Serrano Ángela, Sanz Roberto, Cabanillas Juan Luis, López-Lujan Elena
Faculty of Teaching and Educational Sciences, Department of Inclusive Education, Socio-Community Development and Occupational Sciences, Catholic University of Valencia, Godella, 46110 Valencia, Spain.
Facultad de Magisterio y Ciencias de la Educación, Departamento de Didáctica General, Teoría de la Educación e Innovación Tecnológica, Catholic University of Valencia, Godella, 46110 Valencia, Spain.
Children (Basel). 2023 Jan 28;10(2):231. doi: 10.3390/children10020231.
This article identifies the socio-emotional competencies of school counsellors working with children and adolescents. The aim is to address problems related to mental health and conflict and to implement training programmes. The study sample was composed of 149 counsellors working in schools. The instruments used were the CCPES-II (questionnaire on teacher competences) and a series of open-ended questions on conflict resolution. A mixed methodology was used, with a concurrent triangulation design with two phases: a quantitative one (QUAN) and a qualitative one (QUAL). Univariate, bivariate, and correlation quantitative analyses were performed. Parametric and non-parametric tests were applied depending on the number of dependent and independent variables. The qualitative analysis was performed with the NVivo 12 computer programme, which determines word frequencies using a classic content analysis. The results confirm the relationship between socio-emotional training and rapid response to school conflict; the generalised view that conflicts are difficult to anticipate and, thus, to prevent; and the demand for specific training in socio-emotional competences, intervention strategies, more specialised school staff, more time for intervention with and support for families, and more socio-professional recognition.
本文确定了从事儿童和青少年工作的学校辅导员的社会情感能力。目的是解决与心理健康和冲突相关的问题，并实施培训计划。研究样本由149名在学校工作的辅导员组成。所使用的工具是CCPES-II（教师能力问卷）和一系列关于冲突解决的开放式问题。采用了混合方法，采用了具有两个阶段的并行三角测量设计：定量阶段（QUAN）和定性阶段（QUAL）。进行了单变量、双变量和相关性定量分析。根据因变量和自变量的数量应用参数检验和非参数检验。定性分析使用NVivo 12计算机程序进行，该程序使用经典内容分析确定词频。结果证实了社会情感培训与对学校冲突的快速反应之间的关系；普遍认为冲突难以预测，因此难以预防；以及对社会情感能力、干预策略、更专业的学校工作人员、更多干预和支持家庭的时间以及更多社会职业认可方面的特定培训的需求。
