Sexismo y características del centro escolar: diferencias en función del tipo de centro

The aim of this study was to explore any differences in sexism and perceptions of school in terms of type of institution (state nonreligious, private nonreligious, private religious), and to analyze the relationship between sexism and perceptions of school. We used a descriptive correlational design and administered the Ambivalent Sexism Inventory for Adolescents (de Lemus et al., 2008) and the School Culture Scale (Higgins-D’Alessandro and Sadh, 1997) to a sample of 1,455 secondary school students. The results showed that overall sexism scores were significantly higher in adolescents attending private religious schools. Students attending private nonreligious schools had a more positive perception of school. Significant negative correlations between ambivalent sexism and rule compliance, and positive correlations between ambivalent sexism and student-teacher relationships were found.El estudio tuvo como objetivos explorar las diferencias, en actitudes sexistas y percepción del centro escolar de los y las adolescentes en función del tipo de colegio (público no religioso, privado no religioso y privado religioso); y analizar las relaciones entre ambas variables. Con un diseño descriptivo y correlacional, se administraron el Inventario de Sexismo Ambivalente para Adolescentes (de Lemus et al., 2008) y la Escala de Cultura Escolar (Higgins-D’Alessandro y Sadh, 1997). La muestra estaba configurada por 1.455 estudiantes de secundaria. Los resultados confirmaron que en general los y las adolescentes de colegios privados religiosos tenían puntuaciones más altas en sexismo. También se evidenció una percepción más positiva del colegio en estudiantes de colegios privados no religiosos. Finalmente, se hallaron correlaciones negativas entre sexismo ambivalente y cumplimiento de normas, y positivas entre sexismo ambivalente y relaciones entre profesores y estudiantes

Asociación entre el bullying, la ansiedad y la depresión en la infancia y la adolescencia: el efecto mediador de la autoestima

[EN] Bullying is a serious psychosocial problem that impacts negatively on victims, and it is one of the main risk factors for the development of psychological problems and psychopathological symptoms in childhood, adolescence, and adulthood. This study analyzes the mediating effect of self-esteem on the relationship between bullying victimization and the development of anxiety and depressive symptoms. The sample comprised 550 children and adolescents (56.5% women) aged between 10 and 17 years (M = 12.20, SD = 1.75) from the Basque Country, each of whom completed a battery of instruments consisting of a sociodemographic variables data sheet, a questionnaire for evaluating peer victimization, the Rosenberg Self-Esteem Scale, and the Educational-Clinical Questionnaire: Anxiety and Depression. Results from structural equation modeling indicated that bullying victimization is a risk factor for developing anxiety and depression in childhood and adolescence, and also that the relationship between bullying victimization and these two emotional problems is mediated by self-esteem. This mediating effect of self-esteem is especially important in the case of depression, insofar as the effect of bullying victimization on depression is greater when mediated by self-esteem. The implications of the results are discussed, both for the field of educational psychology and in relation to the psychological wellbeing of children and adolescents.[ES] El bullying constituye un problema psicosocial muy grave que conlleva consecuencias negativas, siendo uno de los principales factores de riesgo para el desarrollo de problemas psicológicos y sintomatología psicopatológica tanto en la niñez y la adolescencia como en la edad adulta. En el presente estudio se pretende analizar el efecto mediador de la autoestima en la relación entre padecer acoso y desarrollar síntomas ansiosos y depresivos. Han participado 550 niños y niñas y adolescentes (56.5% mujeres) de entre 10 y 17 años (M = 12.20, DT = 1.75) de la Comunidad Autónoma del País Vasco, que han cumplimentado una batería de instrumentos compuesta por un cuestionario de variables sociodemográficas, un cuestionario para la evaluación de la victimización escolar, la escala para la medición de la autoestima de Rosenberg y el cuestionario Educativo-Clínico: Ansiedad y Depresión. Los resultados de los modelos de ecuaciones estructurales reflejan, por un lado, que sufrir bullying es un factor de riesgo para desarrollar ansiedad y depresión en la niñez y en la adolescencia. Por otro lado, confirman que la autoestima es una variable que media la relación entre el bullying y ambos problemas emocionales. Esta acción mediadora de la autoestima resulta de gran relevancia en el caso de la depresión, dado que el efecto que tiene el bullying sobre la depresión aumenta cuando está mediatizado por la autoestima. Se discuten las implicaciones de los resultados, tanto en el ámbito de la psicología educativa, como en el ámbito del bienestar psicológico de niños y niñas y adolescentes

Animal-assisted psychotherapy for young people with behavioural problems in residential care

The aim of this study was to evaluate the impact of an animal-assisted psychotherapy (AAP) programme on clinical symptoms, personal adjustment and adaptive skills in a group of adolescents in residential care who had experienced childhood trauma and who presented mental health problems and difficulties adapting to the care home environment. The 87 participants (Mage = 15.17, SD = 1.53) were divided into two groups: a treatment group (25 girls and 27 boys; Mage = 15.00, SD = 1.55) and a control group (9 girls and 26 boys; Mage = 15.42, SD = 1.50). The programme consisted of 34 sessions involving both group (23 sessions) and individual (11 sessions) AAP. The Behaviour Assessment System for Children (BASC) was used to evaluate clinical and adaptive dimensions of behaviour and personality. The results indicated that, in comparison with controls, the young people who took part in the AAP programme reported a significant improvement on two measures of internalising symptoms, namely depression and sense of inadequacy. Although no significant differences were observed in relation to externalising symptoms, the adolescents who received the AAP programme showed improved social skills in terms of their ability to interact satisfactorily with peers and adults in the care home environment, as well as a more positive attitude towards teachers at school. These results suggest that AAP may be a promising treatment for young people who have experienced childhood trauma and who subsequently find it difficult to adapt to the residential care settingThis work was supported by the Basque Government [grant number IT892-16

Assessment of entrepreneurial orientation and its relationship with gender and academic performance

La orientación emprendedora es un concepto clave en el contexto organizacional que está adquiriendo una relevancia cada vez mayor en el ámbito educativo, ya que la promoción del emprendimiento se ha convertido en una de las líneas de acción más importantes de la Unión Europea en materia de educación. Dado que la Escala de Orientación Emprendedora (EOE) es uno de los pocos instrumentos que permiten evaluar la orientación emprendedora en estudiantes, el primer objetivo del presente estudio consistió en la adaptación al euskera y la validación de la EOE (EOE-E). El segundo objetivo fue examinar la relación de la orientación emprendedora con el género y con el rendimiento académico. La muestra estuvo compuesta por 735 estudiantes de Formación Profesional. En cuanto al primer objetivo, el Análisis Factorial Confirmatorio corroboró la estructura de seis factores del cuestionario original, presentando índices aceptables de consistencia interna y estabilidad temporal. Se recabaron evidencias de validez convergente y de relación con otras variables, tales como la autoeficacia y la iniciativa personal. Por lo tanto, cabe afirmar que se obtuvieron evidencias de validez y fiabilidad de la EOE-E para la evaluación de la orientación emprendedora en estudiantes de Formación Profesional. En lo que respecta al segundo objetivo, los varones presentaron puntuaciones medias superiores a las de las mujeres en orientación competitiva, mientras que las mujeres superaron a los varones en orientación al aprendizaje. Además, en comparación con el estudiantado de menor rendimiento académico, los y las estudiantes con mejores calificaciones académicas mostraron una mayor orientación a la innovación, orientación proactiva, orientación al logro y orientación al aprendizaje.Gobierno Vasco (Códigos GVCV17/01 e IT892-16

Promoting adherence to psychopharmacological treatment among prisoners with mental health problems: Follow-up of a randomized controlled trial

This study presents follow-up results regarding a treatment adherence programme (TAP) for prisoners, the initial effectiveness of which we previously evaluated in a randomized controlled trial. Here we used an experimental design with two randomized groups and assessment at four time points: baseline (pre-intervention), at 3 months (post-intervention), and at 6 and 9 months after baseline. Participants were 151 prisoners with mental health problems (Mage = 41.85, SD = 10.31) who were randomly assigned to either the TAP or treatment as usual (TAU). Prisoners who completed the TAP showed a greater improvement in treatment adherence at 3 and 9 months, compared with those who received TAU. There were no significant differences between the groups in subjective well-being under medication. The availability of an easy-to-apply, universal programme that is able to promote treatment adherence in the prison context could make a positive contribution to the general health of inmates

The Impact of Sexism and Gender Stereotypes on the Legitimization of Women's Low Back Pain

BACKGROUND: Low back pain is the worldwide leading cause of disability and, even though women's pain experience is more severe, frequent, and enduring, female patients are often underdiagnosed and undertreated. Health professionals' gender stereotypes and social norms may underlie the downgrading of pain. AIM: This pilot study aimed to examine the legitimation of low back pain by health professionals in relation to the sex of the patient as well as their gender awareness and the relationship between them. METHOD: This study had a cross-sectional design. Eighty health professionals and students selected by convenience answered a 4-part online questionnaire. The eligibility criteria for participants were: aged >18 years, students in the last course of nursing/medicine or a physician/nurse, and Spanish-speaking. The questionnaire comprises: (1) a between-subjects virtual clinical low back pain case with four random versions (female/male patient and evidence/non-evidence of pathology); (2) the Spanish version of Nijmegen Gender Awareness Scale (S-NGAMS); (3) Ambivalent Sexism Inventory (ASI); and (4) Ambivalence toward Men Inventory (AMI). RESULTS: The total score of legitimation of low back pain correlated negatively with gender role ideology and sexism scales (when the virtual patient was female), as well as the subscales of willingness to offer support and credibility. CONCLUSIONS: Both sexism and gender role ideology could undermine the legitimation of low back pain, the willingness to offer support, and credibility only in female patients. The results showed a possible gender bias in low back pain assessment in health professionals. Low gender sensitivity and high sexism must be treated as modifiable risk factors for health inequities in pain care

Social cognition in myotonic dystrophy type 1: Specific or secondary impairment?

Aims The cognitive profile of Myotonic Dystrophy type 1 (DM1) has been described in recent decades. Moreover, DM1 patients show lowered social engagement and difficulties in social-cognitive functions. The aim of the present study is to explore whether social cognition impairment is present in DM1 taking into account the overall cognitive condition. Method 38 patients and a control group paired in age and gender participated in the study. All the participants had an IQ within the normal range. Subjects were administered an abbreviated neuropsychological battery which comprised a facial emotion recognition test (POFA) and Faux Pas Test, as well as a self-report questionnaire on cognitive and affective empathy (TECA). Results Statistically significant differences were found only for facial emotion recognition (U = 464.0, p = .006) with a moderate effect size (.31), with the controls obtaining a higher score than the patients. Analyzing each emotion separately, DM1 patients scored significantly lower than controls on the recognition of anger and disgust items. Emotion recognition did not correlate with genetic load, but did correlate negatively with age. No differences were found between patients and controls in any of the other variables related to Theory of Mind (ToM) and empathy. Conclusion DM1 does not manifest specific impairments in ToM since difficulties in this area predominantly rely on the cognitive demand of the tasks employed. However, a more basic process such as emotion recognition appears as a core deficit. The role of this deficit as a marker of aging related decline is discussed.The present study has been supported by grants of the Instituto de Salud Carlos III co-founded by Fondo Europeo de Desarrollo Regional - FEDER (Ref: PI17/01231)

Conducta antisocial: conexión con emociones positivas y variables predictoras

El estudio tuvo dos objetivos: 1) Explorar las relaciones que existen entre la conducta antisocial (autoevaluada y evaluada por los padres) y variables como empatía, inteligencia emocional, autoestima, y dimensiones de personalidad (neuroticismo, extraversión, apertura, amabilidad, responsabilidad), e 2) Identificar variables que predicen la conducta antisocial. La muestra fue de 3.026 participantes de 12 a 18 años. Con un diseño descriptivo y correlacional se administraron 6 instrumentos de evaluación. Los resultados mostraron que los adolescentes y jóvenes de ambos sexos, con altas puntuaciones en conducta antisocial tenían significativamente: 1) menor capacidad de empatía (para ponerse en el punto de vista de otro); 2) menor capacidad de regulación emocional (control de estados emocionales); 3) menor nivel de amabilidad (cordialidad, altruismo); 4) menor nivel de responsabilidad (voluntad para lograr objetivos académicos); 5) mayor nivel de neuroticismo (inestabilidad emocional, sentimientos negativos); y 6) mayor nivel de extraversión (sociabilidad, asertividad, excitación). Las relaciones entre conducta antisocial y autoestima no fueron concluyentes. Bajo nivel de empatía, de amabilidad, de responsabilidad, alto nivel de neuroticismo, de extraversión, y mayor edad predijeron la conducta antisocial. La discusión enfatiza la importancia de implementar programas que fomenten el desarrollo socioemocional (comunicación, empatía, emociones, conducta prosocial…) para prevenir la conducta antisocial.The study had two goals: 1) To explore the relations between antisocial behavior (self-assessed and parent-assessed) and variables such as empathy, emotional intelligence, self-esteem, and personality dimensions (neuroticism, extraversion, openness, agreeableness, responsibility); and 2) To identify variables that predict antisocial behavior. The sample is made up of 3,026 participants aged between 12 and 18 years. Using a descriptive and correlational design, 6 assessment instruments were administered. The results showed that adolescents young people of both sexes, with high scores in antisocial behavior had significantly: 1) less capacity for empathy (take on the other’s viewpoint); 2) less capacity for emotional regulation (control of moods); 3) lower level of agreeableness (cordiality, altruism); 4) lower level of responsibility (will to achieve academic goals); 5) higher level of neuroticism (emotional instability, negative feelings); and 6) higher level of extraversion (sociability, assertiveness, excitement). The relations between antisocial behavior and self-esteem were inconclusive. Low levels of empathy, agreeableness, and responsibility, and high levels of neuroticism, extraversion, and being older predicted antisocial behavior. The discussion emphasizes the importance of implementing programs that promote socio-emotional development (communication, empathy, emotions, prosocial behavior…) to prevent antisocial behavior.Ministerio de Economía y Competitividad PSI2012-30956Departamento de Educación, Universidades e Investigación del Gobierno Vasco IT638-13Unidad de Formación e Investigación de la Universidad del País Vasco UPV/ EHU UFI 11/0

The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results

settings Open AccessArticle The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results by Goretti Soroa 1,*, Aitor Aritzeta 2, Alexander Muela 1, Nekane Balluerka 1, Arantxa Gorostiaga 1 [OrcID] and Jone Aliri 1 [OrcID] 1 Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain 2 Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain * Author to whom correspondence should be addressed. Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1051-1064; https://doi.org/10.3390/ejihpe10040074 Received: 19 October 2020 / Revised: 6 November 2020 / Accepted: 7 November 2020 / Published: 13 November 2020 (This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction) Download PDF Abstract In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).This research was funded by the Basque Government (grant number IT892-16)

Problemetan Oinarritutako Ikaskuntza (POI) unibertsitatean: bere aplikazioa ikerketa metodologiako irakasgai batean

The University of the Basque Country want to encourage the Cooperative and Dynamic Learning, and to do so, among other measures, has developed the ERAGIN program. One of the active methodologies that is trained in this program is the Problem Based Learning (PBL) methodology. Thus, the present article has two main objectives:to describe the application of PBL methodology in the course "Data analysis and Designs: Non-Experimental Method" which is offered on second grade of Psychology Degree in the University of the Basque Country, and to analyze the results obtained. The sample consisted in 242 students matriculated in the course. In order to achieve the course’s competencies, in the PBL context students worked in a problem either individually or collectively. In relation to the results, from the students who selected PBL methodology, the majority (87,9%) passed the course. Furthermore, the correlations among the grades obtained in the different activities were positives and statistically significant. In the future, in order to better analyze the effectiveness of ABP methodology in a comprehensive way, it will be useful to assess the perception that students have about the methodology besides their academic grades.; L’Université du Pays Basque souhaite impulser l’apprentissage coopératif et dynamique et pour se faire a développé le programme ERAGIN. Une des méthodes qui est travaillée dans ce programme concerne l’apprentissage par problème (ABP). Ainsi, cet article a pour principal objectif de découvrir l’application de la méthodologie ABP au niveau de la matière "Analyse de données et dessins: méthodes de recherche non expérimentales" du deuxième cours de la branche Psychologie de l’Université du Pays Basque et analyse des résultats obtenus. L’échantillon était composé de 242 étudiant(e)s inscrit(tes) au cours. Afin d’acquérir les compétences sur cette matière, dans le contexte de l’ABP, l’élève travaillait sur un problème individuellement ou en petit groupe. En relation aux résultats des étudiants que ont choisit la méthode ABP, la majorité (87,9%) a réussit les examens de cette matière. De plus, le lien entre qualification et activités proposées basées sur cette méthode a été positive et statistiquement significatif. A partir de maintenant, pour pouvoir analyser l’efficacité de l’ABP de manière complète, il est nécessaire d’évaluer en plus des résultats des étudiants, la perception de l’étudiant sur la méthodologie.; La Universidad del País vasco pretende impulsar el Aprendizaje Cooperativo y Dinámico,y para ello, entre otras medidas, ha desarrollado el programa ERAGIN. Una de las metodologías activas que se trabaja en este programa es el Aprendizaje basado en Problemas (ABP). Así, este artículo tiene dos objetivos principales: describir la aplicación de la metodología ABP en la asignatura "Análisis de Datos y Diseños: Método no Experimental" de segundo curso del Grado de Psicología de la Universidad del País Vasco y, analizar los resultados obtenidos. La muestra estuvo compuesta por 242 estudiantes matriculados/as en la asignatura. Con el fin de adquirir las competencias de la asignatura, en el contexto ABP, el alumnado trabajó sobre un problema individualmente o en pequeños grupos. En relación a los resultados, de los/as estudiantes que optaron por la metodología ABP, la mayoría (87,9%) superó la asignatura. Además, las correlaciones entre las calificaciones de las actividades propuestas desde dicha metodología fueron positivas y estadísticamente significativas. En el futuro, para poder analizar la efectividad del ABP de forma integral, se observa la necesidad de evaluar, además de los resultados de los alumnos/as, la percepción del alumnado sobre dicha metodología