Introduction Faced with the global health emergency, a product of Covid-19, the educational system was forced to change its dynamics, assuming new challenges and adapting to virtual environments (Sierra, López, Azar & Trevethan, 2020). In this sense, the teaching task from home supposes an increase in the hours dedicated to their work, since they have seen the need to be trained in digital platforms to be able to respond to the changes derived from confinement; which can quietly generate professional wear and tear.ObjectivesAnalyze the relationship between professional burnout and increased workload on teachersMethodsA cross-sectional study of correlational scope was carried out in 60 (n = 60) teachers, working actively at a higher education institution. A sociodemographic scale was designed to identify the hours dedicated to work before and during confinement and to evaluate professional burnout, the adaptation of the MBI instrument for the Colombian population was used (Barbato, Córdoba, González, Martínez & Tamayo, 2011)ResultsA 50% increase in the workload of teachers was observed during confinement, besides, a statistically significant correlation between professional burnout and the increase in hours dedicated to work (Table 1)ConclusionsIt was possible to conclude that the significant increase in the workload in teachers correlates positively with levels of emotional exhaustion and depersonalization; however, no correlations were observed between workload and personal achievement of higher education teachers.

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IntroductionSexting is sending / forwarding erotic-sexual content voluntarily through technological devices and / or the internet. (Fleschler-Peskin, 2013). Real Participation (RPS), Active Disposition (ADS) and Emotional Expression (EES) was studied.ObjectivesCompare sexting in two groups of participants: female and maleMethodsComparison of data means measured by the Cronbach alpha sexting behavior scale α = 0.92, (Chacon-Lopez, et al, 2016). Sample N = 900 (447 female and 453 male)ResultsThe ADS and RPS decrease between 18 to 20 years old and increase between 20 to 22 years old. EES decreases when increasing age, except in 20 years old. Applying multiple regression analysis, control variable sex and reference group age 18 old, presents statistically significant difference, excepting 19 years old in EES and 22 years old in RPS. (Figure 1)Comparing age and gender, ADS men present higher levels than women, excepting 19 years old. EES and RP, no significant differences are observed. Comparing women’s mean show lower AD levels than men with Cohen’s effect size d = 0.62, (Cohen, 1988). Related to PRS averages, women present lower levels than men without statistically significant differences. Comparing means, women show lower ADS levels than men effecting d Cohen d = 0.46, (Cohen, 1988). (Figure 2)ConclusionsEvidence difference between men and women, in ADS and EES, without pattern associated with age, young men and women sexting

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Introduction Four specific forms of violence have been identified in the socialization process of children, and these are: “violent discipline and exposure to domestic abuse; violence at school; violent deaths among adolescents; and sexual violence ”. (UNICEF, 2017, p2), In this regard Redondo & Inglés (2014) affirm that it is increasingly evident the need to promote prosocial behavior models based on empathy and assertiveness in educational institutions, in order to avoid the appearance of violent demonstrations. Objectives Analyze the levels of prosocial behavior according to sex in adolescents Methods A descriptive, cross-sectional study was conducted in 105 (N = 105) adolescents. A sociodemographic survey was used to investigate aspects related to the study objective and the Prosocial Behavior questionnaire by Martorell and Gonzales (1922) to measure prosocial behavior. Results 57.7% of the adolescents evaluated presented adequate prosocial behaviors. When examining the difference between sex, the expected values were initially verified, which indicated the feasibility of performing a student’s T; As can be seen in Table 1, the mean corresponding to the female sex was 49.62%, in contrast to a mean of 49.93% for the male sex, indicating the absence of statistically significant differences. Conclusions It was concluded that the higher the optimal levels of empathy, the lower the aggressive behavior presented by teenagers. Disclosure No significant relationships.