Background/Objective Adult Lower Secondary Education is an education program for basic qualifications for the labor market. Our study aimed to compare lifetime mental health problems between current Adult Lower Secondary Education students and higher Vocational Education students, as the former constitutes a highly distinct and understudied group. Methods Findings were based on a cross-sectional self-report survey. Lifetime relative odds of occurrence of mental disorders [i.e., psychiatric disorders typically diagnosed in adults, learning difficulties or deficit hyperactivity disorder (ADHD)] were compared between Adult Lower Secondary Education students ( n = 134) and Vocational Education students ( n = 149). Results While the frequency of mental health problems was high in both groups, psychiatric disorders typically diagnosed in adults were more common in Adult Lower Secondary Education students than among other students. Vocational Education students reported higher rates of ADHD. Conclusion There is a need for additional psychological resources for Adult Lower Secondary Education students, an educational level that is the last path for many to acquire a basic degree.

RESUMEN:La Universidad posee la responsabilidad de formar profesionales, lo cual significa dotar a las personas de las competencias necesarias para enfrentarse al mundo con un compromiso con la justicia social. En este trabajo se muestra una experiencia de Aprendizaje-Servicio (ApS) -y su evaluación-como una manera de colaboración, servicio y mejora de la comunidad. En primer lugar, se analiza el contexto teórico del ApS como metodología en relación con el desarrollo comunitario y la inteligencia emocional. En segundo lugar, se describe una experiencia de ApS llevada a cabo en los grados de educación de la Universidad de Navarra. El objetivo ha sido acompañar al alumnado en el análisis de la actuación socioeducativa y su capacitación para intervenir pedagógicamente en ámbitos concretos. Por último, se presenta la evaluación realizada a través de cuestionarios de satisfacción y participación; así como una escala de análisis de capacidades trabajadas, realizada al efecto. Los resultados muestran que metodologías como el ApS logran un alto grado de satisfacción, compromiso y motivación del alumnado por la tarea.PALABRAS CLAVE: Aprendizaje-Servicio, desarrollo comunitario, inteligencia emocional, capacidades. THE EMOTIONAL EDUCATION OF TEACHERS AND ITS TEACHING WORK: A EXPERIENCE OF SERVICE-LEARNING AT THE UNIVERSITY AND ITS EVALUATIONABSTRACT: University has the responsibility to train professionals, which means providing people with the necessary competences to face the world with an engagement to social justice. This paper presents a service-learning experience (SL) -and its evaluation-as a way of collaboration, service and improvement of community. Firstly, this work analyses SL and its theoretical context as a methodology in relation to community development and emotional

Development Education (DE) has been gaining its own identity in Spain. The practice started in the context of NGOD, a context in which not only is DE still actively present, but also one in which it exerts considerable influence. DE has been reclaiming its own space and rationale and managing to find its way into all the educational contexts. But for this process to continue there should be institutional support translated into legislation which promotes its implementation. In this article we shall first study the principal conceptualization of DE in Spain and give a brief historical overview. In the second part the major milestones of DE will be highlighted in both non-formal and formal contexts. Namely, we shall look in more detail at the legislation which has enabled progress for DE.

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Sianes forman el equipo coordinador de un libro escrito por un total de 44 autores. Todos ellos son punto de referencia en España, en el trabajo de la Educación para el Desarrollo (EpD) dentro del ámbito educativo universitario y de las ONGD: