The state of psychological treatments for social anxiety disorder in children and adolescents: An Umbrella Review

Estado de los tratamientos psicológicos para el Trastorno de Ansiedad Social en población infanto-juvenil: Revisión de revisiones. El Trastorno de Ansiedad Social (TAS) es un trastorno muy común en la infancia y adolescencia. Muchos estudios han analizado los diferentes tipos de Terapia Cognitivo-Conductual (TCC) para dicho trastorno, pero ello hace necesario estudiar la eficacia de TCC. El objetivo de esta revisión de revisiones es determinar que tratamientos y que factores son más eficaces para el TAS en población infanto-juvenil. Se realizó una revisión de revisiones sobre la efectividad de las intervenciones psicológicas para tratar el TAS en niños y adolescentes. Para ello, se realizó una búsqueda en nueve bases de datos utilizando una combinación de palabras clave. El riesgo de sesgo se evaluó mediante la herramienta AMSTAR-2. Se seleccionaron y analizaron seis revisiones sistemáticas y meta-análisis. Todos los estudios seleccionados evaluaron la eficacia de la TCC en niños y adolescentes con SAD, demostrando su efectividad a corto y largo plazo. Los componentes que parecen ser más efectivos son la exposición en cualquier modalidad y el entrenamiento en habilidades sociales. Otras consideraciones a tener en cuenta se abordan en la discusiónSocial Anxiety Disorder (SAD) is a very common disorder in childhood and adolescence. Many studies have examined various types of Cognitive Behavioral Therapy (CBT), meaning there is a need for a study exploring the efficacy of CBT. The objectives of this study are to determine what treatments and factors can improve treatment outcomes for SAD. We performed an umbrella review of the effectiveness of psychological interventions in treating SAD in children and adolescents. Nine databases were searched using a combination of keywords. Risk of bias was assessed using AMSTAR-2. Six systematic reviews and meta-analysis were selected and reported. All of those studies assessed the efficacy of CBT in children and adolescents with SAD, demonstrating its short- and long-term effectiveness. The components that seem to be most effective are exposure in any modality and social skills training. Other considerations to take into account are addressed in the discussio

Aplicación de un programa de rehabilitación de los procesos atencionales en el tratamiento de alucinaciones auditivas

Ponència de la VI Reunión Científica sobre Atención (RECA 6), celebrada a Barcelona, 200

Programa de intervencion familiar en esquizofrenia

Centro de Informacion y Documentacion Cientifica (CINDOC). C/Joaquin Costa, 22. 28002 Madrid. SPAIN / CINDOC - Centro de Informaciòn y Documentaciòn CientìficaSIGLEESSpai

Validation of the Structured Interview for the Assessment of Expressed Emotion (E5) in a Sample of Adolescents and Young Adults From the General Population

Expressed emotion (EE) is an index of significant others’ attitudes, feelings, and behavior toward an identified patient. EE was originally conceptualized as a dichotomous summary index. Thus, a family member is rated low or high on how much criticism, hostility, and emotional overinvolvement (EOI) s/he expresses toward an identified patient. However, the lack of brief, valid measures is a drawback to assess EE. To cover this gap, the E5 was designed. The objective of this study is to provide psychometric properties of a recent measured in adolescents to be used to tap perceived high levels of EE. The sample was composed by 2,905 adolescents aged from 11–19 years; 57% girls. Results demonstrate good factor structure, reliability, construct validity and invariance across gender and age revealed a good fit. As a result, E5 is a brief, valid and reliable measure for assessing expressed emotion in parents of adolescent children.This article was funded by the Spanish Ministry of Science and Innovation, under the grant number PSI2016-79241-R

Optimal Cut-Off Score Of Social Phobia And Anxiety Inventory-Brief Form: Detecting Dsm-5 Social Anxiety Disorder And Performance-Only Specifier

No cut-off scores for the Social Phobia and Anxiety Inventory-Brief (SPAI-B) are available to screen for young adults with and without social anxiety disorder (SAD). In addition, there is a currently heated debate on the utility of the performance-only specifier in DSM-5. The present study is aimed at covering these gaps. Participants included 124 young adults in higher education with a clinical diagnosis of SAD and 81 healthy controls. The SPAI-B scores revealed a continuum of severity among the nonclinical population, performance-only specifier participants, and those with both performance and social interactional fears. Data suggested to use a rounded cut-off of 24 to screen for patients with both performance and interactional fears, and a rounded cut-off score of 23 for young adults with performance-only specifier. Findings demonstrated that the SPAI-B is particularly useful as a screening measure among young adults in higher education, but the limited discriminative capacity of the performance-only specifier may call into question the clinical utility of this recently established specifier

La enseñanza de la Psicología a través de actividades desde una perspectiva multidisciplinar: aumento de la motivación y rendimiento

Learning activities may affect specific aspects of certain disciplines and an effort to increase motivation in our students is needed. This study deals with an activity in which students handle content close to two Psychology subjects (Personality and Social Psychology). The main aim was to relate concepts that are approach from the two disciplines by different, but similar, points of view and to increase students� motivation by their active implication in a learning activity. Students conducted real research which managed theoretical content of these two courses. Two groups of students (experimental and control) participated in this study (N=286). Our results show a significant increase of the participants in this experiment in academic performance in both courses. Participants in this activity have achieved better final grades than their non-participant peers (in both disciplines), and also improved their own performance, enhancing their grades in comparison with the ones they obtained in the first semester. Finally, our results show that there is an increase in performance with these methodologies, even when the subjective assessment of students about their motivation is not so positive.Las actividades de aprendizaje en la enseñanza superior deben tener en cuenta que puede afectar a más de una disciplina y que es importante incrementar tanto la motivación como el rendimiento. Nuestro trabajo consistió en un experimento en el que se integraban conocimientos de dos materias (Psicología de la Personalidad y Psicología Social). Estas materias abordan algunos conceptos comunes y se pretendió aumentar la motivación de los alumnos implicándolos activamente en esta actividad que consistió en un experimento real. Participaron dos grupos (experimental y control) (N=286). Nuestros resultados muestran un incremento significativo en el rendimiento en las dos materias para los alumnos del grupo experimental. Además, consiguieron mejores notas e incrementaron su rendimiento, incluso aunque su evaluación subjetiva sobre su motivación no fuera tan positiva

Exploring the Role of Resilience as a Mediator in Selective Preventive Transdiagnostic Intervention (PROCARE+) for Adolescents at Risk of Emotional Disorders

Abstract: Introduction: Psychological treatments are becoming an increasingly important component of medical healthcare, as a growing number of people seek treatment for a wide range of mental health problems. While these treatments are known to be effective, much remains to be understood about their mechanisms and reasons for effectiveness. The study of statistical mediators is crucial in psychological research, as it is fundamental to understanding how psychological factors influence health, well-being, and human behavior, and thus to designing effective psychological interventions. Aim: This study investigates the role of resilience as a treatment mediator in PROCARE+, a brief transdiagnostic, personalized protocol for the selective prevention of emotional disorders in adolescents. This approach has proven effective for young people at risk of developing emotional issues. Method: We used simple mediation models in a sample of 153 adolescents to assess the impact of interventions on resilience. Outcome variables included self-reported and parent-reported emotional risk, mood, anxiety symptoms, and quality of life. Discussion: The results of this study provide valuable information on how PROCARE+ works and how to improve its effectiveness, pointing to resilience as a key mediator in reducing the risk of developing emotional disorders and improving quality of life

Psychometric Properties of the Screen for Child Anxiety Related Emotional Disorders for Socially Anxious and Healthy Spanish Adolescents

Socially anxious and healthy Spanish adolescents were studied in order to test the psychometric properties of the Screen for Child Anxiety Related Emotional Disorders (SCARED). Confirmatory factor analyses were employed to test measurement invariance between these two populations, Cronbach's alphas were calculated to determine the reliabilities of the scales, and partial eta-square tests calculated the effect size of the differences between socially anxious and healthy adolescents and between the adolescent boys and girls. The psychometric properties of the SCARED were good, as demonstrated by having acceptable reliabilities (ranging from .75 - .41) and a moderate multivariate effect size (eta(2)(p) = .08) between the adolescent boys and girls. Most importantly, it was demonstrated that the SCARED could differentiate between socially anxious and healthy Spanish adolescents as demonstrated by measurement invariance (chi(2) = 254.27, df = 1343, GFI = .884, AGFI = .872, RMR = .031) and the large effect size (eta(2)(p) = .22) between the samples

A 12-Month Follow-Up of PROCARE+, a Transdiagnostic, Selective, Preventive Intervention for Adolescents At-Risk for Emotional Disorders

Few studies have reported long-term follow-up data on selective preventive interventions for adolescents. No follow-up selective preventive transdiagnostic studies for adolescents at-risk for emotional disorders, such as anxiety and depression, have been reported. To fill this gap, this study aims to provide the first follow-up assessment of a randomized controlled trial (RCT) studying selective transdiagnostic prevention in at-risk adolescents. A 12-month follow-up assessment was conducted with subjects who originally received either PROCARE (Preventive transdiagnostic intervention for Adolescents at Risk for Emotional disorders), PROCARE+, which includes the PROCARE protocol along with personalized add-on modules or an active control condition (ACC) based on emotional psychoeducation, and their respective booster session for each experimental condition. 80 subjects (47.5% girls) aged between 12 and 18 years (M = 14.62; SD 1.43) who completed these treatment conditions were available for the 12-month follow-up. The results demonstrate the superior long-term efficacy of the PROCARE+ intervention in mitigating emotional symptoms and obsessive-compulsive symptomatology compared to the PROCARE and ACC conditions, with effect sizes notably exceeding those commonly observed in preventive programs. While the three treatments demonstrated beneficial impacts, the pronounced results associated with PROCARE+ at the 12-month follow-up emphasized the importance of personalized treatment modules and the sustained benefits of booster sessions in the realm of preventive psychological interventions. The findings also highlight the potential role of add-on modules in enhancing the effects of the PROCARE+ condition