Attitudes Toward Dating Violence in Early and Late Adolescents in Concepción, Chile.

This study compares attitudes toward teen relationship (or dating) violence (TRV) between early and late adolescents in the province of Concepción, Chile. The sample consisted of 770 adolescents, aged between 11 and 19 with an average age of 14.8 years old, of which 389 were female (50.5%) and 381 were male (49.5%). An adapted version of the Scale of Attitudes Towards Intimate Violence was used. Results found greater justifying attitudes toward violence in early adolescents than in late adolescents, in 6 of 12 items of the scale, with a statistical significance of p ≤ .001 in 4 items and in the overall score, and p ≤ .05 in 2 items. In the comparison according to sex, male adolescents tended to justify violence more than female adolescents did in one item (p ≤ .001). In dating/no dating comparison, statistically significant differences were found in just 2 items, in favor of those who are not in a relationship (p ≤ .05). These results are analyzed and discussed in relation to previous literature. Finally, orientations to future interventions are proposed, and it is suggested that aspects related to sampling and possible modulating variables such as cognitive development and moral development be considered for future investigations.

Psychometric Properties of the Schizotypal Personality Questionnaire (SPQ) in a Mexican Population: Invariance Across Gender and Age.

BACKGROUND: The present study tested the factorial structure of the Schizotypal Personality Questionnaire (SPQ) in Mexican adults. Although this instrument has been validated in different cultural contexts, there are no studies to date that analyze its psychometric properties in a Mexican sample. METHOD: 307 adults completed the SPQ, seven participants were removed for being at high risk of psychosis. The final sample was made up of 300 participants (M = 34.58, SD = 13.77), of whom 62.8% were female. Raine's three-factor model and Stefanis et al.'s four-factor model were tested. RESULTS: The results indicated that both factor structures had a good fit to the data. However, the best evidence was for the three-factor solution. Configural, metric, and scalar invariance according to gender and age for the three-factor model was displayed. Further analyses showed women scored slightly higher in excessive social anxiety but this result was not statistically significant. Younger participants had higher scores on ideas of reference, excessive social anxiety, no close friends, and odd speech than the older group. CONCLUSIONS: These findings provide support for the use of the SPQ in the Mexican population.

[Prevalence and psychological factors associated withsuicidal behavior in adolescents. Ensanut 2018-19]. / Prevalencia y factores psicológicos asociados con conducta suicida en adolescentes. Ensanut 2018-19.

OBJECTIVE: To estimate the prevalence of suicidal behavior and its association with psychological factors in Mexican adolescents. MATERIALS AND METHODS: Cross-sectional study based on the National Survey of Health and Nutrition (Ensanut 2018-19), with a sample of 17 995 adolescents (10-19 years). Adjusted logistic regression models were estimated, obtaining Odds Ratio (OR) and 95% confidence intervals (95%CI). RESULTS: Prevalence of suicidal ideation and suicide attempt in Mexico were 5.1 and 3.9%, respectively; the high-est prevalence was in Guanajuato (ideation: 9.0%, attempt: 7.8%). Associated factors. Suicidal ideation: tobacco (OR= 2.26; 95%CI: 1.62-3.16), alcohol (OR= 2.12; 95%CI: 1.65-2.73), depressive symptoms (OR= 6.04; 95%CI: 4.71-7.73), sexual abuse (OR= 6.57; 95%CI: 4.57-9.45). Suicidal attempt: tobacco (OR= 2.17; 95%CI: 1.49-3.15), alcohol (OR= 2.32; 95%CI:1.77-3.03), depressive symptoms (OR= 6.47; 95% CI: 4.91-8.51), sexual abuse (OR= 6.76; 95%CI: 4.60-9.96). CONCLUSIONS: By increasing suicidal behavior in Mexican adolescents, it is necessary to implement preventive public policies that articulate mental health, addiction and violence programs.

OBJETIVO: Estimar la prevalencia de conducta suicida y su asociación con factores psicológicos en adolescentes mexi-canos. MATERIAL Y MÉTODOS: Estudio transversal prove-niente de la Encuesta Nacional de Salud y Nutrición (Ensanut 2018-19). Se estimaron modelos de regresión logística, con lo que se obtuvieron razones de momios (RM) con intervalos de confianza al 95% (IC95%). RESULTADOS: nacional de ideación e intento de suicidio fue de 5.1 y 3.9%, respectivamente; fue más alta en Guanajuato (ideación: 9.0%, intento: 7.8%). Factores asociados. Ideación suicida: tabaco (RM= 2.26; IC95%: 1.62-3.16), alcohol (RM= 2.12; IC95%: 1.65-2.73), sintomatología depresiva (RM= 6.04; IC95%: 4.71-7.73), abuso sexual (RM= 6.57; IC95%: 4.57-9.45). Intento de suicidio: tabaco (RM= 2.17; IC95%: 1.49-3.15), alcohol (RM= 2.32; IC95%: 1.77-3.03), sintomatología depresiva (RM= 6.47; IC95%: 4.91-8.51), abuso sexual (RM= 6.76; IC95%: 4.60-9.96). CONCLUSIONES: Debido al incremento de la conducta suicida en adolescentes mexicanos, es necesario implementar políticas públicas pre-ventivas que articulen programas de salud mental, adicciones y violencia.

Prevalencia y factores psicológicos asociados con conducta suicida en adolescentes. Ensanut 2018-19 / Prevalence and psychological factors associated with suicidal behavior in adolescents. Ensanut 2018-19

Resumen: Objetivo: Estimar la prevalencia de conducta suicida y su asociación con factores psicológicos en adolescentes mexicanos. Material y métodos: Estudio transversal proveniente de la Encuesta Nacional de Salud y Nutrición (Ensanut 2018-19). Se estimaron modelos de regresión logística, con lo que se obtuvieron razones de momios (RM) con intervalos de confianza al 95% (IC95%). Resultados: La prevalencia nacional de ideación e intento de suicidio fue de 5.1 y 3.9%, respectivamente; fue más alta en Guanajuato (ideación: 9.0%, intento: 7.8%). Factores asociados. Ideación suicida: tabaco (RM= 2.26; IC95%: 1.62-3.16), alcohol (RM= 2.12; IC95%: 1.65-2.73), sintomatología depresiva (RM= 6.04; IC95%: 4.71-7.73), abuso sexual (RM= 6.57; IC95%: 4.57-9.45). Intento de suicidio: tabaco (RM= 2.17; IC95%: 1.49-3.15), alcohol (RM= 2.32; IC95%: 1.77-3.03), sintomatología depresiva (RM= 6.47; IC95%: 4.91-8.51), abuso sexual (RM= 6.76; IC95%: 4.60-9.96). Conclusiones: Debido al incremento de la conducta suicida en adolescentes mexicanos, es necesario implementar políticas públicas preventivas que articulen programas de salud mental, adicciones y violencia.

Abstract: Objective: To estimate the prevalence of suicidal behavior and its association with psychological factors in Mexican adolescents. Materials and methods: Cross-sectional study based on the National Survey of Health and Nutrition (Ensanut 2018-19), with a sample of 17 995 adolescents (10-19 years). Adjusted logistic regression models were estimated, obtaining Odds Ratio (OR) and 95% confidence intervals (95%CI). Results: Prevalence of suicidal ideation and suicide attempt in Mexico were 5.1 and 3.9%, respectively; the highest prevalence was in Guanajuato (ideation: 9.0%, attempt: 7.8%). Associated factors. Suicidal ideation: tobacco (OR= 2.26; 95%CI: 1.62-3.16), alcohol (OR= 2.12; 95%CI: 1.65-2.73), depressive symptoms (OR= 6.04; 95%CI: 4.71-7.73), sexual abuse (OR= 6.57; 95%CI: 4.57-9.45). Suicidal attempt: tobacco (OR= 2.17; 95%CI: 1.49-3.15), alcohol (OR= 2.32; 95%CI:1.77-3.03), depressive symptoms (OR= 6.47; 95% CI: 4.91-8.51), sexual abuse (OR= 6.76; 95%CI: 4.60-9.96). Conclusions: By increasing suicidal behavior in Mexican adolescents, it is necessary to implement preventive public policies that articulate mental health, addiction and violence programs.

Perfeccionismo y alta capacidad intelectual / Perfectionism and high intellectual capacity

El perfeccionismo es un constructo psicológico relacionado con la excelencia y una manifestaciónóptima de alta capacidad intelectual (ACI). El objetivo principal de este trabajo fue comparar las tipologías y dimensiones de perfeccionismo entre jóvenes de ACI y un grupo de comparación apareado por género y edad. Se seleccionaron 137 participantes con diagnóstico de ACI y un grupo de 137 de comparación apareado por género y edad. La media de edad fue de 11.77 años (DT = 1.99). Como herramientas se utilizaron la Almost Perfect Scale-Revised (APS-R) y la Escala de Perfeccionismo Positivo y Negativo 12 (PNPS-12). El análisis de conglomerados para la muestra total, identificó la presencia de tres agrupaciones de participantes (No perfeccionista, Perfeccionista no saludable/negativo, y Perfeccionista saludable/positivo). El grupo de ACI presentó una mayor prevalencia de perfeccionistas de tipo saludables y una menor prevalencia de perfeccionistas de tipo no saludable, en comparación con el grupo de alumnos sin diagnóstico de ACI. Cuando se compararon las puntuaciones medias de APS-R y PNPS-12 entre los grupos de ACI y grupo de comparación, se encontraron diferencias estadísticamente significativas en altos estándares, orden, discrepancia, perfeccionismo positivo y perfeccionismo negativo. En todos los casos el grupo de comparación presentó puntaciones medias mayores que el grupo de ACI. Estos resultados tienen implicaciones claras en la comprensión de la expresión fenotípica del perfeccionismo relacionado con la excelencia y la manifestación óptima del alto potencial intelectual.

Perfectionism is a psychological construct related o excellence and an optimal manifestation of high intellectual ability (HIA). The main goal of the present work was to compare types and dimensions of perfectionism in students with HIA and an age-gender matched comparison group. We selected 137 participants with diagnosis of HIA and a comparison group of 137 matched by gender and age. The mean age was 11.77 years (SD = 1.99). The Almost Perfect Scale-Revised (APS-R) and the Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. The cluster analysis for the total sample identified 3 groups of participants (non-perfectionist, unhealthy perfectionist/negative, and healthy perfectionist/positive). The HIA group presented a higher prevalence of healthy perfectionists and a lower prevalence of unhealthy perfectionists, in comparison with the group of students without a diagnosis of HIA. When comparing the average scores of APS-R and PNPS-12 between the ACI and the comparison group, statistically significant differences were found in high standards, order, discrepancy, positive and negative perfectionism. In all cases, the comparison group yielded higher mean scores than the HIA group. These results have clear implications in the understanding of the phenotypic expression of perfectionism related to excellence and optimal manifestation of the high intellectual potential.

[Perfectionism and high intellectual capacity]. / Perfeccionismo y alta capacidad intelectual.

Perfectionism is a psychological construct related o excellence and an optimal manifestation of high intellectual ability (HIA). The main goal of the present work was to compare types and dimensions of perfectionism in students with HIA and an age-gender matched comparison group. We selected 137 participants with diagnosis of HIA and a comparison group of 137 matched by gender and age. The mean age was 11.77 years (SD = 1.99). The Almost Perfect Scale-Revised (APS-R) and the Positive and Negative Perfectionism Scale-12 (PNPS-12) were used. The cluster analysis for the total sample identified 3 groups of participants (non-perfectionist, unhealthy perfectionist/negative, and healthy perfectionist/ positive). The HIA group presented a higher prevalence of healthy perfectionists and a lower prevalence of unhealthy perfectionists, in comparison with the group of students without a diagnosis of HIA. When comparing the average scores of APS-R and PNPS-12 between the ACI and the comparison group, statistically significant differences were found in high standards, order, discrepancy, positive and negative perfectionism. In all cases, the comparison group yielded higher mean scores than the HIA group. These results have clear implications in the understanding of the phenotypic expression of perfectionism related to excellence and optimal manifestation of the high intellectual potential.

El perfeccionismo es un constructo psicológico relacionado con la excelencia y una manifestación óptima de alta capacidad intelectual (ACI). El objetivo principal de este trabajo fue comparar las tipologías y dimensiones de perfeccionismo entre jóvenes de ACI y un grupo de comparación apareado por género y edad. Se seleccionaron 137 participantes con diagnóstico de ACI y un grupo de 137 de comparación apareado por género y edad. La media de edad fue de 11.77 años (DT = 1.99). Como herramientas se utilizaron la Almost Perfect Scale-Revised (APS-R) y la Escala de Perfeccionismo Positivo y Negativo 12 (PNPS-12). El análisis de conglomerados para la muestra total, identificó la presencia de tres agrupaciones de participantes (No perfeccionista, Perfeccionista no saludable/negativo, y Perfeccionista saludable/positivo). El grupo de ACI presentó una mayor prevalencia de perfeccionistas de tipo saludables y una menor prevalencia de perfeccionistas de tipo no saludable, en comparación con el grupo de alumnos sin diagnóstico de ACI. Cuando se compararon las puntuaciones medias de APS-R y PNPS-12 entre los grupos de ACI y grupo de comparación, se encontraron diferencias estadísticamente significativas en altos estándares, orden, discrepancia, perfeccionismo positivo y perfeccionismo negativo. En todos los casos el grupo de comparación presentó puntaciones medias mayores que el grupo de ACI. Estos resultados tienen implicaciones claras en la comprensión de la expresión fenotípica del perfeccionismo relacionado con la excelencia y la manifestación óptima del alto potencial intelectual.

Implementación y evaluación de la eficacia de un programa de educación emocional en adolescentes con diagnóstico de TDAH / Implementtion and evaluation of the efficiency of an emotional education program in teenagers diagnosed with ADHD

Las habilidades socioemocionales en jóvenes con diagnóstico de Trastorno por Déficit de Atención e Hiperactividad (TDAH) son esenciales en su desarrollo psicológico y bienestar personal. Sin embargo, a pesar del reconocimiento general de la necesidad de dotar a estos jóvenes de recursos y estrategias que no están ni atendidas ni contempladas en el currículo académico, son escasos los trabajos que muestren la validez de programas de educación emocional en este colectivo. El objetivo del trabajo fue triple: a) la adaptación e implementación de un programa de educación emocional (denominado INTEMO), b) la evaluación de su eficacia, y c) el análisis de la satisfacción con el programa de usuarios y familiares. Se utilizó un grupo de tratamiento (n=24) y un grupo de comparación (n=24) de estudiantes con diagnóstico de TDAH, que fueron evaluados en dos momentos temporales. Los resultados evidenciaron que los participantes que recibieron el programa mejoraron de forma estadísticamente significativa en la dimensión de problemas con los compañeros y en regulación emocional, respecto al grupo de comparación. No se observaron diferencias estadísticamente significativas entre los grupos en autoestima y empatía. Los usuarios del programa indicaron una alta satisfacción con la intervención. Los resultados obtenidos indican la necesidad de continuar con el análisis de la eficacia de este programa y se discute la necesidad de potenciar las competencias socioemocionales en esta etapa, con el fin de mejorar el bienestar personal, familiar, académico y social de la población infantojuvenil con TDAH.

Socio-emotional skills in teenagers diagnosed with Attention-deficit/hyperactivity disorder (ADHD) are essential for their psychological development and subjective well-being. However, despite the general recognition for the need to provide young people diagnosed with ADHD with resources and strategies, that are neither addressed nor contemplated in the academic curriculum, there is a lack of studies that shed a light on the effects of emotional intelligence programs in this group. The objective of this work was threefold: a) the adaptation and implementation of an emotional intelligence program (named INTEMO), b) the evaluation of its effectiveness, and c) the analysis of satisfaction of participants and their families with the program. An experimental group was set up (n=24) together with a comparison group (n=24) of students diagnosed with ADHD, and both were evaluated at two different points. The results obtained demonstrated that, after three months of intervention, the experimental group showed significantly higher scores with regard to peer problems and emotional regulation, compared to the comparison group. No significant results were found on empathy and self-esteem. The participants of the program expressed high satisfaction with the intervention. The results indicate the need to continue with the analysis of the effectiveness of this program, with the aim of promoting the socio-emotional competences at this stage in order to improve well-being in personal, family, academic and social spheres among the infant-juvenile population with ADHD.

[Validation of Q-PAD: Questionnaire for the assessment of psychopathology in adolescent colombian sample]. / Validación del Q-PAD: cuestionario para la evaluación de psicopatología en adolescentes.

The main objective of this study was to contribute to the validation of the Questionnaire for the Evaluation of Psychopathology in Adolescents (Q-PAD) in a nonclinical sample of Colombian adolescents. The sample consisted of 559 students of a center of public secondary education. Correlations between 9 Q-PAD subscales were significant and positive, except for the self-esteem subscale. The internal structure of each scale showed an essentially unidimensional structure, except for the Psychosocial Risk subscale. The internal consistency for the subscales ranged between 0.78 and 0.91 (McDonald's omega). The exploratory factor analysis yielded a solution of 6 factors. A good external validity between the Q-PAD Family Problems subscale and the three subscales of Interpersonal Relations Scale (ERI) was observed. The results indicate that scores of Q-PAD have an appropriate psychometric support and this instrument would allow screening for psychosocial and mental health problems in Colombian adolescents in an efficient, easy, fast and non-invasive way.

Efectos de una intervención de educación emocional en alumnos de un programa universitario para mayores / Effects of an Emotional Education Intervention in Students of University Programs for Older Students

RESUMEN Los programas universitarios para mayores tienen como objetivo la potenciación de las capacidades cognitivas, emocionales y sociales, así como la mejora de la calidad de vida y el bienestar personal. Las competencias emocionales, por su impacto a múltiples niveles, se deben desarrollar y fomentar a lo largo de todo el ciclo vital. No obstante, hasta el momento, en España existen escasos trabajos que implementen programas de intervención de educación emocional para mayores y que al mismo tiempo evalúen empíricamente su posible impacto. El principal objetivo de este trabajo fue examinar el efecto de un programa de educación emocional en alumnos de un programa universitario para mayores. Se utilizó un grupo experimental (n = 28) y dos grupos control (n = 23; n 2 = 15) que fueron evaluados en dos momentos temporales, a través del TMMS-24 y MSCEIT Los resultados mostraron que, tras un periodo de 4 meses de intervención, el grupo experimental no difirió de forma estadísticamente significativa del grupo control en las puntuaciones medias de inteligencia emocional entre el pretest y el postest. A pesar de los resultados obtenidos, es necesario promocionar las habilidades emocionales y sociales a lo largo del ciclo vital. Es sumamente interesante que se adquieran y potencien las habilidades emocionales en este sector de la población, con la finalidad de mejorar el ajuste personal y la calidad de vida, así como el desarrollo integral de la persona. Futuros estudios deberían utilizar muestras más representativas, así como llevar a cabo un seguimiento longitudinal.

ABSTRACT University programs for older students aim at enhancing the cognitive, emotional and social skills as well as improving the quality of life and personal well-being. The emotional competencies, due to their impact at multiple levels on individual well-being, should be developed and promoted throughout all stages across the lifespan. However, there is a paucity of studies in Spain that have conducted intervention programs and, at the same time, have empirically assessed their impact. The main goal of the present study was to examine the effects of an emotional education program on older students. An experimental (n = 28) and two control groups (nj = 23; n 2 = 15) were used and assessed at two time points using the TMMS-24 and the MSCEIT The results showed that, after a period of 4 months of intervention, the experimental group did not differ significantly from the control group mean scores of measures of emotional intelligence between the pre-test and post-test. These findings, although inconclusive, highlight the importance of promoting social and emotional skills throughout the whole lifespan. It is very interesting to enhance the emotional and social competences in this sector of the population in order to improve their personal adjustment and quality of life. Future studies should use representative sampling as well as include long term follow-up.

Programas Educativos Universitarios Para Mayores: Evaluación de su Impacto en la Autopercepción del Apoyo Social y la Salud Mental / University Education Programs for Older Adults: Evaluation of Their Impact on Individual Perceptions of Social Support and Mental Health / Programas Educativos Universitários Para Idosos: Avaliação de Seu Impacto na Autopercepção do Apoio Social e da Saúde Mental

Algunos estudios indican que los programas universitarios para mayores pueden tener un impacto positivo en la autopercepción del apoyo social y la salud de los participantes. Sin embargo, dichos estudios no evalúan estas variables con instrumentos de medida estandarizados y grupos de control dentro y fuera del programa. En el presente trabajo se utilizó un grupo experimental y dos grupos control que fueron evaluados en dos momentos con instrumentos estandarizados. Los resultados no confirmaron los efectos beneficiosos esperados de los programas. Es necesario seguir profundizando en esta línea de actuación y explorar el efecto de variables socioafectivas en estudios longitudinales.

Some studies indicate that university programs for older adults can have a positive impact on the participants' perceptions of social support and health. However, those studies fail to evaluate these variables with standardized measurement instruments and control groups, both within and outside the program. This study used an experimental group and two control groups that were evaluated at two different moments, using standardized instruments. The results did not confirm the expected beneficial effects of the programs. Thus, it is necessary to continue in-depth research along these lines and explore the effect of socio-affective variables in longitudinal studies.

Alguns estudos indicam que os programas universitários para idosos podem ter um impacto positivo na autopercepção do apoio social e da saúde dos participantes. Contudo, esses estudos não avaliam essas variáveis com instrumentos de medidas padronizados e grupos de controle dentro e fora do programa. No presente trabalho, utilizaram-se um grupo experimental e dois grupos de controle que foram avaliados em dois momentos com instrumentos padronizados. Os resultados não confirmaram os efeitos benéficos esperados dos programas. É necessário continuar aprofundando nessa linha de atuação e explorar os efeitos de variáveis socioafetivas em estudos longitudinais.

Psychometric properties of the AQ Aggression Scale in Chilean students.

BACKGROUND: The Buss and Perry Aggression Questionnaire (AQ) evaluates aggressive behaviours and is used to assess manifestations of aggression. METHODS: At different points in time, 346 Chilean university students participated in the validation of the instrument, whose convergent validity was shown in relation to the scales of Psychological Aggression and Physical Aggression of the Conflict Tactics Scale 2 (CTS- 2), and the Salvo Impulsivity Scale. Discriminant validity was found when comparing the scores obtained from a group of students categorized as "Violent" with those of a control group, after a screening test. RESULTS: The AQ scale has appropriate psychometric properties in terms of internal consistency, test-retest reliability, convergent validity and discriminant validity. Four principal factors were obtained in the confirmatory factor analysis. CONCLUSIONS: The AQ can be used in Chile to assess aggressive behaviours. Challenges for future research are discussed.