Sonia Rivas

Objectives: This study aims to determine the association between parental competence (warmth, demandingness, and parental education in fortitude and in privacy) and pornography use. Methods: This study presents cross-sectional data from an ongoing international study (YOURLIFE Project) about the opinions and lifestyles of adolescents with respect to affectivity, love, and sexuality. Adolescents (N = 2516) aged 12–15 from Chile, Mexico, Peru, and Spain were included. Multiple logistic regressions were performed to analyze the association between family assets (parental demandingness, warmth, and parental fortitude and privacy education) and pornography use. Results: The results indicated an association between parental warmth and pornography use among boys and girls. Furthermore, privacy education was highly associated with less pornography use only in girls. Parental demandingness and parental fortitude education were not associated with pornography use. Conclusion: Our findings suggest that new educational perspectives including privacy issues should be considered within programs for pornography use prevention among adolescents. Parents should incorporate these variables when discussing pornography with their adolescents and not only focus on filters or demandingness.

A coordinated approach involving both school and families is essential for education to be successful. Mutual support and the satisfaction to teachers and parents alike are particularly important in the area of education in values. We carry out a pilot study, from which we obtained enough information to design and apply family education programmes in the future. In this paper, we explain the design and implementation of the programme: 1) a brief state of the question and a review of some recent bibliography; 2) the stages in which this pilot project was put into practice; 3) some conclusions will be drawn as a guide for future work in this area. The school with which we made our action-research agreement was San Viator (Vitoria, Spain), an independent school with some public funding. The headmaster, the coordinator, and the school counsellor were the professionals who collaborated directly with our project. The educational goal was to provide guidance for parents with children in years 3 and 4 (aged 8 to 10), and the school itself invited these parents to take part in the programme. Out of 75 families at the school, 40 expressed interest, 26 (fathers and mothers) took part in the diagnosis, and 12 mothers participated in the programme.

Family relationships during leisure time in adolescence have the potential to promote positive development, particularly in terms of autonomy. However, the scientific literature that links specifically positive family leisure to the development of adolescent autonomy is scarce, and lower when analyzing the role of frustration in leisure time. Grounded in Self-Determination Theory (SDT) this article examines the potential relationship between positive frustration in family leisure time and the promotion of adolescent autonomy. For that purpose, the manuscript addresses four objectives to be discussed consecutively: (1) to delimit the concept of adolescent autonomy and point out the difficulty of parental support; (2) to explore positive frustration, a concept aligned with Csikszentmihalyi’s theory of flow, as a construct that can promote socio-emotional development in adolescence; (3) to describe the components of family leisure; and (4) to understand how the experience of optimal frustration may be linked to the development of adolescent autonomy during family leisure time. From this central question, several additional inquiries emerge: the interplay of frustration and failure in adolescence, the importance of parents and adolescents spending quality time together, the enjoyment in structured family leisure time, the autonomy-supportive parenting in leisure time activities in relation to daily activities, the need to strengthen adolescent bonds developed in infancy, and the complexity of paternal and maternal autonomy granting.

Introduction: The message of palliative care can be promoted using creative thinking and gamification. It can be an innovative strategy to promote changes in behaviour, promote thinking, and work on skills such as empathy. Aim: Design, test and evaluate a gamified social intervention to enhance palliative care awareness among young university students from non-health background. Methods: Participatory action research study with mixed methods, Design Thinking and using the Public Engagement strategy. Forty-three undergraduate students participated in a Palliative Care Stay Room and completed the Test of Cognitive and Affective Empathy (TECA) before and after the game. At the end of the game, a ten-minute debriefing was held with the participants, which was concluded with an open conversation. The content analysis was done independently and the sum of the scores of each dimension was compared before and after the activity. Findings: The Stay Room improved the participants’ knowledge and new perspectives about palliative care. Before the game, their views focused on the end of life and after the game on their values, highlighting the dedication of the healthcare professionals who do not treat death but the life until death. After de game, participants (N = 43: female = 23; male = 20; x̄ 19.6 years old) presented higher values in perspective adoption (intellectual ability to put oneself in the other’s place) p = 0.046 and in emotional understanding (ability to recognize emotional states) p = 0.018, and had high scores on empathic joy (p = 0.08). Conclusion: Gamification can be used in teaching and transmitting positive attitudes. Palliative Care and can help young university students to think positively about care issues.

En este trabajo se parte del reconocimiento del importante papel que el farmacéutico comunitario desempeña, en la atención sanitaria, a personas que sufren de un proceso terminal y en sus familiares y/o cuidadores. No hay duda de que es fundamental el consejo, tratamiento y acompañamiento de los profesionales sanitarios en cualquier patología que suponga un compromiso vital. El farmacéutico comunitario, como agente sanitario, debe estar implicado en esos procesos. Sin embargo, en muchas ocasiones es olvidado por un sistema sanitario que desaprovecha, de este modo, a uno de sus profesionales más cualificados. Estamos convencidos de que el paciente en fase terminal y sus familiares y/o cuidadores se verían muy favorecidos por una implicación mayor de los farmacéuticos en sus procesos. Por esta razón, en este artículo se reflexiona sobre los beneficios que reporta la inclusión del farmacéutico comunitario en el equipo asistencial que atiende a las personas en fase terminal.

Positive family functioning during adolescence is usually studied analyzing parents' competences and children's relationship abilities. We present an instrument for the assessment of parental competence, which encompasses both educational style and transmission of values. The objective of the study was to analyze its factor structure and to assess its value in predicting adolescent outcomes. We recruited 2,459 high school students, aged 12–15, in 40 schools from Spain, Peru, Mexico, and Chile. They responded to the instrument and to other questions regarding lifestyles. Exploratory and confirmatory factor analyses were carried out in order to assess the internal structure of the instrument, and internal consistency of the resulting dimensions was calculated. Finally, regression analyses were performed to establish associations between the parenting dimensions and adolescent outcomes. Factor analyses showed a consistent structure, with good fit indices in the four countries. The final four factors include parenting styles (Warmth and Demandingness) and education in values (Fortitude and Privacy). Regression analyses showed associations with adolescent outcomes. For example, adolescents' life satisfaction was best predicted by Warmth and Education in fortitude. Practical implications are suggested.

This article introduces a theoretical study about convergent and divergent aspects between the concepts of education and early childhood development. This, set up from a social and educational approach, based on a in-depth theoretical review. The beliefs of children’s parents and caregivers are highlighted as a significant aspect on children’s development; all, considering the practices used for educating them, promoting a holistic child development, or the contrary. These insights make it possible to understand the rationality and applicability of child development and education theories. Hence, we advocate in this manuscript for an interdisciplinary and holistic perspective to approach child development taking into consideration factors and conditions, as well as fusing conceptual frameworks from various disciplines such as psychology, sociology, and philosophy.

This article gives an account of the results from an assessment of an early childhood education programme, conducted over the course of two academic years (1999–2000 and 2000–2001), in a centre in northeastern Spain. The purpose of the assessment was to discover how a particular educational programme contributed to the short‐term competency levels of children aged from two to three years old. The programme’s curriculum encompassed different areas of development, including physical exercise and motor movement and social and linguistic development, using a unique teaching methodology that exposes the children to three different languages at the same time. The article includes a discussion of the weaknesses and strengths in implementing evaluation in early childhood education programmes, and concludes with some guiding principles that may prove useful in the evaluation of the appropriateness of any given assessment method used within an early childhood educational programme.

APRENDIZAJE AUTORREGULADO Y FOMENTO DE COMPETENCIAS EN DOS ASIGNATURAS DE MASTER A TRAVÉS DEL EMPLEO DE PLANTILLAS DE EVALUACIÓN, MÉTODO DEL CASO, ROLE-PLAYING Y VIDEO DIGITAL