Systematic Review of the Evaluation of Foster Care Programs.

Objetive: The aim of this study was to conduct an exhaustive synthesis to determine which instruments and variables are most appropriate to evaluate foster care programs (foster, kinship, and professional families). This evaluation includes the children, their foster families, their families of origin, professionals, and foster care technicians.

Method: The systematic review included randomized, quasi-randomized, longitudinal, and control group studies aimed at evaluating foster care interventions.

The voices of youths in COVID-19 times: exploring young people's emotional representations.

Since the spread of the COVID-19 virus worldwide, the pandemic had psychological consequences for the entire population for various reasons including restrictions, isolation, and socioeconomic changes. Young people were particularly affected by these psychological consequences, which formed the focus of the mental health concerns voiced by the World Health Organization. This research aimed to analyze, first-hand, the primary emotions that COVID-19 evoked in young Spanish people after two years of the pandemic.

The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country.

Introduction: One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching.

Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis.

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.

PTSD (Posttraumatic Stress Disorder) in Teachers: A Mini Meta-Analysis during COVID-19.

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.

How are children coping with COVID-19 health crisis? Analysing their representations of lockdown through drawings.

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 emotional state of young people in northern Spain after one year and a half of the COVID-19 pandemic.

Background And Objectives: Since the beginning of the COVID-19 pandemic, the young population 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).

A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years.

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.

Drawing the COVID-19 pandemic: how do children incorporate the health crisis and its consequences into their everyday thinking?

Objective: The general objective of this research was to explore how children understand and represent COVID-19 health crisis in their everyday thinking.

Design: 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.

Rape Culture, Revictimization, and Social Representations: Images and Discourses on Sexual and Violent Crimes in the Digital Sphere in Mexico.

The digital sphere has become a space in which misogyny-laden discourses are constantly presented. In fact, in Mexico persists a rape culture that justifies violent acts against women and blames the victims of the crimes through social opinions. The present study proposed an approach based on the Theory of Social Representations.

Emotional State of Mexican University Students in the COVID-19 Pandemic.

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.

The breaking of secrecy: Analysis of the hashtag #MeTooInceste regarding testimonies of sexual incest abuse in childhood.

Background: Incest remains one of the great taboos of contemporary society. Secrecy is also crucial in this type of sexual abuse against children, and many victims do not disclose their testimony. This situation changed, when in France in mid-January 2021, the #MeTooIncest movement emerged, and thousands of victims began to reveal the abuse they had suffered as children.

The Well-being of children in lock-down: Physical, emotional, social and academic impact.

The Covid-19 pandemic is having an unprecedented impact on societies. In the interest of maintaining social distancing, schools in many countries have closed their doors and children have been confined to their homes. Thus, the objective of the present study was to holistically analyze the well-being of children during a period of full lockdown in Spain, by considering physical, emotional, social, and academic indicators.

Prevalence of Anxiety, Depression, and Stress among Teachers during the COVID-19 Pandemic: A Rapid Systematic Review with Meta-Analysis.

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.

Well-Being of Adolescents in De-Escalation Situation: Physical, Emotional, Social, and Academic Impact.

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.

Reopening of Schools in the COVID-19 Pandemic: The Quality of Life of Teachers While Coping with This New Challenge in the North of Spain.

Background: This study aims to analyze how teachers perceived their quality of life when coping with the reopening of schools after their closure due to the COVID-19 pandemic.

Methods: This study was carried out with a total sample of 1633 teachers from the Department of Education of the Basque Autonomous Community (Northern Spain), all of the professionals working in different educational centers, from preschool education to university studies, with the average age of 42.02 years (SD = 10.

Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic.

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 ( = 42.

A Systematic Review of Research on Augmentative and Alternative Communication Interventions for Children Aged 6-10 in the Last Decade.

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.

Coping with COVID-19: social representations underlying blaming processes and fear.

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. For this purpose, we used the Grid Elaboration Method for free association elicited by the word "coronavirus".

[Emotional state of school and university teachers in northern Spain in the face of COVID-19.].

Objective: 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.

Exploring the social and emotional representations used by students from the University of the Basque Country to face the first outbreak of COVID-19 pandemic.

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 Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching.

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.