ABSTRACT
Cognitive emotion regulation refers to the management of one's emotions through cognitive strategies. Studies have found that individuals with obsessive-compulsive symptoms utilize emotion regulation strategies differently compared to those without these symptoms. This study aims to investigate the relationship between cognitive strategies for emotion regulation and specific dimensions of obsessive-compulsive symptoms in adolescents. A cross-sectional descriptive study was conducted with 307 adolescents between 12 and 18 years old. Associations between sociodemographic variables, obsessive-compulsive symptoms, and emotion regulation strategies were examined using regression and network analyses. Regression results indicated that emotion regulation strategies and gender accounted for 28.2% of the variation in overall obsessive-compulsive symptoms (p < 0.001) and that emotion regulation explained most variance in the symptom dimension of obsessing. Network analysis showed that self-blame and catastrophizing were uniquely linked to overall obsessive-compulsive symptoms, while several strategies were uniquely linked to specific symptom dimensions. The adaptive strategy that demonstrated the strongest association with obsessive-compulsive symptoms was refocus on planning, while maladaptive strategies included catastrophizing, self-blame, and rumination. In conclusion, the results support the relationship between cognitive strategies for emotion regulation and dimensions of obsessive-compulsive symptoms in adolescents, though these relations appear complex and require further investigation. Addressing emotion regulation in the prevention of obsessive-compulsive symptoms may be warranted, but prospective studies are needed.
ABSTRACT
El Trastorno por Déficit de Atención (TDAH) es un trastorno del neurodesarrollo muy heterogéneo y altamente prevalente en población infanto-juvenil. La detección del TDAH en la etapa preescolar (entre los 3 y 5 años) permitiría intervenir de manera precoz, reducir sus síntomas y modificarel curso del trastorno. El presente estudio tiene como objetivo revisar de manera narrativa el concepto del TDAH en población preescolar, suscaracterísticas, los instrumentos que permiten su detección y los tratamientos disponibles. Los síntomas clínicos del TDAH en preescolares no sontan frecuentes como se ha pensado tradicionalmente y además presentan una gran validez predictiva, manteniéndose con frecuencia a lo largo delos años. La presentación del TDAH más frecuente en esta etapa es la hiperactiva/impulsiva y las presentaciones con predominancia de inatenciónaparecen con poca frecuencia. La evaluación del TDAH abarca la detección de psicopatología general que pueda ser comórbida al TDAH o bienque permita un correcto diagnóstico diferencial. Existen escalas de evaluación de síntomas de TDAH que son fiables para la detección clínica deltrastorno y deben combinarse con medidas que evalúen posibles dificultades asociadas. Las intervenciones familiares son las más frecuentementeutilizadas, no siendo recomendado el tratamiento farmacológico hasta los 6 años. Sin embargo, los resultados de efectividad de los tratamientosson poco robustos. Es necesaria una intervención preventiva precoz en la etapa preescolar con casos que presenten o estén en riesgo de presentarTDAH y no sentarse y esperar si bien se necesita encontrar intervenciones más efectivas. (AU)
Attention Deficit Disorder (ADHD) is a very heterogeneous and highly prevalent neurodevelopmentaldisorder in children and adolescents. The detection of ADHD in the preschool stage (between 3 and 5 years of age) would allow early intervention, reducing its symptoms and modifying the course of the disorder. The present study aims to review in a narrative way the concept of ADHD inpreschool population, its characteristics, the instruments that allow its detection and the available treatments. The clinical symptoms of ADHD inpreschoolers are not as frequent as traditionally thought and present a high predictive validity, being frequently maintained over the years. The mostcommon presentation of ADHD at this stage is hyperactive/impulsive and inattentive-dominant presentations occur infrequently. The evaluation ofADHD includes the detection of general psychopathology that may be comorbid to ADHD or that allows a correct differential diagnosis. SeveralADHD symptom assessment scales are reliable for the clinical detection of the disorder and should be combined with measures that assess possible associated difficulties. Family interventions are the most frequently used, and pharmacological treatment is not recommended until 6 years ofage. However, the results of treatment effectiveness are not very robust. Early preventive intervention is needed in the preschool stage with casesthat present or are at risk of presenting ADHD and not sit and wait, although more effective interventions need to be found. (AU)
