Suchergebnisse

This article analyses the effects of burnout in a sample of social workers from Malaga, Spain. The results obtained with the structural equations model confirm that burnout has a negative influence on workplace support, job satisfaction and life satisfaction and that workplace support has a positive influence on job satisfaction. Workplace support acts as mediator variable between burnout and job satisfaction and buffers the negative effects of burnout on job satisfaction and life satisfaction among social workers.

The goal of the study was to explore the relationship between personality characteristics and the development of resilience in the context of social work. To do this, combining the transverse and longitudinal approaches, we investigated 479 students and professional social workers. For students, the within-subject analysis shows that this group, while pursuing a university degree, are reaching greater openness, accountability, extraversion and kindness and, by contrast, are reducing their levels of neuroticism, which is the personality trait that acquires smaller presence on the professional stage. The regression results also confirmed the influence and predictive ability of personality traits on the resilience of students and social workers.

Summary This study analyzes whether resilience, defined as a process rather than as a static response over time, is associated with social work. The main aim was to determine whether social work increases resilience in students and professionals during training and when practicing the profession. The sample consisted of 613 university students and professionals from Malaga (Spain). Findings The longitudinal study of social work students indicated statistically significant within-subjects differences during their university course in the components of resilience (personal competence, acceptance of self and life, and social support). Regarding professionals, the results show a positive association between years of experience and their acceptance of self and life and coping with workplace adversity. Applications Implications include the need to focus on the development of positive experiences during training and the practice of social work, such as the capacity to be resilient.

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 ...