Sexual Assistance for People with Intellectual Disabilities: Proposal for a Service Delivery Model

[EN] The fgure of the sexual assistant is increasingly demanded as a right in the disabilities feld. This fgure requires debate, adaptation to the characteristics of countries and cultures, as well as to the characteristics of people with intellectual and developmental disabilities. This study presents the work carried out with representatives of Spanish organizations of people with intellectual disabilities to develop a proposal for the fgure of support staf for sexual behavior. Together with a rights perspective, this proposal is aligned with the Supports paradigm to better meet the health and behavior needs of users. The fgure is framed within the auto-erotic and therapeutic model of sexual assistance. This fgure excludes characteristics of the erotic model that involves interaction or sexual exchange between the sexual assistant and the individual with a disability. Several advantages and disadvan tages need to be carefully considered before implementing this support in a delivery service model. We argue that the proposed fgure requires specifc accreditation, training, and monitoring.Publicación en abierto financiada por el Consorcio de Bibliotecas Universitarias de Castilla y León (BUCLE), con cargo al Programa Operativo 2014ES16RFOP009 FEDER 2014-2020 DE CASTILLA Y LEÓN, Actuación:20007-CL - Apoyo Consorcio BUCLE

Anxiety and Depression in Cyberbullied College Students: A Retrospective Study

Cyberbullying is a worldwide phenomenon and its effects can be severe. To better understand the personal and situational factors in cyberbullying, we approach it from the perspective of the general aggression model. More specifically, we analyze the medium and long-term impact of past experiences of cyberbullying on university students. We also compare their psychological adjustment with peers who have not been cyberbullied by examining the recall of cyberbullying while attending secondary school of 1,593 university students. Participants from a Spanish University (N = 680) and a Bolivian University (N = 913) were invited to participate by filling in an online survey. It included the School Violence Questionnaire-Revised, CUVE-R, to assess school and classroom climate in relation to bullying and cyberbullying, the Beck Depression Inventory, and the State-Trait Anxiety Inventory. Results show that among the participants, 5.1% reported having suffered cyberbullying and 19.3% reported having been a bystander of cyberbullying, with similar percentages between universities. Canonical correlation suggests that variables related to school climate best explain the variability among participants who have and have not been cyberbullied. Those who have been cyberbullied scored significantly higher on anxiety and depression symptoms as well. Being a bystander of cyberbullying was not associated to significant differences on psychological adjustment (i.e., anxiety and depression). Results indicated that experiencing cyberbullying in secondary school is associated to lower psychological adjustment years later as university students. School climate variables contribute more strongly to identifying victims of cyberbullying. These results support the need for psychosocial interventions from a broader perspective, addressing the different dimensions of this phenomenon and its impact on victim

Understanding social withdrawal in euthymic bipolar patients: The role of stigma

[EN]Social withdrawal acts as a risk factor in mental health, disturbing clinical management and quality of life in euthymic bipolar patients. However, no previous study has analyzed what variables might predict it. We conducted a cross-sectional study in which 49 euthymic bipolar patients were assessed. The analysis showed that taken together, stereotype endorsement, discrimination experience and control over illness as measured by the ISMI, together explained 80.4% of the variability in social withdrawal. In conclusion, an early assessment of self-stigma and perception of control over illness would help euthymic patients to improve their social situation, reducing social withdrawal

Quality of life in euthymic bipolar patients: A systematic review and meta-analysis

[EN]Background: Patients with bipolar disorder, even euthymic, could suffer an impairment in their quality of life compared to healthy controls. Since no previous systematic review and meta-analysis has been conducted, the aim of the current study is to conduct a systematic review and meta-analysis of cross-sectional studies with matched cases and controls on quality of life in adult Euthymic Bipolar Disorder patients. Methods: A systematic review and meta-analysis that followed the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) was conducted. Major electronic databases were searched on August 2018 to assess the variables associated with quality of life in euthymic bipolar disorder patients. After selecting the studies, data collection, quality assessment and subsequently statistical analysis were done. Results: Sixteen studies were finally selected for systematic review and meta-analysis. Four different quality of life instruments were used among the different studies. Effect size analysis showed that there were significant differences in quality of life outcomes between euthymic bipolar disorder patients and healthy controls (d=0.997; SE=0.33; 95%CI=-1.64 to -0.36), with lower quality of life in the euthymic patients. Furthermore, time since euthymia explained 15.62% of variability, and age of control group explained 28.39% of variability. No other moderators were statistically significant. Limitations: The instruments used were heterogeneous. Moreover, the role of other clinical moderators could not be included due to the lack of this information in most of the articles. Conclusions: Quality of life is lower in euthymic bipolar patients than in healthy controls. However, longer time in euthymia is associated with better outcomes

Testing the generality of the general factor of personality: An exploratory bifactor approach

Objective: To investigate whether the psychometric properties of the general factor of personality (GFP) obtained through self-reported measures support its interpretation as a substantive dimension of general order. Method: We estimated oblique and orthogonal bifactor exploratory structural equation models of the Big Five. Results: The GFP explained considerably less variance than the five group factors, and showed poor model-based reliability. The pattern of GFP loadings were consistent with those of a reverse-keyed wording factor. When related to an external variable (dispositional optimism) the GFP was primary associated to method variance, and not to the substantive criterion. Conclusions: Although there is a certain degree of variance common to most behavioral indicators of personality, its properties are not compatible with an interpretation of the GFP as a reliable and psychometrically meaningful general factor of personality

Impact on psychological health of internet and mobile phone abuse in a spanish sample of secondary students

El estudio analiza el uso excesivo de internet y del teléfono móvil en adolescentes y su impactoen la salud. La muestra está compuesta por 357 estudiantes de secundaria. Se emplearon las escalasde Evaluación del Uso Excesivo de Internet y del Teléfono móvil, el Cuestionario BDI para la evaluaciónde la depresión y el Cuestionario de Ansiedad-Rasgo STAI. Los resultados pusieron de manifiestoque un 11,48% y un 6,72% de los participantes presentaban dependencia de internet yteléfonos móviles, respectivamente, y reflejaron un uso más problemático en el caso de las chicas.El uso clínico de ambas tecnologías se relaciona con la depresión, la ansiedad y con otras conductasno saludables. Todo ello avala la importancia de realizar una detección e intervención temprana

Assessment of the teachers’ training for inclusion in Spain, Costa Rica and Dominican Republic

La diversidad es un hecho patente en nuestra sociedad que exige, por parte de los sistemas educativos, una educación de calidad para todos los alumnos. La inclusión constituye el mejor medio para lograrlo, si bien pone de manifiesto la necesidad de formación del profesorado para hacer frente al reto que supone conseguir el éxito de todos los alumnos. En nuestra investigación evaluamos las necesidades formativas de 110 profesionales de la educación de España, Costa Rica y República Dominicana, a través del cuestionario de evaluación de las necesidades de formación docente para la inclusión (CEFI). Los resultados han mostrado necesidades formativas en los profesores, relacionadas fundamentalmente con la ausencia de una preparación adecuada de los profesionales de la educación para participar en la transformación de sus escuelas en centros educativos inclusivos, de manera especial en lo que se refiere a metodologías inclusivas para trabajar en los centros.Diversity is a clear fact in our society, that requires an adequate educational response if we aim to offer quality education to every student. Inclusive Education is the best way to achieve it, even though in-service training for teachers is needed to meet the challenge of achieving success for all the students. In this research we assess the training needs on a sample of 110 education professionals from Spain, Costa Rica and Dominican Republic. To test it, we have utilized the questionnaire on assessment of teachers’ training needs for inclusion (CEFI). Results revealed high training needs for education professionals, which are mostly related to the lack of adequate training to participate in transforming their schools into inclusive settings, and with a lack of inclusive methodologies for implementation in schools.Este trabajo se ha realizado con la financiación parcial de la Consejería de Educación de la Junta de Castilla y León (Proyecto SA004B10-1), la Agencia Española de Cooperación Internacional para el Desarrollo (Proyecto C/030898/10) y la Fundación Cooperación y Ciudadanía de Castilla y León, a través de la Oficina de Cooperación de la Universidad de Salamanca

La evaluación psicológica en infertilidad: el DERA una prueba creada en España

El objetivo principal de este artículo es presentar un área novedosa dentro de la psicología de la salud, como es el campo de la infertilidad. Abordamos esta nueva posibilidad profesional en lo que hemos denominado "Psicología de la Reproducción". Ofrecemos además una visión histórica de las principales variables que han sido objeto de evaluación en estas parejas con problemas de infertilidad y de las técnicas de evaluación psicológica que se han venido utilizando para valoración. Finalmente, presentamos el DERA, herramienta novedosa de screening para detectar un posible desajuste emocional, así como los recursos adaptativos, individuales e interpersonales, con los que la pareja puede contar para hacer frente al proceso de tratamiento de reproducción asistida y a los resultados. Exponemos también las ventajas principales de esta herramienta y detallamos sus características y potenciales usos adicionales

Principales trastornos psicológicos asociados a la infertilidad

A pesar de que la infertilidad presenta una serie de peculiaridades en comparación con el resto de las enfermedades crónicas (no hay sintomatología asociada, no hay limitaciones físicas, no representa una amenaza para la supervivencia), su diagnóstico y tratamiento genera alteraciones emocionales similares a las de otras afecciones médicas. En este artículo, revisamos la naturaleza, la prevalencia y el curso de las mismas a lo largo del proceso de diagnóstico y tratamiento de reproducción asistida, resaltando la elevada variabilidad interindividual, la necesidad de diferenciar entre desajuste emocional y alteración psicopatológica, la existencia de un elevado porcentaje de parejas que no padecen dichas alteraciones o que disponen de los recursos adaptativos necesarios para superarlas y, por último, la conveniencia de profundizar en las variables que nos ayuden a detectar a las parejas de “alto riesgo”