COORDINATOR
Professor of the Department of Developmental and Educational Psychology at the University of Granada. Principal investigator of the research group “Psychology of intervention in education”. This group has focused its work on the analysis and intervention of social behavior, as well as on some difficulties associated with such behavior such as bullying, social and affective behavior problems, or juvenile delinquency.
Her research reflects a concern for the social transfer of results. Most of her studies focus on the design, implementation and evaluation of intervention programs in educational contexts, both formal (school) and non-formal (family). The development of her research has been supported by the support obtained in several research projects, focused on the study and development of social competence as a protective factor of behavioral problems in childhood and adolescence. In this respect, she has participated as part of the team or as principal investigator in several international, national, regional and local projects. Currently, she is principal investigator of a research project supported by the Ministry of Science and Innovation. The results of this research have been reflected in the direction of 16 doctoral theses, and different publications in prestigious journals.
School coexistence is a complex phenomenon in which families, teachers and students are all synergically involved. The relationship between the different members of the educational community must be built on respect and acceptance of differences, promoting collaboration and the resolution of possible conflicts in a non-violent way. Several research studies have shown that an adequate classroom or school climate cannot be built if the different agents involved do not have adequate skills, favorable attitudes and, in addition, adequate physical and psychological health. In this line, the present symposium presents five studies, both theoretical and empirical, in which different variables that can affect coexistence in schools are analyzed.
The first research analyzes, from an analytical exploratory phenomenological approach, the perspective of school leaders on the difficulty of their performance and how it can affect the improvement of the school climate and their state of well-being.
The second research focuses on adolescent students and how their executive functions are related to Internet dependence behaviors. The results show that the most determinant executive functions are like the executive functions that are related to impulsivity or aggressiveness.
The remaining three studies focus on homophobic attitudes in secondary education. First, a systematic review of homophobic bullying is presented, establishing the profile of the different people involved and the psychosocial consequences it produces in young people. The following research aims to offer an approximation of students’ attitudes towards homosexual people. Finally, the fifth study is a review of research carried out in Spain and Portugal that analyzes the measures that promote the prevention of homophobia.