Introduction: Positive parenting requires the balanced combination of various essential factors, such as attachment, affection, communication, discipline and autonomy granted to children.Objective: This study explored the impact of a parental strengthening program based on the assessment of participating mothers and their children.Method: The program was implemented in groups through expository-participative meetings at a school in a socially vulnerable context. After its application, semi-structured interviews with the mothers were conducted; in addition, the attachment and parental style perceived by their respective children before and after the program were evaluated and compared with a control group.Results: We found that the workshops, as reported by the participants, provided novel information that contributed to their personal growth and parental sensitivity; produced a change in beliefs regarding parenting and an improvement in the expression of affection, verbal communication and discipline; was an important source of social support; and activated their interest in the school situation of their children, which improved—in some cases—communication between mothers and the school. Moreover, the children’sperception of attachment and parenting style was better after the intervention with the mothers and better than that observed in the control group.Conclusions: It is concluded that the intervention program had a favorable impact on different maternal aspects that encourage the exercise of positive parenthood.
{"title":"Programa de promoción de la parentalidad positiva en la escuela: un estudio preliminar en un contexto de vulnerabilidad social","authors":"Jael Vargas-Rubilar, M. C. Richaud, L. Oros","doi":"10.16925/pe.v14i23.2265","DOIUrl":"https://doi.org/10.16925/pe.v14i23.2265","url":null,"abstract":"Introduction: Positive parenting requires the balanced combination of various essential factors, such as attachment, affection, communication, discipline and autonomy granted to children.Objective: This study explored the impact of a parental strengthening program based on the assessment of participating mothers and their children.Method: The program was implemented in groups through expository-participative meetings at a school in a socially vulnerable context. After its application, semi-structured interviews with the mothers were conducted; in addition, the attachment and parental style perceived by their respective children before and after the program were evaluated and compared with a control group.Results: We found that the workshops, as reported by the participants, provided novel information that contributed to their personal growth and parental sensitivity; produced a change in beliefs regarding parenting and an improvement in the expression of affection, verbal communication and discipline; was an important source of social support; and activated their interest in the school situation of their children, which improved—in some cases—communication between mothers and the school. Moreover, the children’sperception of attachment and parenting style was better after the intervention with the mothers and better than that observed in the control group.Conclusions: It is concluded that the intervention program had a favorable impact on different maternal aspects that encourage the exercise of positive parenthood.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":" ","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48015905","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}
Introduction: Self-referential, post-qualitative research was proposed to consider the current situation of researching professors at university, within the global context of cognitive capitalism and emphasizing the stands taken by a group of critical psychologists that would have been researching professors in schools of psychology in Colombia.Objective: To recognize ambivalent or contradictory senses and propose new meanings or emerging senses about critical psychology in Colombia, as well as the emerging role of the researching professor at current university through a post-qualitative methodology.Method: Through two concepts (differance and dissemination), reflecting on a set of autobiographies of four participants focused on their personal development as critical psychologists and researching professors.Result: Between the materials and the theorization conducted, we found that today critical psychology is more a transdiscipline than a branch or an approach of psychology. The participants’ affiliation to critical psychology is discontinuous; that is, when it occurs, it is more strongly associated with academic rhetoric, with a more institutional and work interest than with a purely epistemological or theoretical one. The repercussion of academic capitalism both in the schools of psychology and the current roles of teaching and research seems to be more detrimental in terms of academic quality and to the well-being of professors; however, researching professors also seem to tolerate and be silent about these repercussions.
{"title":"“Caminos no para llegar sino para seguir andando”: una investigación poscualitativa sobre la psicología crítica en el capitalismo cognitivo","authors":"F. Moreno, María Claudia Peralta","doi":"10.16925/PE.V14I23.2264","DOIUrl":"https://doi.org/10.16925/PE.V14I23.2264","url":null,"abstract":"Introduction: Self-referential, post-qualitative research was proposed to consider the current situation of researching professors at university, within the global context of cognitive capitalism and emphasizing the stands taken by a group of critical psychologists that would have been researching professors in schools of psychology in Colombia.Objective: To recognize ambivalent or contradictory senses and propose new meanings or emerging senses about critical psychology in Colombia, as well as the emerging role of the researching professor at current university through a post-qualitative methodology.Method: Through two concepts (differance and dissemination), reflecting on a set of autobiographies of four participants focused on their personal development as critical psychologists and researching professors.Result: Between the materials and the theorization conducted, we found that today critical psychology is more a transdiscipline than a branch or an approach of psychology. The participants’ affiliation to critical psychology is discontinuous; that is, when it occurs, it is more strongly associated with academic rhetoric, with a more institutional and work interest than with a purely epistemological or theoretical one. The repercussion of academic capitalism both in the schools of psychology and the current roles of teaching and research seems to be more detrimental in terms of academic quality and to the well-being of professors; however, researching professors also seem to tolerate and be silent about these repercussions.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"14 1","pages":""},"PeriodicalIF":0.1,"publicationDate":"2018-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42781635","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}
D. García-Romero, I. Fernández, J. Tomás, Consuelo Cerviño Vásquez, Sylvia Georgieva
Introduction: The term “generativity” was used for the first time by Erikson (1950). It refers to the state of adulthood in the life cycle, which implies procreativity, productivity and creativity, it also impulses the development of one’s own identity. There are several waysto measure generativity such as interviews, direct observation, case studies, or self-report questionnaires. The most widely used method is self-report, and among the available scales, the Loyola Generativity Scale (LGS) is one of the salient scales. lgs is a self-report measure composed of twenty items that measure a general factor of generativity.Objective: This study examined the factorial validity and internal consistency of the adaptation of the Loyola Generativity Scale to Spanish for its use with Dominican teachers.Method: Two competitive factor models were tested based on previous existing literature,and a third model with method effects associated to negatively worded items was added, in order to find the best fitting solution for this sample. In order to examine the factorial validity of the three models, three Confirmatory Factor Analysis (CFA) were performed,and internal consistency and composite reliability indices were also calculated.Results: In general, the three models showed good psychometric properties. However, the third model that considered a general factor of generativity together with a method effect factor showed the best fit for this sample.Conclusion: Implications for an adequate measurement of generativity are discussed. More research is needed to examine if these properties are stable on different samples from different populations.
{"title":"Validez factorial de una escala de generatividad en español: ¿otra escala con efectos de método?","authors":"D. García-Romero, I. Fernández, J. Tomás, Consuelo Cerviño Vásquez, Sylvia Georgieva","doi":"10.16925/PE.V13I22.1984","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1984","url":null,"abstract":"Introduction: The term “generativity” was used for the first time by Erikson (1950). It refers to the state of adulthood in the life cycle, which implies procreativity, productivity and creativity, it also impulses the development of one’s own identity. There are several waysto measure generativity such as interviews, direct observation, case studies, or self-report questionnaires. The most widely used method is self-report, and among the available scales, the Loyola Generativity Scale (LGS) is one of the salient scales. lgs is a self-report measure composed of twenty items that measure a general factor of generativity.Objective: This study examined the factorial validity and internal consistency of the adaptation of the Loyola Generativity Scale to Spanish for its use with Dominican teachers.Method: Two competitive factor models were tested based on previous existing literature,and a third model with method effects associated to negatively worded items was added, in order to find the best fitting solution for this sample. In order to examine the factorial validity of the three models, three Confirmatory Factor Analysis (CFA) were performed,and internal consistency and composite reliability indices were also calculated.Results: In general, the three models showed good psychometric properties. However, the third model that considered a general factor of generativity together with a method effect factor showed the best fit for this sample.Conclusion: Implications for an adequate measurement of generativity are discussed. More research is needed to examine if these properties are stable on different samples from different populations.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"5-13"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46800917","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}
Juliana Beatriz Stover, Guadalupe de la Iglesia, Alejandro Castro Solano, M. Liporace
Introduction : The Personality Assessment Inventory for Adolescents (PAI-A) examines the psychopathological symptomatology and variables related to the design of psychotherapeutic interventions. It is composed of 264 items for use in the clinical assessment of adolescents between 12-18 years old. Validity, clinical, treatment-related, and interpersonal relationship scales are included. Purpose : This paper presents psychometric analyses of the Personality Assessment Inventory for Adolescents. Method : The participants were 1,002 adolescents (50.3% women, 49.7% men, M age =14.99, SD=1.88) living in Buenos Aires (Argentina) and on the outskirts. Cronbach’s alphas were calculated to estimate internal consistency, with excellent values for clinical, treatment-related and interpersonal relationship scales, and acceptable values for validity scales and subscales. Results : Dimensionality was examined by principal component analysis with a varimax rotation. A four-factor structure was isolated by including the 22 scales, whereas two factors were obtained when analyzing the 11 clinical scales. Conclusions : We provide evidence of the psychometric quality of the pai-a for use with adolescents from Buenos Aires, filling a gap in local psychological assessment. Further research should extend these psychometric quality analyses, and replicate the procedures in clinical samples.
{"title":"Inventario de Evaluación de la Personalidad para adolescentes: consistencia interna y dimensionalidad en adolescentes de Buenos Aires","authors":"Juliana Beatriz Stover, Guadalupe de la Iglesia, Alejandro Castro Solano, M. Liporace","doi":"10.16925/PE.V13I22.1985","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1985","url":null,"abstract":"Introduction : The Personality Assessment Inventory for Adolescents (PAI-A) examines the psychopathological symptomatology and variables related to the design of psychotherapeutic interventions. It is composed of 264 items for use in the clinical assessment of adolescents between 12-18 years old. Validity, clinical, treatment-related, and interpersonal relationship scales are included. Purpose : This paper presents psychometric analyses of the Personality Assessment Inventory for Adolescents. Method : The participants were 1,002 adolescents (50.3% women, 49.7% men, M age =14.99, SD=1.88) living in Buenos Aires (Argentina) and on the outskirts. Cronbach’s alphas were calculated to estimate internal consistency, with excellent values for clinical, treatment-related and interpersonal relationship scales, and acceptable values for validity scales and subscales. Results : Dimensionality was examined by principal component analysis with a varimax rotation. A four-factor structure was isolated by including the 22 scales, whereas two factors were obtained when analyzing the 11 clinical scales. Conclusions : We provide evidence of the psychometric quality of the pai-a for use with adolescents from Buenos Aires, filling a gap in local psychological assessment. Further research should extend these psychometric quality analyses, and replicate the procedures in clinical samples.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"15-27"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45152953","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}
X. D. S. Jorge-Cárdenas, Paulina Beverido-Sustaeta, Betzaida Salas-García, Alma de los Ángeles Cruz-Juárez, M. Roa-Cubaque, G. Rubiano-Díaz
Introduction: Drug use among the young population of developing countries has increased in the last decades; educational and health institutions are concerned about this trend, as it can alter learning and memory, and particularly affects university students.Purpose: To describe and compare the relationship between drug use and academic performance among Health Sciences students at two Latin American universities.Method: Non-probability convenience sampling was used and the Drug Use among University Students Questionnaire (CODEU) was applied online. Data analysis was carried out based on descriptive statistics, and the point biserial correlation coefficient and Kruskal-Wallis non-parametric test were applied, considering the grade average obtained during the last period studied.Results: At the Universidad Veracruzana it was found that the use of alcohol, marijuana, cocaine and inhalable drugs decreases academic performance, while at the Universidad de Boyaca only the use of tranquilizers affected academic performance.Conclusions: It is important to continue conducting similar studies in order to obtain more accurate results and to clarify the relationship between drug use and academic performance. Therefore, it is recommended that variables related to the consequences of drug use be incorporated into indicators such as attendance, homework, and grades.
{"title":"Drogas y rendimiento académico en estudiantes del área de salud de dos universidades latinoamericanas","authors":"X. D. S. Jorge-Cárdenas, Paulina Beverido-Sustaeta, Betzaida Salas-García, Alma de los Ángeles Cruz-Juárez, M. Roa-Cubaque, G. Rubiano-Díaz","doi":"10.16925/PE.V13I22.1988","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1988","url":null,"abstract":"Introduction: Drug use among the young population of developing countries has increased in the last decades; educational and health institutions are concerned about this trend, as it can alter learning and memory, and particularly affects university students.Purpose: To describe and compare the relationship between drug use and academic performance among Health Sciences students at two Latin American universities.Method: Non-probability convenience sampling was used and the Drug Use among University Students Questionnaire (CODEU) was applied online. Data analysis was carried out based on descriptive statistics, and the point biserial correlation coefficient and Kruskal-Wallis non-parametric test were applied, considering the grade average obtained during the last period studied.Results: At the Universidad Veracruzana it was found that the use of alcohol, marijuana, cocaine and inhalable drugs decreases academic performance, while at the Universidad de Boyaca only the use of tranquilizers affected academic performance.Conclusions: It is important to continue conducting similar studies in order to obtain more accurate results and to clarify the relationship between drug use and academic performance. Therefore, it is recommended that variables related to the consequences of drug use be incorporated into indicators such as attendance, homework, and grades.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"51-60"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48458424","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}
F. G. Martínez, Bernarda Nicole Castillo, A. García, Vanessa Smith Castro
Introduccion: la discriminacion social y la estigmatizacion de las personas por su pertenencia a un grupo determinado, en el presente caso por su lugar de residencia, es un problema relevante y que afecta el bienestar y la salud mental.Objetivo: establecer la influencia relativa de la identidad colectiva y la percepcion de discriminacion en el bienestar psicologico de habitantes de barrios estigmatizados.Metodologia: la muestra estuvo formada por 160 personas adultas (50% mujeres) que habitaban barrios estigmatizados de la provincia de Concepcion en Chile. Los instrumentos utilizados fueron la Mental Health Continuum-Short Form (MHC-SF) de Keyes para la medicion del bienestar psicologico, la Escala de Identidad Colectiva de Van Zomeren y la Escala de Experiencias de Discriminacion adaptada al contexto latinoamericano por Smith-Castro.Resultados: los resultados muestran que la discriminacion influye negativamente y la identidad colectiva influye positivamente en el bienestar psicologico.Conclusiones: fortalecer el sentido de pertenencia y el orgullo endogrupal podria posibilitar entornos y condiciones de vida que propicien la salud mental y formas de vida saludables.
{"title":"Bienestar psicológico, identidad colectiva y discriminación en habitantes de barrios estigmatizados","authors":"F. G. Martínez, Bernarda Nicole Castillo, A. García, Vanessa Smith Castro","doi":"10.16925/PE.V13I22.1987","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1987","url":null,"abstract":"Introduccion: la discriminacion social y la estigmatizacion de las personas por su pertenencia a un grupo determinado, en el presente caso por su lugar de residencia, es un problema relevante y que afecta el bienestar y la salud mental.Objetivo: establecer la influencia relativa de la identidad colectiva y la percepcion de discriminacion en el bienestar psicologico de habitantes de barrios estigmatizados.Metodologia: la muestra estuvo formada por 160 personas adultas (50% mujeres) que habitaban barrios estigmatizados de la provincia de Concepcion en Chile. Los instrumentos utilizados fueron la Mental Health Continuum-Short Form (MHC-SF) de Keyes para la medicion del bienestar psicologico, la Escala de Identidad Colectiva de Van Zomeren y la Escala de Experiencias de Discriminacion adaptada al contexto latinoamericano por Smith-Castro.Resultados: los resultados muestran que la discriminacion influye negativamente y la identidad colectiva influye positivamente en el bienestar psicologico.Conclusiones: fortalecer el sentido de pertenencia y el orgullo endogrupal podria posibilitar entornos y condiciones de vida que propicien la salud mental y formas de vida saludables.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"41-50"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46410221","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}
Purpose : The article aims to test, using structural equations, a work-study relationship conflict and enrichment background model. Method : 87 students-workers of a bachelor’s degree, of both sexes (24 men and 63 women), participated. Results : The number of working hours and academic self-efficacy are related to the work-study conflict. Peer support and academic self-efficacy stem from workstudy enrichment. As might be expected, both work-study conflict and enrichment are related to satisfaction with academic development. Conclusion : Given that higher education institutions aim to increasingly provide lifelong learning to a student population that reconciles studies with work, it is important to deepen the understanding of how work can influence study negatively and positively, in order to guide informed decisions for students and promote more inclusive educational practices
{"title":"Prueba de un modelo integrador de conflicto y enriquecimiento trabajo-estudio","authors":"C. Andrade.","doi":"10.16925/PE.V13I22.1990","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1990","url":null,"abstract":"Purpose : The article aims to test, using structural equations, a work-study relationship conflict and enrichment background model. Method : 87 students-workers of a bachelor’s degree, of both sexes (24 men and 63 women), participated. Results : The number of working hours and academic self-efficacy are related to the work-study conflict. Peer support and academic self-efficacy stem from workstudy enrichment. As might be expected, both work-study conflict and enrichment are related to satisfaction with academic development. Conclusion : Given that higher education institutions aim to increasingly provide lifelong learning to a student population that reconciles studies with work, it is important to deepen the understanding of how work can influence study negatively and positively, in order to guide informed decisions for students and promote more inclusive educational practices","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"77-87"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43939006","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}
Introduction: An extended theoretical review of various fields of knowledge made us conceive the possibility that music could be a privileged device in understanding the development of human psychological structures and a driving force for change.Purpose: This possibility led us to outline the following objective: To understand how music, as an art, may possess elements that enhance psychological and emotional development.Method: Thus, a study was designed based on a quantitative methodology, in order to evaluate the impact of musical training on three psychological processes: empathic processing, differentiation ability, and emotion regulation. Three instruments were administered to a sample of 237 subjects: The Interpersonal Reactivity Index, the Emotion Differentiation Repertoire and Ability Assessment Scale, and the Emotion Regulation Questionnaire.Results: While there were no significant differences between listeners and performers, the study allowed an in-depth understanding of how gender can determine empathic processing and the use of adaptive emotion regulation strategies; academic progression can influence the way of interpreting and acting on the environment.Conclusion: Commitment to music, no matter how, can be sufficient to promote certain psychological processes.
{"title":"No ritmo de um silêncio: a música como produtora de processos psicológicos","authors":"A. Ribeiro, C. Gonçalves","doi":"10.16925/PE.V13I22.1989","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1989","url":null,"abstract":"Introduction: An extended theoretical review of various fields of knowledge made us conceive the possibility that music could be a privileged device in understanding the development of human psychological structures and a driving force for change.Purpose: This possibility led us to outline the following objective: To understand how music, as an art, may possess elements that enhance psychological and emotional development.Method: Thus, a study was designed based on a quantitative methodology, in order to evaluate the impact of musical training on three psychological processes: empathic processing, differentiation ability, and emotion regulation. Three instruments were administered to a sample of 237 subjects: The Interpersonal Reactivity Index, the Emotion Differentiation Repertoire and Ability Assessment Scale, and the Emotion Regulation Questionnaire.Results: While there were no significant differences between listeners and performers, the study allowed an in-depth understanding of how gender can determine empathic processing and the use of adaptive emotion regulation strategies; academic progression can influence the way of interpreting and acting on the environment.Conclusion: Commitment to music, no matter how, can be sufficient to promote certain psychological processes.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"61-75"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41901681","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}
R. Moreta, Carlos Reyes, M. Mayorga, Lorena León-Tamayo
Purpose : To determine the psychosocial risk levels in adolescents attending school in Ambato, Ecuador. Method : We worked with a group of 302 adolescents between 14-18 years old, from four educational institutions. The assessment was made through the Self-Description Inventory (SDI) for adolescents. Results : The results showed that the levels of risk behaviors and situations are below the cut-off point at all levels evaluated. Men exhibited greater differences (t(203)=3.094, p < 0.001) than women in the health risk dimension. We identified two vulnerable subgroups in the risk assessment: 20% of participants in the school dimension and 17% of women in the family dimension. Conclusions : Family and individual psychological history constitutes a risk factor that is present in more risk behaviors and situations. The scope of these results in future prevention and intervention plans with Ecuadorian adolescents is discussed.
目的:确定厄瓜多尔安巴托地区上学青少年的心理社会风险水平。方法:我们研究了来自四个教育机构的302名14-18岁的青少年。采用青少年自我描述量表(SDI)进行评估。结果:各评价等级的危险行为和危险情况等级均低于分界点。在健康风险维度上，男性比女性差异更大(t(203)=3.094, p < 0.001)。我们在风险评估中确定了两个易受伤害的亚群体:20%的学校参与者和17%的家庭女性。结论:家庭和个人心理病史是存在于更多危险行为和情况中的危险因素。这些结果的范围，在未来的预防和干预计划与厄瓜多尔青少年进行了讨论。
{"title":"Estimación sobre niveles y factores de riesgo psicosocial en adolescentes escolarizados de Ambato, Ecuador","authors":"R. Moreta, Carlos Reyes, M. Mayorga, Lorena León-Tamayo","doi":"10.16925/PE.V13I22.1986","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1986","url":null,"abstract":"Purpose : To determine the psychosocial risk levels in adolescents attending school in Ambato, Ecuador. Method : We worked with a group of 302 adolescents between 14-18 years old, from four educational institutions. The assessment was made through the Self-Description Inventory (SDI) for adolescents. Results : The results showed that the levels of risk behaviors and situations are below the cut-off point at all levels evaluated. Men exhibited greater differences (t(203)=3.094, p < 0.001) than women in the health risk dimension. We identified two vulnerable subgroups in the risk assessment: 20% of participants in the school dimension and 17% of women in the family dimension. Conclusions : Family and individual psychological history constitutes a risk factor that is present in more risk behaviors and situations. The scope of these results in future prevention and intervention plans with Ecuadorian adolescents is discussed.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"29-40"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644124","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}
Purpose: For the present review, publications in the field of gambling disorder that deal with its relationships with others, mainly attention deficit hyperactivity disorder (ADHD) and Parkinson’s disease (PD) were consulted.Methods: The current revision includes a total of 63 references published between 1987 and 2017. It included human studies and revisions regarding the comorbidity of gambling disorder with ADHD or PD. The search terms included: gambling disorder, gambling disorder comorbidity, gambling disorder and adhd, gambling disorder and pd, gambling disorder and impulsivity. The present review focused on the link among gambling disorder and ADHD or PD, because there were a large number of publications related to these disorders. For organization purpose the current work was split into two main parts: 1) Revision of previous scientific reviews about gambling disorder, and 2) Overview and conclusions of experimental work about gambling disorder.Conclusions: The principal conclusions of the current review are: 1) subjects with a gambling disorder have a higher incidence of ADHD(and also of attention deficit disorder [ADD]), 2) the presence of ADHD in subjects that suffer of gambling disorder implies more challenges for the health care system, and 3) PD treatments that increase the agonism of dopamine type of receptor are related to an elevated probability for developing a gambling problem or an impulse control disorder.
{"title":"A Revision of the Relationship between Gambling Disorder, Attention Deficit Hyperactivity Disorder and Parkinson´s Disease","authors":"Gabriel C. Quintero-Garzola","doi":"10.16925/PE.V13I22.1991","DOIUrl":"https://doi.org/10.16925/PE.V13I22.1991","url":null,"abstract":"Purpose: For the present review, publications in the field of gambling disorder that deal with its relationships with others, mainly attention deficit hyperactivity disorder (ADHD) and Parkinson’s disease (PD) were consulted.Methods: The current revision includes a total of 63 references published between 1987 and 2017. It included human studies and revisions regarding the comorbidity of gambling disorder with ADHD or PD. The search terms included: gambling disorder, gambling disorder comorbidity, gambling disorder and adhd, gambling disorder and pd, gambling disorder and impulsivity. The present review focused on the link among gambling disorder and ADHD or PD, because there were a large number of publications related to these disorders. For organization purpose the current work was split into two main parts: 1) Revision of previous scientific reviews about gambling disorder, and 2) Overview and conclusions of experimental work about gambling disorder.Conclusions: The principal conclusions of the current review are: 1) subjects with a gambling disorder have a higher incidence of ADHD(and also of attention deficit disorder [ADD]), 2) the presence of ADHD in subjects that suffer of gambling disorder implies more challenges for the health care system, and 3) PD treatments that increase the agonism of dopamine type of receptor are related to an elevated probability for developing a gambling problem or an impulse control disorder.","PeriodicalId":53843,"journal":{"name":"Pensando Psicologia","volume":"13 1","pages":"89-107"},"PeriodicalIF":0.1,"publicationDate":"2017-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46337816","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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