Acoso psicológico laboral (Mobbing) y su impacto en el clima y desempeño laboral en maestros del sistema público de enseñanza del área sur de Puerto Rico

This study was aimed at finding motivational and environmental factors (organizational climate) that exacerbate bullying behavior towards the teacher in two municipalities in the southern area of ​​Puerto Rico. It was inquired from the perspective of the teacher how the Department of Education of Puerto Rico handles situations of workplace harassment and in cases where there is mobbing how it has affected the teacher's work performance in these municipalities. A representative sample of 202 teachers from the public education system of Puerto Rico was used. Intentional non-probabilistic sampling was used. A questionnaire created and used by Del Álamo (2006) called: (A) Alamo Questionnaire on Labor Abuse was used. (B) The second instrument used was the Organizational Climate Questionnaire obtained from the Department of Health of Lima, Peru (Ugarte et al.,2009). The objectives that framed this research and that served as a frame of reference for the development of the thesis were achieved. The results and conclusions show us that: i) teachers affected by bullying will tend to perceive that their work performance decreases; ii) the negative or tense organizational climate makes the predisposition to harassment greater and that labor performance also decreases; iii) there is no formal protocol in the Department of Education to handle bullying situations; vi) the teachers reflected an equivalent proportion between submitting or facing the stalker; v) the largest number of participants identified the stalker as their immediate boss; vi) the consequences of psychological harassment at work are manifested at the physical level (cardiovascular disorders) and psychological (stress and depression). The recommendations of the study are the following: legal advice for teachers and guidance to school principals. It is expected that further research on the subject will be continued and that the Law in Puerto Rico be approved.Este estudio fue dirigido a hallar factores motivacionales y ambientales (clima organizacional) que exacerban conductas de acoso hacia el maestro en dos municipios del área sur de Puerto Rico. Se indagó desde la perspectiva del maestro cómo el Departamento de Educación de Puerto Rico maneja las situaciones de acoso laboral y en los casos donde existe mobbing cómo ha afectado el rendimiento laboral del maestro en estos municipios. Se utilizó una muestra representativa de 202 maestros del sistema de educación pública de Puerto Rico. Se realizó un muestreo no probabilístico de tipo intencional. Se usó un cuestionario creado y utilizado por Del Álamo (2006) llamado: (A) Cuestionario del Álamo sobre Maltrato Laboral. (B) El segundo instrumento utilizado fue el Cuestionario de Clima Organizacional obtenido del Departamento de Salud de Lima, Perú (Ugarte et al., 2009). Los objetivos que enmarcaron esta investigación y que sirvieron como marco de referencia para el desarrollo de la tesis fueron logrados. Los resultados y las conclusiones nos muestran que: i) los maestros afectados por el acoso tenderán a percibir que su rendimiento laboral disminuye; ii) el clima organizacional negativo o tenso hace que sea mayor la predisposición al acoso y que el rendimiento laboral también disminuya; iii) no existe un protocolo formal en el Departamento de Educación para manejar situaciones de acoso; iv) los maestros reflejaron una proporción equivalente entre someterse o enfrentarse al acosador; v) la mayor cantidad de participantes identificaron al acosador como su jefe inmediato; vi) las consecuencias del acoso psicológico en el trabajo se manifiestan a nivel físico (trastornos cardiovasculares) y psicológico (estrés y depresión). Las recomendaciones del estudio son las siguientes: asesoramiento legal para los maestros y orientación a directores escolares. Se espera que se continúen nuevas investigaciones sobre el tema y que se apruebe la Ley en Puerto Rico

Mindfulness training for reducing anger, anxiety, and depression in fibromyalgia patients

Fibromyalgia is a disabling syndrome. Results obtained with different therapies are very limited to date.The goal of this study was to verify whether the application of a mindfulnessbased training program was effective in modifying anger, anxiety, and depression levels in a group of women diagnosed with fibromyalgia. This study is an experimental trial that employed a waiting list control group. Measures were taken at three different times: pretest, posttest, and follow-up. The statistical analyses revealed a significant reduction of anger (trait) levels, internal expression of anger, state anxiety, and depression in the experimental group as compared to the control group, as well as a significant increase in internal control of anger. It can be concluded that the mindfulness-based treatment was effective after 7 weeks. These results were maintained 3 months after the end of the intervention.Fibromyalgia Association of Almeria (AFIAL

Social climate in university classrooms: A mindfulness-based educational intervention

[EN] There is a limited number of studies on the impact of mindfulness-based interventions on university students and their positive effect on collective experiences of shared flow. The aim of the present study was to explore the effectiveness of mindfulness training in terms of reducing stress and enhancing well-being, experiences of shared flow and classroom climate (engagement and affiliation). The intervention and control groups were matched by age and sex (n = 125; M = 20.71, SD = 4.60, 68% women). The intervention group comprised mindfulness exercises performed in the classroom over the course of 7 weeks. The principal variables were measured at pretest and posttest, and shared flow was also measured in the intervention group. In comparison with the control group, statistically significant differences were observed in the intervention group in relation to mindfulness, perceived stress, and classroom climate (affiliation). Furthermore, the perception of shared flow among students increased from the beginning to the end of the program. Mindfulness skills were found to mediate improvements in perceived well-being and stress. It is concluded that mindfulness practice can turn learning into a challenging and shared task. The study highlights the importance of fostering programs that enhance the development of competencies related to mindfulness among university students.Hezkuntza, Hizkuntza Politika Eta Kultura Saila, Eusko Jaurlaritza, Grant/Award Number: IT-1187-19; Ministerio de Ciencia, Innovaci~on y Universidades, Grant/Award Number: PSI2017-84145-

Mindfulness-based intervention to improve the problematic behaviors of students with special educational needs

Children and adolescents with specific educational needs exhibiting disruptive, non-collaborative and aggressive behaviors in the classroom have been increasing, and may have greater difficulties internalizing self-control strategies and thus reducing the problem behaviors that they frequently display. The introduction of mindfulness programs for special education students can be extremely useful to reverse or even prevent the development of these problematic behaviors, substantially enhancing their relational and pro-social skills, facilitating the social inclusion of these students, and improving their academic performance. The goal of this research was the implementation in a special education classroom of a six-week adapted mindfulness program, so that students would learn to manage emotional states by becoming aware of the body, thoughts and emotions. A quasi-experimental design combined with a qualitative assessment through observation, evaluation scales and interviews was used. Results showed a significant improvement in aggressive, disruptive and non-collaborative behaviors of these students in the classroom. In conclusion, this mindfulness-based educational intervention improves the emotional competences of students, making their behavior more adaptive and favoring their social inclusion.Keywords: Mindfulness, students with special educational needs, non-collaborative behaviors, aggressiveness, problem behaviors, social inclusion.L’alumnat amb necessitats educatives especials sovint presenta a les aules conductes problemàtiques, disruptives, de no coŀlaboració i agressives, i pot tenir majors dificultats per interioritzar eines d’autocontrol i reduir així aquestes conductes. La introducció per a l’alumnat d’educació especial de programes de mindfulness (consciència plena) pot resultar d’extrema utilitat per revertir o fins i tot evitar el desenvolupament d’aquestes conductes, impulsar substancialment el desenvolupament de les seves habilitats relacionals i pro socials, facilitar la inclusió social d’aquest coŀlectiu i millorar-ne el rendiment acadèmic. L’objectiu d’aquesta recerca va ser posar en pràctica, en una aula d’educació especial, un programa adaptat de mindfulness de sis setmanes perquè aquest alumnat aprengués a gestionar els estats emocionals, prenent consciència del cos, els pensaments i les emocions. Es va utilitzar un disseny quasiexperimental combinat amb una metodologia basada en una valoració qualitativa a través d’observació, escales i entrevista. Al final de la formació es va constatar una millora significativa en les conductes agressives, disruptives i de no coŀlaboració a l’aula. Es conclou que les intervencions educatives basades en mindfulness milloren les competències emocionals d’aquest alumnat, fent que la seva conducta sigui més adaptativa i afavorint la seva inclusió social.Paraules clau : Mindfulness, alumnat amb necessitats educatives especials, conductes no coŀlaboradores, agressivitat, conductes problema, inclusió social

Intervenció basada en <i>mindfulness</i> per a la millora de les conductes problemàtiques en l’alumnat amb necessitats educatives especials

L’alumnat amb necessitats educatives especials sovint presenta a les aules conductes problemàtiques, disruptives, de no coŀlaboració i agressives, i pot tenir majors dificultats per interioritzar eines d’autocontrol i reduir així aquestes conductes. La introducció per a l’alumnat d’educació especial de programes de mindfulness (consciència plena) pot resultar d’extrema utilitat per revertir o fins i tot evitar el desenvolupament d’aquestes conductes, impulsar substancialment el desenvolupament de les seves habilitats relacionals i pro socials, facilitar la inclusió social d’aquest coŀlectiu i millorar-ne el rendiment acadèmic. L’objectiu d’aquesta recerca va ser posar en pràctica, en una aula d’educació especial, un programa adaptat de mindfulness de sis setmanes perquè aquest alumnat aprengués a gestionar els estats emocionals, prenent consciència del cos, els pensaments i les emocions. Es va utilitzar un disseny quasiexperimental combinat amb una metodologia basada en una valoració qualitativa a través d’observació, escales i entrevista. Al final de la formació es va constatar una millora significativa en les conductes agressives, disruptives i de no coŀlaboració a l’aula. Es conclou que les intervencions educatives basades en mindfulness milloren les competències emocionals d’aquest alumnat, fent que la seva conducta sigui més adaptativa i afavorint la seva inclusió social. Paraules clau : Mindfulness, alumnat amb necessitats educatives especials, conductes no coŀlaboradores, agressivitat, conductes problema, inclusió social

El Liderazgo transformacional en las organizaciones: variables mediadoras y consecuencias a largo plazo

El liderazgo transformacional destaca como unos de los tipos de liderazgo más adecuados para orientar las organizaciones hacia el cambio y la innovación. Este estudio se desarrolla en cuatro organizaciones, participando directivos (n = 47) y subordinados (n = 107) en Vizcaya, Guipúzcoa y Navarra (España). El liderazgo transformacional se asocia con más fuerza que el transaccional a la satisfacción con el líder, la efectividad percibida de este y la motivación a trabajar en el caso de los subordinados. En el caso de los directivos el liderazgo transaccional se asocia con la misma fuerza que el transformacional con la satisfacción y efectividad, mostrando este último una relación más fuerte con la motivación que el transaccional. El liderazgo transformacional y la satisfacción con el líder predicen la motivación a trabajar extra, mediante una mayor satisfacción. Se comentan los resultados en relación a los valores dominantes y a la cultura organizacional.Transformational leadership stands out as one of the most suitable types of leadership to guide organizations towards change and innovation. This study was developed in four organizations in, in a sample of managers (n = 47) and subordinates (n = 107) in the provinces of Vizcaya, Guipúzcoa, and Navarra (Spain). Transformational leadership is more strongly associated with satisfaction with the leader, the perceived effectiveness of the leader, and motivation to work in the case of subordinates than transactional leadership. In the case of managers transactional leadership is associated with the same strength than transformational leadership to satisfaction and effectiveness. However, there is a stronger relationship with motivation than transactional leadership. Transformational leadership and satisfaction with the leader predict motivation to work overtime through increased satisfaction. The results are discussed in relation to the dominant values and organizational culture

El impacto de la disonancia cultural y las orientaciones de aculturación en el rendimiento académico de estudiantes inmigrantes

Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. The aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all students.Se han hallado diferencias significativas entre el rendimiento académico de los inmigrantes y el de los estudiantes nativos. Sin embargo, hay una escasa evidencia acerca de los aspectos psicosociales de este fenómeno. El objetivo de este estudio fue examinar el impacto de un conjunto de variables psicosociales: disonancia cultural y orientaciones de aculturación en el rendimiento académico percibido de adolescentes inmigrantes de primera generación de centros de Educación Secundaria&nbsp;en el Norte de España. Los resultados mostraron que alrededor del 46% de la variabilidad en el rendimiento era explicada por la disonancia cultural entre escuela y hogar. Cualquier contexto de educación multicultural ha de tomar en consideración el ajuste psicosocial, dada su influencia en el rendimiento académico de los estudiantes

El impacto de la disonancia cultural y las orientaciones de aculturación en el rendimiento académico de estudiantes inmigrantes

Prior research has documented meaningful differences between school performance of immigrant and native students. Multicultural education has been associated with academic failure of foreign students. The aim of this study was to examine the impact of a set of psychosocial variables on the perceived academic achievement of first generation immigrant adolescents from public secondary schools in Northern Spain. Results showed that 46% of the variability in foreign students’ perceived academic performance was explained by home-school cultural dissonance. We also explored the impact of acculturation orientation to separation, perception of discrimination from teachers, school adjustment and psychological well-being in academic performance. Any multicultural education context should take into account psychosocial adjustment, given its influence on academic performance of all students.Se han hallado diferencias significativas entre el rendimiento académico de los inmigrantes y el de los estudiantes nativos. Sin embargo, hay una escasa evidencia acerca de los aspectos psicosociales de este fenómeno. El objetivo de este estudio fue examinar el impacto de un conjunto de variables psicosociales: disonancia cultural y orientaciones de aculturación en el rendimiento académico percibido de adolescentes inmigrantes de primera generación de centros de Educación Secundaria&nbsp;en el Norte de España. Los resultados mostraron que alrededor del 46% de la variabilidad en el rendimiento era explicada por la disonancia cultural entre escuela y hogar. Cualquier contexto de educación multicultural ha de tomar en consideración el ajuste psicosocial, dada su influencia en el rendimiento académico de los estudiantes

Basque ethnic identity and collective empowerment: Two key factors in well-being and community participation

Social identity is a factor that is associated with well-being and community participation. Some studies have shown that ethnic identity goes along with empowerment, and that interaction between the two leads to greater indices of well-being and community participation. However, other works suggest a contextual circumstance (i.e., perceiving one’s own group as a minority and/or being discriminated) may condition the nature of these relations. By means of a cross-sectional study, we analyzed the relations of social identification (or identity fusion) and collective psychological empowerment with personal well-being, social well-being and community participation in a sample of Basques. A total of 748 Basques participated (63.1% women; age M = 39.28; SD = 12.13). Individuals who were highly identified or fused with Basque speakers and who were highly empowered showed higher indices of well-being (both personal and social) and of community participation than non-fused individuals with low empowerment. The results also suggest that social identification (or identity fusion) offsets the negative effects of perceiving the group as a linguistic minority. Collective psychological empowerment proved to be an especially relevant factor that needs to continue to be explored