Sintomatología internalizada en adultos con Trastorno del Espectro Autista: un enfoque transdiagnóstico

Los síntomas de psicopatologías internalizadas, tales como la ansiedad, la depresión y las obsesiones, son comunes en las personas con Trastorno del Espectro Autista (TEA) (Fletcher-Watson & Happé, 2019; Lugo-Marín et al., 2019). Su presencia supone un obstáculo para su inclusión y su calidad de vida (South et al.,2017; van Steensel & Heeman, 2017) y, sin embargo, su investigación es aún emergente. Su estudio es necesario para impulsar la prevención, el diagnóstico y la mejor comprensión de este grupo de sintomatologías en la población con autismo, no obstante, encierra cierta complejidad como consecuencia de las características del TEA, la discapacidad intelectual asociada o el solape fenotípico entre algunas psicopatologías comórbidas y el autismo (Rosen et al., 2018)..

The role of intellectual disability and emotional regulation in the autism–depression relationship

Research shows significant rates of depressive symptoms in people with autistic spectrum disorder and intellectual disabilities. Finding factors related to the development of depression in autism spectrum disorder and intellectual disability is necessary. Emotion regulation is associated with depression in autism spectrum disorder and intellectual disability. The role of the intellectual disability in this relationship is not clear, so it is necessary to clarify it. One hundred twenty-one adults (M = 35.46 years, SD = 9.46) with autism spectrum disorder and intellectual disabilities were evaluated to verify moderating role of intellectual disability and mediating role of emotion regulation. A moderated mediation analysis supported the moderated role of mild intellectual disability in the relationship mediated by emotional dysregulation between autism spectrum disorder and depression symptoms. These findings suggest that interventions designed to prevent or reduce depressive symptoms in people with autism spectrum disorder and mild intellectual disability should include among their goals emotional regulatio

PhDay Educación 2019. V Jornadas de Investigación. Libro de Actas

Todas las contribuciones presentadas en este Libro de Actas forman parte de la evaluación de seguimiento de los doctorandos de segundo año a tiempo completo y tercer año a tiempo parcial del Programa de Doctorado en Educación de la Universidad Complutense de Madrid. Cada trabajo ha sido revisado formalmente por el comité organizador y valorado por los directores y tutores de tesis. Asimismo, cada doctorando ha recibido mejoras por otros estudiantes del programa que han podido incluir antes de la finalización del presente documento

Factors associated with quality of life in adults with autism spectrum disorder: a systematic review

In order to update the status of the research on quality of life (QoL) of adults with ASD, a systematic review was carried out following the preferred reporting items for systematic reviews and meta-Analyses’ (PRISMA) protocol. Eleven articles were selected from different databases. Results show lower levels of QoL in people with ASD than in the general population, informing of the need to adapt the concept of QoL to the reality of ASD and to question the measures used to date to assess this variable. Recent research has been found inconclusive and methodologically weak. Variables such as comorbid psychopathologies, limitations in self-determination, or executive dysfunction were highlighted as factors that negatively affect QoL, and they must be considered and introduced in daily interventions in order to ensure an adequate QoL.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Influence of executive functioning and emotional regulation on effective career choice

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Deviant peer behavior and adolescent delinquency: Protective effects of inhibitory control, planning, or decision making? Journal of Research on Adolescence 2018; 29(3): 682–695. doi: 10.1111/jora.12405 • Leshem R, Glicksohn J. A critical look at the relationship between impulsivity and decision-making in adolescents: Are they related or separate factors? Developmental Neuropsychology 2012; 37(8): 712–731. doi: 10.1080/87565641.2012.718815 • Reynolds BW, Basso MR, Miller AK, et al. Executive function, impulsivity, and risky behaviors in young adults. Neuropsychology 2019; 33(2): 212–221. doi: 10.1037/neu0000510 • Gati I, Asher I. The PIC model for career decision making: Prescreening, in-depth exploration, and choice. In: Leong F, Barak A (editors). Contemporary Models in Vocational Psychology: A Volume in Honor of Samuel H. Osipow. Lawrence Erlbaum Associates Publishers; 2001. pp. 7–54. • Burić I, Sorić I, Penezić Z. 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Adult executive functioning inventory (ADEXI): Validity, reliability, and relations to ADHD. International Journal of Methods in Psychiatric Research 2016; 27(1): e1567. doi: 10.1002/mpr.1567 • Aldao A, Nolen-Hoeksema S. The influence of context on the implementation of adaptive emotion regulation strategies. Behaviour Research and Therapy 2012; 50(7–8): 493–501. doi: 10.1016/j.brat.2012.04.004 • Hayes AF. Introduction to Mediation, Moderation, and Conditional Process Analysis: A Regression-Based Approach, 3rd ed. New York: Guilford Publications; 2018. • Marshall S. Predicting college students’ positive psychology associated traits with executive functioning dimensions. College Student Journal 2016; 50(2): 179–190. • Gati I, Tal S. Decision-making models and career guidance. In: Athanasou JA, Van Esbroeck R (editors). International Handbook of Career Guidance. Dordrecht: Springer; 2008. pp.157–185. • Xin L, Tang F, Li M, Zhou W. From school to work: Improving graduates’ career decision-making self-efficacy. Sustainability 2020; 12(3): 804. doi: 10.3390/su12030804 • Campbell-Sills L, Ellard K, Barlow D. Emotion regulation in anxiety disorders. In: Gross J (editor). Handbook of Emotion Regulation. New York: The Guilford Press; 2014. pp. 393–412 • Yoon S, Rottenberg J. Why do people with depression use faulty emotion regulation strategies? Emotion Review 2019; 12(2). doi: 10.1177/1754073919890670 • Gambetti E, Giusberti F. Anger and everyday risk-taking decisions in children and adolescents. Personality and Individual Differences 2016; 90: 342–346. doi: 10.1016/j.paid.2015.11.049 • Germeijs V, Verschueren K. Adolescents’ career decision‐making process: Related to quality of attachment to parents? Journal of Research on Adolescence 2009; 19(3): 459–483. doi: 10.1111/j.1532-7795.2009.00603.x • Lantrip C, Isquith PK, Koven NS, et al. Executive function and emotion regulation strategy use in adolescents. 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Emotional competencies as drivers of management students’ academic performance: The moderating effects of cooperative learning. The International Journal of Management Education 2022; 20(1): 100600. doi: 10.1016/j.ijme.2022.100600 • Nyroos M, Wiklund-Hörnqvist C, Löfgren K. Executive function skills and their importance in education: Swedish student teachers’ perceptions. Thinking Skills and Creativity 2018; 27: 1–12. doi: 10.1016/j.tsc.2017.11.007 • Sidek MS, Bakar AYA. Emotional intelligence and self-efficacy career decision making among high school students. Educational and Social Science Review 2020; 1(1): 17. doi: 10.2921/07essr47600Although emotional management and executive functioning have been widely associated with effective decision making, not much attention has been paid to their role in vocational decision making. This study analyzed the relationship between insecurity in career choice, executive functioning, and emotion regulation in university students. Results show how executive dysfunction significantly predicted insecurity in vocational choice. Its mediating role between emotional management and the academic-vocational decision-making process was also confirmed. Our findings contribute to the understanding of vocational choice in youth and suggest the need to consider both variables in guidance programs, to prevent subsequent dissatisfaction with the vocational decision.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Quality of life in adults with autism spectrum disorder and intellectual disabilities

Referencias bibliográficas: • Ayres, M., Parr, J. R., Rodgers, J., Mason, D., Avery, L., & Flynn, D. (2017). A systematic review of quality of life of adults on the autism spectrum. Autism, 22(7), 774–783. https://doi.org/10.1177/1362361317714988 • Bishop-Fitzpatrick, L., DaWalt, L. S., Greenberg, J. S., & Mailick, M. R. (2017a). Participation in recreational activities buffers the impact of perceived stress on quality of life in adults with autism spectrum disorder. Autism Research: Official Journal of the International Society for Autism Research, 10(5). https://doi.org/10. 1002/aur.1753 • Bishop-Fitzpatrick, L., Mazefsky, C. A., & Eack, S. M. (2017b). The combined impact of social support and perceived stress on quality of life in adults with autism spectrum disorder and without intellectual disability. Autism, 22(6), 703–711. https://doi.org/10.1177/ 1362361317703090 • CERMI. (2018). Ocio y tiempo libre de las personas con discapacidad y sus familias en la ciudad de Madrid. CERMI Comunidad de Madrid. • Dijkhuis, R. R., Ziermans, T. B., Van Rijn, S., Staal, W. G., & Swaab, H. (2016). Self-regulation and quality of life in high-functioning young adults with autism. Autism, 27(1), 896–906. https://doi.org/10.1177/1362361316655525 • Friedman, C. (2019). Quality-of-life outcomes of older adults with severe disabilities. Research and Practice for Persons with Severe Disabilities, 44(4), 237–250. https://doi.org/10.1177/1540796919879227 • Gómez, L. E., Alcedo, M. A., Verdugo, M. A., Arias, B., Fontanil, Y., Arias, V. B., & Morán, L. (2016). Escala KidsLife: evaluación de la calidad de vida de niños y adolescentes con discapacidad intelectual (Colecciones Herramientas 10). Universidad de Salamanca, Instituto Universitario de Integración en la Comunidad. • Gómez, L. E., Morán, M. L., Alcedo, M. A., Arias, V. B., & Verdugo, M. A. (2020). Addressing quality of life of children with autism spectrum disorder and intellectual disability. Intellectual and Developmental Disabilities, 58(5), 393–408. https://doi.org/10.1352/1934-9556- 58.5.393 • Hamm, J., & Yun, J. (2017). Influence of physical activity on the health-related quality of life of young adults with and without autism spectrum disorder. Disability and Rehabilitation, 41(7), 763–769. https://doi.org/10. 1080/09638288.2017.1408708 • Happé, F., & Charlton, R. A. (2012). Aging in autism Spectrum disorders: A mini-review. Gerontology, 58, 70–78. https://doi.org/10.1159/000329720 • Hong, J., Bishop-Fitzpatrick, L., Smith, L. E., Greenberg, J. S., & Mailick, M. R. (2015). Factors associated with subjective quality of life of adults with autism spectrum disorder: Self-report versus maternal reports. Journal of Autism and Developmental Disorders, 46(4), 1368–1378. https://doi.org/10.1007/s10803-015- 2678-0 • Howlin, P., & Magiati, I. (2017). Autism spectrum disorder: Outcomes in adulthood. Current Opinion in Psychiatry, 30(2), 69–76. https://doi.org/10.1097/YCO. 0000000000000308 • Kim, S. Y. (2019). The experiences of adults with autism spectrum disorders: Self-determination and quality of life. Research in Autism Spectrum Disorders, 60, 1–15. https://doi.org/10.1016/j.rasd.2018.12.002 • Lawson, L. P., Richdale, A. L., Haschek, A., Flower, R. L., Vartuli, J., Arnold, S. R. C., & Trollor, J. N. (2020). Cross-sectional and longitudinal predictors of quality of life in autistic individuals from adolescence to adulthood: The role of mental health and sleep quality. Autism, 24(4), 954–967. https://doi.org/10.1177/ 1362361320908107 • Lin, L. Y., & Huang, P. C. (2019). Quality of life and its related factors for adults with autism spectrum disorder. Disability and Rehabilitation, 41(8), 896–903. https:// doi.org/10.1080/09638288.2017.1414887 • Lorenc, T., Rodgers, M., Marshall, D., Melton, H., Rees, R., Wright, K., & Sowden, A. (2017). Support for adults with autism spectrum disorder without intelectual impairment: Systematic review. Autism, 22(6), 654–668. https://doi.org/10.1177/1362361317698939 • Mason, D., Mackintosh, J., McConachie, H., Rodgers, J., Finch, T., & Parr, J. R. (2019). Quality of life for older autistic people: The impact of mental health difficulties. Research in Autism Spectrum Disorders, 63, 13–22. https://doi.org/10.1016/j.rasd.2019.02.007 • Mason, D., McConachie, H., Garland, D., Petrou, A., Rodgers, J., & Parr, J. R. (2018). Predictors of quality of life for autistic adults. Autism Research, 11(8), 1138–1147. https://doi.org/10.1002/aur.1965 • McConachie, H., Mason, D., Parr, J. R., Garland, D., Wilson, C., & Rodgers, J. (2018). Enhancing the validity of a quality of life measure for autistic people. Journal of Autism and Developmental Disorders, 48, 1596–1611. https://doi.org/10.1007/s10803-017-3402-z • Menear, K. S., & Neumeier, W. H. (2015). Promoting physical activity for students with autism Spectrum disorder: Barriers, benefits, and strategies for success. Journal of Physical Education, Recreation & Dance, 86(3). https://doi.org/10.1080/07303084.2014.998395 • Morales, P., Merino, M., Gutiérrez, A., Garrote, L., Amat, C., D’Agostino, C. I., & Pérez, L. (2021). Selfperceived quality of life in Spanish-speaking women with autism Spectrum disorders. Journal of Autism and Developmental Disorders, 52, 5428–5439. https://doi. org/10.1007/s10803-021-05400-2 • Morán, L. M., Gómez, L. E., & Alcedo, M. A. (2019). Inclusión social y autodeterminación: los retos en la calidad de vida de los jóvenes con autismo y discapacidad intelectual. Siglo Cero, 50(3), 29–46. https://doi.org/10.14201/scero20195032946 • Moss, P., Mandy, W., & Howlin, P. (2017). Child and adult factors related to quality of life in adults with autism. Journal of Autism and Developmental Disorders, 47(6), 1830–1837. https://doi.org/10.1007/s10803- 017-3105-5 • Murray, C., Kovshoff, H., Brown, A., Abbott, P., & Hadwin, J. A. (2019). Exploring the anxiety and depression profile in individuals diagnosed with an autism spectrum disorder in adulthood. Research in Autism Spectrum Disorders, 58, 1–8. https://doi.org/ 10.1016/j.rasd.2018.11.002 • Reinders, N. J., Branco, A., Wright, K., Fletcher, P. C., & Bryden, P. J. (2019). Scoping review: Physical activity and social functioning in young people with autism Spectrum disorder. Frontiers in Psychology, 10(120). https://doi.org/10.3389/fpsyg.2019.00120 • Schalock, R. L., & Verdugo, M. A. (2002). The concept of quality of life in human services: A handbook for human service practitioners. American Association on Mental Retardation • Skevington, S. M., Lotfy, M., & O’Connell, K. A. (2004). The World Health Organization’s WHOQOL-BREF quality of life assessment: Psychometric properties and results of the international field trial: A report from the WHOQOL group. Quality of Life Research, 13, 299–310. https://doi.org/10.1023/B:QURE.0000018486.91360.00 • Sowa, M., & Meulenbroek, R. (2012). Effects of physical exercise on autism Spectrum disorders: A meta-analysis. Research in Autism Spectrum Disorders, 6(1), 46–57. https://doi.org/10.1016/j.rasd.2011.09.001 • Totsika, V., Felce, D., Kerr, M., & Hastings, R. P. (2010). Behavior problems, psychiatric symptoms, and quality of life for older adults with intellectual disability with and without autism. Journal of Autism and Developmental Disorders, 40(10), 1171–1178. https://doi.org/ 10.1007/s10803-010-0975-1 • Verdugo, M. A., Gómez, L. E., Arias, B., & Navas, P. (2010). Aplicación del paradigma de calidad de vida: construcción de escalas de evaluación e investigación. En M. A. Verdugo, M. Crespo y T. Nieto (Coords.), Aplicación del paradigma de calidad de vida (pp. 19-38). INICO • Vincent, A., Da Fonseca, D., Baumstarck, K., Charvin, I., Alcaraz-Mor, R., & Lehucher-Michel, M. P. (2019). The quality of life and the future of young adults with Asperger syndrome. Disability and Rehabilitation, 1-8. https://doi.org/10.1080/09638288.2018.1544297 • White, K., Flanagan, T. D., & Nadig, A. (2018). Examining the relationship between self-determination and quality of life in young adults with autism Spectrum disorder. Journal of Developmental and Physical Disabilities, 30(6), 735–754. https://doi.org/10.1007/s10882-018- 9616-y • Wise, E. A., Smith, M. D., & Rabins, P. V. (2017). Aging and autism Spectrum disorder: A naturalistic, longitudinal study of the comorbidities and Behavioral and neuropsychiatric symptoms in adults with ASD. Journal of Autism and Developmental Disorders, 47(6), 1708–1715. https://doi.org/10.1007/s10803-017- 3095-3 • World Health Organization Quality of Life Assessment Group (WHOQOL). (1995). The World Health Organization quality of life assessment (WHOQOL): Position paper from the World Health Organization. Social Science & Medicine, 41(10), 1403–1409. https://doi. org/10.1016/0277-9536(95)00112-KQuality of Life (QoL) refers to the individual’s perception of their position in life, in the context of their culture and in relation to their goals, expectations, norms, and concerns, and is indicative of the well-being of each individual in the different areas of their life. This variable has been the focus of interest of numerous investigations focused on populations with disabilities, even adapting QoL models to specific populations, such as people with intellectual disabilities. In the area of Autism Spectrum Disorder (ASD), this variable has been addressed by different studies, all agreeing that QoL in adults with ASD is lower than that reflected for the general population in the spectrum as a whole, particularly in those who also present intellectual disabilities (ID). However, much of this research uses QoL assessment measures that do not take into account the characteristics of this impairment, in addition to reaching conclusions that generalize to this population and that obviate the particularities that define ASD, for example, in relation to socialization and leisure time. What may be considered indicative of QoL for the neurotypical population is not necessarily so for people with ASD. Throughout this chapter, we reflect on this issue, which leads us to the conclusion that it is necessary to reconceptualize this term when talking about ASD and adapt it to this population and its characteristics.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Emotional well-being of adults with Down syndrome: a transdiagnostic insight

Referencias bibliográficas: • Aldao, A. (2012). Emotion regulation strategies as transdiagnostic processes: a closer look at the invariance of their form and function. Spanish Journal of Clinical Psychology, 17 (3), 261-277. • Amadó, A., Serrat, E. y Vallés-Majoral, E. (2016). The role of executive functions in social cognition among children with Down syndrome: relationship patterns. Frontiers in Psychology, 7 (1363), 1-12. doi: 10.3389/fpsyg.2016.01363. • Anderson, J., Nielsen, J., Ferguson, M., Burback, M., Cox, E., Dai, L., ... Korenberg, J. (2013). Abnormal brain synchrony in Down syndrome. Neuroimage: Clinical, 2, 703-715. • Andrés, M. L., Castañeiras, C., Stelzer, F., Canet, L. e Introzzi, I. (2016). Funciones ejecutivas y regulación de la emoción: evidencia de su relación en niños. Psicología desde el Caribe, 33 (2), 169-189. doi: 10.14482/psdc.33.2.7278. • Belva, B. C. y Matson, J. L. (2015). Examining the psychometrics of the Psychopathology Inventory for Mentally Retarded Adults-II for individuals with mild and moderate intellectual disabilities. Research in Developmental Disabilities, 36, 291-302. doi: 10.1016/j.ridd.2014.10.017. • Borella, E., Carretti, B. y Lanfranchi, S. (2013). Inhibitory mechanisms in Down syndrome: Is there a specific or general déficit? Research in Developmental Disabilities, 34, 65-71. doi: 10.1016/j.ridd.2012.07.017. • Camp, J. S., Karmiloff-Smith, A., Thomas, M. S. C. y Karran, E. K. (2016). Cross-syndrome comparison of real-world executive functioning and problem-solving using a new problem-solving questionnaire. Research in Developmental Disabilities, 59, 80-92. doi: 10.1016/j.ridd.2016.07.006. • Carney, D., Brown, J. H. y Henry, L. A. (2013). Executive function in Williams and Down syndromes. 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M., Shah, B., Davis, B., Baker, C., Fife, T. y Fitzpatrick, J. (2015). Psychiatric disorders in adolescents and young adults with Down syndrome and other intellectual disabilities. Journal of Neurodevelopmental Disorders, 7, 1-8. doi: 10.1186/s11689-015-9101-1. • Esbensen, A. J., Boshkoff, E., Amaral, J. L., Tan, C. M. y Macks, R. (2015). Differentiating aging among adults with Down syndrome and comorbid dementia or psychopathology. American Journal on Intellectual and Developmental Disabilities, 121 (1), 13-24. doi: 10.1352/1944-7558-121.1.13. • Flórez, J., Garvía, B. y Fernández-Olaria, R. (2015). Síndrome de Down: Neurobiología, neuropsicología y salud mental. Bases para la intervención en el aprendizaje, la conducta y el bienestar mental. Madrid: cepe. • Foley, K. R., Jacoby, P., Einfeld, S., Girdler, S., Bourke, J., Riches, V. y Leonard, H. (2014). Day occupation is associated with psychopathology for adolescents and young adults with Down syndrome. 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Identification, assessment and treatment (pp. 5-16). Cambridge: Cambridge University Press. • Kinkead, A. P., Garrido, L. y Uribe, N. (2011). Modalidades evaluativas en la regulación emocional: aproximaciones actuales. Revista Argentina de Clínica Psicológica, 20, 29-39. • Kruszka, P., Porras, A. R., Sobering, A. K., Ikolo, F. A., La Qua, S., Shotelersuk, V., … Muenke, M. (2016). Down syndrome in diverse populations. American Journal of Medical Genetics Part A, 173, 42-53. doi: 10.1002/ajmg.a.38043. • Lee, N., Anand, P., Will, E., Adeyemi, E. I., Clasen, L. S., Blumenthal, J. D., … Edgin, J. O. (2015). Everyday executive functions in Down syndrome from early childhood to young adulthood: evidence for both unique and shared characteristics compared to youth with sex chromosome trisomy (XXX and XXY). Frontiers in Behavioral Neuroscience, 9 (264), 1-15. doi: 10.3389/fnbeh.2015.00264. • Liogier, X., Edgin, J. O., Bouis, C., De Sola, S., Goeldner, C., Kishnani, P., … Khwaja, O. (2015). Assessment of cognitive scales to examine memory, executive function and language in individuals with Down syndrome: implications of a 6-month observational study. Frontiers in Behavioral Neuroscience, 9 (300), 1-11. doi: 10.3389/fnbeh.2015.00300. • Mallardo, M., Cuskelly, M., White, P. y Jobling, A. (2014). Mental health problems in adults with Down syndrome and their association with life circumstances. Journal of Mental Health Research in Intellectual Disabilities, 7 (3), 229-245. doi: 10.1080/19315864.2013.842622. • Marchal, J. P., Maurice-Stam, H., Houtzager, B. A., Rutgers, S. L., Oostrom, K. J., Grootenhuis, M. A. y Paul, A. S. (2016). Growing up with Down syndrome: development from 6 months to 10.7 years. Research in Developmental Disabilities, 59, 437-450. doi: 10.1016/j.ridd.2016.09.019. • McWilliams, J., De Terte, I., Leathem, J., Malcolm, S. y Watson, J. (2014). Transformers: a programme for people with an intellectual disability and emotion regulation difficulties. 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Brain Sciences, 6 (6). doi: 10.3390/brainsci7060055. • Pritchard, A. E., Kalback, S., McCurdy, M. y Capone, G. T. (2015). Executive functions among young with Down syndrome and co-existing neurobehavioural disorders. Journal of Intellectual Disability Research, 59 (12), 1130-1141. doi: 10.1111/jir.12217. • Reis, A., Silva, S., Ruschel, D., Côrtes, N., Abreu, N. y Mara, T. (2016). Emotion Regulation Checklist (ERC): preliminary studies of cross-cultural adaptation and validation for Use in Brazil. Trends in Psychology, 24 (1), 97-116. doi: 10.9788/TP2016.1-07. • Santana, C., De Souza, W. y Feitosa, M. A. (2014). Recognition of facial emotional expressions and its correlation with cognitive abilities in children with Down syndrome. Psychology and Neuroscience, 7 (2), 73-81. doi: 10.3922/j.psns.2014.017. • Shaw, S., Oei, T. y Sawang, S. (2015). Psychometric validation of the Dysexecutive Questionnaire (DEX). Psychological Assessment, 27 (1), 138-147. • Shields, A. y Cicchetti, D. (1997). Emotion regulation among school age children: The development and validation of a new criterion q-sort scale. Developmental Psychology, 33 (6), 906-916. • Skotko, B. G., Levine, S. P. y Goldstein, R. (2011). Self-perceptions from people with Down syndrome. American Journal of Medical Genetics Part A, 155, 2360-2369. doi: 10.1002/ajmg.a.34235. • Smith, M. C. y Walden, T. A. (14-18 agosto, 1998). Emotion regulation in children with Down syndrome. En American Psychological Association Annual Convention. San Francisco. • Straccia, C., Baggio, S. y Barisnikov, K. (2014). Mental illness, behavior problems, and social behavior in adults with Down syndrome. Journal of Mental Health Research in Intellectual Disabilities, 7 (1), 74-90. doi: 10.1080/19315864.2012.741660. • Tassé, M. J., Navas, P., Havercamp, S. M., Benson, B. A., Allain, D. C., Manickam, K. y Davis, S. (2016). Psychiatric conditions prevalent among adults with Down syndrome. 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Bury St. Edmunds, UK: Thames Valley Test Company. • Wishart, J. G., Cebula, K. R., Willis, D. S. y Pitcairn, T. K. (2007). Understanding of facial expressions of emotion by children with intellectual disabilities of differing aetiology. Journal of Intellectual Disability Research, 51, 551-563. doi: 10.1111/j.1365-2788.2006.00947.x.Introducción. Diferentes estudios muestran tasas elevadas de trastornos psicopatológicos, como ansiedad o depresión, en adultos con síndrome de Down (SD). Además, algunas variables, como las funciones ejecutivas (FE) y la regulación emocional (RE), elementos esenciales en la conducta adaptativa, presentan déficits en estas personas. Método. Este estudio se propuso investigar la influencia de las FE y la RE en el desarrollo de la sintomatología internalizante en personas adultas con SD. Se emplearon el DEX, el ERC y el PIMRA-II con una muestra de 40 adultos para determinar si las dificultades en las funciones ejecutivas y en la regulación emocional se relacionan con la aparición de síntomas internalizados en esta población. Resultados. Los resultados muestran la asociación entre las FE, la RE y la depresión y la ansiedad. Asimismo, existe relación entre la sintomatología internalizada y aspectos vitales de las personas, como la muerte de un familiar. Discusión. Se debe tener en consideración la intervención en la RE y en las FE para prevenir la aparición de síntomas internalizados y el desarrollo de trastornos emocionales. Se necesita mayor investigación para intervenir en ambas capacidades de manera más comprensiva, sobre todo en lo referente a la regulación emocional.Introduction. Different studies show high rates of psychopathological disorders, such as anxiety or depression, in adults with Down syndrome (DS). In addition, some variables such as executive functions (EF) and emotion regulation (ER), essential elements in adaptive behavior, present deficits in these people. Method. This study aimed to investigate the influence of EF and ER on the development of internalizing symptoms (depression and anxiety) in adults DS. DEX, ERC and PIMRA-II questionnaires were used with a sample of 40 adults to determine whether difficulties in executive functions and emotional regulation are related to the appearance of internalized symptoms in this population. Results. Results show the association between EF, ER and depression and anxiety. Likewise, there is a relation between internalizing symptomatology and life events such as the death of a familiar. Discussion. Intervention in ER and EF should be considered to prevent the appearance of internalized symptoms and the development of emotional disturbances. More research is needed to intervene in both capacities in a more comprehensive way, especially with regard to emotion regulation.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Depressive symptomatology in adults with autism spectrum disorder and intellectual disability: correlates and predictors

Referencias bibliográficas • Adams, H. L. and Matson, J. L. 2015. Scope and prevalence of the problem. In: J. L. Matson and M. L. Matson, eds. Comorbid conditions in individuals with intellectual disabilities. Springer International Publishing, pp. 3–24. • American Psychiatric Association. 2013. Diagnostic and statistical manual of mental disorders. 5th ed. Washington, DC: American Psychiatric Association. • Bruggink, A., Huisman, S., Vuijk, R., Kraaij, V. and Garnefski, N. 2016. Cognitive emotion regulation, anxiety and depression in adults with autism spectrum disorder. Research in Autism Spectrum Disorders, 22, 34–44. • Cassidy, S. A., Bradley, L., Bowen, E., Wigham, S. and Rodgers, J. 2018. Measurement properties of tools used to assess depression in adults with and without autism spectrum conditions: A systematic review. Autism Research, 11, 738–754. • Clarke, D. J. and Gomez, G. A. 2001. 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Real-world executive functions in adults with autism spectrum disorder: profiles of impairment and associations with adaptive functioning and co-morbid anxiety and depression. Journal of Autism and Developmental Disorders, 46 (3), 1–13. • Wigham, S., Barton, S., Parr, J. R. and Rodgers, J. 2017. A systematic review of the rates of depression in children and adults with high-functioning autism spectrum disorder. Journal of Mental Health Research in Intellectual Disabilities, 10, 267–221. • Zimmerman, D., Ownsworth, T., O’Donovan, A., Roberts, J. and Gullo, M. J. 2016. High-functioning autism spectrum disorder in adulthood: A systematic review of factors related to psychosocial outcomes. Journal of Intellectual & Developmental Disability, 1–18.Autism Spectrum Disorder (ASD) usually appears associated with other comorbid psychopathology. For this reason, the present research aimed to study the comorbid conditions in ASD paying more attention to depressive symptoms. The investigation included a sample of 37 adults with ASD and intellectual disability (M = 27.49; SD = 9.2), users of various associations of the Community of Madrid. Autistic severity was assessed with the Diagnostic Behavioral Assessment for Autism Spectrum Disorder-Revised (Dibas-R) and comorbidity was assessed through Autism Spectrum Disorders-Comorbidity for Adults (ASD-CA). The results showed a significant correlation between autism symptomatology and general comorbidity. Moreover, autistic symptoms were associated with depressive symptomatology. A hierarchical regression analysis was also conducted; and its data suggested that irritability/behavioral excesses were significant predictors of depression in ASD.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

A Spanish adaptation and validation of the Interpersonal Emotion Regulation Questionnaire

Dr. Hofmann receives financial support by the Alexander von Humboldt Foundation (as part of the Alexander von Humboldt Professor), the Hessische Ministerium für Wissenschaft und Kunst (as part of the LOEWE Spitzen Professor), NIH/NIMH R01MH128377, NIH/NIMHU01MH108168, Broderick Foundation/MIT, and the James S. McDonnell Foundation 21st Century Science Initiative in Understanding Human Cognition—Special Initiative. He receives compensation for his work as editor from Springer Nature. He also receives royalties and payments for his work from various publishers. Referencias bibliográficas: • 1. Gross JJ, Jazaieri H. Emotion, emotion regulation, and psychopathology: An affective science perspective. Clinical Psychological Science 2014; 2(4): 387-401. doi: 10.1177/2167702614536164 • 2. Husain W, Inam A, Wasif S, Zaman S. Emotional intelligence: Emotional expression and emotional regulation for intrinsic and extrinsic emotional satisfaction. 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Clinical Psychology Review 2011; 31(8): 1276-1290. doi: 10.1016/j.cpr.2011.09.005 • 36. Pagerols M, Prat R, Rivas C, et al. The impact of psychopathology on academic performance in school-age children and adolescents. Scientific Reports 2022; 12(1): 4291. doi: 10.1038/s41598-022-08242-9 • 37. Sarisoy-Aksüt G, Gençöz T. Psychometric properties of the Interpersonal Emotion Regulation Questionnaire (IERQ) in Turkish samples. Current Psychology 2022; 41: 563-572. doi: 10.1007/s12144-019-00578-2sIntrapersonal Emotion Regulation is a widely studied and recognized term as an essential variable in people’s well-being, and their optimal psychosocial functioning. It has not been until recent years that Interpersonal Emotion Regulation (IER) has been taken into account in studies focused on emotional life and academic performance. The Interpersonal Emotion Regulation Questionnaire (IERQ) is one of the few self-report instruments designed for the evaluation of this construct. As far as we know, there is no tool that evaluates this variable in the Spanish language. The present study aims to adapt and validate the IERQ in the Spanish population (n = 289). Maintaining the internal structure of the original scale, it has been found that the Spanish version of the IERQ (IERQ-S) is a valid instrument for the evaluation of IER in the Spanish population.Alexander von Humboldt FoundationHessische Ministerium für Wissenschaft und KunstDepto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu

Welcoming new teachers to the university: first steps in teaching programme at the Faculty of Education

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Revista de currículum y formación de profesorado, 13(1), 209-229. • Werner-Seidler, A., Afzali, M. H., Chapman, C., Sunderland, M. & Slade, T. (2017). The relationship between social support networks and depression in the 2007 National Survey of Mental Health and Well-being. Social psychiatry and psychiatric epidemiology, 52(12), 1463-1473. https://doi.org/10.1007/s00127-017-1440-7 • Yot, C., y Mayor, C. (2012). Nuevas tendencias en el proceso de formación y mentoría de profesores universitarios noveles en su primer año de docencia. Olhar de professor, 15(2), 297-314. http://dx.doi.org/10.5212/OlharProfr.v.15i2.0007El proceso de acogida hace referencia a diferentes actuaciones y procedimientos que tienen por objeto proporcionar a la persona que comienza la información y apoyos necesarios para facilitar el acceso a una institución. En el ámbito de la educación superior, y concretamente en la docencia universitaria, la acogida no ha sido un tema de interés y las experiencias en este sentido son escasas. El documento describe el proceso de análisis de necesidades del profesorado novel en una institución universitaria a partir de un grupo de discusión y la recogida de información posterior mediante cuestionario. Los datos ponen de manifiesto la importancia de una buena acogida, acompañada de la entrega de información imprescindible, así como la implementación de programas de mentoría para el bienestar personal del docente universitario.Depto. de Personalidad, Evaluación y Psicología ClínicaFac. de EducaciónTRUEpu