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Children
Special Issues
Counseling and Psychopedagogical Evaluation in Childhood and Adolescence
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Counseling and Psychopedagogical Evaluation in Childhood and Adolescence

A special issue of Children (ISSN 2227-9067). This special issue belongs to the section "Child and Adolescent Psychiatry".

Deadline for manuscript submissions: closed (20 April 2022) | Viewed by 19524

Special Issue Editors

Prof. Dr. María Fernández-Hawrylak

E-Mail Website
Guest Editor
Faculty of Education, University of Burgos, Villadiego 1, 09001 Burgos, Spain
Interests: psycho-pedagogical evaluation; educational inclusion; attention to diversity; rare diseases; disability; hospital pedagogy
Dr. Sebastià Verger Gelabert

E-Mail Website
Guest Editor
Faculty of Education, University of Baearic Islands, Cra. Valldemossa km 7’5, 07122 Palma, Spain
Interests: early attention; educational inclusion; hospital pedagogy; rare diseases

Special Issue Information

Dear Colleagues,

Counseling and psychopedagogical assessment are disciplines that are currently widespread in the educational systems of developed countries. They are also a set of actions that work to facilitate access to education for all students and ensure that they receive the educational attention that best suits their characteristics and needs. Ultimately, the contribution of these disciplines is essential to achieve a quality education.

The main objective of this Issue is to present works that reflect the latest advances in this area. Specifically, original and innovative articles focused on research and experiences where the ultimate aim is to facilitate access to education for students with special needs (learning difficulties, disabilities, health problems, etc.) or educational guidance of the students and their families to aid in making decisions that best suit their interests and characteristics will be particularly welcome.

We look forward to receiving your contributions.

Prof. Dr. María Fernández-Hawrylak
Dr. Sebastià Verger Gelabert
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Children is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • educational orientation
  • psycho-pedagogical evaluation
  • educational inclusion
  • attention to diversity
  • learning difficulties
  • rare diseases
  • disability

Published Papers (7 papers)

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Research

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13 pages, 247 KiB  
Article
Emotions in Hospital School Professionals: An Approach from Cognitive Linguistics
by Álvaro Javier González Concha, Ana Andrea Gajardo Rodríguez and Macarena del Pilar Gallardo Gómez
Children 2022, 9(9), 1395; https://doi.org/10.3390/children9091395 - 15 Sep 2022
Viewed by 1048
Abstract
The question that frames this work is: What evidence of the emotional impact of working in hospital schools is found in the metaphorical language used by the professionals who work there? The purpose of this research is to contribute to the understanding of [...] Read more.
The question that frames this work is: What evidence of the emotional impact of working in hospital schools is found in the metaphorical language used by the professionals who work there? The purpose of this research is to contribute to the understanding of the emotions of professionals working in these schools. The methodology used is based on a qualitative approach and is framed within the descriptive paradigm, approached from linguistics and cognitive metaphor The metaphorical expressions analyzed were extracted from the presentations and dialogue tables (of professionals from 12 countries) held during the I International Seminar on Hospital Pedagogy organized by the Universidad del Bío-Bío (Chile) in May 2021. A total of 24 metaphors were analyzed and 13 are presented in this article. The metaphors found allowed us to identify conceptual domains of origin such as: “war”, “trip”, “heat”, “field” (among others), which allowed us to understand the emotional effects that work in hospital schools has on professionals. The results obtained allow us to provide inputs to focus in a more pertinent way on the preparation of these professionals in the control of their emotions for multidisciplinary work relationships and with children and their families. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
16 pages, 1005 KiB  
Article
Perceptions of the Educational Community on the Inclusion and Presence of Students with SEN in Mainstream Schools: A Mixed Study
by Pilar Arnaiz-Sánchez, Remedios De Haro-Rodríguez, Salvador Alcaraz and Carmen Mª Caballero
Children 2022, 9(6), 886; https://doi.org/10.3390/children9060886 - 14 Jun 2022
Cited by 2 | Viewed by 2272
Abstract
Achieving inclusive education is a primary challenge for the educational community. Inclusion refers to equal access to education—to the presence, participation and learning of all students. Offering an inclusive education requires all students to share time and space together in the mainstream classroom, [...] Read more.
Achieving inclusive education is a primary challenge for the educational community. Inclusion refers to equal access to education—to the presence, participation and learning of all students. Offering an inclusive education requires all students to share time and space together in the mainstream classroom, that the educational community manifests a positive attitude towards diversity, and that educational centers plan to welcome diversity in their classrooms. The general objective of this study was to evaluate the inclusion of students with SEN enrolled in SOCs in mainstream schools based on their presence, the attitudes of the educational community and the planning processes developed. This was a descriptive study with a dominant status mixed design (QUAN-Qual). The population investigated in this research included the total number of SOCs of the Autonomous Community of the Region of Murcia (Spain) (n = 108). The sample obtained comprised 3.891 people belonging to 88 SOCs from 68 educational centers, which implies a confidence interval of 99% (Z = 2.576) and a margin of error of less than 5%. The data collection instruments used included seven questionnaires, adapted for the purposes of the study, for the quantitative phase, and semi-structured interviews, focus groups and discussion groups for the qualitative phase. The study results indicated that the attitudes of the educational community were the main determinant of inclusion. There is a need to reflect on and undertake actions to eliminate existing barriers to the operation of SOCs, since the involvement of students with SEN in the academic and social life of educational centers, and in mainstream classrooms, is not guaranteed. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
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22 pages, 1323 KiB  
Article
Inclusive Culture in Compulsory Education Centers: Values, Participation and Teachers’ Perceptions
by Rosa-Eva Valle-Flórez, Ana María de Caso Fuertes, Roberto Baelo and Rosario Marcos-Santiago
Children 2022, 9(6), 813; https://doi.org/10.3390/children9060813 - 31 May 2022
Cited by 2 | Viewed by 2148
Abstract
This article explores teachers’ perceptions concerning educational inclusion as part of an inclusive culture. The study focuses on compulsory education from the teachers’ point of view. We used three factors indicated in the “Index of Inclusion”: inclusive values, degree of participation in the [...] Read more.
This article explores teachers’ perceptions concerning educational inclusion as part of an inclusive culture. The study focuses on compulsory education from the teachers’ point of view. We used three factors indicated in the “Index of Inclusion”: inclusive values, degree of participation in the educational community, and the teachers’ perceptions of the educational response offered to SEN students. To comply with the proposed objective, we explored nine variables to understand their influence on the attitudes of teachers and other professionals towards educational inclusion. These variables were gender, age, teaching seniority, educational stage, professional profile, type of center, geographic location of the center, years of experience and characteristics of SEN students, as well as the training received to meet the needs of all students. We found significant differences in the variables of age, educational stage, student characteristics, and training received, and recommendations are provided to address the needs detected. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
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10 pages, 1184 KiB  
Article
Socioemotional Skills Program with a Group of Socioeconomically Disadvantaged Young Adolescents: Impacts on Self-Concept and Emotional and Behavioral Problems
by Lurdes Veríssimo, Isabel Castro, Marisa Costa, Pedro Dias and Francisca Miranda
Children 2022, 9(5), 680; https://doi.org/10.3390/children9050680 - 07 May 2022
Cited by 2 | Viewed by 2251
Abstract
There is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group [...] Read more.
There is significant evidence that emphasizes the importance of social and emotional learning in schools for students’ positive development and adjustment. The main goal of the present study was to evaluate the effectiveness of a socioemotional skills promotion program, implemented with a group of socioculturally vulnerable young adolescents. Data were collected in the 2020–2021 school year from all students from 6th grade (n = 50, from four classes) in a high-risk school in Portugal (56% females). Two classes served as the comparison group. Participants responded to self-concept and emotional and behavioral problems measures at two moments (pre- and post-intervention). Results indicated a significant impact on self-concept, namely an increase in behavioral adjustment, happiness, and satisfaction and a decrease in anxiety in the intervention group compared with the comparison group. These findings support intervention efficacy. Educational implications are discussed. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
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15 pages, 476 KiB  
Article
Teachers and Parents’ Perceptions of Care for Students with Type 1 Diabetes Mellitus and Their Needs in the School Setting
by Laura Armas Junco and María Fernández-Hawrylak
Children 2022, 9(2), 143; https://doi.org/10.3390/children9020143 - 23 Jan 2022
Cited by 4 | Viewed by 3397
Abstract
The high incidence of Type 1 Diabetes Mellitus (DM1) increases the likelihood of teachers having students with this illness in their classrooms. The objective of this study is to investigate the needs of students with DM1 during the school day from the perspective [...] Read more.
The high incidence of Type 1 Diabetes Mellitus (DM1) increases the likelihood of teachers having students with this illness in their classrooms. The objective of this study is to investigate the needs of students with DM1 during the school day from the perspective of both teachers and parents. A mixed methods study was designed and a questionnaire was administered to practicing teachers in Pre-primary Education, Primary Education, Compulsory Secondary Education, and Further Education, as well as Vocational Education within both the province and the city of Burgos (Castile and Leon, Spain) who may have students with DM1. Semi-structured interviews were also conducted with mothers and fathers, members of the Burgos Diabetics Association (ASDIBUR). In the questionnaires administered to the teaching staff, 54.8% affirmed that they knew of students with DM1 at their centers. Of those questioned, 51.2% affirmed that they knew of the existence of action protocols on DM, and 45.2% declared that they had received specialized information on the illness; 92.8% believed that there was no discrimination at their center towards students with DM, and 82.8% thought that the educational center raised no objections to students with DM departing on trips during the school year. In their interviews, both family and teachers assessed the material and human resources as insufficient and called for the presence of school nurses at the educational centers. It is important to raise the awareness of the educational community about the needs of students with DM1 and to provide guidelines on emergency situations to teachers and staff at the centers. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
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Review

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14 pages, 295 KiB  
Review
A Review of Parent-Implemented Early Start Denver Model for Children with Autism Spectrum Disorder
by Rong-An Jhuo and Szu-Yin Chu
Children 2022, 9(2), 285; https://doi.org/10.3390/children9020285 - 18 Feb 2022
Cited by 7 | Viewed by 3354
Abstract
The purpose of this review is to provide an overview of findings from selected research published between 2012 and 2022 in English-language peer-reviewed journals to evaluate the effectiveness of the parent-implemented Early Start Denver Model (P-ESDM). Thirteen studies used quantitative methods to examine [...] Read more.
The purpose of this review is to provide an overview of findings from selected research published between 2012 and 2022 in English-language peer-reviewed journals to evaluate the effectiveness of the parent-implemented Early Start Denver Model (P-ESDM). Thirteen studies used quantitative methods to examine the relationship between variables. We considered four categories of variables in the analysis: child characteristics, intervention intensity and duration, child outcome measures, and parent-related outcome measures and parental fidelity. The findings revealed positive child–parent-related outcomes. In addition, the quality of implementation, relating to parent fidelity, should be considered when evaluating the efficacy of the intervention. However, only half the studies revealed that the standard benchmark for acceptable fidelity was being achieved. Implications for future research and practice are discussed. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)

Other

Jump to: Research, Review

14 pages, 903 KiB  
Systematic Review
Resilience: Conceptualization and Keys to Its Promotion in Educational Centers
by Isaac Moll Riquelme, Sara Bagur Pons and Maria Rosa Rosselló Ramon
Children 2022, 9(8), 1183; https://doi.org/10.3390/children9081183 - 07 Aug 2022
Cited by 3 | Viewed by 3457
Abstract
This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, [...] Read more.
This article conceptualizes resilience, a capacity present in all people that can be activated to face and overcome adversity. Based on a systematic review of the literature, the different lines by which research on this subject has been developed to the present moment, when it is interpreted from neuroscience, are identified. From the first descriptions of risk and protective factors, the concept has moved through the consideration of resilience as a process that can be carried out by anyone and not as an intrinsic characteristic of exceptional people, to the study of the will to not let oneself be discouraged and the personal commitment to overcome. Next, the keys to promote this capacity in educational centers are analyzed. There are two main focuses of intervention: the relationship that the teacher can establish with students and the pedagogical strategies and resources that can be used. From the purpose of the integral formation of people and in an inclusive framework, educational centers have the challenge and responsibility to promote resilient processes in all students, especially in those who experience more barriers to learning and participation due to personal circumstances and adversities. In this way, educational centers are encouraged to be protective environments where all students feel safe and can empower themselves and unfold their potential. The review has been conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, and the bibliographic search has been performed in the Dialnet Plus, Web of Science (WoS) and Scopus databases. Full article
(This article belongs to the Special Issue Counseling and Psychopedagogical Evaluation in Childhood and Adolescence)
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