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The objective of this paper is to evaluate the efect of participation-based democratic innovations on psychological empowerment and group identifcation of children. To do so, it analyses the impact on the participants of a participatory democracy programme for groups of schoolchildren, 'Ágora Infantil' (AI). Evaluation is performed via a longitudinal study carried out over two years, with pre and post quantitative measurements of the target and control group. The sample consisted of 182 boys and girls. The data were gathered via a questionnaire made up of items prepared by a group of experts for the current study based on Zimmerman's empowerment theory (American Journal of Community Psychology, 23(5), 581–599, 1995, 2000). Items were also taken from other authors, for example afective links, which were used as an indicator to measure group identifcation (Gaviria et al. International Journal of Social Psychology, 30(3), 531–562, 2015). The results show that institutional political participation generates positive changes in the participants. More specifcally, the children improved in the two components of psychological empowerment (intrapersonal and interactional), with an intensifcation of relationship links with the group (the class). These fndings demonstrate the political and psychosocial importance of these participatory innovations being introduced and their medium-term efects. ; Project PAIDI (HUM-590). Universidad de Málaga / CBUA. This research project was made possible by the research agreement Ref. 8.07/5.38.4408 between the social agency Coglobal and the universities of Malaga, Huelva and Cádiz. Coglobal was responsible for the design and execution of the democratic initiative studied. We would also like to highlight the key role of the children that participated in the study and the invaluable support of the participating schools. Finally, we would like to thank the local councils that have promoted these types of experimental policies.

This investigation aims to show the relationship between participation and psychological empowerment and between participation and interaction under an institutional political participation programme. This initiative known as Ágora Infantil (AI) is characterised by an obligatory draw‐ based deliberative participation methodology with superordinate goals based on group dynamics, with games playing a central role. The evaluation was carried out using a quasi‐experimental design, with quantitative measurements of the experimental and control groups, along with systematic observation of the target group. The results support the hypotheses proposed: Participation in the AI programme led to an increase in psychological empowerment and positive interactions between the participants. These results offer information as to what design should be used for these types of political initiatives to favour inclusion and empowerment of children, while at the same time improving classroom relationships.

The objective of this paper is to evaluate the efect of participation-based democratic innovations on psychological empowerment and group identifcation of children. To do so, it analyses the impact on the participants of a participatory democracy programme for groups of schoolchildren, 'Ágora Infantil' (AI). Evaluation is performed via a longitudinal study carried out over two years, with pre and post quantitative measurements of the target and control group. The sample consisted of 182 boys and girls. The data were gathered via a questionnaire made up of items prepared by a group of experts for the current study based on Zimmerman's empowerment theory (American Journal of Community Psychology, 23(5), 581–599, 1995, 2000). Items were also taken from other authors, for example afective links, which were used as an indicator to measure group identifcation (Gaviria et al. International Journal of Social Psychology, 30(3), 531–562, 2015). The results show that institutional political participation generates positive changes in the participants. More specifcally, the children improved in the two components of psychological empowerment (intrapersonal and interactional), with an intensifcation of relationship links with the group (the class). These fndings demonstrate the political and psychosocial importance of these participatory innovations being introduced and their medium-term efects. ; Project PAIDI (HUM-590). Universidad de Málaga / CBUA. Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature.

El presente artículo es fruto de una investigación centrada en la percepción que las per-sonas trans de Andalucía tienen sobre lo que se articula en la Ley integral 2/2014, de 8 de julio, integral para la no discriminación por motivos de identidad de género y recono-cimiento de los derechos de las personas transexuales de Andalucía. El objetivo de este estudio es analizar el nivel de importancia que las personas trans conceden a las medidas propuestas en esta ley. Han participado un total de 100 personas trans de todas las provincias andaluzas a través de un cuestionario de valoración tipo Likert . Los resultados muestran que las personas participantes consideran de gran importancia todos los aspectos que se regulan en esta ley, aunque pese a ello, aparece un porcentaje significativo de personas que consideran que aún no están representadas en las leyes au-tonómicas. Estos resultados y sus implicaciones son analizados. ; This work is based on transgender's people perception that lives in Andalusia about the law number 2 of 8 July 2014, for non-discrimination and protection of transgender people from Andalusia. The aim of the study is to analyze the importance that individuals give to the measures proposed in this law. A total of 100 individuals participated in all Andalusia through a Likert scale. Results show that participants have attached great importance to the measures listed in this law but there are people that still feel unrepresented in the regional law. These re-search findings and their implications are discussed.

This work is based on transgender´s people perception that lives in Andalusia about the law number 2 of 8 July 2014, for non-discrimination and protection of transgender people from Andalusia. The aim of the study is to analyze the importance that individuals give to the measures proposed in this law. A total of 100 individuals participated in all Andalusia through a Likert scale. Results show that participants have attached great importance to the measures listed in this law but there are people that still feel unrepresented in the regional law. These re-search findings and their implications are discussed. ; El presente artículo es fruto de una investigación centrada en la percepción que las per-sonas trans de Andalucía tienen sobre lo que se articula en la Ley integral 2/2014, de 8 de julio, integral para la no discriminación por motivos de identidad de género y recono-cimiento de los derechos de las personas transexuales de Andalucía. El objetivo de este estudio es analizar el nivel de importancia que las personas trans conceden a las medidas propuestas en esta ley. Han participado un total de 100 personas trans de todas las provincias andaluzas a través de un cuestionario de valoración tipo Likert . Los resultados muestran que las personas participantes consideran de gran importancia todos los aspectos que se regulan en esta ley, aunque pese a ello, aparece un porcentaje significativo de personas que consideran que aún no están representadas en las leyes au-tonómicas. Estos resultados y sus implicaciones son analizados.

The academic literature shows that studies in the fields of Community Psychology and Group Psychology have reached the same conclusion: belonging to and identifying with a group has an impact on health. However, when the studies are reviewed, there seems to be little communication between those engaged in these two lines of work, as contributions made from the perspective of Community are not compared with those made from that of Social Identity. Therefore, this study opts for an integrative perspective that makes possible progress towards a political/social viewpoint. Specifically, it is sought to understand the relationship between identification with the neighbourhood in which one lives (what has been called "community identity") and the mental health of Malaga's immigrant population, a model being proposed in which the relationship between health and identity is mediated by empowerment. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech. Government of Spain's Ministry of Economy and Competitiveness, reference: PSI2013-40508-P

The objective of this study was to evaluate a participative democracy programme called Ágora infantil, carried out with students between the ages of 10 and 12. As in participatory budgets, the process is based on the research-action model (Lewin, 1946) and consists of the city council opening up decision-making on a part of the municipal budget or a concrete policy to the children of the municipality. This process of diagnosis, prioritization and decision-making was completed over the course of 5 to 7 sessions during school hours and implemented by the Coglobal association. Once the participants make a decision, the city council carries out the project selected in the municipality (the decision made is binding). The main goal of Ágora Infantil is to generate psychological empowerment and wellbeing amongst its participants, and to measure the effects of this programme on children's psychological empowerment. To this end, we used Zimmerman´s model (Zimmerman, 1995; Zimmerman, 2000). The operationalization of the strengthening was based on: 1) knowledge of local politics (as a component of the interactional dimension of psychological empowerment) and 2) the self-perception of being able to influence the future of the municipality (component of the intrapersonal dimension of psychological empowerment). In addition, wellbeing was evaluated through the perception of being heard (Casas y Bello, 2012) and trust in the city council. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

The objective of this study was to evaluate a participative democracy programme called Ágora infantil, carried out with students between the ages of 10 and 12. As in participatory budgets, the process is based on the research-action model (Lewin, 1946) and consists of the city council opening up decision-making on a part of the municipal budget or a concrete policy to the children of the municipality. This process of diagnosis, prioritization and decision-making was completed over the course of 5 to 7 sessions during school hours and implemented by the Coglobal association. Once the participants make a decision, the city council carries out the project selected in the municipality (the decision made is binding). The main goal of Ágora Infantil is to generate psychological empowerment and wellbeing amongst its participants, and to measure the effects of this programme on children's psychological empowerment. To this end, we used Zimmerman´s model (Zimmerman, 1995; Zimmerman, 2000). The operationalization of the strengthening was based on: 1) knowledge of local politics (as a component of the interactional dimension of psychological empowerment) and 2) the self-perception of being able to influence the future of the municipality (component of the intrapersonal dimension of psychological empowerment). In addition, wellbeing was evaluated through the perception of being heard (Casas y Bello, 2012) and trust in the city council. ; Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech.

Ágora Infantil es un programa de participación donde los chicos y chicas deciden en qué invertir los recursos económicos que el Ayuntamiento pone a su disposición. Se desarrolla en las aulas, y gracias al mismo sus destinatarios analizan el territorio en el que viven, realizan propuestas, deliberan y construyen colectivamente propuestas. Se trata por lo tanto de un programa de democracia participativa, basado en el modelo de investigación-acción de Lewin (1946), donde los más jóvenes adquieren un papel activo y deciden sobre algunos de los aspectos que afectan a su vida, lo que puede conducir a su fortalecimiento (Musitu y Huelga, 2004). Esta iniciativa política responde al artículo nº12 de la Convención sobre los derechos del niño: "Los Estados parte garantizarán al niño que esté en condiciones de formarse un juicio propio el derecho de expresar su opinión libremente en todos los asuntos que afectan al niño, teniéndose debidamente en cuenta las opiniones del niño, en función de la edad y madurez del niño" (ONU, 1989, p. 4); propiciando así que los niños y niñas sean un agente activo de la sociedad y adquieran una participación protagónica en sus contextos. Los principales objetivos del programa son favorecer el conocimiento y la confianza institucional, facilitar la percepción de escucha entre estudiantes y adultos, así como fomentar la potenciación psicológica. La evaluación se ha llevado a cabo mediante un diseño intergrupal (grupos diana y control) e intrasujeto (pre y post). Las variables dependientes han sido: percepción de ser escuchados/as, confianza en el Ayuntamiento, conocimiento de la política local y autoeficacia (componente de la dimensión intrapersonal del fortalecimiento psicológico). La muestra está compuesta por 224 personas en el grupo diana y 145 en el grupo control. Los resultados indican que no hay diferencias entre los grupos antes de la intervención, sin embargo la medición post intervención arroja valores más altos en el grupo diana en comparación con el control. Los análisis intrasujeto ...