Características e impactos del aprendizaje entre pares en estudios universitarios en ciencias de la salud: una revisión sistemática / Characteristics and impacts of peer assisted learning in university studies in health science: A systematic review

Objetivo: Analizar sistemáticamente las características y los impactos de los programas e iniciativas de aprendizaje asistido por pares realizados en estudios universitarios en ciencias de la salud en los cursos de pregrado. Métodos: Siguiendo el protocolo PRISMA, se realizó una búsqueda en las bases de datos indexadas en WoS y SCOPUS, con todos los trabajos originales que reportan aprendizaje asistido por pares en estudios universitarios en ciencias de la salud. Se seleccionaron artículos originales entre enero de 2010 y enero de 2020, analizando la información sobre las características de los programas y los principales resultados e impactos de los estudios. Resultados: Se incluyeron 47 estudios en la revisión. Las características de los programas más representadas fueron la utilización de la modalidad aprendizaje entre pares próximos, el uso de clases teóricas, laboratorios clínicos y la capacitación a los tutores pares. Los principales impactos identificados son los beneficios en la confianza y en el conocimiento de los tutores, la mejor comprensión de los contenidos y la mayor comodidad en comparación con los tutores académicos en los estudiantes. Conclusión: Los programas de aprendizaje asistido por pares han demostrado beneficios cualitativos relativos al ambiente de aprendizaje, la generación de redes de apoyo y la confianza en los conocimientos adquiridos. Sin embargo, los beneficios cuantitativos, medidos como mejoría en las calificaciones, no son concluyentes. Se necesitan futuros estudios que busquen indagar sobre las metodologías utilizadas para detectar qué características impactan más positivamente sobre el proceso de aprendizaje (AU)

Objective: Systematically analyse the characteristics and impact of peer assisted learning programmes implemented in undergraduate health education. Methods: Following the PRISMA protocol, we searched the electronic indexed databases WoS and SCOPUS; original studies reporting peer assisted learning in health science careers were included in the systematic review. Among them, the studies between 2010 and January 2020 were selected, and information regarding programme structures and principal results was subsequently extracted. Results: A total of 47 studies were included in the review. The most frequent programme characteristics were the near-peer teaching modality, lecture classes, clinical laboratories and peer tutor training. The main findings identified were benefits in tutors’ confidence and knowledge, better student comprehension and a more comfortable learning environment in comparison with that established by academic tutors. Conclusion: Peer assisted learning programmes have shown qualitative benefits in the learning environment, generation of support networks and confidence in knowledge acquired. Nonetheless, quantitative benefits measured as improvements in marks are inconclusive. Future studies are needed to standardise the methodologies used to determine which characteristics are the most positive in the learning process (AU)

Children’s Perspectives on Fairness and Inclusivity in the Classroom

School represents an important context for children’s social, moral, and identity development. Research indicates that supportive teacher-student relationships are significantly related to positive student academic achievement. Unfortunately, teacher bias as well as peer exclusion based on group identity (gender, race, ethnicity, and nationality) pervade many school contexts. The presence of these biases in the classroom is negatively related to students’ academic development, especially for children who are minoritized and marginalized. Very little research has connected teacher bias and children’s reasoning about bias and inequalities in the classroom context. The classroom is a complex environment in which to examine children’s social and moral reasoning about bias, given teachers’ position of authority which often includes power, status, and prestige. We propose that understanding both teacher bias and peer intergroup exclusion are essential for promoting more fair classrooms. This paper reviews foundational theory as well as the social reasoning developmental model as a framework for studying how children think about fairness and bias in the classroom context. We then discuss current research on children’s social-cognitive and moral capacities, particularly in the contexts of societal inequality and social inclusion or exclusion. Finally, this article proposes new directions for research to promote fairness and inclusivity in schools and suggests how these new lines of research might inform school-based interventions. (AU)

Learning pharmacology through peer tutoring

Objective: Knowing the effectiveness of peer tutoring methods in pharmacology learning for medical students. Method: This was a quasi-experimental study with a post-test only design. Subjects were second-year medical students who were divided into four control groups and four experimental groups. Students in the experimental group experienced peer tutoring methods. The difference in motivation and performance scores in both groups was analyzed using t-tests. Results: Motivation in the experimental group was higher than in the control group, for interest motivation (79.09 ± 13.11 vs 75.24 ± 13.46; p = 0.411), value motivation (80.89 ± 11.57 vs 76.54 ± 12.20; p = 0.292), perceived motivation (66.26 ± 7.44 vs 666.20 ± 10.09; p = 0.977), and as well as total (76.33 ± 9.33 vs 73.31 ± 10.30; p = 0.159). The performance score in the control group was higher than the treatment group (60.45 ± 6.39 vs 60.67 ± 4.72; p = 0.649). Conclusion: Quality control, monitoring, and evaluation are required to produce an effective peer tutoring program. One of which is through rigorous peer tutor recruitment, tutor training, and ensuring the commitment of the peer tutors. (AU)

Riesgo, violencia y control social en el botellón relacionado con Bajá Oasis: una aproximación desde las masculinidades / Risk, violence and social control in the "botellón" related to Bajá Oasis: an approach from masculinities

El presente artículo expone los resultados de una investigación etnográfica, llevada a cabo en el botellón relacionado con la discoteca Bajá Oasis, situada en la provincia de Tarragona. El botellón se organiza en el parking de la misma y como una parada previa a la entrada al local. En el trabajo se han explorado las relaciones entre riesgos, jóvenes y masculinidad hegemónica, inscribiendo los mecanismos de control social más allá del conflicto que produce la mera estimulación permanente de los deseos. Se ha establecido, entre los jóvenes, una percepción diferencial del riesgo en función de la adscripción de clase, género y etnicidad. Quedando definidas, desde las masculinidades, dos grandes estrategias para transitar este sistema de estratificación; conservación y predación

This article describes the results of an ethnographic investigation, carried out in the "botellón" related to the Bajá Oasis nightclub, located in the province of Tarragona. The "botellón" is organized in its parking lot and as a stop before entering the premises. In the work, the relationships between risks, youth and hegemonic masculinity have been explored, inscribing the mechanisms of social control beyond the conflict that produces the mere permanent stimulation of desires. A differential perception of risk has been established among young people based on class, gender and ethnicity ascription. Being defined, from masculinities, two great strategies to transit this stratification system; conservation and predation

Verbal, physical, and relational peer victimization: the role of immigrant status and gender / Control verbal aversivo en la interacción clínica

BACKGROUND: Aversive control techniques involve aversive stimuli to generate behavioral change. The purpose of this work is to analyze the use of verbal aversive control by psychologists during the clinical interaction, combining respondent and operant explanations. METHOD: observational methodology is used to analyze 26 session recordings of three different cases of anxiety disorder, relationship problem and low mood problem (27h 32') carried out by two psychologists of the Therapeutic Institute of Madrid. The variables considered were psychologists' aversive and non-aversive verbalizations and clients' antitherapeutic verbalizations. RESULTS: there is a strong relationship between clients' antitherapeutic verbalizations and psychologist's aversive verbalizations, both potential punishments (aversive verbalizations contingent on the client's response) and aversive pairings. Additionally, the possible psychologists' aversive verbalizations are accompanied by other verbalizations aimed to induce clients' non-problematic behaviors. CONCLUSIONS: This work opens a new way to an explanation of therapeutic change using learning processes (both respondent and operant conditioning) that take place through verbal interaction in clinical context

ANTECEDENTES: el término control aversivo se refiere a las situaciones en las que se genera un cambio conductual mediante el uso de estímulos que provocan algún tipo de malestar. En este trabajo analizamos el uso de verbalizaciones aversivas por parte del terapeuta durante la interacción clínica, combinando explicaciones pavlovianas y operantes. MÉTODO: mediante metodología observacional se analizaron 26 grabaciones de tres casos de ansiedad, problemas de pareja y bajo estado de ánimo (27h 32') tratados por dos terapeutas del Instituto Terapéutico de Madrid. Las variables consideradas fueron las verbalizaciones aversivas y no aversivas del terapeuta y las verbalizaciones antiterapéuticas del cliente. RESULTADOS: hay una fuerte correlación entre las verbalizaciones antiterapéuticas de los clientes y las verbalizaciones aversivas del terapeuta, tanto en forma de potenciales castigos (verbalizaciones aversivas contingentes a la respuesta del cliente) como de emparejamientos aversivos. Además, se comprueba que el posible control aversivo que ejerce el terapeuta se acompaña de otras acciones verbales encaminadas a desarrollar comportamientos no problemáticos en los clientes. CONCLUSIONES: trabajo preliminar que abre una nueva vía a la explicación del cambio terapéutico a partir de los procesos de aprendizaje (pavlovianos y operantes) que ocurren durante la interacción verbal en el contexto clínico

Reunión del Grupo de Inmunoquímica (GIQ) y taller sobre IgA Hevylite(C) (II) / No disponible

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Impacto diferencial, necesidades heterogéneas. La formación entre iguales para mejorar la salud y los hábitos de vida de los pacientes crónicos / Differential impact and heterogeneous needs. A peer-led training program for improving chronic patients' health status and health behaviors

OBJETIVO: Evaluar el impacto de la formación entre iguales de la Escuela de Pacientes sobre la salud autopercibida y los hábitos de vida de las personas con enfermedades crónicas. DISEÑO: Descriptivo, transversal de evaluación cuantitativa pretest/postest. EMPLAZAMIENTO: Andalucía. PARTICIPANTES: Novecientos sesenta y cuatro pacientes con diabetes, fibromialgia e insuficiencia cardíaca participantes en la Escuela de Pacientes entre 2013 y 2015. INTERVENCIONES: Sesión de formación para formadores en autocuidados para personas con enfermedades crónicas. Mediciones principales: Se usó un cuestionario que midió salud autopercibida, limitaciones, dieta y actividad física. El análisis estadístico fue descriptivo, bivariante, de correlaciones y de ganancias netas. RESULTADOS: Tras realizar la formación se observó una mejoría de la salud, con menos limitaciones y mejor dieta y ejercicio físico, con diferencias estadísticamente significativas en función del sexo, enfermedad, nivel de estudios y estado civil. Se plantean propuestas de mejora de la estrategia formativa, con atención a las necesidades específicas de los colectivos más vulnerables: mujeres y personas con menor nivel educativo. CONCLUSIONES: El impacto de la formación fue positivo y diferencial en función de los perfiles de participantes. Se recomienda profundizar en los resultados, a través de metodología cualitativa, realizar mediciones postest posteriores y adaptar la estrategia formativa a la heterogeneidad de las necesidades de la población formada

OBJECTIVE: To measure the impact of the peer-led training for chronic patients on their health status and behaviors. DESIGN: Descriptive, transversal pretest and posttest quantitative approach. PLACEMENT: Andalusia. PARTICIPANTS: Nine hundred sixty-four patients with Diabetes, fibromyalgia and heart failure, trained at the School of Patients between 2013 and 2015. INTERVENTIONS: Peer-training intervention for self-efficacy for chronic patients. Main measurement: Self-reported health status, activity limitation, diet and physical activity. Statistical analysis included descriptive and bivariate statistics, correlation coefficient and net gains for paired variables. RESULTS: Health status improved after the training, with less limitations and better diet and physical activity, with significant differences by sex, chronic illness, education level and marriage status. Improvement areas where identified for the training strategy, with special attention on the needs of more vulnerable groups (women, people with less education level). CONCLUSIONS: The peer training had a positive impact, with differences depending on social profiles. 1-year and 2-years posttest measurements are needed and a qualitative study is required in order to better evaluate the peer-led strategy and to adapt it to participants' needs and expectations

The role of social support in school adjustment during secondary education / El papel del apoyo social en el ajuste escolar en Educación Secundaria

BACKGROUND: During secondary education, a stage with a high risk of failure and school dropout, social support is an important contextual variable for the prevention of school maladjustment. The aim of this study is to examine a theoretical model of the explanatory capacity of social support in terms of school adjustment, understood as school engagement and perceived academic performance. METHOD: Participants were 1,468 students (51% girls; 49% boys) from the Basque Country, aged between 12 and 17 (M=14.03, SD=1.36). The study had an ex post facto cross-sectional design. The measurement instruments used were: TCMS -teacher support subscale, AFA-R -family support and peer support subscales, SEM -School Engagement Measure, and EBAE-10 - perceived academic performance subscale. Various different structural models were tested. RESULTS: The first-choice model was one in which social support predicts school engagement with perceived academic performance as a mediating variable: together, both variables predict 73% of school engagement. The strongest effect was that of teacher support, followed by family support, whereas friends were not found to have any direct effect on school adjustment variables. CONCLUSIONS: Teachers and families should strive to offer social support to students as a means of strengthening perceived academic self-efficacy and school engagement

ANTECEDENTES: durante la Educación Secundaria, etapa con riesgo de fracaso y abandono escolar, el apoyo social representa una variable contextual relevante para prevenir el desajuste escolar. El objetivo de este trabajo es examinar un modelo teórico sobre la capacidad explicativa del apoyo social sobre el ajuste escolar -implicación escolar y rendimiento académico percibido-. MÉTODO: participan 1.468 estudiantes (51% chicas; 49% chicos) con edades entre 12 y 17 años (M=14.03; DT=1.36) del País Vasco. Es un estudio con diseño ex post facto transversal. Las medidas empleadas son: TCMS -subescala apoyo profesorado-, AFA-R -subescalas apoyo familiar y apoyo amistades-, SEM -escala implicación escolar- y EBAE-10 -subescala rendimiento académico percibido-. Se comprueban varios modelos estructurales. RESULTADOS: el modelo de primera elección es el de predicción del apoyo social sobre la implicación escolar con el rendimiento académico percibido como variable mediadora: predicen conjuntamente un 73% de la implicación y prevalece el efecto del apoyo del profesorado, seguido del apoyo familiar, frente a la ausencia de efecto directo de amistades sobre las variables de ajuste escolar. CONCLUSIONES: el profesorado y la familia deben ofrecer apoyo social al alumnado para reforzar la percepción de autoeficacia académica y la implicación escolar

How does the leader's centrality affect team performance assessment? Testing the role of leader's satisfaction

The study aims to test how the association between leader's centrality (outdegree and betweenness) in the group network, considering both workflow and friendship ties between leader and members, and the perception of team performance is mediated by the leader's satisfaction with the team. The research included a total of 74 formal leaders of organizational teams from several organizations. Total, direct and indirect effects were calculated through the estimation of an OLS regression-based mediation model, controlling for team size. Results revealed that only leader's outdegree and betweenness centrality in the team friendship network positively predicted the leader's perception of team performance. In contrast to the predictions, a significant negative indirect effect of outdegree centrality of the leader within the team workflow network on the evaluation of group performance through leader's satisfaction was observed. Also, both leader's outdegree and betweenness centrality levels in the friendship network were shown to have a positive effect on leader's assessment of team performance through leader's satisfaction with the team. Overall, findings point to the negative effects of leader's centrality in the workflow team network and the positive effects of leader's centrality in the friendship team network on his/her attitudes toward the team. The effects of the more or less central position of the leader within each of the group networks are discussed

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Spanish validation of the delaying gratification inventory in adolescents / Validación española del Inventario de Gratificación Demorada en adolescentes

Background: Individual differences in the capacity to delay gratification explain considerable variability in adult life outcomes related to health, psychological well-being, and social relationships. Although individual differences in delay of gratification begin to emerge in adolescence, few studies have tried to evaluate this construct in adolescents, especially in Spanish. The goal of this study was to validate the Delaying Gratification Inventory and to analyse its psychometric properties in Spanish adolescents. Method: Using a sample of 695 adolescents (M = 15.18, SD = 1.22) between 13 and 18 years old, the factor structure, internal consistency and reliability were tested. Results: The analyses showed an adequate fit to the original model (χ2 (550) = 1671.59, CFI = .92, TLI = .92, RMSEA = .063, 95% CI [.063, .071]), and appropriate internal consistency (α = .80). The ability to delay gratification was directly and moderately associated with self-control and self-consciousness, and inversely and moderately related with depression and psychological difficulties. Conclusion: This study provides new data on a tool for assessing the ability to delay reward in Spanish adolescents, a key regulatory ability to prevent unhealthy high-risk behaviours that are associated with serious health, psychological, and social problems

Antecedentes: la demora de la recompensa es una habilidad con un papel relevante en conductas de riesgo frecuentes en la adolescencia, como el uso de sustancias o el sexo sin protección. Sin embargo, pocos estudios están dirigidos a evaluar este constructo en adolescentes. El objetivo fue validar el Delaying Gratification Inventory y analizar sus propiedades psicométricas en adolescentes españoles. Método: con una muestra de 695 adolescentes de 13 a 18 años (M = 15,18, DT = 1,22) se analizó la estructura factorial, la fiabilidad y la validez del instrumento. Resultados: los análisis mostraron un ajuste adecuado al modelo original (χ2 (550) = 1671,59, CFI = ,92, TLI = ,92, RMSEA = ,06, IC del 95%: [,063, ,071]) y una consistencia interna adecuada (α = ,80). La capacidad de retrasar la gratificación se asoció directa y moderadamente con autocontrol y autoconciencia, e inversa y moderadamente con depresión y dificultades psicológicas. Conclusión: este estudio aporta nuevos datos sobre una herramienta válida y fiable para evaluar la capacidad de retrasar la recompensa en adolescentes españoles, una habilidad regulatoria clave para prevenir conductas de riesgo asociadas a problemas graves de salud, psicológicos y sociales

The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport / Repercusión del aprendizaje cooperativo sobre las relaciones con los compañeros, la motivación intrínseca y las intenciones futuras de práctica deportiva

Background: Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning → ΔRelatedness → ΔIntrinsic motivation → ΔIntention to do sport. Method: The sample comprised 372 students divided into two groups, experimental and control. During a 6 month period the experimental group was taught co-operative learning strategies by a suitably trained teacher. Results: Positive changes were seen in the experimental group in all of the variables examined, while the control group remained unchanged. The results of the TIC suggest accepting the motivational sequence describe. Conclusions: Co-operative learning may by an appropriate method to improve self-determined motivation according to the model described

Antecedentes: conocer el cambio intraindividual es una cuestión clave para bordar el estudio de la causalidad entre variables. El primer objetivo fue comprobar, por primera vez, utilizando la técnica del verdadero cambio intraindividual (TIC, Δ), la secuencia motivacional propuesta por Vallerand (1997), ΔAprendizaje cooperativo → Δ Relación → ΔMotivación intrínseca → ΔIntenciones de práctica deportiva. Método: la muestra estuvo formada por 372 estudiantes que se dividieron en dos grupos: experimental y control. Durante 6 meses al grupo experimental se le aplicaron estrategias de aprendizaje cooperativo por un profesor formado a tal efecto. Resultados: se observaron cambios positivos en el grupo experimental en todas las variables analizadas, mientras que el grupo control permaneció estable. El TIC permite aceptar la secuencia motivacional descrita. Conclusiones: el aprendizaje cooperativo puede ser un método adecuado para incrementar la motivación autodeterminada en base al modelo descrito

Increasing mothers' knowledge of cervical cancer risk through peer group health education with "PinKa" method

The purpose of this research is to find out the effect of peer group health education in attempt to increase mothers’ knowledge of cervical cancer Risk. Quasi experimental design with non-equivalent control group was used as the design of this study. A total of 128 mothers at risk of developing cervical cancer from Surya Indah and Beringin Indah Pangkalan Kuras, Pelalawan were chosen as samples using stratified random sampling technique. The results of this study showed a score increase up to 40.70% with p value 0.0000 (p < 0.05) in the experimental group after the group received health education with "PinKa" method. The conclusion is that a health education increases mothers’ knowledge about cervical cancer. Therefore, health education about cervical cancer is recommended to improve the awareness of cervical cancer so that cervical cancer can be detected earlier and its risks can be minimized

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Do young people with asperger syndrome or intellectual disability use social media and are they cyberbullied or cyberbullies in the same way as their peers? / ¿Las personas jóvenes con síndrome de Asperger o discapacidad intelectual utilizan las redes sociales y son ciberacosados o ciberacosadores como sus padres?

Background: The aim of the present study is to explore how youth with intellectual disability or Asperger syndrome use new technologies and social media in comparison with their peers without disability. Method: Participants were 181 adolescents with a mean age of 16 years old (SD=3.7) who completed the "Cyber-aggression Questionnaire for Adolescents", the "Cyber-victimization Questionnaire for Adolescents" and a questionnaire on social media and new technologies. Results: Percentages of use of new technologies (61% tablets, 93% computers, 97% mobiles) are similar among groups but adolescents with Asperger syndrome or intellectual disability have been using them since more recent times and their uses are more limited. They also use social media less; the group with Asperger syndrome uses them the least. There are no significant differences in the frequency of cyberbullying. Conclusion: Despite using social media less, the frequency of cyberbullying is similar to their peers. Besides, the observed prevalence of cyberbullying is higher than that mentioned in previous studies in which informants were not the youths themselves

Antecedentes: este estudio se centra en explorar el uso que hace la juventud con discapacidad intelectual o síndrome de Asperger de las nuevas tecnologías y las redes sociales en comparación con sus pares sin discapacidad. Método: los participantes fueron 181 jóvenes con una edad media de 16 años (DT= 3.7 años), quienes cumplimentaron el "Cyber-aggression Questionnaire for Adolescents", el "Cyber-victimization Questionnaire for Adolescents" y un cuestionario sobre el uso de redes sociales y nuevas tecnologías. Resultados: los porcentajes de uso de las nuevas tecnologías (61% tablet, 93% ordenador y 97% móvil) son similares entre los grupos, pero los jóvenes con síndrome de Asperger y discapacidad intelectual las usan desde hace menos tiempo y hacen un uso más limitado de ellas. También usan menos las redes sociales, siendo el grupo con síndrome de Asperger el que menos las usa. No existen diferencias significativas en la frecuencia de ciberbullying. Conclusión: a pesar de que utilizan menos las redes sociales, la prevalencia de ciberbullying es similar a la de sus iguales. Además, la prevalencia observada en todos los grupos es más elevada que la apuntada en otros estudios en la que los informantes no suelen ser los propios jóvenes

Childhood victimization by adults and peers and health-risk behaviors in adulthood

Victimization experienced in childhood has been linked with health-risk behaviors (HRBs) in adulthood. The purpose of this cross-sectional survey was to provide data regarding the HRBs using the ISPCAN Child Abuse Screening Tool Retrospective version (ICAST-R), Spanish version. This aimed to broaden existing knowledge by assessing both being victimized by adults and by peers in a Spanish general population of 348, aged 18-35. Age and timing of the reported victimization were also considered. Victimization: physical, psychological, sexual abuse by adults and/or peers showed a prevalence of 44.54%. Of these, 41.29% reported abuse by both. Children victimized by adults, regardless of type, were significantly associated to be psychologically abused by their peers (p < .001). Moreover, psychological maltreatment by adults was significantly associated with two peer victimizations: Physical and psychological (p < .001 in both). Regarding HRBs, peer victimized groups showed significantly higher levels of severity than non-victimized, with a higher proportion reporting attempted suicide (p < .05) and psychological or psychiatric treatment (p < .05). Participants victimized only by adults reported higher number of HRBs (p < .01), their victimization was associated to more severe abuse of drugs/alcohol (p ≤ .05), and suicide attempts (p < .05). Those victimized by adults and peers received treatment in higher proportion than non-victims (p < .001). Participants reporting victimization since before 5 years to age of 17, compared with non-victimized, showed more substance abuse (p < .05), attempted suicide (p < .01) and receipt of treatment (p < .05). These findings highlight the relevance of ICAST-R in studying HRBs

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Proactive and reactive aggressive behaviors: dimensionality of self-report scales

The literature distinguishes aggressive behavior as being either proactive or reactive; however, despite being highly comorbid, they appear to possess unique correlation patterns to external variables. We propose to assess the dimensionality and latent profiles that emerged based on the Peer Aggressive Behavior Scale (PAB-S) and the Peer Aggressive and Reactive Behavior Questionnaire (PARB-Q). Confirmatory Factor Analysis (CFA) and Latent Profile Analysis (LPA) was conducted on two self-report scales in a non-representative Brazilian sample composed by 2,517 students of elementary school (1,275 girls; 50.7%), aged from seven to 16 years. CFA analyses showed inconclusive results regarding the dimensionality of the data. LPA results, for both instruments, indicated the interdependence between proactive and reactive factors. We suggest that dimensionality issues concerning human aggression might depend, at least in part, on the method used to assess the phenomenon

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Hacia una intervención psicosomática a medida / Pour une intervention psychosomatique sur mesure / Moving towards a tailor-made psychosomatic approach

En este texto se presentan la síntesis y las conclusiones de un trabajo psicoterapéutico realizado en equipo con pacientes oncológicos y sus familiares. Utilizando las herramientas, que son básicamente la psicosomática de la Escuela de París y la experiencia del trabajo en grupos, el equipo muestra la originalidad de organizar las psicoterapias de grupo y las sesiones individuales adaptadas a las capacidades del funcionamiento mental de cada paciente. (AU)

In this text, we present the synthesis and conclusions of a psychotherapeutic work done by a team with oncological patients and their relatives. Using tools that are basically the Psychosomatics of the Scof Paris and the experience of working in groups, the team demonstrates the originality of organizing group psychotherapies and individual sessions that are adapted to the capacities of the mental functioning of each patient. (AU)

Dans ce texte sont présentées la synthèse et les conclusions d’un travail psychothérapeutique mené en équipe avec des patients oncologiques et leurs proches. Utilisant les outils, qui sont essentiellement la psychosomatique de l’École de Paris et l’expérience du travail en groupe. L’équipe montre l’originalité de l’organisation de psychothérapies de groupe et des séances individuelles adaptées aux capacités du fonctionnement mental de chaque patient. (AU)

They do not suffer like us: the differential attribution of social pain as a dehumanization criterion in children / Ellos no sufren como nosotros: la atribución diferencial de dolor social como criterio de deshumanización en niños

BACKGROUND: Social pain is considered a feature of humanity. The goal of this study was to confirm whether children, like adults, dehumanise out-group members attributing them less capacity to experience social pain than to in-group members. METHODS: A total of 119 participants aged between 9 and 13 years responded to a questionnaire which collected information about situations that caused physical pain and situations that caused social pain. The task of the participants was to indicate to what extent they considered that two persons (a member of the in-group and a member of an out-group) would experience pain in each situation. RESULTS: The results indicated that there was a higher estimate of social pain suffered by in-group members. There were no significant differences in the case of situations that generated physical in the groups. CONCLUSIONS: The results were analysed from the dehumanisation perspective

ANTECEDENTES: se considera que la capacidad de experimentar dolor social es una característica exclusivamente humana. El objetivo de esta investigación es comprobar si los niños, al igual que los adultos, deshumanizan a los miembros de exogrupos atribuyéndoles menos capacidad de experimentar dolor social que a los miembros del endogrupo. MÉTODO: un total de 119 participantes de entre 9 y 13 años respondieron a un cuestionario en el que se recogían situaciones que causan dolor físico y situaciones que causan dolor de tipo social. La tarea de los participantes era indicar en qué medida consideraban que dos personas (un miembro del endogrupo y un miembro de un exogrupo) experimentarían dolor en cada una de las situaciones. RESULTADOS: los resultados indican que se produce una mayor estimación de dolor social en los miembros del endogrupo que en los miembros del exogrupo. En el caso de las situaciones que generan dolor físico no se encontraron diferencias significativas en función del grupo. CONCLUSIONES: los resultados se analizan desde la perspectiva de la deshumanización

Validation of the child ptsd symptom scale (cpss) in spanish adolescents / Validación española de la Child PTSD Symptom Scale (CPSS) en adolescentes

Background: One of the most frequently used instruments to assess posttraumatic stress in children and adolescents is the Child PTSD Symptom Scale. However, there has been limited evaluation of its construct validity in the Spanish language despite Spanish being one of the most widely spoken languages in the world. Objective: To provide data on the psychometric properties of the CPSS in a sample of Spanish adolescents, to establish the internal consistency of the measure, and to examine its criterion validity. Method: The participants were 339 adolescents (172 boys and 167 girls, mean age 13.95) exposed to peer violence during the previous year. Results: Confirmatory factor analysis demonstrated a good fit to the four-factor dysphoria model. The alpha reliabilities for the overall measure and its subscales were suitable. Discussion: The Spanish version of the scale has sound psychometric properties with good reliability and validity. Moreover, it integrates the four-factor structure corresponding to the dimensions of PTSD described in the DSM-V (AU)

Antecedentes: la Child PTSD Symptom Scale es uno de los cuestionarios más utilizados para evaluar el estrés postraumático en niños y adolescentes. Sin embargo, es escasa la investigación acerca de la validez de constructo de la versión en español de este instrumento, a pesar de tratarse de uno de los idiomas más hablados en el mundo. Objetivo: validar la versión española de esta escala en una muestra de adolescentes. Método: los participantes fueron 339 adolescentes (172 varones y 167 mujeres, con una media de edad de 13,95 años) que cumplían los criterios de haber sufrido violencia por parte de sus iguales durante el año previo al estudio. Resultados: el análisis confirmatorio mostró un buen ajuste del modelo de cuatro factores de disforia. Los coeficientes de fiabilidad para la medida global y sus subescalas fueron adecuados. Discusión: la versión española la escala presenta buenas propiedades psicométricas y una estructura factorial que se corresponde a los criterios para el trastorno de estrés postraumático del DSM-V (AU)

Life satisfaction in adolescents: the role of individual and social health assets

The aim of this study is to explore the relationship between adolescents' life satisfaction and individual and social health assets. A nationally representative sample of 3,494 Portuguese adolescents (mean age = 14.94 ± 1.30 years; 53.6% girls) completed the Health Behavior in School-aged Children survey measuring a variety of health behaviors and beliefs. A sequential regression analysis was conducted with gender, individual assets (academic achievement, social competence, self-regulation and life objectives) and social assets (family support, peer support, parental monitoring and school connectedness) entered in separate steps. A second regression analysis was conducted with social assets entered before individual assets. The final model explained 18.3% of life satisfaction. School connectedness (β = .198, p < .001) and family support (β = .154, p < .001) were the strongest predictors of adolescents' life satisfaction followed by social competence (β = .152, p < .001), academic achievement (β = .116, p < .001) and self-regulation (β = .064, p < .001). Social assets explained a larger variance of life satisfaction than individual assets when entered first in the regression (r2 = .134 and r2 = .119, respectively, p < .001). When entered last step in the regression analysis, social assets added more to life satisfaction's variance than when individual assets were added in the last step (r2 = .060 and r2 = .045, respectively, p < .001). These results reinforce the role social interaction and social capital models in the promotion of well-being

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