Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

We analyze the support and attention given to students with disabilities in Higher Education Institutions. This support has been included both, in the context of European Higher Education Area and in the Spanish legislative framework, in order to ensure equal opportunities, accessibility and inclusion of all students. Similar studies focused on analyzing support services for students with disabilities on Spanish universities have been considered in order to contextualize the study. The research methodology is based in cases of the support services or units in charge of students with disabilities at the universities of the region of Castilla & Leon (Spain). The main objective of this study is to analyze the performance of support services or units responsible for students with disabilities at universities of Castilla & Leon. Data have been collected through documentary analysis of universities’ institutional websites and a questionnaire targeted to managers or technicians in charge of these services. Results show that Castilla & Leon universities support services for students with disabilities have made an effort to promote inclusion procedures of students with disabilities in different university environments. However, a better managing and coordination of these services is needed.

Monereo, C. y Pozo, J.I. (2011). La identidad en psicología de la educación. Necesidad, utilidad y límites. Madrid: Narcea, 251 páginas. ISBN: 978-84-277-1747-3. DL:M-10.349-2011. (Recensión de Chantal Biencinto López) Corradini, M. (2011). Crear. Cómo se desarrolla una mente creativa. Madrid:Narcea, 106 páginas. ISBN: 978-84-277-1734-3. D.L: M-9298-2011. (Recensión de Elvira Carpintero Molina)  

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The present study examines the relation between perceived emotional intelligence and solving social problems in a sample of 217 adolescent’s students. The result showed the predictive and incremental validity of IEP in solving social problems controlling for the influence of demographic characteristics (sex and age). Hierarchical regression analyses revealed that Emotional Clarity predicted part of the variance of Positive Problem Orientation. Further, Attention to feelings explained part of the variance of the Negative Problem Orientation, Rational Problem Solving and Avoidance Style sub-scales. Finally, Mood Repair still remained significant in predicting Impulsivity-Carelessness Style sub-scales. Therefore, this study analyzed the significant differences in function of gender. The results showed that women used more frequently Negative Problem Orientation strategies than men, while male students used more frequently Positive Problem Orientation, Impulsivity-Carelessness and Avoidance Style compared to female students. Referring to emotional abilities, female students reported higher scores on attention to feelings and mood clarity than their male counterparts. However, male students showed higher scores on mood repair than female students did. These data provide evidence about the potential role of emotional abilities after controlling for gender and age and support the implementation of activities to develop emotional abilities in order to foster the efficacy of programmes oriented to solving social problems in the classroom.

With the purpose of analyzing the evolution of the Revista Española de Orientación y Psicopedagogía during the last ten years, a bibliometric analysis based on its scientific productivity was performed. One hundred and ninety three papers, published between 2000 and 2009, were analyzed based on a set of indicators: type of paper, year of publication, number of citations, number of references, type of population, general and specific topic, research context, authorship index, authors’ nationality, university and language of publication. Information was accessed through the electronic version of the journal, while some indicators were obtained from IN-RECS database. Results showed specific information about this journal as well as its strengths and weaknesses. Some relevant points that need to be promoted and others that need to be improved are discussed. The paper ends with some guidelines so the journal can improve its impact.

We intend to publicize the study conducted in the 2008-2009 academic year on the level of training on skills to confront bulling amongst teachers in Obligatory Secondary Education. These kinds of problems exist throughout the educational system, however, in high school they increase given the characteristics of adolescence. There is a protocol that guides faculty actions when they are faced with bullying situations; however, this does not offer the answers needed for the small, daily incidents that occur in school life. These incidents are disregarded, for they are considered trivial and unimportant. But rather, we should be aware that no harmful act is trivial, especially for those who endure it. For some time now, plans, programs, and strategies have been introduced towards prevention of bullying and intervention, in order to improve the school convivence. Nevertheless, we believe that if teachers are to become involved in the implementation of these methods, they should be capable of recognizing their level of training and be willing to be trained, with the ultimate goal of preventing or intervening in those daily events in their classrooms and school that lead to bullying.

Job-searching related fears have been previously studied through related concepts such as anxiety and emotional control. Though literature is scarce about job-search fears, some studies state that there are different kinds of fears in this situation which are related to success in job finding. The aim of the study is to create a scale to evaluate fears in job search. The final scale is made up of 29 items. The total sample, included 283 people and had an approximately equal distribution of men and women and their mean age was 27 years-old. Factor analysis (principal axes and oblimin Kaiser normalization) yielded six factors that accounted for the 60% of the variance. Total reliability of the scale was .93 (Cronbach’s alfa). Reliability of each factor was equal or higher than .75. Factors are named fear of failure, fear of overwork, fear of selection processes, fear of not being able to develop one’s talent at work, fear of unknown future and fear of making a bad impression on others. The study has shown the need to assess these kind of fears and to intervene through career guidance if they are high in order to increase job-seekers’ chances of success.

The experience undergone in the Practicum can generate different responses in the students that, through the role assumed by the tutor, can be assessed in order to guide students in interventions with increasingly professional implications. Given this precedent, we present some results obtained after a study conducted in Galicia which tries to examine the qualities of tutors of working placements in the area of Psychopedagogy. These results allow us to determine whether, in the context of this network of working placements, being a tutor is a matter of personality and / or professionalism.