Adolescents' Attitudes to Bullying and its Relationship to Perceived Family Social Climate.

BACKGROUND: Adolescent attitudes towards bullying are determined by the interaction between individual characteristics and psychosocial development contexts such as the family environment. Our objective was to perform a psychosocial analysis of the differences in reported attitudes towards school bullying between peers according to a series of indicators of family social climate, such as perceived parental support and understanding, punishment and rejection, and disapproval. METHOD: 665 students (50.4% girls) aged 12-18 (M = 14.59, SD = 1.691) from Asturias (Spain) participated in the study.  Participants were selected by intentional sampling with simple random two-stage subsampling of secondary-school groups. RESULTS: The hypothesized positive relationship between the perception of parental support and increased resistance attitudes towards school bullying in the three attitudinal dimensions explored (cognitive, affective, and behavioural) was supported by our results. Notably, favourable attitudes towards bullying were associated to negative family climate perceptions.  Adolescents with permissive attitudes towards bullying reported higher use of physical and psychological violence, as well as corporal punishment by their parents. CONCLUSIONS: This study supports the importancer of family socialization practices in the construction of attitudes towards bullying.

Adolescents’ Attitudes to Bullying and its Relationship to Perceived Family Social Climate / Actitudes de los Adolescentes Hacia el Bullying y su Relación con el Clima Social Familiar Percibido

Background: Adolescent attitudes towards bullying are determined by the interaction between individual characteristics and psychosocial development contexts such as the family environment. Our objective was to perform a psychosocial analysis of the differences in reported attitudes towards school bullying between peers according to a series of indicators of family social climate, such as perceived parental support and understanding, punishment and rejection, and disapproval. Method: 665 students (50.4% girls) aged 12-18 (M = 14.59, SD = 1.691) from Asturias (Spain) participated in the study. Participants were selected by intentional sampling with simple random two-stage subsampling of secondary-school groups. Results: The hypothesized positive relationship between the perception of parental support and increased resistance attitudes towards school bullying in the three attitudinal dimensions explored (cognitive, affective, and behavioural) was supported by our results. Notably, favourable attitudes towards bullying were associated to negative family climate perceptions. Adolescents with permissive attitudes towards bullying reported higher use of physical and psychological violence, as well as corporal punishment by their parents. Conclusions: This study supports the importancer of family socialization practices in the construction of attitudes towards bullying. (AU)

Antecedentes: las actitudes de los adolescentes hacia el bullying están determinadas por la interacción entre las características individuales y diversos contextos de desarrollo, como el familiar. El objetivo de este estudio es realizar un análisis psicosocial de las diferencias reportadas según las actitudes percibidas frente al bullying en indicadores como apoyo y comprensión, castigo y rechazo, así como reprobación paterna. Método: participaron en el estudio 665 estudiantes (50,4% chicas) de 12 a 18 años (M = 14.59; DT = 1.691) del Principado de Asturias (España) que han sido seleccionados mediante un muestreo intencional con submuestreo bietápico aleatorio simple de los grupos escolares. Resultados: se ha hallado una relación positiva entre la percepción de apoyo de los padres y las actitudes de rechazo ante el bullying en las tres dimensiones actitudinales exploradas (cognitiva, afectiva y conductual). A su vez, las percepciones del clima familiar son más negativas en quienes presentan actitudes más favorables. Los adolescentes con actitudes permisivas reportan un mayor uso de violencia física, castigo corporal y violencia psicológica por parte de sus padres. Conclusiones: se apoya la relevancia de las prácticas de socialización familiar en la construcción de las actitudes hacia el bullying. (AU)

Dependencia emocional en las relaciones de pareja como Síndrome de Artemisa: modelo explicativo / Emotional dependence on relationships and Artemis syndrome: explanatory model

Resumen La Dependencia Emocional se describe como un tipo de dependencia sentimental caracterizada por la manifestación de interdependencia relacional. Se propone como objetivo establecer un análisis comparativo de su perfil clínico y psicosocial. Para ello, se han seleccionado 880 participantes, de los cuales 277 están filiados como muestra clínica, 311 corresponden a población general y el resto representan muestras de comparación (adictos y familiares no codependientes). Según los resultados hallados, se define el perfil del dependiente emocional como propio de sujetos que experimentan desajustes afectivos en forma de sentimientos negativos (soledad, tristeza, desánimo, culpa, etc.) y vacío emocional junto a deseos de autodestrucción e inescapabilidad emocional. Presentan una dependencia pura (manera de depender de una persona de forma subordinada), con un anhelo irresistible de estar con la persona de la que se depende. Se abunda en la necesidad de implementar propuestas de gestión emocional y de promoción de la salud relacional.

Abstract Emotional dependence is described as a type of sentimental dependency characterized by the manifestation of relational interdependence. Its objective is to establish a comparative analysis of its clinical and psychosocial profile. For this purpose, 880 participants were selected, of whom 277 are classified as clinical samples, 311 correspond to the general population and the rest represent comparison samples (addicts and non-codependent relatives). According to the results found, the profile of the emotional dependent is defined as belonging to subjects who experience affective imbalances in the form of negative feelings (loneliness, sadness, discouragement, guilt, etc.) and emotional emptiness together with desires for self-destruction and emotional inescapability. They present a pure dependence (way of depending on a person in a subordinate way), with an irresistible desire to be with the person on whom one depends. It is necessary to implement proposals for emotional management and promotion of relational health.

Resource Loss and Gain, Life Satisfaction, and Health Among Retirees in Spain.

OBJECTIVE: This article focuses on retirement transition from the Conservation of Resources (COR) perspective to better understand how aged participants' perceptions of retirement losses and gains significantly explain retirement well-being. In this article, the mediation of social support in the losses-well-being relationship is explored. METHOD: The study was conducted with a two-wave longitudinal design. Participants at T1 were aged Spanish workers (>64 years) and at T2 were retirees, with a final sample of 275, who had retired during the previous 6 months. RESULTS: Findings supported the assertion that losses better explain well-being than gains. In addition, specific losses revealed a higher explaining power of life satisfaction and health complaints depending on their content. Social support mediated between perceived losses and well-being. DISCUSSION: This study suggests that both perceived losses and gains associated with retirement and social support during retirement should be taken into account when addressing postretirement well-being.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

Validación de la versión española de la Gender Role Conflict Scale for Adolescents (GRCS-A) / Validation of the Spanish version Gender Role Conflict Scale for Adolescents (GRCS-A)

La Gender Role Conflict Scale for Adolescents (GRCS-A) mide el conflicto de rol de género de los adolescentes. La GRCS-A se compone de cuatro factores referidos a distintos patrones de conflicto (afecto limitado entre hombres, emotividad restringida, conflicto entre trabajo, escuela y familia, y necesidad de éxito y logro). El objetivo de este estudio es analizar la estructura factorial de la versión española de la GRCS-A y la congruencia factorial con los datos de la versión inglesa. Nuestra muestra está compuesta por 1595 estudiantes varones de Enseñanza Secundaria y Bachillerato de diferentes centros educativos de Castilla-La Mancha y Castilla y León (España). Se examinó la correlación de la escala con el sexismo y el acoso escolar, y se analizaron las diferencias de acuerdo a la edad en la experimentación de los distintos patrones de conflicto. Los análisis factoriales, exploratorio y confirmatorio, replicaron la estructura factorial de la versión original y las correlaciones mostraron que el conflicto de rol de género está relacionado con el sexismo y el acoso escolar. El análisis de regresión mostró la influencia de la edad en el conflicto de rol de género (AU)

Gender role conflict scale for adolescents (GRCS-A) measures the gender role conflict experienced by adolescents. GRCS-A consists of four patterns, namely Restricted affection between men, Restricted emotionality, Conflict between work, school, and family, and Need for success and achievement. The objective of this study was to analyze the factorial structure of the Spanish version of GRCS-A and the factorial congruence with the original version using a sample of 1595 male adolescents from Castilla-La Mancha and Castilla y León (Spain). Correlations between GRCS-A and sexism and bullying were examined. Age differences in the experimentation of gender role conflict patterns were also analyzed. Exploratory and confirmatory factorial analysis replicated the original factorial structure and correlation analysis showed that Gender role conflict is related to sexism and bullying. Regression analysis showed a significant effect of age over the gender role conflict (AU)

Sexismo y comportamiento de acoso escolar en adolescentes / Sexism and bullying among adolescents

A partir de la teoría del sexismo ambivalente se analizan las creencias sexistas en 3193 estudiantes (50,4% hombres) de Educación Secundaria de la comunidad autónoma de Castilla-La Mancha (España). El objetivo de este trabajo es estudiar la relación de la violencia entre iguales en el contexto escolar con las creencias sexistas de los adolescentes y con las formas en que la manifiestan los chicos. Se utilizaron para la recogida de datos el “Inventario de sexismo ambivalente” y “el Instrumento para evaluar la incidencia de participación en interacciones acosador/víctima en la escuela”. Los resultados señalan la influencia de las creencias sexistas en el patrón de acoso entre iguales. Se describen y analizan estos resultados y sus posibles implicaciones en el diseño de actuaciones preventivas (AU)

Sexist beliefs from 3193 secondary school students (50.4% men) of Castilla-La Mancha (Spain) are analyzed in the light of ambivalent sexism theory. This research aims to study the relationship between school bullying and adolescent’s sexist beliefs, especially among male youths. The Ambivalent Sexism Inventory and the Instrument to assess the incidence of involvement in bully/victim interactions at school were used to gather data. The results show that sexism has significant effects on bullying behaviors. The results are discussed and taken into consideration in the design of prevention interventions

Acoso laboral: un enfoque psicosocial / Mobbing: a psychosocial approach

A medida que la investigación está encontrando unas tasas de acoso psicosocial en el lugar del trabajo (mobbing) cada día más altas, más preocupante está siendo este tema, hasta aparecer actualmente como un fenómeno realmente alarmante por los perniciosos efectos que tiene para los millones de trabajadores de la Unión Europea que lo sufren, así como por las consecuencias negativas que ello tiene también para las empresas, para la sociedad entera y para la propia democracia. En este artículo se pretende analizar qué es y en qué consiste realmente el acoso laboral, cuál es la causa de su aumento a lo largo de los últimos años, qué efectos individuales y sociales está teniendo y qué podemos hacer para evitarlo. Finalmente, se plantean tendencias y líneas de investigación futura (AU)

Research findings indicate increasing harassment, aggression and violence in the workplace. This phenomenon is more frequent than usually imagined and has become a serious social problem whose effects present a danger for millions of workers, for society and for democracies. This analyzes the nature of mobbing or harassment in the workplace, its consequences and prevention. Finally, this paper proposes some lines for future research

[Psychosocial correlations of the experimentation with psychoactive substances in Spanish teenagers]. / Correlatos psicosociales del consumo de sustancias psicoactivas en adolescentes Españoles.

OBJECTIVE: To offer an analysis of the factors that determine the consumption of psychoactive substances by youth and to evaluate the predictive capacity of variables related to attitude, affect, the family and groups, as well as academics, among others. MATERIALS AND METHODS: A sample of 750 adolescents was selected at the Principado de Asturias (Spain) (mode 15 years of age, mean=14.69) enrolled during the 2008-2009 academic year. RESULTS: It was confirmed that the teenagers who consumed alcohol and other drugs present a differential profile as compared to non-consumers with respect to greater attitudinal permissiveness, effect of paternal modelling and peer groups, institutional dissatisfaction, emotional instability, and manifestation of more disruptive conducts with problems relating to others and attention-seeking. CONCLUSIONS: From our ethiological model we conclude that the consumption of drugs by youth is determined by an interrelation of personal, familiar, school and psychosocial variables.

Correlatos psicosociales del consumo de sustancias psicoactivas en adolescentes españoles / Psychosocial correlations of the experimentation with psychoactive substances in Spanish teenagers

Objetivo. Analizar los factores que determinan el consumo juvenil de sustancias psicoactivas evaluando la capacidad predictiva de variables actitudinales, afectivas, relacionales a nivel familiar y grupal, así como académicas, entre otras. Material y métodos. Se ha seleccionado una muestra de 750 adolescentes del Principado de Asturias (España) (moda 15 años, media=14.69) escolarizados en el curso académico 2008-2009. Resultados. Se ha confirmado que los adolescentes que consumen alcohol y otras drogas presentan un perfil diferencial respecto a los no consumidores en factores relativos a la mayor permisividad actitudinal, efecto de modelado paterno y del grupo de iguales, insatisfacción institucional, inestabilidad emocional y manifestación de más conductas disruptivas con problemas de relación y búsquedas de atención. Conclusiones. A partir de nuestro modelo etiológico se concluye que el consumo juvenil de drogas está determinado por la interrelación de variables personales, familiares, escolares y psicosociales.

Objective. To offer an analysis of the factors that determine the consumption of psychoactive substances by youth and to evaluate the predictive capacity of variables related to attitude, affect, the family and groups, as well as academics, among others. Materials and Methods. A sample of 750 adolescents was selected at the Principado de Asturias (Spain) (mode 15 years of age, mean=14.69) enrolled during the 2008-2009 academic year. Results. It was confirmed that the teenagers who consumed alcohol and other drugs present a differential profile as compared to non-consumers with respect to greater attitudinal permissiveness, effect of paternal modelling and peer groups, institutional dissatisfaction, emotional instability, and manifestation of more disruptive conducts with problems relating to others and attention-seeking. Conclusions. From our ethiological model we conclude that the consumption of drugs by youth is determined by an interrelation of personal, familiar, school and psychosocial variables.

Experimentación con sustancias psicoactivas en adolescentes españoles: perfil de consumo en función de los niveles de edad / Psychoactive substances experimentation in spanish adolescents: Consumption profile by levels of age

La experimentación juvenil con drogas iniciáticas (alcohol y tabaco) y, en menor medida, con otras sustancias ilegales, se halla asociada a pautas de ocio juvenil caracterizadas por la sobreactivación, la vinculación grupal y la satisfacción hedónica en prácticas propias de la cultura recreativa. El inicio precoz se sitúa en los primeros añosde la adolescencia, de ahí que se haya realizado un estudio exploratorio con una muestra de estudiantes de educación secundaria del Principado de Asturias (España) con edades comprendidas entre los doce y los dieciocho años. El objetivo del estudio es ofrecer un perfil diferencialde consumo en función de los niveles de edad. Se ha hallado una tendencia de consumo de fin de semana conmayor habituación y frecuencia de experimentación en niveles superiores. Se ha confirmado la manifestación dela mentalidad del usuario con una percepción de riesgo distorsionada. Se concluye que han de promoverse políticas preventivas a nivel educativo, estatal y comunitario.

The young experimentation with initiation drugs (alcohol and tobacco) and, by smaller measurement, with illegal psychoactive substances is associated to young leisure trends distinguished by super activation, peer-groups tying and the satisfaction in own practices of the recreativeculture. The precocious consumption is placed in first years of adolescence, so we have achieved an exploratorystudy with a sample of secondary school students of the Principado de Asturias (Spain) between twelve and eighteenyears old. The aim of the study is to offer a differential profile of consumption depending on the levels of age. A week-end consumption trend with more habituation and use frequency by level of age has been found out. The user mentality with a distorted risk perception has been confirmed. We conclude that preventive to educative, state and community level politics ought to be promoted.

Love and emotional well-being in people with intellectual disabilities.

Love has been a recurrent topic throughout history, and especially, literature. Moreover, there is generalized agreement about its relevance for health emotional well-being, and quality of life. This study was carried out with a sample of 376 persons with ID. The goals of the work were to analyze a theoretical model of love in people with intellectual disabilities by means of the methodology of structural equations, and to analyze their perception of love and of amorous relations with regard to other aspects such as amorous satisfaction, perceived satisfaction, absence of family interference, self-determination, and emotional well-being. The results revealed that (a) the construct under study has three factors: Commitment, stability, and idealization, Passion and physiological excitement, and Intimacy and romanticism; (b) the perception of love in this collective is, in general, idealized and affected by the context; and (c) self-determination and the lack of family interference are relevant variables to explain both love and emotional well-being.

Love and Emotional Well-being in People with Intellectual Disabilities

Love has been a recurrent topic throughout history, and especially, literature. Moreover, there is generalized agreement about its relevance for health emotional well-being, and quality of life. This study was carried out with a sample of 376 persons with ID. The goals of the work were to analyze a theoretical model of love in people with intellectual disabilities by means of the methodology of structural equations, and to analyze their perception of love and of amorous relations with regard to other aspects such as amorous satisfaction, perceived satisfaction, absence of family interference, self-determination, and emotional well-being. The results revealed that (a) the construct under study has three factors: Commitment, stability, and idealization, Passion and physiological excitement, and Intimacy and romanticism; (b) the perception of love in this collective is, in general, idealized and affected by the context; and (c) self-determination and the lack of family interference are relevant variables to explain both love and emotional well-being (AU)

El amor ha sido un tema de estudio recurrente a través de la historia y, especialmente, en la literatura. Además, existe un acuerdo generalizado sobre su relevancia para la salud, el bienestar emocional y la calidad de vida. Este estudio se llevó a cabo con una muestra de 376 personas con discapacidad intelectual. Los objetivos del trabajo fueron analizar un modelo teórico del amor en personas con discapacidad intelectual por medio de la metodología de ecuaciones estructurales, y analizar su percepción del amor y de las relaciones amorosas en relación con otros aspectos tales como la satisfacción amorosa, la satisfacción percibida, la ausencia de intromisión familiar, la autodeterminación y el bienestar emocional. Los resultados pusieron de manifiesto que (a) el constructo estudiado comprende tres factores: Compromiso, estabilidad e idealización, Pasión y excitación fisiológica e Intimidad y romanticismo; (b) la percepción del amor en este colectivo está, en general, idealizado e influenciado por el contexto, y (c) la autodeterminación y la falta de intromisión familiar son variables relevantes para explicar tanto el amor como el bienestar emocional (AU)

New expressions of racism among young people in Spain: an adaptation of the Meertens and Pettigrew (1992) prejudice scale.

The objective of this study was to test whether the Blatant and Subtle Prejudice Scales of Meertens and Pettigrew (1992) are valid for the evaluation of prejudicial attitudes in Spanish school-based adolescents. To do so gypsies and immigrants were chosen as two exogroups that might be the object of prejudice among the Spanish population. Participants were 1,378 Spanish school-based adolescents in the Autonomous Community of the Principality of Asturias, Spain. The results indicate that the scales present a factor structure different from that of the original study. Also, covariates of both blatant and subtle prejudice scales scores were explored. A different pattern of relationships between covariates and scores on blatant and subtle prejudice were found.

Medios electrónicos y comportamiento antisocial en adolescente / Electronic mass media and antisocial behaviour in adolescents

El comportamiento antisocial o inadaptado viene determinado por diversas variables, tanto individuales como contextuales, que pueden actuar como factores de riesgo. Uno de estos factores es el uso de los medios de comunicación electrónicos, especialmente de las más nuevas tecnologías, aunque diversos estudios aseveran que este consumo no ejerce una responsabilidad exclusiva en la adquisición de conductas antisociales por parte de los adolescentes. Utilizando una muestra de 331 jóvenes de ambos sexos, y con edades que oscilan entre los 14 a 20 años, este estudio pretende, por un lado, y a través del modelo de redes neuronales, comprobar el poder predictivo de las variables de personalidad, motivacionales y de consumo de medios electrónicos en la conformación de conductas antisociales y, por otro lado, identificar el rol que cada variable tiene en la construcción del modelo que permita predecir los actos antisociales.

The antisocial behavior is determined by individual and contextual variables that may act as risk factors. One of these factors is the use of electronic mass media, specially the use of the newest technologies, even when its effects are not exclusive as shown by diverse studies. Data for this study were obtained from a sample of 331 young of both sexes, with ages between 14 and 20 years. This study intends, with a model of neural networks, to verify the predictive value of variables of personality, motivation, and consumption of electronic media, in the development of antisocial behavior. Another objective was to study the role that every variable has on the construction of the model that allows predicting the antisocial acts.

Emotions: reflections from a socioconstructionist perspective / Las Emociones: reflexiones desde una perspectiva Socioconstruccionista

Emotions have been a topic long forgotten by psychologists, something, which is especially serious given the importance they have in our lives and in the proper constitution of the human being. Nevertheless, this important mistake has been corrected during the last years. Although there is still a long way left, however, we have probably advanced in the psychological study of emotions much more during the last ten or fifteen years than during the previous decades. This advance has taken place basically through two different paths: on the one hand, through the acknowledgement of the complexity of emotions and their multiple composition, given that they have biological, psychological, social and cultural elements; on the other hand, through the growing confirmation of their social and cultural nature, up to the point that this nature is now widely accepted. This happens because emotions, as in fact the rest of psychological phenomena, are mainly social constructs. In other words, the socioconstructionist perspective is probably the most promising when it comes to accurately understand what emotions are and which is their role in our lives and even in our own constitution as human beings (AU)

Las emociones han sido un tópico demasiado olvidado por los psicólogos, lo que es especialmente grave dada la importancia que ellas tienen en nuestras vidas y en la propia constitución del ser humano. Sin embargo, a lo largo de los últimos años se está corrigiendo este grave error. Aunque aún hay mucho camino por recorrer, sin embargo, en el estudio psicológico de las emociones probablemente hayamos avanzado más en los diez o quince últimos años que en muchas décadas anteriores. Y este avance viene fundamentalmente por dos vías: por una parte, por el reconocimiento de la complejidad de las emociones así como de su multicomposición, dado que poseen elementos biológicos, psicológicos, sociales y culturales; y por otra, por la cada vez mayor constatación de su naturaleza social y cultural, hasta el punto de ser cada vez aceptada su naturaleza social y cultural. Y es que las emociones, como los demás fenómenos psicosociales, son ante todo constructos sociales. Esta, la perspectiva socioconstruccionista, probablemente sea la más prometedora de cara a entender adecuadamente qué son realmente las emociones y qué papel juegan en nuestras vidas e incluso en nuestra propia constitución como sujetos (AU)