This systematic review offers an overview of the results of research from the last 10 years con-cerning the teacher-student relationship and its connection with other attachment theory con-structs and child development variables. An exhaustive search of Web of Science, SCOPUS, and PsycINFO was performed, finding a total of 24 studies that met the established eligibility criteria. The evidence accumulated between 2010 and 2020 suggests that: 1) early care experiences have an effect on the formation of new relationships at primary school, although it is possible that children will construct new mental representations based on interactions in day to day life, 2) at the level of the teacher's characteristics, attachment style and the availability towards children's needs seem to be associated with school adjustment and problematic behaviour in children, and 3) the quality of the teacher-student relationship is significantly associated with externalizing and internalizing behaviour, school liking, peer acceptance, academic performance, self-concept and emotional regulation in children. For its part, when evaluating the quality of the teacher-student relationship, STRS continues to be widely used to study the teacher's perspective. However, in recent years other measurement instruments have become available that explore the perspective of the student, most notably CARTS and SPARTS. Advances in the study of the teacher-student relationship as a bond with important implications for the development of children in the pri-mary education stage are discussed.

The aim of the present study is to describe the behavioral and emotional disturbances in the Fragile X Syndrome (FXS) and to analize the impact of having a member with FXS on different aspects of family functioning. A sample of 79 parents with a member with FXS and 80 parents with a member with typical development participated in the study. Results showed that between 17% and 66% of children and adolescents with FXS displayed significant behavioral and emotional disturbances and fewer prosocial behaviors. In addition, after controlling for behavioral and emotional difficulties, our results showed that families affected by FXS experienced a more negative impact on feelings about parenting, finances, siblings, and the degree of difficulty of living with a child or adolescent with FXS, and greater family adaptability and cohesion than the comparison group. In conclusion, our results highlight that it is important to consider these differences in clinical practice when supporting and counselling families affected by FXS.

This study is part of a research project into coexistence and school mediation. Its aim is to develop a tool (short version) to measure moral, emotional, and socio-cognitive training and the socio-personal impact of mediation on mediating pupils and teachers and mediated pupils. The theoretical starting model on which the development of this tool is based is the Educational Model for Development of Competences through. Mediation (EMODESM). Methodology: the design is based on combining three previously-published questionnaires to create a single tool for evaluating mediation. The construct validity of this tool was studied in two phases. First, a sample of school students (n = 102) from Navarra (Spain) was evaluated, which gave rise to the revision of the tool. Second, the construct validity (confirmatory and exploratory factor analysis) and reliability (Cronbach's alpha [alpha]) of the revised tool were assessed with a new sample of school students (n = 140) from the Autonomous Community of Valencia. Results: we present a mediation assessment tool (MEQ) with 23 items and four dimensions: social impact, the interpersonal emotional area, the personal emotional area, and the moral cognition area. The reliability of the questionnaire showed appropriate values (alpha(Total) = 0.9497; alpha(Perception-SocialImpact) = 0.7896 ; alpha(EmotionalInterpersoal) = 0.7690; alpha(EmouonalPersonal) =0.8672; alpha(CognitiveMoral) = 0.9402). Discussion: the structure of factors shown by the MEQ

Teaching professionals¿ stress and burnout imply human capital costs and, consequently, economic costs. These costs justify the aim of this research: to offer an analysis of European teachers¿ health compared with other workers. To achieve this goal, a review of PsycoINFO, ERIC, Web of Science and Google Scholar databases from 2017 to 2019 was conducted. The study is complemented by an empirical analysis from the Sixth European Working Conditions Survey (n¿=¿27,756). Main findings show that teachers present higher levels of stress, anxiety, fatigue or sleeping problems when compared to other professions as a whole. Nevertheless, they are more satisfied at work. From an applied perspective, these results point to a need to develop specific actions to improve teachers¿ wellbeing.

Introduction. Studies stress the importance of emotions in conflict, describing how they influence any mediation process. Resolving conflicts requires emotional abilities and it usually implies emotional learning. One of the main objectives of this paper is to better understand the role of emotions in mediation processes: how they impact this process and what emotional aspects are developed through them. A review of the theoretical framework of mediation related to this specific issue and the results of an emplirical study based on the emotional experience of mediation processes are presented. Method. An ad hoc questionnaire was created in order to assess perceived emotional learning gains after a mediation process. For this purpose, a total of 46 teachers mediators, 33 peer mediators and 23 mediated students participated in the study (n=102). Results. The questionnaire allowed to study the level of perceived learning gain in two differentiated dimensions: emotional awareness and emotional regulation. All groups (teacher mediators, peer mediators and mediated students) perceived a high level of emotional learning, indicanting the effectiveness of the mediation process. No differences in perceived emotional learning gains were found among groups (p=.56). However, although learning improvements were perceived in both dimensions, the level of perceived learning gain in emotional regulation was significantly higher than that perceived in of emotional awareness (p=.002). On the other hand, a shift from negative to positive emotions during the process of mediation was found in pupils mediated. Discussion and Conclusion. Mediation is a strategy that promotes emotional learning to all of those who take part in it. This study highlights the importance of mediation processes in developing emotional learning. Two main aspects of emotional learning, which were promoted by mediation, were identified in this study: emotional awareness and emotional regulation. It is considered that learning how to manage emotions should be present in any mediator's training course, since a stable resolution of conflicts depends on an adequated management of emotions.

En este trabajo se muestra la Mediación entre iguales no sólo como una estrategia eficaz en la resolución de conflictos, como habitualmente se concibe, sino como una estrategia con capacidad formativa para alumnos mediados y mediadores así como de impacto positivo en la cultura de convivencia escolar. En este trabajo se ofrece un estudio objetivo que refrenda dicha efectividad. La muestra la constituyen el conjunto de centros educativos que tienen activo el sistema de mediación en la Comunidad Foral de Navarra en el momento en que se realiza esta investigación. Los datos fueron recogidos mediante cuestionarios aplicados a 33 alumnos mediadores y 23 alumnos mediados, con edades comprendidas entre los 13 y los 18 años. Los alumnos mediadores, principalmente, notan una mejora en variables relacionadas con la cognición social, mientras los alumnos mediados mejoran en la conciencia emocional y en la comunicación.

El modelo de convivencia educativo pone el foco de atención en el desarrollo socio-personal de los alumnos y al mismo tiempo en las condiciones ambientales y dinámicas relacionales que fomentan un entorno de convivencia positivo, aspecto este último importante pero todavía poco visible tanto en la literatura como en la práctica educativa. Se parte del término clima escolar dilucidando algunas variables psicopedagógicas desde las cuales es posible mejorarlo. Específicamente se halla en la literatura tres cuestiones educativas relevantes cuyo desarrollo depende directamente del profesor: la aceptación del alumnado, la introducción de cambios en la metodología y la formación en la convivencia y la competencia socioemocional del profesor.

Schools are responsible for civic education and for educating the students so they may live together. This means that they need to develop educative processes that take into account the social and affective dimension of the classroom, such as improvements in the atmosphere at school and the quality of teacher¿student relationships. Practical strategies are required to carry out these procedures. Foremost among these strategies is mediation as a conflict resolution procedure in school. This also promotes a wide range of emotional, socio-cognitive, and socio-moral skills, and can be influential in the development of effective civic behaviour to improve the community. In this study we present and analyse the results of a study conducted in 13 schools in Navarre, Spain, with 50 teacher mediators, 33 peer mediators, and 23 student participants aged between 13 and 18 (x =15.27 and s=1.543), all of whom are involved in mediating processes, in order to perform mediation in a systematic way with the objective of bringing about socio-moral improvement.

En esta obra los autores tratan de dar respuesta a una única pregunta: ¿Hasta qué punto son importantes para la vida de los individuos los vínculos que se establecen entre las generaciones? A lo largo de los siete capítulos del libro, el lector tiene la oportunidad de encontrar numerosas evidencias de por qué y en qué es importante la convivencia con un abuelo, con los padres o con un hermano con discapacidad. Primero se trata el marco general del tema para que se pueda llegar a comprender la riqueza que tiene este campo y su enorme repercusión y trascendencia social. A continuación se van desgranando, desde una perspectiva educativa, los beneficios que conllevan las relaciones intergeneracionales en diversos niveles: entre los nietos y los abuelos, entre los padres y los hijos en el ámbito de la discapacidad, y entre las fratrías con un hermano con discapacidad intelectual. Es una publicación muy útil para cualquier persona interesada en profundizar en el conocimiento de las relaciones intergeneracionales desde un punto de vista complementario y distinto al abordado en otras publicaciones.

En este libro nos aproximamos a los problemas de convivencia en los centros educativos desde una perspectiva positiva. Esto supone en primer lugar reconocer la existencia de dificultades que afectan a la convivencia y en segundo lugar generar espacios escolares que apuesten por las relaciones interpersonales de calidad, los valores cívicos, el crecimiento socioafectivo y la madurez de las personas. La convivencia positiva hace operativas estas cuestiones que fácilmente pasan desapercibidas en el día a día y materializa principios educativos que socializan y sociabilizan. Con este propósito el lector podrá estudiar en la parte primera del libro aquellos problemas de convivencia que más preocupan al profesorado -los conflictos interpersonales, la desmotivación o desinterés académico, la disrupción, el rechazo social entre iguales y el bullying- y podrá descubrir los aspectos implicados en su análisis e intervención desde un marco positivo. Para comprender y resolver estos problemas se explican estrategias activas y experienciales que logren la autonomía del alumno ante las dificultades, desarrollando su competencia social y ciudadana pero también -y al mismo tiempo- mejorando el clima escolar en el que se convive.

¿ Iriarte, C.; Lizasoáin, O. y Peralta, F. (2015). , . En: S. Rivas (coord.). . Madrid: Pirámide, Psicología. ISBN:978-84-368-3353-9