Building partnerships in education through a story-tool based intervention: Parental involvement experiences among families with Roma backgrounds.

Introduction: School educators are likely to explain the poor educational trajectories of students with Roma backgrounds related to the lack of parental support and interest in children's education. Aiming to understand further the patterns of Roma group's parental involvement in children's school life and their engagement experiences in school-related activities, the current research set an intervention supported by a culturally sensitive story-tool. Method: Grounded in the intervention-based research framework, 12 participants (i.e., mothers) from different Portuguese Roma groups participated in this study. Data was collected through interviews conducted pre-and postintervention. Eight weekly sessions were delivered in the school context, using a story-tool and hands- on activities to generate culturally significant meanings regarding attitudes, beliefs, and values toward children's educational trajectories. Results: Through the lens of acculturation theory, data analysis provided important findings under two overarching topics: patterns of parental involvement in children's school life and participants' engagement in the intervention program. Discussion: Data show the distinct ways Roma parents participate in children's education and the relevance of mainstream contexts providing an atmosphere likely to build collaborative relationships with parents to overcome barriers to parental involvement.

Diagnóstico de necesidades a través del binomio Trastorno de la Conducta Alimentaria y Autorregulación en dos organizaciones sociales de Granada (España) / Needs assessment through the binomial eating disorder and self-regulation behavior in two social organizations in Granada (Spain)

FUNDAMENTOS: Debido al creciente número de casos de Trastornos de la Conducta Alimentaria en la ciudad de Granada (España) se ha llevado un diagnóstico de necesidades en dos organizaciones sociales que abordan estos trastornos: ADANER Granada y Unidad Elca, con la finalidad de mejorar su funcionamiento. El objetivo fue diagnosticar necesidades que impidan el funcionamiento óptimo de todos los elementos que componen el contexto a través de la línea teórica "Autorregulación". MÉTODOS: Estudio descriptivo/cuantitativo de carácter transversal, complementándolo con instrumentos cualitativos. Se realizaron dos cuestionarios de escala Likert sobre autorregulación a una muestra de 50 sujetos (25 pacientes del centro y 25 familiares). También se utilizó una guía de autoevaluación que se aplicó a 14 sujetos (11 profesionales del centro y 3 pacientes) pertenecientes a la Asociación ADANER Granada y a la Unidad Elca. RESULTADOS: Se detectaron una serie de necesidades como ampliar el tiempo del tratamiento, el alto nivel de exigencia en relación a la aparición del trastorno en las pacientes y familiares, la falta de motivación de familiares y pacientes como agravamiento de las complicaciones de la enfermedad. El trabajo multidisciplinar se posiciona como la fortaleza más destacable. CONCLUSIONES: Los resultados obtenidos aportan información sobre las principales carencias y necesidades que tienen los principales implicados el proceso de tratamiento y mejora de los Trastornos de la Conducta Alimentaria (pacientes, familiares y profesionales). Se observó que una mejora en los procesos de autorregulación de las pacientes y los familiares mejoraría de manera significativa el tratamiento, por lo que se precisa elaborar proyectos orientados a la mejora de la autorregulación de estos colectivos. Así mismo se identifican factores asociados a recursos y temporalización que supondrían una mejora sustancial de los tratamientos por parte de los profesionales

BACKGROUND: Due to the increasing number of cases of Eating Disorders in the city of Granada (Spain) a diagnosis of needs has been carried out in two social organizations that address these disorders: ADANER Granada and Elca Unit, in order to improve its functioning. The objective was to diagnosis needs that prevent the optimal functioning of all the elements that make up the context through the theoretical line "Self-regulation". METHODS: Across-sectional descriptive/quantitative study, complemented by qualitative instruments. Two Likert-scale questionnaires on self-regulation were administered to a sample of 50 subjects (25 patients from the center and 25 relatives). Also aself-assessment guide that was applied to 14 subjects (11 professionals from the center and 3 patients), all of them belonging to the ADANER Granada Association and the Elca Unit. RESULTS: Aseries of needs have been detected in relation to the need to extend the time of treatment, the high level of demand in relation to the appearance of the disorder in patients and relatives, the lack of motivation of family members and patients as aggravation of the complications of the disease. The multidisciplinary work is positioned as the most remarkable strength. CONCLUSIONS: The results obtained provide information on the main deficiencies and needs of the main people involved in the process of treatment and improvement of Eating Disorders (patients, relatives and professionals). It is observed that an improvement in the processes of self-regulation of patients and family members would significantly improve treatment, so it is necessary to develop projects aimed at improving the self-regulation of these groups. It also identifies factors associated with resources and timing that would mean a substantial improvement in treatments by professionals

Structural Equations Model (SEM) of a questionnaire on the evaluation of intercultural secondary education classrooms / Modelo de ecuaciones estructurales (SEM) de un cuestionario sobre la evaluación de clases interculturales de educación secundaria

This research includes the design of a questionnaire for evaluating cultural coexistence in secondary education classrooms (Berrocal, Olmedo & Olmos, 2014; Olmedo et al., 2014), as well as the comparison of its psychometric properties in a multicultural population of schools in southern Spain. An attempt is made to create a valid, reliable and useful tool for teachers to measure conflict situations in the classroom, as well as understanding the nature of the conflict from the point of view of all those involved. The metric aspects show a maximized content and construct validity (Muñiz, 2010) using a Structural Equation Model (SEM) and Confirmatory Factor Analysis (CFA) analysis, checking and modifying its model by Wald and Lagrange indicators (Bentler, 2007), to obtain the most adjusted model to the theoretical and goodness criteria.

Esta investigación incluye el diseño de un cuestionario para la evaluación de la coexistencia en las clases de educación secundaria (Berrocal, Olmedo & Olmos, 2014; Olmedo et al., 2014) y la comparación de sus propiedades psicométricas en una población multicultural de centros educativos en el sur de España. Se busca crear un instrumento válido, fiable como instrumento, útil al profesorado para evaluar las situaciones de conflicto en el aula, pero entendiendo la naturaleza del conflicto desde el punto de vista de aquellos que están involucrados en él. Los aspectos métricos muestran una alta validez de contenido y constructo (Muñiz, 2010) empleando un modelo de ecuaciones estructurales (SEM) y un análisis factorial confirmatorio (CFA), para comprobar y modificar su modelo de acuerdo con los indicadores de Wald y Lagrange (Bentler, 2007), para obtener el modelo más ajustado a la teoría y los criterios de bondad.