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STRENGTHS

Authors of the poster in English: Arellano, B.; Aranguren, A. (e-mail: barellano@cscv.es ) Authors of the study: Arellano, B.; Emmbuena, E.; Gay, E. I.; Noguera, M.

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STRENGTHS

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  1. Authors of the poster in English: Arellano, B.; Aranguren, A. (e-mail: barellano@cscv.es) • 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. EVALUATION OF AND PREVENTIVE INTERVENTIONS FOR THE PSYCHOSOCIAL FACTORS IN A PUBLIC KINDERGARTEN AND PRIMARY SCHOOL 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 • WEAKNESSES • (8) DEGREE OF FREEDOM AT WORK: Lack of MARGIN FOR decision-making 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. STRENGTHS (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.

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