ARZA PORRAS J., SAYÓN-OREA C. and MATEO GARCÍA M., 2019. Evaluation of the “Prevenir en Familia” (“Prevention within the Family”) project: peer education for drug use prevention. Revista Española de drogodependencias, no 44, vol 4, p. 38-53. ISSN-e 2341-1759
The family, as a primary unit of socialisation, generates risk factors and protection against drug use. Therefore, the family environment must be one of the key areas for preventive actions. “Prevenir en Familia” is a project developed by the Government of Navarre since 2001, which includes peer education as a methodology to work on overall prevention with parents in educational centres. In this article, in addition to describing the theoretical and methodological model underlying this project, we present the results of an evaluation conducted of the period between 2001 and 2016. The results of this evaluation, as well as the review of various meta-evaluations and good practice guides, confirm the suitability of the main methodological decisions incorporated into the design of this project. Particularly noteworthy is the ability of peer education to respond to highly relevant quality criteria, such as interactivity, generating mutual support or creating a pleasant and relaxed learning environment. However, as in other research, it is noted that attracting and keeping people involved are the main difficulties in family prevention.
MARTÍN, B. and MORAL, M. de la V., 2019. Relationship between emotional dependence and psychological abuse in the form of victimisation and aggression in young people . Revista iberoamericana de psicología y salud, vol. 10, no. 2, p. 75-89. ISSN 2171-2069
Specialised literature has covered the connection of emotional dependence with violence in general when dating, but hardly with psychological abuse. The goal of this paper is to study the connection between emotional dependence and psychological abuse in the form of victimisation and aggression. Method: The sample consists of 396 Spanish adolescents and young people from the general population aged between 15 and 30 (M = 19.36, SD = 2.60). Emotional dependence was assessed through the Inventory of Interpersonal Relations and Sentimental Dependencies (IRIDS-100) and victimisation or psychological abuse was based on the Questionnaire on Victim Aggressor Violence when Dating (CUVINO-VA). Results: Psychologically victimised youths and the perpetrators of this type of violence display higher average scores in emotional dependence. Emotional dependence is not related to gender, age, or level of education, while psychological abuse is related to age and level of education. Conclusions: There is a connection between emotional dependence and psychological abuse and the self-deception macro-factor best explains this type of relationship. We need to enhance affective education and promote research on emotional dependence, given its significance in dating violence.
SÁEZ SÁEZ, Luis. Social Educators in Schools: their Meaning, New Needs and New Strategies . Educació Social. Revista d'Intervenció Socioeducativa, 71, January-April 2019, 15-38. ISSN 2339-6954
21st-century society has evolved and schools have not kept up. Therefore, they have to respond to current needs and challenges in order to generate a greater degree of equality and social equity, greater attention to coexistence and inclusion, and to offer firm alternatives to the socioeconomic disadvantage that seems to be one of the causes of the high degree of school failure. Why is the presence of social educators necessary in the school system? Because it favours and supports social, academic and cultural inclusion, as well as encouraging schoolchildren to be trained as democratic citizens who sustain coexistence and positive relations with their peers, develop values, and promote healthy attitudes. School, understood in this way, is a meeting place for teachers and social educators.
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