Parenting of Spanish mothers and fathers playing with their children at home.

The aims of this study were to compare the parenting behaviors of mothers and fathers when evaluated in a free play situation at home and to study how these behaviors were related to the sociodemographic variables of the family. The study included 155 mothers and 155 fathers from the same families in Spain. The children (90 boys and 65 girls) were typically developing and were aged between 10 and 47 months old. The parents completed a sociodemographic questionnaire, and parenting behaviors in four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the Spanish version of the PICCOLO. Our results showed both commonalities and differences between the mothers and fathers. The mean scores for the four parenting domains followed a similar pattern in both mothers and fathers: the highest mean score was in the Responsiveness domain, followed by the Affection, Encouragement, and the Teaching domains. Regarding the second aim, no differences were observed in parenting according to the child's gender and the only domain related to the child's age was mother's Teaching. Mothers with a higher educational level scored higher on all parenting domains, except for Responsiveness. Family income was positively related to maternal Affection, Encouragement, and the total PICCOLO score, and to the father's score in the Teaching domain. This study provides evidence that Spanish mothers and fathers show very similar strengths for promoting children's development during interactions. These results are relevant to inform social public policies and family programs.

Iconic Therapy for the reduction of borderline personality disorder symptoms among suicidal youth: a preliminary study.

BACKGROUND: Iconic therapy (IT) is a new therapy that uses images to teach skills with the aim of improving the symptoms of borderline personality disorder. Preliminary results are promising, and there is indication that IT may be effective. The purpose of this preliminary study was to test the effectiveness of IT compared to a psychological supportive intervention (SI). METHODS: The study was carried out at the University Regional Hospital of Malaga. Young patients (N = 40; 15-30 years) with suicidal or parasuicidal behavior and borderline personality traits were randomized into IT (N = 20) or SI (N = 20). The main outcome variable was a change in the symptoms of borderline personality disorder (BSL-23) at the end of treatment. The secondary outcome variables were suicidal ideation and behavior, self-harm, the need for medication, the number of visits to mental health professionals, maladaptive behavior, satisfaction with therapy and perceived improvement, both at the end of the intensive treatment and at the 12-month follow-up. RESULTS: As expected, the two therapies produced a reduction in BPD symptoms at 10 weeks post-treatment and at the 12-month follow-up. Contrary to expectation, there were no statistically significant differences in the effectiveness of the two therapies (p > 0.05). However, at the 12-month follow-up, the effect sizes for the difference between the effectiveness of the two therapy groups on BSL-23 scores (d = 0.33) and on maladjustment to daily life (d = 0.39) was found to exceed the commonly used convention for a small effect (d = 0.20). Besides, participants in the IT group showed greater satisfaction with therapy than those who received SI. The mean difference between groups was statistically significant after the 10-week treatment period (p < .01), with a large effect size (d = 1.11). Nevertheless, this difference was not maintained at the 12-month follow-up (p > .05), although the effect size for this analysis (d = 0.34) was found to exceed a small effect. CONCLUSIONS: This preliminary study did not find a statistically significant difference in the effectiveness of the two therapies, probably due to the small sample of participants, but there are some indicators (effect sizes) suggesting that perhaps IT may be superior for reducing BPD symptoms and maladjustment in daily life. Future studies with larger samples and comparisons with established treatments for borderline personality disorder are necessary to confirm that IT effects are significant and persistent in the long term. TRIAL REGISTRATION: ClinicalTrials.gov identifier: NCT03011190 . First posted 05/01/2017. Last update posted 15/05/2018.

Early Intervention Services During the COVID-19 Pandemic in Spain: Toward a Model of Family-Centered Practices.

Early intervention services (EIS) worked hard to continue serving children and their families during the COVID-19 lockdown, using online applications. This study aimed to determine families' and professionals' perceptions of the functioning of the early intervention (EI) model in Spain during the pandemic. The study sample comprised two subsamples: 81 families of children attended at an EIS (72 mothers and 9 fathers) and 213 professionals recruited from EIS. The survey was conducted online several weeks after the end of the strict lockdown in Spain. Descriptive statistics of the questionnaire answered by families and professionals were compiled, comparisons were made between the families' and the professionals' responses, and the relationships with several sociodemographic variables were analyzed. The results indicated that parents who cared for their children and were fully responsible for housework, parents who had used telematic tools before the lockdown, and younger professionals had a more positive perception of the EI model and the incorporation of family-centered practices (FCP) during the pandemic. The results also showed statistically significant differences in some items between parents and professionals: for example, professionals perceived more advantages than families during the lockdown, quoting the greater participation of families in the intervention and a greater focus on families' needs. The data obtained from professionals suggested a more positive attitude toward FCP: however, the results show that they continued to adopt a directive role in the intervention, a position that is at odds with the tenets of FCP. There is a clear need for more training if a paradigm shift to FCP is to be achieved. Families' and caregivers' perceptions of telerehabilitation, and their adherence to telerehabilitation programs, are discussed. The implications of this study with regard to guiding future telematic interventions and family support are also considered.

Parenting behaviors of mothers and fathers of young children with intellectual disability evaluated in a natural context.

The aims of this study were to analyze the interactions of mothers and fathers with their children with intellectual disabilities, focusing on certain parental behaviors previously identified as promoting child development, and to explore the relations between parenting and some sociodemographic variables. A sample of 87 pairs of mothers and fathers of the same children were recruited from Early Intervention Centers. The children (58 male and 29 female) were aged 20-47 months. Most of the families (92%) were from the province of Barcelona (Spain), and the remaining 8% were from the other provinces of Catalonia (Spain). Parenting behaviors, divided into four domains (Affection, Responsiveness, Encouragement, and Teaching) were assessed from self-recorded videotapes, in accordance with the validated Spanish version of the PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). Parents were administered a sociodemographic questionnaire. The results revealed strong similarities between mothers' and fathers' parental behaviors. Mothers and fathers were more likely to engage in affectionate behavior than in teaching behavior. Only maternal teaching presented a significant positive relation to the child's age. With respect to the child's gender, no differences were observed in mothers' parenting. Conversely, fathers scored significantly higher in Responsiveness, Encouragement and Teaching (and had higher total parenting scores) when interacting with boys. The severity of the child's ID had a statistically significant effect only on fathers' Teaching, which showed lower mean scores in the severe ID group than in the moderate and mild ID groups. Teaching also presented a significant positive relation to mother's age, but father's age was not related to any parenting domain. Mothers with a higher educational level scored significantly higher in Encouragement and Teaching, and the fathers' educational level was not significantly related to any parenting domain. Mothers' and fathers' Teaching, and fathers' Responsiveness, Encouragement and total parenting scores, presented a significant positive relation to family income. Finally, mothers spent more time in childcare activities than fathers, particularly on workdays. Our main conclusion is that mothers and fathers show very similar strengths and weaknesses when interacting with their children with intellectual disabilities during play.

Demographic and Parental Factors Associated With Developmental Outcomes in Children With Intellectual Disabilities.

The aim of the study was to examine the relation between demographic variables, parental characteristics, and cognitive, language and motor skills development in children with intellectual disabilities (ID). A sample of 89 children with ID, aged 20-47 months, completed the Bayley Scales of Infant Development to measure cognitive, motor, and linguistic development. Parents were administered questionnaires about demographic information and parental anxiety, depression, parental stress, conjugality and familial functioning. Parenting behaviors (affection, responsiveness, encouragement, and teaching) were observed using the Spanish version of PICCOLO (Parenting Interactions with Children: Checklist of Observations Linked to Outcomes). A bivariate analysis showed that cognitive development in infants was significantly related to the mother's and father's responsiveness, and to the father's teaching scores. Infant language development was related to a variety of maternal factors (educational level, anxiety, depression, maternal responsiveness) and to the father's teaching scores. None of the factors were statistically related to child motor development. A multivariate regression analysis indicated that children's cognitive development can be predicted by a linear combination of maternal responsiveness and paternal teaching scores. Language development can be predicted by a linear combination of maternal anxiety and responsiveness, and paternal teaching scores. The present study provides evidence of the importance of paternal involvement for cognitive and language development in children with intellectual disabilities, and contributes to the increasing literature about fathering. Gaining knowledge about parental contributions to children's development is relevant for improving positive parenting in early intervention programs.

Spanish Validation of the PICCOLO (Parenting Interactions With Children: Checklist of Observations Linked to Outcomes).

Background/Objective: The aim of this study was to explore the psychometric properties of the Spanish version of the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO; Roggman et al., 2013a). This observational measure is composed of 29 items that assess the quality of four domains of parenting interactions that promote child development: affection, responsiveness, encouragement, and teaching. Methods: The sample included 203 mother-child dyads who had been video-recorded playing together. Fifty-six percent of the children were male, and 44% were female, aged from 10 to 47 months. Video-recorded observations were rated using PICCOLO items. Results: Confirmatory factor analysis supported that the instrument has four first-order factors corresponding to the hypothesized domains of parenting behaviors, and a second-order factor corresponding to a general factor of positive parenting. Construct validation evidence was compiled by examining the relationship between PICCOLO scores and child age. As expected, teaching domain and total PICCOLO scores were positively correlated with child age. The Spanish PICCOLO also demonstrated good inter-rater reliability (ranging from 0.69 to 0.84) and internal consistency reliability (ranging from 0.59 to 0.88) for the four domain scores and the total parenting score. Concurrent criterion-related validity was examined via correlations between parenting scores and child cognitive, language and motor skills outcomes, measured using the Bayley Scales of Infant Development. Conclusion: The Spanish version of the PICCOLO meets the criteria for a reliable and valid observational measurement of parenting interactions with children. The psychometric properties of the instrument make it appropriate for general research purposes, but also for program evaluation of Early Intervention and other parenting-support interventions. This measure, focused on parent strengths, could be used to facilitate family-centered practices in early intervention and other programs that have parenting as an outcome.

Effectiveness of iconic therapy for the reduction of borderline personality disorder symptoms among suicidal youth: study protocol for a randomised controlled trial.

BACKGROUND: Borderline personality disorder (BPD) is associated with an intensive use of mental health services, even in the absence of a full diagnosis. Early symptom detection and intervention may help alleviate adverse long-term outcomes. Iconic Therapy is an innovative manual-driven psychotherapy that treats BPD symptoms in a specific and intensive manner. Preliminary results are promising and the indication is that Iconic Therapy may be effective in reducing BPD symptoms. The aim of this study is to assess how effective Iconic Therapy is compared to Structured Support Therapy in a real clinical setting. METHODS/DESIGN: Our study will be a controlled 12-month pragmatic, two-armed RCT. A total of 72 young people (15 to 25 years old) with suicidal ideation/self-injuring behaviour and BPD traits and symptoms will participate in the study. The subjects will be randomised into two groups: Iconic Therapy or Structured Support Therapy. The participants will be assigned to either group on a 1:1 basis. Both the Iconic Therapy and the Structured Support Therapy programmes consist of 11 weekly sessions delivered by two trained psychologists in a group format of between 8 to 12 outpatients. The primary outcome will be measured by the change in symptom severity. Secondary outcomes include changes in suicidal ideation/ behaviour, non-suicidal self-injury, maladjustment to daily life and cost-effective analysis. The primary outcome will be a decrease in the severity of BPD symptoms as assessed by the Borderline Symptom List (BSL-23). For the clinical evaluation, three study assessments will take place: at baseline, after treatment and at 12-month follow-up. We hypothesise that patients attending the Iconic Therapy group will show a significantly higher reduction in symptoms than those in the Structured Support Therapy group. Data will be analysed using generalised estimating equation (GEE) models. DISCUSSION: By responding to the need for briefer and more comprehensive therapies for BPD, we foresee that Iconic Therapy may provide an alternative treatment whose specific therapeutic principles, visually represented on icons, will overcome classical Structured Support Therapy at reducing BPD symptoms. TRIAL REGISTRATION: NCT03011190.

Spanish version of the eating attitudes test 40: dimensionality, reliability, convergent and criterion validity.

The Eating Attitudes Test-40 (EAT-40; Garner & Garfinkel, 1979) is one of the most widely used measures in the field of eating disorders (ED). The factor structure of the EAT-40, as well as the optimal cut-off score to identify subjects with ED, are subjects of debate. Both controversial issues are addressed in the present study. Participants were 95 clinical females meeting DSM-IV-R criteria for ED and 89 females without ED. The results supported a unidimensional structure of the EAT-40 items scores. The general factor accounted for a high percentage (50.63%) of the variance in EAT-40 total scores. The questionnaire proved to have good internal consistency and test-retest reliability. Clinical participants displayed higher mean scores than normal subjects in the EAT-40. Further, participants meeting DSM-IV-R criteria for ED differed significantly from "symptomatic" and "asymptomatic" participants. Correlations with the BULIT-R and the EDI-II scores supported the convergent validity of the questionnaire. The EAT-40 also demonstrated good specificity (94.38%) and sensitivity (93.68%) to detect ED when a cut-off score of 27 was used to discriminate between subjects with and without ED. The implications of these findings for the conceptualization and the assessment of ED are discussed.

Spanish version of the eating attitudes test 40: dimensionality, reliability, convergent and criterion validity

The Eating Attitudes Test-40 (EAT-40; Garner & Garfinkel, 1979) is one of the most widely used measures in the field of eating disorders (ED). The factor structure of the EAT-40, as well as the optimal cut-off score to identify subjects with ED, are subjects of debate. Both controversial issues are addressed in the present study. Participants were 95 clinical females meeting DSM-IV-R criteria for ED and 89 females without ED. The results supported a unidimensional structure of the EAT-40 items scores. The general factor accounted for a high percentage (50.63%) of the variance in EAT-40 total scores. The questionnaire proved to have good internal consistency and test–retest reliability. Clinical participants displayed higher mean scores than normal subjects in the EAT-40. Further, participants meeting DSM-IV-R criteria for ED differed significantly from «symptomatic» and «asymptomatic» participants. Correlations with the BULIT-R and the EDI-II scores supported the convergent validity of the questionnaire. The EAT-40 also demonstrated good specificity (94.38%) and sensitivity (93.68%) to detect ED when a cut-off score of 27 was used to discriminate between subjects with and without ED. The implications of these findings for the conceptualization and the assessment of ED are discussed (AU)

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The eating attitudes test (EAT-26): reliability and validity in Spanish female samples

This paper focuses on the validation of the Spanish form of the Eating Attitudes Test (EAT-26; Garner, Olmsted, Bohr & Garfinkel, 1982) across two studies. Participants in Study 1 were 778 females recruited from community settings (aged 12-21). Study 2 included 86 females recruited from clinical and 86 females from community settings (aged 12- 35). Results from Principal and Simultaneous Component Analyses showed a unidimensional structure of the EAT-26 item scores. Reliability analyses supported the internal consistency of the scale. Study 1 also explores the ability of the EAT-26 to discriminate between subjects with Eating Disorder (ED), Symptomatic or Asymptomatic by means of ROC analyses and using results from the Questionnaire for Eating Disorder Diagnoses (Q-EDD; Mintz, O’Halloran, Mulholland, & Schneider, 1997) as criterion. The EAT-26 demonstrated good specificity but insufficient sensitivity to detect a full or partial ED. Study 2 explores the ability of the questionnaire to discriminate between subjects with and without ED. The EAT-26 demonstrated good specificity and moderate sensitivity to detect ED. Clinical and theoretical implications of these results are discussed (AU)

Se presentan dos estudios que contribuyen a la validación de la versión española del Test de Actitudes Alimentarias (EAT-26; Gardner, Olmsted, Bohr & Garfinkel, 1982). En el Estudio 1 participan 778 mujeres de población general (12-21 años). El Estudio 2 incluye 86 mujeres que acuden a un centro clínico con un problema de TCA y 86 mujeres de población general (12-35 años). Los resultados de los Análisis de Componentes Principales y Simultáneos muestran una estructura unidimensional en estas puntuaciones del EAT-26. El análisis de la fiabilidad indica una adecuada consistencia interna. En el Estudio 1, utilizando como criterio el Cuestionario de Diagnóstico de TCA (Q-EDD; Mintz, O’Halloran, Mulholland, & Schneider, 1997), los resultados de un Análisis ROC exploran la capacidad del EAT-26 para discriminar entre sujetos con un Trastorno de la Conducta Alimentaria (TCA), Sintomático o Asintomático. Las puntuaciones del EAT-26 muestran aceptable especificidad pero insuficiente sensibilidad para detectar un TCA completo o parcial. El Estudio 2 analiza la capacidad del cuestionario para discriminar entre sujetos con y sin TCA. El EAT-26 muestra aceptable especificidad y moderada sensibilidad para detectar un TCA. Las implicaciones clínicas y teóricas de estos resultados se discuten (AU)

The Eating Attitudes Test (EAT-26): reliability and validity in Spanish female samples.

This paper focuses on the validation of the Spanish form of the Eating Attitudes Test (EAT-26; Garner, Olmsted, Bohr & Garfinkel, 1982) across two studies. Participants in Study 1 were 778 females recruited from community settings (aged 12-21). Study 2 included 86 females recruited from clinical and 86 females from community settings (aged 12-35). Results from Principal and Simultaneous Component Analyses showed a unidimensional structure of the EAT-26 item scores. Reliability analyses supported the internal consistency of the scale. Study 1 also explores the ability of the EAT-26 to discriminate between subjects with Eating Disorder (ED), Symptomatic or Asymptomatic by means of ROC analyses and using results from the Questionnaire for Eating Disorder Diagnoses (Q-EDD; Mintz, O'Halloran, Mulholland, & Schneider, 1997) as criterion. The EAT-26 demonstrated good specificity but insufficient sensitivity to detect a full or partial ED. Study 2 explores the ability of the questionnaire to discriminate between subjects with and without ED. The EAT-26 demonstrated good specificity and moderate sensitivity to detect ED. Clinical and theoretical implications of these results are discussed.

A general equation to obtain multiple cut-off scores on a test from multinomial logistic regression.

The authors derive a general equation to compute multiple cut-offs on a total test score in order to classify individuals into more than two ordinal categories. The equation is derived from the multinomial logistic regression (MLR) model, which is an extension of the binary logistic regression (BLR) model to accommodate polytomous outcome variables. From this analytical procedure, cut-off scores are established at the test score (the predictor variable) at which an individual is as likely to be in category j as in category j+1 of an ordinal outcome variable. The application of the complete procedure is illustrated by an example with data from an actual study on eating disorders. In this example, two cut-off scores on the Eating Attitudes Test (EAT-26) scores are obtained in order to classify individuals into three ordinal categories: asymptomatic, symptomatic and eating disorder. Diagnoses were made from the responses to a self-report (Q-EDD) that operationalises DSM-IV criteria for eating disorders. Alternatives to the MLR model to set multiple cut-off scores are discussed.

A general equation to obtain multiple cut-off scores on a test from multinomial logistic regression

The authors derive a general equation to compute multiple cut-offs on a total test score in order to classify individuals into more than two ordinal categories. The equation is derived from the multinomial logistic regression (MLR) model, which is an extension of the binary logistic regression (BLR) model to accommodate polytomous outcome variables. From this analytical procedure, cut-off scores are established at the test score (the predictor variable) at which an individual is as likely to be in category j as in category j+1 of an ordinal outcome variable. The application of the complete procedure is illustrated by an example with data from an actual study on eating disorders. In this example, two cut-off scores on the Eating Attitudes Test (EAT-26) scores are obtained in order to classify individuals into three ordinal categories: asymptomatic, symptomatic and eating disorder. Diagnoses were made from the responses to a self-report (Q-EDD) that operationalises DSM-IV criteria for eating disorders. Alternatives to the MLR model to set multiple cut-off scores are discussed (AU)

En este artículo, las autoras derivan una ecuación general para calcular múltiples puntos de corte en la puntuación total de un test con el fin de clasificar a los individuos en más de dos categorías ordinales. La ecuación se deriva a partir del modelo de regresión logística multinomial (RLM), que es una extensión del modelo de regresión logística binaria (BLR) para variables de respuesta politómica. Con este procedimiento analítico, los puntos de corte se establecen en la puntuación del test (la variable predictora) en la que un individuo tiene la misma probabilidad de pertenecer a la categoría j que a la categoría j+1 de una variable de respuesta ordinal. La aplicación del procedimiento completo se ilustra a través de un ejemplo con datos de un estudio real sobre trastornos de la conducta alimentaria. En este ejemplo se obtienen dos puntos de corte en las puntuaciones del Test de Actitudes Alimentarias (EAT-26) para clasificar a los individuos en tres categorías ordinales: asintomático, sintomático o con trastorno de la conducta alimentaria. Los diagnósticos se obtuvieron a partir de las respuestas a un autoinforme (Q-EDD) en el que se operativizan los criterios del DSM-IV para los trastornos de la conducta alimentaria. Se discuten diferentes alternativas al modelo RLM para establecer múltiples puntos de corte (AU)

Fiabilidad y validez del “Test de investigación bulímica de Edinburgo (bite)” en una muestra de adolescentes españoles / No disponible

Se analizan algunas propiedades psicométricas del Test de Investigación Bulímica de Edimburgo (BITE; Henderson y Freeman, 1987) en una muestra no-clínica. El cuestionario fue administrado a 1122 adolescentes (669 mujeres y 453 hombres), entre 12 y 21 años, provenientes de distintos centros escolares de la provincia de Málaga (España). El BITE se compone de dos subescalas: la Escala de Síntomas y la de Gravedad. Las dos escalas mostraron una estructura unidimensional con una elevada consistencia interna entre sus items. A través de la curva ROC, se establecieron los puntos de corte en relación al diagnóstico de bulimia según los criterios del DSM-IV (American Psychiatric Association, 1994). Con los puntos de corte establecidos, se halló una elevada especificidad, y una sensibilidad mucho menor que la encontrada con muestras clínicas. Por otro lado, las puntuaciones en el grupo de bulimia fueron más elevadas que en otros trastornos de la conducta alimentaria y en el grupo sin trastornos alimentarios. Por tanto, el BITE muestra una relativa validez para evaluar sintomatología específica de la bulimia, aunque, como instrumento diagnóstico, puede conducir a una alta tasa de falsos negativos en muestras de la población general (AU)

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Análisis de las diferencias clínicas entre la bulimia nerviosa y la bulimia por debajo del umbral / Analysis of clinical differences between bulimia nervosa and sub-threshold bulimia

El estudio examina la validez del criterio de gravedad propuesto por la APA (1994) para el diagnóstico de la bulimia nerviosa (frecuencia y duración mínima de los síntomas principales). La muestra está formada por un total de 87 participantes: 20 que cumplen todos los criterios diagnósticos para la bulimia nerviosa, 37 con bulimia por debajo del umbral y 30 sin trastorno alimentario. Los grupos fueron comparados en presión percibida para estar delgado, preocupación por la imagen corporal, restricción dietética, diversas medidas de comportamientos y actitudes relacionadas con la alimentación y el peso, síntomas depresivos, ansiedad, autoestima, dificultades sociales, comportamientos obsesivo-compulsivos e impulsividad. Tanto el grupo de participantes con bulimia como el de aquellos que presentan el síndrome subclínico difieren de los controles en la mayor parte de variables medidas. Apenas existen diferencias entre el síndrome total y parcial en las variables evaluadas, lo cual arroja dudas sobre la validez del criterio de gravedad propuesto para el diagnóstico del síndrome e indica que se requiere una evaluación adicional de dicho criterio (AU)

Análisis psicométrico de dos escalas para evaluar estilos educativos parentales / Psychometric analysis of two scales to evaluate parents´ educational styles

Se analizan las propiedades psicométricas de dos escalas para evaluar estilos educativos parentales. La Escala de Afecto consta de dos factores (afecto-comunicación y crítica-rechazo), mientras que la Escala de Normas y Exigencias se divide en tres factores sobre la forma de establecer y exigir el cumplimiento de las normas (forma inductiva, rígida e indulgente). Ambas escalas se presentan en dos versiones: hijos y padres. En la versión de los hijos, se evalúa la percepción que el adolescente tiene del estilo educativo de su padre y de su madre. En la versión de los padres, éstos contestan los ítems refiriéndose a cómo es su conducta concreta con su hijo/a. Todas las puntuaciones mostraron una adecuada consistencia interna; la validez convergente y discriminante se apoya en las correlaciones con el IP-PA (Armsden y Greenberg, 1987), PAQ (Buri, 1991) y 4E (Palacios, 1994). Además, se halló una baja concordancia entre la información aportada por los padres y sus hijos, lo que sugiere la necesidad de evaluar los estilos educativos parentales desde ambas perspectivas (AU)

The psychometric properties of two scales related to parents’ educational styles are analyzed. The Warmth Scale have two factors (warmth-communication and criticism-rejection); and the Rules-Demands Scale is divided in three factors regarding the way compliance to rules is established and demanded (inductive, strict and indulgent styles). In both scales, there are two versions. The child’s version is used to evaluate the perception adolescents have of their father and mother’s educational style. In the parents’ version, parents fill in certain items regarding specific behaviors towards their child. All the scores showed a satisfactory internal consistency reliability; the convergent and discriminant validity rests on the correlations with IPPA (Armsden and Greenberg, 1987), PAQ (Buri, 1991), and 4E (Palacios, 1994). On the other hand, a low rate of agreement was found between the information provided by parents and children, which suggests the need to evaluate the educational styles from both perspectives (AU)

Propiedades psicométricas del cuestionario para el diagnóstico de los trastornos de la conducta alimentaria (Q-EDD) / Psychometric Properties of the Questionnaire for Eating Disorder Diagnoses (Q-EDD)

Se ha adaptado al castellano un nuevo instrumento de evaluación: el Cuestionario para el Diagnóstico de los Trastornos de la Conducta Alimentarla (Questionnaire for Eating Disorder Diagnoses) (Q-EDD; Mintz, O'Halloran, Mulholland y Schneider, 1997). El Q-EDD operativiza a este respecto los criterios diagnósticos del DSM-IV a través de 50 ítems. Se corrige siguiendo un diagrama de decisión que aporta un diagnóstico final. Los sujetos con un Trastorno de la Conducta Alimentaria (TCA) se clasifican en estas categorías: anorexia nerviosa, bulimia nerviosa, o TCA no especificado Los que no manifiestan ningún TCA se clasifican como sintomáticos o asintomáticos. A través de dos estudios realizados con una muestra de escolares y con otra de casos que acudían a un centro clínico por algún TCA, se analizan algunas de las propiedades psicométrlcas del Q-EDD. El grado de acuerdo en la corrección del cuestionario por parte de dos evaluadores Independientes resultó satisfactorio (K=0,80-0,92) Los resultados apuntan hacia la convergencia y divergencia de los diagnósticos del Q-EDD con las puntuaciones de otros cuestionarios (EAT 26 y BITE) (AU)

Discrepancias en la percepción de los conflictos entre padres e hijos/as a lo largo de la adolescencia / Discrepancies in the perception of conflicts between parents and their children during adolescence

El objetivo general de esta investigación consiste en analizar los conflictos entre padres e hijos/as y sus discrepancias en la percepción de los conflictos a lo largo de la adolescencia. La muestra está compuesta por un total de 402 adolescentes (200 chicos y 202 chicas), de edades comprendidas entre los 12 y 17 años, y sus padres (31 padres, 119 madres y 108 ambos). Los resultados muestran una baja frecuencia de conflictos entre padres e hijos. Los hijos/as coinciden con sus padres y con sus madres en los principales motivos de discusión. Según la percepción de los hijos/as, los datos revelan diferencias significativas en algunas de las causas de los conflictos teniendo en cuenta el sexo de los padres y del propio adolescente; y que, en determinados temas, los adolescentes de mayor edad (15-17 años) tienen más conflictos con ambos padres que los adolescentes de menor edad (12-14 años). (AU)

En busca de factores de riesgo específicos de los trastornos de ansiedad en niños y adolescentes / Searching for specific risk factors of anxiety disorders in children and adolescents

El objetivo de esta investigación es identificar factores de riesgo específicos de los trastornos de ansiedad en niños y adolescentes (6-17 años). Para ello, se ha comparado un grupo de casos (n=67), diagnosticado con algún trastorno de ansiedad y sólo de ansiedad (sin ninguno de los otros trastornos estudiados: conducta, depresión o eliminación), con dos grupos de control, uno clínico y otro escolar. El control clínico (n=101) estaba integrado por niños procedentes de los mismos Servicios ambulatorios de Salud Mental que los casos. Estos niños no tenían ansiedad, pero si presentaban alguno de los otros trastornos considerados, mientas que el grupo de escolares (n= 155 no manifestaba ninguno. Los factores de riesgo estudiados fueron: variables sociodemográficas, estresores psicosociales en el contexto familiar, fracaso parental. Los resultados indicaron que la mayoría de estos factores son útiles para discriminar entre el grupo de casos y el control escolar, pero no lo son tanto frente al control clínico (AU)