Influence of Animal-Assisted Therapy (AAT) on the Attachment Representations of Youth in Residential Care

This study evaluates the influence of Animal-Assisted Therapy (AAT) on the attachment representations of a group of adolescents in residential care who suffered traumatic childhood experiences and exhibited mental health problems. The participants of this study were 46 teenagers (mean age= 15.41, SD= 1.65) divided into two groups: the intervention group of 21 youths (8 females and 13 males) (mean age = 15.19, SD= 1.69) and the control group of 25 (6 females and 19 males) (mean age= 15.60, SD= 1.63). The results of this research showed that the teenagers displayed a more secure attachment after undergoing AAT. Furthermore, in comparison with the control group, the intervention group showed higher scores in the secure attachment dimension and lower scores in the parental interference dimension, which is associated with preoccupied attachment. There were no differences in the other dimensions of attachment assessed. These results help to empirically validate AAT as an effective therapy for teenagers who have suffered childhood trauma and have mental health problem

Promoting psychosocial adaptation of youths in residential care through animal-assisted psychotherapy

The goal of this study was to examine the influence of animal-assisted psychotherapy (AAP) on the psychosocial adaptation of a group of adolescents in residential care who had suffered traumatic childhood experiences and who presented with mental health problems. This study recruited 63 youths (mean age = 15.27, SD = 1.63) who were divided into two groups: a treatment group of 39 youths (19 female and 20 male; mean age = 15.03, SD = 0.51) and a control group of 24 (five female and 19 male; mean age = 15.67, SD = 1.63). The youths who underwent the AAP program had higher school adjustment in comparison to their peers who did not receive treatment. Their hyperactive behavior decreased, and they showed better social skills, more leadership, and fewer attention problems. They also showed a more positive attitude toward their teachers in comparison to controls. No differences were observed in other variables associated with clinical symptoms or personal adjustment. These results suggest that AAP can be effective with teenagers who have suffered childhood traumas and who present with problems of psychosocial adaptation

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

Emozioak erregulatzea

The emotions sometimes help us to achieve the well-being and sometimes prevent us from achieving our goals; therefore, we constantly strive to regulate the emotions that bring us unhappiness. Several strategies to regulate emotions are used; some of these strategies are applied before the emotion appears, and others are applied after the emotion has arisen; some of these strategies are more effective than others, but there is no strategy that is effective in all situations. Some strategies are more appropriate in certain situations and other strategies are more appropriate in other situations; therefore, we have to choose flexibly strategies to regulate emotions. In this article we will analyze the following aspects of emotional regulation: men and women have different abilities to regulate emotions;children learn throughout their evolutionary development to regulate emotions in an increasingly autonomous manner; this development is linked to the security of attachment and characteristics of personality; affect regulation is related to the functioning of the brain (cortex and amygdale); inability to regulate emotions is related to psychopathology; the level of awareness and reflective capacity are related to resilience; people can regulate emotions consciously or automatically; ideals and obligations of persons play an important role in regulating emotions properly; sharing emotions with others is good to regulate them properly; emotions are not regulated in the same way in different cultures

Adorea, Filosofiatik Psikologiara

The philosophical representations of courage and its components have varied throughout history, depending on the authors, the historical epoch and the cultural context. In this article, we will first make a historical tour through different representations of courage from Greek Antiquity to the Contemporary Age. We will point out the features of courage according to representative authors of the different periods: the exposure to the public of the Homeric hero; the intellectualization of the Socratic and Platonic courage; the return to the military vision of courage by Aristotle; the work and humility ethics of the first Christians; the courage in the solitary confrontation to death in the Middle Ages; the disappearance of the construct of courage and the predominance of the combination of mercantile interests in the Modern Age; the rejection of the theory of the middle term by Machiavelli; the vitalist conception of the courage in Spinoza; the courage for the free use of intelligence in Kant; the courage to overcome mediocrity in Nietzsche; the courage to overcome anxiety in the face of non-being and change in Tillich; the courage to act freely and overcome the excessive attachment to life in Arendt; and the courage to speak the truth despite the opposition of influential people in Foucault. Next, we will carry out a brief review of some psychological definitions of courage and establish its fundamental components. Finally, based on the revision of the philosophical theories, we will suggest the incorporation of new components to the psychological definition of courage.; Adorearen eta haren osagaien errepresentazioek aldaketak izan dituzte historian zehar, egileen, aro historikoaren eta kultur testuinguruaren arabera. Artikulu honetan, lehenik, adorearen errepresentazioen ibilbide historikoa egingo dugu, Greziako Antzinatetik hasi eta Aro Garaikidera arte. Garai ezberdinetako pentsalariek adoreaz emandako deskribapenak agertuko ditugu: heroia jendaurrean bere adorea erakusten, Homeroren arabera; adorearen intelektualizazioa, Sokrates eta Platonen arabera; eremu militarrerako itzulera, Aristotelesen arabera; lanaren eta apaltasunaren etika lehenengo kristauengan; heriotzari bakardadean aurre egiten dion Erdi Aroko adorea; adorearen konstruktuaren desagerpena eta merkataritza-interesen konbinazioaren nagusitasuna, Aro Modernoan; Aristotelesen erdibidearen teoriaren baztertzea, Makiavelorengan; adorearen ikuspegi bitalista, Spinozarengan; adimena askeki erabiltzeko adorea, Kantengan; kaskarkeria gainditzeko adorea, Nietzscherengan; ez-izatearen eta aldaketaren aurrean sortzen den barne-herstura gainditzeko adorea, Tillichengan; modu askean jokatzeko eta bizitzarekiko atxikimendu handiegia gainditzeko adorea, Arendtengan; eta ezberdin pentsatzen duten pertsona boteretsuen aurrean egia esateko adorea, Foucaultengan. Ondoren, adorearen definizio psikologiko batzuk berrikusiko ditugu eta haien osagai nagusiak zein diren ikusiko dugu. Azkenik, teoria filosofikoetan oinarrituta, adorearen definizio psikologikoan beste osagai batzuk sartzea iradokiko dugu

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

Functioning in patients with schizophrenia: A systematic review of the literature using the International Classification of Functioning, Disability and Health (ICF) as a reference

Purpose: To identify and quantify the main concepts included in published studies focusing on individuals with schizophrenia using the International Classification of Functioning, Disability and Health (ICF). Methods: Searches (limited to those published from 2008 to 2012) were performed in MEDLINE, PsycINFO and CINAHL. Included studies described participants with schizophrenia, were original articles and included only subjects who were at least 18 years of age at study entry. All concepts underlying the measures and the text of the articles were extracted, and they were linked to ICF categories using standardized rules. Results: From the 3584 abstracts retrieved, 348 were randomly selected, and of these, 206 studies met the inclusion criteria. A total of 17,141 concepts were extracted, 84.8% of which could be linked to 491 ICF categories: 222 (45.21%) of the categories referred to Body Functions, 29 (5.91%) to Body Structures, 186 (37.88%) to Activities and Participation and 54 (11%) to Environmental Factors. Seventy second-level categories were reported in at least 5% of all studies: 30 of these categories referred to Body Functions, 2 to Body Structures, 34 to Activities and Participation and 4 to Environmental Factors. Conclusion: The study has allowed us to identify and quantify the main concepts included in studies focusing on people with schizophrenia using the ICF. The majority of the concepts refer to Body Functions and Activities and Participation, rather than to Body Structures and Environmental Factors

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

Validation of the Five-Factor Self-Concept Questionnaire AF5 in Brazil: Testing Factor Structure and Measurement Invariance Across Language (Brazilian and Spanish), Gender, and Age

Self-concept is widely conceptualized as multidimensional (Shavelson et al., 1976). The Five-Factor Self-Concept Questionnaire (AF5, Garcia and Musitu, 2009) assesses five specific dimensions (i.e., academic, social, emotional, family, and physical). It is a psychometrically sound questionnaire, developed, and normed in Spain, which is widely used with Spanish-speaking samples. The validation of the AF5 in Brazil would expand its potential, and would facilitate cross-cultural research. To validate the Brazilian version of the AF5, the present study apply confirmatory factor analysis and multi-sample invariance analysis across sex (women vs. men), age (11-18 years old), and language (Brazilian [Portuguese] vs. Spanish). The sample consisted of 4,534 students (54.6%, women, 53.7%, Spanish) ranging in age from 11 to 18 years old (M = 14.61, SD = 2.09). The findings of the present study confirmed that the five-dimensional AF5 factorial structure provided the better fit to the data compared to alternative one-dimensional and orthogonal five-dimensional structures. The 30 items loaded appropriately on the five dimensions. Multi-group analysis for invariance between sex, age, and language groups showed equal loading in the five factors, equal covariation between the five dimensions, and equal error variances of items. Additionally, in order to obtain an external validity index, the five AF5 factors were related to both acceptance/involvement and strictness/imposition parenting dimensions. These results provide an adequate basis for meaningful comparative studies on a highly relevant construct, multidimensional self-concept, between male and female adolescents of different ages, and Brazilian (Portuguese) and Spanish-speaking samples. These results validate the instrument and confirm its suitability in cross-cultural research.The research reported in this article has been partially supported by Grants IT892-16 (Basque Government), ACIF/2016/431 and BEFPI/2017/058 (Valencian Regional Government, and European Social Fund), and FPU16/00988 (Ministry of Science, Innovation and Universities, Government of Spain)

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