EVALUATION OF AND PREVENTIVE INTERVENTIONS FOR THE PSYCHOSOCIAL FACTORS IN A PUBLIC KINDERGARTEN AND PRIMARY SCHOOL 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. Authors of the poster in English: Arellano, B.; Aranguren, A. ( ) 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. 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. PREVENTIVE INTERVENTIONS RELATED TO: PREVENTIVE INTERVENTIONS DESCRIPTIONDONE INTERNAL ORGANIZATION ORGANIZATION OF TIMETABLE Organizational measures have been taken to permit teachers to adjust their timetables responsibly in order to gain greater flexibility. YES DISTRIBUTION OF TASKS Reinforcement in the classroom in case of work overload (new or conflictive pupils) and relief from some duties to free teachers for testing and report writing. YES PLANNING OF TASKS Support system among teachers in stressful situations (+ stress-management course). NO Organization of the necessary support for the home-room teacher by the special education teacher and Psychopedagogical Assessment Team through the Attention to Diversity Commission. Following of intervention protocol for the prevention of aggressive attitudes and behavior on the part of pupils and their families. Continue, with the teacher as the coordination figure, with the Regional Language and Intercultural Program. Delegate administrative tasks to the center’s administrative assistants. YES COMMUNICATION CHANELS TO FAMILIES Improve channels of communication with families, encourage 2-directional communication and solicit the families’ opinions. +/- EXTERNAL ASSESSMENT, TRAINING AND EXCHANGE OF EXPERIENCES COMPUTER TRAINING Computerization of burocratic processes related to data on pupils and communication with families. +/- TRAINING Training in emotional control, productivity suites and center management. Inclusion of advice on how to manage program coordination meetings correctly. +/- EXCHANGE OF EXPERIENCES Looking into the organizational measures taken by the teaching staff in other centers concerning timetable flexibility, conflict resolution, etc. NO SUPPORT FROM BOARD OF EDUCATION HUMAN RESOURCES Request a support teacher from the local Board of Education for anyone who needs to be absent. Request a greater number of hours for the administrative assistant and a substitute in case of illness. YES 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.