Resumen: Uno de los contextos donde las personas con orientaciones afecti vo-sexuales no normativas sufren mayor discriminación, violencia y rechazo es el escolar . Evidencias empíricas verifican que este acoso sufrido en el pasado puede dejar una impor tante huella en el bienestar psicológico de estos sujetos. El estudio actual tuv o como principal objetivo analizar si aquellas personas lesbianas, gais y bisexuales (LGB) que sufrieron un evento estresante en la infancia y/o adolescencia, tal como haber sido víctima de acoso escolar por moti vo de orientación afecti vo-sexual, tiene consecuencias negativas en su bienestar psicológico. Los resultados obtenidos, realizado con 119 sujetos LGB sugieren que el bullying sufrido en la infancia y/o adolescencia influye en el bienestar psicológico de los sujetos en la actualidad, concretamente, en los niveles de depresión y ansiedad, autoestima y balanza de afectos. Junto a esto, las dimensiones de instrumentalidad y expresividad de la identidad de género son también factores que pueden influir en el bienestar psicológico.Palabras clave: Acoso homofóbico; bienestar psicológico; identidad de género; LGB. Retrospective differential analysis of mental health variables in lesbians, gays and bisexuals (LGB) victims of homophobic bullying at schoolAbstract: One of the contexts where persons with non-normative affective-sexual orientation suffer more discrimination, violence and rejection, is the school context. Empirical evidence verifies that this harassment, suffered in the past, may leave an important imprint on the psychological well-being of these subjects. The present study had as its first objective to analyze if lesbians, gays and bisexuals (LGB) who suffered a stressful e vent in childhood and/or adolescence, such as ha ving been the victim of school harassment on account of af fective-sexual orientation, show negative consequences in their psychological well-being. The results, obtained from 119 LGB subjects, suggest that b ullying suffered in childhood and/or adolescence af fects the subjects' psychological well-being of today and, specifically, depression and anxiety le vels, self-esteem and af fective balance. Along with these factors, the instrumentality and expressiveness dimensions of gender identity can also be factors which may influence psychological well-being.

This research studies the effects of a friendly and cooperative game-program on child socio-affective relations and group cooperation capacity, between ages 6 and 7. For this purpose 125 experimental subjects were compared with 53 control subjects, using a pretest-intervention-posttest design. The intervention consisted of 22 play sessions carried out during one academic year. Each session lasted between 60 and 90 minutes, in which 4 or 5 game activities took place. The 54 games in the program encouraged the children to take part, accept others, co-operate, and share as well as to develop their symbolic play and to enjoy themselves. Results show that the program induced the experimental subjects toward positive changes in the socio-affective relations within the groups, as well as group cooperation capacity.

The aim of this work is to present the adaptation to the European Higher Education Area of a questionnaire on the opinions of University of the Basque Country students about their lecturers teaching process. This process undertaken at the University used a mixed methodology approach. After reviewing questionnaires from other universities, taking into account the theoretical framework of the new questionnaire, the transversal skills adopted by the University and the three dimensions set out by ANECA, a series of indicators and possible items deemed suitable to be included in the new questionnaire were drawn up. This theoretical framework, the indicators and the items were all compared and contrasted within various focus groups undertaken with experts in the topic, with lecturers from the different areas of the University, and with students. Based on this comparison, the pilot questionnaire, which had 18 items plus two more criterion-referenced items, was drawn up. This was applied to a sample of almost one thousand students. The analyses carried out to compare the efficacy of the items, as well as the reliability and the validity of the test, show that the questionnaire rigorously complies with the standards required by this type of instrument. Finally, in the discussion of the results, certain controversial aspects, or those relating to improving the evaluation of the university teaching staff, are presented. Indicated amongst these aspects, is the need to incorporate the questionnaire into a more wider-ranging evaluation plan, such as DOCENTIA, the possibility of creating ResumenEl objetivo de este trabajo es presentar el proceso de adaptación al Espacio Europeo de Educación Superior del cuestionario de opinión del alumnado sobre la docencia de su profesorado que se ha seguido en la Universidad del País Vasco. En este proceso se ha adoptado una metodología mixta. Tras efectuar la revisión de los cuestionarios de otras universidades, teniendo en cuenta el marco teóri-co del nuevo cuestionario, las competencias transversales adoptadas por la Universidad y las tres dimensiones que señala la ANECA, se redactaron una serie de indicadores y posibles ítems susceptibles de conformar el nuevo cuestionario. Este marco teórico, los indicadores e ítems fueron contrastados en diversos grupos de discusión realizados con expertos en el tema, profesorado de distintas áreas de la propia universidad y alumnado. A partir de este contraste se construyó el cuestionario piloto. El mismo consta de 18 ítems más dos ítems criterio. Fue aplicado a una muestra cercana al millar de alumnos. Los análisis realizados para comprobar la eficacia de los ítems, así como la fiabilidad y la validez de la prueba señalan que el cuestionario cumple con rigurosidad los estándares exigidos a este tipo de instrumentos. Por último, en la discusión de los resultados, se presentan algunos aspectos de controversia o mejora de la evaluación del profesorado universitario. Entre otros, se señala la necesidad de insertar el cuestionario en un plan de ev...

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The purpose of the Family Co-responsibility educational programme is to educate parents. Its overall aim is to improve the shared collaboration and responsibility of all family members at work together with current family life, particularly for future generations. The programme content is grouped into three large development areas: a) Family co-responsibility, b) communication, and c) negotiation and problem solving. The design of the Family Co-responsibility Programme was based on the conclusions of an investigation carried out in Spain with 1,710 families on the nature, sources of influence, and consequences of family co-responsibility and its relationship with children's development. The main educational and social implications that can be derived from the programme are two: 1) to provide parents with educational strategies that will help them socialize their children in equality and co-responsibility values; 2) to favour family and work adjustment through the participation of family members in family life and work.