Introducción al monográfico: Infancia y adolescencia. Factores de protección y vulnerabilidad

The monograph we are presenting focuses on the last stage of childhood and adolescence.  It tries to tackle, from different empirical studies, the important role of emotions and emotional competence in children and adolescents’ adapted and maladapted behaviour as well as the most representative contexts in the socialisation processes, being the family one of them, in particular through the parenting styles.The empirical studies shown here have been carried out in different countries and bring a transcultural perspective to the variables under study and to the results obtained.Childhood and adolescence are developmental key stages. Emotions, family environment or parenting styles and social relationships can be protection factors or vulnerability factors when facing an adapted or a maladapted behaviour.The articles included in the monograph show that socioemotional competences, positive emotions and empathy, together with cohesion, communication, affection and satisfaction in family relationships facilitate family, school and social adaptation during childhood and adolescence. Furthermore, this relation is established in the different populations evaluated independently of their cultural differences.The results are discussed from the perspective of gender, age and sociodemographic variables like the social class of the parents.Finally, valid instruments are provided to evaluate personality resources, irrational thoughts or positive emotions related to adaptation in this developmental stage.ResumenEl monográfico que presentamos se centra en la última etapa de la infancia y la adolescencia. Pretende abordar desde diferentes estudios empíricos el importante rol de las emociones y la competencia emocional en la conducta adaptada y desadaptada de niños y adolescentes, así como los contextos más representativos en el proceso de socialización, como es la familia, especialmente a través de los estilos parentales.Los estudios empíricos que se presentan están realizados en diferentes países y aportan una perspectiva transcultural a las variables objeto de estudio y a los resultados obtenidos.La infancia y la adolescencia son etapas clave en el desarrollo. Las emociones, el clima familiar o los estilos de crianza y las relaciones sociales pueden ser factores de protección o factores de vulnerabilidad ante una conducta adaptada o desadaptada.Los artículos que se incluyen en el monográfico muestran que las competencias socioemocionales, las emociones positivas, la empatía, junto con la cohesión, comunicación, afecto y satisfacción en las relaciones familiares facilitan la adaptación familiar, escolar y social en la infancia y la adolescencia. Además, esta relación se constata en las diferentes poblaciones evaluadas independientemente de las diferencias culturales.Los resultados se discuten desde la perspectiva de género, edad y variables sociodemográficas, como clase social de los padres.Finalmente, se aportan instrumentos validados para evaluar recursos de personalidad, pensamientos irracionales o emociones positivas relacionados con la adaptación en esta etapa evolutiva.  AbstractThe monograph we are presenting focuses on the last stage of childhood and adolescence.  It tries to tackle, from different empirical studies, the important role of emotions and emotional competence in children and adolescents’ adapted and maladapted behaviour as well as the most representative contexts in the socialisation processes, being the family one of them, in particular through the parenting styles.The empirical studies shown here have been carried out in different countries and bring a transcultural perspective to the variables under study and to the results obtained.Childhood and adolescence are developmental key stages. Emotions, family environment or parenting styles and social relationships can be protection factors or vulnerability factors when facing an adapted or a maladapted behaviour.The articles included in the monograph show that socioemotional competences, positive emotions and empathy, together with cohesion, communication, affection and satisfaction in family relationships facilitate family, school and social adaptation during childhood and adolescence. Furthermore, this relation is established in the different populations evaluated independently of their cultural differences.The results are discussed from the perspective of gender, age and sociodemographic variables like the social class of the parents.Finally, valid instruments are provided to evaluate personality resources, irrational thoughts or positive emotions related to adaptation in this developmental stage

Parenting: Psychometric analysis of two studies in Spanish population

Los estilos de crianza van marcando el ritmo y la calidad de las relaciones entre padres e hijos, así como las prácticas de crianza. Este trabajo analiza los resultados de los análisis factoriales exploratorio y confirmatorio del cuestionario Child Reports of Parental Behavior Inventory (CRPBI; Schaefer, 1965) realizado en dos estudios en población española. El estudio contempla la tipología y estilos de crianza, teniendo presente a ambos progenitores de forma diferenciada. En el primer estudio han participado 762 adolescentes de 12-17 años (M=13,69 y DT= 1,40; 52,7% varones). En el segundo estudio han participado 824 niños y niñas de 8-11 años (M=9,28 y DT= 1,34; 47,8% varones). Los resultados de los análisis factoriales exploratorio y confirmatorio muestran un modelo de cuatro factores referidos a Apoyo y comunicación, Control psicológico negativo, Permisividad y Negligencia, tanto para la madre como para el padre. Los índices de ajuste se sitúan dentro de los límites establecidos para considerar que se trata de un cuestionario adecuado para evaluar los estilos de crianza en la infancia y adolescencia en población española.Parenting styles set the pace and quality of parent-child relationships and parenting practices. This empirical research consisted of three studies based on the Child Reports of Parental Behavior Inventory (CRPBI; Schaefer, 1965) and was conducted in Spain. The analysis checks the typology and styles of parenting, bearing in mind both parents in a differentiated way. The first study involved 762 adolescents of 12-17 years (mean age=13.69 y SD= 1.40; 52.7% boys). A total of 824 children of 8-11 years participated in the second study (mean age=9.28 y SD= 1.34; 47.8% boys). The results of the exploratory and confirmatory factorial analyses show a four-factor model: Support and communications, Negative psychological control, Permissiveness, and Negligence, for both the mother and the father, which determine parenting from the children’s perception. The fit indexes are within the established limits to consider this an appropriate questionnaire to assess parenting styles in childhood and adolescence in Spanish populations

Substance Use in Early and Middle Adolescence. The Role of Academic Efficacy and Parenting

This study examines (i) the relationships between substance use and parenting style and between substance use and perceived academic self-efficacy in early and middle adolescence, (ii) the importance of these factors in predicting adolescent substance use, and (iii) the role of academic self-efficacy in the relationship between parenting styles and adolescent substance use. The sample comprised 762 adolescents (53% boys) aged 12 to 16 years (M = 13.66, SD = 1.34). The sample was selected using probabilistic cluster sampling according to type of school (secondary, public vs. semiprivate) and school location in different areas of the city of Valencia (Spain). This approach accounted for different social strata of families. The results show that substance use and parents' neglect are greater in middle adolescence than in early adolescence. Support and family communication and perceived academic self-efficacy are lower. Substance use is positively related to parents' neglect, psychological control, and rejection. The relationships between neglect and psychological control and substance use are moderated by academic self-efficacy, and the relationship between psychological control and substance use is mediated by academic self-efficacy

Programa de educación de las emociones: la con-vivencia. Evaluación de su eficacia en la conducta prosocial

La educación de las emociones se sitúa en el marco de la psicología positiva (Seligman, 2000). En el desarrollo humano las emociones juegan un papel fundamental, especialmente, como los patrones de respuesta y ejercen un importante valor adaptativo, personal y social (Fredickson, 2001). Una respuesta emocional adaptada ante las situaciones cotidianas facilita la comunicación tanto con uno mismo y como con los demás. Así, la estimulación de las emociones positivas contribuye al desarrollo de la personalidad y a una mayor calidad de las relaciones interpersonales, favoreciendo una conducta más adaptada y prosocial. Diferentes estudios empíricos constatan que, tanto determinadas emociones, como procesos cognitivos guardan relación con una conducta más prosocial, lo que conduce a una mayor adaptación social (Carlo, Mestre, McGinley, Samper, Tur, y Sandman, 2012; Carlo, Mestre, Samper, Tur y Amenta, 2010; Tur, Mestre y Del Barrio, 2004). Se presenta un programa de educación de las emociones orientado a la mejora de la convivencia en la infancia. Está estructurado en 4 bloques: 1) Conocimiento y gestión de las emociones, 2) Autorregulación de las emociones y autonomía personal, 3) Habilidades de comunicación: Inteligencia emocional y contextual, 4) Habilidades de afrontamiento eficaz y asentamiento social. Se aplica en un rango de edad entre los 7-12 años (Media=9.2; DT=1.5). Aportamos la evaluación de su eficacia en una muestra de 555 menores a través de un diseño Grupo Control (138 menores)-Grupo Experimental (294 menores), con una evaluación pretest de la variable conducta prosocial y una evaluación postest, una vez finalizada la fase de intervención. Los resultados muestran la eficacia del programa y su contribución al desarrollo de emociones positivas como la prosocialidad.The education of the emotions takes place in the context of positive psychology (Seligman, 2000). In human development, the emotions play a key role, especially response patterns, and have an important adaptive, personal and social value (Fredickson, 2001). An emotional response to daily situations facilitates communication with oneself and with others. Thus, stimulation of positive emotions contributes to personality development and a higher quality of interpersonal relationships, favoring a more adapted and prosocial behavior. Several empirical studies find that both certain emotions and cognitive processes are related to more prosocial behavior, which leads to greater social adaptation. (Carlo, Mestre, McGinley, Samper, Tur, y Sandman, 2012; Carlo, Mestre, Samper, Tur y Armenta, 2010; Tur, Mestre y Del Barrio, 2004). We present an Educational program of emotions aimed at improving coexistence among children. It is organized into 4 sections: 1) Knowledge and management of emotions, 2) Self-regulation of emotions and personal autonomy, 3) Communication skills: emotional and contextual intelligence, 4) Effective coping skills and social settlement. The study is applied in an age range of 7-12 years old (Mean=9.2; SD=1.5). We report the evaluation of its effectiveness in a sample of 555 children through the design of a Control Group (138 children) and an Experimental Group (294 children), with a pretest assessment of prosocial behavior variable and a posttest once the data had been collected. The results show the effectiveness of the program and its contribution to the development of positive emotions such as prosociality

The History of psychology course in Spanish psychology curricula: Past, present, future

Since the university education of psychologists began in Spain in 1954, the history of psychology course has been included in the curriculum. In the first few years, only half of the curricula offered the course. From 1973 to 2007, the universities' organization and regulation underwent successive reforms that involved changes in the curricula, decreeing specific national guidelines for each degree and establishing a minimum set of common required courses, called core courses, including the history of psychology. In 2007, the European Higher Education Area was set up, transforming the 5-year bachelor's degrees into 4-year degrees and eliminating the required guidelines, with each university being able to define the content of their curricula. The Dean's Conference for Psychology agreed on some recommendations related to core courses, which continued to include the history of psychology and were adopted by the majority of the universities. In 2015, the government established a new national regulation that makes it possible for each university to voluntarily reduce the length of the bachelor's degree to 3 years. Some psychology historians believe that this hypothetical reduction in the length of the degree, along with the already existing general tendency to prioritize applied or practical courses over basic or fundamental ones, could produce an appropriate scenario for the disappearance of the history of psychology course in some universitie

Sexism and Aggression in Adolescence.¿How Do They Relate to Perceived Academic Achievement?

Sexist attitudes are rooted in patriarchal structures,which uphold traditional gender stereotypes, and which are still found in society today. Scholars have found gender differences in perceived academic achievement, with girls performing better than boys, and negative relationships between sexism and perceived academic achievement. Moreover, perceived academic achievement and sexist attitudes have been associated with aggression and different kinds of violence. This study examined the associations between sexist attitudes and perceived academic achievement (using self-report data). The study also assessed the mediating role of physical and verbal aggression in the relationship between sexist attitudes and perceived academic achievement. Seven hundred eight Spanish adolescents participated in the study. The mean age was 13.00 (SD = 0.95; range = 12-14 years). Structural equation modelling (SEM) was used to analyse the effects among variables for boys and girls. Results showed the role of benevolent sexism and hostile sexism in perceived academic achievement, as well as the mediating role of aggression in the relationship between sexism and perceived academic achievement. Findings and implications are discussed to assess measures for establishing intervention programs and educating adolescents in a non-sexist manner. Keywords: hostile sexism; benevolent sexism; perceived academic achievement; physical and verbal aggression; adolescenc

Crianza y agresividad de los menores: ¿es diferente la influencia del padre y de la madre?

La crianza aporta mensajes y reglas que modulan el desarrollo de la personalidad de los menores. Estos mensajes tienen una infl uencia positiva o negativa sobre su conducta. El objetivo de este estudio empírico ha sido analizar las relaciones entre la agresividad física y verbal de los hijos y las hijas y el estilo de crianza practicado por el padre y por la madre. Se ha realizado sobre una muestra de 2.788 alumnos entre 10 y 15 años, que cursan el tercer ciclo de Educación Primaria (44%) y el primer ciclo de Educación Secundaria (56%). De ellos, 1.412 son varones (50,6%) y 1.375 son mujeres (49,3%). Los resultados muestran que la agresividad de los hijos varones está más relacionada con los factores de crianza asociados a la madre, además de la inestabilidad emocional. En las hijas, ambos progenitores infl uyen por igual.Parenting and children’s aggression: Are there differences in the infl uence of the father and the mother? Child rearing provides messages and rules that mediate the children’s personality. These messages have a positive or negative infl uence on their behaviour. The objective of this empirical study was to analyse the relationship between physical and verbal aggression of sons and daughters and parenting style practiced by the father and the mother. The sample consisted of 2,788 students, aged 10 to 15 years, studying either the third cycle of Primary Education (44%) or the fi rst cycle of Secondary Education (56%). Of them, 1,412 were boys (50,6%) and 1,375 were girls (49,3%). The results show that children’s aggressiveness is more related to factors associated with the mother’s parenting. In the case of daughters, the infl uence of parenting factors are caused by both parents (father and mother)

Risk factors associated with the family care of people with serious mental illness

The aim of the present study is to analyse the variables associated with the family care of people diagnosed with serious mental illness. A cross-sectional study was carried out involving caregivers of people with serious mental illness (SMI) who were known to the mental health services in Valencia (España) and associations for those with SMI. The sample comprised 417 caregivers who completed a sociodemographic questionnaire and the Zarit Burden Interview. Bivariate analyses (t-test, analysis of variance and Pearson correlation) were performed, as was a multiple linear regression model. Values of p< .05 were considered significant. The study was carried out in accordance with the recommendations of the ethics committees of the participating institutions. The statistical analyses showed significant associations between the sociodemographic and clinical variables of the caregivers and patients and the burden felt by caregivers of people with SMI. The importance of both formal and informal social support stands out as a protective factor against the consequences of the illness?s impact on the main caregiver. The role of spaces of mutual support is crucial. The results suggest that family psychoeducational programmes should be created, applied and evaluated in all mental healthcare services so as to reinforce training in mental health matters and provide support and assessment to caregivers in order to ease their burden

Are Women More Empathetic than Men? A Longitudinal Study in Adolescence

Since the 1970s there has been a growing interest in analysing sex differences in psychological variables. Empirical studies and meta-analyses have contributed evidence on the differences between male and female individuals. More recently, the gender similarities hypothesis has supported the similarity of men and women in most psychological variables. This study contributes information on women's greater empathic disposition in comparison with men by means of a longitudinal design in an adolescent population. 505 male and female adolescents aged between 13 and 16 years were evaluated at two different moments (grade 2 and grade 3, lower secondary education). They completed the Index of Empathy for Children and Adolescents by Bryant and the Interpersonal Reactivity Index by Davis. The results confirm a greater empathic response in females than in males of the same age, differences growing with age. The sizes of the effect estimated in the second evaluation (average age 14 years) are large for emotional empathy and medium for cognitive [email protected]; [email protected]; [email protected]; [email protected]