El diagnóstico en orientación socio-laboral: Caso Iban

Podeu consultar el llibre complet a: http://hdl.handle.net/2445/52210El diagnóstico en orientación socio-laboral tiene la finalidad de analizar y delimitar aquellas áreas y variables de las personas que están vinculadas con posibilidades de acceso a un puesto de trabajo, para de esta manera poder orientarlas y acompañarlas en sus procesos de promoción, ajuste u optimización de sus situaciones laborales. Ejercer esta función necesita de una mirada altamente amplia y global del individuo que contribuya a que, a su vez, éste tenga una mayor conciencia de su realidad y puede hacer frente a los retos que plantea la sociedad de la información

Beyond compulsory schooling: resilience and academic success of immigrant youth

The present study examines the relationship between resilience and school completion of immigrant youth in Spain. Ninety- four students in their fourth year compulsory education participated in the study; they were from 19 different nationalities, between 15 and 18 years of age, and the ratio boys/girls was 55/45. There were no significant differences by gender, age, residence time, or incorporation into the education system. Differences were associated to cultural groups and variables related with academic self-perception. Finally, it was shown that young students that continue their studies beyond obligatory education have higher levels of resilience, as measured by the SV-RES scale. Overall, the findings in this study suggest the activation of the relational dimension of "social capital" in youth, as for example through mentoring or service-learning programs

Maestros y estudiantes de maestro, juntos para una escuela más digital: Una experiencia de aprendizaje servicio

Los proyectos de aprendizaje servicio fomentan que la adquisición de unos conocimientos y habilidades determinados estén al servicio de las necesidades de la comunidad, mientras la propia comunidad se beneficia de ello. En este caso, se describe una experiencia de aprendizaje servicio hecha en una escuela pública de Cantabria que posibilitó que estudiantes de maestro hicieran de asesores en el colegio para implementar las tecnologías de la información en la etapa de infantil

El impacto de las redes de apoyo en el bienestar. Una propuesta de análisis

Podeu consultar el document complet a: http://hdl.handle.net/2445/5858

Saved by the School Community Strategy: School-Community Alliances for Promoting School Success in Disadvantaged Neighborhoods During Times of Austerity

Whilst there are many advocates of the notion that a fluid school-neighborhood relationship can improve education, there are gaps in the conceptual and empirical study of school and community governance models. This article analyses how two schools and social actors in two disadvantaged neighborhoods relate, collaborate, and organize to encourage school success for all students. The results make visible the origin and organizational dynamics of the school-community alliances in each community. Partnerships, based on a bottom-linked governance system at the school and community level, are a strategic approach for working together in developing a citizenry that can address both present and future challenges

Maestros y estudiantes de maestro, juntos para una escuela más digital : una experiencia de aprendizaje servicio

Los proyectos de aprendizaje servicio fomentan que la adquisición de unos conocimientos y habilidades determinados estén al servicio de las necesidades de la comunidad, mientras la propia comunidad se beneficia de ello. En este caso, se describe una experiencia de aprendizaje servicio hecha en una escuela pública de Cantabria que posibilitó que estudiantes de maestro hicieran de asesores en el colegio para implementar las tecnologías de la información en la etapa de infantil

Estudio exploratorio para conocer las necesidades psicosociales y educativas de un grupo de mujeres de Barcelona

The study reported in this article intends to meet the needs of the Barcelona City Council in relation with the work done with groups of women in the Woman Assistance and Information Points (PIAD). A survey was conducted on psychoeducational and social needs with a purposive-casual sample of 312 women covering the ten districts in which the city is divided. Special attention was given to the groups of immigrant and young women in terms of data collection. This article aims to present both a screening tool developed and validated in this research and the results of its application. The results reflects the needs expressed and perceived by the group of women from Barcelona who are in contact with social services and third-sector associations

Exploratory study to identify the educational and psychosocial needs of a group of women from Barcelona

Este estudio obedece a una demanda del Ayuntamiento de Barcelona con el propósito de ampliar y reforzar el trabajo con grupos de mujeres dentro de los Puntos de Información y Atención a las Mujeres (PIAD). Con este propósito, se realizó un análisis de necesidades, enmarcadas en el ámbito psicoeducativo y social, a partir de un estudio por encuesta. El muestreo realizado fue intencional-casual. Un total de 312 mujeres de los diez distritos de la ciudad contestaron la encuesta. En la recogida de datos se prestó especial atención a los colectivos de mujeres migradas y mujeres jóvenes. El presente trabajo tiene como objetivos ofrecer el cuestionario elaborado y validado en el contexto de esta investigación y exponer los resultados de su aplicación. Los resultados pueden servir como panorámica de las necesidades expresadas y percibidas por este grupo de mujeres de Barcelona que están en contacto con servicios sociales y asociaciones del tercer sector._____________________________________________The study reported in this article intends to meet the needs of the Barcelona City Council in relation with the work done with groups of women in the Woman Assistance and Information Points (PIAD). A survey was conducted on psychoeducational and social needs with a purposive-casual sample of 312 women covering the ten districts in which the city is divided. Special attention was given to the groups of immigrant and young women in terms of data collection. This article aims to present both a screening tool developed and validated in this research and the results of its application. The results reflects the needs expressed and perceived by the group of women from Barcelona who are in contact with social services and third-sector associations

Work-family balance in times of COVID-19: a survey-study

The COVID-19 pandemic has led transformative changes worldwide, significantly affecting work-family balance. This cross-sectional survey study conducted during the early stages of the global pandemic (April-to-May 2020) presents findings from a snowball convenience sample of 383 employed adults with children in Spain. It delves into the evolving dynamics of work-family conciliation during confinement. The study findings unveil two distinct family profiles: those grappling with substantial work-family challenges (63.9%) and those experiencing minimal disruptions (36.3%). Noteworthy are the significant gender-related differences, family size, and the perception of personal freedom as pivotal factors shaping these profiles. The current study underscores the urgency of democratizing family life and elevating work-family conciliation as a core element of values education in a post-pandemic world

The Effects of Learning Contexts on the Development of Reflective Thinking in University Education: Design and Validation of a Questionnaire

Reflective thinking is a key skill for constructing meaning in university. Its development requires appropriate learning contexts which can function as spaces for reflection, along with approaches, conditions and methods which can boost students' training in thinking, framed within their process of knowledge construction and their development of competencies and professional skills. This paper reports the development and testing of a questionnaire on the value of the learning contexts designed to foster reflective thinking. To ensure validity, the constructs measured were derived from the extensive literature on conditions for planning learning and teaching activities for reflective thinking based on narrative-based methods. The instrument was validated with a sample of students (n = 375) from five universities. The results obtained from the estimation of a 10-factor model offer appropriate goodness of fit and parsimony with acceptable and consistent indices of reliability. The results contribute to the evidence supporting the reliability and validity of the questionnaire and confirm the value of the model's components for devising higher education teaching activities to promote a reflective thinking process