Habilidades de cognición social en un grupo de adolescentes de bajos recursos socioeconómicos de Medellín, Colombia / Social cognition skills in a group of adolescents of low socioeconomic resources in Medellin, Colombia

En este estudio se realizó un análisis comparativo, de acuerdo con el estrato socioeconómico, de tres habilidades de cognición social (teoría de la mente, empatía y reconocimiento de emociones) en un grupo de adolescentes de Medellín. Metodología: se realizó una investigación cuantitativa comparativa transversal con una muestra de 130 adolescentes de ambos sexos a quienes se les administraron las pruebas Sistema Internacional de Imágenes Afectivas, el Test de la Mirada y el Índice de Reactividad Inter-personal. Resultados: los resultados de los análisis comprobaron la hipótesis, en algunas de las variables, de que los niveles socioeconómicos más bajos tienen niveles más bajos de habilidades de cognición social, especialmente en la teoría de la mente y la empatía, pero no en la evaluación emocional de las expresiones faciales. Discusión: la adolescencia es un periodo crítico del neurodesarrollo. Neurobiológicamente, duran-te este periodo ocurren cambios significativos en el denominado cerebro social. Conclusión: no todas las habilidades socio-cognitivas tienen la misma sensibilidad a los efectos ambientales durante su desarrollo

In this study a comparative analysis was made according to the socioeconomic stratum of three social cognition skills (theory of mind, empathy and emotion recognition) in a group of adolescents from Medellín. Methodology: a transversal comparative quantitative research was carried out with a sample of 130 adolescents of both sexes to whom the International System of Affective Images, the Gaze Test and the Interpersonal Reactivity Index were administered. Results: The results of the analyses proved the hypothesis, in some of the variables, that the lower socioeconomic levels have lower levels of social cognition skills, especially in the theory of mind and empathy, but not in the emotional evaluation of facial expressions. Discussion: Adolescence is a critical period of neurodevelopment. Neurobiologically, during this period significant changes occur in the so-called social brain. Conclusion: not all socio-cognitive skills have the same sensitivity to environmental effects during their development

Valoración emocional en personas expuestas a situaciones violentas: un análisis exploratorio / Emotional assessment in people exposed to violent situations: an exploratory analysis

Introducción: Los efectos no-patológicos en el ser humano relacionados con la naturalización de la violencia suscitan un marcado interés investigativo, particularmente en relación a los mecanismos que cumplen funciones de regulación conductual como lo son las emociones. En este sentido, el presente trabajo busca entender el alcance de la exposición a circunstancias violentas sobre la evaluación de situaciones emocionales. Método: Participaron 80 personas con edades entre los 18 y 30 años de la ciudad de Villavicencio (Colombia). La muestra se organizó en dos grupos empleando el cuestionario My ETV (My Exposure to Violence): (1) aquellos con mayor exposición a situaciones violentas y (2) aquellos con menor exposición. Posteriormente, los participantes evaluaron el nivel de emoción experimentada a través de los conjuntos de imágenes del IAPS (International Affective Picture System) validadas en población colombiana. Resultados: No se evidenciaron diferencias significativas en la valoración emocional entre ambos grupos; se observan variaciones en cuanto a género en términos de la evaluación de la valencia. Conclusiones: Es necesario aunar esfuerzos conceptuales y metodológicos a fin de comprender las variaciones en la respuesta emocional, considerando las particularidades de los contextos en los cuales esta emerge.

Introduction: Non-pathological effects on humans related to violence naturalization, bring forward a pronounced research interest related specifically to behavioral regulation mechanisms such as emotions. In this sense, the present work seeks to understand the extent of exposure to violent circumstances on the evaluation of emotional situations. Method: Eighty participants with ages between 18 and 30 years old resident in Villavicencio city (Colombia) participated. The sample was organized in two groups using My ETV (My Exposure to Violence) questionnaire: (1) those with greater exposure to violence and (2) those with less exposure. Later, participants evaluated the experienced level of emotion using the IAPS (International Affective Picture System) validated sets of images in Colombian population. Results: There are no significant differences in emotional assessment among groups. However, there are gender differences in terms of valence evaluation. Conclusions: It is necessary to join conceptual and methodological efforts to understand variations in the emotional response considering contexts peculiarities in which those responses emerge.

Applicability of Strengths and Difficulties Questionnaire (for Parents) in Hearing Impaired Children Aged 3-7 Years / 中国康复理论与实践

Objective:To explore the application of Strengths and Difficulties Questionnaire (the edition for parents) (SDQ) in children with hearing impairment aged three to seven years. Methods:From November, 2018 to March, 2019, 85 hearing impaired children aged three to seven years in Ningxia Disabled Rehabilitation Center were tested by SDQ and Meadow-Kendall Social-Emotional Assessment Inventory (SEAI). After six weeks, 14 randomly sampled subjects were retested. Results:The Cronbach's alpha coefficient of the total SDQ was 0.669 and that of sub-dimensions was 0.724 respectively, and that of subscales ranged from 0.275 to 0.657. And the test-retest reliabilities after six weeks were between 0.543 and 0.898 (P < 0.05). The scores of emotional symptoms, conduct problems, hyperactivity/inattention, peer relationship problems, and total difficulties on SDQ were related to SEAI. The detection rate of emotional behavior problems was 22.4%. There was no significant difference between genders and age groups in the scores and the detection rates of emotional behavior problems (P > 0.05). Conclusion:SDQ can be used as a screening tool for the hearing impaired children aged three to seven years.

The Effect of a Hinoki Cypress Bath on the Autonomic Nervous System Function, Emotion, and Relaxation / 日本温泉気候物理医学会雑誌

<p><b>Objectives:</b> Bathing in a bathtub made of hinoki cypress may promote relaxation. This study focuses on changes in autonomic nervous system function, and emotional assessments of individuals who bathed in a hinoki cypress bathtub.</p><p><b>Methods:</b> All 16 study participants bathed twice, as interventions in this study. The baths consisted of bathing in a hinoki cypress bathtub and in a modular bathtub as the control experiment. During the study, participants wore a holter monitor. Before and after bathing, saliva samples were collected for cortisol measurement, and participants underwent a subjective emotional assessment, the Mood Check List-Short Form.2 (MCL-S.2). After bathing, an additional subjective emotional assessment, the Visual Analog Scale (VAS), was performed.</p><p><b>Results and Discussion:</b> The emotional assessments in the MCL-S.2 indicated a significant increase in positive emotional scores (“pleasantness”) after bathing in a hinoki cypress bathtub. The VAS scores showed a significant decrease in the “feeling of fatigue” after bathing in a hinoki cypress bathtub, compared to bathing in a modular bathtub. These results suggest that study participants who bathed in a hinoki cypress bathtub experienced positive effects, and decreased feelings of fatigue. The salivary cortisol concentration decreased significantly after bathing in the hinoki cypress bathtub and in the modular bathtub. For both the hinoki cypress bathtub and the modular bathtub, the high frequency (√HF) values collected with the holter monitor after bathing, were higher than the √HF values collected prior to bathing. The results suggest that bathing in water temperatures of 38-39°C for 15 min enhances relaxation, and has a positive effect on the human body.</p>

The Effect of a Hinoki Cypress Bath on the Autonomic Nervous System Function, Emotion, and Relaxation / 日本温泉気候物理医学会雑誌

<p><b>Objectives:</b> Bathing in a bathtub made of hinoki cypress may promote relaxation. This study focuses on changes in autonomic nervous system function, and emotional assessments of individuals who bathed in a hinoki cypress bathtub.</p><p><b>Methods:</b> All 16 study participants bathed twice, as interventions in this study. The baths consisted of bathing in a hinoki cypress bathtub and in a modular bathtub as the control experiment. During the study, participants wore a holter monitor. Before and after bathing, saliva samples were collected for cortisol measurement, and participants underwent a subjective emotional assessment, the Mood Check List-Short Form.2 (MCL-S.2). After bathing, an additional subjective emotional assessment, the Visual Analog Scale (VAS), was performed.</p><p><b>Results and Discussion:</b> The emotional assessments in the MCL-S.2 indicated a significant increase in positive emotional scores (“pleasantness”) after bathing in a hinoki cypress bathtub. The VAS scores showed a significant decrease in the “feeling of fatigue” after bathing in a hinoki cypress bathtub, compared to bathing in a modular bathtub. These results suggest that study participants who bathed in a hinoki cypress bathtub experienced positive effects, and decreased feelings of fatigue. The salivary cortisol concentration decreased significantly after bathing in the hinoki cypress bathtub and in the modular bathtub. For both the hinoki cypress bathtub and the modular bathtub, the high frequency (√HF) values collected with the holter monitor after bathing, were higher than the √HF values collected prior to bathing. The results suggest that bathing in water temperatures of 38-39°C for 15 min enhances relaxation, and has a positive effect on the human body.</p>

The Effect of a Hinoki Cypress Bath on the Autonomic Nervous System Function, Emotion, and Relaxation / 日本温泉気候物理医学会雑誌

Objectives: Bathing in a bathtub made of hinoki cypress may promote relaxation. This study focuses on changes in autonomic nervous system function, and emotional assessments of individuals who bathed in a hinoki cypress bathtub.Methods: All 16 study participants bathed twice, as interventions in this study. The baths consisted of bathing in a hinoki cypress bathtub and in a modular bathtub as the control experiment. During the study, participants wore a holter monitor. Before and after bathing, saliva samples were collected for cortisol measurement, and participants underwent a subjective emotional assessment, the Mood Check List-Short Form.2 (MCL-S.2). After bathing, an additional subjective emotional assessment, the Visual Analog Scale (VAS), was performed.Results and Discussion: The emotional assessments in the MCL-S.2 indicated a significant increase in positive emotional scores (“pleasantness”) after bathing in a hinoki cypress bathtub. The VAS scores showed a significant decrease in the “feeling of fatigue” after bathing in a hinoki cypress bathtub, compared to bathing in a modular bathtub. These results suggest that study participants who bathed in a hinoki cypress bathtub experienced positive effects, and decreased feelings of fatigue. The salivary cortisol concentration decreased significantly after bathing in the hinoki cypress bathtub and in the modular bathtub. For both the hinoki cypress bathtub and the modular bathtub, the high frequency (√HF) values collected with the holter monitor after bathing, were higher than the √HF values collected prior to bathing. The results suggest that bathing in water temperatures of 38-39°C for 15 min enhances relaxation, and has a positive effect on the human body.

Pais e/ou professores? Acordo entre informadores na avaliação socioemocional de pré-escolares / Parents and/or teachers? Inter-ratter agreement on preschoolers social-emotional assessment

Pais e professores são os informadores mais requisitados na avaliação socioemocional em idade pré-escolar. Todavia, o facto de informadores que interagem com a criança em diversos contextos poderem ter perspetivas distintas coloca, frequentemente, em causa a fiabilidade e validade desses relatos. O presente artigo tem por objetivo rever 22 estudos de 57 identificados, publicados desde 1987 até 2011, acerca do acordo entre informadores dos contextos familiar e escolar, no preenchimento de inventários comportamentais. Os vários estudos sugerem um grau de acordo reduzido a moderado e a inexistência de um informador-chave na avaliação socioemocional, alertando para a necessidade de recolha paralela da perspetiva de pais e professores, para obter um retrato mais completo dos comportamentos. São discutidas as implicações dos resultados para estudos futuros...

Parents and teachers are the most requested informants for preschool social-emotional assessment. However, the fact that informants who interact with the child in different settings may have different perspectives frequently calls into question the reliability and validity of these reports. The present paper intends to review 22 studies of 57 identified, published between 1987 and 2011, about the agreement between informants from home and school settings while completing rating scales. The studies suggest a low to moderate informant agreement and the inexistence of a key-informant in social-emotional assessment, therefore drawing attention to the need to collect the perspectives of both parents and teachers, as a means of achieving a more complete picture of behaviors. Results are discussed in their implications for future research...

Uso de inventários comportamentais para a avaliação socioemocional em idade pré-escolar / The use of rating scales in the social-emotional assessment of pre-schoolers / Uso de inventarios conductuales para la evaluación socioemocional en edad preescolar

Os últimos 30 anos pautam-se por um aumento do interesse pela avaliação do desenvolvimento/funcionamento socioemocional das crianças em idade pré-escolar. Porém, a avaliação dessa população mais nova, com características específicas (exemplo, vocabulário limitado), exige o recurso a uma abordagem distinta da utilizada com crianças em idade escolar/adultos. Nesse contexto, a utilizaçãode escalas de avaliação/inventários comportamentais tem assumido um lugar de destaque. O presente artigo tem por objetivo salientara importância da utilização de escalas de avaliação enquanto medidas do funcionamento socioemocional de crianças pré-escolares. A análise crítica efetuada indica que, apesar de diversas vantagens (exemplo, tempo de aplicação e custos reduzidos), existem também algumas limitações inerentes ao uso desse tipo de instrumento de avaliação (exemplo, tendência de resposta), sendo apontadas recomendações para uma utilização mais eficaz.

The last 30 years are ruled by an increased interest in the assessment of the social-emotional development/functioning of preschool children. However, the assessment of this younger population, with specific characteristics (example, restricted vocabulary), requiresthe use of a distinct approach from the one used with school age children/adults. In this context, the use of rating scales has assumeda prominent role. The present paper aims to highlight the importance of rating scales as a measure of preschoolers’ social-emotional functioning. The critical review indicates that, despite several advantages (example, brevity and cost efficiency), there are also some limitations related to this kind of assessment instrument (example, bias of response), and recommendations for its efficient use are pointed out.

Los últimos 30 años son impulsados por un creciente interés en la evaluación del desarrollo/funcionamiento socioemocional de los niños en edad preescolar. Todavia, la evaluación de esa población tan joven, que posee características específicas (ejemplo, vocabulario limitado), exige un enfoque diferente de aquel que se utiliza con niños en edad escolar/adultos. En ese contexto, el uso de escalasde evaluación/inventarios conductuales ha pasado a ocupar un lugar destacado. El objetivo de este artículo es poner de manifiestola importancia de la utilización de escalas de evaluación como medidas del funcionamiento socioemocional de los niños en edad preescolar. El análisis crítico realizado revela que a pesar de poseer una serie de ventajas (ejemplo, tiempo de aplicación y costereducido), ese tipo de instrumento de evaluación tiene también algunas limitaciones inherentes (ejemplo, el sesgo de respuesta), porlo que se aportan recomendaciones para una utilización más eficaz.

Reliability and Validity of Meadow-Kendall Social-emotional Assessment Inventory for Deaf and Hearing-impaired Students Preschool Version in China / 中国康复理论与实践

@# Objective To explore the reliability and validity of Meadow-Kendall Social-Emotional Assessment Inventory (SEAI) for Deaf and Hearing-Impaired Students Preschool Version in China. Methods 96 hearing-impaired children were assessed with SEAI, and 30 of them were assessed with Conners Teacher Rating Scale (TRS), 30 by another teacher, 30 by the first teacher 2 weeks later. The data were analyzed with Pearson's or Spearman's correlation analysis. Results For sociable communicative behaviors, impulsive dominating behaviors, developmental lags, anxious compulsive behaviors, items related to deafness, test-retest reliability (correlated coefficient, r) was 0.94,0.55, 0.87, 0.31, 0.74; and Cronbach's α was 0.70, 0.76, 0.76, 0.80, 0.68. The inter-rater reliability was 0.90, 0.58, 0.46, 0.14, 0.55. The subscales of SEAI were correlated (r=-0.36~-0.89, P<0.05) with the subscales of TRS. Confirmatory factor analysis showed that the subscale model of SEAI was reasonable. Conclusion The SEAI for Deaf and Hearing-impaired Students Preschool Version can be used for Chinese hearing-impaired children.

Adding support to cross-cultural emotional assessment: validation of the International Affective Picture System in a Chilean sample / Un apoyo a la evaluación transcultural de la emoción: validación del International Affective Picture System en una muestra chilena

El presente estudio tiene como objetivo validar un conjunto de imágenes del International Affective Picture System (IAPS) de Lang, Bradley y Cuthbert, 2005 -un instrumento ampliamente utilizado en investigación afectiva- en una muestra chilena, así como comparar sus resultados con aquellos obtenidos en el estudio estadounidense, en vistas a contribuir a su validación intercultural. Se utilizó una muestra de 135 estudiantes universitarios, quienes evaluaron 188 imágenes en las dimensiones de valencia y arousal, de acuerdo con instrucciones estándar. Los resultados muestran la organización esperada de la afectividad, con variaciones entre sexos en la valoración de valencia, y diferencias entre países en la dimensión de arousal. Se concluye que la adaptación chilena del IAPS es consistente con los estudios previos, lo cual añade evidencia a favor de su validez intercultural.

The present study aimed to obtain a valid set of images of the International Affective Picture System (Lang, Bradley & Cuthbert, 2005) –a widely used instrumentation in emotion research- in a Chilean sample, as well as comparing these results with those obtained from the US study in order to con tribute to its cross-cultural validation. A sample of 135 college students assessed 188 pictures according to standard instructions in valence and arousal dimensions. The results showed the expected organization of affectivity, with variations between sex in valence judgments, and differences between countries in the arousal dimension. It is concluded that the Chilean adaptation of the IAPS is consistent with the previous evidence, adding support to it cross-cultural validity.