Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.7
D. Landínez-Martínez, Catalina Quintero-López, V. D. Gil-Vera
Working memory training may help children with attention deficit hyperactivity disorder (ADHD), but robust evidence from systematic reviews is lacking. Children with poor Working memory ability struggle with academic and cognitive work compared to similar-aged peers without working memory deficits. Besides, working memory is correlated with inattention and disorganization in those with ADHD. The aim of this systematic review was to assess the effect of working memory training on symptoms and behaviors of children with ADHD. A search equation was proposed (ADHD OR attention deficit hyperactivity disorder AND working memory training), with twenty-four studies meeting the inclusion criteria in the Clarivate Analytics Web of Science Core Collection database. A bibliometric analysis was conducted to identify the importance of the research topic and a citation network was built to establish the lines of research. Finally, the citation network was exported to Gephi to visualize the research groups studying the topic. Findings suggest 3 lines of research: (a) Effects of working memory training on working memory, and academic performance in children with ADHD, (b) Effects of working memory training on executive functioning and child ADHD related symptoms, (c) Effects of working memory training on brain activity in child ADHD. Implications for clinical practice and school-based interventions are discussed
工作记忆训练可能有助于患有注意力缺陷多动障碍(ADHD)的儿童，但缺乏系统评价的有力证据。与没有工作记忆缺陷的同龄人相比，工作记忆能力差的孩子在学术和认知工作方面表现不佳。此外，ADHD患者的工作记忆与注意力不集中和组织紊乱有关。本系统回顾的目的是评估工作记忆训练对ADHD儿童症状和行为的影响。提出了一个搜索方程(ADHD或注意缺陷多动障碍和工作记忆训练)，24项研究符合Clarivate Analytics Web of Science Core Collection数据库的纳入标准。通过文献计量分析来确定研究课题的重要性，并建立引文网络来确定研究方向。最后，将引文网络导出到Gephi，以可视化研究该主题的研究小组。研究结果提出了三个研究方向:(a)工作记忆训练对多动症儿童工作记忆和学习成绩的影响，(b)工作记忆训练对执行功能和儿童多动症相关症状的影响，(c)工作记忆训练对多动症儿童大脑活动的影响。对临床实践和学校干预的影响进行了讨论
{"title":"Working Memory Training in children with attention deficit hyperactivity disorder: A systematic review","authors":"D. Landínez-Martínez, Catalina Quintero-López, V. D. Gil-Vera","doi":"10.21134/rpcna.2022.09.3.7","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.7","url":null,"abstract":"Working memory training may help children with attention deficit hyperactivity disorder (ADHD), but robust evidence from systematic reviews is lacking. Children with poor Working memory ability struggle with academic and cognitive work compared to similar-aged peers without working memory deficits. Besides, working memory is correlated with inattention and disorganization in those with ADHD. The aim of this systematic review was to assess the effect of working memory training on symptoms and behaviors of children with ADHD. A search equation was proposed (ADHD OR attention deficit hyperactivity disorder AND working memory training), with twenty-four studies meeting the inclusion criteria in the Clarivate Analytics Web of Science Core Collection database. A bibliometric analysis was conducted to identify the importance of the research topic and a citation network was built to establish the lines of research. Finally, the citation network was exported to Gephi to visualize the research groups studying the topic. Findings suggest 3 lines of research: (a) Effects of working memory training on working memory, and academic performance in children with ADHD, (b) Effects of working memory training on executive functioning and child ADHD related symptoms, (c) Effects of working memory training on brain activity in child ADHD. Implications for clinical practice and school-based interventions are discussed","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.6
G. Chiarenza, R. Pérez-Elvira
Advances in technology in recent years have made the use of quantitative electroencephalogram more accessible to clinicians. The incorporation of normative databases in QEEG studies and the possibility of detecting different electroencephalographic patterns in patients with a given pathology, despite showing an apparent symptomatology homogeneity, make it an interesting source of information. The relationship of these patterns with a possible response to treatment or with prognostic estimates would justify its inclusion as a routine test in the process of the differential diagnosis of ADHD. In this paper, we present the possible benefits of the use of QEEG in the differential diagnosis of ADHD, the different electroencephalographic patterns associated with ADHD most common in the literature, and a case showcasing the use of the technique in a patient with ADHD
{"title":"State of the art and new directions of Quantitative Electroencephalography use in Differential Diagnosis of ADHD","authors":"G. Chiarenza, R. Pérez-Elvira","doi":"10.21134/rpcna.2022.09.3.6","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.6","url":null,"abstract":"Advances in technology in recent years have made the use of quantitative electroencephalogram more accessible to clinicians. The incorporation of normative databases in QEEG studies and the possibility of detecting different electroencephalographic patterns in patients with a given pathology, despite showing an apparent symptomatology homogeneity, make it an interesting source of information. The relationship of these patterns with a possible response to treatment or with prognostic estimates would justify its inclusion as a routine test in the process of the differential diagnosis of ADHD. In this paper, we present the possible benefits of the use of QEEG in the differential diagnosis of ADHD, the different electroencephalographic patterns associated with ADHD most common in the literature, and a case showcasing the use of the technique in a patient with ADHD","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.4
J. A. López-Villalobos, M. V. López-Sánchez, J. M. Ándres de Llano
Attention Deficit Hyperactivity Disorder: Circannual Rhythm in the Month of Birth. We studied the existence of circanual rhythm in the month of birth in participants with attention deficit hyperactivity disorder (ADHD) and analyzed the association between months of birth and ADHD. We analyzed 10,978 participants (1,778 ADHD/9,200 non-ADHD), aged 3 to 18 years. A consecutive sample of first visits to mental health between 1992 and 2021 is used. Participants with ADHD exhibit a significant circannual rhythm in the months of birth, with an acrophase in October. Being born in the last quarter of the year significantly increases the probability of being diagnosed with ADHD, controlling for the effect of sex and age. As the months of the year go by, there is a significant increasing linear trend of being diagnosed with ADHD, which is not observed neither in general population nor in cases without ADHD. Caution is necessary in diagnosis and treatment of children born in the last months of year, who, due to their greater immaturity compared to the other children in class, could be misdiagnosed and treated as ADHD.
{"title":"Trastorno por Déficit de Atención con Hiperactividad: Ritmo Circanual en el Mes de Nacimiento","authors":"J. A. López-Villalobos, M. V. López-Sánchez, J. M. Ándres de Llano","doi":"10.21134/rpcna.2022.09.3.4","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.4","url":null,"abstract":"Attention Deficit Hyperactivity Disorder: Circannual Rhythm in the Month of Birth. We studied the existence of circanual rhythm in the month of birth in participants with attention deficit hyperactivity disorder (ADHD) and analyzed the association between months of birth and ADHD. We analyzed 10,978 participants (1,778 ADHD/9,200 non-ADHD), aged 3 to 18 years. A consecutive sample of first visits to mental health between 1992 and 2021 is used. Participants with ADHD exhibit a significant circannual rhythm in the months of birth, with an acrophase in October. Being born in the last quarter of the year significantly increases the probability of being diagnosed with ADHD, controlling for the effect of sex and age. As the months of the year go by, there is a significant increasing linear trend of being diagnosed with ADHD, which is not observed neither in general population nor in cases without ADHD. Caution is necessary in diagnosis and treatment of children born in the last months of year, who, due to their greater immaturity compared to the other children in class, could be misdiagnosed and treated as ADHD.","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.8
Elena Fernández-Menéndez, J. A. Piqueras, Victoria Soto-Sanz
Cognitive-behavioural interventions to decrease self-injurious behaviours in children and young people with ASD: A Systematic Review. Self-injurious behaviours in children and young people with Autism Spectrum Disorder (ASD) imply risks to their physical integrity and affect their quality of life and that of their families. In addition, they hinder their integration into the school and social environments, this being limited by the characteristics of this type of disorder. Although there is little information about self-harm in this population, in general it has been seen that the greater the affectation and the lower the cognitive level, the more prevalent self-injurious behaviours are. The aim of this study was to review the efficacy of cognitive-behavioral interventions for the reduction of self-injurious behaviors in children and youth with ASD. For it, we searched PsycINFO, Scopus and Google Scholar. The review included studies in English or Spanish languages on cognitive-behavioral interventions to reduce self-injurious behaviors in children and youth with ASD; with samples consisting of individuals with ASD between 1 and 30 years of age presenting self-injurious behaviors; and conducted between 1970 and 2022. Of the 228 studies identified, only 7 met the inclusion criteria. The included studies included participants between the ages of 3 and 26 years diagnosed with ASD and were published between 1974 and 2015, evidencing the efficacy of cognitive-behavioral interventions. Although these studies show positive post-intervention results, they are scarce in number. Further research is therefore needed on the effectiveness of behavioural and cognitive interventions to reduce self-injurious behaviours in children and young people with ASD
{"title":"Intervenciones cognitivo-conductuales para reducir conductas autolesivas en niños y jóvenes con TEA: Una revisión sistemática","authors":"Elena Fernández-Menéndez, J. A. Piqueras, Victoria Soto-Sanz","doi":"10.21134/rpcna.2022.09.3.8","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.8","url":null,"abstract":"Cognitive-behavioural interventions to decrease self-injurious behaviours in children and young people with ASD: A Systematic Review. Self-injurious behaviours in children and young people with Autism Spectrum Disorder (ASD) imply risks to their physical integrity and affect their quality of life and that of their families. In addition, they hinder their integration into the school and social environments, this being limited by the characteristics of this type of disorder. Although there is little information about self-harm in this population, in general it has been seen that the greater the affectation and the lower the cognitive level, the more prevalent self-injurious behaviours are. The aim of this study was to review the efficacy of cognitive-behavioral interventions for the reduction of self-injurious behaviors in children and youth with ASD. For it, we searched PsycINFO, Scopus and Google Scholar. The review included studies in English or Spanish languages on cognitive-behavioral interventions to reduce self-injurious behaviors in children and youth with ASD; with samples consisting of individuals with ASD between 1 and 30 years of age presenting self-injurious behaviors; and conducted between 1970 and 2022. Of the 228 studies identified, only 7 met the inclusion criteria. The included studies included participants between the ages of 3 and 26 years diagnosed with ASD and were published between 1974 and 2015, evidencing the efficacy of cognitive-behavioral interventions. Although these studies show positive post-intervention results, they are scarce in number. Further research is therefore needed on the effectiveness of behavioural and cognitive interventions to reduce self-injurious behaviours in children and young people with ASD","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.5
Jonatan Molina-Torres, Mireia Orgilés, M. Servera
ADHD in Preschool: A Narrative Review. Attention Deficit Disorder (ADHD) is a very heterogeneous and highly prevalent neurodevelopmental disorder in children and adolescents. The detection of ADHD in the preschool stage (between 3 and 5 years of age) would allow early intervention, reducing its symptoms and modifying the course of the disorder. The present study aims to review in a narrative way the concept of ADHD in preschool population, its characteristics, the instruments that allow its detection and the available treatments. The clinical symptoms of ADHD in preschoolers are not as frequent as traditionally thought and present a high predictive validity, being frequently maintained over the years. The most common presentation of ADHD at this stage is hyperactive/impulsive and inattentive-dominant presentations occur infrequently. The evaluation of ADHD includes the detection of general psychopathology that may be comorbid to ADHD or that allows a correct differential diagnosis. Several ADHD symptom assessment scales are reliable for the clinical detection of the disorder and should be combined with measures that assess possible associated difficulties. Family interventions are the most frequently used, and pharmacological treatment is not recommended until 6 years of age. However, the results of treatment effectiveness are not very robust. Early preventive intervention is needed in the preschool stage with cases that present or are at risk of presenting ADHD and not “sit and wait”, although more effective interventions need to be found
{"title":"El TDAH en la etapa preescolar: Una revisión narrativa","authors":"Jonatan Molina-Torres, Mireia Orgilés, M. Servera","doi":"10.21134/rpcna.2022.09.3.5","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.5","url":null,"abstract":"ADHD in Preschool: A Narrative Review. Attention Deficit Disorder (ADHD) is a very heterogeneous and highly prevalent neurodevelopmental disorder in children and adolescents. The detection of ADHD in the preschool stage (between 3 and 5 years of age) would allow early intervention, reducing its symptoms and modifying the course of the disorder. The present study aims to review in a narrative way the concept of ADHD in preschool population, its characteristics, the instruments that allow its detection and the available treatments. The clinical symptoms of ADHD in preschoolers are not as frequent as traditionally thought and present a high predictive validity, being frequently maintained over the years. The most common presentation of ADHD at this stage is hyperactive/impulsive and inattentive-dominant presentations occur infrequently. The evaluation of ADHD includes the detection of general psychopathology that may be comorbid to ADHD or that allows a correct differential diagnosis. Several ADHD symptom assessment scales are reliable for the clinical detection of the disorder and should be combined with measures that assess possible associated difficulties. Family interventions are the most frequently used, and pharmacological treatment is not recommended until 6 years of age. However, the results of treatment effectiveness are not very robust. Early preventive intervention is needed in the preschool stage with cases that present or are at risk of presenting ADHD and not “sit and wait”, although more effective interventions need to be found","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.21134/rpcna.2022.09.3.1
Carmen R. Muñoz-Galán, Lidia Infante-Cañete
The Risk Indicators Questionnaire for Autism Spectrum Disorders during the First Year of Life (CIRTEA) for early detection. CIRTEA is a screening instrument designed as a developmental scale that uses the typical developmental parameters of the child without alterations as a reference to identify aspects of development that may be related to ASD. The questionnaire was tested in 955 babies from 0 to 12 months (529 boys and 426 girls) in the province of Malaga. The test-retest reliability and external validity of the questionnaire was explored in a clinical sample consisting of 64 infants (41 boys, 23 girls). The definitive version is made up of 23 dichotomous items organized by quarters and by development areas, referring to the perceptual, social and language aspects. Descriptive analyses of the items are presented, as well as evidence of their content validity through inter judgment validation by means of the Aiken V Coefficient and Confidence Interval and the external validity through the correlation with the MCHAT/ ES at 12 months (-.88) and at 15 months (-.89). The instrument is sensitive in capturing the absence of normotypic behaviors and relating them to behaviors compatible with autism spectrum disorder, showing high predictive power for discriminating babies with typical development and cases with suspected ASD at an early age of 12 months
{"title":"El Cuestionario de Indicadores de Riesgo de los Trastornos de Espectro Autista durante el Primer Año de Vida (CIRTEA) para la detección precoz","authors":"Carmen R. Muñoz-Galán, Lidia Infante-Cañete","doi":"10.21134/rpcna.2022.09.3.1","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.3.1","url":null,"abstract":"The Risk Indicators Questionnaire for Autism Spectrum Disorders during the First Year of Life (CIRTEA) for early detection. CIRTEA is a screening instrument designed as a developmental scale that uses the typical developmental parameters of the child without alterations as a reference to identify aspects of development that may be related to ASD. The questionnaire was tested in 955 babies from 0 to 12 months (529 boys and 426 girls) in the province of Malaga. The test-retest reliability and external validity of the questionnaire was explored in a clinical sample consisting of 64 infants (41 boys, 23 girls). The definitive version is made up of 23 dichotomous items organized by quarters and by development areas, referring to the perceptual, social and language aspects. Descriptive analyses of the items are presented, as well as evidence of their content validity through inter judgment validation by means of the Aiken V Coefficient and Confidence Interval and the external validity through the correlation with the MCHAT/ ES at 12 months (-.88) and at 15 months (-.89). The instrument is sensitive in capturing the absence of normotypic behaviors and relating them to behaviors compatible with autism spectrum disorder, showing high predictive power for discriminating babies with typical development and cases with suspected ASD at an early age of 12 months","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48271227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.21134/rpcna.2022.09.2.1
Lorena Wenger Amengual, Rafaelle Carolynne Santos Costa, André Vilela Komatsu, Marina Rezende Bazon, A. Andrés-Pueyo
En delincuencia juvenil, algunos aspectos de la personalidad tienen un peso importante en la probabilidad de realizar conductas antisociales. Por esto, integrarlos al trabajo con esta población permite hacer las intervenciones más sensibles a las características de los jóvenes y, por ello, más efectivas. Como las estructuras de muchos sistemas de atención de la delincuencia juvenil tienen objetivos socioeducativos semejantes, los estudios transculturales/comparativos son pertinentes para explorar este problema. El objetivo de este estudio fue comparar grupos de adolescentes de Brasil y España, infractores y no infractores, con respecto a aspectos de personalidad. La muestra estuvo compuesta por 210 adolescentes varones con una edad media de 17.7 años. Estos jóvenes respondieron al Jesness Inventory – Revised (JI-R), una herramienta que mide el funcionamiento psicológico en el contexto de justicia juvenil. Las puntuaciones directas en el JI-R fueron comparadas por análisis de varianza (ANOVA) y el tamaño de efecto fue calculado con la d de Cohen. Los resultados muestran que, entre los grupos de infractores, la muestra de adolescentes brasileños presenta niveles más elevados en Valores Subculturales y Ansiedad Social. Como se hipotetizaba, los grupos de infractores no son tan distintos entre sí, en especial a lo que se refiere a la orientación antisocial, lo que suma evidencia a que adolescentes que se desarrollan en culturas distintas comparten variables de personalidad asociadas al comportamiento delictivo
{"title":"Diferencias de personalidad entre adolescentes infractores en Brasil y España evaluadas con el Jesness Inventory Revised","authors":"Lorena Wenger Amengual, Rafaelle Carolynne Santos Costa, André Vilela Komatsu, Marina Rezende Bazon, A. Andrés-Pueyo","doi":"10.21134/rpcna.2022.09.2.1","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.2.1","url":null,"abstract":"En delincuencia juvenil, algunos aspectos de la personalidad tienen un peso importante en la probabilidad de realizar conductas antisociales. Por esto, integrarlos al trabajo con esta población permite hacer las intervenciones más sensibles a las características de los jóvenes y, por ello, más efectivas. Como las estructuras de muchos sistemas de atención de la delincuencia juvenil tienen objetivos socioeducativos semejantes, los estudios transculturales/comparativos son pertinentes para explorar este problema. El objetivo de este estudio fue comparar grupos de adolescentes de Brasil y España, infractores y no infractores, con respecto a aspectos de personalidad. La muestra estuvo compuesta por 210 adolescentes varones con una edad media de 17.7 años. Estos jóvenes respondieron al Jesness Inventory – Revised (JI-R), una herramienta que mide el funcionamiento psicológico en el contexto de justicia juvenil. Las puntuaciones directas en el JI-R fueron comparadas por análisis de varianza (ANOVA) y el tamaño de efecto fue calculado con la d de Cohen. Los resultados muestran que, entre los grupos de infractores, la muestra de adolescentes brasileños presenta niveles más elevados en Valores Subculturales y Ansiedad Social. Como se hipotetizaba, los grupos de infractores no son tan distintos entre sí, en especial a lo que se refiere a la orientación antisocial, lo que suma evidencia a que adolescentes que se desarrollan en culturas distintas comparten variables de personalidad asociadas al comportamiento delictivo","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68342671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.21134/rpcna.2022.09.2.4
Dzhamilia Nugmanova, I. Kozlova, R. Kupriyanov
The speed and efficiency of student adaptation largely determines the success of the educational process. This is especially true for university freshmen, as the older adolescent organism, with its specific neurophysiological characteristics, is very sensitive to changes in the environment. The situation with SARS-CoV-2 virus (COVID-19) pandemic has added to the problem of adaptation. The present study aims to examine the influence of the COVID-19 pandemic on the first-year students’ adaptation to university studies in Russia. The study involves 692 freshmen with an average age of 18.7, majority of women (80.6%), from three Russian universities: Kazan National Research Technological University, Kazan Federal University and Kazan Aviation University. The results show that during the COVID-19 period statistically significant changes occurred in almost all the adaptation components: physiological adaptation (p < .0001), socio-psychological adaptation (p < .05), academic adaptation (p < .05). There was a decrease in the level of physiological adaptation, while socio-psychological adaptation and academic adaptation increased. Comparison by gender during the COVID-19 period shows differences between adaptation processes of men and women. Comparison of foreign students with Russian citizens during the COVID-19 period demonstrates that foreign students stand out in socio-cultural adaptation (4.94 - foreigners, 4.64 - citizens of Russia, p < .05), physiological adaptation (5.36 - foreigners, 4.36 - citizens of Russia, p < .00001) and academic adaptation (5.28 - foreigners, 4.99 - citizens of Russia, p < .05)
{"title":"The peculiarities of Adaptation of First-Year Students to the University during COVID-19 Pandemic in Russia","authors":"Dzhamilia Nugmanova, I. Kozlova, R. Kupriyanov","doi":"10.21134/rpcna.2022.09.2.4","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.2.4","url":null,"abstract":"The speed and efficiency of student adaptation largely determines the success of the educational process. This is especially true for university freshmen, as the older adolescent organism, with its specific neurophysiological characteristics, is very sensitive to changes in the environment. The situation with SARS-CoV-2 virus (COVID-19) pandemic has added to the problem of adaptation. The present study aims to examine the influence of the COVID-19 pandemic on the first-year students’ adaptation to university studies in Russia. The study involves 692 freshmen with an average age of 18.7, majority of women (80.6%), from three Russian universities: Kazan National Research Technological University, Kazan Federal University and Kazan Aviation University. The results show that during the COVID-19 period statistically significant changes occurred in almost all the adaptation components: physiological adaptation (p < .0001), socio-psychological adaptation (p < .05), academic adaptation (p < .05). There was a decrease in the level of physiological adaptation, while socio-psychological adaptation and academic adaptation increased. Comparison by gender during the COVID-19 period shows differences between adaptation processes of men and women. Comparison of foreign students with Russian citizens during the COVID-19 period demonstrates that foreign students stand out in socio-cultural adaptation (4.94 - foreigners, 4.64 - citizens of Russia, p < .05), physiological adaptation (5.36 - foreigners, 4.36 - citizens of Russia, p < .00001) and academic adaptation (5.28 - foreigners, 4.99 - citizens of Russia, p < .05)","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68342847","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-01DOI: 10.21134/rpcna.2022.09.2.7
M. Larrucea-Iruretagoyena, I. Orue
This study aimed to validate the Spanish version of the Experiences in Close Relationships–Relationship Structures questionnaire (ECR–RS; Fraley et al., 2011). This instrument measures the two-dimensional structure of attachment (anxiety and avoidance) in different relational domains (mother, father, and friends). The sample was composed of 795 pre-adolescents (49.1% girls), aged 9–14 (M=12.86; SD=1.28), who were randomly selected from seven Biscayan schools. The participants completed the measures of attachment, prosocial behavior, emotional and behavioral problems, and difficulties in emotional regulation. The confirmatory factor analysis indicated that the Spanish adaptation of the ECR–RS supported the original two-factor structure and was invariant across genders. Both attachment dimensions were positively associated with emotional and behavioral problems, and difficulties in emotional regulation, and were negatively correlated with prosocial behavior. Gender differences were found in friends, mother, and global measures, in which boys scored higher than girls in anxiety and girls higher than boys in avoidance. This study demonstrated that the Spanish adaptation of the ECR–RS for pre-adolescents is a reliable and valid instrument to measure anxiety and avoidance attachment in different relational domains
本研究旨在验证西班牙语版的“亲密关系体验-关系结构问卷”(ECR-RS;Fraley et al.， 2011)。该仪器测量了不同关系领域(母亲、父亲和朋友)的依恋(焦虑和回避)的二维结构。样本由795名9-14岁的青春期前青少年(49.1%为女孩)组成(M=12.86;SD=1.28)，从比斯卡扬的7所学校随机抽取。受试者完成依恋、亲社会行为、情绪与行为问题、情绪调节困难等测试。验证性因子分析表明，西班牙人对ECR-RS的适应支持原来的双因子结构，并且在性别上是不变的。依恋维度与情绪行为问题、情绪调节困难呈正相关，与亲社会行为呈负相关。在朋友、母亲和全球测量中发现了性别差异，男孩在焦虑方面的得分高于女孩，女孩在逃避方面的得分高于男孩。本研究表明，西班牙语适应的ECR-RS是一个可靠和有效的工具来衡量焦虑和回避依恋在不同的关系领域
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Pub Date : 2022-05-01DOI: 10.21134/rpcna.2022.09.2.8
Zaira Morales-Domínguez, Blanca Raposo-Clavijo, Pedro J. Pérez-Moreno, Esperanza Torrico-Linares
El uso de las Tecnologías de la Información y la Comunicación (TIC) en edades tempranas es cada vez más generalizado. El objetivo de este trabajo fue aportar evidencias de validez y de fiabilidad de la adaptación al español de la Escala de Uso Problemático de Medios con Pantallas (Problematic Media Use Measure) y su versión corta (Problematic Media Use Measure Short Form). Ambas evalúan el uso problemático de los medios con pantalla en menores de 4 a 11 años, con la información proporcionada por sus progenitores. La evidencia de validez se basó en el análisis de su estructura interna y su relación con otras variables, y la estimación de su fiabilidad se basó en el modelo Omega de McDonald. La muestra consistió en 230 progenitores de alumnos de dos centros de educación infantil y primaria de la provincia de Huelva (España), con una edad media de 39.58 años (DE = 5.70). Los progenitores aportaron datos de 230 menores, con edades entre los 4 y los 11 años (M = 8.65; DT = 2.12). De estos, 111 eran niños (48.3%) y 116 niñas (50.4%), con tres participantes omitiendo el género. Los resultados, obtenidos mediante un Análisis Factorial Confirmatorio, muestran que ambas escalas se ajustan a un modelo unidimensional y cuentan con altos valores de confiabilidad (valor Omega de McDonald de .96 para la escala completa y de .90 para la reducida). Se encontró que los dispositivos más utilizados fueron TV, DVD y vídeos, y que su uso se correlacionó positiva y significativamente con la preocupación de los padres. Ambas escalas en su versión española se muestran como instrumentos útiles para evaluar el uso problemático de los medios con pantallas a partir del reporte de los padres
{"title":"Validación de las Escalas Uso Problemático de Medios con Pantallas y su versión corta en población española","authors":"Zaira Morales-Domínguez, Blanca Raposo-Clavijo, Pedro J. Pérez-Moreno, Esperanza Torrico-Linares","doi":"10.21134/rpcna.2022.09.2.8","DOIUrl":"https://doi.org/10.21134/rpcna.2022.09.2.8","url":null,"abstract":"El uso de las Tecnologías de la Información y la Comunicación (TIC) en edades tempranas es cada vez más generalizado. El objetivo de este trabajo fue aportar evidencias de validez y de fiabilidad de la adaptación al español de la Escala de Uso Problemático de Medios con Pantallas (Problematic Media Use Measure) y su versión corta (Problematic Media Use Measure Short Form). Ambas evalúan el uso problemático de los medios con pantalla en menores de 4 a 11 años, con la información proporcionada por sus progenitores. La evidencia de validez se basó en el análisis de su estructura interna y su relación con otras variables, y la estimación de su fiabilidad se basó en el modelo Omega de McDonald. La muestra consistió en 230 progenitores de alumnos de dos centros de educación infantil y primaria de la provincia de Huelva (España), con una edad media de 39.58 años (DE = 5.70). Los progenitores aportaron datos de 230 menores, con edades entre los 4 y los 11 años (M = 8.65; DT = 2.12). De estos, 111 eran niños (48.3%) y 116 niñas (50.4%), con tres participantes omitiendo el género. Los resultados, obtenidos mediante un Análisis Factorial Confirmatorio, muestran que ambas escalas se ajustan a un modelo unidimensional y cuentan con altos valores de confiabilidad (valor Omega de McDonald de .96 para la escala completa y de .90 para la reducida). Se encontró que los dispositivos más utilizados fueron TV, DVD y vídeos, y que su uso se correlacionó positiva y significativamente con la preocupación de los padres. Ambas escalas en su versión española se muestran como instrumentos útiles para evaluar el uso problemático de los medios con pantallas a partir del reporte de los padres","PeriodicalId":43399,"journal":{"name":"Revista de Psicologia Clinica con Ninos y Adolescentes","volume":null,"pages":null},"PeriodicalIF":2.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68343377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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