Caja Navarra Bank Foundation is a private nonprofit organization which, according to its bylaws, passed by the Government of Navarra and the Ministry of Economy on June 27th 2014, is aimed at promoting the social, economic and cultural development of Navarra.
For several years, UpToYou‘s Project has been endorsed by this organization which has made it posible to carry out many projects.
Tafalla project 2014-2015
UpToYou is based on a model of integration and has already been applied in a sample of 10 adolescents (during the 2014/2015 school year), in a project funded by the Caja Navarra Foundation.
From the standpoint of educational psychology, project evaluation was conducted through student self-assessment with pre and post-tests and teacher evaluations, which also included pre and post-tests.
Regarding student self-assessment, they took Plutchik’s impulsivity scale before and after, Dweck’s test on self-beliefs about intelligence and personality and the Big Five Factors personality test.
Teachers responded to a questionnaire in which they evaluated all students in seven areas, including apathy/motivation, nervousness/tranquility, impulsivity/self-control, allows/does not allow for correction, never/always does homework, grades, and with/without discipline problems. Students’ parents also participated by doing this same evaluation (excluding the grades area).
Student’s scales (control and program) identified impulsivity, belief systems, their main personality traits and tolerance for frustration, which allowed the research team to form study groups. Teachers evaluated students. Feedback from parents encouraged personal monitoring and a dynamic dialogue between parents and children. The dependent variables, therefore, were assessed with these tests. Socio-demographic variables were taken into account as modulatory variables, especially sex, which will likely be an important factor in improving the program.
Although the pilot was only carried out with 10 students, the results are promising. Herein, we offer the program’s effect on students’ impulsivity and on their belief system about intelligence and personality (Dweck scale). In the former case, on the Plutchik impulsivity scale, there is a significant decrease in the dependent variable (F = 279,949, P <0.0001). This result comes from a general linear model that considers time (start vs. end of school year) as an inner-subject factor and considers the group (UpToYou vs. control) as an inter-subject factor. As shown in the graph below, these preliminary results show that the assessment of impulsivity decreased in the UpToYou group, while it rose slightly in the control group. The time-by-group interaction is very significant, as reflected in the statistics given above, which shows that belonging to one of two groups (UpToYou or control) was an important factor for the change in impulsivity that occurred between the beginning and end of the school year. This change is summarized in the following chart:
UpToYou-Concapa (launched in 2017)
The Project refers to a series of formative strategies in emotional education of guidance and counselling with a holistic and procedural approach.
The starting point are the emotional experiences existing in different realities built between the project’s participants (parents, educators, psychologists, etc.) and the children and youngsters of Navarra (indirect beneficiaries) who are in their care. In line with what was explained before, the project was defined as holistic because it places the emotion within the global context of the person guaranteeing its unity. At the same time it was procedural because it started from the participants’ personal experiences during the formation and it was that experience which we reflected on and which were used as a pretext to provide the participants with all the necessary theoretical knowledge for a global and unified understanding of the emotional education of the indirect beneficiaries.
Therefore, the participants received not only tools to apply what they’ve lived-learnt, but they also acquired tools to objectively assess the educative-emotional actions built and implemented with/for the indirect beneficiaries.
This project was addressed to: fathers and mothers; educators; health professionals: general health psychologists and clinical psychologists specialised in formation and learning fields or neurodevelopmental disorders and educational psychologists; undergraduate and postgraduate students taking a degree in Education, Psychology or Social work.
Interpersonal encounter: an alternative to violence. (Launched in 2018)
This Project was born with the purpose of offering fathers, mothers, educators- with a special attention paid to those in risk of social exclusion or a problematic situation- an emotional formation which helps understand one’s emotional complexity and how to position one’s self against it, favouring processes of inter-personal encounter.
Therefore, users will be qualified by their own experience and not by a theory that is later forgotten, so that they know how to accompany their children and students in the same processes. This project has been in motion since 2014. This year the format will be similar: in order to do so, we will do an intensive formation course of 35 hours where educators (parents or teachers) will apply the UpToYou program to experience that personal growth within themselves in the interpersonal encounter from their emotional reality. Moreover, they will be provided with material for individual work as well as material to work in pairs for other 35 hours. The project is mainly addressed to fathers, mothers and generally speaking adults in a situation of social risk and people coming from different social organizations.