Análisis de una escala para medir la conducta exploratoria en estudiantes universitarios

Exploratory behaviour is considered to refer to people's cognitive and conceptual actions that help them increase their knowledge about thernselves and about their occupational. educational and social context, thus allowing them to improve the waythey handle theircareer and life plan (Donoso, Figuera & Torrado. 2000) . Sturnpt, Colarelli and Hartman (1983) developed a career exploration model consisting of three dimensions: beliefs. behaviours and reactions. In order to assess exploratory behaviour among young people who are in the process of entering the labour rnarket. they developed the Career Exploratory Survey (CES). Based on Blustein's adaptation ot this survey to the adolescent period, the Grup d'Orientació Diferencial (GOD) of the University of Barcelona developed the Exploratory BehaviourScale(ESCE) forthe Spanishyouthcontext. In our study, we present the University Students Exploratory Behaviour Scale, an adaptation of the ESCE to the university population. After applying it to a sample of 492 students from various degree courses at the Universitat Jaume I in Castelló (Spain), several psychometric analyses of the seale are presented. The results obtained call tor further confirmatory studies on the scale's facto- rial structure.La conducta exploratoria es considerada como aquellas acciones cognitivas y conceptuales de la persona que le ayudan a incrementar el conocimiento de sí misma y de su contexto laboral, edu- cativoysocial,permitiéndolemejorarlagestióndesuproyecto profesional-vital(Donoso,Figueray Torrado, 2000). Stumpf,ColarelliyHartman (1983)desarrollanunmodelodeexploraciónvocacionalcompues- to por tres dimensiones: creencias, comportamientos y reacciones frente a la exploración vocacio- nal. Con la finalidad de diagnosticar la conducta exploratoria en los jóvenes que se encuentran en procesos de transición al mercado laboral, desarrollan el cuestionario CES (Career Exploratory Survey). Tras la adaptación de la escala por parte de Blustein (1 988) a la etapa adolescente, el Grup d'Orientació Diferencial (GOD) de la Universitat de Barcelona, desarrolla la Escala de Conducta Exploratoria (ESCE) en el contexto juvenil español. Enestetrabajose presenta una adaptacióndelaESCE dirigida apoblación universitaria, se trata delaEscalade ConductaExploratoriaenUniversitarios(ESCEU).Sepresentandiversosanálisispsi- cométricos de la escala tras su aplicación a una muestra 492 de estudiantes universitarios de dife- rentestitulacionesde laUniversitatJaumeIdeCastelló.Losresultados evidencian lanecesidad de futuros estudios confirmatorios de su estructura factorial

Coping with the Stress through Individual and Contextual Resilient Factors in Primary School Settings

Children face school stress as students through all educational stages. A negative association between resilience and stress has been demonstrated by many authors, but most of these studies have been carried out in higher educational stages. So, the aim of the present study is, on the one hand, to find out the level of stress of primary school children and also the types of stressful situations in school settings, and on the other hand, to analyze the effect of individual and contextually resilient factors on their level of school stress. The study involved 427 children between 6 and 12 years of age, who were administered the IECI school stress scale and the RES-PRIM Resilience questionnaire for children. Descriptive analyses, correlations, and regression analyses were performed on the data. Results showed an average level of school stress, with the most stressful situations being: participating in too many activities, concentration problems, and nervousness when being asked by the teacher in class. Predictive analysis showed that part of the school stress could be explained by both individual factors (self-esteem, introspection, future purpose, and social skills) and resilient contextual factors (teacher support, parental support, and peer support). It is concluded that it is necessary to pay more attention to the transitions between different educational stages with programs that reinforce academic information and encourage the development of individual resilient skills, stressing the importance of the role of teachers, peers, and parents as support groups.This study was funded by the Ministry of Science and Innovation (Spain) (PID2020-115167GA-I00) and the Universitat Jaume I of Castellón (UJI-B2020-29)

Los efectos psicosociales de la guerra en la construcción de la identidad juvenil. Caso colombiano

Este artículo explora los efectos psicosociales de la guerra en la construcción de identidad juvenil en un sector del sur de Bogotá en Colombia. La metodología utilizada fue la etnografía a través de la observación participante se desentrañaron los impactos de la violencia en la forma como el joven popular define su identidad. Los resultados de esta investigación demuestran que la violencia ejercida directamente contra los jóvenes tiene impactos psicosociales tales como: la estructuración de una herida social a partir del genocidio del partido de izquierda de la Unión Patriótica (up), la ruptura del tejido social tanto comunitario y del colectivo juvenil, la trasformación de referentes de identidad que incorporan elementos de la guerra, así como la generación de una identidad adulta para protegerse de la amenaza de los actores en confrontación. La pérdida de confianza en el «otro» como un elemento inhibidor de la identidad juvenil. Concluimos que la juventud en contexto de conflicto de larga duración ve afectada su construcción de identidad; los impactos del orden psicosocial fracturan su relación con el otro impidiendo la construcción del colectivo. La muerte y el dolor son elementos determinantes de la identidad del joven popular.This article explores the psychosocial effects of war on the construction of youth identity in an area in the south of Bogotá in Colombia. The methodology used was the ethnography; through participant observation, it was figured out that the impacts of violence in the form that the young people define their identity. The results of this research show that violence against young people directly has psychosocial impacts such as structuring a social wound from the genocide of the political party of the left. Unión Patriótica (up), the breakdown of the social fabric both in the community and the youth group, the transformation regarding the identity that incorporate elements of the war, as well as the generation of an adult identity stand guard against the threat of the parties in conflict. The loss of confidence in the «other» as an element inhibiting youth identity. We conclude that the youth in context of a long term conflict sees their construction of identity affected the impacts of the psychosocial order with the «other» preventing the construction of the collective. Death and pain are determined elements of the identity

Evaluation and adaptation of vocational and career guidance of students with diversity in secondary education in an inclusive context

La falta de estudios que relacionen la orientación vocacional/profesional del alumnado con diversidad dentro de una situación inclusiva, nos llevó a evaluar sus necesidades de orientación a partir de la percepción del profesorado y de las necesidades manifestadas por dicho alumnado. Los resultados señalan una necesidad de medidas de atención a la diversidad, falta de formación docente y de recursos. El alumnado desconoce las vías no ordinarias para graduarse y las salidas e itinerarios a seguir para poder trabajar en lo que desean. Por ello, proponemos un programa de Orientación específico para alumnos con diversidad, pero aplicable a todo el alumnado de Educación Secundaria que aborde aspectos como: autoconocimiento; campos profesionales y grupos vocacionales; itinerarios académicos/profesionales y toma de decisiones.The lack of studies on vocational and career guidance of students with diversity in an inclusive situation led us to evaluate the needs guidance of these students, from the perception of teachers and the needs expressed by the students involved. The results point to a need for measures of attention to diversity, lack of teacher training and resources. It is not known by students other ways to graduate other than ordinary ones, options and itineraries to continue whatever they want to do. We propose a specific orientation program for students with diversity. This program is applicable to all students in high school and it will addresses issues such as self-knowledge; professional fields; vocational groups; academic and professional itinerary and decision-making

Association between CCC-2 and Structural Language, Pragmatics, Social Cognition, and Executive Functions in Children with Developmental Language Disorder

Background: Developmental Language Disorder (DLD) is diagnosed when the child experiences problems in language with no known underlying biomedical condition and the information required for its correct evaluation must be obtained from different contexts. The Children’s Communication Checklist (CCC-2) covers aspects of a child’s communication related to structural language and pragmatic skills, which are linked to social cognition or executive functions. The aim of this article is to examine parents’ reports using the Spanish version of the CCC-2 questionnaire and its association with different formal assessments related to communication. Methods: 30 children with DLD (3; 10–9 years old) and 39 age-matched (AM) children with typical development were assessed using formal measures of structural language, pragmatics, social cognition, and executive functions. Parents of children with DLD answered the Spanish version of the CCC-2. Results: The performance of children with DLD was lower in all the formal assessments in comparison to AM children. The CCC-2 was significantly correlated with all the direct child assessments, although only formal measures of structural language predicted both the structural language and pragmatics scales of the CCC-2. Conclusions: The CCC-2 answered by parents was consistent with formal assessments in children with DLD, and structural language seemed to be the best predictor of all the subscales

Validation of PleaseApp: a digital tool for the assessment of receptive pragmatic abilities in children with neurodevelopmental disorders

Background: Pragmatic skills allow children to use language for social purposes, that is, to communicate and interact with people. Most children with neurodevelopmental disorders (NDDs) face pragmatic difficulties during development. Nevertheless, pragmatic skills are often only partially assessed because the existing instruments usually focus on specific aspects of pragmatics and are not always adapted to children with communication difficulties. In this sense, digital tools (e.g., apps) are an optimal method to compensate for some difficulties. Moreover, there is a lack of pragmatic tools measuring the receptive domain. Therefore, the present study aims to validate PleaseApp as a digital instrument that measures eight pragmatic skills by presenting the design of the assessment tool and its psychometric properties. Methods: PleaseApp was designed based on previous empirical studies of developmental pragmatics in children with and without NDD. PleaseApp assesses eight receptive pragmatic skills: figurative language, narrative, reference, indirect speech acts, visual and verbal humor, gesture-speech integration, politeness, and complex intentionality. The study involved 150 typically developing children between 5 and 12  years of age. Results: A confirmatory factor analysis proposes an eight-factor model with no underlying factor structure. The eight tests that compose PleaseApp have obtained a model with a good fit and with adequate reliability and validity indices. Discussion: PleaseApp is an objective, valid, and reliable tool for assessing pragmatic skills in children with NDD. In this sense, it helps to assess whether a child has acquired pragmatic skills correctly according to his/her age and clarify the specific problems a child has in eight different components to plan personal and personalized interventions

Communicative problems in schoolchildren. Differences between parents and teachers

Este trabajo trata de dilucidar el grado de acuerdo entre padres y maestros de niños/as con Trastorno Específico del Lenguaje (TEL), cuando informan de qué componente del lenguaje está afectado y/o en qué grado. La concordancia entre diversos evaluadores es un tema en controversia, puesto que las diferentes ópticas de apreciación ocasionan diferencias en el juicio emitido. Los datos de la literatura corroboran la existencia de correlaciones escasamente significativas entre sí (Bishop 1998, Massa et al. 2008) El instrumento utilizado ha sido el inventario CCC-2 (Bishop, 2003). Se trata de un medio fácil de evaluar las dificultades de comunicación en niños mayores de 4 años. Los resultados demuestran diferencias significativas en dos de las subescalas de pragmática: Estereotipias y Contexto. El resto de las subescalas no registran diferencias significativas. Las correlaciones oscilan entre el 0.41 y el 0.57. Las conclusiones especulan sobre la atribución de las diferencias a la evaluación más contextualizada por parte de los padres. “Trabajo realizado gracias a las ayudas (EDU2010-21791) del Ministerio de Ciencia e Innovación y de la Fundación Caixa-Castellón (P1-1B2010-16”).This work tries to clarify the level of agreement between parents and teachers of children with language and communication difficulties who are diagnosed with Specific Language Impairment (SLI), when they have to report which area of their language is more affected and in which degree. Agreement among different assessors is usually a matter of controversy, because different perspectives and points of view can led to differences on judgments about the same person. Previous studies confirm the existence low correlations between them, almost no significant (Bishop, 1998; Massa et al.2008). In this study parents and teachers answered the CCC-2 questionnaire (Bishop, 2003) to assess communication difficulties in children older than 4 years-old. Results showed the existence of significant differences between two pragmatic sub-scales: Stereotyped behaviours and Context, but no significant differences were found in the rest of sub-scales. Correlations between parents and teachers reached values between 0.41 and 0.57. The study concludes that it is possible that these differences are due to a more contextualized assessment made by parents. “This work was possible thanks to the grant (EDU2010-21791) by Ministerio de Ciencia e Innovación, and the grant (P1-1B2010-16) by Fundación Caixa-Castellón”

La identidad juvenil en contextos de conflicto. Una doble mirada por sí mismos y por los otros

XVIII Jornades de Foment de la Investigació de la Facultat de Ciències Humanes i Socials (Any 2013

Echar la culpa y sentirse culpable. La comprensión infantil de emociones morales a través de la interacción comunicativa con sus adultos de apego

XVIII Congreso Internacional INFADThe socialization process that is done by attachment adults involves emotion comprehension. In this sense, join tattention tasks (i.e. reading book stories) contribute to develop belief, desire, intention and emotion understanding of other people, since a socio-cognitive point of view. The work described here relates the understanding of a specific secondary emotion (guilt) with some variables obtained through a sheared-narration - where every biological mother told a story to her child. In every story, characters helped to distinguish between the belief and the guilt of one aggressor. Each interaction was filmed and linguistic variables of different nature were analyzed. Thirty-two pairs of mother-child were divided into two groups according to children age (three and five years). Results show that developmental data which is analyzed in qualitative and quantitative ways. Discussion section speculates about the complexity of teaching children to discern the comprehen- sive implications of guilt, as they need to understand several elements (cognitive and attective) that come together.El proceso de socialización realizado por los adultos de apego incluye la comprensión de las emociones. Las tareas conjuntas (como leer cuentos) contribuyen desde un punto de vista socio- cognitivo a la comprensión de las creencias, deseos, intenciones y emociones de los otros. El trabajo que se describe relaciona: la comprensión de una emoción secundaria (la culpa) con las variables verbales obtenidas a través de la narración-participada, realizada a cada sujeto infantil por su madre biológica de un cuento en el que varios personajes contribuyen a discernir la creencia de culpabilidad de un agresor. Las interacciones se filmaron y se analizaron variables lingüísticas de diverso carácter. Los sujetos fueron 32 parejas de madre e hijo divididos en dos grupos en función de la edad infantil 3 y 5 años. Los resultados muestran datos evolutivos que se analizan cualitativa y cuantitativamente. En las discusión se especula sobre la complejidad que enseñar a comprender la diversidad de elementos que confluyen (cognitiva y afectivamente) en discernir las implicaciones comprensivas de la culpa

Estudio de las áreas de investigación en Orientación Vocacional

La “Journal of Vocational Behavior “es una de las revistas más representativas de esta temática a nivel mundial. De ahí que uno de nuestros objetivos es conocer la incidencia de los artículos publicados en dicha revista en el campo de la Psicología y Orientación Vocacional. Para ello, nos centramos en el análisis de los Indicadores Cientimétricos de los artículos publicados en dicha revista desde el año 1993 hasta el 2008. De estos artículos, hemos seleccionado aquellos que hacen referencia expresa a la Orientación Vocacional, centrándonos en el análisis del contenido de los trabajos, lo cual nos da una idea de los intereses teóricos que han predominado dentro de la Comunidad Científica durante el periodo analizado. Para este estudio hemos creado la Base de Datos de Investigación sobre Orientación Vocacional, la cual aparte de registrar los artículos publicados sobre este campo en diferentes Revistas de Investigación, nos permite llevar a cabo estudios cientimétricos. Tras analizar los resultados obtenidos, realizamos un estudio de cuáles han sido los tópicos de investigación en Psicología Vocacional en las últimas décadas, a través de estudios especializados. Este trabajo ha sido posible gracias a las ayudas económicas de “Fundació Caixa-Castelló” P1- 1B2010-16 y de Ministerio de Ciencia e Innovación de España EDU2010-21791.The Journal of Vocational Behavior is one of the journals most representative of this issue worldwide. One of our aims was to know the impact that the articles published in this journal have in the field of psychology and vocational guidance. We went about this by analysing the scientometric indicators of some of the articles published in this journal since 1993 until 2008. Specifically, we selected those articles which expressly refer to vocational guidance, and we analysed their content. This gave us an idea of the predominating theoretical interests within the scientific community during the study period. For this study, we created the Vocational Guidance Research Database which, other than recording the articles published about this field in various research journals, allowed us to conduct scien- tometric studies. After analysing the results obtained, we studied the exact vocational psychology research topics in recent decades by means of specialised studies. This work was made possible by financial support from Fundació Caixa-Castelló P1-1B2010-16 and Ministry of Education and Science of Spain EDU2010-21791.peerReviewe