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The present paper highlights that social inequality in some rural regions can substantially and harshly affect school coexistence. The present study is carried out in a Spanish rural school, and it aimed to understand which factors affected coexistence and generated situations of exclusion. Participant observation and the different voices in contrast -- students and teachers -- reveal how the environment has generated a situation of exclusion in some families who have recently settled in the village. Furthermore, the unfair socioeconomic situation of the outsiders, legitimated at school by a punitive model of coexistence, turns teachers and students into approving actors of structural violence resulting in the rejection and isolation of some students. Together with the value of ethnography, these results are discussed to transform the teachers' beliefs and perceptions about coexistence.

The objective of this study is to develop intercultural and critical citizenship competences by using a literary excerpt among a group of EFL university students in Spain. For this purpose, the focus group method was adopted, and a qualitative study was designed. The core aim was to implicitly work on aspects such as otherness, the rejection of racism and the use of revenge as a response to a perceived unethical action. The findings demonstrate that the approach dealt effectively with all these concepts. The literary excerpt triggered discussions against racism and religious intolerance. Revenge was rejected as a constructive solution to discrimination and the cohort expressed their connection to 'others' through a common humanity, which is linked to human rights principles. These values are closely aligned to the theoretical reference points known as Intercultural Citizenship Education (ICE), Global Citizenship Education (GCED) and cosmopolitan citizenship.

Background: Studies have shown the role played by perceived self-efficacy in explaining condom negotiation and condom use. Aims: The factorial structure and the psychometric properties of the Brief Condom Use Self-Efficacy Scale are presented. Method: The study included 368 men and 456 women aged 17 to 55 years (M[subscript age] = 25.01, SD = 6.93). Results: Exploratory factor analysis yielded three factors: fear of rejection, impulse control, and condom acquisition and negotiation, which together accounted for 68% of the total variance. That structure was confirmed through confirmatory factor analysis. Cronbach's alpha for the Brief Condom Use Self-Efficacy Scale was 0.71. The scale provided adequate convergent validity, and positive correlations were observed between self-reported condom use and self-efficacy for use of other barrier methods. Discussion: This brief instrument could be a useful and appropriate measure to assess the types of condom use self-efficacy that occur at the different moments of a sexual relationship.

This study examines the relation between the social adjustment in the classroom and the role of aggressor or victim, in school violence situations. Participants were 1,635 students (aged 14-18 years old), from a representative sample, with different levels (compulsory secondary education, specific/initial training courses and vocational programs). Students filled out a questionnaire that included measures of types of violence (exclusion, verbal violence, physical violence), from the point of view of the three roles that are implicated (aggressors, victims and observants), and a sociometric questionnaire. The variables measured were: frequency of school violence (exclusion, psychological violence and physical violence) and the peer status (rejected, controversial, neglected, average or popular). The statistic analyses used were X[superscript 2]- and F- tests. From the results we can point out the importance of these variables in the school violence situations. The implications of these findings and the relevance for preventive programs are discussed. (Contains 3 tables and 5 figures.)

This study addresses the interacting effects of classroom cohesion and hierarchy on the relationships between victimization and aggression with peer acceptance and rejection. Classroom cohesion and hierarchy were constructed from friendship nominations. Multilevel analysis conducted in a sample of seventh- and eighth-grade students from the "Sociescuela" program in Spain (N = 6,600) showed that in cohesive and hierarchical classrooms, a higher level of victimization was found; peer rejection was more strongly associated with victimization. In contrast to previous research, for males, aggression was more strongly associated with peer acceptance in less hierarchized classrooms.

Migratory processes in southern Europe over the last two decades have brought about substantial changes to the ethnic makeup of secondary schools. Classrooms have increased in their complexity in terms of teaching, as there are pupils with different cultural and economic backgrounds and educational needs, but also in the relationships among the peer groups of pupils. What kinds of attitudes and relations can be found among the members of this culturally diverse pupil body? What kinds of views are held by the pupils about each other? The aim of this paper is to shed light on stereotypes and xenophobic attitudes towards immigrant pupils in secondary schools in Spain, principally among peer groups, and on how teachers address this multicultural classroom dynamic and complexity and any possible prejudices towards stereotypes and racist attitudes that surface inside the classroom. Relationships tend to be formed among peer groups of the same ethnicity and there is a marked rejection of pupils from Moroccan origin. Teachers are neither aware of pupils' stereotypes nor of their own. As a consequence, they are not giving sufficient pedagogical responses to resolve arguments or disrespectful situations against immigrant pupils. This in turn is contributing, on the one hand, to racist and xenophobic societies. On the other hand, teachers' low expectations of these immigrant pupils has had an effect on their academic achievements and on dropout rates. The present study is based on 2196 questionnaires administered to pupils at 43 Spanish secondary schools. In-depth interviews with 54 secondary school teachers were also carried out, so as to understand teachers' discourses and pedagogical resources.

This article analyses negative experiences in physical education and sport reported during qualitative interviews of a group of inactive adolescent Spanish boys and girls. The purpose of this analysis is twofold. First and most important, it seeks to give voice to these young people reporting negative experiences and connect them to contexts of physical activity and sport in which they occurred in order to show how, ironically, inactivity is an unintended consequence. Second, the authors attempt to connect inactivity through negative experiences by drawing on conceptual notions of a gendered performativity culture, and symbolic violence. The authors conclude by commenting on how these insights may be useful to critically reflect on physical activity programs, which are too often considered an unquestionable good for all pupils who experience them.

This study explored the nature and basis of teachers' concerns regarding several behavioural and social difficulties experienced by their secondary-school students. It was hypothesized that teachers would be most concerned about students presenting externalizing behavioural or academic difficulties but not those displaying internalizing problems. We also expected that pupils who were objects of teacher concern would be considered more maladjusted than random controls in terms of self- and peer-rated popularity and problem behaviours. Participants were 1384 secondary school pupils from Seville, Spain. The most common reasons indicated by teachers for their concerns about students were motivational and socialization-emotional concerns. There was some basis for these concerns: students who were objects of teacher concerns were significantly more likely to be perceived by their peers and by themselves as socially rejected, more aggressive/disruptive, more withdrawn and less cooperative than controls. Nevertheless, teachers expressed concern about only a minority of pupils who appear to be at risk according to other sources of information. (Contains 3 tables.)

The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent-child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress. (Contains 4 tables.)

Cross-cultural studies are necessary to test and understand how measures work in diverse multicultural societies. Positive parenting needs to be defined and the basic elements making up this construct need to be established. IPARTheory stands out as the main theory defining parenting focusing on the acceptance-rejection dimension. This study explored the factorial structure of the PARQ Questionnaire Parent Version (Short Form) in Spanish (n = 4169), with age range 20 to 72 years old; and Ecuadorian (n = 569) parents, with ages from 22 to 71 years old. This instrument assesses parents’ perceptions of their acceptance and rejection behaviors towards their children. The questionnaire has a 25-item structure in four scales: warmth-affection, hostility/aggression, indifference/neglect and undifferentiated-rejection. Confirmatory factor analysis supported the four-factor model in both samples, however the invariance of the model must be accepted with caution. In addition, an ANOVA test showed statistically significative differences in the four factors between Spanish and Ecuadorian parents. Spain and Ecuador are both Latin countries; however, there are differences between them, which may explain the differences found in this research. Authorities must encourage programs and social services to educate people in parental roles and tasks, besides public policies are needed to support positive parenting, but it is important to define the domains which make this construct. [ABSTRACT FROM AUTHOR]

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Background: The SARS-CoV-2 coronavirus pandemic brought significant movement restrictions and national lockdowns. These drastic changes impacted routines, social life and support networks for the autistic community.Aims: This study investigated the lived experiences of autistic adults with social expectations before and during the first Covid-19 lockdown in Spain.Methods: A qualitative Reflexive Thematic Analysis was applied to 10 Photo Elicitation Interviews using images provided by five autistic adults. Interviews were conducted at two time points, before the pandemic and during the first lockdown.Findings: Three themes before the pandemic were identified: (1) everyday interactions, (2) finding sense of belonging, and (3) fractured wellbeing, which revealed the participants' eagerness to fit in socially whilst experiencing rejection, weakening their mental health. During the first Covid-19 lockdown, two master themes were identified: (1) daily, positive experiences, and (2) surfacing failures, which emphasised an increased lived stigma as well as an ineffective autism support network, contributing to a heightened anxiety.Conclusions: The current study provides further support to the recent findings highlighting lack of appropriate mental health support for the autistic communities during the pandemic, across the world. Future research should aim to provide more data on the experiences and needs of autistic communities when sudden societal changes are imposed. [ABSTRACT FROM AUTHOR]

Background: Dementia disorders are associated with poor quality of life of patients. Generic tools have been shown to hardly capture main aspects of these conditions. The aim was to validate the Spanish version of the two dementia-specific health-related quality of life scales that make up the DEMQOL system: DEMQOL and DEMQOL-Proxy. Methods: One-hundred-nineteen subjects with dementia according to DSM-III-R/DSM-IV, and their caregivers from six centers participated in the study. The following patient-reported information was obtained by interview: demographics, subjective perception of health, comorbidity, depressive symptoms (GDS-15), functional ability (Barthel Index), and generic (WHOQOL-BREF) and dementia-specific (DEMQOL) health-related quality of life. Proxy-reported information about the patient''s quality of life was obtained by interview of a family caregiver using the DEMQOL-Proxy. Results: The Spanish version of DEMQOL showed good psychometric properties. Acceptability was good, with 5% missing information. Internal consistency (Cronbach alpha=0.85) and test-retest reliability (ICC=0.71) were also good. A priori associations between DEMQOL and the psychological and physical domains of the WHOQOL-BREF, the GDS-15 and the Barthel Index were supported, indicating good construct validity. Associations between DEMQOL-Proxy and the measures mentioned were weaker. The factor solution for the Spanish version of DEMQOL showed a three factor solution that accounted for 44.4% of the total variance; and a four-factor solution for DEMQOL- Proxy that accounted for 53.3% of the total variance. Conclusion: As per the results found, the Spanish version of DEMQOL and DEMQOL-Proxy are reliable and valid in patients with mild/moderate dementia who are living at home. [Copyright &y& Elsevier]