Predictive model of suicide risk in Colombian university students: quantitative analysis of associated factors.

Introduction: The risk of suicide and completed suicides among young university students presents critical challenges to mental and public health in Colombia and worldwide. Employing a quantifiable approach to comprehend the factors associated with these challenges can aid in visualizing the path towards anticipating and controlling this phenomenon. Objective: Develop a predictive model for suicidal behavior in university students, utilizing predictive analytics. Method: We conducted an observational, retrospective, cross-sectional, and analytical research study at the University of Manizales, with a focus on predictive applicability. Data from 2,436 undergraduate students were obtained from the research initiative "Building the Future: World Mental Health Surveys International College Students." Results: The top ten predictor variables that generated the highest scores (ranking coefficients) for the sum of factors were as follows: history of sexual abuse (13.21), family history of suicide (11.68), medication (8.39), type of student (7.4), origin other than Manizales (5.86), exposure to cannabis (4.27), exposure to alcohol (4.42), history of physical abuse (3.53), religiosity (2.9), and having someone in the family who makes you feel important (3.09). Discussion: Suicide involves complex factors within psychiatric, medical, and societal contexts. Integrated detection and intervention systems involving individuals, families, and governments are crucial for addressing these factors. Universities also play a role in promoting coping strategies and raising awareness of risks. The predictive accuracy of over 80% in identifying suicide risk underscores its significance. Conclusion: The risk factors related to suicidal behavior align with the findings in specialized literature and research in the field. Identifying variables with higher predictive value enables us to take appropriate actions for detecting cases and designing and implementing prevention strategies.

Body Awareness as a Protective Factor against Suicidal Orientations in College Students.

In this study, binary logistic regression and linear regression analyses were used to examine the relationship between interoceptive body awareness and suicidal orientation among Colombian university students. Additionally, the bootstrap technique was employed to resample and estimate the distribution of the data. The results support the idea that greater interoceptive awareness may protect against suicidal orientation by improving emotional regulation. An inverse relationship was found between interoceptive awareness and suicidal ideation. These findings align with previous literature emphasizing the importance of body awareness for emotional well-being. Further longitudinal research is needed to explore this relationship more deeply.

Exploring the Link between Interoceptive Body Awareness and Suicidal Orientation in University Students: A Cross-Sectional Study.

INTRODUCTION: The transition to college life can impact the mental health of students. There are mental health care strategies that promote connection with the body's internal signals, which can help to improve mental well-being, manage emotions, and reduce the risk of suicide in university students. AIM: This study aimed to examine the association between interoceptive body awareness variables and suicidal orientation in a sample of 169 undergraduate students in Colombia. METHODS: An observational, cross-sectional study was conducted in 2023 with Colombian students as the participants. RESULTS: The findings revealed a significant and moderately negative correlation between the Multidimensional Assessment of Interoceptive Awareness (MAIA) total score and the Inventory of Suicide Orientation (ISO-30) total score (r = -0.54, p < 0.001). Confidence and self-regulation were identified as the most influential factors in the relationship between MAIA and ISO-30. Significant correlations were observed (p < 0.001), indicating moderate correlation values ranging from -0.43 to -0.57. DISCUSSION: Our findings support the existence of a negative correlation between interoceptive body awareness and suicidal orientation. Further research is needed to better understand this relationship and to develop specific interventions based on body awareness to prevent suicide orientation. CONCLUSION: There are practical implications associated with recognizing the importance of body awareness in relation to decreasing suicidal orientation, and multidisciplinary teams addressing mental health can incorporate this knowledge.

Psychometric Properties of the Multidimensional Assessment of Interoceptive Awareness (MAIA) Questionnaire in Colombian University Students.

INTRODUCTION: The university student population is influenced by multiple factors that affect body awareness. Identifying the body awareness status of students is crucial in creating self-care and emotion management programs to prevent diseases and promote health. The Multidimensional Assessment of Interoceptive Awareness (MAIA) questionnaire evaluates interoceptive body awareness in eight dimensions through 32 questions. It is one of the few tools that enable a comprehensive assessment of interoceptive body awareness by involving eight dimensions of analysis. METHOD: The objective of this study is to present the psychometric properties of the Multidimensional Assessment of Interoceptive Awareness (MAIA) to observe to what extent the hypothesized model fits the population of university students in Colombia. A descriptive cross-sectional study was conducted with 202 students who met the inclusion criterion of being undergraduate university students. Data were collected in May 2022. RESULTS: A descriptive analysis of the sociodemographic variables of age, gender, city, marital status, discipline, and history of chronic diseases was performed. JASP 0.16.4.0 statistical software was used to conduct confirmatory factor analysis. A confirmatory factor analysis was performed based on the proposed eight-factor model of the original MAIA, giving a significant p-value and 95% confidence interval. However, when performing loading factor analysis, a low p-value was found for item 6 of the Not Distracting factor, and for the entire Not Worrying factor. DISCUSSION: A seven-factor model with modifications is proposed. CONCLUSIONS: The results of this study confirmed the validity and reliability of the MAIA in the Colombian university student population.

Procesos de percepción auditiva y aprendizaje motor. Revisión bibliográfica / Auditory perception processes and motor learning. Bibliographic Review

Resumen Introducción: A nivel neurofisiológico el cerebelo, los ganglios basales y el sistema límbico son importantes en la coordinación y memoria del movimiento. Objetivo: Comprender los procesos que intervienen en la relación sensoperceptiva de la audición y el aprendizaje motor es una motivación permanente de diferentes disciplinas. Método: Se presenta una revisión documental que tuvo por objetivo analizar la relación de la percepción auditiva y el aprendizaje motor utilizando análisis de contenido desde las perspectivas de audiología, medicina y neurorrehabilitación. Las palabras clave y combinaciones que se tuvieron en cuenta fueron: percepción auditiva, aprendizaje, equilibrio, coordinación y las combinaciones audición-aprendizaje, audición-equilibrio, y audición-coordinación. Se utilizaron las bases de datos y metabuscadores Pubmed, Medscape, Trip, ScienceDirect, EBSCOhots, Pedro, Scielo, y Lilacs. Bibliotecas virtuales como SINAB, Cochrane, Universidad de Málaga, UsNational Library of Medicine, y National Institutes of Health. Se seleccionaron 22 artículos que cumplieron con los criterios de inclusión. Resultados: Se encontró relación entre la percepción auditiva y el aprendizaje motor en la comunicación de la información sensorial auditiva y motora a nivel del procesamiento en el cerebelo y ganglios, que es una parte fundamental en la retención y transferencia motriz. Conclusión: En el proceso del aprendizaje motor que involucra la experiencia del movimiento, proponemos la participación de la audición, mediante integrar las señales percibidas-visuales, auditivas, motrices y vestibulares- que se concretan en mejorar el aprendizaje, haciéndolo más eficaz y generando una memoria más duradera.

Abstract Introduction: At the neurophysiological level, the cerebellum, the basal ganglia, and the limbic system are important in the coordination and memory of movement. Objective: Understanding the processes involved in the sensoperceptive relationship of hearing and motor learning is a permanent motivation of different disciplines. Method: A documentary review is presented; it aims to analyze the relationship between auditory perception and motor learning using content analysis from the perspectives of audiology, medicine, and neurorehabilitation. The keywords and combinations taken into account were the following: hearing perception, learning, balance, coordination, and combinations hearing-learning, hearing-balance, and hearing-coordination. The databases and metasearchers Pubmed, Medscape, Trip, ScienceDirect, EBSCOhost, Pedro, Scielo, and Lilacs were used. Virtual libraries such as SINAB, Cochrane, University of Malaga, UsNational Library of Medicine, and National Institutes of Health were also consulted. We selected 22 articles that met the inclusion criteria. Results: A relationship was found between auditory perception and motor learning in the communication of auditory and motor sensory information at the level of processing in the cerebellum and basal ganglia, being a fundamental part of the retention and motor transfer. Conclusion: In the motor learning process involving the experience of movement, we propose the participation of hearing by integrating the perceived signals -visual, auditory, motor, and vestibular- that are concretized to improve learning, making it more effective, generating a more lasting memory.

Resumo Introdução: A nível neurofisiológico, o cerebelo, os gânglios basais e o sistema límbico são importantes na coordenação e memória do movimento. Objetivo: Compreender os processos que implicam na relação sensorial-perceptual entre audição e aprendizagem motora como uma motivação permanente para diferentes disciplinas. Método: É apresentada uma revisão documental que visa analisar a relação entre a percepção auditiva e a aprendizagem motora utilizando a análise de conteúdo a partir das perspectivas da audiologia, medicina e neuro reabilitação. As palavras-chave e as combinações consideradas foram: percepção auditiva, aprendizagem, equilíbrio, coordenação e as combinações audição-aprendizagem, audição-equilíbrio e audição-coordenação. Foram utilizadas as bases de dados e os motores de metabusca Pubmed, Medscape, Trip, ScienceDirect, EBSCOhots, Pedro, Scielo, e Lilacs. Bibliotecas virtuais como SINAB, Cochrane, Universidade de Málaga, UsNational Library of Medicine, e National Institutes of Health. Foram selecionados 22 artigos que cumpriam os critérios de inclusão. Resultados: Foi encontrada uma relação entre percepção auditiva e aprendizagem motora na comunicação da informação sensorial auditiva e motora à nível do processamento no cerebelo e nos gânglios, que é uma parte fundamental da retenção e transferência motora. Conclusão: No processo de aprendizagem motora que envolve a experiência do movimento, propomos a participação da audição, integrando os sinais percebidos - visuais, auditivos, motores e vestibulares - que resultam na melhoria da aprendizagem, tornando-a mais eficaz e gerando uma memória mais duradoura.