Approach Developed According to Sustainable Development Goals and Challenges for Future Professionals in Social Intervention

Bibliographic Data

ID5936502
AuthorsEva María Picado-Valverde (0000-0002-7288-6985, Universidad de Salamanca, corresponding author), Amaia Yurrebaso (0000-0001-8898-7089, Universidad de Salamanca), Raquel Guzmán-Ordaz (0000-0002-8858-7146, Universidad de Salamanca), Ana Belén Nieto-Librero (0000-0001-6643-247X, Universidad de Salamanca), Nerea Gonzalez-García (0000-0002-2814-2807, Universidad de Salamanca)
Year2022
Volume11
Issue2
Pages67
Publication date2022-02-11
Open AccessYes
TypeARTICLE
VenueSocial Sciences (JOURNAL)
Journal identifiersISSN: 2076-0760 • E-ISSN: 2076-0760
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/socsci11020067
OpenAlexW4213054578
LanguageEN
Citations received4
References cited25

In 2015, the United Nations and various countries committed to achieving the Sustainable Development Goals. The 17 goals revolve around 3 main axes: eradicating poverty, protecting the planet, and ensuring peace and prosperity for all people by 2030. These goals are integrated so that interventions in one area inevitably affect the others. Undoubtedly, this application involves developing competencies related to Prejudice, conflict resolution, and empowerment. Our research aims to analyse the knowledge and competency of university students undergoing specific training to facilitate the application of UNESCO's objectives in their work performance, while incorporating human rights as a basis for all future actions. A total of 241 students from the University of Salamanca participated. The average age of the sample was 21.13 years; 76.8% were female, and 23.2% were male (22.41 ± 7.17 years old). The data collection protocol included questions related to knowledge of the Sustainable Development Goals and involving SDGs in their personal life and future profession, which were assessed using the empowerment Scale, the Conflictalk Scale, and the Subtle and Overt Bias Scale. Significant differences were found between SDGs knowledge and involvement with academic courses. There was a direct relationship between this knowledge and involvement with the control, esteem, and activism dimensions of the Empowerment Scale, cooperative from the Conflictalk Scale, and positive emotions had inverse relationships with threat-rejection, and traditional values from the prejudice scale. Our study found that students who are more engaged with the SDGs resolve conflicts cooperatively, foster community activism, and experience positive emotions, whereas students with aggressive conflict resolution are more Prejudiced

Empowerment · Political science · Poverty · Prejudice (legal term · Prosperity · Psychological intervention · Scale (ratio · Sustainable development · Community Health and Development · Psychology · Resilience and Mental Health · Social Psychology · Youth Development and Social Support

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