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Background and objectives: Since the beginning of the COVID-19 pandemic, the young popula- tion has been suffering from an accumulation of psychological symptoms in northern Spain. The main objectives of this study were (1) to assess whether psychological symptoms persisted after one year and a half of the COVID-19 pandemic in northern Spain sample of young people, and (2) to analyze whether pandemic-specific variables (having a chronic illness, living with a person who has a chronic illness, having been infected with COVID-19, having a close person who has died or believing that people are respecting the measures imposed) are related to psychological symptomatology. Methods: Symptoms of stress, anxiety, and depression were measured using the Depression and Stress Anxiety Scale-21 (DASS-21). An ad hoc online questionnaire was used to collect socio- demographical information related to chronic illnesses of the participants, living with a chroni- cally ill person, contact with a person diagnosed with COVID-19, having people close to them who have died of COVID-19, and their perception of whether or not people respect the health measures. Results: Young people have suffered higher stress, anxiety, and depression levels than at the beginning of the pandemic. Conclusions: The present study highlights the importance of addressing young people’s mental health, and ensure that future adults emerge from the COVID-19 pandemic in a psychologically strong state. This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category).

The present study uses Social Representation Theory to explore students’ representations of feminism with a view to informing principles for developing feminist pedagogies that can help foster egalitarian values among college students. The aim is to identify how Spanish students (n = 366) represent feminism and how these representations are shaped by participants’ gender, identification with feminism, or by studying feminized or masculinized disciplines. Students from Education ( n = 192), a feminized qualification, and Engineering ( n = 174), a masculinized qualification, completed a free association task using the Grid Elaboration Method to collect representations of feminism. A lexical analysis was conducted using the Reinert method. The results showed that a positive representation of feminism was the broadest (75.8%), with feminist-identified students defining feminism as a struggle for freedom. Feminist women emphasized the importance of achieving equality, and education students emphasized the importance of education in the process of women's empowerment. In contrast, 24.2% represented feminism negatively, as an extreme movement, especially engineering, non-feminist, and male students. These findings suggest that efforts aimed at developing feminist principles among students consider not only gender and feminist identification but also the context of feminized or masculinized disciplines as key spaces of gendered socialization. The study was carried out in the Basque country, Spain.

Spain is one of the European countries most affected of COVID-19, and also the one with the most stringent restrictions for children. This study aims to explore how COVID-19 lockdown affects children by analysing 151 drawings from children in lockdown. Findings were represented in four main categories: (1) Activities; (2) Emotions; (3) Socialization; and (4) Academic. The results indicate the need to manage the lockdown situation taking into account also children’s voices and by placing greater emphasis on social and inclusive policies to help alleviate the possible effects of the pandemic and the lockdown on them.

The general objective of this research was to explore how children understand and represent COVID-19 health crisis in their everyday thinking.This research is based on a qualitative interpretive research methodology that uses 6-12 years children's drawings from San Sebastian (Basque Country, northern of Spain) to collect data. This technique allows children to visualize how they face this situation through a tool that promotes expression of their feelings and representations.A total of 345 drawings were collected, and 949 elements related to the different coded categories were coded. The themes that have arisen were related to symbols of the pandemic (n = 307, 32.34%), emotions (n = 290, 30.55%), actions carried out (n = 258, 27.18%) and socialization (n = 94, 9.90%). No differences by age-range were found.Children have a realistic representation of the COVID-19 virus and its consequences, which closely resembles the representation shown by the media and society. The children show a good understanding of the new measures and social rules associated with the pandemic. They are also very aware of the need to support their emotions by different spheres (family, educational and social context). Alternative play activities and art-based education must be promoted, avoiding the abuse of screens to reinforce their well-being.

This study aims to analyse 1002 children's and adolescent's reasons for going to school alone or accompanied and to explore how parents influence their choice. The findings revealed that children who could go to school alone feel that their parents trust them more. Moreover, children who live close to school are more likely to commute autonomously and those who do so feel their environment is safer. Finally, there are significant gender differences in autonomous travel to school, largely due to parental influence. In conclusion, there is a real need to work with children and families to develop targeted interventions to support the normalisation of children's autonomous walking and to address the fears of parents. KideOn. Research Group of the Basque Government, Ref.: IT1342-19 (A category). UPV/EHU. Proyectos Universidad-Empresa-Sociedad. US20/15. Autonomia en la Movilidad de los Ninos/as.

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

Immigration has increased as a transnational phenomenon in Europe in recent years. A total of 2.4 million people migrated to one of the EU-28 Member States during 2018 as discussed by Eurostat (2020). This new reality presents us with new challenges, barriers, and paradigms of intervention. In this context, leisure has become one of the most important tools for the inclusion of this population and the development and strengthening of civic values that are essential in these times of constant mobility and social and cultural hybridization as discussed by Ashcroft, Griffiths & Tiffin (2006). The aim of this study was to analyze the role of leisure in processes related to inclusion, improvement of life satisfaction, and those related to covering the needs of migrants. For this purpose, a questionnaire was used which was administered to 373 people from different countries of origin in the Basque Country (Northern Spain). The variables under study were participation in leisure activities, needs covered, life satisfaction, and perception of inclusion. The results indicate that the participation of these people in leisure activities and free time, their inclusion in the territory, and their perceived life satisfaction are all low, while their needs (physical, psychological, educational, social, relaxation, physiological, and artistic) are not satisfactorily covered. Furthermore, the extent to which their needs are covered, strength of the social network, inclusion, and life satisfaction all show a correlation with free time and engagement in leisure activities. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This research was supported by the KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category).

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

Medical students frequently have depressive symptoms. Thus, the psychological impact of COVID-19 on them should be high.To conduct a systematic review and meta-analysis on the prevalence of depression in medical students during the COVID-19 pandemic.MEDLINE via PubMed, Embase and Web of Science were searched for studies reporting the prevalence of depression in medical students, published from December 1, 2019 to December 27, 2020.Eleven studies were included, most of them from Asia. The estimated overall prevalence of depression in medical students was 31% (95% CI: 23%-40%), with lower prevalence rates reported in studies from Asia in general, and China in particular.Our findings indicate that the proportion of medical students with depression during the pandemic was high, and comparable with that reported in other university students.

Irakaskuntzan, eta bereziki irakaskuntzarako lehen etapetan, irakasleen feminizazioa, hau da nabarmenki emakume irakasle gehiago egotea, unibertsala den gertaera da. Lan honek helburu bikoitza du, alde batetatik EAEn Haur Hezkuntzako egungo irakasleen erradiografia bat sortzea genero banaketari dagokionez. Bigarrenik banaketa horren kausetan barneratzeko identitate profesionalak eta zaintzaren errepresentazioak aztertuaz. Horretarako lehenik Haur Hezkuntzako profesionalen azken hamar urteetako bilakaera aztertu zen Eusko Jaurlaritzak zein EAE-ko unibertsitate guztiek emandako datuen bitarteaz. Emaitzek adierazi zuten maisuen proportzioa ez zela aldatu azken 10 urteetan eta zuzenki lotuta zegoela ikasleen adinarekin. Bigarrenik, Haur Hezkuntzako 130 ikasle eta irakasleri galdetegi bat pasa zitzaien. Emaitzek adierazi zuten emakumezkoek irakasle izateko bokazioa mutilek baino arinagotik eta epe luzeagorako zutela. Halere ez zen desberdintasunik zaintza lanei beraien identitate profesionalaren barnean emandako garrantzia aztertzean. Emaitzetan oinarrituta hainbat ondorioren inguruan hausnartuko da Haur Hezkuntzaren feminizazioan gizartean izan ditzakeen inplikazioei buruz eta bilakaera inklusiboago baterako balizko proposameni buruz.

Although COVID-19 is being disruptive to all children, the effects are stronger for children with disabilities. Therefore, the aim of this study was to analyse, from a holistic perspective, the well-being of children with special needs during the total lockdown period in Spain. The ‘Well-being of Children in Lockdown’ (WCL) scale was completed by 1225 parents of which 3.1% (n = 38) had children with special needs. The results reveal the emergence of negative emotions among children with special needs, who were found to be crying more, feeling more nervous than usual, getting more angry and feeling sadder. These children also have more unhealthy habits, eat more than usual, overuse new technology and watch too many TV. Children with special needs scored lower for general well-being than those without these needs, and scored lower also for emotional aspects, playful and creative activities and physical activity. [ABSTRACT FROM AUTHOR] Copyright of European Journal of Special Needs Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

La implantación del Espacio Europeo de Educación Superior (EEES) ha supuesto una transformación del sistema universitario y de todos los agentes implicados. Sin embargo, existen pocos estudios que lo aborden desde la perspectiva del alumnado e indaguen en sus representaciones sociales sobre los cambios que ha supuesto esta innovación educativa. Esteartículo pretende conocer la percepción subjetiva del alumnado de educación a través del análisis de las situaciones autopercibidas como más significativas en este nuevomodelouniversitario y de los autodiálogos y emociones ligados a ellas. Se analizaron 388 situaciones junto a sus respectivos pensamientos y emociones, descritas por 141 estudiantes del Grado en Educación Primaria (102 mujeres y 39 hombres), recopilados a través de la técnica denominada listado de pensamientos. El análisis de la información se llevó a cabo a través del método Reinert mediante el software Iramuteq. Los resultados mostraron emociones y autodiálogos relacionados con las siguientes temáticas: a) rabia e ira ante el trabajo en grupo; b) depresión, ansiedad e ira en relación al Trabajo de Fin de Grado; c) ansiedad ante presentaciones orales; d) desencanto con la asistencia obligatoria a clase,y e) emociones encontradas relacionadas con tareas específicas. Algunas de estas situaciones eran coincidentes con las halladas en estudios previos y otras resultantes del actual modelo universitario. Los hallazgosde esta investigación conducen a la reconsideración de varios aspectos metodológicos que están teniendo lugar en las aulas del Grado de Educación Primaria de cara a mejorar la formación del futuro profesorado en este nuevo contexto., The establishment of the European Higher Education Area (EHEA) process has resulted in a transformation of the university system and of all the agents involved. However, little has been researched from a students’ experiences perspective, and their social interpretation of the changes that this innovative education has brought. This article aims to find out what’s the subjective perception of students of Education through the analysis of the most meaningful self-perceived scenarios within the new university context as well as the thoughts (self-talk) and feelings linked to them. 388 scenarios -together with their related self-talk and emotions-described by 141 students (102 women and 39 men), compiled through listing technique, were examined. The information was analysed using the Reinert method via the Iramuteq software. The results revealed students’ negative self-talk and emotions related to five main emerging topics: a) anger and rage when working as a team, b) depression, anxiety and rage in relation to theFinal Grade Work, c) anxiety when delivering oral presentations, d) disagreement over compulsory class attendance and e) mixed emotions related to specific tasks. Some of these topics coincided with those found in previous studies and others result from the current university model. These findings imply the need for reconsideration of some methodological aspects related to the Bachelor's Degree in Primary Education in order to improve the future teachers’ education and training.

Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children aged between 6 and 10 years with mixed diagnoses. Method MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest) were searched. The studies were independently selected by two reviewers for the purposes of the review. The methodological quality of the included studies was assessed, and characteristics and results of the studies were extracted. Results This review included 14 studies from a total of 1,204 found through an electronic search. The AAC interventions studied were effective at improving various outcomes in children with mixed diagnoses. Interventions that focused on narrative skills were the most common type. When considering the quality of the studies, the independence of assessors, data analysis, replication, and generalization of interventions were the weaker areas. Conclusions Interventions analyzed in this review improve communication skills, including phonological awareness, vocabulary, requesting, and developing narrative skills in children aged between 6 and 10 years with mixed diagnoses. The results of one study also indicate that the acquisition of skills using an AAC method is superior when the child prefers the method. Supplemental Material https://doi.org/10.23641/asha.14462256

EnglishThe aim of this investigation is to analyse the educational task that verse-making schools do in Basque Country, focusing it on adolescence. The main idea that has been considerated as premise is the importance of collective identity in adolescence. We want to see whether verse-making schools offer useful social educational tools for adolescents, analysing them as agent of educational leisure. For that, 49 members of verse-making schools of Bizkaia did an exercise of free association, based on Grid Elaboration Method. The answers have been analysed with a lexical analysis, through the software Iramuteq. In addition, they answered some open questions, as a complementary fact. Qualitative methodology has been used, as well as a questionnaire. The outcomes of the analysis have confirmed the educative value of verse-making schools, as important agents on a psychosocial level in the field of educative leisure. Concretely, we have seen that verse-making schools, beyond the transmission of the basque culture and the cognitive work, contribute to the field of relationships, basing on peer transmission and self-challenge. euskaraEuskal Herriko bertso-eskolek bertsolaritzaren transmisioaz haratago lan hezitzailea egiten dute nerabezaroa ardatz hartuta. Lan honen helburua da bertsoeskolak aisialdi hezitzailearen arloko eragile gisa aztertzea, nerabeei talde horien parte izateak eskaintzen dizkien ekarpenak zeintzuk diren ikertuz. Horretarako, Bizkaiko bertso-eskoletako 49 kidek asoziazio askeko ariketa bat egin zuten Grid Elaboration Method delakoari jarraiki eta bertan sortutako erantzunak analisi lexikalaren bidez aztertu ziren, zehazki Iramuteq softwarea erabiliz. Horrez gain, datu osagarri gisa galdera ireki batzuk ere egin zitzaizkien parte-hartzaileei. Ateratako emaitzek bertso-eskolen balio hezitzailea baieztatu dute, eta nabarmendu dituzte, aisialdi hezitzailearen arloan, nerabeen identitatea garatzeko gune gisa eta plano psikosozialean eragina duen espazio gisa. Zehazki ikusi da gazteen aisian oinarritutako euskal kulturaren transmisioa eta lanketa kognitiboa lantzeaz gain, harreman-esparruan ekarpen nabarmena egiten dutela parekoen arteko transmisioan eta norberarekiko erronketan oinarritua.

Objective. This study examines how people socially represent the COVID-19 pandemic in the early stage of the health crisis in Europe. Specifically, this research analyses the days before and immediately after the declaration of the state of emergency in Spain, which resulted in the entire population being placed in lockdown. Design. For this purpose, we used the Grid Elaboration Method for free association elicited by the word "coronavirus". This exercise was completed by 1037 people from Spain. Main Outcome Measures. Responses were analysed using Iramuteq software for lexical analysis. Results. Before the state of emergency and lockdown, there was a repeat of many of the emotional and cognitive patterns seen in previous pandemics such us upward and downward blaming or feelings of anger and emotional fatigue. However, outward blaming patterns towards peers also emerged. Moreover, in the period following lockdown, we noted the emergence of new representations and emotions such as paralyzing distrust or resilience. Similarity analysis revealed that the "fear of pandemic" hides a wide variety of emotions. Conclusion. Understanding the blaming and fear processes that are linked to the emergence of the COVID-19 pandemic in Spain offers us practical implications for coping with the challenge of this new crisis.

Purpose: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. Method: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. Results: Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). Conclusion: This analysis revealed that children with different diagnoses show improvements in expressive and receptive communication, functional communication behaviors, communication participation skills, interaction strategies, and symbol and multisymbol production and comprehension by using various AAC systems.

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

espanolEl conductismo y el constructivismo siguen siendo la base de las metodologias educativas actuales, a pesar de ser corrientes surgidas en las primeras decadas del siglo XX. De hecho, uno de los retos contemporaneos del sistema educativo se basa en afianzar el constructivismo en las aulas, lo que permitiria convertir al alumnado en responsable de su proceso educativo y en constructor de sus conocimientos. El objetivo de este trabajo sera analizar que tecnicas educativas son las mas utilizadas entre el profesorado de educacion infantil y en que corrientes metodologicas se basan mayormente. Asimismo, se tendra en cuenta si el tipo de escuela en el que ejercen los y las docentes (publico o privada) y los anos de profesion afectan a la utilizacion de las diferentes tecnicas. Para ello, se paso a 117 docentes en activo un cuestionario ad hoc. Los resultados indicaron que aunque la utilizacion de los castigos es inferior, el nivel de utilizacion de refuerzos y recursos constructivistas (sobre todo el andamiaje, el curriculo en espiral y partir del interes del alumnado) es alto. En consecuencia, se ve necesario el reflexionar sobre el efecto de sobre-justificacion, junto con seguir promoviendo modelos y recursos constructivistas. euskaraXX. mendeko lehen hamarkadetan sortutako korronteak izan arren konduktismoak eta konstruktibismoak egungo hezkuntza metodologien oinarri izaten jarraitzen dute. Izan ere, hezkuntza-sistemaren egungo erronketako bat ikasgeletan konstruktibismoa finkatzea da, horrela ikasleak izango bailirateke beren hezkuntza-prozesuaren arduradun eta beren ezagutzen eraikitzaile. Lan honen helburua haur hezkuntzako irakasleen artean gehien erabiltzen diren hezkuntza teknikak zein diren eta zein metodologia joeratan oinarritzen diren aztertzea da. Era berean, kontuan hartuko da irakasleak jardunean duten eskola motak (publiko edo pribatu) eta lanean diharduten urteek tekniken erabilerari eragiten dioten. Horretarako jardunean dauden 117 irakasleri beren beregi sortutako galdetegia pasa zitzaien. Emaitzek adierazi zutenez zigorren erabilpena baxuagoa den arren errefortzuen eta baliabide konstruktibisten erabilera (batez ere, aldamiaia, espiral curriculuma eta ikasleen interesetik abiatzea) altua da. Ondorioz, gehiegizko justifikazioaren efektuari buruz hausnartzeko beharra erdiesten da eredu eta baliabide konstruktibisten bidean jarraitzearekin bat. EnglishBehaviorism and constructivism continue to be the basis of current educational methodologies, despite being commonplace in the first decades of the twentieth century. In fact, one of the contemporary challenges of the educational system is based on strengthening constructivism in the classroom, which would allow students to become responsible for their educational process and build their knowledge. The aim of this paper will be to analyse which educational techniques are the most used among early childhood education teachers and on which methodological currents they are mostly based. It will also take into account whether the type of school in which teachers work and their years of experience affect the use of those techniques. To this end, an ad hoc questionnaire was sent to 117 active teachers. The results indicated that, although the use of punishments is lower, the level of use of reinforcements and constructivist resources (above all, the scaffolding, the spiral curriculum, and starting from the interest of the students) is high. Consequently, it is necessary to reflect on the effect of overjustification, together with continuing to promote constructivist models and resources.

espanolEste articulo presenta la Red de Escuelas de Empoderamiento de Bizkaia, formada por cuatro escuelas sitas en los municipios de Basauri, Ermua, Getxo y Ondarroa. El objetivo de este articulo es enmarcar el contexto de la Red de Escuelas de Empoderamiento de Bizkaia. Para ello, realizamos una mirada retrospectiva que nos situa en una geografia de municipios y en una historia particular que marca la identidad de las escuelas en el presente en terminos de feminismo e igualdad siendo las mujeres protagonistas y clave del proyecto municipal y social. Asimismo, se exponen las lineas formativas implementadas en las escuelas para facilitar el camino empoderante, presentando los objetivos y ejes principales de los centros. euskaraArtikulu honen helburua Bizkaiko Ahalduntze Eskolen Sarea eta bere testuingurua aurkeztea da. Emakumeen ahalduntze ardatz duten eskola hauek Basauri, Ermua, Getxo eta Ondarroan daude kokaturik. Analisia burutzeko atzera begirako ikerketa gauzatuko dugu feminismo eta berdintasunaren mugarri dituen identitatearen eraikuntza aztertuaz udalerrien geografia eta historia abiapuntu gisa hartuta. Honela emakumeen udalerrietako proiektu sozialetan izandako protagonismo gakoa jorratuko dugu. Halaber, eskolek jorratutako hezkuntza ardatz nagusiak ere aztertuko dira ahalduntzearen bidez eskolek izandako helburu eta ardatzak ikertuaz.

Background: Since the WHO declared the COVID-19 crisis a pandemic in March 2020, the young population is suffering from a range of psychological symptoms. The present study measured symptoms of stress, anxiety and depression in university students of Saltillo, Mexico, using the Depression and Anxiety Stress Scale-21 (DASS-21). Methods. The DASS-21 scale and an ad hoc questionnaire were used to collect sociodemographic information. Results: The results show that the students who participated in this study suffer from high levels of stress, anxiety and depression. In terms of sociodemographic variables, women, people suffering from a chronic disease and people living with a chronic disease had the highest levels of stress, anxiety and depression, and people who live with a chronically ill person, people who have had the COVID-19 disease and those who have had someone close to them fall sick have had more stress, anxiety and depression than the rest. Another finding of the present study is that university students who believe that others comply with COVID-19 safety measures have significantly lower anxiety and depression than those who believe that others do not comply. Conclusions: It is concluded that university students are a psychologically vulnerable group in the face of the pandemic. This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category).

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

The Covid-19 pandemic has changed the world we knew in recent months. In the interest of maintaining social distance, lockdown periods have been established and schools in many countries have closed their doors. In this context, the objective of this research was to analyze the well-being of adolescents in Spain after lock-down and during the de-escalation process in a holistic way; taking into account their indicators on physical, emotional, social, and academic levels. The "Well-being of Children in Lockdown" (WCL) scale was used to measure the well-being of adolescents using these same parameters. The results point out that the general well-being of adolescents in the pandemic situation was situated at an intermediate level. Taking into account the different aspects measured within the general well-being, the domains that obtained the lowest scores were the domains of addictions and playful and creative activities. Intermediate scores were also obtained in the physical activity, emotional and academic domains, with the routine and academic domains having the highest scores. Boys and younger adolescents are those who show higher scores in the general well-being. Moreover, correlations appear between academic task stress and emotions, playful and creative activities, addictions, physical activity, routine, academic and overall well-being. This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category) and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU.

Lan honek ikasleek unibertsitatean bizi izandako emozioen eta horiei lotutako egoe- ren inguruko ezagutzan sakontzea du helburu. Horretarako, Lehen Hezkuntzako Graduko 141 ikaslek (102 emakumek eta 39 gizonek) identifikaturiko 410 egoera aztertu ziren. Egoeren eta emozioen ana- lisi lexikala Reinert metodoaren bitartez burutu zen eta emozioen eta aldagai askeen —generoa, erren- dimendua eta ikasmaila— arteko lotura espezifikotasun analisien bidez aztertu zen, Iramuteq softwarea erabiliz. Ikasleentzat emozio esanguratsuenak ahozko aurkezpenen aurrean antsietatea, talde lanek sor- tutako sumindura eta emaitza onek piztutako alaitasuna zirela plazaratu zuten emaitzek. Gainera, emo- zio horietan desberdintasun nabariak aurkitu ziren ikasleen genero, errendimendu eta ikasmailaren ara- bera. Horrela, ikerketa honek agerian uzten du Lehen Hezkuntzako Graduko zenbait aspekturi buruz hausnartzeko beharra eta baita adimen-emozionala jorratzearen garrantzia ere.GAKO-HITZAK: emozioak, unibertsitate hezkuntza, generoa, errendimendua, ikasmaila.

euskaraIkerlan honek «La Manada» izenez ezaguna den talde-bortxaketari buruz Twitterren eraikitako diskurtsoa aztertuko du. Horretarako, epaia plazaratutako egunaren inguruko lau asteetan #lamanada traola zuten txioen edukia analisi lexikal bidez aztertu zen. Emaitzetan diskurtso feministaren lanketa nabarmena izan zen mobilizazio sozialera deituaz, biktima babestuaz edota bortxaketaren kulturaren kontrako argudioak zabalduaz. Baina diskurtsu antifeminista ere plazaratu zen, bereziki biktimari errua egozteko eta diskurtso feministei kontra egiteko. Twitterreko diskurtsoa sexu-erasoei buruzko pentsaeraren isla izan daitekeela ondorioztatzen da, baina aldi berean baita agente aktibo ere jakintza eraldatu horren eraikuntzan. EnglishThis paper aimed to know discourse built on Twitter about the case of group rape called «La Manada» and to observe its impact on society. To this end, an analysis of the lexical content was carried out on the tweets that were published with the hashtag #lamanada for 4 weeks around the publication of the sentence. Two interpretations are generally highlighted: The feminist discourse, which called for social mobilization, defended the victim and spread the discourse against the culture of rape and the anti-feminist discourse, which blames the victim and goes against the feminist discourse.

The gang rape known as the “La Manada” case has had an unprecedented social impact in Spain. This research investigates how this case has been dealt with through Twitter by a collective symbolic co...

This research investigates social representations of menstruation. It analyses firstly how young Spanish people understand menstruation in their everyday lives. And secondly, it explores how gender and ideological factors (liberal vs. conservative; feminist vs. non-feminist) impact on the meaning of menstruation and its implications for acceptance of this process. A free association exercise elicited by the word “menstruation” was answered by 250 people and the content was examined by lexical analysis. The results divided social representations of menstruation into two levels: firstly, a traditionalist level that is clearly linked to a negative stigmatized discourse about menstruation; and, secondly, a progressive level where two different discourses emerge, one representing liberal men and the other representing feminist women. The results show that only the feminist conception of menstruation provides an empowered and emotionally positive representation. The concept of menstruation is concluded to emerge from various sources of information, values and social conventions that are somewhat removed from its scientific meaning. The representation of menstruation is therefore understood to be situated within a social, ideological and emotional context. Accordingly, health education campaigns should frame their discourse about menstruation within a feminist perspective as their point of departure, thereby increasing their effectiveness.

EnglishOur study investigates the importance of the emotions in the collective construction of menstruation. That is, this paper analyzes how Basque youth emotionally understand menstruation. For this we analyzed the emotional definition that 185 young people aged 18-26 made about menstruation. To begin with, an exercise of free association was carried out and its results were analyzed through lexical analysis. Secondly, the PANAS scale of negative and positive affect was also applied. All results were worked on taking into account the sex (female/male) and the feminist ideology (feminist/non-feminist) of the participants. The results revealed that menstruation still generates a high negative emotional charge linked to feelings of disgust, shame, anger or sadness. However, also emerged a representation with a positive emotional charge linked to emotions such as pride or happiness. This positive construction that empowers women is especially linked to feminist ideology. In addition, the implications of the emotional representation of menstruation, as well as their importance in the way that this issue is faced, are considered. euskaraIkerketa honek Euskal Herriko gazteek gizarte gisa hilerokoa emozionalki nola ulertzen duten lantzea du helburu. Hau da, hilerokoaren eraikuntza kolektiboan emozioek duten garrantzia jorratzea. Horretarako, 18-26 urte arteko 185 gazteren hilerokoaren definizio emozionala aztertu da, bai maila kualitatiboan bai eta kuantitatiboan ere. Hasteko, asoziazio askeko ariketa bat burutu da eta emaitzak analisi lexikalarekin aztertu dira. Bigarrenik, afektu positibo eta negatiboa neurtzeko PANAS eskala ere aplikatu da. Emaitza guztiak parte-hartzaileen sexuaren (emakume/gizonezko) eta ideologia feministaren (feminista/ez feminista) arabera landu dira. Emaitzek erakutsi dute oraindik estigmatizazioarekin lotutako karga emozional negatibo nabarmena sortzen duela hilerokoak gazteengan nazka, lotsa, haserre edota tristura sentimenduekin lotuta. Halere, harrotasunarekin eta bestela kokarga positibodun emozioekin lotutako eraikuntza ere aurkitu da. Hilerokoaren eraikuntza positibo hori espresuki ideologia feministari loturik dago eta emakumeak ahalduntzen ditu. Bukatzeko hilerokoa gizarte-emozio ikuspuntu honetatik lantzetik eratorritako ondorioak eta osasunaren eraikuntza positiboago baterako premisak eztabaidatu dira.

espanolLa educacion, y la escuela como institucion, juegan un papel fundamental en el proceso de socializacion de todo ser humano, y, a traves de ella se transmiten creencias y actitudes donde se constata el papel del personal docente como transmisor de las mismas. Entre las creencias y actitudes que el profesorado puede transmitir de forma no consciente estan las ideas sexistas. Este estudio quiere conocer la representacion que sobre el sexismo tiene el alumnado de grados de Educacion Infantil, Primaria y Tecnico Superior en Educacion Infantil, considerando que estos son el futuro personal docente-educador y, por tanto, responsables de la transmision de ideas, creencias y actitudes en las aulas. Para llevar a cabo esta investigacion, 114 alumnas y alumnos de grados de Educacion Infantil y Primaria, asi como tambien alumnado de formacion profesional, Tecnicos y Tecnicas en Educacion Infantil, realizaron una tarea de asociacion libre mediante el Grid Elaboration Method con el fin de recoger las representaciones sobre sexismo de dicho alumnado. Para analizar el contenido del ejercicio se realizo un analisis lexical mediante el metodo Reinert a traves del software Iramuteq. Los resultados mas significativos nos muestran que este alumnado representa el sexismo como una infravaloracion por razon de genero, y que esta infravaloracion se daria por igual en hombres y en mujeres. El estudio tambien recoge situaciones sexistas que el alumnado observa y vive, las cuales son identificadas en su mayoria en el ambito laboral y deportivo, quedando excluido el sexismo en el ambito educativo. Finalmente, se quiere conocer las repercusiones sociales del sexismo, donde sobre todo se menciona la discriminacion social hacia la mujer haciendo claras referencias al patriarcado. Ademas, se discute la ausencia de conciencia de este alumnado de que el sexismo se puede dar tambien en el ambito educativo, y sobre las implicaciones de la misma. EnglishEducation and school play a fundamental role in the process of socialization of every human being, and, through it, beliefs and attitudes are transmitted where the role of the teaching staff as a transmitter of the same is verified. Among the beliefs and attitudes that teachers can transmit unconsciously are sexist ideas. This study wants to understand the representation among the students of Infant Education degree, Primary Education degree and Top Technician of Infant Education, because they are the future teacher-educator staff and, therefore, responsible for the transmission of ideas, beliefs and attitudes in the classroom. To undertake this investigation, 114 students from Infant Education, Primary Education and Higher Technician of Infant Education performed a free association task through the Grid Elaboration Method in order to collect the representations on sexism. To analyse the content of the exercise, a lexical analysis was performed using the Reinert method through the Iramuteq software. The most significant results show that these students represent sexism as a gender-based undervaluation, and that underestimation would occur equally in men and women. The study also includes sexist situations that students observe and experience, which are identified in the work and sports field, surprisingly excluding the educational field. Finally, we want to know the social repercussions of sexism. In this research, social discrimination against women is mentioned with clear references to the patriarchy. In addition, the lack of awareness of these students that sexism can also occur in the educational field and its implications are discussed.

In 2020, COVID-19, a new emerging infectious disease (EID), was spread throughout the world, including Europe. Spain, in particular, witnessed a significant outbreak of the pandemic. In consequence, all classes were cancelled and the Government declared a state of emergency, ordering the lockdown of the entire population from March to May. The aim of this research is to explore the impact of the COVID-19 outbreak on the representations of young university students from the University of the Basque Country and their emotional response when the crisis started. A free-association exercise was completed by 503 students from the University of the Basque Country (UPV/EHU) (Northern Spain). To analyze the content, the Reinert method was used with the Iramuteq software for lexical analysis. The results showed that students placed COVID-19 at a distance from the self, pointing out issues related to social response and disinformation, while showing concerns for self-related issues that are linked to negative emotions, academic consequences, and potentially close victims. The students’ concerns were categorized at four main levels: the communicative-informative level, health-emotional level, community-social level, and academic level. All of this has created overwhelming feelings of nervousness, along with anger and emotional fatigue. These results indicate the necessity for universities to work from a holistic standpoint, not only in terms of responding to academic needs but also from psychological, communicative, social, health, and well-being perspectives.

Schools in Spain were closed in March 2020 to prevent the spread of COVID-19. In September 2020 most schools and universities in Spain reopened and teachers felt great uncertainty due to this unprecedented situation. Teachers have accumulated psychological symptoms since the beginning of the pandemic. During the lockdown they had to introduce online teaching and in view of the reopening of schools they have shown great concern for the new unprecedented teaching situation. The present study aims to measure the symptomatology shown by teaching staff in the Basque Autonomous Community at the time when schools were reopened. To do this, we recruited a sample of 1,633 teachers who were given an online questionnaire which, in addition to collecting socio-demographic data, measured stress, anxiety and depression using the DASS-21scale. The results revealed that a high percentage of teachers showed anxiety, depression and stress symptoms. Furthermore, variables such as gender, age, job stability, the level of education at which they teach and parental status also influence this symptomatology. We argue for the need to safeguard the mental health of teachers in order to improve both the quality of teaching and the mental health of students This research was funded by KideOn Research Group of the Basque Government, Ref.: IT1342-19 (A category)

Background: Since the beginning of the COVID-19 pandemic, teachers have been accumulating adverse psychological symptoms due to the closure of educational centers and the need to adapt to different teaching modalities. Methods: Medline and PubMed were searched for studies on the prevalence of depression, anxiety, stress, and burn-out in teachers, published from 1 December 2019 to 15 June 2021. Results: In total, eight studies were included in this study. The results show that teachers report levels of anxiety (17%), depression (19%), and stress (30%). In Asia, there has been more anxiety compared to other continents. Overall, anxiety has been higher among teachers in schools compared to universities. However, stress levels have been higher among teachers in universities compared to schools. Statistically, there were no significant differences regarding gender and age in any of the symptoms. Conclusions: The results suggest that teachers at different educational levels are experiencing adverse psychological symptomatology during the COVID-19 pandemic, and that anxiety levels vary between different countries. However, more international studies are needed to fully understand the impact of the pandemic on teachers’ mental health. This research was funded by KideOn Research Group of the Basque Government, Reference IT1342-19 (A category); and R + d + i Projects Research Challenges of the Ministry of Economy, Science and Innovation, grant number PID2020-119011RB-100 EDU.

Background Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. Methods This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M = 42.02; s.d. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. Results The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. Conclusions This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology.

Since the start of non face-to-face learning classes in March 2020 due to the COVID-19 pandemic, teachers have been accumulating stress. Since then, the teaching staff have had to adapt to the new telematic classes, and in September 2020 they have had to return to face-to-face classes, taking different hygiene measures to prevent contagion. The changes in teaching methods and the lack of guidelines for the new teaching challenges have created a lot of uncertainty in this sector. The aim of the present study was to measure the levels of stress, anxiety and depression of teaching staff in the face of the reopening of schools and universities after 6 months of absence from face-to-face classes.A total of 1,633 teachers from the Department of Education of the Basque Autonomous Community (BAC) took part, all of them professionals working in different educational centres, from early childhood education to university studies. The questionnaire, DASS-21, was applied to measure the symptomatology presented by the teaching staff in relation to the reopening of the centres.The results show that 32.2% of the participants had symptoms of depression, 49.4% had symptoms of anxiety and 50.6% had symptoms of stress.The results show that teachers have symptoms of stress, anxiety and depression. Therefore, it is important to take care of the mental health of teachers in order to take care of the mental health of students and the quality of teaching.Desde que en marzo de 2020 comenzaron las clases no presenciales a causa de la pandemia de la COVID-19, el profesorado está acumulando estrés. Desde entonces, el profesorado se ha tenido que enfrentar a la adaptación a las nuevas clases telemáticas, y en septiembre del 2020 han tenido que volver a las clases presenciales tomando diferentes medidas de higiene para prevenir contagios. Los cambios de modalidad de docencia y la falta de directrices ante los nuevos retos docentes han creado mucha incertidumbre en este sector. El objetivo del presente estudio fue medir los niveles de estrés, ansiedad y depresión del profesorado ante la reapertura de los colegios y universidades tras 6 meses de no presencialidad.Han participado un total de 1.633 profesores y profesoras del Departamento de Educación de la Comunidad Autónoma Vasca (CAV), todos ellos profesionales que trabajan en diferentes centros educativos, desde educación infantil hasta estudios universitarios. Se ha aplicado el cuestionario, DASS-21 para medir la sintomatología que presenta el profesorado ante la reapertura de los centros.Los resultados muestran que el 32,2% de los participantes tuvieron síntomas de depresión, el 49,4% síntomas de ansiedad y, el 50,6% síntomas de estrés.Los resultados muestran que el profesorado tiene síntomas de estrés, ansiedad y depresión. Por lo tanto, es importante atender la salud mental de los profesores para cuidar así la salud mental del alumnado y la calidad de la docencia.