Resilience in Nicaragua: Preliminary Factor Analysis and Validation of the CYRM-28

Objectives: The current study used factor analytic techniques to examine the performance of the Child and Youth Resilience Measure (CYRM-28) in Nicaragua. Methods: Nicaraguan youth from Managua, León, Chinandega, and Granada (n = 2,764) completed the CYRM-28 and the Personal Wellbeing Index (PWI-A). The CYRM-28 and PWI-A are self-report measures that were translated into Spanish in previous studies. Results: A confirmatory factor analysis on the CYRM-28 did not support the eight-factor model from previous research. An exploratory factor analysis yielded a six-factor model: Social Belonging, Cultural Context, Caregiver Context, Social Skills, Spiritual Context, and Responsibility. Seven items were removed to improve model fit, reducing the CYRM-28 to only 21 items. We named the reduced measure the CYRM-21-N (Nicaragua). Implications: From our analyses, we constructed the CYRM-21-N, a briefer version of the CYRM-28 with a revised factor structure. The CYRM-21-N may be useful in studying resilience in youth populations or assessing intervention outcomes in Nicaragua

Can We Teach Emotional Intelligence?

Although there are hundreds of programs in thousands of schools that claim to enhance some aspect of emotional intelligence (EI), research has yet to show that it can in fact be enhanced. This study used proven behavioral self-modification techniques in semester-long Psychology of Adjustment courses to help undergraduate college students improve their EI. Students used the techniques in their own self-change projects, choosing EI topics such as assertiveness, empathy, self-regard, and emotion management. The course also included instruction on EI, as well as on theory and strategies from rational emotive therapy. Students in the treatment group (n=79) and control group (n=74) took three validated EI tests in the beginning of the semester, and again at the end. In a MANOVA including change scores (pretest scores subtracted from posttest scores) on all three EI tests, the treatment group showed significantly more improvement (F = 3.236, p = .001) than the control group, suggesting their participation in the course contributed to an overall improvement in EI. The treatment group improved significantly more than the control group on some subscales of the Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT), the Bar-On Emotional Quotient Inventory (EQ-i), and the Emotional Competence Inventory (ECI). These tests are based on the three more prominent and researched models of EI in the literature. These are encouraging findings for educational programs that seek to improve EI

The Acquisition of Learning Strategies in the General Classroom

Selfregulated learning strategies were taught in introductory psychology courses. Students who used the strategies frequently (N=9) and who did not use them (N=10) were interviewed about factors that influenced their use of strategies. Two models were developed: a) a model of contextual and motivational factors influencing study habits, and b) a model of the decision process for acquiring learning strategies. Salient factors influencing study efforts and use of strategies included implicit theories of intelligence, goals in college, interest in class, and valuing practice

Psychologists’ Attitudes and Ethical Concerns Regarding the Use of Social Networking Web Sites

Most psychologists seek to control self-disclosures they make to patients, but the Internet’s rapid development and widespread use over the past decade have introduced new problems for psychologists trying to avoid inappropriate disclosures. A total of 695 psychology graduate students and psychologists were surveyed about their current use of social networking Web sites (SNWs), opinions regarding regulation of online activities by the American Psychological Association (APA), and interactions in clinical work as a result of online activities. Established psychologists seldom use SNWs and may lack the experience to provide relevant supervisory guidance. No consensus about the need for APA guidelines emerged. Historically, APA has not issued guidelines in technological areas of rapid change. Thus, graduate training and continuing education should address the ethics of SNWs

Adolescent Resilience and Self-Esteem in Nicaragua

In the present study, we explored the role of resilience in predicting self-esteem in Nicaraguan adolescents, as well as the impact of poverty on the relationship between self-esteem and resilience for this unique population. Our sample consisted of 1,673 high school students (863 females, 810 males) who completed self-report surveys measuring various aspects of wellbeing, self-esteem, resilience, and general socioeconomic class. For the entire sample, social skills was the strongest predictor of self-esteem (β = .18, p \u3c .001), followed by family (β = .13, p \u3c .001), and belonging (β = .12, p \u3c .001). For those above the poverty line, social skills, family, and belonging still contributed most to self-esteem, however coefficients for each factor were stronger for this subgroup (β = .21, p \u3c .001, β = .18, p \u3c .001, and β = .18, p \u3c .001, respectively). For those self-reported below the poverty line, while social skills (β = .19, p \u3c .001) and belonging (β = .14, p \u3c .001) remained strong predictors of self-esteem, family was not included in the model. This could suggest that adolescents living in poverty are relying more on peer relationships and less on family for self-esteem, as poverty is known to disrupt family cohesiveness (Vázquez et al., 2007). Ultimately, more research is needed to investigate the relationship between self-esteem and resilience for adolescents and families living in Nicaragua

What Makes You Happy? Predicting Wellbeing in Nicaraguan High School and College Students Using Socioeconomic Status, Depression, Anxiety, and Resilience

The present study sought to identify significant predictors of wellbeing within a sample of 2,764 high school and university students in Nicaragua, a country where significant stressful events and suicide are common. Ages ranged from 11-22 years (M = 16.63, SD = 2.85), and 60.3% identified as female. Measures used include the Personal Wellbeing Index, the Child and Youth Resilience Measure, the Patient Health Questionnaire-4, and demographic questions.  Parent occupations were coded using the International Standard Classification of Occupations (ISCO-08). A multiple regression was conducted to identify five core variables that combined to predict approximately 30% of the variance of wellbeing, R2 = .30, R2adj = .297, F(11, 2727) = 106.188, p < .001. Resilience is positively related to wellbeing, while age, depression, anxiety, and mother’s education are inversely related to wellbeing. These findings could inform mental health workers in Latin America and contribute to increased wellbeing for the youth they work with, especially in Nicaragua, as the population has experienced increasing civil unrest. Implications and suggestions for future research are discussed

I am Smart, Therefore I Can: Examining the Relationship between IQ and Self-efficacy across Cultures

The purpose of this article is to examine the relationship between intelligence (IQ) and self-efficacy in children and adolescents living in the United States and Nicaragua. The sample consisted of 90 (46 male, 44 female) students (mean age = 11.57 years, SD = 3.0 years) referred by school administrators and faculty. United States (US) participants (n = 27) resided in rural counties in the Northwest. The other group consisted of 63 students from Central America. A comparison between groups revealed that in the US, sample higher grades and IQ scores are typically associated with higher levels of self-efficacy. However in the Nicaraguan sample, both IQ scores and grades were not associated with self-efficacy, although age was correlated with self-efficacy. Results suggest that the construct of self-efficacy might change depending on whether one belongs to an individualistic or collectivistic society. Additionally, the effects of socioeconomic factors might influence perceived ability even more than intellectual abilities

If I Value Myself, I Value School: The Protective Effect of Self-esteem Among Abused Females

Children who have been severely maltreated tend to perform significantly below their non-maltreated peers in standardized tests, earn lower grades and have the most discipline issues in the school setting. There is evidence that self-esteem (SE) may be a protective factor for youth with regard to negative emotional outcomes. The role of self-esteem needs to be explored further in more collectivistic cultures. The purpose of this study was to explore the relationship between physical abuse, SE and school attitudes. Participants included 14 females rescued from a city landfi ll in Nicaragua (ages 7 – 17 years, M = 12.44), half of whom had reported being beaten. SE and attitude toward school (ATS) were assessed using the Spanish Behavior Assessment System for Children. Grade point average (GPA) was obtained from their schools. Females who were beaten had signifi cantly lower SE and a more negative ATS. Their GPA was lower, but not significantly. When SE and abuse were considered together, the effect of abuse on school attitudes was non-significant, suggesting that SE is a protective factor for the effects of abuse on ATS