Comunicación asertiva, estado nutricional y desarrollo físico en adultos mayores / Assertive Communication; Nutritional Status and Physical Development in Aged Adults

Introducción: La asertividad es una herramienta comunicacional que puede contribuir de manera positiva en que los adultos mayores interpreten correctamente la necesidad e importancia de realizar acciones que permitan mantener un adecuado desarrollo físico y estado nutricional durante la tercera edad. Objetivo: Describir cómo la implementación de la comunicación asertiva puede ayudar a la incorporación de los adultos mayores al programa de actividades físicas del adulto mayor. Métodos: Se realizó una investigación básica, no experimental y descriptiva en una población de 157 adultos mayores, de los cuales 113 formaron parte de la muestra de investigación. Se aplicó la comunicación asertiva para lograr la incorporación de estos al programa de actividades físicas del adulto mayor. Resultados: El miedo al contagio con COVID-19 fue la principal causa referida para no participar en las actividades (17,70 por ciento). Predominaron los adultos mayores con nivel de conocimiento bajo sobre la importancia de las actividades físicas en los adultos mayores. Después de aplicar la comunicación asertiva se logró que el 64,60 por ciento de los ancianos se incorporaran al programa. Conclusiones: La asertividad, con sus técnicas y acciones, facilitó la incorporación de adultos mayores al programa de actividades físicas. Su aplicación se basó en la preparación y la capacidad de negociación con las personas de la tercera edad para poder lograr su incorporación a las actividades físicas del programa del adulto mayor(AU)

Introduction: Assertiveness is a communicational tool that can contribute positively to aged adults' correct interpretation of the need and importance of performing actions that allow them to maintain adequate physical development and nutritional status during older age. Objective: To describe how the implementation of assertive communication can help the incorporation of aged adults to the physical activity program for the elderly. Methods: A basic, nonexperimental and descriptive research was conducted with a population of 157 aged adults, of which 113 were part of the research sample. Assertive communication was applied to achieve their incorporation into the physical activity program for the elderly. Results: Fear of infection with COVID-19 was the main reported cause for not participating in the activities (17.70 percent). Aged adults with a low level of knowledge about the importance of physical activities for the elderly predominated. After applying assertive communication, 64.60 percent of the older adults could become part of the program. Conclusions: Assertiveness, with its techniques and actions, facilitated the incorporation of aged adults to the physical activities program. Its application was based on the preparation and the ability to negotiate with older adults in order to achieve their incorporation to the physical activities of the program for the elderly(AU)

O inventário de envolvimento paterno revisado: inclusão de pais com filhos pré-escolares / The inventory of father involvement revised: inclusion of fathers with preschool children / El inventario de envolvimiento paterno revisado: inclusión de padres de preescolares

Apesar da importância do envolvimento paterno, sua avaliação persiste desafiadora. No Brasil, o Inventário de Envolvimento Paterno (IFI-BR) vem se mostrando adequado para uso com pais de crianças de 5 a 10 anos. Entretanto, do ponto de vista do desenvolvimento infantil e de intervenções preventivas, seria importante avaliar o envolvimento paterno quando as crianças são mais novas. Assim, este trabalho teve como objetivos: identificar limitações do IFI-BR, quando usado com pais de crianças entre 2 e 10 anos, e avaliar itens para o IFI-BR-revisado. No Estudo 1, 434 pais com filhos no Ensino Infantil ou Fundamental 1 responderam a um questionário sociodemográfico e ao IFI-BR. Com base em análises de dados omissos, estrutura interna e precisão, modificações foram sugeridas, visando à manutenção da estrutura interna original do instrumento. No Estudo 2, 572 pais com filhos na mesma faixa etária responderam a um questionário sociodemográfico e à versão modificada do IFI-BR. Foram comparadas as frequências de dados omissos e estimativas de precisão para os itens originais e modificados, selecionando aqueles que melhor representavam essa amostra de pais para compor a versão revisada do IFI-BR. Esses resultados indicaram evidências adequadas de validade, com base no conteúdo da versão revisada do IFI-BR, quando utilizada para avaliar a qualidade do envolvimento paterno de pais brasileiros com filhos do Ensino Infantil ao Fundamental 1. Após verificadas evidências de validade adicionais, essa versão revisada do IFI-BR poderá ser utilizada, por exemplo, em estudos longitudinais e na avaliação de intervenções precoces com pais.(AU)

Despite the importance assigned to father involvement, evaluating this construct remains a challenge. In Brazil, the Inventário de Envolvimento Paterno (IFI-BR) has showed satisfactory evidence of validity for fathers of children between 5 and 10 years old. From the perspective of child development and preventive interventions, however, evaluating father involvement with younger children is essential. Hence, this study sought to: identify limitations of the IFI-BR for fathers of children between 2 and 10 years old, and evaluate items for a revised IFI-BR. In Study 1, 434 fathers of children in early childhood and primary school settings answered a sociodemographic questionnaire and the IFI-BR. Based on analyses of missing data, internal structure, and reliability, modifications were suggested to maintain the original internal structure. In Study 2, 572 fathers of children in the same age range answered a sociodemographic questionnaire and the modified IFI-BR. After comparison between values for missing data and reliability of the original and modified items, the items that best represented the broader sample of fathers were selected to compose the revised IFI-BR. Results indicated adequate evidence of content validity for the revised IFI-BR when used to assess the involvement of Brazilian fathers with children in early childhood education and primary school settings. After additional evidence has been verified, this revised IFI-BR can be used, for example, in longitudinal studies and to evaluate early interventions with fathers.(AU)

La participación paterna es importante, pero su evaluación sigue siendo desafiadora. En Brasil, el Inventário de Envolvimento Paterno (IFI-BR) demuestra ser adecuado para aplicar a padres de niños de 5 a 10 años de edad. No obstante, desde la perspectiva del desarrollo infantil y de las intervenciones preventivas, sería importante evaluar la participación de los padres de niños más jóvenes. Este estudio tuvo como objetivos: identificar limitaciones del IFI-BR cuando se aplica a padres de niños entre los 2 y 10 años y evaluar ítems para el IFI-BR-revisado. En Estudio 1, 434 padres con hijos en el jardín de infantes o escuela primaria respondieron un cuestionario sociodemográfico y el IFI-BR. Con base en el análisis de datos faltantes, estructura interna y exactitud, se sugirieron modificaciones para mantener la estructura interna original del instrumento. En Estudio 2, 572 padres respondieron un cuestionario sociodemográfico y la versión modificada del IFI-BR. Se compararon las frecuencias de datos faltantes y estimaciones de exactitud para los ítems originales y modificados, seleccionando aquellos que representaban mejor a esta muestra de padres para la versión revisada del IFI-BR. Estos resultados indicaron evidencia adecuada de validez, basada en el contenido de la versión revisada del IFI-BR, cuando se utilizó para evaluar la calidad de la participación de padres brasileños con niños en el jardín de infantes y en la escuela primaria. Después de verificada la evidencia adicional de validez, la versión revisada del IFI-BR se puede utilizar, por ejemplo, en estudios longitudinales y en la evaluación de intervenciones precoz con los padres.(AU)

Impulsividad y asertividad en mujeres con trastornos de la conducta alimentaria / Impulsivity and assertiveness in eating disordered women

ANTECENTES: Impulsividad y asertividad son dos de los rasgos más estudiados en los trastornos de la conducta alimentaria (TCA), aunque la impulsividad no ha sido suficientemente caracterizada y la evidencia en cuanto a asertividad es insuficiente. OBJETIVO: Analizar niveles de impulsividad y asertividad en mujeres con y sin TCA. MÉTODO: Se llevó a cabo un estudio analítico transversal, con muestreo no probabilístico en pacientes de sexo femenino con TCA, contrastándolas con mujeres controles sin TCA. Se aplicaron el Test de Actitudes Alimentarias (EAT-40), las escalas de Barratt (BIS) y de Rathus (RAS) a 42 sujetos controles y 42 con TCA. RESULTADOS: No hubo diferencias estadísticamente significativas entre grupos en cuanto a características sociodemográficas. El puntaje del EAT-40 fue mayor en las pacientes con TCA (p=0,000). No hubo diferencias significativas en RAS total, excepto en las subescalas R1 (p= 0,004) y R3 (p=0,035). El puntaje BIS total también tuvo diferencias significativas (p=0,003) así como las subescalas de Impulsividad Cognitiva (IC) (p=0,000) y de Impulsividad Motora (IM) (p=0,0032). Hubo correlación positiva, estadísticamente significativa entre los puntajes totales del EAT-40 y RAS, y las subescalas R1 y R2, y negativa entre EAT-40 y BIS, y las subescalas IC e IM. CONCLUSIONES: Las pacientes con TCA presentan niveles más elevados de impulsividad y más bajos de asertividad.

BACKGROUND: Impulsivity and assertiveness are two of the most studied features in eating disorders (ED), although impulsivity has not been sufficiently characterized and the evidence regarding assertiveness is scarce. OBJECTIVE: To analyse levels of impulsivity and assertiveness in women with and without ED. METHOD: A cross-sectional analytical study, with non-probabilistic sampling in female patients with ED was carried out, contrasting them with women without ED as controls. The Eating Attitude Test (EAT-40), the Barratt (BIS) and Rathus (RAS) scales were applied to 42 control subjects and 42 patients with ED. RESULTS: There were no statistically significant differences between groups in terms of sociodemographic characteristics. EAT-40 scores were higher in eating disordered patients (p = 0.000). There were no statistically significant differences between groups in total RAS scores, except for R1 (p = 0.004) and R3 (p = 0.035) subscales. Total BIS score also had statistically significant differences (p = 0.003) as well as Cognitive Impulsivity (CI) (p = 0.000) and Motor Impulsivity (IM) subscales (p = 0.0032). There was a statistically significant positive correlation between total scores of EAT-40 and RAS, and R1 and R2 subscales, and a statistically significant negative one between EAT-40 and BIS, and IC and IM subscales. CONCLUSIONS: Patients with ED have higher levels of impulsivity and lower levels of assertiveness.

Autoeficácia, habilidades sociais e clima escolar de estudantes do ensino fundamental / Self-efficacy, social skills and school climate of elementary school students / Autoeficacia, habilidades sociales y clima escolar de estudiantes de la enseñanza fundamental

O estudo comparou a autoeficácia acadêmica, as habilidades sociais e o clima escolar de estudantes do final do Ensino Fundamental, considerando diferenças por sexo e a influência do histórico de reprovação escolar, a partir da Teoria Social Cognitiva. Participaram 491 alunos (idade de 11 a 16 anos), selecionados por conveniência, de ambos os sexos, que frequentavam os três últimos anos do Ensino Fundamental de escolas públicas e particulares de uma cidade do Estado de Minas Gerais. Os participantes responderam ao Inventário de Habilidades Sociais para Adolescentes, ao Children's Self-Efficacy Scale, ao Questionário de Clima Escolar e ao Questionário com informações demográficas. Os resultados indicaram que as meninas apresentaram mais autoeficácia para atividades extracurriculares/lazer e social e mais empatia e assertividade do que os meninos. Os alunos apresentaram mais habilidades sociais de abordagem social/sexual e perceberam mais o clima escolar acerca do relacionamento entre estudantes. Estudantes com histórico de reprovação escolar tiveram menor autoeficácia e clima escolar positivo. Os dados evidenciaram as influências dos papéis de gênero e da reprovação escolar sobre as relações interpessoais e o desempenho escolar dos estudantes ao final do Ensino Fundamental, destacando a necessidade de se fomentar programas de intervenção com alunos e professores.

The present study aimed to compare academic self-efficacy, social skills and the school climate of students in the last years of Middle School, considering differences by sex and influences school failure, based on the Social Cognitive Theory. Participated 491 students aged between 11 and 16 years old, selected by convenience, of both sexes who attended the last three years of middle school in a city in the state of Minas Gerais. Participants answered Social Skills Inventory for Adolescents, Children's Self-Efficacy Scale, School Climate Questionnaire, and Socio-economic Demographic Questionnaire. The results indicated that girls showed more self-efficacy for extracurricular/leisure and social activities and more empathy and assertiveness than boys. The students presented more social skills of social/sexual approach and perceived more the school atmosphere about the relationship between students. Students with a history of school failure had lower self-efficacy and a positive school climate. The data evidenced the influence of gender roles and school failure on interpersonal relationships and school performance of students at the end of Elementary School, highlighting the need to promote intervention programs with students and teachers.

El estudio comparó la autoeficacia académica, habilidades sociales y el clima escolar de estudiantes del final de la Enseñanza Fundamental, considerando diferencias por sexo e influencias del histórico de reprobación escolar, basado en la Teoría Social Cognitiva. Participaron 491 alumnos (edad de 11 a 16 años), seleccionados por conveniencia, de ambos sexos que frecuentaban los tres últimos años de la Enseñanza Fundamental de escuelas públicas y particulares de una ciudad del Estado de Minas Gerais. Los participantes respondieron al Inventario de Habilidades Sociales para Adolescentes, al Children's Self-Efficacy Scale, al Cuestionario de Clima Escolar y al Cuestionario con informaciones demográficas. Los resultados indicaron que las niñas presentaron más autoeficacia para actividades extracurriculares/ocio y social y más empatía y asertividad que los niños. Los alumnos presentaron más habilidades sociales de abordaje social/sexual y percibieron más el clima escolar acerca de la relación entre estudiantes. Los estudiantes con historial de reprobación escolar presentaron menor autoeficacia y clima escolar positivo. Los datos evidenciaron las influencias de los papeles de género y de la reprobación escolar sobre las relaciones interpersonales y el desempeño escolar de los estudiantes al final de la Enseñanza Fundamental, destacando la necesidad de fomentar programas de intervención con alumnos y profesores.

Social Skill Inventory-2 Del-Prette: expanding and updating psychometric properties / Inventário de Habilidades Sociais-2 Del-Prette: ampliando e atualizando as propriedades psicométricas

The aim of this research was to update the psychometric properties of the Del-Prette Social Skills Inventory-2, a measure of social performance in social interaction situations. The sample consisted of 4,250 participants of both sexes aged between 18 and 59 years old (M = 35.85; df = 11.33; 51.1% woman). Exploratory Structural Equation Modeling suggested the adequacy of the internal structure of the original version of the instrument, consisting of five factors: Assertive Conversation, Affective-Sexual Approach, Expression of positive sentiment, Self-Control/Coping, and Social Resourcefulness, all of them with good reliability indicators, alphas higher than 0.774, and measurement invariance indicators across groups as a function of sex and different age ranges. The Partial Credit Model provided the item's and participant's parameters: difficulty level/theta and adjustment indices, which were adequate. The results suggest that the inventory is a suitable measure of social skills for professional and research purposes.

O objetivo da presente pesquisa foi atualizar as propriedades psicométricas do Inventário de Habilidades Sociais Del-Prette, uma medida de desempenho sociais em situações de interação social. A amostra foi composta por 4.250 participantes de ambos os sexos com idade entre 18 e 59 anos (M = 35,85; DP = 11,33; 51,1% mulheres). A Análise de Equações Estruturais Exploratória indicou adequação da estrutura interna da versão original do instrumento, composta por cinco fatores:conversação assertiva, abordagem afetivo-sexual, expressão de sentimento positivo, autocontrole/enfrentamento e desenvoltura social. Todos obtiveram bons indicadores de precisão, alfas superiores a 0,774, e indicadores de invariância dos parâmetros da medida em função dos sexos e faixas etárias. O Modelo de Créditos Parciais forneceu os parâmetros dos itens e características dos participantes: níveis de dificuldades/theta e índices de ajuste, que se mostraram apropriados. Os resultados sugerem que o inventário é uma medida de habilidades sociais adequada para uso profissional e pesquisa.

Análise da percepção estética do sorriso por professores do curso de odontologia da Universidade do Estado do Amazonas / Aesthetic perception analysis of the smile by professors of the dentistry course of Universidade do Estado do Amazonas

Objetivo: Comparar as opiniões de professores do curso de Odontologia das seguintes especialidades: Dentística, Periodontia, Endodontia, Prótese Dentária, Ortodontia, Cirurgia e Traumatologia Buco-maxilo-facial a respeito da percepção estética do sorriso e o padrão Diagrama de Referências Estéticas Dentárias (DRED). Métodos:A coleta de dados foi realizada dentro da faculdade de Odontologia da Universidade do Estado do Amazonas (UEA), na cidade de Manaus, Amazonas, Brasil, por meio de um questionário. Foram 42 professores avaliados, sendo sete de cada especialidade, que analisaram 12 fotografias coloridas de sorrisos frontais e as pontuaram de 0 a 10, sendo 0 menos estético e 10 mais estético. Foi aplicado o teste de Coeficiente de Correlação Intraclasse (ICC), misto de duas vias e Teste de Kruskal-Wallis. Resultados: Verificou-se que 88,9% dos avaliados, apresentaram concordância de seus resultados em relação ao consenso de seu grupo de especialidade. Todavia, quando comparados individualmente 47,6% dos professores não obtiveram correlação alguma e 23,8% deles apresentaram uma correlação que pode ser atribuída ao acaso. A especialidade que apresentou a maior discrepância entre os examinadores e o gabarito foi a de Ortodontia com 87,5%. Conclusão: Desse modo, foi notável que os professores dentro da mesma especialidade apresentaram relativa concordância, porém, quando analisado a assertividade dos avaliadores individualmente houve uma correlação extremamente baixa. É possível inferir ainda, que após avaliação entre as especialidades, o grupo que apresentou maior discrepância estatística em relação ao padrão DRED de análise foi a especialidade de Ortodontia.

Aim: To compare the opinions of the professors of the Dentistry course regarding the following specialties: Dentistry, Periodontics, Endodontics, Prosthodontics, Orthodontics and Bucco-maxillo-facial Surgery and Traumatology regarding the aesthetic perception of the smile and the standard Diagrams of Dental Aesthetic References (DDAR). Methods: Data collection was carried out within the School of Dentistry of the State University of Amazonas (UEA), in the city of Manaus, Amazonas, Brazil, using a questionnaire. This study evaluated 42 teachers, seven from each specialty, who analyzed 12 color photographs of frontal smiles, and scored them from 0 to 10, where 0 was the least aesthetic and 10 was the most aesthetic. The Intraclass Correlation Coefficient test (ICC), two-way mixed test and Kruskal-Wallis test were applied. Results: It was found that 88.9% of those evaluated showed agreement in the results as regards the consensus of their specialty group. However, when compared individually, 47.6% of the teachers did not obtain any correlation, while 23.8% of them presented a correlation that can be attributed to chance. The specialty that had the greatest discrepancy among the examiners and the template was Orthodontics, at 87.5%. Conclusion:Thus, it is remarkable that professors from the same specialty showed relative agreement, but when the assertiveness of the evaluators was analyzed individually, an extremely low correlation was found. It is also possible to assume that after evaluation among the specialties, the group that showed the highest statistical discrepancy in comparison to the DDAR was the Orthodontic specialty.

Habilidades sociais e problemas de comportamento de crianças com altas habilidades/superdotação / Social skills and behavioral problems of high-ability/gifted children / Habilidades sociales y problemas conductuales de niños con altas habilidades/superdotados

Resumo O estudo das habilidades sociais contribui para a compreensão das relações interpessoais, embora ainda haja poucos estudos que relacionem esse tema a crianças com altas habilidades/superdotação (AH/SD). Portanto, os objetivos deste estudo foram: a) descrever e comparar as habilidades sociais de crianças com AH/SD sob o ponto de vista da criança e de seus respectivos pais/responsáveis e professoras; b) descrever e comparar as habilidades sociais e os problemas de comportamento de crianças com AH/SD sob o ponto de vista de seus pais/responsáveis e professoras, considerando o sexo e comparando a importância das habilidades sociais para os dois grupos; e c) descrever a competência acadêmica das crianças segundo as professoras. Participaram dez pais/responsáveis, oito professoras e dez crianças estudantes do ensino fundamental identificados com AH/SD. Os participantes responderam ao questionário Sistema de Avaliação de Habilidades Sociais (SSRS) versão para pais, professores e alunos, e ao Questionário de Respostas Socialmente Habilidosas (QRSH), versão para pais e professores. Os resultados apontaram que as crianças apresentaram habilidades sociais acima da média para seus pais e professores, e abaixo da média no autorrelato das crianças. Entretanto, há indicativos de necessidade de atenção preventiva e de intervenção nos fatores que apresentaram déficits sociais de acordo com o relato dos três grupos de participantes em: autocontrole/civilidade; cooperação/empatia; assertividade/desenvoltura social; problemas de comportamento externalizantes e internalizantes; e hiperatividade. Tais dados possibilitam que sejam programadas intervenções preventivas, conforme indicação dos pais/responsáveis e professoras, condizentes com a necessidade apontada pelas próprias crianças para a promoção de habilidades sociais. (AU)

Abstract Studying social skills helps understanding interpersonal relations, but studies relating both issues in high-ability/gifted (HA/G) children are still scarce. Thus, this study aimed to describe (a) the social skills of HA/G children from the viewpoints of the children themselves, their parents/guardians, and teachers; (b) the social skills and behavioral problems of HA/G children from the viewpoints of their parents/guardians and teachers, considering gender and the importance attributed by each group to social skills; and (c) children academic competence according to their teachers. The study comprised ten parents/guardians, eight teachers, and ten elementary school students identified as presenting with high abilities/giftedness. Data were collected by means of the Social Skills Rating System (SSRS), applied to parents, teachers, and students; and the Socially Skillful Responses Questionnaire (SSRQ), applied to parents and teachers. For parents and teachers, children's social skills were considered above average, whereas for themselves they were considered below average. However, the three groups indicated social deficits in some factors that require preventive attention and interventions, namely: self-control/civility; cooperation/empathy; social assertiveness/resourcefulness; external and internalizing behavior problems; and hyperactivity. These findings enable the development of preventive interventions aimed at promoting social skills among HA/G children based on the reports of parents/guardians, teachers and children themselves. (AU)

Resumen Los estudios de las habilidades sociales contribuyen a la comprensión de las relaciones interpersonales, pero todavía son pocos los que relacionan este tema al de niños con altas habilidades/superdotados (AH/SD). Teniendo en cuenta esto, los objetivos de este estudio fueron: a) describir y comparar las habilidades sociales de niños con AH/SD desde el punto de vista del niño y de sus respectivos padres/responsables y profesoras; b) describir y comparar las habilidades sociales y los problemas conductuales de niños con AH/SD desde el punto de vista de sus padres/responsables y profesoras, considerando el sexo y la importancia de las habilidades sociales para ambos grupos; y c) describir la competencia académica de los niños según las profesoras. Participaron 10 padres/responsables, siendo ocho profesoras y diez alumnos de educación primaria de una escuela pública identificados con AH/SD. Los participantes respondieron al cuestionario Sistema de Evaluación de las Habilidades Sociales (SSRS), versión para padres, profesores y alumnos, y al Cuestionario de Respuestas Socialmente Habilidosas (CRSH), versión para profesores. Los resultados indicaron que los niños presentaban habilidades sociales mayor del promedio para sus padres y maestros y por debajo del promedio en el autoinforme de los niños. Sin embargo, se observó la necesidad de atención preventiva e intervención en los factores que presentaron déficits sociales de acuerdo con el relato de los tres grupos de participantes en: autocontrol/cortesía; cooperación/empatía; asertividad social/ingenio; problemas de conducta externos e internalizantes e hiperactividad. Estos datos permiten programar intervenciones preventivas, conforme indicación de los padres/responsables y profesoras y la necesidad de los propios niños, para la promoción de habilidades sociales. (AU)

Assertive skills: a comparison of two group interventions with Brazilian university students

The improvement or acquisition of socioemotional skills contributes to the academic and personal adaptation of university students. The way students think about themselves and others influence their social skills and well-being. Considering the importance of social competence for professional practice in the face of new social realities, the university must invest in programs that promote the socio-emotional development of students. This study compared the effects of interventions based on Rational Emotive Behavior Therapy and Psychoeducation on assertive skills and subjective well-being. This study involved 25 undergraduate students of a public university. The students were randomly allocated to three groups, including the Control group, and they were evaluated by means of questionnaires, inventories, scales, and written evaluation of the group process. The program consisted of 10 meetings and a 6-week follow-up. Irrational beliefs were reduced and their assertive skills' scores increased in the post-intervention and follow-up evaluations, regardless of the group. Only verbal reports from participants indicated an increase in well-being. The students' written reports after the end of the meetings indicate that the two forms of intervention were evaluated as promoting change by the students. One of the limitations of the study is the size of the groups. Despite the very small sample size, the study highlights that developing a set of flexible beliefs is fundamental to the exercise of assertiveness. (AU)

Social skills inventory for the elderly: an instrument for use in Brazil / Inventário de habilidades sociais para idosos: instrumento para utilização no Brasil / Inventario de habilidades sociales para ancianos: instrumento para uso en Brasil

We carried out an evaluation of the evidence of internal structure and scores reliability of the Social Skills Inventory for the Elderly (SSI-E) in a sample of 616 Brazilian elderly, between the ages of 60 and 94, from diverse Social-economic stratum. We used EFA, CFA, and reliability measures (Composite Reliability). SSI-E is a 20-item instrument (χ2/gl = 1.406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) with four factors: Emotional expressiveness; Assertiveness; Conversation and social resourcefulness; Affective-sexual approach. The composite reliability of the factors ranged between 0.70 and 0.80, suggesting good precision. The SSI-E allows a very parsimonious application. We discuss the implications of these findings for research, assessment, and intervention on mental health among the elderly.

Considerando a ausência de um instrumento de habilidades sociais específico para idosos, os objetivos deste estudo foram obter e validar uma estrutura própria de itens e fatores para o Inventário de Habilidades Sociais para idosos (IHSI-Del-Prette). Os participantes foram 616 pessoas entre 60 e 94 anos, de diversos níveis socioeconômicos. Foram realizadas Análise Fatorial Exploratória, Análise Fatorial Confirmatória e avaliação da confiabilidade composta. O IHSI-Del-Prette é composto por 20 itens (χ2/gl = 1.406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) organizados em quatro fatores: Assertividade; Conversação e desenvoltura social; Abordagem afetivo-sexual, com confiabilidade composta entre 0.70 e 0.80. O IHSI-Del-Prette possibilita uma avaliação precisa, com contribuições para pesquisa, avaliação e intervenção relacionadas à saúde mental em idosos.

Considerando la ausencia de un instrumento específico de habilidades sociales para los ancianos, los objetivos de este estudio fueron obtener y validar una estructura específica de ítems y factores para el Inventario de Habilidades Sociales para los ancianos (IHSI-Del-Prette). Los participantes fueron 616 personas entre 60 y 94 años, de diferentes niveles socioeconómicos. Se realizaron análisis factoriales exploratorios, análisis factoriales confirmatorios y evaluación de confiabilidad compuesta. El IHSI-Del-Prette consta de 20 ítems (χ2 / gl = 1,406, CFI = 0.912, RMSEA = 0.037, SRMR = 0.0563) distribuidos en cuatro factores: Asertividad; Conversación e ingenio social; Aproximación afectivo-sexual, con fiabilidad entre 0,70 y 0,80. El IHSI-Del-Prette permite una evaluación precisa, con contribuciones a la investigación, evaluación e intervención relacionadas con la salud mental en los ancianos.

Psychosocial predictors of social anxiety in children / Predictores psicosociales de la ansiedad social en niños

Abstract Social Anxiety (SA) is one of the most prevalent psychiatric disorders in childhood that negatively impacts well-being and fosters cumulative disadvantages throughout life. The aim of this study was to predict SA for the first time in Mexico using these explanatory factors: assertiveness, specific phobia, separation anxiety disorder, obsessive compulsive disorder, self-concept, depression, and coping skills. 649 children aged 6-13 years old (M=8.87, SD=1.889) were randomly selected from public elementary schools in Mexico City. The main results obtained with multiple regression analyses showed that specific phobia, obsessive compulsive disorder, indirect assertiveness, and separation anxiety disorder significantly predicted SA in both genders. Concerning boys, assertiveness was also a relevant explanatory variable. Regarding girls, actual self-concept was also a significant predictor. The regression model explained 56.3% of the variance for boys, and 43.5% of the variance for girls. The findings of our study -comorbidity of SA with anxiety disorders underline the importance of early intervention strategies to prevent the development of other disorders. Also, since assertiveness was a significant predictor, assertiveness training should be promoted in schools, with parents, and included in intervention programs in order for them to be efficient and sustainable, and to prevent and diminish social anxiety.

Resumen La ansiedad social (AS) constituye uno de los desórdenes psiquiátricos más prevalentes en la infancia que afecta negativamente el bienestar y acumula desventajas a lo largo de la vida. El objetivo de este estudio fue predecir AS por primera vez en México usando los siguientes predictores: asertividad, fobia específica, trastorno obsesivo compulsivo, trastorno de ansiedad por separación, autoconcepto, afrontamiento y depresión. Se seleccionaron aleatoriamente a 649 menores de entre 6-13 años de edad (M=8.87, DT=1.889) de escuelas primarias públicas de la Ciudad de México. Los principales resultados obtenidos mediante un análisis de regresión múltiple mostraron que la fobia específica, el trastorno obsesivo compulsivo, la asertividad indirecta y el trastorno de ansiedad por separación significativamente predicen AS en ambos sexos. Referente a los niños, la asertividad también fue un predictor relevante, mientras que en las niñas lo fue el concepto actual. El modelo de regresión explicó el 56.3% de la varianza para niños y 43.5% de la varianza para niñas. Los hallazgos de este estudio -comorbilidad de AS con trastornos de ansiedad subrayan la importancia de estrategias tempranas de intervención para prevenir el desarrollo de otros trastornos. Además, dado que la asertividad fue un predictor significativo, el entrenamiento asertivo debe ser promovido en las escuelas, con los padres e incluido en los programas de intervención para que estos sean eficientes y sostenibles, y para prevenir y disminuir la ansiedad social.

El efecto del entrenamiento grupal en asertividad sexual sobre la asertividad sexual de las alumnas: Un estudio cuasi-experimental / The Effect of Group sexual assertiveness training on Sexual assertiveness of Female Students: A quasi-experimental study

Sexual relation is a very important part of the marital relationship. Any problem in the marital relationship affects the family and society cohesion. This study aim to determine the effect of Group sexual assertiveness training on Sexual assertiveness of Female Students. This quasi-experimental pre and posttest study was conducted on 80 married female students of Sistan and Baluchestan University (southeast of Iran), from 1 July 2018 to 30 March 2019.Students were selected and randomly allocated in the two intervention and control groups. The intervention group received group sexual assertiveness training in the 4 two-hourly sessions over a period of two weeks. The control group did not receive any training. The data were collected before and 12 weeks after the intervention by Hurlbert's sexual assertiveness questionnaire, and then were analyzed. After the implementation of group sexual assertiveness training, the mean score of sexual assertiveness significantly increased in the intervention group compared to the control group (p=0.01). It is recommended to add sexual assertive training to the pre-marriage education, especially in cultures in which women have a low level of sexual assertiveness

Competências emocionais como dispositivo para integralização do cuidado em saúde: contribuições para o trabalho interprofissional / Emotional competences as device for the integralization of health care: contributions to the interprofessional work / Competencias emocionales como dispositivo para integralización del cuidado en salud: contribuciones al trabajo interprofesional

A interprofissionalidade promove o aperfeiçoamento da assistência integral à saúde. Porém, o trabalho em equipe, por vezes, é permeado por conflitos, os quais podem ser gerenciados através das competências emocionais. Esse estudo objetiva relatar uma experiência de desenvolvimento de competências emocionais para fortalecimento do processo de trabalho interprofissional, com vistas à integralidade do cuidado. O Programa de Educação pelo Trabalho em Saúde desenvolveu essa experiência em 2015, num serviço de média complexidade. Inicialmente, foi utilizado um jogo, visando explorar fragilidades do serviço, o qual possibilitou identificar o sentimento de inibição de muitos profissionais diante de situações do cotidiano laboral. Posteriormente, objetivando contornar tais inibições, atividades lúdicas foram realizadas por meio de vídeos, jogos e rodas de conversas, que promoveram diálogos interprofissionais, com foco nas competências empatia e assertividade, que resultaram em uma postura mais ativa e questionadora dos profissionais frente às necessidades do processo de trabalho da equipe (AU).

The interprofessionality promotes the improvement of the full assistance of the health care. However, sometimes teamwork is surrounded by conflicts that can be managed through emotional competencies. This study aims to report an experience of promoting emotional competencies for the strengthen of the interprofessional work's process, aiming to achieve the integrality of care. The Programa de Educação pelo Trabalho em Saúde developed this experience in 2015, in a medium complexity service. Initially, a game was used to explore the weaknesses of the service, which allowed to identify the feeling of inhibition of many professionals in a daily work situation. Subsequently, to overcome these inhibitions, playful activities were done through videos, games, and conversations, that promoted interprofessional dialogues, focused on the empathy and assertiveness competences, that resulted in a more active and questioning posture of the professionals face to the team work's process needs (AU).

La interprofesionalidad promueve la mejora de la asistencia integral de la salud. Sin embargo, el trabajo en equipo, a veces, está rodeado por conflictos, que pueden ser administrados a través de las competencias emocionales. Este estudio tiene como objetivo informar una experiencia de desarrollo de las competencias emocionales para la consolidación del proceso de trabajo interprofesional, con el fin de alcanzar la integralidad del cuidado. El Programa de Educación por el Trabajo en Salud desarrolló esa experiencia en 2015, en un servicio de mediana complejidad. En el principio, se utilizó un juego para explorar las debilidades en el servicio, el cual posibilitó identificar el sentimiento de inhibición de muchos profesionales frente a situaciones del cotidiano laboral. En seguida, para superar estas inhibiciones, se realizaron actividades lúdicas a través de videos, juegos y ruedas de conversación, que promovieron diálogos interprofesionales, cetrados en las competencias empatía y asertividad, que resultaron en una postura más activa y cuestionadora de los profesionales frente a las necesidades del proceso de trabajo del equipo (AU).

Effects of Self-Assertive Training Applying Reality Therapy Techniques on Self-esteem and Internalized Stigma in Schizophrenia Patients / 정신간호학회지

PURPOSE: The aim of this study was to examine the effect of self-assertive training applying the reality therapy techniques (SATART) on self-esteem and internalized stigma of schizophrenia patients. METHODS: This study was a non-equivalent control group pretest-posttest design and enrolled 55 people with schizophrenia (experimental group=27, control group=28) from two community mental health centers. The SATART was offered twice a week for 6 weeks in a total 12 sessions. Data were collected from February to April, 2017, using the Korean version of the Internalized Stigma of Mental Illness Scale and Rosenberg Self-Esteem Scale. The collected data was analyzed using χ2 test, independent t-test, one-way ANCOVA, and repeated measures ANOVA with using the SPSS/WIN 22.0 program. RESULTS: The experimental group showed significant improvements in self-esteem and recudction of internalized stigma compared to the control group. However, there was no significant improvement on stigma resistance measurement among the subscales of internalized stigma between two groups. CONCLUSION: The findings indicate that the SATART program is effective and could be recommended as a psychosocial intervention for self-esteem enhancement and internalized stigma reduction of people with schizophrenia.

Sexual Double Standard, Dating Violence Recognition, and Sexual Assertiveness among University Students in South Korea

PURPOSE: This study aimed to examine the association among sexual double standard, dating violence recognition, and sexual assertiveness among Korean university students. METHODS: Using a cross-sectional survey study in January 2018, Korean university students (N = 322, years; 54.3% female) completed structured questionnaires with the double standard scale, dating violence recognition index, and sexual assertiveness index. The relationship among the variables was analyzed with Pearson's correlations and multiple regression analyses. RESULTS: There were significant correlations among sexual double standard, dating violence recognition, and sexual assertiveness. Sexual double standard (β = .12, p = .043) was determined to influence dating violence recognition. In addition, gender (β = .63, p < .001) and sexual double standard (β = .11, p = .015) were determined to influence dating violence recognition; the explanatory power was 43%. CONCLUSION: These findings will serve as a basis for the development of education programs that help university students to establish appropriate sexual values and enjoy a healthy sex life.

The Relationship Between Social Skills and Psychosocial Adjustment Among Those who Care for Older Adults / A Relação Entre as Habilidades Sociais de Cuidadores de Idosos e seu Ajustamento Psicossocial / La Relación entre las Habilidades Sociales de Cuidadores de Ancianos y su Ajuste Psicosocial

Abstract Many caregivers of older adults report distressing interpersonal difficulties. Training in social skills could be a valid strategy for helping these people. In this study, evidence was examined concerning the relationship between the social skills repertoire of caregivers of older adults and indicators of their psychosocial adjustment. Based on a literature review in seven databases, using search terms in Portuguese, English and Spanish, 11 articles on this relationship were found, published by November, 2016. It was observed that: (1) the study of social skills in caregivers of older adults is recent; (2) caregivers who used social skills more often felt less burdened; and (3) social skills can strengthen the interpersonal relationships of caregivers, contributing to better psychosocial adjustment. Thus, it may be useful to develop and evaluate programs to promote the use of social skills in this context, to verify the impacts of improved social skills on caregivers' well-being.

Resumo Muitos cuidadores de idosos relatam dificuldades interpessoais desgastantes e o treinamento em habilidades sociais junto a essas pessoas pode ser uma estratégia válida. Esse estudo objetivou examinar evidências sobre a relação entre o repertório de habilidades sociais de cuidadores de idosos e indicadores de seu ajustamento psicossocial. Por meio de um levantamento bibliográfico em sete bases de dados, usando termos de busca em português, inglês e espanhol, foram encontrados 11 artigos, publicados até novembro de 2016. Observou-se que: (1) o estudo de habilidades sociais em cuidadores de idosos é recente; (2) cuidadores que usavam habilidades sociais mais frequentemente se sentiam menos sobrecarregados; e (3) as habilidades sociais podem fortalecer as relações interpessoais dos cuidadores, contribuindo para um melhor ajustamento psicossocial. Concluiu-se que pode ser útil desenvolver e avaliar programas para promover o uso de habilidades sociais neste contexto, verificando os impactos da melhora nas habilidades sociais de cuidadores no seu bem-estar.

Resumen Muchos cuidadores de ancianos relatan dificultades interpersonales agotadoras, y el entrenamiento en habilidades sociales junto a esas personas les puede resultar en una estrategia válida. El presente estudio propone examinar las evidencias sobre la relación entre el repertorio de habilidades sociales de cuidadores de ancianos y los indicadores de su ajuste psicosocial. Se hizo una recogida bibliográfica en siete bases de datos utilizando los términos de búsqueda en portugués, inglés y español; y se encontró 11 artículos publicados hasta noviembre de 2016. Se observó que: (1) el estudio de las habilidades sociales de los cuidadores de ancianos es reciente; (2) los cuidadores que usaban habilidades sociales con más frecuencia se sentían menos sobrecargados; y (3) las habilidades sociales pueden fortalecer las relaciones interpersonales de los cuidadores y contribuir a un mejor ajuste psicosocial. Se concluyó que pueden ser útiles el desarrollo y la evaluación de programas para promover el uso de habilidades sociales en este contexto verificando los impactos en la mejora de las habilidades sociales de cuidadores en su bienestar.

The Influence of Voice Behavior, Self-esteem and Sexual Knowledge on Sexual Assertiveness of Nursing College Students / 한국간호교육학회지

PURPOSE: The study was done to investigate the influence of voice behavior, self-esteem and sexual knowledge on sexual assertiveness of nursing college students.METHODS: A structured self-report questionnaire was used to measure voice behavior, self-esteem, sexual knowledge and sexual assertiveness. During March, 2019, data were collected from 133 nursing students in D city and G city. Data were analyzed using t-test, one-way ANOVA, Pearson's correlation coefficients, and stepwise multiple linear regression with the SPSS/WIN 25.0 program.RESULTS: Voice behavior and self-esteem were positively correlated with the sexual assertiveness of participants, while voice behavior was positively correlated with the self-esteem of participants. Also, self-esteem was a significant predictor of sexual assertiveness in nursing college students. The predictor explained 12% of their sexual assertiveness.CONCLUSION: The finding indicates that self-esteem is an important factor for sexual assertiveness of nursing students. It is also expected that self-esteem can further promote their sexual assertiveness.

Experience of Communication for Patient Safety by Perioperative Nurses / 간호행정학회지

PURPOSE: The purpose of this study was to explore perioperative nurses' communication experience within the surgical team with regard to patient safety. METHODS: Data were collected from December 2015 to September 2016, through in-depth individual interviews with 14 perioperative nurses. Individual interviews, once or twice, lasted from 40 minutes to one hour for each session. The main interview question was “How do you describe your communication experience with surgical team members as a perioperative nurse?” Collected data were analyzed using a conventional content analysis. RESULTS: Two categories of the perioperative nurses' experience of communication were identified: communication contributing to patient safety, communication hindering patient safety. Communication in the surgical team reflected on the unique features of the operating room, such as urgency and a hierarchical organizational culture. However, the nurses recognized ineffective communication could impact on patient safety, and endeavored to overcome communication failures. CONCLUSION: The results indicate that sharing responsibility, open communication, assertiveness on safety issues, and interprofessional collaboration in the operating room are necessary to ensure effective communication. Thus, respectful culture and an open communication climate based on interprofessional understanding are required to improve communication. Training programs to enhance communication skills should be implemented.

Association of Traumatic Events, Post Traumatic Stress Disorder and Sexual Autonomy among Female University Students of North Korean Defectors / 여성건강간호학회지

PURPOSE: To determine associations of traumatic events and post-traumatic stress disorder (PTSD) with sexual autonomy and identify factors influencing sexual autonomy among female university students of North Korean defectors. METHODS: A cross-sectional, descriptive study was performed with a total of 103 female students who completed a structured online self-report survey from January 7 to March 31, 2018. This study was conducted using questionnaires on interpersonal trauma scale, the Traumatic Scale for North Korean Refugees (TSNKR), and sexual autonomy measurement for college students. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients, and multiple linear regression with SPSS WIN 23.0 program. RESULTS: Traumatic events, PTSD, and sexual autonomy scores were 3.96±3.07, 31.47±10.75, and 52.66±6.89, respectively. PTSD was positively correlated with traumatic events (r=.22, p=.030). Sexual autonomy was inversely correlated with PTSD (r=−.25, p=.010). Contraceptive use, PTSD, and voluntary sexual debut explained 26% of sexual autonomy of participants. CONCLUSION: To improve sexual autonomy of young women from North Korea, reproductive intervention programs including contraception, sexual assertiveness training, and psychoeducation to reduce PTSD need to be developed and implemented.

Factors Influencing Exposure to Secondhand Smoke: Passive Inhalation in Student Nurses

OBJECTIVES: To examine the factors affecting passive exposure to secondhand smoke (SHS) in non-smoking student nurses. METHODS: A cross-sectional study was performed in 196 college students who had not smoked cigarettes in the past 12 months. Urinary cotinine levels were examined to identify exposure to SHS, and social factors were identified that influenced exposure to SHS, including requests that smokers extinguish cigarettes. Logistic regression analysis was used to predict the factors influencing SHS. RESULTS: Urinary cotinine measurements showed that 32 students (16.3%) were exposed to SHS. Risk factors that increased exposure to SHS affected 80 students (40.8%) in the previous 7 days. Students who were exposed to SHS were 4.45-times more likely to have increased urinary cotinine levels than those who were not exposed. Students who asked others to extinguish their cigarettes were 0.34 times less likely to test positive than those who did not. CONCLUSION: Urinary cotinine was a useful biomarker for identifying exposure to SHS, with respect to the influence of demographic, health-related, and smoking-related factors. In non-smoking nursing students, avoiding exposure to SHS was attributed to self-assertive behavior by requesting smokers to extinguish cigarettes.