Validación del modelo multidimensional de perfeccionismo en población infantil

(analítico) El modelo multidimensional del perfeccionismo ha sido estudiado exiguamente en población infantil debido a la falta de instrumentos que evalúen simultáneamente las tres dimensiones del constructo: autorientado, socialmente prescrito y orientado a otros. En países hispanohablantes solo recientemente ha sido posible operacionalizar estos aspectos, por lo cual se propuso comprobar la bondad de ajuste del modelo tridimensional, integrando factorialmente dos escalas de perfeccionismo infantil. Participaron 2249 menores completando las escalas de perfeccionismo autorientado y de perfeccionismo social, y medidas de arrogancia y depresión. Se observó un ajuste válido y confiable del modelo de tres factores, que incluyó parcelas y covariancias entre residuos. La validez se evidenció, además, mediante correlaciones positivas del perfeccionismo con la arrogancia y la depresión. Los hallazgos demuestran que el modelo multidimensional puede ser generalizable a población infantil.

(analytical) The multidimensional perfectionism model has had a limited application with children due to the lack of instruments that simultaneously assess the three dimensions of this construct: self-oriented, socially prescribed and other-oriented. In Spanish-speaking countries, it has only recently been possible to operationalize these aspects. This study tested the fit of the three-dimensional model by factorially integrating two child perfectionism scales. A total of 2249 children participated in the study, completing the Self-Oriented Perfectionism and Social Perfectionism scales, as well as measures of Arrogance and Depression. A valid and reliable fit for the three-factor model that included parcels and covariances between residuals was observed. Validity was further evidenced by positive correlations of perfectionism with arrogance and depression. These results demonstrate that the multidimensional model can be generalized to be applied with a child population.

(analítico) O modelo multidimensional do perfeccionismo tem sido pouco estudado em crianças devido à falta de instrumentos que avaliem simultaneamente as três dimensões do construto: autodirigido, socialmente prescrito, orientado para os outros. Nos países de língua espanhola, só recentemente foi possível operacionalizar esses aspectos, por isso foi proposto testar a adequação do modelo tridimensional integrando fatorialmente duas escalas de perfeccionismo infantil. Um total de 2249 menores participaram, completando as Escalas de Perfeccionismo Auto-Orientado e Perfeccionismo Social, e medidas de Arrogância e Depressão. Foi observado um ajuste válido e confiável do modelo de três fatores que incluiu parcelas e covariâncias entre os resíduos. A validade foi ainda evidenciada por correlações positivas de perfeccionismo com arrogância e depressão. Esses resultados demonstram que o modelo multidimensional pode ser generalizado para a população infantil.

Adaptación y validación argentina de la Cross Cultural Children Trust Beliefs Scale / Argentinean Adaptation and Validation of the Cross-Cultural Children Trust Beliefs Scale

Resumen El estudio de la confianza interpersonal es crucial para el desarrollo psicosocial humano. Se ha observado que, durante la niñez, favorece el comportamiento moral y prosocial, los vínculos de amistad, la competencia social, la experiencia de emociones positivas y el rendimiento académico, entre otros aspectos. El presente trabajo tuvo por objetivo adaptar y validar la Cross Cultural Children Trust Beliefs Scale (CCCTBS), a fin de poder evaluar este constructo en población argentina. La muestra incluyó 348 niños (51.2 % mujeres; 48.8 % varones), de entre 8 y 12 años de edad (m = 10.58; DE = 1.31), quienes completaron la CCCTBS y una escala de apego. Se consiguió una versión conceptual y semánticamente equivalente a la original, con buenas propiedades psicométricas. La escala argentina conserva el mismo número de ítems y replica el modelo operacional de partida, constituido por tres bases principales de la confianza: fiabilidad (α = .76; ω = .80), confianza emocional (α = .72; ω = .78) y honestidad (α = .78; ω = .83). Las puntuaciones de la CCCTBS correlacionaron positiva y significativamente con la medida de apego seguro, lo que aporta evidencias de su validez nomológica.

Abstract The study of interpersonal trust is crucial for human psychological development. It has been observed that it enhances moral and prosocial behavior during childhood, as well as friendship bonds, social competence, experience of positive emotions and academic performance, among others. This research aimed to adapt and validate the Cross-Cultural Children Trust Beliefs Scale (CCCTBS), to assess this construct in the Argentine population. The sample included 348 children (51.2 % female; 48.8 % male) aged 8 to 12 years (m = 10.58; SD = 1.31), who completed the CCCTBS and an attachment scale. A version, conceptually and semantically equivalent to the original was obtained, with good psychometric properties. The Argentine scale retains the same number of items and replicates the starting operational model, consisting of three main bases of trust: reliability (α = .76; ω = .80), emotional trust (α = .72; ω = .78) and honesty (α = .78; ω = .83). The CCCTBS scores correlated positively and significantly with the secure attachment measure, providing evidence of its nomological validity.

Una aproximación al significado del amor en una población infantil en Lima, Perú / An approach An approach to the meaning of love in a child population in Lima, Peru

Resumen El presente estudio tuvo como objetivo aproximarse al significado del amor, a través de su expresión escrita, en una muestra de niños y niñas de Lima Metropolitana de Perú, y examinar sus diferencias según sexo y edad. En total, se contó con la participación de 289 individuos divididos en dos muestras: una muestra exploratoria (n = 50) y otra de confirmación (n = 239). El estudio siguió una metodología mixta, a partir del análisis temático como técnica cualitativa para identificar códigos subyacentes a la definición de amor de los niños, y del análisis clúster jerárquico como técnica cuantitativa para generar un dendrograma. Los resultados revelaron la presencia de seis categorías centrales: relación con otros significativos cercanos, romanticismo y amor propio, relación característica entre adultos, estado positivo, afectividad, y apoyo incondicional. A partir de ello, se concluye que el concepto de amor durante la niñez integra tres categorías del esquema interpretativo de las emociones: contextual o elicitador, experiencia subjetiva, y tendencia expresiva/motivacional.

Abstract The aim of the present study was to approach the meaning of love, through its written expression, in a sample of boys and girls from Metropolitan Lima, Peru, and to examine its differences according to sex and age. A total of 289 children participated in the study, divided into two samples: an exploratory sample (n = 50) and a confirmatory sample (n = 239). The study followed a mixed methodology, using thematic analysis as a qualitative technique to identify codes underlying the children's definition of love, and hierarchical cluster analysis as a quantitative technique to generate a dendrogram. The results revealed the presence of six central categories: relationship with significant others, romanticism and self-love, characteristic relationship between adults, positive state, affectivity, and unconditional support. From this, it is concluded that the concept of love during childhood integrates three categories of the interpretative scheme of emotions: contextual or elicitor, subjective experience, and expressive/motivational tendency.

Stress and Burnout in Teachers During Times of Pandemic.

In Argentina, once mandatory isolation was declared due to the COVID-19 pandemic, teachers of all educational levels and modalities had to substantially modify their way of working. The aim of this study was to identify the work situations that education professionals perceived as threats under the modality of non-face-to-face teaching, and to describe the level of perceived stress and its possible effect on psychophysical symptoms. Likewise, it sought to examine possible differences in the manifestations of burnout depending on the level of perceived stress and associated symptoms. An empirical study with a cross-sectional design was developed, in which 9,058 Argentine teachers, who had to complete self-report measures, participated. The sampling method was non-random, using an online procedure of reclusion of volunteers. Descriptive techniques and non-parametric tests were used for data analysis. More than 60% of the educators reported high and moderately high levels of stress. The predominant stressors were uncertainty about the consequences of the pandemic, work overload and inadequate working environment. The more stress they perceived, the higher the manifestation of unwanted psychophysical symptoms. Professional burnout was higher for teachers with a higher load of stress and with more psychophysical indicators of discomfort. These results reveal the psychological impact of the COVID-19 pandemic on the education staff, and encourage the development of intervention measures to preserve the health of professionals.

Evaluación de la serenidad infantil: Alternativas de autoinforme y reporte de observador / Assessment of child serenity: Self-report and observer report alternatives

Resumen Las emociones positivas constituyen una de las principales vías de acceso al bienestar psicológico, ya que favorecen el desarrollo de recursos que robustecen la capacidad de sobreponerse a la adversidad y de manejar con éxito diferentes situaciones de la vida. El presente trabajo aborda la medición de una emoción positiva de gran relevancia para el campo de la salud mental y la educación. El propósito principal fue construir y analizar el funcionamiento psicométrico de dos escalas independientes para evaluar la serenidad en niños argentinos: una técnica de autoinforme y un reporte de observador externo. Se llevó a cabo un estudio de tipo instrumental, con diferentes muestras de niños, seleccionadas para la autoevaluación y la heteroevaluación, a fin de analizar el poder discriminativo de los ítems, la consistencia interna, la validez de constructo y la validez nomológica de las escalas. En ambos casos, los resultados indicaron que los ítems tienen una adecuada capacidad discriminante, una consistencia interna alta, y se agrupan de manera clara en un único factor general. Asimismo, muestran evidencias de validez nomológica, ya que los niños con altas puntuaciones de serenidad tendrían menor probabilidad de mostrar comportamientos agresivos cuando se relacionan con sus compañeros, mostrarían menos hiperactividad y un menor número de reacciones impulsivas. A partir de los resultados, se concluye que las nuevas escalas de serenidad infantil constituyen un aporte interesante para el campo de la evaluación psicológica, ya que proveen datos confiables y válidos sobre una emoción positiva que ha sido escasamente estudiada en el período de la niñez.

Resumen Las emociones positivas constituyen una de las principales vías de acceso al bienestar psicológico, ya que favorecen el desarrollo de recursos que robustecen la capacidad de sobreponerse a la adversidad y de manejar con éxito diferentes situaciones de la vida. El presente trabajo aborda la medición de una emoción positiva de gran relevancia para el campo de la salud mental y la educación. El propósito principal fue construir y analizar el funcionamiento psicométrico de dos escalas independientes para evaluar la serenidad en niños argentinos: una técnica de autoinforme y un reporte de observador externo. Se llevó a cabo un estudio de tipo instrumental, con diferentes muestras de niños, seleccionadas para la autoevaluación y la heteroevaluación, a fin de analizar el poder discriminativo de los ítems, la consistencia interna, la validez de constructo y la validez nomológica de las escalas. En ambos casos, los resultados indicaron que los ítems tienen una adecuada capacidad discriminante, una consistencia interna alta, y se agrupan de manera clara en un único factor general. Asimismo, muestran evidencias de validez nomológica, ya que los niños con altas puntuaciones de serenidad tendrían menor probabilidad de mostrar comportamientos agresivos cuando se relacionan con sus compañeros, mostrarían menos hiperactividad y un menor número de reacciones impulsivas. A partir de los resultados, se concluye que las nuevas escalas de serenidad infantil constituyen un aporte interesante para el campo de la evaluación psicológica, ya que proveen datos confiables y válidos sobre una emoción positiva que ha sido escasamente estudiada en el período de la niñez.

Abstract The present research focuses on the measurement of a positive emotion of great relevance for the field of mental health and education. The main purpose was to develop and validate two independent scales to assess serenity in children: a self-report instrument and an external observer report. In Study 1, we evaluated the psychometric properties of a self-report instrument. The participants of this study were 613 children aged between 9 and 12 years old (44.70 % boys and 55.30 % girls), that attended public schools in the city of Buenos Aires, Argentina. The scale consists of 11 items with three response options on a Likert scale (Yes, Sometimes, and No), and presents a comprehensible language for school-age children. It includes both general statements (e. g., "I am relaxed most of the time", "Most days I feel at peace"), as well as statements that refer to the search for serenity in threatening or stressful situations (e. g., "When someone bothers me I try to stay calm", "When things go wrong I try to calm down"). Study 2 was carried out to assess the psychometric properties of a serenity scale that takes into account the perspective of an external observer close to the child, such as parents or educators. This scale is appropriate for obtaining information from young children without the ability to read and write, from four years old and up. In addition, due to its short extension, it is ideal to work in the school context, when the teacher is required to complete the information for large groups of students. The non-randomized sample was composed of 365 children (51.4 % boys and 48.6 % girls), between 4 and 12 years of age, that attended the initial levels (.age = 4.60; SD = .50) and primary schools (.age = 8.13; SD = 1.68), from the province of Entre Ríos, Argentina. Teachers were responsible of answering the scale, in reference to each of their students. The report contains six items, with three response options on a Likert scale (Yes, More or less, and No). The items were formulated as questions that made reference to a threatening situation in which the child could exhibit or not the ability to calm down (e. g., "When the child encounters a problem, does he/she make an effort to stay calm?", "Can the child stay calm even if he/she is in a noisy or exciting environment?"). In both cases, an instrumental study was carried out to analyze the items' discriminative power, the internal consistency, the construct validity and the nomological validity of the scales. In both studies, the results indicated that the items have an adequate discriminant capacity, a high internal consistency, and are clearly grouped in a single general factor. They also provide evidence for nomological validity, since they correlate negatively and significantly with measures of aggression, hyperactivity and impulsivity. It is concluded that these new measures of serenity constitute an interesting contribution for the field of psychological evaluation, providing reliable and valid data on a positive emotion that has been scarcely studied in childhood. This study also revealed that serene children are less likely to show aggressive behaviors, such as hitting, kicking or insulting, when they relate to their peers; and that, in addition, they would show less hyperactivity and a smaller number of impulsive reactions. It would be advisable then that schools and parents could have a more active role in the teaching of exercises to encourage inner calm, in order to help their children to respond more responsively to the stressful situations in their environment.

El Perfeccionismo Desadaptativo como Predictor de la Soledad y del Escaso Apoyo Social Percibido en Niños y Niñas Argentinos / Maladaptive Perfectionism as a Predictor of Loneliness and Low Perceived Social Support in Argentinean Children

Resumen El presente estudio se propuso conocer si el perfeccionismo infantil desadaptativo (en sus dimensiones Auto-Orientado, Socialmente Prescrito y Orientado a Otros) predice los sentimientos de soledad y la percepción de apoyo social, y si estos resultados varían según el sexo de los menores. Se seleccionó una muestra intencional compuesta por 364 niños y niñas argentinos de entre 9 y 12 años (M=10.26; DE=1.08), quienes completaron pruebas psicológicas creadas o adaptadas al país de origen. Análisis de regresión lineal múltiple indicaron que el perfeccionismo desadaptativo predice la soledad en relación con los pares, la afinidad por la soledad y el escaso apoyo social percibido. Asimismo, se hallaron variaciones en los patrones de predicción según el sexo. Se concluye que el perfeccionismo desadaptativo deteriora la vida social de niños y niñas, lo que podría aumentar la vulnerabilidad para el desarrollo de desenlaces negativos.

Abstract This study aims to know whether maladaptive child perfectionism (in its Self-Oriented, Socially Prescribed, and Other-Oriented dimensions) predicts feelings of loneliness and the perception of social support and if these results change according to the sex of the children. A sample of 364 Argentine boys and girls, with ages between 9 and 12 years old, was selected (M =10.26; SD=1.08). The children were evaluated using psychological tests created or adapted to Argentina. Multiple linear regression analyses showed that maladaptive perfectionism predicts peers-related loneliness, the affinity for being alone, and low perceived social support. In addition, variations were found in the prediction patterns according to sex. Concluding, maladaptive perfectionism deteriorates the social life of children that could augment their vulnerability for negative outcomes.

Depresión y factores psicosociales en adultos mayores urbanos y rurales en Misiones, Argentina / Depression and psychosocial factors in urban and rural older adults in Misiones, Argentina

INTRODUCCIÓN Las investigaciones indican que los cambios que acompañan el envejecimiento (sensación de inseguridad, modificación del modo de vida, restricción del entorno social, pérdida de familiares y amigos, y menor autonomía psico-física) pueden favorecer la aparición de síntomas depresivos. Sin embargo, resultan escasos los estudios que abordan esta temática incluyendo los ámbitos rurales. OBJETIVO Identificar el riesgo de depresión y los factores psicosociales predisponentes en adultos mayores de ámbitos rurales y urbanos. MÉTODOS Se realizó un estudio descriptivo-comparativo. Participaron 80 personas mayores a 65 años de zonas rurales y urbanas del sur de la provincia de Misiones. La depresión fue evaluada con el GDS-15, y los factores predisponentes con una entrevista semiestructurada. El riesgo de depresión fue estimado mediante estadísticos descriptivos, y la comparación del estado depresivo y los factores de riesgo entre las muestras fue analizado con las pruebas t y Chi2. Un análisis de regresión fue empleado para determinar el peso predictivo de los factores de riesgo sobre la depresión. RESULTADOS El estudio arrojó valores normales y leves de depresión en ambas muestras, con mayor preponderancia en el segmento urbano (nivel leve-moderado). Los principales factores predisponentes en la población rural son la baja espiritualidad, la situación socioeconómica y los duelos recientes; y en la muestra urbana, la falta de propósito en la vida y los duelos recientes. DISCUSIÓN Se observó mayor propensión a la depresión en los adultos urbanos, con niveles que llegan hasta depresión moderada en algunos casos. La diferencia puede deberse a que los adultos mayores urbanos, si bien tienen un nivel socioeconómico algo mejor, perciben un menor apoyo social, experimentan mayor soledad, tienen un propósito en la vida menos claro y definido, y un menor sentido de espiritualidad

Construct Validity and Reliability of a New Spanish Empathy Questionnaire for Children and Early Adolescents.

Empathy is a basic socio-emotional process of human development that involves the ability to perceive, share, and understand the emotional states of others. This process is essential to successful social functioning. However, despite its significance, empathy has been difficult to define and measure, particularly when incorporating both its emotional and cognitive aspects. The purpose of this study was to develop an Empathy Questionnaire for children aged 9-12 years based on a model of social cognitive neuroscience and to analyze its construct validity and reliability. This questionnaire aimed to integrate the following aspects: emotional contagion, self-other awareness, perspective-taking, emotional regulation, and empathic action. Three studies were conducted. Study 1 evaluated the discriminative power of the items and studied the underlying structure of the instrument using exploratory factor analysis. In Study 2, confirmatory factor analysis was performed to test the model obtained. Finally, the goal of Study 3 was to analyze the convergent and discriminant validity of the questionnaire and the internal consistency of its dimensions. The final version of the instrument contained 15 items that operationalized the previously listed dimensions. The results of the 3 studies indicated that the questionnaire had good validity and reliability. This study has important implications for research and clinical practice. Given its simplicity and brevity, this new self-report scale may work well as a screening method to evaluate the key psychological issues underlying numerous child behaviors that predict the success or failure of social relationships, individual quality of life, and mental well-being.

Child Perfectionism and its Relationship with Personality, Excessive Parental Demands, Depressive Symptoms and Experience of Positive Emotions.

While adaptive perfectionism ensures good overall performance, maladaptive perfectionism is associated with emotional disorders for which psychological treatment is sought. There are many factors that can explain the development of this disorder throughout childhood. The present study analyzed to what extent the child's personality traits and excessive parental demands can predict maladaptive perfectionism, and, in turn, also analyzed how this relates to positive emotions and depressive symptoms in a sample of 404 Argentinian children (M age = 10.30; SD = 1.03). Stepwise multiple regression analyses and Kruskal-Wallis and Mann-Whitney tests were performed. Results showed that excessive parental demands, together with high child neuroticism increased the likelihood of developing perfectionism (p < .001) throughout childhood. It was also noted that child perfectionism increased the symptoms of depression (p < .001), decreased feelings of gratitude (p = .018), increased the recognition of self-worth (p = .009) and activated certain aspects of sympathy towards others' pain (p = .043). These processes linked to perfectionism are discussed, clarifying their effects on children's mental health.

Child perfectionism and its relationship with personality, excessive parental demands, depressive symptoms and experience of positive emotions

While adaptive perfectionism ensures good overall performance, maladaptive perfectionism is associated with emotional disorders for which psychological treatment is sought. There are many factors that can explain the development of this disorder throughout childhood. The present study analyzed to what extent the child’s personality traits and excessive parental demands can predict maladaptive perfectionism, and, in turn, also analyzed how this relates to positive emotions and depressive symptoms in a sample of 404 Argentinian children (Mage = 10.30; SD = 1.03). Stepwise multiple regression analyses and Kruskal-Wallis and Mann-Whitney tests were performed. Results showed that excessive parental demands, together with high child neuroticism increased the likelihood of developing perfectionism (p < .001) throughout childhood. It was also noted that child perfectionism increased the symptoms of depression (p < .001), decreased feelings of gratitude (p = .018), increased the recognition of self-worth (p = .009) and activated certain aspects of sympathy towards others’ pain (p = .043). These processes linked to perfectionism are discussed, clarifying their effects on children’s mental health (AU)

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Percepción de la creatividad en niños, padres y pares: efectos en la producción creativa / Perception of Creativity in Children, Parents and Peers: Effects on Children's Creative Production / Percepção da criatividade em crianças, pais e pares: efeitos na produção criativa

Objetivo. El presente estudio tuvo como objetivo evaluar la percepción de la creatividad en niños, padres y pares, y el efecto de estas percepciones sobre la producción creativa de los niños en actividades de papel y lápiz. Método. Participaron 359 alumnos de 9 a 13 años de diferentes escuelas y colegios de la provincia de Entre Ríos de la República Argentina. Para conocer la producción creativa, los niños completaron la prueba de figuras del Test de Pensamiento Creativo de Torrance Forma B. Para estudiar la valoración de los pares, padres y niños sobre la creatividad se aplicó el Sociograma "Compañero creativo", la Escala de Personalidad Creadora (versión heteroevaluación a los padres o tutores) y la versión autoevaluación a los niños de 11 a 13 años. Resultados. Los resultados mostraron que tanto la percepción parental (F (2, 356) = 6.55, p = 0.002), así como la evaluación que realizan los pares (F (2, 356) = 4.90, p = 0.008) sobre la creatividad mejoran la producción creativa del niño en las tareas de papel y lápiz. No se encontraron diferencias significativas en la producción creativa según la evaluación del niño sobre su propia creatividad. Conclusión. Los datos muestran la importancia cardinal de los factores contextuales, particularmente, la percepción de los padres y de los pares en los procesos de formación del yo en cuanto a las competencias y habilidades que son necesarias para realizar una actividad creadora.

Objective. The present study aimed at assessing the perception of creativity in children, parents and peers, as well as the effect of these perceptions on the child's creative output in paper-and-pencil activities. Method. The study involved 359 students aged 9-13 years from different schools and colleges of the province of Entre Ríos, Argentina. To know the creative production, children completed the Figural Torrance Test of Creative Thinking (TTCT; Torrance, Ball y Safter, 1992), Form B. To study the valuation of peers, parents and the own child on creativity, the Sociogram "Creative peer" for all children, the Creative Personality Scale (CPS; 2004, in its hetero-evaluation version for parents or guardians) and the Self-evaluation version for children aged 1113 years were administered. Results. The results showed that both parental perception (F (2, 356) = 6.55, p = 0.002) and peers' evaluation (F (2, 356) = 4.90, p = 0.008) on creativity improve the child's creative production in paper-and-pencil activities. No significant differences were found in the creative production according to the child's self-perception of his/her creativity. Conclusion. Data demonstrate the fundamental importance of contextual factors, mainly the perception of parents and peers in the process of the formation of the self, in terms of competencies and skills that are necessary to carry out a creative task.

Escopo. O presente estudo teve como objetivo avaliar a percepção da criatividade em crianças, pais e pares, e o efeito de estas percepções sobre a produção criativa das crianças em atividade de papel e lápis. Metodologia. Participaram 359 alunos de 9 a 13 anos de idade de diferentes escolas e colégios da província de Entre Ríos da República Argentina. Para conhecer a produção criativa, as crianças completaram a prova de figuras do Test de Pensamento Criativo de Torrence Forma B. Para estudar a valoração dos pares, pais e crianças sobre criatividade foi aplicado o Sociograma "Companheiro criativo", a Escala de Personalidade Criadora (versão heteroavaliação aos pais ou tutores) e a versão auto-avaliação às crianças de 11 a 13 anos de idade. Resultados. Os resultados mostraram que tanto a percepção parental (F(2,356) = 6.55, p = 0.002), assim como a avalição que foi feita pelos pares (F(2,356) = 4.90, p= 0.008) sobre a criatividade melhoram a produção criativa da criança em tarefas de papel e lápis. Não foram achadas diferenças significativas na produção criativa segundo a avalição da criança sobre sua própria criatividade. Conclusão. Os dados mostram a importância cardinal dos fatores contextuais, particularmente, a percepção dos pais e dos pares nos processos de formação do Eu em quanto às competências e habilidades que são necessárias para fazer uma atividade criadora.

Niños socialmente hábiles: ¿Cuánto influyen la empatía y las emociones positivas? / Socially skillful children: How much influence do positive emotions and empathy have?

El análisis de los factores que propician el desarrollo de habilidades sociales en la niñez constituye un reto de gran relevancia para la psicología actual. El objetivo del estudio realizado fue analizar si la empatía y la experiencia de emociones positivas impactan significativamente sobre la ejecución de habilidades sociales en la niñez media, y en qué medida lo hace cada una. Se seleccionó una muestra no aleatoria de 406 niños (227 niñas y 179 varones), comprendidos mayormente entre los 10 y 12 años de edad, quienes completaron los siguientes instrumentos, previo consentimiento de sus padres: (a) la Subescala de Habilidades Sociales Adecuadas (Matson, Rotatori & Helsel, 1983), validada a la Argentina por Schulz (2008), (b) la Escala Multidimensional de Empatía para niños argentinos (Richaud de Minzi, Lemos & Oros, 2013) y (c) el Cuestionario Infantil de Emociones Positivas (Oros, 2014). Para analizar la acción conjunta de las emociones positivas y la empatía sobre las habilidades sociales apropiadas, se ejecutó un ANOVA factorial con un diseño 3 (alta, moderada y baja emocionalidad positiva) x 3 (alta, moderada y baja empatía). La variable dependiente estuvo constituida por los valores brutos de la Subescala de Habilidades Sociales Adecuadas. Los resultados indicaron que las emociones positivas y la empatía facilitan el despliegue de conductas socialmente habilidosas, siendo mayor el impacto de las emociones positivas en comparación a la empatía. Es tos resultados son importantes a la hora de comprender la dinámica de los procesos implicados y de diseñar programas de intervención para promover habilidades sociales en la niñez.

The implementation of social skills, such as maintaining eye contact with another person during a conversation, giving and receiving compliments, helping others, sharing something, giving thanks, asking for permission, apologizing, asking for favors, etc. enables the suitable expression of feelings, desires or opinions, promotes successful management of criticism, and minimizes the probability of interpersonal conflict, allowing people to relate to others in an effective and mutually satisfactory way. As social skills are learned and have radical consequences on the social-emotional health of children and adolescents, psychological research has devoted considerable effort to study what factors may facilitate their development and consolidation, as well as other dimensions of social competence such as assertiveness and prosociality. Reviewing the available literature, it can be seen that empathy has been one of the most largely studied personal precursor in relation to child and adolescent social functioning. Empirical research has shown that this variable acts as a strong motivator of prosocial behavior, social responsibility, cooperative conflict resolution, altruistic behavior and general help; while it negatively correlates with social inadequacy, antisocial behavior, aggression and isolation of children and adolescents. Probably for this reason, it is argued that empathy can also be the basis for the establishment of the social skills, and a requirement to properly master these interaction skills. However, although there exists ample evidence of the relationship between empathy and some negative aspects of social skills, such as aggression, there are very few studies that have specifically explored the dynamics between empathy and appropriate social skills. On the other hand, although the predominance of empathy on social functioning is undeniable and its study has been favored by many researchers, some evidence suggets that positive emotions may have a similar powerful influence on the development of certain skills and social skills. Specifically, in the stages of childhood and adolescence, it has been found that joy and sympathy prevent peer rejection; that sympathy and serenity ease assertive and prosocial responses, while decreasing aggressive behaviors; that gratitude is also negatively related to aggression, and that together with personal satisfaction and serenity, it predicts a successful management of interpersonal conflicts. However, while the motivational role of empathy has been widely discussed, the influence of positive emotions on social skills, and specifically on the social skills has not yet reached the attention it deserves. The aim of this study was to include both variables in a model of analysis of variance to investigate the statistical weight that each of them has, and their possible interaction on the appropriate social skills in childhood. A empirical comparative and cross study was developed. This work included 406 Argentine children (227 females and 179 males), mainly between the ages of 10 and 12 years old (M = 11.11; DE = 1.04), who completed the Appropriate Social Skills Subscale of The Matson Evaluation of Social Skills of Youngsters (MESSY) of Matson, Rotatori and Helsel (1983), adapted in Argentinean population by Schulz (2008); The Multidimensional Scale of Empathy for Argentine children, developed by Richaud de Minzi, Lemos & Oros (2013); and the Child Questionnaire of positive emotions, created by Oros (2014). To analyze the joint action of positive emotions and empathy on the appropriate social skills, 3 (high, moderate and low positive emotionality) x 3 (high, moderate and low empathy) Analysis of Variance (ANOVA) factorial designs were used. The results indicated that positive emotions and empathy facilitate the performance of socially skilled behaviors, being greater the impact of positive emotions compared to empathy. These results are important in understanding the dynamics of the processes involved, and for the further design of intervention programs to promote social skills in childhood.

Niños socialmente hábiles: ¿Cuánto influyen la empatía y las emociones positivas? / Socially skillful children: How much influence do positive emotions and empathy have?

El análisis de los factores que propician el desarrollo de habilidades sociales en la niñez constituye un reto de gran relevancia para la psicología actual. El objetivo del estudio realizado fue analizar si la empatía y la experiencia de emociones positivas impactan significativamente sobre la ejecución de habilidades sociales en la niñez media, y en qué medida lo hace cada una. Se seleccionó una muestra no aleatoria de 406 niños (227 niñas y 179 varones), comprendidos mayormente entre los 10 y 12 años de edad, quienes completaron los siguientes instrumentos, previo consentimiento de sus padres: (a) la Subescala de Habilidades Sociales Adecuadas (Matson, Rotatori & Helsel, 1983), validada a la Argentina por Schulz (2008), (b) la Escala Multidimensional de Empatía para niños argentinos (Richaud de Minzi, Lemos & Oros, 2013) y (c) el Cuestionario Infantil de Emociones Positivas (Oros, 2014). Para analizar la acción conjunta de las emociones positivas y la empatía sobre las habilidades sociales apropiadas, se ejecutó un ANOVA factorial con un diseño 3 (alta, moderada y baja emocionalidad positiva) x 3 (alta, moderada y baja empatía). La variable dependiente estuvo constituida por los valores brutos de la Subescala de Habilidades Sociales Adecuadas. Los resultados indicaron que las emociones positivas y la empatía facilitan el despliegue de conductas socialmente habilidosas, siendo mayor el impacto de las emociones positivas en comparación a la empatía. Es tos resultados son importantes a la hora de comprender la dinámica de los procesos implicados y de diseñar programas de intervención para promover habilidades sociales en la niñez.(AU)

The implementation of social skills, such as maintaining eye contact with another person during a conversation, giving and receiving compliments, helping others, sharing something, giving thanks, asking for permission, apologizing, asking for favors, etc. enables the suitable expression of feelings, desires or opinions, promotes successful management of criticism, and minimizes the probability of interpersonal conflict, allowing people to relate to others in an effective and mutually satisfactory way. As social skills are learned and have radical consequences on the social-emotional health of children and adolescents, psychological research has devoted considerable effort to study what factors may facilitate their development and consolidation, as well as other dimensions of social competence such as assertiveness and prosociality. Reviewing the available literature, it can be seen that empathy has been one of the most largely studied personal precursor in relation to child and adolescent social functioning. Empirical research has shown that this variable acts as a strong motivator of prosocial behavior, social responsibility, cooperative conflict resolution, altruistic behavior and general help; while it negatively correlates with social inadequacy, antisocial behavior, aggression and isolation of children and adolescents. Probably for this reason, it is argued that empathy can also be the basis for the establishment of the social skills, and a requirement to properly master these interaction skills. However, although there exists ample evidence of the relationship between empathy and some negative aspects of social skills, such as aggression, there are very few studies that have specifically explored the dynamics between empathy and appropriate social skills. On the other hand, although the predominance of empathy on social functioning is undeniable and its study has been favored by many researchers, some evidence suggets that positive emotions may have a similar powerful influence on the development of certain skills and social skills. Specifically, in the stages of childhood and adolescence, it has been found that joy and sympathy prevent peer rejection; that sympathy and serenity ease assertive and prosocial responses, while decreasing aggressive behaviors; that gratitude is also negatively related to aggression, and that together with personal satisfaction and serenity, it predicts a successful management of interpersonal conflicts. However, while the motivational role of empathy has been widely discussed, the influence of positive emotions on social skills, and specifically on the social skills has not yet reached the attention it deserves. The aim of this study was to include both variables in a model of analysis of variance to investigate the statistical weight that each of them has, and their possible interaction on the appropriate social skills in childhood. A empirical comparative and cross study was developed. This work included 406 Argentine children (227 females and 179 males), mainly between the ages of 10 and 12 years old (M = 11.11; DE = 1.04), who completed the Appropriate Social Skills Subscale of The Matson Evaluation of Social Skills of Youngsters (MESSY) of Matson, Rotatori and Helsel (1983), adapted in Argentinean population by Schulz (2008); The Multidimensional Scale of Empathy for Argentine children, developed by Richaud de Minzi, Lemos & Oros (2013); and the Child Questionnaire of positive emotions, created by Oros (2014). To analyze the joint action of positive emotions and empathy on the appropriate social skills, 3 (high, moderate and low positive emotionality) x 3 (high, moderate and low empathy) Analysis of Variance (ANOVA) factorial designs were used. The results indicated that positive emotions and empathy facilitate the performance of socially skilled behaviors, being greater the impact of positive emotions compared to empathy. These results are important in understanding the dynamics of the processes involved, and for the further design of intervention programs to promote social skills in childhood.(AU)

Nuevo cuestionario de emociones positivas para niños / A new questionnaire to assess positive emotions in children

El propósito de este trabajo fue diseñar y validar un nuevo instrumento para medir la experiencia emocional positiva de niños de 8 a 12 años de edad. La muestra piloto estuvo conformada por 445 niños (n = 221) y niñas (n = 224), con una media de edad de 9.54 años (DT = 1.25), pertenecientes a diferentes provincias argentinas. La muestra definitiva es-tuvo integrada por 1046 niños (n = 540) y niñas (n = 505) con un promedio de edad de 9.74 años (DT = 1.33). Luego de ser analizado según diferentes parámetros de validez y fiabilidad, el cuestionario definitivo quedó conformado por 23 ítems y cuatro dimensiones: (a) alegría y gratitud (α = .92); (b) serenidad (α = .75); (c) simpatía (α = .64); y (d) satisfacción personal (α = .71). El Alpha de Cronbach para la escala total fue de .90. Los resultados del estudio psicométrico fueron adecuados, observándose un buen poder discriminativo de los ítems, una elevada consistencia interna y una estructura factorial coherente

The purpose of this study was to design and validate a new instrument to measure the positive emotional experience of children 8 to 12 years of age. The pilot sample consisted of 445 children (n = 221) and girls (n = 224), with a mean age of 9.54 years (SD = 1.25), belonging to different provinces of Argentina. The final sample consisted of 1046 children (n = 540) and girls (n = 505) with an average age of 9.74 years (SD = 1.33). After being analyzed according to different parameters of validity and reliability, the final questionnaire was composed of 23 items and four dimensions: (a) joy and gratitude (α = .92), (b) serenity (α = .75), (c ) sympathy (α = .64), and (d) personal satisfaction (α = .71). The Cronbach alpha for the total scale was .90. Psychometric Study results were appropriate, with a good discriminative power of items, high internal consistency and consistent factor structure

Fortalecimientoeemocional de las familias en siuación de pobreza: una propuestta de intervención desde el contexto sccolar / Emotinal strengtthening in the family: intervention from the school context

Las secuelas psicológicas de los patrones relacionales caracterizados por carencias afectivas y mal manejo interaccional entre los miembros de una familia, pueden inhibir u obstruir el intento de los miembros por alcanzar su pleno potencial para un desarrollo psicosocial saludable. En este sentido, el fortalecimiento emocional de las familias se tornaría una condición fundamental para superar estos patrones disfuncionales. El propósito de este trabajo consiste en exponer por qué la educación y la estimulación emocional pueden resultar particularmente útiles en los contextos de riesgo psicosocial y presentar algunas estrategias para abordar dicha tarea desde el ámbito escolar. Esta propuesta se centra particularmente en el fortalecimiento de los recursos emocionales de los padres o cuidadores primarios, logrando impactar directamente sobre el desarrollo emocional de los niños.

The psychological consequences from relational styles characterized by lack of affection and interactional mismanagement between family members can inhibit or block the attempt by members to achieve their full potential for healthy psychosocial development. In this context, emotional strengthening families would become a key condition for overcoming these dysfunctional patterns. The aim of this work is to show why psychoeducation and emotional stimulation can be particularly useful in the context of psychosocial risk due to poverty and present some strategies to approach such goal from the school environment. This approach is mainly focused on the strengthening of emotional resources in parents and primary caregivers to achieve a direct impact on the children's emotional development.

Promoviendo la serenidad infantil en el contexto escolar: Experiencias preliminares en una zona de riesgo ambiental / Promoting calmness in school children: Preliminary experiences in an environmentally at-risk setting

El notable aumento de la agresiv idad en el contexto escolar preocupa a padres y educadores. Las conductas infantiles disruptivas, que pueden variar desde insultos y burlas hasta verdaderas acciones delictivas, dificultan considerablemente la labor escolar (Marín Sanchez, 2002). Pareciera que cada vez es más difícil para los niños dominar sus propios impulsos y recuperar la calma luego de una frustración o agravio. Este trabajo propone un modelo de intervención, que incluye procedimientos tanto cognitivos como conductuales, para prevenir conductas agresivas y promover la serenidad en un grupo de escolares de 6 a 7 años de edad. Con el objetivo de evaluar la eficacia de dicho modelo, se realizó una prueba piloto en la que participó la totalidad (N = 40) de los alumnos asistentes al turno mañana de primero y segundo grado de la Educación General Básica (EGB), de una escuela incluida en el Plan Nacional de 1.000 escuelas bajo el nivel de pobreza, ubicada en la Provincia de Entre Ríos (República Argentina). Se realizaron entrevistas personales pre y post intervención con el objeto de evaluar con qué tipo de conductas los niños intentaban disipar la ansiedad, el enojo o la frustración. Se realizó un análisis de contenido para analizar el material discursivo recogido mediante las entrevistas y se emplearon pruebas cuantitativas para analizar si se habían producido cambios en las reacciones de los niños como consecuencia de la intervención. Los resultados indican una reducción significativa de las conductas disruptivas luego de la aplicación del modelo de relajación y una adquisición progresiva de respuestas más adaptativas frente a situaciones de estrés interpersonal.

Parents and educators alike are concerned as a result of a significant increase in aggressive behaviors in school. Disruptive behaviors in children, which can go from making fun and bullying a classmate to real criminal behavior, make academic learning processes more difficult (Marín Sanchez, 2002). Apparently, it seems more difficult for children to control their impulses and regain calmness after an event of frustration or offense. This paper suggests an intervention model that includes both cognitive and behavioral procedures, so as to prevent aggressive behavior and foster calmness in a group of 6 to 7-year old school children. In order to assess the effectiveness of the model proposed, a pilot study was applied to the totality (N = 40) of children attending grades first and second of a elementary school included in the Federal Plan for 1,000 Schools in poverty level, in the Province of Entre Ríos (República Argentina). Personal interviews were carried out before and after the intervention so as to assess whether before a stressful event children had developed the ability of relaxing through their use of an adaptive strategy or, on the contrary, showed hasty reactions, as evidence of lack of control in their impulses and emotions. The intervention strategies were implemented within the classroom. Their teachers acted as overseers and qualified professionals acted as observers, writing down the students' difficulties and achievements, so as to make adjustments in the program according to the needs of every group. Both professionals had been previously trained in both the theoretical and practical aspects of intervention. The program included six 45-minute sessions. Both cognitive and behavioral procedures were used. Strategies of intervention included, among others, modelling, positive reinforcing, mental and physical relaxation techniques, breathing training, behavioral practice, cost-benefits analysis, search for alternatives, self-referential techniques, narrations, and planned games. Every session was closed with a generalization assignment, in order to transfer what had been learnt to other significant contexts (home, neighborhood, etc.). A content analysis was made to analyze the discourse findings collected at the time of the interviews and quantitative tests were applied in order to find out whether changes in behavior had been produced after the intervention. Results show a significant reduction in disruptive behaviors after applying the relaxation model and a progressive acquisition of more adapted answers in interpersonal stress events (V = .37; p = .002). The first assessment showed near 20 percent of clearly violent reactions as a means of solving problems or relieving tensions ("I punch him", "I hit the wall", "I kick him back", etc.); in the second assessment, however, it went down to 11 percent. On the other hand, in the first assessment not a single child mentioned specific attempts of relaxing or calming down before answering to an insult or an aggression episode, but in the second one, 43 percent of answers included this category ("I breathe deeply", "I count up to three first", etc.). Moreover, it was encouraging to find that some children not only made good use of the techniques suggested by the team, but also developed the ability of thinking in new ways of relaxing, which were applied according to their own needs and preferences.

Implicaciones del perfeccionismo infantil sobre el bienestar psicológico: orientaciones para el diagnóstico y la práctica clínica / Implications of child perfectionism on psychological welfare: guidelines for diagnosis and clinical practice

El propósito de este trabajo es mostrar que el perfeccionismo infantil, que puede parecer inocuo y hasta deseable, trae aparejado innumerables consecuencias negativas para la salud física y emocional de los niños. Se discuten diferentes argumentos que respaldan la noción de que el perfeccionismo se origina como un factor de vulnerabilidad psicológica que no sólo debe diagnosticarse a tiempo, sino además ser tratado apropiadamente con el objetivo de prevenir trastornos en el futuro. Se presentan por tanto algunas orientaciones útiles para el diagnóstico clínico y el trabajo psicoterapéutico

The purpose of this paper is to show that child perfectionism, which may seem harmless and even desirable, entails innumerable negative consequences regarding physical and emotional health in children. Various viewpoints are discussed which support the idea that perfectionism originates as a factor of psychological vulnerability, which should not only be diagnosed in time, but should also be treated appropriately with the objective of preventing future disorders. Thus, we propose some useful guidelines regarding clinical diagnosis and therapy