Development and validation of the relaxation-mindfulness scale for adolescents (eremind-A) / Desarrollo y validación de la Escala de Relajación-Mindfulness para Adolescentes (EREMIND-A)

BACKGROUND: The aim of this investigation was to validate the Relaxation-Mindfulness Scale for Adolescents (EREMIND-A), consisting of 18 items and three factors (Attention-Concentration in the present moment; Relaxation (abilities and attitudes); and Sensory awareness/Contemplation/Interiority). METHOD: The validation was done with a sample of Secondary Education and Baccalaureate students from four different centres in Spain (n = 1.120). EFA and CFA of the EREMIND-A were performed and construct and incremental validities calculated. RESULTS: Initial results confirm the validity and reliability of the scale. CONCLUSIONS: There is a need for a broader conceptualization of mindfulness, as well as the inclusion and analysis of other related and cross-cutting concepts. The research in this sense will propitiate the adaptation of the Mindfulness-Based Interventions to the reality of the adolescents in the educational centers, where relaxation and the interiority are aspects to be taken into consideration

ANTECEDENTES: el objetivo de esta investigación fue validar la Escala de relajación-Mindfulness para Adolescentes (EREMIND-A), que contiene 18 ítems y tres factores (Atención-Concentración en el momento presente; Relajación (habilidades y actitudes); Consciencia Sensorial/Contemplación/Interioridad. MÉTODO: la validación se realizó con una muestra de estudiantes de Educación Secundaria y Bachillerato de cuatro centros diferentes en España (n = 1.120). Se realizaron análisis factoriales exploratorios y confirmatorios de la escala y se calcularon la validez de constructo e incremental. RESULTADOS: los resultados iniciales confirman la fiabilidad y validez de la escala. CONCLUSIONES: es necesaria una conceptualización más amplia de la atención plena, así como la inclusión y análisis de otros conceptos relacionados y transversales. La investigación en este sentido propiciará la adaptación de las intervenciones basadas en mindfulness a la realidad de los adolescentes en los centros educativos, donde la relajación y la interioridad son aspectos a tener en consideración

Analysis of the Mediating Role of Self-Efficacy and Self-Esteem on the Effect of Workload on Burnout's Influence on Nurses' Plans to Work Longer.

At the present time, we know that there is a positive relationship between self-efficacy and self-esteem in which positive beliefs about one's own efficacy increase one's sense of self-worth as stressful situations of a heavy workload are coped with successfully, and this, in turn, affects the nurses' plans to work longer. Analyze the mediating role of self-efficacy and self-esteem in the effect of workload, measured as the number of users attended to during a workday, on burnout in nursing professionals. A sample of 1307 nurses aged 22 to 60 years who were administered the Brief Burnout Questionnaire, the General Self-Efficacy Scale, and the Rosenberg Self-Esteem Scale, and workload, measured as the number of users attended to during the workday. The results show that professionals with high levels of self-efficacy also scored higher on global self-esteem. Burnout correlated negatively with both variables (self-efficacy and self-esteem). Three clusters were found with the variables (self-efficacy, self-esteem, and workload) showing significant differences in burnout scores among clusters. Self-efficacy and self-esteem function as buffers of the negative effects of workload on burnout. Organizations should design interventions for promoting the personal resources of their workers through training activities and organizational resources (e.g., redesigning job positions) to promote satisfaction and wellbeing of employees, making their stay at work greater.

Reducing anxiety, geriatric depression and worry in a sample of older adults through a mindfulness training program / Reducción de la ansiedad, la depresión geriátrica y la preocupación en una muestra de adultos mayores a través de un programa de entrenamiento en mindfulness

This study aimed to analyze the effects of a mindfulness training program on anxiety, worry, and geriatric depression in a sample of older adults. A randomized controlled trial with pretest-posttest measurements was used on an experimental group (n = 42) and a control group (waiting list; n = 45). Participants in the experimental group completed the Short Cognitive Examination, the Penn State Worry Questionnaire (PSWQ), and the Geriatric Depression Scale. Analyses showed significantly stronger reductions in geriatric depression, anxiety and worry in the experimental group than in the control group, confirming the effectiveness of mindfulness techniques in reducing these conditions and, especially, for the trait-worry variable, followed by important changes in anxiety, depression and meta-worry. This is one of the few studies examining the effects of mindfulness training in the elderly. Results are especially noteworthy because traits are quite resistant to change. Implications for future research and intervention are underlined.

Se analizan los efectos de un programa de entrenamiento en mindfulness en la ansiedad, la preocupación y la depresión en una muestra de adultos mayores en este estudio controlado y aleatorizado con medidas pretrest-posttest con un grupo experimental (n = 42) y control (lista de espera; n = 42). El grupo experimental completó el Mini-Examen cognitivo, el Inventario de Preocupación de Pensilvania, y la Escala de Depresión Geriátrica. Se obtuvieron mayores reducciones significativas en este grupo comparado con el grupo control, confirmándose la efectividad de las técnicas de mindfulness en la reducción de estos transtornos y, especialmente, en la variable preocupación de rasgo, seguida de importantes cambios en ansiedad, depresión y metapreocupación. Este es uno de los pocos estudios que examinan los efectos del entrenamiento en mindfulness en la tercera edad. Los resultados son especialmente importantes porque los rasgos son resistentes al cambio. Se destacan implicaciones para la investigación futura e intervención.

Drug use in adolescents in relation to social support and reactive and proactive aggressive behavior / Consumo de drogas en adolescentes y su relación con el apoyo social y las conductas agresivas reactivas y proactiva

BACKGROUND: Aggressive behavior in adolescents, along with drug use, has become one of the great issues in education in recent years, among other things, due to its relationship with school failure and delinquency. The purpose of this paper was to find out whether social support fulfils a basic role in decision-making on drug use and the behavior of adolescents. METHOD: 822 high school students participated in the study (M = 14.84, SD = 0.87). Data were collected with the Peer Conflict Scale and the Multidimensional Scale of Perceived Social Support, and an ad hoc questionnaire on drug use. RESULTS: The results show that drug use is significantly related to reactive and proactive aggressive behavior. It was also observed that higher use is significantly related to perceived social support by the peer group, and less support by family. DISCUSSION: It was shown that substance use is related to perceived social support by the adolescent's peer group and to aggressive behavior. It is therefore necessary to intervene in both respects to avoid the presence of substance use in schools

ANTECEDENTES: la presencia de conductas agresivas en los adolescentes, unido al consumo de drogas, se ha situado en los últimos años como una de las grandes problemáticas dentro del ámbito educativo. El objetivo de este estudio fue analizar la relación de la agresividad y el apoyo social con el consumo de alcohol y tabaco, dos de las drogas más frecuentes entre los jóvenes. MÉTODO: en el estudio han participado 822 adolescentes de Educación Secundaria Obligatoria (M = 14,84; DT = 0,87). Para recoger los datos se ha utilizado el Peer Conflict Scale, la Escala Multidimensional de Apoyo Social Percibido y un cuestionario realizado ad hoc de consumo de drogas. RESULTADOS: los resultados mostraron que el consumo de drogas está relacionado con las conductas agresivas tanto reactivas como proactivas. Asimismo, se observó que a mayor consumo mayor es también el apoyo social percibido por parte del grupo de iguales, y menor apoyo por parte de la familia. DISCUSIÓN: los resultados obtenidos se discuten en relación a la necesidad de intervenir en estas áreas para evitar la presencia de consumo de sustancias en los centros educativos

Conducta agresiva entre iguales y rendimiento académico en adolescentes españoles / Aggressive behavior among peers and academic achievement in Spanish adolescents

Este estudio analiza la relación entre la conducta agresiva entre iguales y el rendimiento académico en una muestra de 1657 estudiantes españoles (52,2% chicos) de Educación Secundaria Obligatoria (ESO) de 12 a 16 años. La conducta agresiva fue evaluada con la escala de Conducta antisocial del "Inventario de habilidades sociales para adolescentes" y el rendimiento académico fue medido mediante las calificaciones escolares. Los resultados revelan que la proporción de chicas con elevada conducta agresiva y con tres o más asignaturas suspensas es significativamente superior que la proporción de chicas con baja conducta agresiva e igual número de suspensos en 1º (d= 0,48), 3º (d= 0,38) y 4º de la ESO (d= 0,51). Además, no se encuentran diferencias estadísticamente significativas en rendimiento académico entre los chicos con alta y baja conducta agresiva en ninguno de los cursos de ESO. El análisis de regresión logística multivariante muestra que la conducta agresiva influye sobre el bajo rendimiento de las chicas (OR= 2,33; IC 95%= 1,49-1,63). Los resultados se discuten atendiendo a las diferencias en función del sexo y curso (AU)

This study analyses the relationship between aggressive behavior among peers and academic achievement in a sample of 1657 Spanish students (52.2% boys) of Compulsory Secondary Education, ranging in age from 12 to 16 years. Aggressive behavior was assessed by the Antisocial Behavior Scale of the Teenage Inventory of Social Skills, and academic achievement was measured by means of school records. Results reveal that the percentage of girls with high aggressive behavior and three or more failed subjects is significantly higher than the percentage of girls with low aggressive behavior and the same number of failed subjects in grades 7 (d= 0.48), 9 (d= 0.38) and 10 (d= 0.51). Furthermore, no statistically significant differences in academic performance are found between boys with high and low aggressive behavior for any grade level of compulsory secondary education. The multivariate logistic regression analysis shows that aggressive behavior has an influence on low academic achievement in girls (OR= 2.33; CI 95%= 1.49-1.63). Results are discussed taking into account gender and grade level differences

Rendimiento académico y conductas antisociales y delictivas en alumnos de Educación Secundaria Obligatoria / Academic Achievement and Antisocial Behavior in Public Secondary Education Students

The objective of this study was to analyze the relationship between violence and academic achievement, two of the most important problems in Secondary Education in Spain. Participants were 881 students 14-18 years old (M= 15.20, SD= 0.901) from 6 public centers of Secondary Education. Results indicate that men show more prevalence in antisocial behavior, increasing with age and school year. Failure in academic achievement was associate to antisocial and delinquent behaviors. Also, the educational level of mothers was related to the presence of antisocial behavior (AU)

El objetivo de este estudio fue analizar la influencia del rendimiento académico y del nivel educativo de padres/madres sobre la presencia de conductas antisociales y delictivas en el alumnado, dos problemas graves en Educación Secundaria Obligatoria en España. Partici- paron en el estudio 881 alumnos con edades entre 14 y 18 años (M= 15,20; DT= 0,901) de seis centros públicos de Educación Secundaria Obligatoria. Los resultados indicaron que los hombres realizan mayor número de conductas antisociales y delictivas, aumentando su prevalencia con la edad y el curso escolar. El fracaso en el rendimiento académico también se asoció a la presencia de conductas antisociales y delictivas. Igualmente, el nivel de estudios de la madre/tutora se relacionó con la presencia de conductas antisociales (AU)