Health Social Work, as a subspecialty whose interventions are carried out with individuals and families immersed in processes of health difficulties, is a caring profession potentially susceptible to the development of burnout. We intended to synthesise and analyze the available evidence on burnout among Health Social Work professionals, through a systematic, international review from 2000 to the present. The systematic review followed the PRISMA standards, and a narrative synthesis analysis was generated. The selection of studies was done through the PubMed, Scopus, Web of Science (WOS), and the Higher Council for Scientific Research (CSIC) databases. 231 references were found, of which a total of 14 studies were finally analyzed, finding the following determinants and common points on burnout: the influence of the work setting, increased job turnover, relationship with physical and mental well-being, the importance of coping skills training, and the influence of sociodemographic variables, specifically gender. Burnout is notably prevalent in Health Social Work, going so far as to exceed that of other social health professions. Research determines that the creation and promotion of prevention and coping strategies are a necessary task.

Eating disorders are mental health illnesses that are influenced by various individual, family and social factors. The present study aimed to examine the influence of self‐esteem and socialisation through social networks on eating disorder behaviours in adolescence. The sample was made up of 721 secondary school students (49.1% girls). The sample age ranged between 12 and 18 years (M = 13.89, SD = 1.37). Participants completed the Eating Attitudes Test‐26 (EAT‐26) to measure disordered eating attitudes and behaviours, the Rosenberg Self‐Esteem Scale and the ESOC‐39 scale, which measures socialisation through social networks, in addition to a brief initial sociodemographic survey. Descriptive and multivariate analyses were carried out with MANOVA. Low self‐esteem was shown to increase behaviours linked to eating disorders globally. Likewise, high socialisation through social networks was also associated with a general increase in eating disorders during adolescence. The findings of the study provide empirical support for the need to develop prevention strategies that address the improvement in self‐esteem and adequate socialisation through social networks during adolescence. The development of effective interventions along these lines could be helpful to treat the behaviours and attitudes that are observed in eating disorders.

The article discusses the contribution of personal assistance for the independent living of people with disabilities. This right is evolving at different speeds internationally, presents controversial aspects, and is under continuous debate. To synthesize the evidence relating to the promotion of self-determination and independent living through personal assistance. A systematic review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. A search for relevant literature published was conducted during March 2023 across nine databases. The findings of the included studies were coded and analyzed via inductive content analysis. 26 articles were included, mostly qualitative, from four different continents. The analysis revealed six different key themes. The social framework highlighted the influence of international agreements and disability activism on cultural shifts in understanding disability. Secondly, healthy relationships and life or service expectations were emphasized. Key agents included users, personal assistants, family members, service providers, and other professionals. Personal assistants' work context explored ethical dilemmas, training, and working rights. Decision-making about personal assistance involved factors like lack of information, access requirements, and funding. Lastly, the implications underscored the positive impact of personal assistance on independent living, while identifying threats, and best practices for improvement. This systematic review was the first to explore the promotion of independent living of people with disabilities through personal assistance schemes and highlights the need for governments to prioritize and coordinate efforts to ensure access for all, emphasizing the ethical imperative to progress toward social justice.

The burnout syndrome has traditionally been identified in the service sector professions, among which is Social Work. In order to determine this syndrome, different measuring instruments have emerged, including the Maslach Burnout Inventory. The main objective of this study was to evaluate the psychometric properties of this instrument and to find evidence of its validity (corroborating the original factorial structure and its convergent validity) and reliability (internal consistency). The Spanish adapted version of the Maslach Burnout Inventory was used. Four hundred social workers participated, randomly divided into two samples of 200 individuals (Sample 1: M = 43.06, SD = 9.04 and Sample 2: M = 40.89, SD = 8.78). We carried out principal components exploratory factor analysis with Varimax rotation. The results identified a factorial structure with four factors (Emotional Exhaustion, Depersonalization, Personal Realization, and Interpersonal Psychological Stress) (χ²/df = 1.73, CFI = 0.929, NNFI = 0.859, SRMR = 0.069, RMSEA = 0.061), different from that of the original questionnaire, which indicated three dimensions. The data also show a high internal consistency (α = 0.882). The four factors were directly and moderately associated with each other (r between 0.328 and 0.534). In conclusion, this study provides new data of a valid and reliable tool for evaluating professional burnout or exhaustion.

El interés de la autoestima durante la adolescencia es fundamental, ya que promover una autoestima positiva y reducir el impacto de la autoestima negativa, posibilita el desarrollo óptimo de gran parte de las experiencias escolares, personales y de bienestar general. El presente estudio tuvo como objetivo evaluar las evidencias de validez y fiabilidad de la Escala de Autoestima (Rosenberg Self-Esteem Scale) en estudiantes españoles y comprobar si el género, la edad, el curso académico y el tipo de centro son determinantes para su desarrollo. Participaron un total de 698 estudiantes de Educación Secundaria Obligatoria (ESO) que se agruparon en dos muestras aleatorias (muestra 1: 364 alumnos, M=12.57; DT= .49 y muestra 2: 334 alumnos, M=14.62; DT= .48). Los resultados identificaron una estructura factorial de dos factores (autoestima positiva y autoestima negativa) (χ²/gl= 2.938; CFI= .948; NNFI= .924; SRMR = .045; RMSEA= .075), con una consistencia interna elevada (α = .853). Asimismo, los análisis de multivarianza mostraron que los adolescentes presentan una mayor autoestima positiva si son de género masculino, cursan primero, segundo o tercero de ESO y estudian en centros concertados, mientras que exhiben una alta autoestima negativa los adolescentes de género masculino que cursan primero de ESO con edades inferiores a los 13 años. La escala Rosenberg ha demostrado tener propiedades psicométricas adecuadas para ser utilizada en estudiantes de educación secundaria de España.

Introducción. En la sociedad actual, así como en el ámbito de Trabajo Social, las Tecnologías de la Información y la Comunicación tienen un impacto significativo, lo que demanda la adaptación a la era digital. En consecuencia, la adquisición de competencias digitales y tecnológicas se vuelve esencial en la práctica profesional. Esta investigación analiza el impacto y la relevancia de la formación en competencias digitales en el ámbito del Trabajo Social en España, explorando las materias de las titulaciones de Grado y Máster en Trabajo Social de las universidades españolas y la formación continua promovida por los colegios oficiales de Trabajo Social. Metodología. La metodología ha consistido en el análisis y sistematización de los datos de los planes de estudios y guías docentes de los Grados (38) y los Másteres en Trabajo Social (39) de universidades españolas. Además, se examinó la oferta formativa de 36 colegios oficiales de Trabajo Social mediante la administración de un cuestionario ad hoc. Resultados. Los resultados indican que la formación en competencias digitales está presente en el 34.21% de los programas de grado, de los cuales el 84.61% se imparten en centros públicos y el 53.84% de las materias se imparten en el cuarto curso. Por otro lado, las materias en competencias digitales en los másteres apenas alcanzan un 10.25%, y, en su totalidad, se imparten en universidades públicas y en un 50% en la modalidad presencial. Además, los colegios oficiales de Trabajo Social ofrecen formación continua en esta área en un 43.33% de los casos. De estos, el 53.84% ofreció más de un curso. Destaca que el 71.87% de estos cursos se ofertaron a partir de 2019. Discusión. Los hallazgos identifican que las ofertas formativas actuales son insuficientes para responder a las exigencias de un contexto hiperdigitalizado. Esta carencia podría limitar la capacidad de los/as profesionales para desempeñar su labor en un entorno que demanda habilidades digitales avanzadas. Ante los resultados identificados se considera crucial promover la colaboración entre universidades y organizaciones profesionales para establecer directrices que orienten la transición desde la formación académica hacia la práctica profesional efectiva, además de garantizar una formación continua adecuada durante toda la carrera laboral. Conclusiones. Para afrontar los retos de la era digital en el ámbito del Trabajo Social, es imprescindible incrementar la investigación y el desarrollo de programas académicos específicos en competencias digitales. Las universidades y colegios profesionales deben priorizar la integración de estas competencias en su oferta formativa. De esta manera, este esfuerzo contribuirá a fortalecer las capacidades de los/as profesionales y a mejorar la calidad y eficacia de las intervenciones en un entorno tecnológicamente avanzado. Se recomienda establecer alianzas estratégicas entre instituciones académicas y organizaciones profesionales para diseñar programas formativos que potencien el uso de tecnologías en el Trabajo Social.