Evaluation of a program to prevent political violence in the Basque conflict: effects on the capacity of empathy, anger management and the definition of peace

AbstractObjectiveTo assess the effects of a program for the prevention of political violence on empathy, expression of feelings of anger, and the capacity to define peace-violence.MethodThis study used a quasi-experimental design with pretest-posttest repeated measures and a control group. The sample comprised 276 adolescents aged between 15 and 17 years (191 in the experimental group, 85 in the control group; 127 boys and 149 girls). A battery of three assessment instruments was administered before and after the intervention. The aim of the program was to increase sensitivity to the victims of political violence, promote respect for human rights, and prevent violence. The intervention consisted of 10 sessions over 3 months.ResultsMANOVA analyses revealed that the program increased participants’ capacity of empathy (perspective-taking), anger control in annoying situations, and capacity to define peace-violence.ConclusionsThis study has practical educational implications and provides an intervention tool that enhances the development of personality during adolescence and may have a preventive effect on violent behavior

Psychopathological Symptoms, Social Skills, and Personality Traits: A Study with Adolescents

The purpose of this study is two-fold: (a) to study the concomitant relationships between psychopathological symptoms, cooperation, social skills, and other personality traits; and (b) to identify the predictive variables of psychopathological symptoms. The sample consists of 322 adolescents aged 14 to 17 years old. This study uses correlational methodology. In order to assess psychopathological symptoms, cooperation, social skills, and personality traits, the following scales are used: the Symptom Checklist (SCL-90-R; Derogatis, 1983), the Cooperativeness Scale (CS; Rigby, Cox, & Black, 1997), the MESSY social skills scale (Matson, Rotatori, & Helsel, 1983), and the TPT Personality Test (Corral, Pamos, Pereña, & Seisdedos, 2002). Pearson coefficients suggest that adolescents with many psychopathological symptoms have low levels of cooperative behaviors and social skills. They also score high in inappropriate assertiveness, impulsiveness, overconfidence, and jealousy-withdrawal and have low levels of emotional stability, sociability, and responsibility. Through multiple regression analyses, the following variables were identified as predictors of psychopathological symptoms: jealousy-withdrawal, low social integration, impulsiveness, and low self-concept. The role played by intervention programs promoting socio-emotional development to prevent psychopathological symptoms and enhance mental health is discussed.El estudio tiene 2 objetivos: 1) analizar las relaciones de los síntomas psicopatológicos con cooperación, habilidades sociales, y otros rasgos de personalidad; y 2) identificar variables predictoras de síntomas psicopatológicos. La muestra está constituida por 322 adolescentes de 14 a 17 años. El estudio utiliza una metodología correlacional. Los síntomas psicopatológicos, la capacidad de cooperación, las habilidades sociales y diversos rasgos de personalidad fueron medidos con 4 instrumentos de evaluación: el cuestionario SCL-90-R (Derogatis, 1983), la escala de cooperación (EC; Rigby, Cox y Black, 1997, la escala de habilidades sociales MESSY (Matson, Rotatori y Helsel, 1983), y el test de personalidad TPT (Corral, Pamos, Pereña y Seisdedos, 2002). Los coeficientes de Pearson sugieren que los adolescentes con muchos síntomas psicopatológicos tienen pocas conductas de cooperación, pocas habilidades sociales, mucha asertividad inapropiada, impulsividad, sobrevaloración, y celos-soledad, así como baja estabilidad emocional, sociabilidad y responsabilidad. El análisis de regresión múltiple permite identificar 4 variables predictoras de síntomas psicopatológicos: alto nivel de celos-soledad, baja integración social, impulsividad y bajo autoconcepto. La discusión plantea el papel que pueden tener los programas de intervención socio-emocional durante la infancia para prevenir la emergencia de síntomas psicopatológicos y para fomentar la salud mental

Perspectivas metodológicas en la medición de los efectos de un programa de intervención con adolescentes: la evaluación pretest-postest y los cuestionarios de evaluación del programa

El trabajo tiene tres objetivos: 1) exponer las características de un programa llevado a cabo con adolescentes; 2) analizar los efectos de la intervención en factores del desarrollo socio-emocional a través de los cuestionarios de evaluación del programa; y 3) comparar los resultados obtenidos al evaluar el programa con dos metodologías de evaluación (evaluación experimental pretest-postest y cuestionarios de evaluación del programa). La muestra está constituida por 174 adolescentes de 12 a 14 años, 125 experimentales y 49 de control. El estudio emplea un diseño experimental multigrupo de medidas repetidas pretest-postest con grupos de control. Los resultados sugieren que la evaluación pretest-postest es más adecuada cuando el objetivo sea validar la intervención, mientras que los cuestionarios son útiles como instrumentos de screening. Los resultados obtenidos en los cuestionarios cumplimentados por adolescentes y adultos han sido muy coherentes. Además, se confirma una alta convergencia entre los resultados de la evaluación pretest-postest y de los cuestionarios. Con ambas metodologías se constatan los positivos efectos del programa en diversos factores del desarrollo socio-emocional: comunicación, conductas sociales positivas, cooperación, empatía, autoconcepto, concepto de los compañeros, conductas sociales negativas y prejuicios.The purpose of this study is three-fold: 1) to show the characteristics of a program carried out with adolescents; 2) to analyze the effects of the intervention in factors of socio-emotional development by means of the questionnaires to evaluate the program; and 3) to compare the results obtained when evaluating the program with two assessment methodologies (pre-posttest experimental assessment and questionnaires to evaluate the program). The sample is made up of 174 adolescents from 12 to 14 years of age, 125 in the experimental group and 49 controls. The study uses an experimental multi-group pre-posttest design with repeated measures and control groups. The results suggest that pre-posttest assessment is more suitable when the goal is to validate the intervention, whereas the questionnaires are useful as screening instruments. The results obtained in the questionnaires completed by adolescents and adults were very coherent. Moreover, high convergence was confirmed between the results of the pre-posttest assessment and those of the questionnaires. The positive effects of the program on diverse factors of socioemotional development are observed with both methodologies: communication, positive social behaviors, cooperation, empathy, self-concept, concept of companions, negative social behaviors, and prejudices

Assessment of a cooperative-creative program of assertive behavior and self-concept.

Sin resume

Intrapersonal Emotional Intelligence during Adolescence: Sex Differences, Connection with other Variables, and Predictors

This study explores Intrapersonal Emotional Intelligence (IEI) with the objectives of: (1) analyzing possible differences due to sex and age, and the request for psychological assistance for behavioral and emotional problems; (2) finding evidence of personality traits, social behaviors, and parental socialization styles that are characteristic of adolescents with low IEI; and (3) identifying variables that predict high IEI. The sample comprised 2283 participants aged 12–17 years from the Basque Country (northern Spain). Results: (1) Females had greater emotional attention capacity but there were no sex differences in emotional comprehension and emotion regulation; (2) adolescents aged 12–14 showed higher scores in comprehension and emotion regulation than those aged 15–17; (3) adolescents who consulted a psychologist for problems (anxiety, depression, violence, etc.) had lower emotion regulation; (4) adolescents with low IEI had less empathy, self-esteem, extroversion, openness, agreeableness, and responsibility, and lower use of cooperative and passive conflict-resolution strategies, and their parents had a low level of acceptance-affection towards their children. They also engaged in more bullying/cyberbullying and antisocial behaviors. (5) High IEI predictor variables were: using cooperative conflict-resolution strategies; traits such as extroversion, responsibility, openness, and empathy; and a high level of maternal acceptance-affection. The work identifies relevant variables for designing intervention programs and shows the importance of promoting IEI and interpersonal emotional intelligence as a factor in the development and prevention of bullying/cyberbullying

Relationship between sexist attitudes and positive and negative emotional variables

La investigación tuvo dos objetivos: (1) analizar las relaciones existentes entre sexismo (SH-hostil, SB-benevolente, SA-ambivalente) con emociones positivas y negativas; y (2) identificar variables predictoras del SH y SB. La muestra está constituida por 941 estudiantes de 14 a 25 años. Los resultados evidenciaron correlaciones positivas del SH y del SA con ansiedad estado/rasgo, ira-estado/rasgo, con el índice de expresión de la ira; y correlaciones negativas con sentimientos de felicidad y autoestima. El SB no correlacionó con ninguna variable. Las variables predictoras del SH fueron: pocos sentimientos de felicidad, bajo nivel de depresión-estado y de ansiedad-rasgo, alto nivel de ira-estado y de expresión de la ira. Pocos sentimientos de felicidad, bajo nivel de depresión-estado, y alto de ira-estado fueron predictoras del SB. Se discute el efecto de las emociones positivas en las actitudes sexistas.The investigation had two goals: (1) to analyze the relations between sexism (HS-hostile, BS-benevolent, AS-ambivalent) and positive and negative emotions; and (2) to identify predictor variables of HS and BS. The sample comprised 941 students from 14 to 25 years old. The results revealed positive correlations of HS and AS with state/trait anxiety, state/trait anger, and the anger expression index; and negative correlations with feelings of happiness and self-esteem. BS was not correlated with any variable. The predictor variables of HS were: few feelings of happiness, low level of state-depression and of trait-anxiety, high level of state-anger and anger expression. Few feelings of happiness, low level of state-depression, and high level of state-anger were predictors of BS. The effect of positive emotions on sexist attitudes is discussed.Estudio financiado por el Ministerio de Ciencia e Innovación (MICINN) (I+D+i) (FEM2009-09456), por el Departamento de Educación, Universidades e Investigación del Gobierno Vasco (Grupo Consolidado de Investigación GIC10/66-IT-318-10) y por la UFI 11/04 de la Universidad del País Vasco (UPV/EHU)

Efectos de un programa de inteligencia emocional en factores socioemocionales y síntomas psicosomáticos

ResumenEl estudio tuvo dos objetivos: (a) evaluar los efectos de un programa que fomenta la inteligencia emocional, y (b) explorar si el programa afectó diferencialmente en función del sexo. La muestra se configuró con 148 adolescentes (13-16 años). El estudio utilizó un diseño cuasiexperimental de medidas repetidas pretest-postest con grupos de control. Se administraron cuatro instrumentos de evaluación antes y después del programa así como en el seguimiento un año después de concluir la intervención. Los instrumentos administrados evalúan las variables dependientes objeto de estudio: inteligencia emocional, felicidad, salud física y grandes rasgos de personalidad. Los análisis de covarianza pretest-postest evidenciaron que el programa aumentó significativamente la inteligencia emocional en los participantes experimentales y disminuyó los síntomas psicosomáticos. La felicidad aumentó, pero las diferencias no fueron estadísticamente significativas. Los análisis de covarianza pretest-seguimiento evidenciaron un aumento de la inteligencia emocional y la felicidad, así como una disminución de los síntomas psicosomáticos y la inestabilidad emocional. En general no se encontraron diferencias significativas en función del sexo. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional.AbstractThis study pursued two objectives: (a) evaluating the effects of an intervention program to develop emotional intelligence; and (b) exploring whether the program had an impact, differentially by gender. The sample included 148 adolescents (13-16 years old). The study used a quasi-experimental repeated measurements pre-test-post-test design, with control groups. Four assessment tools were administered before and after the program, as well as in the follow-up. The tools administered assess the dependent variables under study: emotional intelligence, happiness, physical health, and personality traits. The analysis of pre-test-post-test covariance revealed that the program significantly stimulated an increase in the emotional intelligence in the experimental participants, thereby decreasing psychosomatic symptoms. Happiness increased, but the change was not statistically significant. The analysis of pre-test-follow-up covariance confirmed that the program significantly enhanced emotional intelligence and happiness, decreasing psychosomatic symptoms and emotional instability. In general, there were no significant changes as regards gender. The discussion focuses on the importance of implementing programs to promote social-emotional development during adolescence

Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health

Bullying and cyberbullying have negative consequences on adolescents’ mental health. The study had two objectives: 1) to analyze possible differences in sexual orientation (heterosexual and non-heterosexual) in the percentage of victims and aggressors of bullying/cyberbullying, as well as the amount of aggressive behavior suffered and carried out; 2) to compare the mental health of adolescent heterosexual and non-heterosexual victims, aggressors, cybervictims, and cyberaggressors. Participants included 1,748 adolescents from the Basque Country, aged between 13 and 17 years (52.6% girls, 47.4% boys), 12.5% non-heterosexuals, 87.5% heterosexuals, who completed 4 assessment instruments. A descriptive and comparative cross-sectional methodology was used. The results confirm that: 1) the percentage of victims and cybervictims was significantly higher in non-heterosexuals, but the percentage of heterosexual and non-heterosexual aggressors and cyberaggressors was similar; 2) non-heterosexual victims and cybervictims had suffered significantly more aggressive bullying/cyberbullying; 3) non-heterosexual victims and aggressors of bullying exhibited significantly more depression, social anxiety, and psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity…) than heterosexuals; 4) non-heterosexual cybervictims and cyberaggressors displayed more depression and more psychopathological symptoms, but no differences were found in social anxiety. The importance of intervening from the family, school, and society to reduce bullying/cyberbullying and enhance respect for sexual diversity is discussed

Ciberbullying en adolescentes y jóvenes del País Vasco: Cambios con la edad

The study aimed to analyze changes with age in cyberbullying. The sample comprised 3,026 participants from the Basque Country, aged from 12 to 18 years. The Cyberbullying Test was administered to assess the frequency with which 15 behaviors had been received, performed and observed during the past year, and to identify 4 psychometric indicators: victimization, perpetration, observation, and aggressive victimization. The results showed: 1) Similar percentages of victims from 12 to 18 years in the 15 conducts; 2) An increase of aggressors with age in 5 conducts (broadcasting private photos, blackmailing-threatening, sexual harassment, stealing a password, death threats); 3) An increase of observers with age in 12 conducts (sending offensive messages, offensive calls, broadcasting private photos/videos, taking photos in dressing rooms/beach… to humiliate; anonymous frightening calls, identity theft, stealing a password, rigging photos to humiliate, isolating on social networks, blackmail to obligate to do something, death threats, slandering/spreading rumors); and 4) An increase with age of the average of aggressive conducts performed by the aggressors and seen by the observers.  The study provides information on the significant prevalence of cyberbullying during adolescence and youth. The discussion focuses on the need to implement psychoeducational intervention programs to prevent peer violence.El estudio tuvo como objetivo analizar cambios con la edad en ciberbullying. La muestra fue de 3.026 participantes del País Vasco de 12 a 18 años. Se administró el Test Ciberbullying (Garaigordobil, 2013) para evaluar la frecuencia con la que 15 conductas han sido sufridas, realizadas y observadas durante el último año, y permite obtener 4 indicadores psicométricos: victimización, perpetración, observación, victimización-agresiva. Los resultados evidenciaron: 1) Similar porcentaje de víctimas de 12 a 18 años en las 15 conductas; 2) Un aumento de agresores a medida que aumenta la edad en 5 conductas (difundir fotos comprometidas, chantajear-amenazar, acosar sexualmente, robar la contraseña, amenazar de muerte); 3) Un incremento de observadores con la edad en 12 conductas (enviar mensajes ofensivos, llamadas ofensivas, difundir fotos comprometidas, hacer fotos robadas para humillar, llamadas anónimas para asustar, suplantar la personalidad, robo de contraseña, trucar fotos para humillar, acosar para aislar de redes sociales, chantajear para obligar a hacer algo, amenazar de muerte, difamar/difundir rumores); y 4) Un aumento con la edad en la media de conductas de ciberbullying que los agresores realizan, y que los testigos ven

Bullying and cyberbullying in LGBT adolescents: Prevalence and effects on mental health

Bullying and cyberbullying have negative consequences on adolescents’ mental health. The study had two objectives: 1) to analyze possible differences in sexual orientation (heterosexual and non-heterosexual) in the percentage of victims and aggressors of bullying/cyberbullying, as well as the amount of aggressive behavior suffered and carried out; 2) to compare the mental health of adolescent heterosexual and non-heterosexual victims, aggressors, cybervictims, and cyberaggressors. Participants included 1,748 adolescents from the Basque Country, aged between 13 and 17 years (52.6% girls, 47.4% boys), 12.5% non-heterosexuals, 87.5% heterosexuals, who completed 4 assessment instruments. A descriptive and comparative cross-sectional methodology was used. The results confirm that: 1) the percentage of victims and cybervictims was significantly higher in non-heterosexuals, but the percentage of heterosexual and non-heterosexual aggressors and cyberaggressors was similar; 2) non-heterosexual victims and cybervictims had suffered significantly more aggressive bullying/cyberbullying; 3) non-heterosexual victims and aggressors of bullying exhibited significantly more depression, social anxiety, and psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity…) than heterosexuals; 4) non-heterosexual cybervictims and cyberaggressors displayed more depression and more psychopathological symptoms, but no differences were found in social anxiety. The importance of intervening from the family, school, and society to reduce bullying/cyberbullying and enhance respect for sexual diversity is discussed