El Servicio de Atención y Apoyo Emocional en los centros educativos: experiencias de una nueva cultura escolar / El Servei d'Atenció i Suport Emocional en els centres educatius: experiències d'una nova cultura escolar / The Emotional Care and Support Service in educational centres: experiences of new school culture

El Servicio de Atención y Apoyo Emocional (SAAE) de los centros educativos del Plan de Barrios de Barcelona sirve para promover un clima escolar positivo y habilidades socioemocionales. Se explora la experiencia de sus profesionales en relación con cambios, facilitadores y barreras, a los dos años de funcionamiento con un estudio cualitativo. Los profesionales aprecian mejoras en los docentes en el manejo positivo de las relaciones y las habilidades socioemocionales; en el alumando aprecian mejoras en las relaciones. Los facilitadores y barreras percibidos incluyen: la conceptualización integral del servicio y la importancia de la dirección y el claustro.(AU)

The Emotional Care and Support Service (SAAE) of the educational centres of the Barcelona Neighbourhood Plan serve to promote a positive school climate and socio-emotional skills. The experience of its professionals is explored in relation to changes, facilitators, and barriers, after two years of operation with a qualitative study. Practitioners report improvements in teachers' positive relationship management and social-emotional skills; students report improvements in relationships. Perceived facilitators and barriers include the holistic conceptualisation of the service and the importance of management and faculty.(AU)

El Servei d'Atenció i Suport Emocional (SAAE) dels centres educatius del Pla de Barris de Barcelona serveix per promoure un clima escolar positiu i habilitats socioemocionals. S'explora l'experiència dels seus professionals en relació amb canvis, facilitadors i barreres, als dos anys de funcionament, amb un estudi qualitatiu. Els professionals aprecien millores en els docents en el maneig positiu de les relacions i en les habilitats socioemocionals; respecte els alumnes, aprecien millores en les relacions. Els facilitadors i barreres percebuts inclouen la conceptualització integral del servei i la importància de la direcció i del claustre.(AU)

Validation of the semi-structured interview, the FACE Risk Profile, in people with Serious Mental Illness.

People with Serious Mental Illness (SMI) could present risk behaviour that may lead to relapses. There are few instruments validated in our context to assess risk factors, but none takes into account several factors at the same time, and is specific for the risk of relapse. The objective of this work is to validate the Functional Analysis of Care Environments (FACE) Risk Profile into Spanish for people with SMI.

Validación de la entrevista semiestructurada FACE Risk Profile enpersonas con Trastorno Mental Grave / Validation of the semi-structured interview, the FACE Risk Profile, in people with Serious Mental Illness

Introducción: Las personas con Trastorno Mental Grave(TMG) pueden presentar conductas de riesgo que pueden darlugar a recaídas. Hay pocos instrumentos validados en nuestro contexto para valorar factores de riesgo y ninguno quetenga en cuenta diversos factores al mismo tiempo y sea específico para valorar el riesgo de recaída. El objetivo de estetrabajo es la validación en español de la Functional Analysisof Care Environments o FACE Risk Profile en personas conTMG.Metodología. La muestra se compone de 69 participantes con TMG. En la primera evaluación se administró uncuestionario sociodemográfico, la FACE Risk Profile e instrumentos psicométricos de valoración clínica y psicosocial.En una segunda evaluación, se volvió a administrar la FACERisk Profile.Resultados. La FACE Risk Profile presenta una consistencia interna adecuada, buena fiabilidad test-retest y adecuada validez concurrente y discriminante. El acuerdo interevaluadores es muy bueno.Conclusiones. La FACE Risk Profile en un instrumento útily válido para la valoración del riesgo en personas con TMG. (AU)

Introduction: People with Serious Mental Illness (SMI)can present risk behaviour that can lead to relapses. Thereare few instruments validated in our context to assess riskfactors, but none takes into account several factors at thesame time, and is specific for the risk of relapse. The objective of this work is to validate the Functional Analysis ofCare Environments (FACE) Risk Profile into Spanish for people with SMI.Methods. The sample consisted of 69 participants withSMI. The first evaluation was administered using a sociodemographic questionnaire, the FACE Risk Profile and psychometric instruments for clinical and psychosocial assessment.For the second evaluation, the FACE Risk Profile was re-administered.Results. The FACE Risk Profile shows adequate internalconsistency, good test-retest reliability and adequate concurrent and discriminant validity. The inter-rater agreementis very good.Conclusions. The FACE Risk Profile is a useful and validinstrument for risk assessment in people with SMI. (AU)

Clinical presentations of attention-deficit/hyperactivity disorder (ADHD) in children and adolescents: comparison of neurocognitive performance.

This study aimed to compare performance in working memory (WM), processing speed (PRS), and attention measures in children and adolescents with typical development (TD) and with Attention deficit hyperactivity disorder (inattentive [ADHD-I] or combined [ADHD-C]) presentations, and to determine the predictive ability of the measures mentioned to discriminate between ADHD presentations and TD. 260 children and adolescents, 138 with ADHD (70 ADHD-I and 68 ADHD-C) and 122 TD in two age cohorts (8-12 years; 13-16 years), were assessed with WM and PRS indexes of Wechsler Intelligence Scale for Children (WISC-IV) and the d2 attention test. Significant differences between ADHD and TD groups in the WISC-IV GAI scores were found in children but not in adolescents. Children and adolescents with both ADHD presentations performed poorly on the PRS index, while on the WM index only children exhibited difficulties. In the attention test, children with ADHD-C showed more impulsivity and more difficulties for processing speed, concentration and accuracy than ADHD-I and TD. In addition, both ADHD presentations had higher inattention scores than TD. ADHD adolescents performed worse than TD in processing speed, concentration and accuracy. ADHD groups showed more impulsivity and inattention than TD. Digit Span and Symbol Search (WISC-IV) and processing speed and accuracy (d2) successfully classified ADHD and TD in children, but in adolescents, only coding (WISC-IV) and accuracy (d2) successfully classified ADHD presentations and TD. The WISC-IV and d2 yield neuropsychological profiles which reflect age-related cognitive changes and may allow the adaptation of more tailored early interventions for ADHD.

Validation of a Questionnaire to Analyze the Expectations of First-Year Nursing Students.

AIM: The aim of this study was to design and validate a questionnaire to analyze students' expectations, along with their level of interest and overall satisfaction with their nursing studies. BACKGROUND: The expectations of students on entering university are closely related to the level of interest that they have in their area of study and their general satisfaction with it. This is certainly a conditioning factor in their learning. In this regard, there are few quantitative instruments that measure the expectations of first-year nursing students. METHOD: A mixed questionnaire was constructed using items validated in previous studies, along with new items formulated following a review of the literature. The questionnaire was validated with a sample of 339 first-year degree program nursing students. RESULTS: The scales of expectations and degree of interest showed strong internal consistency (Cronbach's α > .7). CONCLUSION: The questionnaire to evaluate the expectations and interest of students demonstrated satisfactory psychometric properties.

Executive functions, Personality traits and ADHD symptoms in adolescents: A mediation analysis.

Certain personality traits and cognitive domains of executive functions (EF) are differentially related to attention deficit hyperactivity disorder (ADHD) symptoms in adolescents. This study aimed to analyze the five-factor model (FFM) personality characteristics in adolescents with ADHD, and to examine whether EF mediate the relationships between FFM personality traits and ADHD symptoms. A comprehensive diagnostic assessment, including ADHD clinical interviews, ADHD rating scales, neuropsychological EF testing (i.e., working memory, flexibility and inhibition) and a personality assessment was carried out in a sample of 118 adolescents (75 ADHD and 43 control participants, 68% males), aged 12 to 16 years, and their parents and teachers. Adolescents with ADHD had lower scores than control participants on Conscientiousness and Agreeableness, and higher scores on Neuroticism. Structural equation models (SEM) showed that Conscientiousness directly influenced inattentive and hyperactive-impulsive symptoms, while Neuroticism, Agreeableness, and Extraversion directly affected hyperactive-impulsive symptoms. Only Conscientiousness exerted indirect effects on inattention, but not on hyperactivity-impulsivity symptoms, via EF; higher scores on Conscientiousness were related to higher scores on EF, which in turn were related to lower scores on inattentive symptoms. These findings corroborate the relationships between ADHD symptoms, FFM personality traits and EF and indicate the mediating effect of EF on the relationship between Conscientiousness and inattention.

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder.

Though most children with Attention Deficit Hyperactivity Disorder (ADHD) show difficulties in behavioral measures of executive functions (EF), few studies have examined interrater agreement in these measures. OBJECTIVE: To analyze the agreement between parents, teachers and self-reports of behavioral EF in adolescents with ADHD and controls. METHOD: A sample of 118 adolescents (75 with ADHD and 43 controls) was rated by parents, teachers and the adolescents themselves using the Comprehensive Executive Function Inventory. The intraclass correlation coefficient (ICC) and Bland and Altman methods were used to evaluate agreement. RESULTS: The ICC between parents, teachers and self-report was poor or moderate in the group with ADHD; in the control group the agreement was fair to good. The Bland and Altman graphs show that, in the control group, most of the scores are below to the clinical cut-off point, while in the group with ADHD they are above. CONCLUSIONS: Agreement between all raters was low. Parents, teachers and adolescents agreed on the absence of deficits in behavioral EF in the control group, and on the presence of deficits in the group with ADHD, although they did not agree on the frequency of these deficits.

ANTECEDENTES/OBJETIVO: Aunque muchos adolescentes con Trastorno por Déficit de Atención con Hiperactividad (TDAH) muestran dificultades en las funciones ejecutivas (FE) conductuales, pocos estudios han analizado el acuerdo entre informantes en estas medidas. Objetivo: Analizar el acuerdo entre informantes en la valoración de FE conductuales en adolescentes con TDAH y controles. Método: Ciento dieciocho adolescentes (75 con TDAH y 43 controles) fueron evaluados con el Comprehensive Executive Function Inventory por padres, maestros y autoinforme. Se utilizó el coeficiente de correlación intraclase (ICC), y el método de Bland y Altman para evaluar el acuerdo entre informantes. Resultados: El ICC varía entre bajo y moderado en el grupo con TDAH, y entre moderado y bueno en el grupo control. Los gráficos de Bland y Altman muestran que, en el grupo control, la mayoría de las puntuaciones se sitúan por debajo del punto de corte clínico, mientras que en el grupo con TDAH están por encima del punto de corte. Conclusiones: El acuerdo entre informantes es bajo. Padres, maestros y adolescentes coinciden en la ausencia de déficits en las FE conductuales en el grupo control y en la presencia de déficits en el grupo con TDAH, aunque no coinciden en la frecuencia de estos déficits.

Interrater agreement on behavioral executive function measures in adolescents with Attention Deficit Hyperactivity Disorder / Funciones ejecutivas conductuales en adolescentes con trastorno por déficit de atención con hiperactividad: acuerdo entre informantes

Background/Objective: Though most children with Attention Deficit Hyperactivity Disorder (ADHD) show difficulties in behavioral measures of executive functions (EF), few studies have examined interrater agreement in these measures.Objective: To analyze the agreement between parents, teachers and self-reports of behavioral EF in adolescents with ADHD and controls. Method: A sample of 118 adolescents (75 with ADHD and 43 controls) was rated by parents, teachers and the adolescents themselves using the Comprehensive Executive Function Inventory. The intraclass correlation coefficient (ICC) and Bland and Altman methods were used to evaluate agreement. Results: The ICC between parents, teachers and self-report was poor or moderate in the group with ADHD; in the control group the agreement was fair to good. The Bland and Altman graphs show that, in the control group, most of the scores are below to the clinical cut-off point, while in the group with ADHD they are above. Conclusions: Agreement between all raters was low. Parents, teachers and adolescents agreed on the absence of deficits in behavioral EF in the control group, and on the presence of deficits in the group with ADHD, although they did not agree on the frequency of these deficits

Antecedentes/Objetivo: Aunque muchos adolescentes con Trastorno por Déficit de Atención con Hiperactividad (TDAH) muestran dificultades en las funciones ejecutivas (FE) conductuales, pocos estudios han analizado el acuerdo entre informantes en estas medidas. Objetivo: Analizar el acuerdo entre informantes en la valoración de FE conductuales en adolescentes con TDAH y controles. Método: Ciento dieciocho adolescentes (75 con TDAH y 43 controles) fueron evaluados con el Comprehensive Executive Function Inventory por padres, maestros y autoinforme. Se utilizó el coeficiente de correlación intraclase (ICC), y el método de Bland y Altman para evaluar el acuerdo entre informantes. Resultados: El ICC varía entre bajo y moderado en el grupo con TDAH, y entre moderado y bueno en el grupo control. Los gráficos de Bland y Altman muestran que, en el grupo control, la mayoría de las puntuaciones se sitúan por debajo del punto de corte clínico, mientras que en el grupo con TDAH están por encima del punto de corte. Conclusiones: El acuerdo entre informantes es bajo. Padres, maestros y adolescentes coinciden en la ausencia de déficits en las FE conductuales en el grupo control y en la presencia de déficits en el grupo con TDAH, aunque no coinciden en la frecuencia de estos déficits

Temperament, executive function, and attention-deficit/hyperactivity disorder (ADHD) in adolescents: The mediating role of effortful control.

Introduction: Temperament dimensions may be related to executive functions (EF) and may be involved in the expression and maintenance of symptoms of attention-deficit/hyperactivity disorder (ADHD). The current study aimed to assess whether effortful control (EC) mediates the relationship between EF and inattentive symptoms, and whether surgency (S) and negative affectivity (NA) mediate the relationships between EF and hyperactive-impulsive ADHD symptoms in adolescents. Method: Working individually, participants aged between 12 and 16 years (N = 118; 75 with ADHD) performed tests of cognitive EF (working memory, planning, flexibility, and inhibition), and parents and teachers completed a multi-informant assessment focusing on measures of ADHD symptoms and temperament dimensions (EC, S, and NA). Results: There were significant differences between ADHD and control participants in EF and temperament dimensions. ADHD participants had lower scores than controls in working memory, planning, and inhibition EF; they also had lower scores in EC and higher scores in S and NA. Structural equation modeling indicated differential associations between EC, S, and NA temperament dimensions, and working memory, planning and inhibition EF, and ADHD symptoms. Mediation analysis suggested that EF exerted indirect effects on the inattentive and hyperactive-impulsive symptoms, via EC; higher EF abilities were related to higher levels of EC, which in turn were related to lower scores of inattentive and hyperactive-impulsive ADHD symptoms. S and NA did not mediate relations among EF and hyperactive-impulsive symptoms. Conclusion: The findings expand on those of previous studies of the complex relationship between temperament dimensions and EF and confirm the differential association between impairments in some EF, low EC, and the expression of inattentive and hyperactive-impulsive symptoms in adolescents, which may account for the ADHD-control group differences.

Assessment of executive function in ADHD adolescents: contribution of performance tests and rating scales.

This study aimed to analyze performance on measures of neuropsychological and behavioral executive functions (EF) in adolescents with attention deficit hyperactivity disorder (ADHD), and to evaluate the utility of performance-based tests for predicting scores on behavioral EF ratings. One hundred eighteen adolescents (75 ADHD and 43 controls) aged 12-16 years performed neuropsychological tests and completed a behavior rating scale of EF. The ADHD group presented significantly lower scores than controls on Full Scale IQ (FSIQ) and all indexes of the WISC-IV, except the verbal comprehension index (VCI). The ADHD group had significantly lower scores on performance-based tests of working memory, planning and inhibition, and on EF rating scales. Scores on the cognitive EF working memory, planning and flexibility modestly predicted performance on behavioral EF. The results suggest that the combined use of performance-based tests and rating scales provides valuable complementary information that can improve the assessment of executive domains in ADHD.

Social cognition interventions for persons with schizophrenia: evidence and clinical practice guidelines.

Although most of the research conducted up to now has shown that interventions in social cognition are effective in the rehabilitation of persons with schizophrenia, there are still no clinical practice recommendations on the topic. Their development could facilitate the clinical work, resource management and the care provided to persons with such a disorder. This article addresses this need and performs a systematic review of the identified high-quality scientific evidence and develops clinical practice recommendations. A total of 40 clinical trials and 1 meta-analysis evaluating the effects of social cognition interventions for persons with schizophrenia were selected for the present study. Taking into account the evidence available and its quality, the authors developed three clinical practice recommendations on the positive effects of these interventions. The analysis of the evidence of the quality of the studies shows that more randomized controlled trials with larger sample sizes and longer follow-ups are needed in order to establish more accurately the efficacy and effectiveness of social cognition interventions and therefore to favor the generalization of the results.

Intervenciones en cognición social para personas con esquizofrenia: evidencias y recomendaciones para la práctica clínica / Social cognition interventions for persons with schizophrenia: evidence and clinical practice guidelines

Aunque la mayoría de la investigación llevada a cabo hasta el momento ha mostrado que las intervenciones en cognición social son eficaces para la rehabilitación de las personas con esquizofrenia, todavía no se han establecido recomendaciones de práctica clínica. Su desarrollo podría facilitar el trabajo clínico, la gestión de recursos y la atención que reciben las personas con este trastorno. El presente trabajo aborda esta necesidad; se hace una revisión sistemática de las evidencias científicas de alta calidad identificadas y se formulan recomendaciones de práctica clínica a partir de estas evidencias. Se han seleccionado para el presente estudio un total de 40 ensayos clínicos y 1 metanálisis que tratan sobre los efectos de las intervenciones en cognición social en personas con esquizofrenia. Teniendo en cuenta la evidencia disponible, y su calidad, se desarrollan tres recomendaciones de práctica clínica relacionadas con los efectos positivos de este tipo de intervenciones. El análisis de las evidencias de calidad de los estudios ha puesto de manifiesto que son necesarios más ensayos controlados y aleatorizados, con mayores muestras y seguimientos más largos, para establecer, de manera más precisa, la eficacia y efectividad de las intervenciones en cognición social y, por tanto, favorecer la generalización de resultados

Although most of the research conducted up to now has shown that interventions in social cognition are effective in the rehabilitation of persons with schizophrenia, there are still no clinical practice recommendations on the topic. Their development could facilitate the clinical work, resource management and the care provided to persons with such a disorder. This article addresses this need and performs a systematic review of the identified high-quality scientific evidence and develops clinical practice recommendations. A total of 40 clinical trials and 1 meta-analysis evaluating the effects of social cognition interventions for persons with schizophrenia were selected for the present study. Taking into account the evidence available and its quality, the authors developed three clinical practice recommendations on the positive effects of these interventions. The analysis of the evidence of the quality of the studies shows that more randomized controlled trials with larger sample sizes and longer follow-ups are needed in order to establish more accurately the efficacy and effectiveness of social cognition interventions and therefore to favor the generalization of the results

Attentional blink in children with attention deficit hyperactivity disorder

Objective: To explore the temporal mechanism of attention in children with attention deficit hyperactivity disorder (ADHD) and controls using a rapid serial visual presentation (RSVP) task in which two letters (T1 and T2) were presented in close temporal proximity among distractors (attentional blink [AB]). Method: Thirty children aged between 9 and 13 years (12 with ADHD combined type and 18 controls) took part in the study. Both groups performed two kinds of RSVP task. In the single task, participants simply had to identify a target letter (T1), whereas in the dual task, they had to identify a target letter (T1) and a probe letter (T2). Results: The ADHD and control groups were equivalent in their single-task performance. However, in the dual-task condition, there were significant between-group differences in the rate of detection of the probe letter (T2) at lag + 1 and lag + 4. The ADHD group exhibited a larger overall AB compared with controls. Conclusion: Our findings provide support for a link between ADHD and attentional blink. .

Attentional blink in children with attention deficit hyperactivity disorder.

OBJECTIVE: To explore the temporal mechanism of attention in children with attention deficit hyperactivity disorder (ADHD) and controls using a rapid serial visual presentation (RSVP) task in which two letters (T1 and T2) were presented in close temporal proximity among distractors (attentional blink [AB]). METHOD: Thirty children aged between 9 and 13 years (12 with ADHD combined type and 18 controls) took part in the study. Both groups performed two kinds of RSVP task. In the single task, participants simply had to identify a target letter (T1), whereas in the dual task, they had to identify a target letter (T1) and a probe letter (T2). RESULTS: The ADHD and control groups were equivalent in their single-task performance. However, in the dual-task condition, there were significant between-group differences in the rate of detection of the probe letter (T2) at lag + 1 and lag + 4. The ADHD group exhibited a larger overall AB compared with controls. CONCLUSION: Our findings provide support for a link between ADHD and attentional blink.

Assessing Attention Deficit by Binocular Rivalry.

OBJECTIVE: To determine whether the frequency and duration of the periods of suppression of a percept in a binocular rivalry (BR) task can be used to distinguish between participants with ADHD and controls. METHOD: A total of 122 participants (6-15 years) were assigned to three groups: ADHD-Combined (ADHD-C), ADHD-Predominantly Inattentive (ADHD-I), and controls. They each performed a BR task and two measures were recorded: alternation rate and duration of exclusive dominance periods. RESULTS: ADHD-C group presented fewer alternations and showed greater variability than did the control group; results for the ADHD-I group being intermediate between the two. The duration of dominance periods showed a differential profile: In control group, it remained stable over time, whereas in the clinical groups, it decreased logarithmically as the task progressed. CONCLUSION: The differences between groups in relation to the BR indicators can be attributed to the activity of involuntary inhibition.

Clinical case management for patients with schizophrenia with high care needs.

The aim of this study is to establish the effectiveness of a clinical case management (CM) programme compared to a standard treatment programme (STP) in patients with schizophrenia. Patients for the CM programme were consecutively selected among patients in the STP with schizophrenia who had poor functioning. Seventy-five patients were admitted to the CM programme and were matched to 75 patients in the STP. Patients were evaluated at baseline and at 1 year follow-up. At baseline, patients in the CM programme showed lower levels of clinical and psychosocial functioning and more care needs than patients in the STP. Both treatment programmes were effective in maintaining contact with services but the CM programme did not show advantages over the STP on outcomes. Differences between groups at baseline may be masking the effects of CM at one year follow-up. A longer follow-up may be required to evaluate the real CM practices effects.

Funcionamiento neuropsicológico de un paciente con trastorno orgánico de la personalidad / Neuropsychological functioning of a patient with organic personality disorder

No disponible

The conners' adult ADHD rating scales--short self-report and observer forms: psychometric properties of the Catalan version.

OBJECTIVE: To validate the Catalan adaptation of the Conners' Adult ADHD Rating Scales (CAARS), short version (self-report: CAARS-S:S; observer: CAARS-O:S). METHOD: A community sample of 424 adults responded to the two forms. Confirmatory factor analysis was used to test the dimensional structure. RESULTS: The hypothesized four-factor model (Inattention/Memory Problems, Hyperactivity/Restlessness, Impulsivity/Emotional Lability, and Problems With Self-Concept) presented an adequate fit for the self-report and observer forms. Reliability was slightly higher for the CAARS-O:S (average α = .78) than for the CAARS-S:S (average α = .75). Test-retest average correlations were r = .80 (self-reports) and r = .73 (observer ratings). Informant agreement was high at test (average r = .59) and retest (average r = .61). There were significant gender and age differences. CONCLUSION: This adaptation of the two short forms of the CAARS-S presents adequate evidence of validity and reliability, and it can therefore be used for diagnostic purposes and cross-cultural comparisons.

Psychometric properties of a test for ADHD based on binocular rivalry.

The psychometric properties of a Binocular Rivalry (BR)-based test on a group of 159 participants (57 with attention deficit hyperactivity disorder, ADHD) aged between 6 and 15 years are presented. Two factors, which explained 56.82% of the variance, were obtained by exploratory factor analysis: (a) Alternations and Duration of exclusive dominances, and (b) Decision time. Reliability was excellent (Cronbach's α = .834 and .884). The ADHD group showed fewer alternations and longer duration of dominances and decision time than the control group. Correlations between measures of BR, IQ, working memory, and processing speed of the WISC-IV, and ADHD symptoms, assessed by parents and teachers, ranged between low and medium.