Programa Juego, 6 a 8 años : juegos cooperativos y creativos para grupos de niños de 6 a 8 años.

Volumen segundo de una serie de cinco sobre 'Intervención psicológica para desarrollar la personalidad infantil'. La serie contiene: vol. 1 Intervención psicológica para desarrollar la personalidad infantil. Juego, conducta prosocial y creatividad - vol. 2 Programa de juego cooperativo recreativo para grupos de 6-8 años - vol. 3 Programa... de 8-10 años - vol. 4 Programa... de 10-12 - vol. 5 Programa... de 4-6 años. Este volumen 2 expone el programa de juego y luego plantea la metodología y los instrumentos de evaluación que permiten medir los efectos del programa en diversas variables del desarrollo de los niños. Las fichas técnicas contienen información de cada juego referida a seis parámetros: objetivos, descripción, preguntas para la fase de debate, materiales requeridos, duración y estructuración del grupo.

Programa Juego, 4 a 6 años : juegos cooperativos y creativos para grupos de niños de 4 a 6 años.

Contenido del CD-ROM: materiales para llevar a cabo los juegos y los cuestionarios e instrumentos de evaluación del programa

Voluntariado en la Universidad de Burgos : características socio-emocionales y motivacionales.

Conocer algunos de los factores que determinan que los estudiantes universitarios se impliquen en actividades de voluntariado en un momento concreto de su ciclo vital, así como determinar la relación existente entre el desarrollo de la conducta prosocial y algunos factores predictores como la motivación prosocial, la inteligencia emocional, y determinados valores como el universalismo y la benevolencia . La muestra está formada por 40 voluntarios pertenecientes a tres organizaciones de la provincia de Burgos que trabajan en el ámbito de la discapacidad. A la hora de selección la muestra todos sus componentes debían ser estudiantes universitarios o haberlo sido hace dos años como máximo y que estuviesen prestando sus servicios como voluntarios en una entidad o asociación vinculada a la a discapacidad. Todos los participantes contestaron voluntariamente un cuestionario que contenía preguntas de identificación, una escala de valores, un cuestionario de motivaciones del voluntariado y un inventario del Coeficiente Emocional de Baron. La edad media de la muestra es de 22,5 años, oscilando las edades entre los 18 y los 51. Existe una tendencia al voluntariado universitario por razón de género con un mayor predominio del femenino sobre el masculino. Los voluntarios participantes manifiestan altos niveles de valores universalistas y de benevolencia, lo cual indica que son más proclives a implicarse en actividades de voluntariado. La mayoría de los voluntarios universitarios se encuentran cursando primer curso, por lo que se puede argumentar que hay una tendencia al voluntariado en función del nivel académico de los estudiantes. Los universitarios que participan en acciones de voluntariado poseen un coeficiente de inteligencia emocional medio-alto. La motivación altruista y la motivación por la formación o aprendizaje son las que tienen mayor influencia en el desarrollo de la acción voluntaria para los estudiantes universitarios. Existe un alto nivel de correlación entre la motivación altruista y la motivación para la formación y aprendizaje y, entre la variable motivacional currículum vitae y entorno. El tiempo de permanencia de los estudiantes universitarios participando como voluntarios en las diversas entidades de voluntariado es realmente escaso, la mayoría suelen permanecer entre uno y dos años. Para concluir se puede afirmar que el perfil de estudiantes universitario voluntario que participa en Burgos en organizaciones o programas de atención a personas con discapacidad, son mujeres jóvenes, que realiza estudios de primer curso y que actúan guiadas por motivaciones altruistas o buscando una mejora o incremento de sus formación, además manifiestan un nivel medio-alto de inteligencia emocional y tienen valores positivos.

Apego y afiliación : la seguridad del apego y las relaciones entre iguales en la infancia.

Monográfico con el título: 'Los mecanismos del cambio cognitivo'. Resumen basado en el de la publicación

Stability and change in prosocial and antisocial behavior across the transition to school : Teacher and peer perspectives

Research Findings: The transition to school is a major developmental milestone, and behavior tendencies already evident at the point of school entry can impact upon a child's subsequent social and academic adjustment. The current study aimed to investigate stability and change in the social behavior of girls and boys across the transition from day care to 1st grade. Teacher ratings and peer nominations for prosocial and antisocial behavior were obtained for 248 children belonging to 2 cohorts: school transitioning (n = 118) and day care remaining (n = 130). Data were gathered again from all children 1 year later, following the older group's entry into school. Teacher ratings of prosocial and antisocial behavior significantly predicted teacher ratings of the same behavior at Time 2 for both cohorts. Peer reports of antisocial behavior also showed significant stability, whereas stability of peer-reported prosocial behavior varied as a function of behavior type. Practice or Policy: The results contribute to understanding of trends in early childhood social behavior that potentially influence long-term developmental trajectories. Identification of some behaviors as more stable in early childhood than others, regardless of school entry, provides useful information for both the type and timing of early interventions. © 2010 Taylor & Francis Group, LLC.

Concurrent and longitudinal links between children’s and their friends’ antisocial and prosocial behavior in preschool

Concurrent and longitudinal links between children’s own and their nominated best friends’ antisocial and prosocial behavior were studied in a normative sample of 3–5-year-olds (N = 203). Moderating effects of age and gender were also explored. Subscales of the Strength and Difficulties Questionnaire (SDQ) were used to obtain teacher ratings of behavior for each target child and his/her nominated best friends. Nomination of best friends with higher levels of antisocial behavior and lower levels of prosocial behavior was concurrently linked to more antisocial behavior in boys. Nomination of highly prosocial best friends was concurrently linked to more prosocial behavior in both boys and girls. However, the study found no longitudinal effects of best friends’ behavior on target child’s behavior over a one-year period. A group of children who nominated no best friends at T1 were generally perceived as less prosocial, but not more antisocial, than other children. © 2011 Elsevier Inc. All rights reserved.

Tournament outcomes and prosocial behaviour

Does participation in a tournament influence prosocial behaviour in subsequent interactions? We designed an experiment to collect data on charitable donations made by participants out of their earnings from a real-effort tournament. We varied the earnings associated with ranks across our treatments thereby allowing us to observe donations by participants who end up at different ranks but have the same earnings. Prior to finding out how well they performed, participants were also asked to report their expected rank. Controlling for differences in effort and earnings, participants who were ranked first donated significantly more than others, supporting the view that positive affect from winning may increase generosity. However, we find that this effect diminishes when the difference between realised and expected ranks are controlled for, lending support to the idea that positive surprise from winning also increases generosity.

The relationship between children's emotional and cognitive self-regulation at 2 to 3 years and prosocial behavior in the early years of school

This study used data from Growing Up in Australia: The Longitudinal Study of Australian Children (LSAC) to investigate how parent report of children’s emotional and cognitive regulation at age 2-3 years was associated with teacher ratings of children’s prosocial behaviors in the early years of school. A sample of 2,392 children was drawn from the LSAC Birth Cohort for the analyses. The analyses used structural equation modeling to estimate parameters of the relationships between key variables. Within the model, estimates of mother-reported emotional and cognitive regulation at age 2 to 3 years were significantly associated with teacher-reported prosocial behavior at 6 to 7 years. Emotional regulation was a slightly stronger indicator of prosocial behavior than cognitive regulation. Being female and from a family with a higher socioeconomic position were also associated with higher levels of prosocial behavior. Results are discussed in relation to the role of early childhood teachers in fostering children’s self-regulatory behaviors and in providing environments in which empathic and prosocial behaviors are modeled, guided, and scaffolded so that foundations are laid for caring behaviors to be understood and internalized by children.

Party On! A call for entrepreneurship research that is more interactive, activity based, cognitively hot, compassionate, and prosocial

It is the Journal of Business Venturing's (JBV) 30th birthday. Although the community of entrepreneurship scholars deserves to celebrate JBV's achievements over the last 30 years (and congratulate the journal's parents—Ian Macmillan and S. Venkataraman), my focus is more on the future of entrepreneurship (and by extension JBV). A focus on entrepreneurship is both timeless and timely. On the one hand, entrepreneurship is timeless given the long-recognized importance of entrepreneurs to economies and societies (e.g., Jean Baptiste who supposedly coined the term in about 1800). On the other hand, a discussion of entrepreneurship is timely because now that the field of entrepreneurship has achieved legitimacy, it faces both opportunities and threats. It is thus timely to acknowledge the threats and think about opportunities to advance the field. A discussion of entrepreneurship is also timely because society faces a number of grand challenges (including the durability of poverty, environmental degradation [ Dorado and Ventresca, 2013]), challenges well suited to entrepreneurial responses...

Is a Majority Enough? Psychological Well-being and Its Relation to Academic and Prosocial Motivation, Self-regulation and Achievement at school

This cross-sectional study analyzed psychological well-being at school using the Self-Determination theory as a theoretical frame-work. The study explored basic psychological needs fulfillment (BPNS), academic (SRQ-A), prosocial self-regulation (SRQ-P) and motivation, and their relationship with achievement in general, special and selective education (N=786, 444 boys, 345 girls, mean age 12 yrs 8 mths). Motivation starts behavior which becomes guided by self-regulation. The perceived locus of control (PLOC) affects how self-determined this behavior will be; in other words, to what extent it is autonomously regulated. In order learn and thus to be able to accept external goals, a student has to feel emotionally safe and have sufficient ego-flexibility—all of which builds on satisfied psychological needs. In this study those conditions were explored. In addition to traditional methods Self-organizing maps (SOM), was used in order to cluster the students according to their well-being, self-regulation, motivation and achievement scores. The main impacts of this research were: a presentation of the theory based alternative of studying psychological well-being at school and usage of both the variable and person-oriented approach. In this Finnish sample the results showed that the majority of students felt well, but the well-being varied by group. Overall about for 11–15% the basic needs were deprived depending on the educational group. Age and educational group were the most effective factors; gender was important in relation to prosocial identified behavior. Although the person-oriented SOM-approach, was in a large extent confirming what was no-ticed by using comparison of the variables: the SEN groups had lower levels of basic needs fulfillment and less autonomous self-regulation, interesting deviations of that rule appeared. Some of the SEL- and GEN-group members ended up in the more unfavorable SOM-clusters, and not all SEN-group members belonged to the poorest clusters (although not to the best either). This evidence refines the well-being and self-regulation picture, and may re-direct intervention plans, and turn our focus also on students who might otherwise remain unnoticed. On the other hand, these results imply simultaneously that in special education groups the average is not the whole truth. On the basis of theoretical and empirical considerations an intervention model was sug-gested. The aim of the model was to shift amotivation or external motivation in a more intrinsic direction. According to the theoretical and empirical evidence this can be achieved first by studying the self-concept a student has, and then trying to affect both inner and environmental factors—including a consideration of the basic psychological needs. Keywords: academic self-regulation, prosocial self-regulation, basic psychological needs, moti-vation, achievement

Habilidades sociales y contextos de la conducta social

[Es] Las habilidades sociales, o habilidades interpersonales, han sido objeto de creciente interés durante los últimos años en psicología social, clínica y educativa; y, sin embargo, tanto su evaluación como la intervención psicológica para su mejora se topan con una desconcertante proliferación de clasificaciones o categorías divergentes de las mismas. En este trabajo, y como resultado de sucesivos análisis factoriales, se proponen cinco grandes categorías de habilidades sociales (Interacción con personas desconocidas en situaciones de consumo, Interacción con personas que atraen, Interacción con amigos y compañeros, Interacción con familiares, y Hacer y rechazar peticiones a los amigos/as) que responden a distintos contextos de interacción social. Las cinco escalas, correspondientes a tales categorías, de un nuevo instrumento de medida, el Cuestionario de Dificultades Interpersonales (CDI), con alta consistencia interna (·= 0,896), explican el 47,47% de la varianza total. Los análisis correlacionales entre el CDI y el Test de Autoverbalizaciones en la Interacción Social (SISST) de Glass, Merluzzi, Biever y Larsen (1982) revelan diferencias cognitivas significativas entre los sujetos de alta y baja habilidad social, dándose una mayor frecuencia de autoverbalizaciones positivas y una menor frecuencia de autoverbalizaciones negativas en los sujetos de alta habilidad social que en los sujetos de baja habilidad social.

Prosocial norms and degree heterogeneity in social networks

We provide empirical evidence to support the claims that social diversity promotes prosocial behavior. We elicit a real-life social network and its members’ adherence to a social norm, namely inequity aversion. The data reveal a positive relationship between subjects’ prosociality and several measures of centrality. This result is in line with the theoretical literature that relates the evolution of social norms to the structure of social interactions and argues that central individuals are crucial for the emergence of prosocial behavior.

Pautas de conducta constructiva en psicomotricidad a los dos años

[Es]Este trabajo forma parte de una investigación empírica que aplica la metodología observacional a la incipiente actividad constructiva propia de la psicomotricidad espontánea a los dos años de edad. Es un estudio idiográfico, el diseño observacional utilizado es nomotético, de seguimiento y multidimensional. El instrumento de observación desarrollado ad hoc para el registro de la conducta conscontructiva es el formato de campo “la construcción en psicomotricidad durante el tercer año de vida”. La fiabilidad del instrumento se establece a partir del grado de concordancia entre los observadores. Los resultados, obtenidos mediante el análisis de coocurrencias, informan sobre las condiciones, modalidades, tendencias, evolución y niveles de acción que estas primeras conductas constructivas despliegan. Esta actividad de construcción, de acuerdo con la teoría psicogenética walloniana, puede ser considerada invención de nuevas conductas adecuadas a las nuevas situaciones. Su suspensión da lugar a símbolos enactivos, precursores del juego simbólico infantil.

Codigo de Conducta para la Pesca Responsable

La pesca, incluida la acuicultura, constituye una fuente vital de alimentos, empleo, recreación, comercio y bienestar económico para las poblaciones de todo el mundo, tanto para las generaciones presentes como para las futuras y, por lo tanto, debería llevarse a cabo de forma responsable. En el presente Código se establecen principios y normas internacionales para la aplicación de prácticas responsables con miras a asegurar la conservación, la gestión y el desarrollo eficaces de los recursos acuáticos vivos, con el debido respeto del ecosistema y de la biodiversidad. El Código reconoce la importancia nutricional, económica, social, cultural y ambiental de la pesca y los intereses de todos aquellos que se relacionan con el sector pesquero. El Código toma en cuenta las características biológicas de los recursos y su medio ambiente y los intereses de los consumidores y otros usuarios. Se insta a los Estados y a todos los involucrados en la actividad pesquera para que apliquen el Código de manera effectiva. (PDF contains 53 pages)