Transformando una clase del grado en Psicología en una flipped classroom

La flipped classroom es una metodología docente que trata de modificar la dinámica de la clase tradicional, en la que el alumnado estudia la materia antes de asistir a clase (fundamentalmente mediante Tecnologías de la Información y Comunicación), y el tiempo en el aula se emplea para clarificar contenidos y realizar actividades significativas, con el apoyo continuado del profesorado. Estudios recientes muestran que se han obtenido resultados positivos respecto a la utilización de esta metodología. Sin embargo, la implantación de esta metodología en el grado en Psicología es escasa. Por ello, el objetivo de este trabajo fue aplicar la metodología flipped classroom en un tema de la asignatura Psicopatología, y comparar su efectividad con una clase tradicional. Participaron 87 alumnos/as (M = 23.02; DT = 7.88 años, 73.1% mujeres) del grado en Psicología de la Universitat de València. En la condición flipped classroom (n = 47), la exposición de la materia se realizaba a través de un vídeo que el alumnado visualizaba en casa, y en el aula se evaluaban y clarificaban contenidos (mediante la plataforma Kahoot!), y se realizaban actividades significativas en pequeños grupos. En la condición tradicional (n = 40), se impartió una clase magistral, se evaluaron y clarificaron los contenidos a través de la plataforma Kahoot!, y se propuso la realización de las actividades significativas en casa. El alumnado de cada condición evaluó el interés, utilidad y dificultad de cada uno de los componentes de las metodologías en una encuesta tipo Likert, que además contenía dos preguntas abiertas. Asimismo, se evaluó el nivel de conocimientos adquiridos, tanto a través de la plataforma Kahoot! como del examen final de la asignatura. No se observaron diferencias significativas entre ambas condiciones respecto a los contenidos adquiridos evaluados a través del examen de la asignatura. Sin embargo, la realización de las actividades en grupo y en el aula, junto con la presencia del profesorado durante la realización de las mismas, disminuyeron la dificultad percibida, y se observaron comentarios positivos por parte del alumnado respecto a la metodología flipped classroom. The flipped classroom is a teaching methodology that changes the dynamic of the traditional class, as the students study the lesson before attending class (mainly through Information and Communication Technologies), and the time in class is used to clarify the contents and do meaningful activities with the teacher’s support. Recent studies show that positive results have been obtained using this methodology. However, the implementation of this methodology in the Psychology degree is scarce. The objective of this study was to use the flipped classroom methodology in a lesson on the subject of Psychopathology and compare its effectiveness with that of a traditional class. The sample was composed of 87 students (M = 23.02, SD = 7.88 years old, 73.1% women) majoring in Psychology at the University of Valencia. In the flipped classroom condition (n = 47), the lesson was explained through a video that students watched at home, and then the time in class was used to assess and clarify the lesson (using the Kahoot! platform) and do significant activities in small groups. In the traditional condition (n = 40), the teacher explained the lesson in class, and the contents were assessed and clarified through the Kahoot! platform, but the activities were done at home.  The students assessed the interest, usefulness, and difficulty of the components of each methodology using a Likert scale and two open questions. In addition, the acquired knowledge was assessed through the final exam. No significant differences between conditions were found in the acquired knowledge (assessed through the Kahoot! platform or the final exam). However, working on the meaningful activities in small groups with the teacher’s support decreased the perceived difficulty of these activities, and the students made positive comments about the flipped classroom methodology

Embodied effects of posture: Changing emotional and cognitive processes through the body

La cognición y emoción encarnada es un concepto que está revitalizando el interés por estudiar el papel del cuerpo en el procesamiento de información. Este concepto puede definirse como un efecto donde el cuerpo, su estado sensoriomotor, su morfología o su representación mental juega un papel fundamental en la configuración de los procesos cognitivos y emocionales. El cuerpo y sus procesos implicados han recibido escasa atención dentro de las teorías del procesamiento cognitivo que han predominado en las últimas décadas. No obstante, en los últimos años se ha producido un cambio en la forma de entender el procesamiento de la información, ya que la evidencia empírica señala que el cuerpo ejerce una gran influencia en la conformación de nuestros pensamientos y emociones. Estos hallazgos se enmarcan en las teorías de la cognición encarnada, en las cuales el supuesto básico es que el procesamiento de la información se encuentra influenciado, asociado, y a veces dependiente, de recursos perceptivos, somatosensoriales y motores. Por lo tanto, estas teorías asumen que la cognición o el procesamiento de la información puede depender de estados corporales y acciones físicas; y, en consecuencia, los estados cognitivos pueden influenciar los estados corporales asociados, y a la inversa. Diversos estudios experimentales avalan dicha relación bidireccional a través de la manipulación de la postura corporal. Así pues, una amplia evidencia empírica sugiere que adoptar una postura expansiva y/o erguida (versus encorvada y/o contraída) tiene efectos positivos en procesos cognitivos y emocionales. Sin embargo, los efectos derivados de la cognición encarnada apenas han sido estudiados en el campo de la psicopatología y la psicología clínica. En consecuencia, las terapias actuales basadas en la evidencia no se han beneficiados todo lo posible del uso de estrategias relacionadas con el cuerpo, que podrían ayudar a enriquecer y mejorar los resultados terapéuticos. Así pues, la presente tesis doctoral surgió de la necesidad de cubrir dicho vacío en la literatura científica, con el objetivo último de investigar cómo las estrategias relacionadas con el cuerpo −y específicamente, las manipulaciones de la postura corporal− podrían ser utilizadas con fines terapéuticos. Por ello, los objetivos principales de esta tesis consistieron en: (1) analizar el efecto de adoptar una postura corporal expansiva y erguida (versus contraída y encorvada) antes y durante la exposición a diversos estímulos ansiógenos (asociados a la ansiedad social y a los trastornos alimentarios) sobre procesos cognitivos y emocionales; (2) investigar el efecto de adoptar una postura erguida (versus encorvada) en la modificación de dos mecanismos asociados al mantenimiento de la depresión (los sesgos cognitivos de interpretación y las dificultades en generar imágenes mentales), así como en las emociones relacionadas; (3) explorar las posibles variables moderadoras y mediadoras que nos permitan conocer mejor para quién y cómo se producen los efectos de la postura corporal en los procesos cognitivos y emocionales; y (4) clarificar las posibles implicaciones clínicas de la manipulación de la postura corporal como estrategia terapéutica para la promoción de cambios cognitivos y emocionales. Para lograr dichos objetivos, se realizaron tres estudios experimentales en el contexto de laboratorio con claras implicaciones clínicas. Los estudios 1 y 2 tenían como objetivo analizar el papel de una postura expansiva y erguida (versus contraída y encorvada) en la exposición a estímulos ansiógenos: una audiencia (en el caso del estudio 1, en individuos con miedo a hablar en público) y el propio cuerpo (en el caso del estudio 2, en individuos con insatisfacción corporal). Por otra parte, el estudio 3 tenía como objetivo analizar el papel de la postura erguida (versus encorvada) en los sesgos cognitivos de interpretación, las dificultades en imaginación positiva y las emociones asociadas a la depresión. Los resultados señalan que adoptar una postura expansiva y erguida (versus una postura contraída y encorvada) tiene efectos beneficiosos sobre diversos procesos emocionales y cognitivos en muestras con sintomatología diversa (miedo a hablar en público, insatisfacción corporal y sintomatología depresiva). En el presente trabajo se discuten las implicaciones teóricas y clínicas respecto al papel del cuerpo en los procesos cognitivos y emocionales. No obstante, es necesario seguir investigando sobre los efectos encarnados de la postura corporal, ya que sólo la investigación nos ayudará a dilucidar cómo, cuándo, para quién y por qué adoptar una postura corporal específica podría ser beneficioso en el contexto terapéutico como una estrategia coadyuvante de las actuales terapias basadas en la evidencia

Working alliance inventory applied to virtual and augmented reality (WAI-VAR): psychometrics and therapeutic outcomes

This study examines the psychometric properties of the Working Alliance Inventory-Short (WAI-S) adaptation to Virtual Reality (VR) and Augmented Reality (AR) therapies (WAI-VAR). The relationship between the therapeutic alliance (TA) with VR and AR and clinically significant change (CSC) is also explored. Seventy-five patients took part in this study (74.7% women, Mage = 34.41). Fear of flying and adjustment disorder patients received VR therapy, and cockroach phobia patients received AR therapy. Psychometric properties, CSC, one-way ANOVA, Spearman’s Correlations and Multiple Regression were calculated. The WAI-VAR showed a unidimensional structure, high internal consistency and adequate convergent validity. “Not changed” patients scored lower on the WAI-VAR than “improved” and “recovered” patients. Correlation between the WAI-VAR and CSC was moderate. The best fitting model for predicting CSC was a linear combination of the TA with therapist (WAI-S) and the TA with VR and AR (WAI-VAR), due to the latter variable slightly increased the percentage of variability accounted for in CSC. The WAI-VAR is the first validated instrument to measure the TA with VR and AR in research and clinical practice. This study reveals the importance of the quality of the TA with technologies in achieving positive outcomes in the therapy

Psychometric properties of the Spanish version of the functionality appreciation scale

ABackground The Functionality Appreciation Scale is a 7-item measure of an individual’s appreciation of his or her body for what it can do and is capable of doing. While this instrument has been increasingly used in intervention-based research, its psychometric properties have not been extensively studied in non-English-speaking populations. The psychometric properties of a novel Spanish translation of the FAS were examined. Methods An online sample of 838 Spanish adults (mean age = 31.79 ± 11.95 years, 50.48% men) completed the Spanish FAS and validated measures of body appreciation, eating disorder symptomatology, intuitive eating, and life satisfaction. Results Exploratory factor analysis supported a 1-dimensional factor structure of the FAS, which was further supported by confirmatory factor analysis (SBχ²(14) = 83.82, SBχ²normed = 1.48, robust RMSEA = 0.094 (90% CI = 0.074, 0.115), SRMR = 0.040, robust CFI = 0.946, robust TLI = 0.924). Invariance across genders was shown, and there were no significant differences according to gender (t(417) = 0.77, p =.444, d = 0.07). Construct validity was also supported through significant associations with the other measures of the study. Incremental validity was established in women. Thus, appreciation of functionality predicted life satisfaction over and above the variance accounted for by other body image and eating disorder-related measures (F(4, 399) = 18.86, p <.001, ΔR2 = 0.03). Conclusions These results support the psychometric properties of the Spanish FAS and demonstrate the importance of the appreciation of functionality in relation to a healthier body image and psychological wellbeing

The relationship between social media use, anxiety and burden caused by coronavirus (COVID-19) in Spain

The outbreak of COVID-19 and national restrictions to slow down its spread have significantly changed people’s everyday lives. Many people engage in intensive social media use (SMU) to stay up-to-date about the pandemic. The present study investigated the extent of SMU as source of COVID-19 information, and its relationship with anxiety and the experienced burden caused by the pandemic in Spain. Of the 221 participants, 52.5% reported to frequently use SM as information source. The use of other information sources such as print and online newspaper reports, television reports, and official governmental online sites was not associated with anxiety and burden caused by the current COVID-19 situation. However, SMU was significantly positively linked to both variables. Moreover, anxiety significantly mediated the relationship between SMU and the experienced burden. The findings show the potential negative effect of SMU on individual emotional state and behavior during the pandemic. They emphasize the significance of an accurate and conscious use of SM specifically during extraordinary circumstances such as the COVID-19 outbreak

Parent–Infant Attachment Insecurity and Emotional Eating in Adolescence: Mediation through Emotion Suppression and Alexithymia

Emotional eating (EE), the propensity to eat in response to emotions, is thought to have its origins in the early parent–infant relationship. This study tested the hypothesis that infant attachment insecurity results in EE in adolescence through the increased use of the emotion regulation strategy suppression of emotions and subsequent alexithymia. At the age of 15 months, parent–infant attachment security (n = 129) was observed with two abbreviated attachment measures: the shortened strange situation procedure (SSSP), and the shortened attachment Q-set (S-AQS). At the age of 12 years, children completed self-report questionnaires to assess the suppression of emotions, alexithymia, and EE. At the age of 16 years, EE was measured again. The mediation models indicated that lower parent–infant attachment security predicted increased use of suppression of emotions, which was related to increased alexithymia, and in turn more EE at the age of 12 years. These results were similar and significant for both attachment measures, and also (marginal) significant with EE at the age of 16 years as an outcome. Lastly, when parental caregiving quality was included, the models with the SSSP as predictor remained significant, but the models with the S-AQS became insignificant. These results indicated that to a certain extent, infant attachment security could predict adolescent EE above and beyond parental caregiving quality

Parent–Infant Attachment Insecurity and Emotional Eating in Adolescence: Mediation through Emotion Suppression and Alexithymia

Emotional eating (EE), the propensity to eat in response to emotions, is thought to have its origins in the early parent–infant relationship. This study tested the hypothesis that infant attachment insecurity results in EE in adolescence through the increased use of the emotion regulation strategy suppression of emotions and subsequent alexithymia. At the age of 15 months, parent–infant attachment security (n = 129) was observed with two abbreviated attachment measures: the shortened strange situation procedure (SSSP), and the shortened attachment Q-set (S-AQS). At the age of 12 years, children completed self-report questionnaires to assess the suppression of emotions, alexithymia, and EE. At the age of 16 years, EE was measured again. The mediation models indicated that lower parent–infant attachment security predicted increased use of suppression of emotions, which was related to increased alexithymia, and in turn more EE at the age of 12 years. These results were similar and significant for both attachment measures, and also (marginal) significant with EE at the age of 16 years as an outcome. Lastly, when parental caregiving quality was included, the models with the SSSP as predictor remained significant, but the models with the S-AQS became insignificant. These results indicated that to a certain extent, infant attachment security could predict adolescent EE above and beyond parental caregiving quality

Connecting to nature through 360° videos during COVID-19 confinement: a pilot study of a brief psychological intervention

Psychological interventions have been shown to be beneficial in mitigating stress related to COVID-19 confinement. According to theories of restorative environments, exposure to natural surroundings has positive effects on well-being and stress through its restorative qualities. With 360° video-based Virtual Reality (VR), people can be exposed to nature and so better manage the consequences associated with mobility restrictions during confinement. The main aim of this pilot study was to examine whether a 360° video-based VR intervention composed of five 13-minute sessions (once a day) has positive effects on affect, well-being, and stress. The sample was made up of 10 participants (4 men and 6 women; age : M = 46.5, SD = 11.7) who were confined at home (voluntarily or not) during the COVID-19 pandemic. Participants were instructed to watch a 360° video each day (of a “beach” or “lake” environment) using their smartphone and VR glasses sent to them by mail. Participants responded with several self-reports before and/or after each session (emotions and sense of presence) and before and/or after the intervention (affect, well-being, perceived stress, perceived restorativeness of nature, and the usefulness and acceptability of the intervention). Results showed a tendency to improve positive (e.g., happiness) and negative (e.g., anxiousness) emotions and experience a high sense of presence after each session. Moreover, perceived restorative qualities of the environment and their cognitive and behavioral effects were high. A significant decrease in negative affect was found after the intervention. Usefulness and acceptability were also high. This is the first study to show that an affordable and accessible technology can be used to overcome the negative consequences of confinement and counteract its harmful psychological effects

Exploring the Heterogeneity and Trajectories of Positive Functioning Variables, Emotional Distress, and Post-traumatic Growth During Strict Confinement Due to COVID-19

COVID-19 pandemic-related confinement may be a fruitful opportunity to use individual resources to deal with it or experience psychological functioning changes. This study aimed to analyze the evolution of different psychological variables during the first coronavirus wave to identify the different psychological response clusters, as well as to keep a follow-up on the changes among these clusters. The sample included 459 Spanish residents (77.8% female, Mage = 35.21 years, SDage = 13.00). Participants completed several online self-reported questionnaires to assess positive functioning variables (MLQ, Steger et al. in J Loss Trauma 13(6):511–527, 2006. 10.1080/15325020802173660; GQ-6, McCullough et al. in J Person Soc Psychol 82:112–127, 2002. 10.1037/0022-3514.82.1.112; CD-RISC, Campbell-Sills and Stein in J Traum Stress 20(6):1019–1028, 2007. 10.1002/jts.20271; CLS-H, Chiesi et al. in BMC Psychol 8(1):1–9, 2020. 10.1186/s40359-020-0386-9; SWLS; Diener et al. in J Person Assess, 49(1), 71–75, 1985), emotional distress (PHQ-2, Kroenke et al. in Med Care 41(11):1284–1292, 2003. 10.1097/01.MLR.0000093487.78664.3C; GAD-2, Kroenke et al. in Ann Internal Med 146(5):317–325, 2007. 10.7326/0003-4819-146-5-200703060-00004; PANAS, Watson et al. in J Person Soc Psychol 47:1063–1070, 1988; Perceived Stress, ad hoc), and post-traumatic growth (PTGI-SF; Cann et al. in Anxiety Stress Coping 23(2):127–137, 2010. 10.1080/10615800903094273), four times throughout the 3 months of the confinement. Linear mixed models showed that the scores on positive functioning variables worsened from the beginning of the confinement, while emotional distress and personal strength improved by the end of the state of alarm. Clustering analyses revealed four different patterns of psychological response: “Survival”, “Resurgent”, “Resilient”, and “Thriving” individuals. Four different profiles were identified during mandatory confinement and most participants remained in the same cluster. The “Resilient” cluster gathered the largest number of individuals (30–37%). We conclude that both the heterogeneity of psychological profiles and analysis of positive functioning variables, emotional distress, and post-traumatic growth must be considered to better understand the response to prolonged adverse situations

Is there evidence that emotional reasoning processing underlies emotional disorders in adults? A systematic review

The prevalence of emotional disorders has increased in recent times. Emotional Reasoning (ER), which is a transdiagnostic process, occurs when feelings, rather than objective evidence, are used as a source of information to make judgements about the valence of a situation. Differences in ER may explain the existence and maintenance of emotional disorders. The objective is to systematically review the role of ER in the occurrence and severity of emotional disorders. Following PRISMA guidelines, we searched through: PubMed, PsycInfo, Scopus and The Cochrane Library. Search terms were "Emotional Reasoning", "ex-consequentia reasoning", "Affect-as-information"; and "emotional disorders", "anxiety", "depression", "depressive". Nine articles were included. An association was demonstrated between ER and a greater degree of anxious symptomatological severity. In depressive symptomatology, no significant differences were found. One study reported the effect of Cognitive Behavioural Therapy on ER bias, finding no changes after the intervention. Finally, another study evaluated the efficacy of computerised experiential training in reducing ER bias, showing significant differences. There are few studies on ER and its evolution in research has not been uniform over time. Encouragingly, though, research to date suggests that ER is a transdiagnostic process involved in several anxiety disorders. More investigation is needed to dilucidate whether ER also underlies the onset and maintenance of depressive disorders.Funding for open access charge: CRUE-Universitat Jaume