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Article ; Online: Rape Culture, Revictimization, and Social Representations: Images and Discourses on Sexual and Violent Crimes in the Digital Sphere in Mexico.

Reyes-Sosa, Hiram / Martínez-Cueva, Sonia / Idoiaga Mondragón, Nahia

2022 Volume 38, Issue 1-2, Page(s) NP847–NP871

Abstract: The digital sphere has become a space in which misogyny-laden discourses are constantly presented. In fact, in Mexico persists a rape culture that justifies violent acts against women and blames the victims of the crimes through social opinions. The ... ...

Abstract	The digital sphere has become a space in which misogyny-laden discourses are constantly presented. In fact, in Mexico persists a rape culture that justifies violent acts against women and blames the victims of the crimes through social opinions. The present study proposed an approach based on the Theory of Social Representations. In this sense, this study aimed to analyze the discourses that emerge in the digital sphere when users give their opinion on five types of crimes against women: femicide, rape, enforced disappearance, abuse, and sexual harassment. The results revealed that there are four types of discourse (representations) framed within rape culture: disbelief of rape, blaming the victim, revictimization, and disempowering women. It is concluded that Mexican society maintains a representation that stereotypes and devalues the image of women, which allows us to understand the aggressions that women suffer in their daily lives.
MeSH term(s)	Female ; Humans ; Rape ; Mexico ; Crime Victims ; Crime ; Sexual Harassment
Language	English
Publishing date	2022-04-01
Publishing country	United States
Document type	Journal Article
ZDB-ID	2028900-5
ISSN	1552-6518 ; 0886-2605
ISSN (online)	1552-6518
ISSN	0886-2605
DOI	10.1177/08862605221084747
Database	MEDical Literature Analysis and Retrieval System OnLINE

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Article ; Online: Systematic Review of the Evaluation of Foster Care Programs.

Vallejo-Slocker, Laura / Idoiaga-Mondragon, Nahia / Axpe, Inge / Willi, Rosalind / Guerra-Rodríguez, Mercedes / Montserrat, Carme / Del Valle, Jorge F

Psychosocial intervention = Intervencion psicosocial

2024 Volume 33, Issue 1, Page(s) 1–14

Abstract: Objetive: The aim of this study was to conduct an exhaustive synthesis to determine which instruments and variables are most appropriate to evaluate foster care programs (foster, kinship, and professional families). This evaluation includes the children, ...

Abstract	Objetive: The aim of this study was to conduct an exhaustive synthesis to determine which instruments and variables are most appropriate to evaluate foster care programs (foster, kinship, and professional families). This evaluation includes the children, their foster families, their families of origin, professionals, and foster care technicians. Method: The systematic review included randomized, quasi-randomized, longitudinal, and control group studies aimed at evaluating foster care interventions. Results: A total of 86 studies, 138 assessment instruments, 18 constructs, and 73 independent research teams were identified. Conclusions: (1) although the object of the evaluations was the children, the informants were usually the people in charge of their care; therefore, effort should be made to involve the children in a more participatory way; (2) psychosocial functioning, behavior, and parenting are transversal elements in most evaluations, while quality of life and coping are not sufficiently well incorporated; (3) practical instruments (brief and easy to apply and correct) that are widely used and carry scientific guarantees should be prioritized to ensure the comparability and reliability of the conclusions; and (4) progress should be made in the study of evaluation models for all forms of foster care, including foster, extended, and specialized families.
MeSH term(s)	Child ; Humans ; Quality of Life ; Reproducibility of Results ; Foster Home Care/psychology ; Parenting/psychology ; Coping Skills
Language	English
Publishing date	2024-01-02
Publishing country	Spain
Document type	Systematic Review ; Journal Article
ZDB-ID	2439942-5
ISSN	2173-4712 ; 2173-4712
ISSN (online)	2173-4712
ISSN	2173-4712
DOI	10.5093/pi2023a14
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Article ; Online: PTSD (Posttraumatic Stress Disorder) in Teachers: A Mini Meta-Analysis during COVID-19.

Idoiaga Mondragon, Nahia / Fernandez, Idoia Legorburu / Ozamiz-Etxebarria, Naiara / Villagrasa, Beatriz / Santabárbara, Javier

International journal of environmental research and public health

2023 Volume 20, Issue 3

Abstract: Background: Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools ... ...

Abstract	Background: Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools and educational centers around the world in 2020, and very extreme health protocols have been in place in educational centers since they were reopened. From early childhood education to universities, teachers first had to adapt in a short period time to online classes and then continuously readapt to new protocols according to the pandemic situation. This academic environment, in addition to the pandemic situation itself, has favored the emergence of mental disorders such as Post-Traumatic Stress Disorder (PTSD). Materials and methods: Medline via PubMed and other databases were searched for studies on the prevalence of PTSD in teachers from 1 December 2019 to 1 October 2022. A total of five studies were included in this review. Our results show a prevalence of PTSD of 11% reported by teachers. No subgroups nor meta-regression analyses were performed due to the insufficient number of studies available. Conclusions: The results suggest that teachers are suffering from PTSD, so it is important to carry out more studies worldwide. Similarly, measures to improve the mental health and well-being of teachers during the pandemic and post-pandemic periods are needed.
MeSH term(s)	Child, Preschool ; Humans ; Stress Disorders, Post-Traumatic/epidemiology ; Stress Disorders, Post-Traumatic/psychology ; COVID-19/epidemiology ; Pandemics ; Anxiety ; Mental Health
Language	English
Publishing date	2023-01-18
Publishing country	Switzerland
Document type	Meta-Analysis ; Journal Article ; Review
ZDB-ID	2175195-X
ISSN	1660-4601 ; 1661-7827
ISSN (online)	1660-4601
ISSN	1661-7827
DOI	10.3390/ijerph20031802
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Article ; Online: The voices of youths in COVID-19 times: exploring young people's emotional representations.

Idoiaga Mondragon, Nahia / Eiguren Munitis, Amaia / Ozamiz-Etxebarria, Naiara / Berasategi Sancho, Naiara

Psychology & health

2023 , Page(s) 1–18

Abstract: Since the spread of the COVID-19 virus worldwide, the pandemic had psychological consequences for the entire population for various reasons including restrictions, isolation, and socioeconomic changes. Young people were particularly affected by these ... ...

Abstract	Since the spread of the COVID-19 virus worldwide, the pandemic had psychological consequences for the entire population for various reasons including restrictions, isolation, and socioeconomic changes. Young people were particularly affected by these psychological consequences, which formed the focus of the mental health concerns voiced by the World Health Organization. This research aimed to analyze, first-hand, the primary emotions that COVID-19 evoked in young Spanish people after two years of the pandemic. Participants were recruited through a snowball sampling procedure using emails, virtual platforms of the schools, and social networks, and a google forms questionnaire was administered for data collection. A total of 479 Spanish young people (18-36 years) participated in this study. The questionnaire consisted of a free-association exercise based on the Grid Elaboration Method (GEM) to analyze the participants' emotional representations of COVID-19. In addition, lexical analysis was used to analyze the text corpus. As a result, it could be observed that sadness was the core emotion experienced among young people, followed by fear. Specifically, emotional breakdown, fear, fatigue, and anger figured centrally in their emotional representations. Moreover, the findings revealed new patterns of self- and onward blaming towards youths. It was concluded that results of this research provide important clues for managing the mental health of young people, particularly during future pandemics.
Language	English
Publishing date	2023-10-16
Publishing country	England
Document type	Journal Article
ZDB-ID	625255-2
ISSN	1476-8321 ; 0887-0446
ISSN (online)	1476-8321
ISSN	0887-0446
DOI	10.1080/08870446.2023.2264888
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Article: The challenge of education for sustainability in higher education: key themes and competences within the University of the Basque Country.

Idoiaga Mondragon, Nahia / Yarritu, Ion / Saez de Cámara, Estibaliz / Beloki, Nekane / Vozmediano, Laura

Frontiers in psychology

2023 Volume 14, Page(s) 1158636

Abstract: Introduction: One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. ... ...

Abstract	Introduction: One of the major challenges for higher education institutions in the last decade has been (and will continue to be) the integration of sustainability into their curricula and the development of sustainability competences in students. Education for Sustainability (ES) can help prepare students to meet the challenges of making societies more sustainable. However, as a first step toward this goal, teachers need to incorporate ES into their teaching. In this regard, this research aimed to analyze if members of the teaching staff have started this integration and, if so, which sustainability-related topics have been introduced and which skills do they consider contribute to the development of future graduates. Methods: A questionnaire was administered to teaching staff at the University of the Basque Country in 2022. A total of 403 teachers completed the questionnaire, expressing their perceptions through open-ended questions. Results: In general terms teachers incorporate ES into their teaching (71.22%). However, they do this mainly within the framework of two general themes: "Environmental awareness and energy" - most used by teachers of experimental sciences and engineering - and "Social commitment," most used by teachers of social sciences and those who are familiar with the UN 2030 Agenda for Sustainable Development. Regarding the key competences that ES provides for future graduates, those most frequently mentioned were "training of professionals committed to society" and "critical thinking and ethics." These competences were particularly notable in the discourse of teachers who were aware of the 2030 Agenda and who use active methodologies in their classrooms. Finally, the opinion that sustainability has little to do with their teaching (28.78%) was notably expressed by teachers less familiar with the 2030 Agenda. Discussion: Thus, it can be concluded that, aside from knowledge of the 2030 Agenda, factors such as the sustainability policy of the institution, area of teaching expertise, and the use of active methodologies all play a significant role in determining whether competences for sustainable development are integrated into higher education teaching.
Language	English
Publishing date	2023-07-03
Publishing country	Switzerland
Document type	Journal Article
ZDB-ID	2563826-9
ISSN	1664-1078
ISSN	1664-1078
DOI	10.3389/fpsyg.2023.1158636
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Article ; Online: Prevalence of Burnout among Teachers during the COVID-19 Pandemic: A Meta-Analysis.

Ozamiz-Etxebarria, Naiara / Legorburu Fernnadez, Idoia / Lipnicki, Darren M / Idoiaga Mondragon, Nahia / Santabárbara, Javier

International journal of environmental research and public health

2023 Volume 20, Issue 6

Abstract: Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had ... ...

Abstract	Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33-71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies (
MeSH term(s)	Humans ; Female ; Pandemics ; COVID-19/epidemiology ; Cross-Sectional Studies ; Prevalence ; Burnout, Psychological ; School Teachers ; Burnout, Professional/epidemiology
Language	English
Publishing date	2023-03-10
Publishing country	Switzerland
Document type	Meta-Analysis ; Journal Article
ZDB-ID	2175195-X
ISSN	1660-4601 ; 1661-7827
ISSN (online)	1660-4601
ISSN	1661-7827
DOI	10.3390/ijerph20064866
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Article ; Online: PTSD (Posttraumatic Stress Disorder) in Teachers

Nahia Idoiaga Mondragon / Idoia Legorburu Fernandez / Naiara Ozamiz-Etxebarria / Beatriz Villagrasa / Javier Santabárbara

International Journal of Environmental Research and Public Health, Vol 20, Iss 1802, p

A Mini Meta-Analysis during COVID-19

2023 Volume 1802

Abstract	Background: Since March 2020, when the World Health Organization (WHO) declared the COVID-19 pandemic, in order to stop the spread of the virus, unprecedented measures were taken worldwide. One of the most important measures was the closure of schools and educational centers around the world in 2020, and very extreme health protocols have been in place in educational centers since they were reopened. From early childhood education to universities, teachers first had to adapt in a short period time to online classes and then continuously readapt to new protocols according to the pandemic situation. This academic environment, in addition to the pandemic situation itself, has favored the emergence of mental disorders such as Post-Traumatic Stress Disorder (PTSD). Materials and Methods: Medline via PubMed and other databases were searched for studies on the prevalence of PTSD in teachers from 1 December 2019 to 1 October 2022. A total of five studies were included in this review. Our results show a prevalence of PTSD of 11% reported by teachers. No subgroups nor meta-regression analyses were performed due to the insufficient number of studies available. Conclusions: The results suggest that teachers are suffering from PTSD, so it is important to carry out more studies worldwide. Similarly, measures to improve the mental health and well-being of teachers during the pandemic and post-pandemic periods are needed.
Keywords	teachers ; COVID-19 ; post-traumatic stress disorders ; prevalence ; meta-analysis ; Medicine ; R
Subject code	150
Language	English
Publishing date	2023-01-01T00:00:00Z
Publisher	MDPI AG
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: Prevalence of Burnout among Teachers during the COVID-19 Pandemic

Naiara Ozamiz-Etxebarria / Idoia Legorburu Fernnadez / Darren M. Lipnicki / Nahia Idoiaga Mondragon / Javier Santabárbara

International Journal of Environmental Research and Public Health, Vol 20, Iss 4866, p

A Meta-Analysis

2023 Volume 4866

Abstract	Since the start of the COVID-19 pandemic, many studies have found that there has been a lot of teacher overload. One of the additional burdens has been that they have had to teach online. In addition, when they returned to face-to-face classes, they had to follow all the hygiene rules so that the COVID-19 virus would not spread. It is therefore not surprising that, during this pandemic period, high levels of psychological symptoms have been reported among teachers. Among this symptomatology, burnout has been very frequent among teachers. Therefore, the aim of this study is to conduct a meta-analysis to determine the overall prevalence of burnout among teachers during the COVID-19 pandemic. For this purpose, a search was conducted for cross-sectional studies listed in PubMed from 1 December 2019 to 14 February 2022 that reported on the prevalence of burnout among teachers. A total of nine studies from eight different countries in Africa, Asia, Europe, and North and South America, were included in this study. The pooled prevalence of burnout among teachers was 52% (95% CI 33–71%), which is higher than burnout rates reported for health professionals. There was significant heterogeneity between studies ( I 2 = 99%, p -value < 0.001), and the prevalence of burnout was higher in women and school teachers (compared to university educators), and lower in American studies. This meta-analysis concludes that teachers worldwide experienced a high rate of burnout during the COVID-19 pandemic. This has implications not only for the teachers themselves, but also for the quality of the education they were able to provide. This education has an influence on the student population. The possible long-term effects are yet to be determined.
Keywords	burnout ; teachers ; COVID-19 ; prevalence ; meta-analysis ; Medicine ; R
Subject code	420
Language	English
Publishing date	2023-03-01T00:00:00Z
Publisher	MDPI AG
Document type	Article ; Online
Database	BASE - Bielefeld Academic Search Engine (life sciences selection)

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Article ; Online: A Systematic Review of Research on Augmentative and Alternative Communication Interventions for Children Aged 6-10 in the Last Decade.

Langarika-Rocafort, Argia / Mondragon, Nahia Idoiaga / Etxebarrieta, Gorka Roman

Language, speech, and hearing services in schools

2021 Volume 52, Issue 3, Page(s) 899–916

Abstract: Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children ... ...

Abstract	Purpose The purpose of this systematic review was to identify, appraise, and critically synthesize the latest available evidence on the effects of augmentative and alternative communication (AAC)-based interventions on communication skills in children aged between 6 and 10 years with mixed diagnoses. Method MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest) were searched. The studies were independently selected by two reviewers for the purposes of the review. The methodological quality of the included studies was assessed, and characteristics and results of the studies were extracted. Results This review included 14 studies from a total of 1,204 found through an electronic search. The AAC interventions studied were effective at improving various outcomes in children with mixed diagnoses. Interventions that focused on narrative skills were the most common type. When considering the quality of the studies, the independence of assessors, data analysis, replication, and generalization of interventions were the weaker areas. Conclusions Interventions analyzed in this review improve communication skills, including phonological awareness, vocabulary, requesting, and developing narrative skills in children aged between 6 and 10 years with mixed diagnoses. The results of one study also indicate that the acquisition of skills using an AAC method is superior when the child prefers the method. Supplemental Material https://doi.org/10.23641/asha.14462256.
MeSH term(s)	Child ; Communication ; Humans
Language	English
Publishing date	2021-04-28
Publishing country	United States
Document type	Journal Article ; Research Support, Non-U.S. Gov't ; Review ; Systematic Review
ZDB-ID	2067619-0
ISSN	1558-9129 ; 0161-1461
ISSN (online)	1558-9129
ISSN	0161-1461
DOI	10.1044/2021_LSHSS-20-00005
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Article ; Online: Coping with COVID-19: social representations underlying blaming processes and fear.

Idoiaga Mondragon, Nahia / Berasategi Sancho, Naiara / Ozamiz-Etxebarria, Naiara / Alonso Saez, Israel

Psychology & health

2021 Volume 37, Issue 7, Page(s) 828–846

Abstract: Objective. ...

Abstract	Objective.
MeSH term(s)	Adaptation, Psychological ; COVID-19/epidemiology ; Communicable Disease Control ; Fear ; Humans ; Pandemics
Language	English
Publishing date	2021-03-07
Publishing country	England
Document type	Journal Article ; Research Support, Non-U.S. Gov't
ZDB-ID	625255-2
ISSN	1476-8321 ; 0887-0446
ISSN (online)	1476-8321
ISSN	0887-0446
DOI	10.1080/08870446.2021.1896717
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