Diferentes tendencias prosociales: el papel de las emociones

El objetivo del estudio es analizar la relación entre diferentes comportamientos prosociales y diferentes variables emocionales. Han participado chicos y chicas adolescentes de 14 a 16 años de centros escolares, públicos y concertados de la Comunidad Valenciana. Se han evaluado diferentes tipos de comportamientos prosociales (público, altruista, anónimo, de obediencia, de emergencia), emociones consideradas negativas (inestabilidad emocional, ira, agresividad, ansiedad, estrés como amenaza) y emociones positivas (empatía, estrés como desafío). Los resultados de los análisis indican diferencias en el papel que juegan las emociones y en su relación con los diferentes tipos de comportamientos prosociales de los/las adolescentes

The role of emotions in depression and aggression

Depression is a broad and heterogeneous diagnostic grouping, central to which is depressed mood or inability to enjoy most activities. Depressive symptoms are frequently accompanied by conduct problems stemming from anger. It is very important to know the interrelation of these emotions very well to be able to help adolescents to manage them more easily. The main aim of this article is to present the problem of interaction between negative affects (emotional instability, anger state and trait, physical and verbal aggression and depression) analyzing the different relationship through the time in spanish sample. The sample included 470 adolescents (192 boys and 225 girls) in a three-wave longitudinal study in Valencia (Spain). The mean age was 14.70 in the first wave. Structural equations modelling was employed to explore two longitudinal models. The results show differences based on sex, and that an internalised variable, like emotional instability, is relevant to prevent the appearance of depression directly in girls and also the later appearance of aggression as long as anger mediates, in both boys and girls, so the control of anger becomes an important goal to control the rest of the negative affects. This results has consequences in the preparation of all programmes that try to establish an emotional control on adolescents, as not only has to be taken into account as a direct goal the control of externalised emotions like anger, but internalised emotions like emotional instability have to be taken into account also. Furthermore, it is also made apparent that not only the punctual explosions and externalisation of anger have to be worked on, but the temperamental aspects which are the base of anger trait have to be worked on too

Anxiety in adolescence. Can we prevent it?

Emotions are potent modulators and motivators of the behaviour that the individual displays in the different situations they have to live and they can act as a protection factor or vulnerability of the adapted or maladaptive behaviour. This study focuses on anxiety in adolescence. Objectives. The objective is, through a longitudinal study, to analyse the psychological processes and emotions that facilitate the symptoms of anxiety and those which protect the adolescent from these symptoms. 417 adolescents (192 boys and 225 girls) participated in a three-wave longitudinal study in Valencia, Spain. In the first wave, adolescents were either in the third year of secondary school (81 boys and 85 girls) or the fourth year of secondary school (111 boys and 140 girls). The mean age was 14.70 (SD = 0.68; range = 13-17 years). This study monitored participating adolescents for three years. The results indicate a differential profile in the evaluated emotions according to sex, with the girls being the ones to experiment more anxiety and more empathy, while the boys show more emotional instability and aggression. It is concluded that the best predictors for anxiety are anger state, aggressive behaviour, empathic concern together with the lack of coping mechanisms focused on problem solving and the perception of stress as a threat

Estrategia de comunicación desde el mercadeo social para la promoción del uso responsable de redes sociales y el fortalecimiento de la convivencia escolar en los estudiantes de la sección de 6º a 8º del Colegio Calasanz Bogotá.

Generar una estrategia de mercadeo social sobre el uso responsable de redes sociales, desde una metodología participativa para el fortalecimiento de la convivencia escolar, la resolución de conflictos y la protección de los derechos humanos, con y hacia la comunidad estudiantil de la sección 6º- 8º del Colegio Calasanz Bogotá.Se presenta una propuesta de comunicación desde el mercadeo social como estrategia de promoción para el fortalecimiento la convivencia escolar, en los estudiantes del Colegio Calasanz Bogotá. Este proyecto se sitúa en el plan de estudios, específicamente, los espacios curriculares de artes plásticas donde los estudiantes de grado décimo realizarán una estrategia publicaría sobre el adecuado uso de las redes sociales, dirigida a los estudiantes de la sección de 6º a 8º. El propósito principal de este proyecto es contribuir con un ejercicio de responsabilidad social en la educación, donde los estudiantes se reconozcan como corresponsables de la convivencia escolar y busquen, por medio del consumo de imagen que los estudiantes de los grados de 6ª a 8ª reflexionen sobre ese uso responsable de las redes.An advertising proposal is presented from social marketing as a promotion strategy to strengthen school coexistence, in the students of Colegio Calasanz Bogotá. This project is found in the curriculum, specifically, the visual arts curricular spaces where the tenth grade students carried out a public campaign on the proper use of social networks, aimed at students in the 6th to 8th grade section. The main purpose of this project is to contribute to an exercise of social responsibility in education, where students recognize themselves as co-responsible for school coexistence and seek, through image consumption, that students in grades 6 to 8 reflect on that responsible use of the networks

Estrategia de comunicación desde el mercadeo social para la promoción del uso responsable de redes sociales y el fortalecimiento de la convivencia escolar en los estudiantes de la sección de 6º a 8º del Colegio Calasanz Bogotá.

Generar una estrategia de mercadeo social sobre el uso responsable de redes sociales, desde una metodología participativa para el fortalecimiento de la convivencia escolar, la resolución de conflictos y la protección de los derechos humanos, con y hacia la comunidad estudiantil de la sección 6º- 8º del Colegio Calasanz Bogotá.Se presenta una propuesta de comunicación desde el mercadeo social como estrategia de promoción para el fortalecimiento la convivencia escolar, en los estudiantes del Colegio Calasanz Bogotá. Este proyecto se sitúa en el plan de estudios, específicamente, los espacios curriculares de artes plásticas donde los estudiantes de grado décimo realizarán una estrategia publicaría sobre el adecuado uso de las redes sociales, dirigida a los estudiantes de la sección de 6º a 8º. El propósito principal de este proyecto es contribuir con un ejercicio de responsabilidad social en la educación, donde los estudiantes se reconozcan como corresponsables de la convivencia escolar y busquen, por medio del consumo de imagen que los estudiantes de los grados de 6ª a 8ª reflexionen sobre ese uso responsable de las redes.An advertising proposal is presented from social marketing as a promotion strategy to strengthen school coexistence, in the students of Colegio Calasanz Bogotá. This project is found in the curriculum, specifically, the visual arts curricular spaces where the tenth grade students carried out a public campaign on the proper use of social networks, aimed at students in the 6th to 8th grade section. The main purpose of this project is to contribute to an exercise of social responsibility in education, where students recognize themselves as co-responsible for school coexistence and seek, through image consumption, that students in grades 6 to 8 reflect on that responsible use of the networks

Validation of emotional awareness Questionnaire in spanish adolescents

La regulación de la emoción es un proceso complejo que implica la iniciación, inhibición o modulación del propio estado o comportamientoen una situación dada (Cole, Michel & Teti, 1994). La regulación emocional tiene una función altamente significativa en la vida humana ya que reacciones emocionales inapropiadas, extremas o incontroladas pueden impedir un ajuste funcional a la sociedad (Koole, 2009). Sin embargo parauna adecuada regulación emocional es necesaria una buena comprensión emocional y, a su vez,para una comprensión eficaz se requiere una apropiada percepción emocional. En este estudio se analizan las propiedades psicométricas de la versión española del Cuestionario de Conciencia Emocional revisado (Emotional Awareness Questionnaire,EAQ30) desarrollado por Rieffe, Oosterveld,Miers, Terwogt y Ly (2008). La versión española del EAQ30 fue administrada a 1.316 adolescentes españoles de 14 a 16 años. Los datos confirman la estructura original de la escala de seis factores: Distinción de las emociones, Intercambioverbal de las emociones, No ocultamiento de las emociones, Conciencia corporal, Análisis de las emociones y Atención a las emociones delos otros. Los coeficientes de consistencia interna de las subescalas del EAQ30 fueron satisfactorios y equivalentes a los obtenidos en la escala original. Por otra parte, el estudio también confirmó la invariancia de la estructura factorial del instrumento cuando se considera el sexo, en la adolescencia media. Estos resultados permitirían sostener que la adaptación al español aquí presentada puede ser utilizada para evaluar el constructo conciencia emocional en adolescentes de lengua española de un modo válido y confiable en ambos sexos.Emotional awareness is an attentional process that enables us to monitor our emotions and to differentiate between various emotions in a qualitative sense, to locate their antecedents, and to acknowledge the physiological correlates of the emotion experience (Rieffe, Oosterveld, Miers, Terwogt, & Ly, 2008). Rieffe and colaborators (2008) consider that emotional awareness also includes attitudinal aspects such as positive or negative appreciation of the own emotions, consideration of them as aspects of oneself, or on the contrary, that they must be communicated to the others. Emotional awareness would be a cognitive skill that would enable the opportunity to regulate the most primitive emotional reactions and find patterns that are more appropriate reaction to a particular context (Rieffe, Terwogt, Petrides, Cowan, Miers, & Tolland, 2007). It is necessary to have a good emotional awareness to adequately cope a particular situation. Since there were no scales to measure emotional awareness but often alexithymia scales were used to evaluate it as its opposed emotional state, Rieffe and colleagues (2007) developed the Emotional Awareness Questionnaire (EAQ). Different analyses carried out by Rieffe and collaboratorsled to the Revised EmotionalAwareness Questionnaire (EAQ Revised - Rieffe et al., 2008). Subsequentstudies developed by Lahaye, Luminet, Broeck, Bodart, and Mikolajczak (2010) using the revised EmotionalAwareness Questionnaire, found a positive correlation of the questionnaire’s six dimensions with emotional intelligence. The same study showed a negative correlation between emotional awareness and the three dimensions - difficulty in identifying feelings, difficulty in describing feelings, and oriented to an external thinking - that make upAlexithymia Questionnaire for Children developed by Rieffe, Oosterveld, and Meerum Terwogt (2006). Given the importance of emotional awareness to the emotional development of children and adolescents and that there are no instruments published in Spanish that validly measure this construct, in this study, we investigated the psychometric properties of the Spanish version of the Emotion Awareness Questionnaire (EAQ30; Rieffe et al., 2008). The EAQ30 is a self-report questionnaire comprising 30 items rated on a 3- point scale (1 = not true, 2 = Sometimes true, 3 = true). It includes six subscales or dimensions: (1) Differentiating emotions or ability to differentiate and understand the causes of emotions; (2) Bodily awareness or identification of the physical aspects of emotional experience; (3) Verbal sharing or verbal communication’s own emotional state; (4) Acting out emotions or impulsive tendency to show emotions of oneself in a way non- functional; (5) Analyses of emotions or ability to deal voluntarily to one’s emotions; and finally, and (6) Attending to others’ emotions or the voluntary decision to deal with the emotions of others. The EAQ30 was administered to 1316 children aged 14 to 16 years old (age: M = 14.95; SD = .72), from Valencia, (Spain), of middle socioeconomic level. The translation of this questionnaire was performed according to the International Test Commission guidelines for test adaptation (Hambleton, 2001).Asix-factor model was tested usingAMOS program; the results have shown that the original 6-factor structure was replicated in our data. The internal consistency coefficients of the EAQ30 subscales were satisfactory -Cronbach’s estimates between .68 and .70- and equivalent to those obtained in the original scale. A multiple group analysis was used to test whether the sixfactor model was invariant across the gender by examining the change in model ji square and comparative fit index (CFI) values. We found the model of 6-factor has metric invariant through gender. These results allow us to claim that the Spanish version presented here can be used to evaluate the construct emotional awareness in Spanish adolescents of a valid and reliable way. It would be interesting to do further studies with different Spanish-speaking populationsto see if the stability of the structure is preserved after making appropriate adjustments to the specific language in the use of Spanish for each of the populations involved.Fil: Samper García, Paula. Universidad de Valencia; EspañaFil: Mesurado, Maria Belen. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Richaud, Maria Cristina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Saavedra 15. Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental Dr. Horacio J. A. Rimoldi; ArgentinaFil: Llorca, Anna. Universidad de Valencia; Españ

Educational program of emotions: the co-existence. The evaluation of the effectiveness in prosocial behavior

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 dailysituations 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.peerReviewe

Validación del Cuestionario de Conciencia Emocional en adolescentes españoles

Emotional awareness is an attentional process that involves interpretive and evaluative functions, this process allows us to monitor our own emotions, differentiate from each other, identify its causes and know the physiological correlates of emotional experience (Rieffe et al., 2008). In this study, we investigated the psychometric properties of the Spanish version of the Emotion Awareness Questionnaire (EAQ30; Rieffe et al., 2008). The Emotion Awareness Questionnaire was administered to 1441 Spanish children aged 13 to 18 years old (M = 15.04 and SD = .91). The original 6-factor structure was replicated in our data. The internal consistency coefficients of the Emotion Awareness Questionnaire subscales were satisfactory. We found model of 6-factor was invariant through of gender and age. Regarding convergent and discriminant validity, we found positive correlations between Emotion Awareness Questionnaire scores and stress appraisal to challenge and negative correlations between Emotion Awareness Questionnaire scores and anxiety and stress appraisal to threat

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)