Quality of life of pediatric patients with atopic dermatitis and their caregivers.

To compare the quality of life (QoL) of children with and without atopic dermatitis (AD) and that of their caregivers and to assess their QoL according to different degrees of AD. This is a cross-sectional, case-control study conducted with patients aged between 4 and 12 years with and without AD and their caregivers. Patients were treated at the Pediatric Dermatology Outpatient Center and the Childcare Center of the Joana de Gusmão Children's Hospital, respectively, from June 2021 to March 2022. The QoL Assessment Scale Autoquestionnaire Qualité de Vie Infant Imagé (AUQEI) was applied to children and adolescents with AD and the control group while the World Health Organization Quality of Life assessment instrument was administered to their caregivers. Fifty cases and fifty controls were included in this study. When assessing the QoL of the case and control groups, statistically significant differences were found in the domains of the AUQUEI instrument. Regarding QoL and AD severity, a statistically significant difference was seen (p = 0.027) when comparing moderate and severe SCORAD scores. When comparing the QoL of children with and without AD, a difference was seen between the two groups. The QoL of AD patients was worse and related to the severity of the disease. A better QoL was found among the caregivers in the control group. In the case group, the higher the SCORAD score, the worse the QoL. No relationship was found between AD severity and the QoL of the caregivers in the case group.

High social risk and mortality. A prospective study in community-dwelling older adults living in a rural Ecuadorian village.

High social risk has been associated with mortality, but information on this relationship in remote rural communities is limited. Using the social determinants of health (SDH) specified in the Gijon's social-familial evaluation scale (SFES), we aimed to assess mortality risk according to levels of social risk in community-dwelling older adults living in rural Ecuador. Following a longitudinal population-based design, this study prospectively followed 457 individuals for an average of 8.2 ± 2.6 years. A total of 115 (25.2 %) individuals died during the study years. The mean Gijon's SFES score was 9.4 ± 2.8 points among survivors versus 12.3 ± 4 points among those who died (p < 0.001). Separate models using individual SDH components as exposures showed that deficits in family situation, social relationships and support networks were significantly associated with mortality, whereas economic status and housing factors were not. A Cox-proportional hazard model, with the Gijon's SFES score stratified in tertiles, showed a more than 5-fold increase in mortality among individuals in the third tertile compared with those in first and second tertiles, after adjusting for relevant covariates (HR: 5.36; 95 % C.I.: 3.09 - 9.32). Study results indicate an important contribution of high social risk to mortality, and may help to identify potential interventional targets that are focused on encouraging social interactions, and that may reduce mortality in older adults living in remote settings.

Social Determinants of Health (Social Risk) and Nutritional Status Among Community-Dwelling Older Adults Living in a Rural Setting: The Atahualpa Project.

BACKGROUND: Several studies have attempted to clarify the role of social determinants of health (SDH) on nutritional status of older adults, but results are inconsistent due to differences in SDH assessments at different levels of population development. In this study, we assessed this association in community-dwelling older adults living in rural Ecuador. Methods: SDH were measured by the Gijon's Social-Familial Evaluation Scale (SFES) and nutritional status by the Mini Nutritional Assessment (MNA®). Multivariate logistic regression models were fitted to assess the association between SDH components and nutritional status. Locally weighted scatterplot smoothing (LOWESS) and a generalized linear model were used to evaluate the potential non-linearity of the association between the Gijon's SFES and MNA® scores. RESULTS: A total of 295 individuals (mean age: 72.1 ± 7.6 years; 58% women) were enrolled. There was an inverse association between the total Gijon's SFES and nutritional status (OR: 0.75; 95% C.I.: 0.65-0.86; P < .001). Three of five components of the Gijon's SFES (family situation, social relationships, and support networks) were inversely associated with nutritional status in multivariate logistic regression models. A LOWESS plot, together with a generalized linear model, showed an inverse linear relationship between the continuous Gijon's SFES and MNA® scores. One standard deviation of increase in the continuous Gijon's SFES score (2.39 points) decreased the MNA® score by 0.78 points. CONCLUSION: Study results show a significant inverse association between high social risk and a good nutritional status. Components of the Gijon's SFES measuring social isolation are responsible for this association.

Escala de Estratégias de Aprendizagem e Tecnologias Digitais: ensinos médio e universitário / Learning Strategies and Digital Technologies Scale: high school and university teaching / Escala de Estrategias de Aprendizaje y Tecnologías Digitales: educación secundaria y universitaria

Identificar as estratégias que favorecem os alunos a estudarem com o uso das tecnologias digitais é um dos grandes desafios desta sociedade atual. Este estudo buscou evidências de validade da estrutura interna dos itens de um instrumento para mensurar as estratégias de aprendizagem empregadas pelos alunos quando estudam utilizando as tecnologias digitais de informação e comunicação (TDIC). Para tanto, elaborou-se a Escala de Estratégias de Aprendizagem com o Uso das TDIC (EEA-TDIC) para os estudantes dos ensinos médio e superior. Participaram desta pesquisa 822 alunos. As três dimensões do instrumento, estruturadas após análise fatorial exploratória, confirmaram-se nos resultados alcançados com a análise confirmatória. As propriedades psicométricas da EEA-TDIC foram evidenciadas, estabelecendo a escala como medida válida e confiável. Acredita-se que a escala será útil para avaliação e diagnóstico psicoeducacional de forma a orientar ações formativas no contexto educativo. (AU)

Identifying the strategies that help students to study using digital technologies is one of the great challenges for society today. This study sought evidence for the validity of the internal structure of the items of an instrument to measure the learning strategies employed by students when they study using digital information and communication technologies (DICT). Accordingly, the Learning Strategies with the use of DICT Scale (EEA-TDIC) was developed for students in High School and Higher Education. Study participants were 822 students. The three dimensions of the instrument, structured after exploratory factor analysis, were confirmed in the results of the confirmatory analysis. The psychometric properties of the EEA-TDIC were found to be acceptable, establishing the scale as a valid and reliable measure. The scale will be useful for psychoeducational assessment and diagnosis, in order to guide study actions in the educational context. (AU)

Identificar las estrategias que favorezcan a los estudiantes a estudiar con el uso de tecnologías digitales es uno de los grandes desafíos de la sociedad actual. Este estudio buscó evidencias de validez de la estructura interna de los ítems de un instrumento para medir las estrategias de aprendizaje empleadas por el alumnado cuando estudian utilizando tecnologías digitales de la información y la comunicación (TDIC). Para ello, se desarrolló la Escala de Estrategias de Aprendizaje con el uso de TDIC (EEA-TDIC) para estudiantes de Educación Secundaria y Superior. 822 estudiantes participaron en esta investigación. Las tres dimensiones del instrumento, estructuradas tras el análisis factorial exploratorio, se confirmaron en los resultados obtenidos con el análisis confirmatorio. Se evidenciaron las propiedades psicométricas del EEA-TDIC, estableciendo la escala como una medida válida y confiable. Se cree que la escala será de utilidad para la evaluación y el diagnóstico psicoeducativo con el fin de orientar las acciones formativas en el contexto educativo. (AU)

Línguas de Sinais como Línguas de Interlocução: o Lugar das Atividades Comunicativas no Contexto Escolar1 / Sign Languages as Languages ​​of Interlocution: the Place of Communicative Activities in the School Context / Las Lenguas de Signos como Lenguas de Interlocución: el Lugar de las Actividades Comunicativas en el Contexto Escolar1

RESUMO: O desenvolvimento escolar do aluno surdo depende de seu domínio de uma língua de sinais. Todavia, uma língua de sinais não é cotidianamente desenvolvida no ambiente familiar; assim, esse domínio precisa ser alcançado no espaço escolar, no qual se espera que o aluno surdo tenha pares em sua língua e possa interagir por meio dela. Contudo, o ambiente escolar tem pouca tradição de trabalhar com o desenvolvimento de língua oral/língua de sinais, focalizando atividades com língua escrita como meta. Sobre o aluno surdo, pouco se discute acerca do desenvolvimento da língua de sinais no espaço escolar. O professor bilíngue foca seu trabalho no ensino da língua majoritária como segunda língua na modalidade escrita, trabalhando com a língua de sinais, sem uma proposta clara de desenvolvimento dessa língua. Debates sobre práticas para aprimoramento da oralidade para o desenvolvimento do sujeito ouvinte indicaram a oportunidade de refletir sobre esses aspectos em relação aos alunos surdos. O foco deste artigo está, então, no debate desse tema, visando a formação de professores para aprimoramento dos usos da língua de sinais no espaço escolar.

ABSTRACT: The academic development of the deaf student depends on his/her mastery of a sign language. However, a sign language is not developed daily in the family environment; thus, this domain needs to be achieved in the school space, in which it is expected that the deaf student has peers in his/her language and can interact through it. All the same, the school environment has little tradition of working with the development of oral/sign language, focusing on activities with written language as a goal. Regarding the deaf student, little is discussed about the development of sign language in the school space. The bilingual teacher focuses his/her work on teaching the majority language as a second language in the written modality, working with sign language, without a clear proposal for the development of that language. Debates on practices to improve orality for the development of the hearing subject indicated the opportunity to reflect on these aspects in relation to deaf students. The focus of this paper is, therefore, on the debate on this theme, aiming at the training of teachers to improve the uses of sign language in the school space.

RESUMEN: El desarrollo escolar del alumno sordo depende de su dominio de la lengua de signos. Sin embargo, habitualmente, la lengua de signos no se adquiere en el entorno familiar; así, su dominio debe lograrse en el espacio escolar, en el que se espera que el alumno sordo tenga pares en esta lengua y pueda interactuar por medio de ella. Sin embargo, el contexto escolar cuenta con poca tradición de trabajo en el desarrollo de la lengua oral / de signos, focalizándose en actividades con la lengua escrita como meta. Con respecto al estudiante sordo, hay pocos estudios en los que se analice cómo tiene lugar el desarrollo de la lengua de signos en el espacio escolar. El docente bilingüe centra su trabajo en la enseñanza de la lengua mayoritaria como segunda lengua en la modalidad escrita, trabaja con la lengua de signos, pero no siempre sabe cómo promover el desarrollo de esta. La discusión sobre la relevancia de las prácticas para mejorar el desarrollo de la oralidad en los alumnos oyentes nos ofrece la oportunidad de reflexionar sobre estos aspectos en relación con los aprendices sordos. El objetivo de este artículo es, por lo tanto, la discusión sobre este tema para capacitar a los docentes respecto a la mejora de los usos de la lengua de signos en el espacio escolar.

Validation of a tool to evaluate women's satisfaction with breastfeeding for the Brazilian population / Validação de instrumento para avaliação da satisfação da mulher com a amamentaçãopara a população brasileira

Abstract Objective To perform the construct validity and the internal consistency of the Maternal Breastfeeding Evaluation Scale tool, aiming at its application in the Brazilian population. Methods Cross-sectional study that applied the tool to 287 Brazilian women 30 days after childbirth. Main component analysis with varimax rotation was used for the factor analysis, verifying the number of subscales and the maintenance or extraction of the components. Four hypotheses were tested using the unpaired Student's t-test for construct validation. The reliability analysis was performed using Cronbach's alpha coefficient. Results The exploratory factor analysis identified the need to exclude an item and to reformulate the subscales. The results of the construct validity showed that all hypotheses proposed were confirmed: women who were breastfeeding, those who were exclusively breastfeeding, those who did not have problems related to breastfeeding, and those who intended to breastfeed for at least 12 months achieved significantly higher mean values in the scale. The tool showed adequate internal consistency (Cronbach's alpha = 0.88, 95% CI: 0.86-0.90), as did the pleasure and fulfillment of the maternal role subscales (0.92, 95% CI: 0.91-0.93%); child growth, development, and satisfaction (0.70; 95% CI: 0.65-0.75); and maternal physical, social, and emotional aspects (0.75, 95% CI: 0.70-0.79). Conclusions The validation process of the Brazilian version of the Maternal Breastfeeding Evaluation Scale tool showed that it is valid and reliable tool to be applied to the Brazilian population.

Resumo Objetivo Realizar a validação de constructo e avaliar a consistência interna do instrumento Maternal Breastfeeding Evaluation Scale, visando à sua aplicação na população brasileira. Métodos Estudo transversal com aplicação do instrumento a 287 mulheres brasileiras após 30 dias do nascimento da criança. Para a análise fatorial utilizou-se a análise de componentes principais com rotação varimax, verificando o número de subescalas e a manutenção ou extração dos componentes. Para a validação de constructo quatro hipóteses foram testadas pelo teste T-student não pareado. A análise de confiabilidade foi realizada utilizando o coeficiente de alfa de Cronbach. Resultados A análise fatorial exploratória identificou a necessidade de exclusão de um item e a reformulação das subescalas. Os resultados da validade de constructo mostraram que todas as hipóteses propostas foram confirmadas: as mulheres que estavam amamentando, as que estavam em amamentação exclusiva, as que não apresentavam problemas relacionados à amamentação e aquelas com intenção de amamentar por pelo menos 12 meses apresentaram valores médios significativamente superiores na escala. O instrumento apresentou consistência interna adequada (alfa de Cronbach = 0,88; IC95%: 0,86-0,90), assim como as subescalas prazer e realização do papel materno (0,92; IC95%: 0,91-0,93), crescimento, desenvolvimento e satisfação infantil (0,70; IC95%: 0,65-0,75) e aspectos físico, social e emocional materno (0,75; IC95%: 0,70-0,79). Conclusões O processo de validação do instrumento Maternal Breastfeeding Evaluation Scale/BRASIL constatou que ele é válido e confiável para ser aplicado à população brasileira.

Validation of a tool to evaluate women's satisfaction with breastfeeding for the Brazilian population.

OBJECTIVE: To perform the construct validity and the internal consistency of the Maternal Breastfeeding Evaluation Scale tool, aiming at its application in the Brazilian population. METHODS: Cross-sectional study that applied the tool to 287 Brazilian women 30 days after childbirth. Main component analysis with varimax rotation was used for the factor analysis, verifying the number of subscales and the maintenance or extraction of the components. Four hypotheses were tested using the unpaired Student's t-test for construct validation. The reliability analysis was performed using Cronbach's alpha coefficient. RESULTS: The exploratory factor analysis identified the need to exclude an item and to reformulate the subscales. The results of the construct validity showed that all hypotheses proposed were confirmed: women who were breastfeeding, those who were exclusively breastfeeding, those who did not have problems related to breastfeeding, and those who intended to breastfeed for at least 12 months achieved significantly higher mean values in the scale. The tool showed adequate internal consistency (Cronbach's alpha=0.88, 95% CI: 0.86-0.90), as did the pleasure and fulfillment of the maternal role subscales (0.92, 95% CI: 0.91-0.93%); child growth, development, and satisfaction (0.70; 95% CI: 0.65-0.75); and maternal physical, social, and emotional aspects (0.75, 95% CI: 0.70-0.79). CONCLUSIONS: The validation process of the Brazilian version of the Maternal Breastfeeding Evaluation Scale tool showed that it is valid and reliable tool to be applied to the Brazilian population.

Escala de Avaliação do Comportamento Alimentar no Transtorno do Espectro Autista: estudo de validação / The Scale for Evaluating Eating Behaviour in Autism Spectrum Disorder: validation study

RESUMO Objetivo O objetivo do estudo foi construir os itens e realizar a validade de conteúdo e construto da Escala de Comportamento Alimentar do Autismo. Métodos Uma equipe multidisciplinar analisou a validade do conteúdo. A escala foi aplicada de forma verbal e individualizada a pais de pessoas com transtorno do espectro autista (TEA) para ajuste semântico. Essa primeira versão da escala foi respondida por 298 pessoas, sendo feita uma análise dos componentes principais com uma rotação Varimax. Resultados Dos 53 itens inicialmente desenvolvidos para o estudo do construto, 33 mostraram-se válidos para a avaliação do atributo e três foram acrescentados, compondo a segunda versão da escala, que foi respondida por 130 pessoas. Dos 35 itens que permaneceram após a primeira análise fatorial, 26 mostraram-se válidos para a avaliação do atributo e foram distribuídos em sete dimensões: motricidade na mastigação, seletividade alimentar, habilidades nas refeições, comportamento inadequado relacionado às refeições, comportamentos rígidos relacionados à alimentação, comportamento opositor relacionado à alimentação, alergias e intolerância alimentar. A estrutura final da escala ficou composta por 26 itens, distribuídos em sete fatores, apresentando um valor geral de confiabilidade de 0,867. Conclusão A escala visa identificar as dimensões do comportamento alimentar que se encontram alteradas, proporcionando um direcionamento mais específico em relação à terapêutica, podendo também ser utilizada para mensurar a evolução do tratamento.

ABSTRACT Objective An evaluation instrument was developed to assess the eating behavior of individuals with autism spectrum disorder (ASD), both from the professional viewpoint and based on aspects identified as problematic by parents at semi-structured interviews. Methods A multidisciplinary team analyzed content validity. The scale was applied verbally and individually to parents of individuals with ASD for semantic adjustment. Overall, 298 individuals answered this preliminary version of the scale, with varimax rotation being used to analyze the principal components. Results Of the 53 items initially developed to assess the construct, 33 proved valid for evaluation of the attribute and three were added, thus obtaining the second version of the scale, which was then answered by 130 individuals. Of the 35 items that remained after the first factor analysis, 26 proved valid for evaluation of the attribute and were divided into seven domains: the motricity of chewing, food selectivity, mealtime skills, inappropriate mealtime behavior, inflexible eating-related behavior, hostility towards food, and food allergies and intolerance. The final structure of the scale was composed of 26 items, distributed in seven factors, presenting an overall reliability value of 0.867. Conclusion The scale aims to identify the areas of eating behavior that are altered in individuals with ASD, allowing more specific therapy to be implemented. The tool could also be used to measure the effectiveness of treatment.

Clinimetrics in Sjögrens syndrome / Clinimetría en el síndrome de Sjögren

ABSTRACT Introduction: Primary Sjögren's syndrome (pSS) is an autoimmune disease that can affect quality of life, cause disability, including progression to systemic complications in patients. In order to evaluate these components, several clinimetric scales have been used in pSS. Methods: In order to describe the most commonly used clinimetric scales in pSS, a systematic search of articles was carried out using Google Scholar, Scielo, Embase, Academic Search Ultimate, and Medline databases. Pubmed was used for the search in Medline, with the MeSH terms: 'Clinimetry'; 'Clinimetrics'; 'Quality of life'; 'Activity Index'; 'Scales'; 'Sjögren's syndrome'; linked with the Boolean connector AND. A total of 1081 articles published up to May 2018 were reduced to the 51 of the most relevant after application of inclusion criteria. Results: The most commonly used clinimetric scales in the evaluation of systemic involvement and quality of life in patients with pSS are described. Conclusion: Clinimetric methods are very useful from the point of view of follow-up, evaluation of response to treatment, perception of the disease by patients, and objective evaluation of clinical trials in pSS.

RESUMEN Introducción: El síndrome de Sjögren primario (SSp) es una enfermedad autoinmune, cuyo compromiso se puede ver reflejado en la calidad de vida, incapacidad y progresión a complicaciones en los pacientes. Con el fin de evaluar estos componentes, diversas escalas clinimétricas se han utilizado en el SSp. Métodos: Para describir las escalas de clinimetría más utilizadas en el SSp, se realizó una búsqueda de artículos en las bases de datos Google Scholar, Scielo, Embase, Academic Search Ultimate y Medline. Se empleó Pubmed para la búsqueda en Medline, con los términos MeSH: «Clinimetry¼; «Clinimetrics¼; «Quality of life¼; « Activity index¼; «Scales¼; «Sjögren's syndrome¼; enlazados con el conector booleano AND. Se incluyeron 1.081 artículos publicados hasta mayo de 2018, que luego de la aplicación de los criterios de inclusión, se redujeron a 51 con la mayor relevancia. Resultados: Se describen las escalas de clinimetría más usadas en la evaluación del compromiso sistémico y de la calidad de vida en los pacientes con SSp. Conclusión: Los métodos clinimétricos tienen gran utilidad desde el punto de vista de seguimiento, evaluación de respuesta a tratamiento, percepción de la enfermedad por parte de los pacientes y evaluación objetiva de ensayos clínicos en el SSp.

Propriedades psicométricas da Escala Multidimensional de Expressão Social ­ Parte Motora (EMES-M) em uma amostra brasileira / Psychometric properties of the Multidimensional Social Expression Scale ­ Motor (EMES-M) in a Brazilian sample / Propiedades psicométricas de la Escala Multidimensional de Expresión Social ­ Parte Motora (EMES-M) en una muestra brasileña

O presente artigo tem por objetivo descrever o processo de adaptação e validação da Escala Multidimensional de Expressão Social ­ parte Motora (EMES-M) para o contexto brasileiro. A expressão social motora consiste nas habilidades sociais, que são preditores de qualidade de vida e da qualidade das relações interpessoais. A amostra foi composta de 925 indivíduos de ambos os sexos, entre 18 e 35 anos. Foram realizadas análises fatoriais confirmatórias com um modelo de oito fatores teoricamente baseados. A escala apresentou propriedades psicométricas adequadas, com CFI 0,910, TLI de 0,904, RMSEA de 0,049 e consistência interna da escala total de 0,945. Também apresentou validade convergente, medida a partir de correlações com escalas que avaliam assertividade e ansiedade social. A partir dos resultados, conclui-se que a escala pode ser utilizada em contextos de pesquisa para avaliar as habilidades sociais. (AU)

The present article aims to describe the process of adaptation and validation of the Multidimensional Social Expression Scale ­ Motor Part (EMES-M) for the Brazilian context. Motor social expression consists of social skills, which are predictors of quality of life and interpersonal relationship quality. The sample consisted of 925 individuals of both sexes, between 18 and 35 years old. Confirmatory factor analyses were performed with a theoretically based eight-factor model. The scale had adequate psychometric properties, with CFI 0.910, TLI of 0.904, RMSEA of 0.049 and internal consistency of the total scale of 0.945. It also presented convergent validity, measured from correlations with scales that evaluate assertiveness and social anxiety. From the results, we conclude that the scale can be used in research contexts to evaluate social skills. (AU)

Este artículo tiene como objetivo describir el proceso de adaptación y validación de la Escala Multidimensional de Expresión Social - Parte Motora (EMES-M) en el contexto brasileño. La expresión social motora consiste en habilidades sociales que son predictores de la calidad de vida y la calidad de las relaciones interpersonales. La muestra fue compuesta por 925 individuos de ambos sexos, entre 18 y 35 años. Se realizaron análisis factoriales confirmatorios con un modelo de ocho factores fundamentados teóricamente. La escala mostró propiedades psicométricas adecuadas con CFI 0,910, TLI de 0,904, RMSEA de 0,049 y consistencia interna de la escala total de 0,945. También presentó validez convergente, medida a partir de correlaciones con escalas que evalúan asertividad y ansiedad social. De acuerdo a los resultados se puede decir que la escala es adecuada para ser utilizada en contextos de investigación para evaluar las habilidades sociales. (AU)

Estudio empírico del Trastorno Narcisista de la Personalidad (TNP) / An empirical study of Narcissistic Personality Disorder (NPD) / Estudo empírico do Transtorno Narcisista DA Personalidade (TNP)

La investigación pretende profundizar en la descripción y evaluación del Trastorno Narcisista de la Personalidad (TNP). En primer lugar, se define el TNP según cuatro rasgos: autoimagen distorsionada; falta de empatía, hipersensibilidad a la evaluación de los demás y dificultades en la relación interpersonal. A partir de una muestra de 1025 sujetos se construye una prueba de 15 ítems para medir el TNP, con tres factores: narcisismo, maquiavelismo y dominancia. Al mismo tiempo, se elaboran dos escalas falta de empatía y exhibicionismo, relacionadas con la patología narcisista. Los resultados confirman la estructura plurifactorial del concepto (TNP), encontrando importantes diferencias entre el trastorno en el contexto hispano y el norteamericano, así como significativas relaciones con la prueba de Mehrabian & Epstein, la escala Ma4 de Harris & Lingoes y el NPI de Raskin & Hall. También, aparecen significativas relaciones entre el TNP y distintas variables como la edad y el sexo.

This research aims at getting deep into the description and assessment of narcissistic personality disorder (NPD). Firstly, we define NPD by four characteristics: false self-image, lack of empathy, sensitivity to criticism and disturbances in interpersonal relationships. Taking from a sample of 1025 persons, we elaborated a 15items test to measure NPD with three factors: narcissism, Machiavellianism and dominance. At the same time, we elaborated two tests, lack of empathy and exhibitionism, related to narcissistic pathology. The results confirm the multifactor structure of the concept (NPD), finding important differences between NPD in the Spanish and the American contexts as well as significant relations with the Mehrabian and Epstein Tests, the Ma4 Scale by Harris and Lingoes and the NPI by Raskin and Hall. In addition, there were significant relations between NPD and different variables such as age and gender.

Esta pesquisa aprofunda na descrição e avaliação do transtorno narcisista da personalidade (TNP). O TNP é definido conforme quatro caraterísticas: auto imagem distorcida, falta de empatia, hipersensibilidade à avaliação dos outros e dificuldade na relação interpessoal. Com base em uma amostra de 1025 sujeitos, foi construída uma prova de 15 itens para medir o TNP com três fatores: narcisismo, maquiavelismo e dominância. Simultaneamente, foram elaboradas duas escalas (falta de empatia e exibicionismo) relacionadas com a patologia narcisista. Os resultados confirmam a estrutura poli fatorial do conceito TNP. Foram achadas grandes diferenças entre o transtorno no contexto hispano e o norteamericano, assim como notórias relações com a prova de Mehrabian & Epstein, a escala Ma4 de Harris & Lingoes e o NPI de Raskin & Hall. Também foram encontradas relações importantes entre o TNP e diversas variáveis, com idade e sexo.