Volunteers have played an important role by supporting essential services that have been overwhelmed during the most critical moments of the SARS-CoV-2 pandemic. Hence, nonprofit organizations may be interested in preventing negative consequences of these volunteers’ exposure to potentially traumatic events. The aim of this cross-sectional study was twofold. First, to examine to what extent self-compassion and self-determination would contribute to differentiating between volunteers with different levels of compassion fatigue, compassion satisfaction, and post-traumatic growth. Second, to identify the best predictors of the most extreme levels of each outcome. Participants were 211 Spanish Red Cross volunteers (60.7% women), who completed a survey. They were separately classified into three groups (low, medium, and high) according to the 33rd and 66th percentile scores on each outcome (compassion fatigue, compassion satisfaction, and post-traumatic growth). Univariate analyses of variance and post-hoc comparisons revealed that self-compassion and self-determination contributed differently to distinguishing between levels of each outcome. Volunteers lowest in compassion fatigue stood out for showing fewer non-compassionate strategies and more mindfulness than the other groups. Moreover, those higher in satisfaction compassion also showed lower use of unhealthy strategies and higher scores in all other predictive variables. Volunteers highest in post-traumatic growth showed higher self-kindness and satisfaction of all psychological needs. Binary logistic regressions allowed for the identification of predictors of belonging to the most extreme groups. The protective factors may be useful to guide volunteers’ self-care and help them thrive in the face of critical service demands.

Volunteers may be exposed to the negative consequences of dealing with human suffering, such as compassion fatigue. However, very little is known about the protective factors that contribute to their resilience. The aim of this study was to analyze the extent to which different strengths (psychological endurance, purpose, and social support), orientations to happiness, and compassion satisfaction predict volunteers’ resilient outcomes (subjective well-being and post-traumatic growth) and compassion fatigue. Participants were 116 Spanish Red Cross volunteers (77.8% women). They were separately classified into three groups (low, medium, and high) according to the 33rd and 66th percentile scores on each resilient outcome. Univariate analyses of variance and post-hoc comparisons computed separately showed significant differences in most factors analyzed, except compassion fatigue. Logistic regressions revealed that endurance, organization support, and eudaimonia allowed for the correct classification of 83.3% of those high in post-traumatic growth (82.2% of the true-positives and 84.4% of the true-negatives). In addition to endurance and organization support, purpose was the strongest predictor of well-being (85.7% were correctly classified, 82.8% of the true-negatives and 88.2% of the true-positives). Finally, lower endurance predicted compassion fatigue (65.7% and 61.3% of the true-negatives and 69.4% of the true-positives). Findings indicate ways to promote resilience among volunteers.

The best teaching practices, an issue of particular relevance in determining the quality of higher education, requires different forms of measuring design. A big part of good practice in teacher performance corresponds to behaviors developed by the teacher in the classroom, which can be measured and analyzed using observational methodology. The study evaluates ten teachers from the University of La Laguna (Spain) and seven from Guadalajara (Mexico). Their behavior was coded using a rating scale and the behavioral interaction patterns with students were coded using the Observational Protocol of Teaching Functions (Protocolo de Observación de Funciones Docentes, PROFUNDO_UNI). The lag sequential analysis extracted significant patterns related to the feedback given to questions from the students, the reinforcement and the encouragement given to the students for their participation. Las buenas prácticas docentes, un tema de especial relevancia para determinar la calidad de la educación superior y requiere diseñar distintas formas de medirlo. Una gran parte de las buenas prácticas corresponden a comportamientos desarrollados por el profesor en el aula de clase, que se puede medir y analizar mediante metodología observacional. Se seleccionaron diez profesores de la universidad de La Laguna (España) y siete de la de Guadalajara (México), codificando sus comportamientos mediante una escala de calificación y los patrones comportamentales de interacción con el alumnado mediante el Protocolo de Observación de Funciones Docentes (PROFUNDO_UNI). El análisis secuencial de retardos extrajo patrones significativos relacionados con la retroalimentación a las preguntas del alumnado, el refuerzo dado y el fomento a la participación de los estudiantes.

El tipo de cooperación que se realiza entre países ha variado con el paso del tiempo. Actualmente, la cooperación internacional y las alianzas cobran cada vez un mayor peso en un mundo conectado. En este artículo se pretende dar a conocer una experiencia de cooperación educativa internacional poniendo especial énfasis en las políticas de igualdad, que se desarrolló entre la Universidad de La Laguna (ULL) y la Universidad de Cabo Verde (Uni-CV). Se ha desarrollado una revisión teórica de conceptos claves y posteriormente, se han comparado los datos más relevantes para el trabajo en red de las dos universidades participantes. El resultado más significativo es la movilidad realizada y las acciones llevadas a cabo en el marco de la misma. Asimismo, esta experiencia permitió el conocimiento de las estrategias y políticas que se llevan a cabo en la sociedad caboverdiana en materia de igualdad de género. Las principales conclusiones son la necesidad de seguir realizando cooperación y movilidades interuniversitarias logrando un trabajo colaborativo entre los agentes que intervienen. Estas relaciones pueden materializarse en proyectos o en docencia compartidas mejorando así la realidad actual. El intercambio de retos y soluciones dadas desde ambas universidades para lograr la igualdad de género en diferentes contextos, ha sido posible en el marco de la Red CIMPI destinada precisamente a alcanzar dicho propósito entre universidades canarias y africanas.