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Background: Adolescents are immersed in digital communication, which can benefit or harm their well-being. Digital flourishing captures positive perceptions of this communication-connectedness, authentic self-presentation, positive social comparison, civil participation, and self-control-and how it contributes to well-being. In Spain there is still no validated instrument for adolescents.

Method: We adapted and validated the Digital Flourishing Scale for Adolescents (DFSA) for Spanish adolescents. Study 1 involved a pilot survey (n = 13) and cognitive interviews (n = 10) to improve clarity and cultural relevance. Study 2 used a cross-sectional survey (n = 1,786) to examine the DFSA's latent structure, measurement invariance by gender and age, internal reliability of scores, and validity evidence based on relationships to other variables. Study 3 assessed test-retest reliability of scores and longitudinal measurement invariance over six weeks (n = 289).

Results: Study 1 improved item clarity and cultural relevance through linguistic adjustments. Study 2 confirmed a five-factor model, showing strict age invariance and metric gender invariance. All subscales correlated with well-being indicators. Study 3 showed poor to moderate temporal stability of scores but supported scalar longitudinal invariance.

Conclusions: The Spanish DFSA is a promising tool for assessing adolescents' digital flourishing in the Spanish context.

Background: Artificial Intelligence (AI) is increasingly used to enhance traditional assessment practices by improving efficiency, reducing costs, and enabling greater scalability. However, its use has largely been confined to large corporations, with limited uptake by researchers and practitioners. This study aims to critically review current AI-based applications in test construction and propose practical guidelines to help maximize their benefits while addressing potential risks.

Method: A comprehensive literature review was conducted to examine recent advances in AI-based test construction, focusing on item development and calibration, with real-world examples to demonstrate practical implementation.

Results: Best practices for AI in test development are evolving, but responsible use requires ongoing human oversight. Effective AI-based item generation depends on quality training data, alignment with intended use, model comparison, and output validation. For calibration, essential steps include defining construct validity, applying prompt engineering, checking semantic alignment, conducting pseudo factor analysis, and evaluating model fit with exploratory methods.

Conclusions: We propose a practical guide for using generative AI in test development and calibration, targeting challenges related to validity, reliability, and fairness by linking each issue to specific guidelines that promote responsible, effective implementation.

Background: The short S-UPPS-P is a 20-item self-report tool for assessing impulsivity in adolescents, differentiating five dimensions: Negative Urgency, Lack of Perseverance, Lack of Premeditation, Sensation Seeking, and Positive Urgency. This study aimed to evaluate the psychometric properties of the Spanish S-UPPS-P and to establish normative data for adolescents in Spain.

Method: Participants were 8,944 adolescent students (ages 11-19) from 66 high schools and 789 adolescent psychotherapy patients from 7 centers.

Results: The expected 5-factor model, evaluated with confirmatory factor analysis (CFA), showed insufficient fit (CFI and TLI ≤ .90, RMSEA = .076). However, an exploratory approach yielded satisfactory results (CFI and TLI ≥ .97, RMSEA ≤ .036), with full measurement invariance across age, gender and sample type. Internal consistency reliability ranged from moderate to excellent (ω = .67-.82). Convergent validity with the Barratt Impulsiveness Scale total score was satisfactory (r = .47-.59). No significant differences in scale scores were observed across gender, age, or sample type, providing the use of a single norm.

Conclusions: These findings support the S-UPPS-P as a valid, reliable tool for assessing impulsivity in Spanish adolescents. The availability of standardized norms enhances its utility in clinical and educational contexts.

Background: Students' perceptions of teacher response play a critical role in addressing bullying, as they are closely linked to student involvement. However, no validated instruments currently exist in Spain to assess this construct adequately. This study aimed to validate the Teachers' Responses to Bullying Questionnaire (TRBQ) in Spain, examine its measurement invariance across educational levels, gender, and bullying roles, and to explore students' perceptions of teacher responses based on these variables.

Method: A total of 1,241 students (48.8% girls; 48.3 % primary school; M _age = 12.00; SD = 1.79; range = 9-18 years) from southern Spain participated.

Results: EFA revealed a three-factor structure-non-intervention, restorative psychoeducational strategies, and disciplinary methods-with good fit, confirmed through CFA. The instrument demonstrated satisfactory reliability and measurement invariance. Girls perceived teacher responses as more frequent. Restorative strategies were more common in primary school, while non-intervention was more prevalent in secondary school. No significant differences emerged for disciplinary methods. Non-involved students reported more restorative interventions, bullies-victims perceived more non-intervention; and aggressors reported greater use of disciplinary methods.

Conclusions: The Spanish adaptation and validation of the TRBQ provides a valuable tool for assessing teacher responses to bullying and contributes to research and intervention in school contexts.

Background: Waiting lists in mental health are a growing problem. This study analyzes their impact on attendance and early dropout from treatment in the Santander health area of the Spanish National Health System.

Method: A retrospective observational study was conducted with 2,765 patients referred from Primary Care to four Mental Health Units during 2021. Logistic regressions were applied to analyze the influence of waiting times on attendance at the first appointment and early dropout, and ROC curves were used to identify optimal cut-off points.

Results: The median waiting time was 51 days for the first appointment and 35 between the first and second. A total of 84.6% attended their first session, with higher attendance in women, older individuals, those with work-related disability, and shorter waiting times. Early dropout (15.8%) was associated with longer time between appointments, being male, and being younger. The discriminative power of the cut-off points was poor.

Conclusions: Waiting times exceed recommended standards and negatively affect treatment continuity. Structural reforms and more human resources are needed to improve access to and the effectiveness of psychological care.

Background: Detecting late talkers among children is important because they are at greater risk of subsequently manifesting persistent disorders in language development. Therefore, it would be beneficial to have quick measurement tools with adequate psychometric properties, which have not yet been developed. This study set out to develop, analyse and validate the factor structure of an observational scale for detecting Late Language Emergence (LLE) in Spanish-speaking children aged 2-3 years that could be applied not only by language professionals but also teachers in early childhood education centres for children aged 0-3 years.

Method: The sample comprised 364 children aged 24-38 months (M = 31.93; SD = 3.512; 49.7% girls).

Results: The estimated reliability coefficients ranged from ω = .77 to ω = .97. Factor analyses indicated that the best model explaining the scale's assessment criteria was articulated around five factors: phonology, lexical semantics, morphosyntax, comprehension and communication. The correlations between the dimensions of the scale and those of the MacArthur Communicative Development Inventory were statistically significant.

Conclusions: The scale to detect late talkers among Spanish children appears to be a concise, simple instrument with suitable psychometric properties.

Background: Likert-type scales, first introduced by Rensis Likert in 1932, have become one of the most widely used assessment tools across a range of scientific and professional domains, owing to their simplicity and effectiveness. The purpose of the present study is to critically review their use and to propose a set of practical guidelines aimed at optimizing their construction, analysis, and application.

Method: A systematic literature review of guidelines focused on the development, analysis, scoring, use, and interpretation of Likert scales was carried out.

Results: Several key areas for improvement in the construction and use of Likert-type scales were identified, including the operational definition of constructs, item formulation, selection of the number of response categories, response analysis, collection of validity evidence, item calibration, and score interpretation.

Conclusions: Based on the findings, a practical guide comprising fifteen recommendations is proposed: ten focused on the appropriate design, construction, and analysis of Likert scales, and five aimed at guiding appropriate use of pre-existing scales by researchers and practitioners.

Background: Significant progress has been made in providing empirical support for psychological interventions designed to improve the health and behavior of children and young people with pediatric health problems. The objective of this study was to carry out a review of empirically supported psychological treatments for various health problems in the child and adolescent population.

Method: Psychological treatments with empirical support for 12 pediatric health problems were reviewed based on the levels of evidence and how much they are recommended in the Spanish national health system Clinical Practice Guides.

Results: Psychological treatments to address various health problems in the child and adolescent population have empirical support. The level of evidence ranges from low to high depending on the health problem. The review shows uneven deployment in different health problems.

Conclusions: This review will help psychology professionals and healthcare managers to make decisions regarding psychological treatments for addressing pediatric health problems.

Background: Indirect attitude change effect occurs when a change in attitudes toward an object (i.e., focal attitude) is accompanied by a change in attitudes toward other related objects (i.e., distal attitude). The current research examines to what extent the amount of thinking (elaboration) involved in changing focal attitudes can moderate this indirect change effect. We expect that indirect change will be more likely to occur under high elaboration conditions (i.e., elaboration-indirect change effect).

Method: Across two studies, participants' thought valence toward a healthy diet (Study 1) and toward coffee (Study 2) was manipulated to be positive or negative. The amount of elaboration accompanying the thought generation tasks was either measured (Study 1) or manipulated (Study 2). Finally, focal and distal attitudes were assessed in both studies to test the proposed elaboration-indirect change effect.

Results: Focal attitudes were generally associated with distal attitudes. More importantly, the amount of thinking moderated this effect, with increased elaboration leading to more indirect change from focal to distal attitudes.

Conclusions: Elaboration moderates indirect attitude change.

Background: Online trolling refers to a specific form of disruptive behavior in digital environments, aimed at interrupting interactions, provoking other users, and drawing them into fruitless arguments. The Dark Tetrad personality traits (narcissism, Machiavellianism, psychopathy and sadism) have been linked to various forms of antisocial behavior in virtual contexts.

Method: A systematic literature review was conducted across the PsycINFO, PubMed, Scopus, ERIC, and Web of Science Core Collection databases to identify relevant studies examining these variables. A total of 24 relevant articles from 11 countries were identified, comprising a combined sample size of 14,044 participants. Four random-effects meta-analyses were performed using Pearson's r coefficients.

Results: The results reveal a positive association between all four personality traits and greater tendency to engage in online trolling. Meta-regression analyses show that the assessment instruments used moderated some of the observed associations. No evidence of publication bias was detected.

Conclusions: In general, the relationship between Dark Tetrad traits and online trolling was found to be positive, helping to explain individual differences in it.