Typology of Victimization against Women on Adolescent Girls in Three Contexts: Dating Offline, Dating Online, and Sexual Harassment Online.

Defining the typologies of adolescent girls in relation to different types of victimization against women could be very useful for prevention. Almost all the typologies previously elaborated on this topic define the typologies from situations of dating victimization. This study used cluster analysis to establish for the first time a typology of adolescent girl victimization against women that included dating violence offline, dating violence online, and sexual harassment online outside a relationship by means of a comparative analysis of behavior between those who had suffered this violence and the population at large. The participants were 3.532 Spanish teenage girls aged 14-18 with experience of relationships with boys. Three discrete, identifiable types were obtained: the first group (63.8%), non-victim girls; the second group (29.4%), victims of sexual harassment online outside a relationship but with a low incidence of dating victimization; the third group (6.8%), victims in the three contexts. The logistic regression analysis showed that risky sexual behavior online was the main risk condition for inclusion in the second and third groups (compared to the non-victim group), followed by low self-esteem (for the second group) and age (for both groups). Other variables that also contributed to predicting membership victim groups were health complaints, feminine gender role stress, justification of male dominance and violence, visiting risky websites, and problematic internet use. These results show the importance of including the prevention of such problems in order to eradicate violence against women in adolescence who have grown up with digital technologies.

Types of Male Adolescent Violence Against Women in Three Contexts: Dating Violence Offline, Dating Violence Online, and Sexual Harassment Online Outside a Relationship.

There has been little investigation of male adolescent violence against women as acknowledged by boys themselves, and even less on such violence in different contexts with comparative studies of behavior between those who perpetrate this violence and the population at large. This study used cluster analysis to establish a male adolescent typology based on boys' self-reporting of violence against women in three contexts. The participants were 3,132 Spanish teenage boys aged 14-18 with experience of relationships with girls. Three discrete, identifiable types were obtained: the first group (69.8%), of non-violent boys; the second group (26%), more involved in sexual harassment online outside a relationship but with a low incidence of dating violence offline; the third group (4.2%), with abuse in the three contexts but less involved in sexual harassment online than the second group. The logistic regression analysis showed that justification of male dominance and violence was the main risk condition for inclusion in the second and third groups, followed by low self-esteem (for the third group) and risky sexual behaviors online (for the second and third groups). The findings based on these results are important for preventing male adolescent dating violence against women in the three male types detected.

The Relative Age Effects in Educational Development: A Systematic Review.

There is a large number of variables, studied in the literature, that affect the integral development of students in the educational stage, but few research analyze the effects that relative age can have on development. The aim of this study is to review and summarize the results obtained, on this subject, in recent research. The methodology used has followed the PRISMA declaration. The final sample is composed by 21 articles, which use data from 24 countries and 32 assessments. The main conclusions indicate that relatively younger children in same class groups: (a) obtain significantly lower mean scores in cognitive and motor tests, (b) have a higher repetition rate, and (c) have a less capacity of socialization. Finally, it should be noted that considering the results obtained by the research on relative age effect on child development, some authors propose to adapt educational practices to minimize these effects.

Masculine Gender Role Stress as a Mediator of the Relationship Between Justification of Dominance and Aggression and Male Adolescent Dating Violence against Women.

BACKGROUND: This research explores the role of masculine gender role stress (MGRS) in male adolescent dating violence (MADV). Previous research has found that progress towards gender equality between men and women is in certain contexts related to the greater prevalence of male intimate partner violence against women. These studies of adult men found that masculine gender role stress could help explain this surprising result. METHOD: The incidental sample of this study consisted of 339 boys residing in Madrid, Spain, aged 13 to 16. MGRS was assessed by two factors from the Eisler & Skidmore scale (1987): subordination to women (SW) and intellectual inferiority (II). MADV against women was assessed according to two subscales of the Revised Conflict Tactics Scale, CTS2: psychological aggression and physical aggression. Results RESULTS: Show for the first time in adolescents that MGRS caused by situations of subordination to women is an important MADV risk factor both in terms of physical and psychological violence. Our study also found that MGRS mediates the relationship between MADV against women and the justification of intimate partner violence against women (JIPVW). CONCLUSIONS: This article discusses the implications of these results for the prevention of MADV against women.

Masculine Gender Role Stress as a Mediator of the Relationship Between Justifi cation of Dominance and Aggression and Male Adolescent Dating Violence Against Women / El Estrés de Rol de Género Masculino Como Mediador Entre la Justifi cación del Dominio y la Agresión y la Violencia de Género de los Chicos Adolescentes

Background: This research explores the role of masculine gender role stress (MGRS) in male adolescent dating violence (MADV). Previous research has found that progress towards gender equality between men and women is in certain contexts related to the greater prevalence of male intimate partner violence against women. These studies of adult men found that masculine gender role stress could help explain this surprising result. Method: The incidental sample of this study consisted of 339 boys residing in Madrid, Spain, aged 13 to 16. MGRS was assessed by two factors from the Eisler & Skidmore scale (1987): subordination to women (SW) and intellectual inferiority (II). MADV against women was assessed according to two subscales of the Revised Confl ict Tactics Scale, CTS2: psychological aggression and physical aggression. Results Show for the fi rst time in adolescents that MGRS caused by situations of subordination to women is an important MADV risk factor both in terms of physical and psychological violence. Our study also found that MGRS mediates the relationship between MADV against women and the justifi cation of intimate partner violence against women (JIPVW). Conclusions: This article discusses the implications of these results for the prevention of MADV against women. (AU)

Antecedentes: el avance hacia la igualdad entre hombres y mujeres se relaciona en determinados contextos con una mayor prevalencia de violencia de género. Los estudios con adultos habían encontrado que el estrés de rol de género masculino (SRGM) podría ayudar a explicarlo. Este estudio explora el papel del SRGM en la violencia de género de los chicos adolescentes (VGA). Método: se basa en una muestra incidental de 339 chicos, de 13-16 años. El SRGM se evalúa a través de los factores de subordinación a la mujer (SM) e inferioridad intelectual de la escala de Eisler & Skidmore (1987). La VGA se evalúa a través de los factores de agresión psicológica y agresión física de la escala Revised Conflict Tactics CTS2. Resultados: se encuentra, por primera vez en adolescentes, que el factor subordinación a la mujer del SRGM es una importante condición de riesgo de la VGA, tanto para la agresión física como para la psicológica, y que el SRGM media en la relación entre VGA y la justificación de dicha violencia. Conclusiones: a partir de estos resultados se proponen pautas para la prevención de la violencia de género y la construcción de la igualdad. (AU)

Psychometric Properties of the Spanish Adaptation of the Indicators of Abuse (IOA) Screen.

The objectives of this study were to replicate the analyses conducted by the creators of the Indicators of Abuse (IOA) Screen with a Spanish sample group and compare the results, to present new validity evidences, to analyze which items were more relevant in the detection of situations of risk of abuse, and to establish a cut-off point to interpret the obtained scores. The IOA was used by 46 professionals from social services teams who assessed the situation of 231 elderly individuals and their main caregivers. The obtained results advocated towards unidimensionality of the scale. It showed a high level of internal consistency (α = .94). The Confidence Interval of 99% for the alpha coefficient was between .92 and .95. The ordinal alpha coefficient reached the value of .98. The total score of the scale showed adequate temporal stability (r = .91; p ≤ .001; N = 163). Statistically significant differences (t-test) in the mean scores of most of the items were found between cases of adequate treatment and cases of risk of abuse. The scale classified correctly 93% of all cases. The best balance between sensitivity and specificity was found at the cut-off point given by score 16 (Sensitivity = 0.94, Specificity = 0.85). The results appear to confirm the validity evidence of the instrument when used with a Spanish population. However, it is necessary to conduct further research and confirm the results with wider, more representative sample groups.

Mental health among adolescents living with HIV in Namibia: the role of poverty, orphanhood and social support.

The mental health needs of children and adolescents living with HIV (ALHIV) in Namibia are poorly understood, despite the dramatic improvement in their survival. ALHIV in resource poor contexts face particular risk factors, such as poverty, orphanhood, and poor social support. This study examines the mental health of ALHIV in Namibia, and the factors that contribute to mental health problems. A case-control design assessed emotional and behavioural symptoms of distress, risk and protective factors among adolescents aged 12-18 years. Case participants were 99 HIV-positive adolescents. Case controls were 159 adolescents from the same community who were not known to be HIV seropositive at the time of the study. Control group participants were selected from schools using a stratified random sampling. A larger proportion of HIV-positive adolescents were orphaned (62.6% vs. 20.8%, p < .001); the groups showed no differences in poverty factors. HIV-positive adolescents scored lower than the control group on total perceived social support (p < .05) and caregiver support (p < .05), but no differences in perceived friend support and support from a self-selected person were present. HIV-positive adolescents reported significantly more total emotional and behavioural difficulties (p = .027) and conduct problems (p = .025), even after controlling for socio-demographic factors. However, after controlling for the effects of orphanhood, group differences in mental health outcomes were no longer significant. Furthermore, mediation analysis suggested that social support completely mediated the relationship between HIV status and mental health (standardised pathway coefficients = .05, p = .021). Policies and programmes that aim to strengthen social support and take orphanhood status into consideration may improve the mental health of adolescents living with HIV.

Psychometric properties of the Spanish adaptation of the Indicators of Abuse (IOA) screen

The objectives of this study were to replicate the analyses conducted by the creators of the Indicators of Abuse (IOA) Screen with a Spanish sample group and compare the results, to present new validity evidences, to analyze which items were more relevant in the detection of situations of risk of abuse, and to establish a cut-off point to interpret the obtained scores. The IOA was used by 46 professionals from social services teams who assessed the situation of 231 elderly individuals and their main caregivers. The obtained results advocated towards unidimensionality of the scale. It showed a high level of internal consistency (α = .94). The Confidence Interval of 99% for the alpha coefficient was between .92 and .95. The ordinal alpha coefficient reached the value of .98. The total score of the scale showed adequate temporal stability (r = .91; p ≤ .001; N = 163). Statistically significant differences (t-test) in the mean scores of most of the items were found between cases of adequate treatment and cases of risk of abuse. The scale classified correctly 93% of all cases. The best balance between sensitivity and specificity was found at the cut-off point given by score 16 (Sensitivity = 0.94, Specificity = 0.85). The results appear to confirm the validity evidence of the instrument when used with a Spanish population. However, it is necessary to conduct further research and confirm the results with wider, more representative sample groups

No disponible

Teachers' Perceived Disruption at School and Related Variables from Teachers and School Functioning.

This study explores variables related to teachers' perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers' perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption.

Is being Punished at School an Indicator of Psychosocial Risk?

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it.

Predictors of mental health problems in adolescents living with HIV in Namibia.

BACKGROUND: Little research in sub-Saharan Africa has looked at factors that predict mental health problems in adolescents living with HIV (ALHIV). This study examines the psychological impact of HIV in adolescents in Namibia, including risk and protective factors associated with mental health. METHODS: Ninety-nine fully disclosed ALHIV between the ages of 12 and 18 were interviewed at a State Hospital in Windhoek. A structured questionnaire assessed mental health, using the SDQ (Goodman, 1997), sociodemographic factors, poverty, social support, adherence and stigma. RESULTS: Mean age was 14.3 years, 52.5% were female and most were healthy. Twelve percent scored in the clinical range for total mental health difficulties and 22% for emotional symptoms. Poverty was associated with more total mental health difficulties, t(96) = -2.63, p = .010, and more emotional symptoms, t(96) = -3.45, p = .001, whereas better social support was a protective factor, particularly caregiver support (r = -.337, p = .001). Adherence problems, HIV-related stigma and disclosing one's own HIV status to others were also associated with more total mental health difficulties. Poverty (ß = -.231, p = .023) and stigma (ß = .268, p = .009) were the best predictors for total mental health difficulties, whereas stigma (ß = .314, p = .002) predicted emotional symptoms. Social support had a protective effect on peer problems (p = .001, ß = -.349). CONCLUSIONS: Several contextual factors associated with poorer mental health in ALHIV are identified.

Is being punished at school an indicator of psychosocial risk?

Research carried out in different cultural contexts shows that the use of exclusively coercive disciplinary measures does not improve the behavior of those punished, and may even increase the risks underpinning those behaviors. The aim of this research was to study whether there is a link between repeatedly suffering punishment at school and psychosocial risks in adolescence. A non-experimental design was implemented with selected groups. The participants were 507 adolescents from four groups with different risk levels: in social protection (n = 189); subject to court measures (n = 104); in treatment for drug abuse (n = 25); and comparison group (n = 189). A questionnaire was applied collectively. The variables measured were school punishments, violence, drug consumption and commission of crimes. The mild punishments variable predicted and increased the probability of consuming alcohol, tobacco and cannabis by 34% (95% CI [1.1, 1.5]), and increased the probability of using illegal drugs by 11% (95% CI [1.11, 1.30]). Te severe punishments variable increased the probability of using illegal drugs by 86% (95% CI [1.41, 2.49]) and increased the probability of committing crimes by 40% (95% CI [1.13, 1.73]). School punishments, particularly if severe, stand as a visible indicator of psychosocial risk. Behaviors subjected to punishment should alert us to the need to intervene with individuals who manifest them for which the use of exclusively coercive measures is ineffective. A wider educational intervention is required to help them find their place in school instead of excluding them from it (AU)

No disponible

Teachers' perceived disruption at school and related variables from teachers and school functioning

This study explores variables related to teachers’ perception of disruption at school as a function of teachers (sense of personal accomplishment, professional disengagement and depersonalization and emotional exhaustion) and school (overall school management and quality of school rules) factors. Using a questionnaire regarding school climate, data from 4,055 teachers across 187 high schools were analyzed. Hierarchical linear modeling was applied and the results indicate that, taken separately, significant individual teacher predictors (Model 1) explain 26% (95% CI [.23, .29]) of the variability of the perceived disruption, especially depersonalization and emotional exhaustion. Contextual school variables (Model 2) explained 15% (95% CI [.12, .18]) of variance in teachers’ perceived disruption, with a significant negative relationship with the quality of rules. Model 3 included the above factors plus interactions between the emotional exhaustion and depersonalization variables and school indicators (30% of variance explained; 95% CI [.26, .33]). The results indicated the existence of a moderating effect for the quality of school rules, so that fair and properly-applied rules in the school context may be associated with a decrease in the relationship between depersonalization and emotional exhaustion and perceived disruption (AU)

No disponible

Psychometric properties of the Posttraumatic Growth Inventory for Children in Chilean population affected by the earthquake of 2010.

The present study examines the psychometric properties of the Posttraumatic Growth Inventory for Children in its brief version (PTGI-C-R; Kilmer et al., 2009), an inventory that measured positive personal changes that occur after experiencing a traumatic event. The PTGI-C-R was applied to 393 children from 10 to 15 years of age affected by the earthquake and tsunami in Chile February 27, 2010. The scale showed good internal consistency and discriminant validity in relation to an inventory of posttraumatic stress symptoms. It was also able to discriminate between children who had high exposure to the earthquake and children with mild or no exposure. Confirmatory factor analysis showed adequate goodness of fit for a 2-factor structure: general change and spiritual change. The PTGI-C-R also showed factorial invariance in groups of high and low exposure. These positive psychometric qualities indicate the utility of the instrument for use in children and adolescents exposed to natural disasters. (PsycINFO Database Record

Design and Evaluation Process of a Personal and Motive-Based Competencies Questionnaire in Spanish-Speaking Contexts.

Most questionnaires used for managerial purposes have been developed in Anglo-Saxon countries and then adapted for other cultures. However, this process is controversial. This paper fills the gap for more culturally sensitive assessment instruments in the specific field of human resources while also addressing the methodological issues that scientists and practitioners face in the development of questionnaires. First, we present the development process of a Personal and Motive-based competencies questionnaire targeted to Spanish-speaking countries. Second, we address the validation process by guiding the reader through testing the questionnaire construct validity. We performed two studies: a first study with 274 experts and practitioners of competency development and a definitive study with 482 members of the general public. Our results support a model of nineteen competencies grouped into four higher-order factors. To assure valid construct comparisons we have tested the factorial invariance of gender and work experience. Subsequent analysis have found that women self-rate themselves significantly higher than men on only two of the nineteen competencies, empathy (p < .001) and service orientation (p < .05). The effect of work experience was significant in twelve competencies (p < .001), in which less experienced workers self-rate higher than experienced workers. Finally, we derive theoretical and practical implications.

Design and evaluation process of a personal and motive-based competencies questionnaire in Spanish-speaking contexts

Most questionnaires used for managerial purposes have been developed in Anglo-Saxon countries and then dapted for other cultures. However, this process is controversial. This paper fills the gap for more culturally sensitive assessment instruments in the specific field of human resources while also addressing the methodological issues that scientists and practitioners face in the development of questionnaires. First, we present the development process of a Personal and Motive-based competencies questionnaire targeted to Spanish-speaking countries. Second, we address the validation process by guiding the reader through testing the questionnaire construct validity. We performed two studies: a first study with 274 experts and practitioners of competency development and a definitive study with 482 members of the general public. Our results support a model of nineteen competencies grouped into four higher-order factors. To assure valid construct comparisons we have tested the factorial invariance of gender and work experience. Subsequent analysis have found that women self-rate themselves significantly higher than men on only two of the nineteen competencies, empathy (p < .001) and service orientation (p < .05). The effect of work experience was significant in twelve competencies (p < .001), in which less experienced workers self-rate higher than experienced workers. Finally, we derive theoretical and practical implications (AU)

No disponible

An Explanatory Model of Poverty from the Perspective of Social Psychology and Human Rights.

Poverty is a social problem, entailing not only an economical perspective but above all a human and social issue. Poverty is promoted, justified and maintained by unique individuals and groups by means of our own attitudes, interests and behavior, as well as with our social structures and social relationships. From this interactive, psychosocial and sociostructural perspective, and also considering poverty as a denial of basic human rights (UNDP, 1998), we carried out a study with the primary objective to design and verify an Explanatory Model of Poverty. This research may helps to increase the validity of diagnostics and the effectiveness of interventions. Most of the hypotheses were accepted during the analysis and verification of the Model (p < .001), with data fitting the Model (CFI: 1 RMSEA: .025: LO90: 0 - HI90: .061. RMR: .008). These results, if replicated in new investigations, could have the following implications: (a) the need for a broad and comprehensive definition of poverty including its effects, processes and causes; (b) the need for everybody to accept the social responsibility in the prevention and solution to poverty; and

Profiles of Mild Cognitive Impairment (MCI) in the Elderly.

We applied latent class analysis (LCA) to a set of neuropsychological data with the aim of corroborating the three cognitive profiles of mild cognitive impairment (MCI) described in the literature, namely: healthy, amnestic, non-amnestic, and multidomain. The ultimate purpose of the LCA was to try to find the underlying classification of MCI and related pathologies by means of the participants' response patterns, rather than on more classical psychometric criteria, such as the standard deviation of the mean. We computed 547 neuropsychological assessments derived from 223 participants who were assessed annually for three consecutive years. The battery included tests of memory, language, executive function, and praxis. The results obtained by means of LCA, with a four-group solution and using the 40th percentile as the criterion, confirm prior classifications obtained with more questionable psychometric criteria, while providing longitudinal data on the course of MCI and the stability of group assignment over time.

Autoeficacia de personas drogodependientes en tratamiento / Self-efficacy among outpatient drug abusers in treatment

Este estudio tuvo como objetivo evaluar la autoeficacia de consumidores de heroína y alcohol que están en tratamiento para su adicción, a partir de los modelos teóricos propuestos por Bandura y Annis. Participaron 162 pacientes ambulatorios, asignados a uno de los tres grupos de tratamiento: con metadona, libre de drogas y para el consumo de alcohol. Los sujetos fueron evaluados con la "Escala de autoeficacia" (Sherer et al., 1982), el "Cuestionario de confianza situacional" (IDTS; Annis y Martin, 1985) y la "Entrevista de investigación acerca del comportamiento adictivo" (EICA; López-Torrecillas, 1996). Los grupos con metadona y libre de drogas obtuvieron puntuaciones más altas en autoeficacia (general y total) que el grupo de alcohol y el grupo con metadona obtuvo puntuaciones más bajas en confianza situacional que el grupo libre de drogas y el grupo de alcohol, obteniendo este último las puntuaciones más altas. Los resultados parecen indicar que los modelos hacen referencia a aspectos diferentes de la autoeficacia. Serán necesarias más investigaciones para analizar la naturaleza de esta diferencia

The aim of this study was to examine the self-efficacy of outpatient drug heroin and alcohol abusers in treatment for their addiction, using the theoretical models proposed by Bandura and Annis. The sample consisted of 162 participants, who were assigned to one of three treatment groups: methadone, drug-free and alcohol. The Self-Efficacy Scale (Sherer et al., 1982), the Inventory of Drug-Taking Situation (IDTS; Annis & Martin, 1985) and the Interview for Research on Addictive Behavior (EICA; López-Torrecillas, 1996) were used to assess them. Methadone and the drug-free groups had higher scores of selfefficacy (general and total score) than the alcohol group. Methadone group showed lower scores in situational confidence that free drug and the alcohol groups, the latter showing highest scores. The results suggest that the models refer to different aspects of self-efficacy. More research is necessary to analyze the nature of this difference

Reciprocal Psychological Aggression in Couples: A Multi-Level Analysis in a Community Sample.

The present study analyzes reciprocal psychological aggression assessed by the Conflict Tactics Scale-Revised (CTS-2) in a sample of 590 adult couples from the Region of Madrid. Psychological aggression is the most frequent form of partner aggression. Results showed high percentages of psychological aggression perpetrated and suffered in men and women and showed significant statistical differences in severe psychological aggression in the case of women. Partner agreement about acts of psychological aggression was significant, albeit at moderate levels. Generalized Hierarchical Linear Models with the HLM-6.0 program were proposed to examine reciprocal psychological aggression. The models confirmed the pattern of reciprocal psychological aggression and also that couples are more aggressive when they are younger. Duration of cohabitation was not a predictor of reciprocal psychological partner aggression.