European Journal of Education and Psychology 2022-12-16T15:13:57+00:00 Editorial Team EJEP Open Journal Systems <div> <p>La European Journal of Education and Psychology (EJEP) e-ISSN: 1989-2209 y ISSN 1888-8992, fue creada el año 2008 por la Sociedad Científica Española para la Investigación y la Formación en Ciencias de la Salud (<a href="">ASUNIVEP</a>) y desde su creación se ha orientado a difundir investigaciones relacionadas con el desarrollo del niño, tratando temas de interés en el campo de la educación y la psicología del desarrollo, realizada en Iberoamérica, y en colaboración estrecha con la Universidad Autónoma de Chile. A partir de 2021 la revista es editada en Santiago de Chile por la Universidad Autónoma de Chile, de esta forma la revista EJEP se constituye en órgano oficial de sus Facultades de Educación y de Ciencias Sociales y Humanidades y de la Sociedad Científica Española para la Investigación y la Formación en Ciencias de la Salud (ASUNIVEP). </p> <p><strong> </strong><strong>Enfoque y alcance</strong></p> <p>La <em>European Journal of Education and Psychology </em>(EJEP) e-ISSN: 1989-2209, se encarga de publicar diferentes trabajos relacionados con la Educación y la Psicología, en su vertiente más amplia, extendiendo su cobertura a profesionales de otras disciplinas afines. La <em>European Journal of Education and Psychology </em>(EJEP), es una revista seriada revisada por pares, de periodicidad semestral. Tiene un alcance internacional y foco en iberoamérica, es de acceso abierto y utiliza una Licencia <a style="background-color: #ffffff;" href="">Creative Commons de Reconocimiento -No Comercial- sin derivados 4.0</a> Internacional ( <a style="background-color: #ffffff;" href="">CC BY-NC-ND 4.0</a> ). Los contenidos están disponibles en acceso abierto inmediatamente después de su publicación.</p> <p><strong>Objetivo</strong> : Su objetivo es la difusión y publicación de trabajos empíricos - investigación y/o teóricos de cualquier ámbito relacionado con la educación y la psicología, en su vertiente más amplia, extendiendo su cobertura a profesionales de otras disciplinas afines.</p> <p><strong>Visión</strong> : EJEP busca ser un espacio de discusión académica y diálogo multidisciplinario en el área de las ciencias de la educación y la psicología en todos sus aspectos, que contribuya a la comunicación científica entre pares investigadores y académicos del área.</p> <p><strong>Dirigido</strong> a profesionales, académicos e investigadores del campo de las educación, psicología, trabajo social y especialidades afines.</p> <p>La Revista Publica artículos originales, reportes de casos, artículos de revisión, comunicaciones breves y cartas al editor en inglés o español. El EJEP <strong>no</strong> tiene <strong>cargos por procesamiento de artículos (APC)</strong> ni cargos por envío de artículos para ninguno de los procesos editoriales o la publicación.</p> </div> <p align="left"> </p> Pre-post changes in a child-to-parent violence psychoeducational intervention program 2022-09-27T16:24:59+00:00 Ismael Loinaz Jesús Villanueva José Luis Sancho <p class="p1"> </p> <p class="p2">Child-to-parent violence assessment has raised much concern in the last decade. The Child-to-Parent Violence Risk (CPVR) assessment tool is a recently developed guide, designed to anticipate violence recidivism, that can be used during therapy, pretrial assessment, and other circumstances were professionals need support to determinate needs and risks of cases. This study aimed to provide empirical data on the use of the CPVR in a therapeutic context, describing the prevalence of risk factors of youth attending a cognitive-behavioral program, comparing scores on CPVR in a pre-post assessment, and analyzing its ability to predict treatment results. A total of 118 youths were assessed using the CPVR before treatment, and 66 also had a post-treatment assessment. Significant changes in risk (reduction) and protective (increase) factors after program participation (due to the program or due to the professional’s consideration in post-treatment assessment) were observed, but the CPVR was not able to predict the success coded by clinicians. Future research should include recidivism data to confirm the real success after the treatment program (regardless of the professional’s opinion) and the predictive validity of the CPVR for recidivism.</p> 2022-12-20T00:00:00+00:00 Derechos de autor 2022 Ismael Loinaz, Jesús Villanueva, José Luis Sancho Assessing and detecting response bias in self and referenced attitude towards conflict in family cases 2022-09-27T19:26:55+00:00 Ramón Arce Verónica Marcos Jéssica Sanmarco Bárbara Castro <p class="p2">Background/Objective: Contentious couple breakup is associated to adverse outcomes for couple members and offspring. Parental attitudes towards conflict resolution are a robust predictor of the litigiousness of the breakup. Nonetheless, response bias should be strongly suspected in parental attitude reported in this setting. Thus, a field study with the aim of knowing the prevalence and magnitude of the response bias and of ascertaining empirically valid criteria to classify the suspect of response bias was designed. Method: A total of 2,797 adults, 50.9 % men, with underage children aged from 21 to 68 years (<em>M </em>= 40.41), 2,488 married (without previous breakups), 204 involved in a mutual agreement separation and 105 in a contentious separation, answered to a measure of self-reported and referenced attitude towards conflict resolution. Results: The results exhibited that parents of the contentious and mutual agreement separation groups biased their answers. Likewise, the results provided empirical criteria for response bias classification. Epidemiologically, the observed probability of response bias was of .629[.537, .721] in the group of parents of contentious separation and of .377[.310, .444] in the group of parents of mutual agreement separation. Conclusions: The implications of the results for the design and implementation of mediation and intervention programs are discussed.</p> 2022-12-16T00:00:00+00:00 Derechos de autor 2022 Ramón Arce, Verónica Marcos, Jéssica Sanmarco, Bárbara Castro Teachers’ Explanations of Adolescent to Parent Violence in Relation to Sexism and Belief in the Just World 2022-09-27T18:26:55+00:00 Helena Cortina Claudia Iribarren Ana M. Martín <p class="p1"><strong>Introduction</strong>: Adolescent-to-Parent Violence (APV) is a social problem with serious family and social repercussions. Research on the subject has so far focused mainly on parents and children, ignoring the socializing role played by teachers in the development of children and adolescents. The aim of the study is to analyze the explanations given by teachers at different levels of education about VFP and its relationship with sexist attitudes and belief in a just world. <strong>Method</strong>: A total of 127 kindergarden, primary and secondary school teachers, aged between 20 and 61 years, participated in this study. 77.8% were women. They answered a questionnaire that included the Spanish versions of the Marlowe and Crowne Scale (1960), the Glick and Fiske Ambivalent Sexism Scale (1996), and the Lipkus Belief in the Just World Scale (1991), as well as the Causal Explanations Scale of Cortina and Martín (2021). <strong>Results</strong>: The results indicate that, regardless of age, level of education and gender, the participants considered the emotional reaction of the son or daughter as the main cause of the VFP, followed by inadequate parenting, defensive behavior of the son or daughter, an inadequate environment, being an adolescent and, finally, due to traits of evil or madness of the perpetrator of the violence. As expected, there were differences in the explanations chosen by the teachers who scored higher in the two forms of sexism and in the belief in a just world, with those chosen by the teachers who scored lower. <strong>Discussion</strong>: Results are discussed in the context of the culture of parental blaming and the role of the teacher as a link between families and family intervention professionals in APV cases.</p> 2022-12-20T00:00:00+00:00 Derechos de autor 2022 Helena Cortina, Claudia Iribarren , Ana M. Martín Effects of parental separation in offspring individual adjustment 2022-09-27T18:51:59+00:00 Francisca Fariña Mercedes Novo Barbara Castro Dolores Seijo <p class="p1"> </p> <p class="p2"><strong>Background/Objective: </strong>In the European Union it is estimated that there are about 800,000 separations per year that involves approximately 500,000 children. The literature has found that parental divorce causes problems for children in academic performance, behavior, social competence, psychological adjustment, self-esteem, but the effects on family adjustment are unknown. Hence, a field study in order to know the effects of parental separation on the family adjustment of the children was designed. <strong>Method: </strong>393 children and adolescents, 125 from parents separated in non-contentious proceedings, 122 from parents separated in contentious proceedings and 146 from cohabiting families, responded to a measure of family adjustment. <strong>Results: </strong>The results exhibited that the children of families in contentious separation reported a greater personal maladjustment than those of cohabiting families, an increase of 15.8%. In addition, the children of couples in contentious and non-contentious separation warned of greater family maladjustment than those of cohabiting families, a quantified increase of 55.9% and 45.1%, respectively. Furthermore, the children of families in the process of contentious separation exhibited greater family maladjustment than those of families in non-contentious separation, an estimated increase of 16.3%. <strong>Conclusions: </strong>The implications of the results for good professional practices, prevention and intervention are discussed.</p> 2022-12-20T00:00:00+00:00 Derechos de autor 2022 Francisca Fariña, Mercedes Novo, Barbara Castro, Dolores Seijo