Karate Kata training: A promising intervention for behavioral problems in elementary school children.

Behavioral issues frequently arise in primary school children, affecting their academic performance, social interactions, and general welfare. These concerns encompass challenges related to attention, concentration, aggression, oppositional behavior, and social maladaptation. The purpose of the current study was to examine the impacts of karate Kata training on extrinsic behavioral problems of elementary school students. The Achenbach Child Behavior Checklist (CBCL) questionnaire was given to all fourth- to sixth-grade students from a male elementary school, totaling 241 students, in Mashhad, Iran. A total of 76 eligible school-aged children with a total score of 65 and above in attention, aggression, oppositional defiance, and social maladaptation issues were selected and randomly assigned to an exercise group (n = 38) or a no-exercise control group (n = 38). Participants in the exercise group were instructed to engage in Kata training, which consists of a series of choreographed movements designed to enhance physical and mental discipline, for a duration of 12 60-min sessions, whereas the participants in the control group followed their daily activities. The CBCL from the Achenbach System of Empirically Based Assessment was used to assess dependent variables such as attention and concentration, aggression, oppositional defiance, and social maladaptation at baseline and post-intervention. The repeated-measures analysis of variance indicated that Kata training results in significant improvements in attention and concentration and significant reductions in aggression, oppositional defiance, and social maladaptation among elementary school students (all ps < .001). These results highlight the potential benefits of incorporating Kata training into interventions aimed at improving the behavioral outcomes of children.

Maternal oxidative stress during pregnancy associated with emotional and behavioural problems in early childhood: implications for foetal programming.

Childhood mental disorders, including emotional and behavioural problems (EBP) are increasingly prevalent. Higher maternal oxidative stress (OS) during pregnancy (matOSpreg) is linked to offspring mental disorders. Environmental factors contribute to matOSpreg. However, the role of matOSpreg in childhood EBP is unclear. We investigated the associations between (i) matOSpreg and offspring EBP; (ii) social and prenatal environmental factors and matOSpreg; and (iii) social and prenatal factors and childhood EBP and evaluated whether matOSpreg mediated these associations. Maternal urinary OS biomarkers, 8-hydroxyguanosine (8-OHGua; an oxidative RNA damage marker) and 8-hydroxy-2'-deoxyguanosine (8-OHdG; an oxidative DNA damage marker), at 36 weeks of pregnancy were quantified by liquid chromatography-mass spectrometry in a population-derived birth cohort, Barwon Infant Study (n = 1074 mother-infant pairs). Social and prenatal environmental factors were collected by mother-reported questionnaires. Offspring total EBP was measured by Child Behavior Checklist Total Problems T-scores at age two (n = 675) and Strengths and Difficulties Questionnaire Total Difficulties score at age four (n = 791). Prospective associations were examined by multivariable regression analyses adjusted for covariates. Mediation effects were evaluated using counterfactual-based mediation analysis. Higher maternal urinary 8-OHGua at 36 weeks (mat8-OHGua36w) was associated with greater offspring total EBP at age four (ß = 0.38, 95% CI (0.07, 0.69), P = 0.02) and age two (ß = 0.62, 95% CI (-0.06, 1.30), P = 0.07). Weaker evidence of association was detected for 8-OHdG. Five early-life factors were associated with both mat8-OHGua36w and childhood EBP (P-range < 0.001-0.05), including lower maternal education, socioeconomic disadvantage and prenatal tobacco smoking. These risk factor-childhood EBP associations were partly mediated by higher mat8-OHGua36w (P-range = 0.01-0.05). Higher matOSpreg, particularly oxidant RNA damage, is associated with later offspring EBP. Effects of some social and prenatal lifestyle factors on childhood EBP were partly mediated by matOSpreg. Future studies are warranted to further elucidate the role of early-life oxidant damage in childhood EBP.

Social skills, behavioral problems, and academic competence of students with intellectual disabilities / Habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual / Habilidades sociales, problemas de conducta y competencia académica de estudiantes con discapacidad intelectual

This study had as general objective to characterize and associate social skills, behavior problems, and academic competence of students with intellectual disabilities in school inclusion and; as specific objectives to verify predictive values for social skills and differences between groups diagnosed with intellectual disability and other associated diagnoses. This was a quantitative, cross-sectional, descriptive, correlational, predictive, and comparative study. Forty-four students with intellectual disability participated (11 of them presented other associated diagnoses), who were evaluated by 42 guardians and 34 teachers. The instruments used were Social Skills Rating System (SSRS-BR) and the Parental Educative Social Skills Interview Script (RE-HSE-P). The evaluation from guardians and teachers were different. Social skills were negatively associated with behavior problems and positively associated with academic competence; behavior problems and diagnosis were negative predictors to social skills. There were significant differences in the groups. The results highlight the importance of intervention programs to develop social skills.(AU)

O estudo teve como objetivo geral caracterizar e associar habilidades sociais, problemas de comportamento e competência acadêmica de alunos com deficiência intelectual em inclusão educacional e; como objetivos específicos verificar valores preditivos para habilidades sociais e diferenças entre grupos com diagnóstico de deficiência intelectual somente e com outros diagnósticos associados. Trata-se de um estudo quantitativo, transversal, descritivo, correlacional, preditivo e comparativo. Participaram 44 alunos com deficiência (11 apresentavam outros diagnósticos associados), que foram avaliados por 42 responsáveis e 34 professoras. Os instrumentos utilizados foram Social Skills Rating System (SSRS-BR) e Roteiro de Entrevista de Habilidades Sociais Educativas Parentais (RE-HSE-P). A avaliação de responsáveis e professores foi diferente. Habilidades sociais foram negativamente associadas aos problemas de comportamento e positivamente associadas a competência acadêmica; problemas de comportamento e diagnósticos associados foram preditores negativos de habilidades sociais. Houve diferença significativa entre grupos. Resultados evidenciam a importância de programas para promoção de habilidades sociais.(AU)

Este estudio tuvo como objetivo general caracterizar y asociar las habilidades sociales, los problemas de conducta y la competencia académica de estudiantes con discapacidad intelectual en la inclusión escolar; y como objetivos específicos verificar los valores predictivos de las habilidades sociales y las diferencias entre grupos diagnosticados con discapacidad intelectual y otros diagnósticos asociados. Se trató de un estudio cuantitativo, transversal, descriptivo, correlacional, predictivo y comparativo. Participaron 44 estudiantes con discapacidad intelectual (11 de ellos presentaban otros diagnósticos asociados), quienes fueron evaluados por 42 tutores y 34 docentes. Los instrumentos utilizados fueron el Sistema de Evaluación de Habilidades Sociales (SSRS-BR) y el Guion de Entrevista de Habilidades Sociales para Educación de los Padres (RE-HSE-P). Las evaluaciones de los tutores y docentes fueron diferentes. Las habilidades sociales se asociaron negativamente con problemas de conducta y positivamente con la competencia académica; los problemas de conducta y el diagnóstico fueron predictores negativos de las habilidades sociales. Hubo diferencias significativas entre los grupos. Los resultados destacan la importancia de los programas de intervención para desarrollar habilidades sociales con la población estudiada.(AU)

Efeitos de uma intervenção com foco na socialização emocional infantil / Efectos de una intervención centrada en la socialización emocional infantil / Effects of an intervention focused on child emotion socialization

Punishing, minimizing, ignoring, or becoming distressed when dealing with children's negative emotions may favor the emergence or worsen behavior problems during childhood. This study examined the effects of the intervention program Vivendo Emoções [Experiencing Emotions] on maternal reactions to children's emotions and children's internalizing and externalizing problems. Thirty-two mothers of children aged between three and eight participated and were assigned to an intervention (n = 16) or a comparison (n = 16) group. The intervention was implemented in eight sessions intended to promote the mothers' strategies to identify and regulate their children's negative emotions and enable the children to improve emotional competence. The mothers completed the CCNES to report their reactions to children's emotional expressions and the CBCL to report internalizing and externalizing problems on pretest and posttest. The results reveal that mothers in the intervention group reported fewer unsupportive reactions on posttest than mothers in the comparison group. This finding shows the potential of such interventions to decrease unsupportive maternal reactions. Additionally, children in the intervention group presented more frequent somatic complaints than those in the comparison group on posttest. A potential explanation is that the mothers were more prepared to encourage their children to report negative emotions associated with bodily sensations.

Castigar, minimizar, ignorar o manifestar malestar ante la expresión de emociones negativas de los niños puede favorecer la aparición o el empeoramiento de problemas de comportamiento en la infancia. Este estudio examinó los efectos del programa de intervención Viviendo Emociones, focado en la socialización emocional de los niños, en las reacciones maternas a las emociones y en los problemas internalizantes y externalizantes de los niños. Participaron 32 madres de niños entre tres y ocho años, divididas en los grupos intervención (n = 16) y comparación (n = 16). El Viviendo Emociones se realizó en ocho sesiones y busca promover estrategias para identificar y regular las emociones negativas expresadas por los niños para que ellos amplíen su competencia emocional. En el pre-test y post-test, las madres respondieron el CCNES para reportar sus reacciones ante las expresiones emocionales de sus hijos y el CBCL para reportar problemas internalizantes y externalizantes. Los resultados revelaron que las madres en el grupo de intervención reportaron menos reacciones de no apoyo que las madres en el grupo comparación en el post-test. Ese hallazgo resalta el potencial de intervenciones de esta naturaleza para reducir las reacciones maternas de no apoyo. Adicionalmente, los niños del grupo intervención presentaron más quejas somáticas que los niños del grupo comparación en el post-test. Una explicación potencial es que las madres estaban más preparadas para alentar a los niños a reportar emociones negativas asociadas a sensaciones corporales.

Punir, minimizar, ignorar ou manifestar desconforto diante da expressão de emoções negativas dos filhos pode favorecer o surgimento ou agravamento dos problemas de comportamento na infância. Este estudo examinou os efeitos do programa de intervenção, Vivendo Emoções, com foco na socialização emocional infantil, sobre as reações maternas às emoções dos filhos e os problemas internalizantes e externalizantes das crianças. Participaram 32 mães de crianças entre três e oito anos, divididas em grupo intervenção (n = 16) e comparação (n = 16). O Vivendo Emoções foi realizado em oito sessões e busca promover estratégias para identificação e regulação das emoções negativas expressas pelos filhos de forma que a criança amplie sua competência emocional. No pré-teste e no pós-teste, as mães responderam a CCNES para informar suas reações às expressões emocionais nos filhos e o CBCL para relatar problemas internalizantes e externalizantes. Os resultados revelaram que as mães do grupo intervenção relataram menos reações não apoiadoras do que as mães do grupo comparação no pós-teste. Esse achado evidencia o potencial de intervenções dessa natureza para reduzir reações maternas não apoiadoras. Adicionalmente, as crianças do grupo intervenção apresentaram mais queixas somáticas do que as crianças do grupo comparação no pós-teste. Uma explicação potencial é que as mães estivessem mais preparadas para encorajar as crianças a relatar emoções negativas associadas a sensações corporais.

Esquemas desadaptativos Iniciales como predictores de conductas disfuncionales: una revisión de la literatura / Esquemas iniciais desadaptativos como preditores de comportamentos disfuncionais: uma revisão de literatura / Early maladaptive schemes as predictors of dysfunctional behaviors: a literature review

Este artigo pretende verificar a quantidade de pesquisas publicadas no mundo nos últimos cinco anos e sua predição para com o comportamento humano. Foram encontrados 75 artigos nas bases de dados Scielo, Medline e Lilacs, a través de uma busca utilizando descritores em português e na língua inglesa no Portal Periódicos.capes. Os resultados apontaramque os estudos encontrados tiveram relação aos transtornos da personalidade, referindode forma direta a comportamentos relacionados aos esquemas desadaptativos como preditores dos transtornos da personalidade. Outros temas considerados foram o suicídio, o divórcio, a violência conjugal, patologias orgânicas e/ou dor crônica, a parentalidade,comportamentos erráticos, saúde e validação de escalas. Conclui-se que esta revisão tem sua importância na análise criteriosa dos estudos sobre os EIDs e sua relação com a personalidade, já que a teoria cognitiva traz a priori que os comportamentos disfuncionais estão relacionados com os Esquemas Iniciais Desadaptativos AU

Este artículo tiene como objetivo verificar la cantidad de investigaciones publicadas en el mundo en los últimos cinco años y su predicción para el comportamiento humano. Se encontraron un total de 75 artículos en las bases de datos Scielo, Medline y Lilacs, a través de una búsqueda con descriptores en portugués e inglés en el Portal Periódicos.capes. Los resultados mostraron que los estudios encontrados estaban relacionados con los trastornos de personalidad, refiriéndose directamente a conductas relacionadas con esquemas desadaptativos como predictores de trastornos de personalidad. Otros temas considerados fueron suicidio, divorcio, violencia conyugal, patologías orgánicas y/o dolor crónico, crianza, comportamiento errático, salud y validación de escalas. Se concluye que esta revisión es importante en el análisis cuidadoso de los estudios sobre las EID y su relación con la personalidad, ya que la teoría cognitiva muestra a priori que las conductas disfuncionales están relacionadas con los Esquemas Desadaptativos Iniciales AU

This article aims to verify the amount of research published in the world in the last five years and its prediction for human behavior. A total of 75 articles were found in the Scielo, Medline and Lilacs databases, through a search using descriptors in Portuguese and English on the Portal Periódicos.capes. The results showed that the studies found were related topersonality disorders, referring directly to behaviors related to maladaptive schemas as predictors of personality disorders. Other topics considered were suicide, divorce, marital violence, organic pathologies and/or chronic pain, parenting, erratic behavior, health and validation of scales. It is concluded that this review is important in the careful analysis of studies on EIDs and their relationship with personality, since the cognitive theory shows a priori that dysfunctional behaviors arerelated to Initial Maladaptive Schemas AU

Problemas comportamentales en la infancia: conceptualización, evaluación e impacto / Behavioral Problems during Childhood: conceptualization, evaluation and impact

Los problemas comportamentales en la infancia suponen todos aquellos comportamientos persistentes en los que se repiten conductas que no respetan las normas o las reglas sociales propias de la edad. La detección temprana de estas dificultades permite controlar en cierto modo la gravedad del asunto ya que, de no trabajarse sobre la sintomatología del niño, las posibilidades de desarrollar un trastorno mental severo son mayores. Así, la identificación y el diagnóstico de los problemas conductuales se ha vuelto una meta de gran significación para la disciplina psicológica. El objetivo de este estudio fue realizar una revisión de la literatura reciente para sistematizar la información referida a las diferentes conceptualizaciones teóricas que existen sobre los problemas comportamentales desde diversas escuelas psicológicas y las respuestas terapéuticas que ofrecen, identificar los instrumentos de medición validados para su evaluación en Argentina, y describir la importancia de su detección temprana y posibles áreas de incidencia(AU)

Behavioral problems in childhood involve all those persistent actions in which activities that do not respect the norms or social rules of the age are repeated. Early detection of these problems makes it possible to control the severity of the problem to a certain extent. If the child's symptoms are not elaborated, the chances of developing a severe mental disorder are greater. Thus, the identification and diagnosis of behavioral problems has become a goal of great significance for the psychological discipline. The objective of this article was to carry out a review of the recent literature to systematize the information referring to the different theoretical conceptualizations that exist on behavioral problems from various psychological schools and the therapeutic responses they offer. Also,to identify the measurement instruments validated for their evaluation in Argentina and describe the importance of its early detection and possible areas of incidence(AU)

The impact of medical students' attitudes towards group ethical norms on their academic achievement and classroom deviant behaviour: An empirical study from China / El impacto de las actitudes de los estudiantes de medicina hacia las normas éticas de grupo en su rendimiento académico y el comportamiento desviado en el aula: un estudio empírico de China / O impacto de atitudes de estudantes de medicine em relação a normas éticas grupais em suas conquistas acadêmicas e comportamentos desviantes em sala de aula: um estudo empírico da China

Abstract: In recent years, medical students' absenteeism has been investigated in depth. Classroom deviant behavior is a richer concept than truancy behavior, but there are few researchers on this aspect in China. There are still many issues worth discussing about deviant classroom behavior. In this paper, questionnaires were given to 977 medical students to collect relevant data. After classifying the data, correlation analysis and multilevel linear regression analysis were used to conclude that academic performance and group ethical norms have a negative impact on medical students' deviant behaviors in class. Group ethical norms have a significant positive influence on academic performance, and descriptive ethical norms and imperative ethical norms of group ethical norms have a significant influence on academic performance. The four dimensions of academic performance: academic performance, task performance, interpersonal promotion, and social comparison have a negative influence on medical students' deviant behaviors in class. Descriptive ethical norms have an inverse effect on medical students' deviant behaviors, while imperative ethical norms have no significant effect on deviant behaviors in class. Group ethical norms as a category of ethical norms clearly have significant implications for improving academic performance and reducing their transgressions in class. Reinforcing group ethics in medical students will not only contribute to their professional ethics upon graduation, but also to their academic performance.

Resumen: En los últimos años, se ha investigado en profundidad el absentismo de los estudiantes de medicina. El comportamiento desviado en el aula es un concepto más rico que el comportamiento de absentismo escolar, pero hay pocos investigadores sobre este aspecto en China. Todavía hay muchas cuestiones que vale la pena discutir sobre el comportamiento desviado en el aula. En este trabajo, se entregaron cuestionarios a 977 estudiantes de medicina para recoger los datos pertinentes. Tras clasificar los datos, se utilizó el análisis de correlación y de regresión lineal multinivel para llegar a la conclusión de que el rendimiento académico y las normas éticas de grupo tienen un impacto negativo en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas de grupo tienen una influencia positiva significativa en el rendimiento académico, y las normas éticas descriptivas y las normas éticas imperativas de las normas éticas de grupo tienen una influencia significativa en el rendimiento académico. Las cuatro dimensiones del rendimiento académico: rendimiento académico, rendimiento de la tarea, promoción interpersonal y comparación social tienen una influencia negativa en los comportamientos desviados de los estudiantes de medicina en clase. Las normas éticas descriptivas tienen un efecto inverso en las conductas desviadas de los estudiantes de medicina, mientras que las normas éticas imperativas no tienen un efecto significativo en las conductas desviadas en clase. Las normas éticas de grupo como categoría de normas éticas tienen claramente implicaciones significativas para mejorar el rendimiento académico y reducir sus transgresiones en clase. Reforzar la ética de grupo en los estudiantes de medicina no sólo contribuirá a su ética profesional al graduarse, sino también a su rendimiento académico.

Resumo: Nos últimos anos, o absenteísmo dos estudantes de medicina tem sido pesquisado em profundidade. O comportamento desviante na sala de aula é um conceito mais rico do que o comportamento de evasão escolar, mas há poucos pesquisadores sobre este aspecto na China. Ainda há muitas questões que vale a pena discutir sobre o comportamento desviante em sala de aula. Neste documento, foram entregues questionários a 977 estudantes de medicina para coletar dados relevantes. Após a classificação dos dados, análise de correlação e análise de regressão linear multinível foram utilizadas para concluir que o desempenho acadêmico e as normas éticas de grupo têm um impacto negativo sobre o comportamento desviante dos estudantes de medicina em sala de aula. Normas éticas de grupo têm uma influência positiva significativa no desempenho acadêmico, e normas éticas descritivas e normas éticas imperativas de normas éticas de grupo têm uma influência significativa no desempenho acadêmico. As quatro dimensões do desempenho acadêmico: desempenho acadêmico, desempenho de tarefas, promoção interpessoal e comparação social têm uma influência negativa sobre os comportamentos desviantes dos estudantes de medicina nas aulas. As normas éticas descritivas têm um efeito inverso sobre os comportamentos desviantes dos estudantes de medicina, enquanto as normas éticas imperativas não têm efeito significativo sobre os comportamentos desviantes nas aulas. Normas éticas de grupo como uma categoria de normas éticas têm claramente implicações significativas para melhorar o desempenho acadêmico e reduzir suas transgressões na classe. O reforço da ética de grupo em estudantes de medicina não só contribuirá para sua ética profissional ao se formarem, mas também para seu desempenho acadêmico.

Relación entre adicción a Internet y madurez psicológica en adolescentes del Perú / Relationship between Internet Addiction and Psychological Maturity in Adolescents from Peru

Introducción: Internet es un recurso indispensable para las personas, permite acceder a contenidos académicos, comunicacionales, sociales y otros; sin embargo, su uso indiscriminado genera conductas antisociales, bajo rendimiento académico, inadecuadas relaciones interpersonales y costo social. Los adolescentes se encuentran en riesgo por estar en el proceso de madurez y desarrollo psicoemocional. Objetivo: Describir la relación entre la adicción a Internet y la madurez psicológica en adolescentes del Perú. Métodos: Estudio cuantitativo, diseño descriptivo correlacional, transversal en colegios de Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna y Tumbes, Lima-Perú, en el año 2019. Muestra de 1707 estudiantes de tercer, cuarto y quinto de secundaria. Se usó como técnica la encuesta y como instrumentos válidos y confiables el Test de Adicción a Internet y el Cuestionario de Madurez Psicológica. Los datos fueron procesados mediante programa Excel y SPSS versión 25. Para el análisis de datos se usó la estadística descriptiva e inferencial: Coeficiente de correlación de Pearson y U de Mann Whitney. Resultados: El nivel de adicción a Internet según dimensiones alcanzó nivel promedio en Costa, Sierra y Selva: tolerancia (57,67 por ciento, 56,08 por ciento, 38,78 por ciento), uso excesivo (58,20 por ciento, 42,91 por ciento, 44,27 por ciento), retirada (58,86 por ciento, 52,03 por ciento, 40,92 por ciento) y consecuencias negativas (59,13 por ciento, 52,71 por ciento, 49,31 por ciento); igualmente para madurez psicológica: orientación al trabajo (53,44 por ciento, 37,04 por ciento, 51,59 por ciento), autonomía (43,58, 34,46 por ciento, 45,95 por ciento) e identidad (65,50 por ciento, 53,74 por ciento, 57,25 por ciento). Conclusiones: Existe relación significativa e inversa entre la adicción a Internet y la madurez psicológica de los adolescentes, al igual que en todas sus dimensiones(AU)

Introduction: The Internet is an indispensable resource for people, since it allows access to academic, communicational, social and other contents. However, its indiscriminate use leads to antisocial behavior, poor academic performance and inadequate interpersonal relationships, as well as it has social costs. Adolescents are at risk because they are in the process of maturity and psychoemotional development. Objective: To describe the relationship between Internet addiction and psychological maturity in adolescents in Peru. Methods: Quantitative study, with a descriptive, correlational and cross-sectional design, carried out in 2019 in schools from Lima, Cusco, Iquitos, Pucallpa, San Martin, Tacna and Tumbes, Lima-Peru. The sample was made up of 1707 students in their third, fourth or fifth high school years. The survey was used as a technique, while the Internet Addiction Test and the Psychological Maturity Questionnaire were used as valid and reliable tools. The data were processed using Excel and the SPSS (version 25). Descriptive and inferential statistics were used for data analysis: Pearson's correlation coefficient and Mann-Whitney U. Results: Internet addiction, according to the analyzed dimensions, reached the average level in Costa, Sierra and Selva: tolerance (57.67 percent, 56.08 percent, 38.78 percent), excessive use (58.20 percent, 42.91 percent, 44.27 percent), withdrawal (58.86 percent, 52.03 percent, 40.92 percent) and negative consequences (59.13 percent, 52.71 percent, 49.31 percent). The same phenomenon manifested for psychological maturity: work orientation (53.44 percent, 37.04 percent, 51.59 percent), autonomy (43.58, 34.46 percent, 45.95 percent) and identity (65.50 percent, 53.74 percent, 57.25 percent). Conclusions: There is a significant and inverse relationship between Internet addiction and psychological maturity in adolescents, as well as in all its dimensions(AU)

Character strengths as protective factors against behavior problems in early adolescent

Character strengths could efectively prevent negative psychological outcomes in adults. However, there was little research conducted among early adolescents. The present study aimed to explore character strengths that were independently related to fewer behavior problems in early adolescents. In total, 521 early adolescents (mean age 10.92 ± 0.04, range 10­12 years) were recruited from primary schools in Sichuan, China. Character strengths were measured using the Values in Action Inventory of Strengths for Youth (VIA-Youth). Behavior problems were measured using the Conners Parent Symptom Questionnaire (PSQ). The results showed that behavior problems were negatively correlated with character strengths (r = −0.14 to −0.3, p < 0.05 Bonferroni corrected). Character strengths explained a signifcant proportion of additional variance (14­22%) in fve types of behavior problems after controlling the efect of demographic factors (residence, left-behind experiences, maternal education level). Moreover, several specifc character strengths showed an independent contribution (ß = −0.34 to −0.14 for self-regulation, perseverance, zest, humility, and leadership; ß = 0.21 to 0.34, for hope; all p < 0.05) to behavior problems. Our study revealed that character trengths were protective factors against behavior problems in early adolescents.

Relacionamento conjugal e suas relações com parentalidade, habilidades sociais e problemas de comportamento dos filhos / Marital relationship and its relationships with parenting, social skills and children's behavior problems / Relación matrimonial y sus relaciones con la paternidad, habilidades sociales y problemas de comportamento de los niños

O relacionamento conjugal satisfatório depende de múltiplas variáveis, incluindo a própria interação conjugal, parentalidade e comportamentos infantis. O estudo simultâneo dessas medidas ainda é escasso na literatura. Objetivou-se verificar a influência da parentalidade (positiva e negativa) e do repertório comportamental infantil (habilidades sociais e problemas de comportamento) na ocorrência do relacionamento conjugal positivo, negativo e na satisfação conjugal. Participaram 106 mães e suas crianças que responderam a instrumentos de relato sobre conjugalidade, parentalidade e comportamentos infantis, em um delineamento transversal de comparação de grupos. Considerando as comparações estatisticamente significativas, verificou-se que a parentalidade e os comportamentos infantis influenciaram no relacionamento conjugal positivo (práticas positivas, habilidades sociais infantis) e negativo (práticas negativas, problemas de comportamento), quanto aos comportamentos de definição do cônjuge, comunicação e comportamentos positivos e negativos. Comportamentos conjugais positivos foram mais frequentes entre os respondentes que relataram estar satisfeitos e os comportamentos conjugais negativos foram mais citados pelas pessoas insatisfeitas com o relacionamento conjugal. Ressalta-se a multideterminação do relacionamento conjugal que é influenciada pela parentalidade (positiva e negativa) e pelos comportamentos infantis (habilidades sociais e problemas de comportamento).

Satisfactory marital relationship depends on multiple variables, including the interaction between consorts, parenting and child behaviors. The simultaneous study of those several measures is still scarce in literature. The objective is to verify the influence of parenting (positive and negative) and children's behavioral repertoire (social skills and behavior problems) in the occurrence of positive, negative marital relationships and marital satisfaction.106 mothers and their children participated of this study and answered to report instruments about conjugality, parenting and child behavior, in a cross-sectional design of group comparison. Considering the statistically significant comparisons, it was found that parenting and children's behaviors influenced the positive (positive practices, children's social skills) and negative (negative practices, behavioral problems) marital relationships, regarding the spouse's definition, communication and positive and negative behaviors. Positive marital behaviors were more frequent among respondents who reported being satisfied and negative marital behaviors were more frequently cited by people dissatisfied with the marital relationship. Highlights is the multi-determination of the marital relationship is influenced by parenting (positive and negative) and by children's behaviors (social skills and behavior problems).

La relación matrimonial satisfactoria depende de múltiples variables, incluida la interacción matrimonial en sí, la conducta de los padres y los hijos. El estudio simultáneo de estas diversas medidas aún es escaso en la literatura. El objetivo es verificar la influencia de la crianza (positiva y negativa) y el repertorio conductual de los niños (habilidades sociales y problemas de conducta) en la ocurrencia de relaciones maritales positivas, negativas y satisfacción marital. Participaron 106 madres y sus hijos que respondieron a los instrumentos de denuncia sobre la conyugalidad, la paternidad y los comportamientos infantiles, em um diseño transversal de comparación de grupos. Considerando las comparaciones estadísticamente significativas, se encontró que la crianza y los comportamientos de los niños influyeron en las relaciones maritales positivas (prácticas positivas, habilidades sociales de los niños) y negativas (prácticas negativas, problemas de conducta), en cuanto a la definición del cónyuge, la comunicación y las conductas positivas y negativas. Los comportamientos matrimoniales positivos fueron más frecuentes entre los encuestados que informaron estar satisfechos y los comportamientos maritales negativos fueron citados con mayor frecuencia por personas insatisfechas con la relación matrimonial. Se destaca con la determinación múltiple de la relación matrimonial, que está influenciada por la paternidad (positiva y negativa) y por el comportamiento de los niños (habilidades sociales y problemas de conducta.

Covid-19 y autismo: impacto en las personas con autismo y sus familias en Uruguay / Covid-19 and autism: impact on people with autism and their families in Uruguay

La pandemia de covid-19 y las medidas asociadas determinaron cambios profundos en los individuos con trastorno del espectro autista (TEA) y sus familias. Se busca explorar estos efectos a nivel de las emociones y comportamientos en esta población en Uruguay. Dentro de un estudio multicéntrico de ocho países de Latinoamérica, se utilizó la submuestra de Uruguay para analizar los cambios de los comportamientos exhibidos por los individuos con TEA sobre la base de género y edad. Entre los 269 cuidadores que completaron una encuesta anónima, el 43,9 % reportó mayores problemas de convivencia y el 75,4 % reportó retrocesos. El empeoramiento de los comportamientos externalizados fue mayor en el sexo masculino y de los internalizados, en los adolescentes de 13 a 18 años. Estos resultados deberían considerarse a la hora de tomar medidas que comprometen la continuidad educativa, apoyos terapéuticos y de asistencia a las familias con personas con TEA en Uruguay.

COVID-19 pandemic and its associated measures, determined pro-found changes in individuals with autism spectrum disorder (ASD) and their families. Authors explore consequences regarding emotions and behaviors in this population in Uruguay. Within a multicentric study of eight Latin American countries, changes in behaviors in individuals with ASD based on gender and age were analyzed in the Uruguayan sub-sample. Among the 269 caregivers who completed an anonymous survey, 43.9% reported greater problems in daily life and 75.4% reported setbacks. The worsening of externalizing behaviors was greater in males. The internalizing ones were higher in adolescents aged 13 to 18 years. These results should be considered when taking measures that compromise educational continuity, therapeutic supports and assistance to families with people with ASD in Uruguay.

Students with ADHD: social skills, behavioral problems, academic performance, and family resources / Estudantes com TDAH: habilidades sociais, problemas comportamentais, desempenho acadêmico e recursos familiares / Estudiantes con TDAH: habilidades sociales, problemas de comportamiento, rendimiento académico y recursos familiares

ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners' Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population. (AU)

TDAH constitui risco no desenvolvimento. Teve-se como objetivo geral identificar habilidades sociais, problemas de comportamento, desempenho acadêmico e recursos familiares de crianças com TDAH e, como específico, comparar alunos quanto a indicadores de TDAH e uso ou não de medicação. Participaram 43 estudantes (M = 9,6 anos, DP = 1,5) do Ensino Fundamental I, 43 responsáveis (M = 39,1 anos, DP = 7,6) e 38 professoras (M = 43,1 anos, DP = 8,4). Os instrumentos utilizados foram Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica (SSRS-BR), Escala de Conners e Inventário de Recursos Familiares. A coleta foi realizada em escolas públicas. Os resultados apontaram alunos com escores superiores à amostra de referência em Problemas de Comportamento e Habilidades Sociais, e inferiores em classes de Habilidades Sociais e Competência Acadêmica; recursos familiares presentes e; notas acima de 5,0 como média escolar. Conclui-se a necessidade de intervenções com a população estudada. (AU)

TDAH constituye riesgo de desarrollo. El objetivo general era identificar habilidades sociales, problemas de comportamiento, rendimiento académico y recursos familiares de niños con TDAH; qué tan específico es comparar estudiantes con respecto a los indicadores de TDAH y el uso de medicamentos. Participaron 43 estudiantes (M = 9.6 años, SD = 1.5) de la escuela primaria, 43 padres (M = 39.1 años, SD = 7.6) y 38 maestros (M = 43.1 años, SD = 8.4). Los instrumentos utilizados fueron: Inventario de Habilidades Sociales, Problemas de Comportamiento y Competencia Académica (SSRS-BR), Escala de Conners e Inventario de Recursos Familiares. La colección se realizó en escuelas públicas. Los resultados mostraron estudiantes con puntajes más altos que la referencia en Problemas de comportamiento y habilidades sociales y más bajos en clases de habilidades sociales y competencia académica; recursos familiares presentes; calificaciones promedio de la escuela superiores a 5.0. Concluye la necesidad de intervenciones. (AU)

Queixa escolar: uma análise dos encaminhamentos de alunos aos serviços de saúde / School complaint: an analysis of the referrals of students to health services / Queja escolar: un análisis de los encaminamientos de alumnos a los servicios de salud

Fundamentada na perspectiva da psicologia escolar e educacional crítica, a presente pesquisa, realizada em um município baiano, objetivou conhecer as concepções de educadores e psicólogos sobre o encaminhamento das crianças com queixa escolar para serviços de saúde e investigar as modalidades de atendimento a esse fenômeno. De caráter qualitativo e exploratório, foi realizada uma entrevista semiestruturada, aplicada de forma individual, totalizando 12 participantes, cujas respostas foram organizadas em categorias temáticas relacionadas aos objetivos da pesquisa. Nas entrevistas, prevaleceu a concepção de que questões de ordem educacional e também familiares/sociais justificam os problemas de escolarização das crianças, cujo encaminhamento aos serviços de saúde tem sido a alternativa possível, mas não a ideal para avaliação e intervenção. Espera-se que os referidos achados suscitem novos estudos sobre o tema investigado, especialmente no município em questão, que favoreça o fortalecimento dos pressupostos da psicologia escolar/educacional crítica no meio acadêmico. Ressalta-se ainda a necessidade de fomentar essa discussão de forma intersetorial na rede municipal de educação e saúde, problematizando a compreensão e atendimento às queixas escolares, e que se possam produzir práticas psicológicas e educativas críticas e emancipadoras.

Deemed on the Psychology Schooling and Education perspective, this study was carried out in a city located in Bahia. The Study aimed to understand the conceptions of the Psycologists and Educators about the routing of children with scholar complain to health services and this study also purposed to assess the treatment models related to this phenomenon. From a qualitative and exploratory nature, semi structered interviews were conceded individually with 12 subjects, whose responses were organized into thematical categories related to the objectives of the present research. The data from interviews showed that a comprehension concept about educational and social/family issues justifies the children scholarization problems and the routing to health devices is seen as a possible alternative although this isn't the best evaluation nor intervention. It is expected that the data found here might entail other studies about the problem that was investigated on this paper and it's also expected that this study strenghs the Psychology Schooling and Education assumptions at academic level. It is necessary to emphasize the need to promote this discussion intersectorally in the municipal network, problematizing the understanding and attendance to scholar complain in order to promote, critical and emancipatory pschological practices.

Fundada en la perspectiva de la psicología educativa/escolar crítica, la presente investigación, realizada en una ciudad de Bahia, objetivó conocer las concepciones de educadores y psicólogos sobre el encaminamiento de los niños con queja escolar para servicios de salud e investigar las modalidades de atención a ese fenómeno. De carácter cualitativo y exploratorio, se realizaron encuestas con educadoras y psicólogas, totalizando 12 participantes cuyas respuestas fueron organizadas en categorías temáticas relacionadas a los objetivos de la investigación. En las entrevistas, prevaleció la concepción de que cuestiones de orden educacional y también familiares/sociales justifican los problemas de escolarización de los niños, cuyo encaminamiento a los servicios de salud ha sido la alternativa posible, pero no la ideal para evaluación e intervención. Se espera que estos hallazgos susciten nuevos estudios sobre el tema investigado, especialmente en el municipio en cuestión, que favorezca el fortalecimiento de los presupuestos de la psicología escolar / educativa crítica en el medio académico. Se resalta la necesidad de fomentar esa discusión de forma intersectorial en las escuelas públicas municipales, problematizando la comprensión y atención a las quejas escolares, y que se puedan producir prácticas psicológicas y educativas críticas y emancipadoras.

The Implications of Parent-Reported Emotional and Behavioral Problems on the Modified Checklist for Autism in Toddlers.

Studies have shown that Autism Spectrum Disorder (ASD) screening and diagnostic instruments may be affected by the presence of emotional and behavior problems (EBPs). This study assessed the impact of EBPs on the Modified Checklist for Autism in Toddlers, Revised with Follow-up (M-CHAT-R/F). Participants included 290 children, 18-48 months of age, referred for ASD-related concerns. Those diagnosed with ASD had significantly lower externalizing EBPs compared to those who were not diagnosed with ASD. More externalizing symptoms and younger age were significantly predictive of an M-CHAT-R/F final score. Sensitivity and specificity was impacted by the age of the child. These results suggest that combining measures that assess EBPs and autism core symptoms may improve accuracy in this referred population.

Understanding How Parents Make Meaning of Their Child's Behaviors During Screening for Autism Spectrum Disorders: A Longitudinal Qualitative Investigation.

A family's journey in understanding their child's behaviors in relation to Autism Spectrum Disorders (ASD) frequently begins with screening. This study aimed to characterize the interpretive processes that unfold for parents. We employed longitudinal interviews with 19 families engaged in a community-based multi-stage screening protocol. Parents participated in 1-6 interviews dependent upon children's length of engagement in the screening protocol; data were analyzed through modified grounded theory. Parents who moved towards understanding their child's behaviors as ASD expressed (1) sensitization to ASD symptoms, (2) differentiation from other developmental conditions, and (3) use of the ASD diagnosis to explain the etiology of concerning behaviors. Identifying interpretive processes involved during ASD screening provides new opportunities for shared decision-making.

Perfiles de estrategias de aprendizaje y autoeficacia académica en estudiantes de primaria / Perfil de estratégias de aprendizagem e autoeficácia acadêmica em estudantes do ensino fundamental / Profile of learning strategies and academic self-efficacy in elementary school students

El estudio investigó la asociación entre estrategias de aprendizaje y autoeficacia académica en estudiantes de primaria, identificar perfiles de acuerdo con estas variables y compararlos en comparación a los síntomas psicopatológicos. La muestra contó con un total de 252 participantes (126 estudiantes de primaria y 126 padres/tutores). Los instrumentos utilizados fueron el cuestionario sociodemográfico, la Guía para Evaluación del Sentido de Autoeficacia (RASA), Escala de Evaluación de Estrategias de Aprendizaje para la Escuela Primaria (EEVAP-EF) y Child Behavior Checklist. Las correlaciones mostraron que las subescalas de RASA se relacionan con las subescalas de EEVAP-EF. El análisis de conglomerados identificó dos perfiles: 1) altas puntuaciones en RASA y EEVAP-EF y 2) bajas puntuaciones en los mismos instrumentos, lo que demuestra una mayor ocurrencia de síntomas psicopatológicos. Comprender cómo se relacionan estas variables en los estudiantes de primaria contribuirá a la promoción de intervenciones tempranas centradas en el rendimiento escolar y la motivación en el aprendizaje. (AU)

O estudo investigou a associação entre estratégias de aprendizagem e autoeficácia acadêmica em alunos do ensino fundamental, identificar perfis de acordo com essas variáveis e compará-los quanto à ocorrência de sintomas psicopatológicos. A amostra incluiu 252 participantes (126 alunos do ensino fundamental e 126 pais/responsáveis). Utilizaram-se os instrumentos questionário sociodemográfico, Roteiro de Avaliação do Senso de Autoeficácia (RASA), Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF) e Child Behavior Checklist. A análise de correlação demonstrou que as subescalas do RASA relacionaram-se com as subescalas da EAVAP-EF. A análise de cluster identificou dois perfis: 1) pontuações altas no RASA e na EAVAP-EF e 2) pontuações baixas nos mesmos instrumentos, o qual demonstrou maior ocorrência de sintomas psicopatológicos. Compreender como essas variáveis se relacionam em estudantes do ensino fundamental contribui para a promoção de intervenções mais precoces e centradas no rendimento acadêmico e na motivação para a aprendizagem. (AU)

The study investigated the association between learning strategies and academic self-efficacy in elementary school students, identified profiles according to these variables and compared them in relation to psychopathological symptoms. The sample included 252 participants (126 elementary school students and 126 parents/guardians). The instruments used were a sociodemographic questionnaire, Script for the Assessment of the Sense of Self-efficacy (SASS), Learning Strategies Assessment Scale for Elementary Education (LSAS-EE) and Child Behavior Checklist. There was an association between the SASS subscales and the LSAS-EE subscales. The cluster analysis identified two profiles: 1) high scores in the SASS and LSAS-EE and 2) low scores in these instruments, which demonstrated a higher occurrence of psychopathological symptoms. Understanding how these variables relate to elementary school students contributes to the promotion of earlier interventions focused on academic performance and motivation for learning. (AU)

Ajuste personal y conductas disruptivas en alumnado de primaria / Personal Adjustment and Disruptive Behaviors in Primary School Students

Resumen. Objetivo. Estudiar las relaciones entre variables de ajuste personal y las conductas disruptivas en un grupo de 136 alumnos y alumnas de primaria de entre 9 y 12 años. Método. Estudio de campo observacional, de metodología no experimental y transversal. Se utilizaron varios cuestionarios para medir la autoestima, la personalidad, el estrés y las competencias emocionales de los y las estudiantes, así como un cuestionario ad hoc elaborado para el registro de las conductas disruptivas. Resultados. Los resultados indican relaciones significativas positivas entre conductas disruptivas y estrés escolar, así como negativas con autoestima, estabilidad, competencia y comprensión emocional. Las diferencias son significativas según el género, manifestándose las conductas inadecuadas en menor medida en el caso de las niñas.

Abstract. Objective. This study analyses the relationships between personal adjustment and disruptive behaviors in a group of 136 primary school students between the ages of 9 and 12. Method. This field observation study used a non-experimental, cross-sectional methodology. Several questionnaires were used to measure students' self-esteem, personality, stress, and emotional competencies. Moreover, an ad hoc questionnaire was created to record disruptive behaviors. Results. The results indicate significant positive relationships between disruptive behaviors and school stress, as well as negative ones with self-esteem, stability, competence, and emotional understanding. The differences are significant according to gender, with inappropriate behaviors manifesting to a lesser extent in the case of girls.

The effects of self-efficacy and social support on behavior problems in 8~18 years old children with malignant tumors.

OBJECTIVE: To explore the influence factors of behavior problems of 8~18 years old children with malignant tumors in the treatment period, as well as the mediating effects of social support self-efficacy and post-traumatic growth. METHODS: From May 2019 to October 2019, 160 children with malignant tumors during the treatment were selected through convenience sampling method, and were investigated via the General Self-Efficacy Scale, Social Support Questionnaire, Post-Traumatic Growth Scale and Conners' Parent Symptom Questionnaire. Structural equation model was established on the basis of survey results. RESULTS: The total detection rate of behavior problems in 8~18 years old children with malignant tumors was 10.6%. The structural equation models indicated that boys had more behavior problems than girls, self-efficacy, social support and post-traumatic growth can directly affect the behavior problems of 8~18 years old children with malignant tumors in the treatment period, and the standardized total effect of self-efficacy in both of the first model and the second model was the largest. Self-efficacy is also able to indirectly and negatively predict the behavior problems based on social support or post-traumatic growth. Social support can directly affect behavior problems or indirectly predict behavior problems through self-efficacy and post-traumatic growth. After 2000 bootstrap tests, the mediating effects of social support self-efficacy and post-traumatic growth were confirmed. CONCLUSION: Reduced total detection rate of behavior problems suggests that targeted interventions in recent years may be effective. Interventions focused on improving self-efficacy, social support and post-traumatic growth may lessen behavior problems of children with malignant tumors in the treatment period.

Behavioral problems and family distress in tuberous sclerosis complex.

BACKGROUND: Tuberous sclerosis complex (TSC)-associated neuropsychiatric disorders (TAND) have a large impact on patients and their families. Improving intellectual ability outcomes using preventive vigabatrin (VGB) treatment has recently been reported. AIM: The aim of this study was to investigate the severity of behavioral problems and degree of distress among families of patients with TSC with and without a history of VGB treatment. METHOD: The study enrolled 21 children and adolescents who were patients with TSC from four hospitals: 14 in the VGB group and 7 in the no-VGB group. To evaluate patients' psychiatric and neurological symptoms, we used the TAND Checklist, Aberrant Behavior Checklist (ABC), Social Communication Questionnaire (SCQ), and Social Responsive Scale-2nd edition (SRS-2). RESULTS: All VGB-group patients were administered VGB after the onset of epileptic seizures. No obvious differences were observed between the VGB and no-VGB groups in behavioral problem scores on the TAND Checklist, or on the ABC, SCQ, and SRS-2 total scores. Behavioral problem scores were lower in patients with normal intelligence than in those with mild intellectual disability (ID; P = 0.042). Degrees of family distress assessed with the TAND Checklist were not correlated with the intelligence quotient/developmental quotient (IQ/DQ) or seizure frequency but were correlated with the total SRS-2 scores (P = 0.022). For several patients, there were large discrepancies between familial and physician ratings of the TAND impact score. CONCLUSION: Children and adolescents with TSC may present with significant behavioral difficulties and family distress, regardless of whether they were treated with VGB or not after the onset of seizures. Difficulties in social communication may have the strongest "TAND impact" on families.