EVALUATION OF AND PREVENTIVE INTERVENTIONS FOR THE
PSYCHOSOCIAL FACTORS IN A PUBLIC KINDERGARTEN AND
PRIMARY SCHOOL
Authors of the poster in English: Arellano, B.; Aranguren, A. (e-mail: [email protected])
Authors of the study: Arellano, B.; Emmbuena, E.; Gay, E. I.; Noguera, M.
Characteristics: The method used was an adaptation by the ISTAS of the Copenhagen Psychosocial Questionnaire (CoPsoQ). We selected the
“Centro de Educación Infantil y Primaria Salvador Espriu” (Sant Feliu de Llobregat). It is a public school that has two classes for each grade. All the
teachers were women, 70% of them were between the ages of 36 and 55, 60% had a seniority of more than 10 years in the school and 81% were on
indefinite contracts. Furthermore, 63% of them also did the housework at home.
Objectives:
• To analyze the difficulties and the opportunities that arose from the carrying out of the psychosocial evaluation.
• To verify that the preventive interventions derived form the evaluation are useful in improving organization and decreasing risks.
• To carry out a follow-up on the preventive interventions as a way of evaluating and integrating the project in the school’s functioning.
Psychosocial Dimensions
1. Double work day
12. Insecurity at work
2. Quantitative demands
13. Role clarity
3. Sensorial demands
14. Role conflicts
4. Cognitive demands
15. Predictability
5. Emotional demands
16. Social support
6. Demands for hiding emotions
17. Reinforcement
7. Influence at work
18. Social relations
8. Degree of freedom at work
19. Sense of community
9. Possibilities for development
20. Quality of leadership
10. Meaningfulness of work
21. Job satisfintervention
11.Commitment to the workplace
STRENGTHS
WEAKNESSES
•(9) POSSIBILITIES FOR DEVELOPMENT: Work is a source of continuous
learning and of personal and professional growth.
•(10) MEANINGFULNESS OF WORK: Work is vocational.
•(20) QUALITY OF LEADERSHIP: Related to social support and
reinforcement.
•(13) ROLE CLARITY: Clarity of role.
•(7) INFLUENCE AT WORK: Margin for decision-making and autonomy
regarding the content and conditions of work.
•(8) DEGREE OF FREEDOM AT WORK: Lack of MARGIN FOR decisionmaking regarding timetables, breaks, vacations, etc.
•(5) EMOTIONAL DEMANDS: It is difficult not to become emotionally
involved.
•(1) DOUBLE WORK DAY: 63% of the teachers are mostly responsible
for the housework in their homes.
•(2) QUANTITATIVE DEMANDS: Large amount of work for the time
available.
•(6) DEMANDS FOR HIDING EMOTIONS: Opinions are held back for
professional reasons.
PREVENTIVE
INTERVENTIONS
RELATED TO:
PREVENTIVE
INTERVENTIONS
DESCRIPTION
DONE
ORGANIZATION
OF TIMETABLE
Organizational measures have been taken to permit teachers to adjust their timetables responsibly
in order to gain greater flexibility.
YES
DISTRIBUTION OF Reinforcement in the classroom in case of work overload (new or conflictive pupils) and relief from
some duties to free teachers for testing and report writing.
TASKS
Support system among teachers in stressful situations (+ stress-management course).
INTERNAL
ORGANIZATION
EXTERNAL
ASSESSMENT,
TRAINING AND
EXCHANGE OF
EXPERIENCES
SUPPORT FROM
BOARD OF
PLANNING OF
TASKS
COMMUNICATION
CHANELS TO
FAMILIES
COMPUTER
TRAINING
NO
Organization of the necessary support for the home-room teacher by the special education
teacher and Psychopedagogical Assessment Team through the Attention to Diversity Commission.
Following of intervention protocol for the prevention of aggressive attitudes and behavior on the
part of pupils and their families.
Continue, with the teacher as the coordination figure, with the Regional Language and Intercultural
Program.
Delegate administrative tasks to the center’s administrative assistants.
YES
Improve channels of communication with families, encourage 2-directional communication and
solicit the families’ opinions.
+/-
EXCHANGE OF
EXPERIENCES
Computerization of burocratic processes related to data on pupils and communication with
families.
Training in emotional control, productivity suites and center management.
Inclusion of advice on how to manage program coordination meetings correctly.
Looking into the organizational measures taken by the teaching staff in other centers concerning
timetable flexibility, conflict resolution, etc.
HUMAN
RESOURCES
Request a support teacher from the local Board of Education for anyone who needs to be absent.
Request a greater number of hours for the administrative assistant and a substitute in case of illness.
TRAINING
YES
+/+/NO
YES