study included 69 maltreated adolescents in residential child care, 75 adolescent victims ofmoderate maltreatment living with their biological families under treatment, and 174 non-maltreated adolescents. Resultsreveal that being maltreated before the age of 13 years is a risk factor for insecure attachment and psychopathology inadolescence. In addition, we found some differences in psychopathology between the two maltreated groups, which could bethe consequence of different defensive strategies associated with attachment style.

The CaMir is a questionnaire aimed at measuring attachment cognitions. It is based on subjects' evaluations of past and present attachment experiences and family functioning. It is a widely used tool both in research and in clinical settings. The aim of this study was to develop a short version of CaMir in Spanish (CaMir-R) and to obtain evidence about its validity and reliability in a sample of 676 adolescents (364 female and 312 male) belonging to different groups (clinical, maltreated, and community samples) with an age range between 13 and 19 years (M = 15.62, SD = 1.49). We examined its internal structure, convergent, and decision validity, the relationship between its dimensions and psychopathological symptoms, as well as its internal consistency and temporal stability. The CaMir-R included 7 factors whose internal consistency indexes ranged between 0.60 and 0.85. With the exception of the «Parental Permissiveness» dimension, which did not show good reliability, the results suggest that the CaMir-R provides a valid and reliable assessment of attachment representations and of the conception of family functioning. El CaMir es un cuestionario que mide las representaciones de apego. Se fundamenta en las evaluaciones que realiza el sujeto sobre las experiencias de apego pasadas y presentes y sobre el funcionamiento familiar. Es un instrumento ampliamente utilizado tanto en el ámbito de la investigación como en el ámbito clínico. El objetivo del presente estudio consistió en desarrollar una versión reducida del CaMir en lengua castellana (CaMir-R) y en obtener evidencias acerca de su validez y de su fiabilidad en una muestra de 676 adolescentes (364 mujeres y 312 varones) pertenecientes a distintos colectivos (muestra clínica, muestra de maltratados y muestra comunitaria) con un rango de edad que oscilaba entre 13 y 19 años (M= 15,62; SD= 1,49). Se examinó su estructura interna, su validez convergente y de decisión, la relación entre sus dimensiones y los síntomas p