This article describes the current problem of bullying in schools in Andalucia (southern Spain) and goes on to examine some possible responses being developed at the University of Seville to meet the challenge of school‐based aggression. The project goes under the collective rubric of “SAVE”—The Seville Anti‐Bullying in School Project. The SAVE project combines an investigative research initiative with a preventive action programme aimed at reducing the problems of violence in primary and secondary schools. This takes a whole‐school approach (similar to that used in the Sheffield Anti‐Bullying Project in the U.K.) And involves coordinated action against bullying across 13 schools situated in socially deprived areas in Seville. The problem is approached through the school curriculum and places particular emphasis on children who are considered to have special needs in this area. Aggr. Behav. 26:113–123, 2000. © 2000 Wiley‐Liss, Inc.

The purpose of this study is to explore the relationship between Basic Psychological Needs including Autonomy, Competence and Relatedness (Deci and Ryan, 2000) and factors predicting resilience (American Psychological, 2010) among Palestinian school students who are living under adversity in the West Bank. The participants were 537 students 13 and 14 years old (45% male and 55% female) representing both urban and rural areas of the northern West Bank. All participants completed the CYRM-28 Psychological Resilience Questionnaire (Liebenberg et al., 2012) and The Basic Psychological Needs Scale-General Version (Ilardi et al., 1993). Structural Equation Modeling (SEM) analysis results showed that the BPN model adequately explained variable variance (MOD FIT/CFI = 0.998) and that satisfying Basic Psychological Needs had positive and signifi cant effect on resilience factors of Caregiving (Physical and Psychological Caregiving), Individual (Personal Skills, Peer Support, and Social Skills), and Context (Spiritual, Education and Cultural Context). The role of (BPN) was signifi cant ( = 0.297, p < 0.001), ( = 0.409, p < 0.001), and ( = 0.241, p < 0.001) respectively Caregiving, Individual, and Context, factors were high (0.711, 0.706, and 0.80) respectively, which in turn indicated that (BPN) plays strong role in explaining the variance of Caregiving, Individual, and Context factors. Based on these fi ndings, (SDT) can predict Resilience factors in case of satisfying (BPN). Findings of the study support that educational and family practices focusing on satisfying psychological needs are related to childhood resilience in the face of adversity.

This article presents the results of an assessment of the Quality of Infant Education done in the Seville area. Quality was dejined in structural and process variables. Structural variables were the ratio, group size and training of teachers; process variables included classroom quality, assessed with the ECERS scale (Harms and Clifford, 1980), and educational practices, observed with GAP (Palacios and Lera, 1991). The sample was composed of 59 preschool units ofjive-year-old children. Data show a description ofthe structural and process variables of quality, the interrelations between both sets of variables, and differences in the quality ofprovisions offered by public and private sectors. The results indicate a general low quality of care and that there is a need for further improvement in the quality ofday-care provision.

In this study we analyzed the interaction between active seniors and mobile phone use. Results were obtained from a survey. Participants were 165 active seniors enrolled in university programs for seniors, most of whom owned a mobile phone and used it for basic functions such as making calls, creating a contact list, checking the time, and sending text messages. The mobile phone did not have a social expansion function (that is, to extend their social networks) for these people; but it did provide them with social support by allowing them to keep in touch with their relatives. It also made them feel secure, free, and independent.Two of the major challenges in today's society are the information and communication technology revolution and the demographic shift caused by an aging population.Information and communications technology (ICT) exerts great influence; it has modified the way we relate to one another by easing communication and interaction, as well as giving people access to resources anywhere, anytime. Mobile phones have a key role in ICT (Ezoe et al., 2009;Nieto Tamargo, 2008) and through their use interaction over distance has been eased, thus facilitating communication with public and private institutions, and also performing the same functions as, and therefore replacing, other devices (e.g., taking photographs, sending text messages, listening to music, accessing the Internet). Mobile phones are so versatile that they have gained a general presence in SOCIAL

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