Analyzing University Students' Perceptions Regarding Mainstream Pornography and Its Link to SDG5.

BACKGROUND: Violence against women and girls continues to be a widespread problem, and its elimination is one of the targets of the Sustainable Development Goal 5 toward achieving gender equality. One of the main causes of this violence is the structural sexism present in societies that continues to be perpetuated through pornography, especially among young people. Therefore, the main objective of this research is to analyze the consumption of pornography among young people, studying its effects and relationship with affective-sexual education. METHODS: This study was carried out with a sample of 280 students in the north of Spain. The ages of the entire sample ranged from 18 to 37 years (M = 20.3, SD = 2.6). From the sample, 78.9% (n = 221) define their gender identity as women and 21.1% (n = 59) define their gender identity as men; no person within this research self-identify as non-binary. The instrument used was the Survey on Affective-sexual Education and Pornography (Ballester et al., 2019). The sample was recruited by snowball sampling. RESULTS: The results of the present study show that the average age at which people start watching pornography is 10.4 years. The majority of young people consume it to satisfy their curiosity. In addition, with regard to gender, boys consume more pornography, especially for masturbation. Finally, 20.5% of the participants believe that the sexual education they have received has not been adequate, and most of them solve their sexual doubts by asking friends. CONCLUSIONS: The results indicate that it is necessary to improve the affective-sexual education provided in schools, since students consume pornography at a very early age, and young people have normalized its consumption to address their curiosity and satisfy their sexual needs. Finally, the impact of pornography consumption on SDG5 was reflected on.

A Systematic Review of Augmentative and Alternative Communication Interventions for Children Aged From 0 to 6 Years.

PURPOSE: This systematic review evaluates the latest available evidence regarding augmentative and alternative communication (AAC) interventions in children from 0 to 6 years old diagnosed with various disabilities. METHOD: A systematic search was conducted in MEDLINE (OVID), PsycINFO (EBSCO), ERIC (ProQuest), SCIELO (WOS), Teacher Reference Center (EBSCO), and Education Database (ProQuest), and studies on AAC interventions in children from 0 to 6 years old diagnosed with various disabilities were selected independently by two reviewers (A.L.-R. and N.I.M.) according to the purpose of the review. RESULTS: Twenty-nine of 1,709 studies met the inclusion criteria for this review. The methodological quality of the included studies was assessed, and the characteristics and results of the studies were extracted by a descriptive analysis (O.L.S. and M.O.-V.). CONCLUSION: This analysis revealed that children with different diagnoses show improvements in expressive and receptive communication, functional communication behaviors, communication participation skills, interaction strategies, and symbol and multisymbol production and comprehension by using various AAC systems.

Teacher stress, anxiety and depression at the beginning of the academic year during the COVID-19 pandemic.

BACKGROUND: Faced with the situation of COVID-19, teachers are dealing with new measures, insecurity and a lack of clear guidelines. The aim of this study is to analyse the levels of stress, anxiety and depression of teachers in the north of Spain. METHODS: This study was conducted with 1633 teachers from the Department of Education of the Basque Autonomous Community (BAC) and Navarre, all of whom are professionals working in various educational centres, from nursery education to university studies, with an average age of 42 years (M = 42.02; s.d. = 10.40). The Spanish version of the Depression Anxiety and Stress Scale-21 was used. RESULTS: The results show that a high percentage of teachers have symptoms of stress, anxiety and depression. Women show significantly more symptoms of stress and anxiety than men, those who have children have more depressive symptoms than those who do not, and people with chronic pathology or those who live with others with chronic pathology have more stress, anxiety and depression. CONCLUSIONS: This study indicates the importance of attending to the mental health of teachers, particularly women, those who have children, and those who have a chronic pathology or a family member with a chronic pathology.

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

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.

Understanding fatness in the public sphere of young students: social representations and emotional response.

This study examines how youth collectively represent fatness and determines the emotions it arouses. Understanding how fatness is socially constructed by young people is crucial to create programs that better deal with it. A free association exercise elicited by the word "fatness" was answered by 200 people of the Autonomous Community of the Basque Country (Spain), and the content was analyzed by its lexicon using Alceste software. The results showed that health-related representation of fatness was mostly descriptive, and it was not connected to risky or any emotional response. But fatness was also completely represented as a social pressure issue related to stigmatization and highly correlated with negative emotions, such as sadness, insecurity, embarrassment, anguish, lonesomeness, pity or anger. That is, risky and negative emotions were linked to social non-acceptance, and not with health problems. Thus, the conclusion is that fatness is transmitted from fear and not from a positive construction of the health.

Understanding fatness in the public sphere of young students: social representations and emotional response / Entendiendo la gordura en la esfera pública de estudiantes jóvenes: representaciones sociales y respuesta emocional / Entendendo a gordura no universo público dos jovens: representações sociais e resposta emocional

This study examines how youth collectively represent fatness and determines the emotions it arouses. Understanding how fatness is socially constructed by young people is crucial to create programs that better deal with it. A free association exercise elicited by the word "fatness" was answered by 200 people of the Autonomous Community of the Basque Country (Spain), and the content was analyzed by its lexicon using Alceste software. The results showed that health-related representation of fatness was mostly descriptive, and it was not connected to risky or any emotional response. But fatness was also completely represented as a social pressure issue related to stigmatization and highly correlated with negative emotions, such as sadness, insecurity, embarrassment, anguish, lonesomeness, pity or anger. That is, risky and negative emotions were linked to social non-acceptance, and not with health problems. Thus, the conclusion is that fatness is transmitted from fear and not from a positive construction of the health.

Este estudio examina de qué forma la juventud representa la gordura colectivamente y determina las emociones que suscita. Entender cómo se construye la gordura socialmente por parte de la gente joven, es crucial para crear programas que puedan lidiar mejor con ella. Para ello se llevó a cabo un ejercicio de asociación libre, suscitado por la palabra "gordura", que fue respondido por 200 personas de la Comunidad Autónoma del País Vasco (España). Su contenido fue analizado a través de su léxico, usando el software Alceste. Los resultados mostraron que la representación que relacionaba la gordura con la salud fue en su mayor parte descriptiva, y no estaba conectada con ninguna respuesta emocional o relacionada con el riesgo. Sin embargo, la gordura fue también representada como una presión social, relacionada con la estigmatización, y altamente correlacionada con emociones negativas como la tristeza, inseguridad, vergüenza, angustia, soledad, lástima o ira. Es decir, las emociones relacionadas con el riesgo y negativas se vincularon a una no aceptación social, y no a problemas de salud. Por tanto, la conclusión es que la gordura se transmite partiendo desde el temor y no desde una construcción positiva de lo que significa la salud.

O estudo examina as representações coletivas dos jovens em relação à gordura e identifica as emoções que suscita. Entender a construção social da gordura pelos jovens é crucial para poder criar programas para lidar melhor com a questão. Um exercício de associação livre evocada pela palavra "gordura" foi respondido por 200 pessoas da Comunidade Autônoma do País Basco (Espanha), e o conteúdo foi submetido a análise lexical com o uso do programa Alceste. Os resultados mostram que a representação da gordura em relação à saúde era predominantemente descritiva, sem associação com o risco ou com qualquer resposta emocional. Entretanto, a gordura também era representada enquanto questão de pressão social relacionada à estigmatização, fortemente correlacionada com emoções negativas como tristeza, insegurança, embaraço, ansiedade, solidão, pena ou raiva. Ou seja, as emoções arriscadas e negativas estiveram ligadas à não-aceitação social, e não a problemas de saúde. Portanto, a conclusão é que a representação da gordura é transmitida por medo, e não por uma construção positiva da saúde.