VILA MUMBRÚ, C., 2020. Willing and available. Knowledge, understanding and attitude for socio-educational work with young people. RES: Revista de Educación Social, nº 30, p. 12-49. ISSN-e 1698-9007
The concept that educators have of young people and youth, of adultcentrism and the role of the power of institutions and the workplace, the current generational gap, views ranging from solid values to liquid reality, how and from what position educators perceive and listen to young people and understand the concept of education are elements that characterise and determine (socio)educational relationships and support processes for young people. Spaces of reflection, silence and self-knowledge are tools that help to become more aware of what those elements are and to have better criteria and a more nuanced approach to decide what ingredients contribute to a (socio)educational relationship and, also, to better recognise the ingredients that young people or groups of young people bring to the relationship. To understand young people and youth, with all their personal and contextual circumstances, to support them with fullness and generosity on a shared journey, we must be willing and available to learn and train with a critical attitude, with openness and prepared to make the effort.
DOLORES SÁNCHEZ HERNÁNDEZ, M., CARMEN HERRERA-ENRÍQUEZ, M. and EXPÓSITO, F., 2020. Controlling behaviours in couples in the digital age: Acceptance of gender violence, sexism and myths about love. Psychosocial Intervention, vol.29, nº2, p 67 – 81. ISSN 1130-5274
Young people have added information and communication technologies (ICT) and their influence on socialisation as a new way of exercising controlling behaviours in their relationships This paper aims to study the influence of some variables that affect the social perception of these controlling behaviours, such as the role of the participant in a given situation (protagonist vs. observer) and the means of control used (face-to-face vs. WhatsApp) while considering the effect of attitudes related variables: acceptance of intimate partner violence against women (IPVAW), sexism, and myths about romantic love. Two studies were conducted: the first study involved women (n = 224) and the second study involved men (n = 120), all college students. The main results revealed that both women and men identified controlling behaviours among other peer couples; however, few of them acknowledged experiencing or exercising these behaviours within their relationships. Furthermore, the role played in the situation and the ideological variables (ambivalent sexism, acceptance of violence, and myths about romantic love) were found to influence the social perception of partner violence. However, no influence was detected regarding the means of control. These findings contribute to existing literature, showing that the controlling behaviours exercised through technological means are accepted and internalised among young people. It also provides new data on the social perception that this section of the population has regarding controlling behaviours in relationships, depending on whether they take the role of observers or protagonists of a violent situation.
ALBA GÓMEZ, S. and CASTILLO ALLÉS, D. del, 2020. Early Intervention Programme in Psychosis, PiPPS. A socio-educational view for young people in mental health. RES: Revista de Educación Social, no. 30, pp. 274-290. ISSN 1698-9007
In recent decades, the need for resources for young people regarding early interventions has been established. Programmes designed to address the early stages of psychosis have shown that they reduce the rate of admission and overall associated costs. They also help improve the quality of life. In 2018, the Mental Health Association (Association Doa Saúde Mental), an organisation that has been promoting the admission, support, self-help, care and representation of people with mental health problems and their families, launched the Early Intervention Programme in Psychosis (PiPPs).
This program arose due to the need for mental health care, an area that mainly focuses on treating people with long-term mental disorders. These treatments largely ignore the characteristics of the initial phases and context. Consequently, programmes are needed that address the first years after diagnosis, considering the needs and interests of this young sector of the population.
The relevant aspects of the programme from a socio-educational and inclusive perspective are detailed below. They consider data that support the need for specific actions in the early stages. In addition, special emphasis is placed on prevention and on detecting determining factors in the development of psychosis.
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