Insight cognitivo y esquizotipia en adolescentes no clínicos / Cognitive insight and schizotypy in non-clinical adolescents

El insight cognitivo es un constructo metacognitivo que ha mostrado utilidad para detectar la vulnerabilidad a trastornos del espectro esquizofrénico, y junto con la esquizotipia, permiten investigar, comprender y ayudar en el tratamiento de estos trastornos. El propósito principal del estudio fue analizar la relación entre insight cognitivo y esquizotipia en una muestra de adolescentes no clínicos, y analizar la sensibilidad y especificidad del insight cognitivo para diferenciar la vulnerabilidad en esquizotipia. Los participantes fueron adolescentes no clínicos seleccionados mediante un muestreo por conglomerados (centro educativo), con selección aleatoria de grupo-clase. Se utilizaron la “Escala Beck de insight cognitivo” y el “Esquizo-Q-A”. Encontramos un perfil de insight cognitivo diferente al encontrado en estudios previos, con una puntuación inferior en autorreflexión y una superior en autocerteza. La autorreflexión y el índice compuesto permitirían clasificar a participantes con puntuaciones de riesgo en distorsión de la realidad y desorganización interpersonal. El insight cognitivo podría ser un constructo útil para detectar la vulnerabilidad a la esquizotipia en adolescentes no clínicos, y permite el diseño de intervenciones eficaces. (AU)

The Impact of the COVID-19 Lockdown on the Cognitive Functions in Persons with Intellectual and Developmental Disabilities.

The main objective of the research was to compare the cognitive functioning of a sample of persons with IDD (Intellectual and Developmental Disabilities) before the pandemic (2019) and after the pandemic (2020 and 2021), and to analyse the impact according to age and level of IDD impairment. The participants were 92 persons with IDD, of whom 43 were female (46.7%). The mean age in 2019 was 47.07 years (SD = 6.78). All the participants were living with family members. The CAMCOG-DS test from CAMDEX was used to assess the cognitive functions. The results indicate a worsening in cognitive functions (attention-concentration, abstract thought, language, and praxis) after lockdown, in both the total group of participants and the mild-moderate impairment group, and in both age groups. In the severely affected group, we found an improvement in the cognitive functions assessed after lockdown. These results are similar to those found in people with dementia and in the general ageing population. Results were discussed in relation to the consequences of isolation in people with IDD, as well as providing guidelines for future pandemic situations.

Variables neuropsicológicas y psicopatológicas moduladoras del insight cognitivo en personas con esquizofrenia / Neuropsychological and psychopathological variables modulating cognitive insightin people with schizophrenia

El insight cognitivo es la capacidad de los pacientes con esqui-zofrenia de evaluar sus experiencias psicóticas y responder a la retroalimen-tación correctiva. Su relación con el funcionamiento neuropsicológico y la modulación que ejercen el estado de ánimo y la ansiedad están aún poco claras. Avanzar y profundizar en su conocimiento tendría un impacto im-portante sobre la comprensión de los mecanismos cognitivos y los progra-mas de intervención. Se seleccionaron dos muestras, muestra clínica, con personas con esquizofrenia (n=43), muestra personas sanas (n=50), a las que se aplicó la Escala de insight cognitivo (EICB), una batería neuropsico-lógica y cuestionarios de depresión y ansiedad. Los resultados sugieren una influencia de la ansiedad y de los déficits de flexibilidad cognitiva en el desarrollo de los mecanismos de la Auto-Reflexión en personas con esqui-zofrenia, con un patrón diferente al encontrado en personas sanas. Se dis-cuten los resultados con respecto a los programas de intervención.(AU)

Cognitive insight is the capacity of patients with schizophrenia to evaluate their psychotic experiences and respond to the corrective feed-back. The relationship with their neuropsychological functions and the modulation exercised by mood and anxiety are still not clear. To make ad-vances and deepen our knowledge would have an important impact on our understanding of the cognitive mechanisms and intervention programmes. Two samples were chosen, one clinical with persons suffering from schiz-ophrenia (n=43) and another with healthy individuals (n=50). The Cog-nitive Insight Scale (BCIS), a neuropsychological battery and questionnaire concerning depression and anxiety, was applied to them. The results sug-gest an influence of anxiety and the deficits in cognitive flexibility on the development of the mechanisms of Self-Reflection in persons with schizo-phrenia, with a different pattern to that found in healthy individuals. The results are discussed with respect to the intervention programmes.(AU)

Analysis of mental health in cyberbullying victims and perpetrators in Spanish and Colombian adolescents / Análisis de la salud mental en víctimas y agresores de cyberbullying en adolescentes españoles y colombianos

Abstract Introduction: Due to the advance of information and communication technologies, children may be exposed to the phenomenon known as cyberbullying. The abundant literature and existing research confirm the interest that the consequences of cyberbullying can provoke in the mental health of adolescents. The aims of this work were: (1) To compare the figures of the difficulties in mental health and cyberbullying in adolescents from Spain and Colombia, (2) To analyse the relationship between mental health and being a high degree cyber-perpetrator or cyber-victim owing to mobile phones and Internet, in both countries. Method: A cross-sectional study was employed, in which 1,080 students from Colombia (11 to 17 years old) and 430 students from Spain (12 to 17 years old) participated through the SDQ, CYBVYC and CYBAGRESS questionnaires. T student, correlations, and the Kruskal Wallis test were used. Results: Difficulties in Emotional symptoms, Conduct problems, Hyperactivity, Peer problems, and the Total difficulties scores were higher in Colombia than in Spain. Colombian adolescents scored higher in cyber-victimization (CYBVYC-Internet) and cyber-perpetration (CYBAGRESS) than Spanish adolescents. However, cyber-victimisation (CYBVYC-Mobile) by way of mobile phone was higher in Spain. Moreover, those who had serious victim and serious perpetrator profiles (scores equal to or higher than the 95th percentile in the CYBAGRESS and CYBVYC scales) presented higher difficulties in Emotional symptoms, Conduct problems, Hyperactivity, and Peer problems than those who were not classified as pertaining to those profiles, in both countries. A positive and direct correlation between difficulties in mental health, cyber-victimisation, and cyber-perpetration exist, regardless of Internet or mobile phone use. Conclusions: Results show how cyberbullying has similar effects on the mental health of Spanish and Colombian teenagers. Finally, there exists a relationship between being a cyberbullying victim or perpetrator and obtaining a higher total score in mental health difficulties among adolescents in both countries.

Resumen Introducción: Debido al avance de las nuevas tecnologías los menores pueden estar expuestos al fenómeno conocido como cyberbullying. La abundante literatura e investigaciones existentes constatan el interés que pueden provocar las consecuencias del cyberbullying en la salud mental de los adolescentes. Los objetivos del trabajo fueron: (1) Comparar la puntuación en dificultades en salud mental y cyberbullying en adolescentes de España y Colombia, (2) Analizar en ambos países la relación entre salud mental y aquellos perfiles clasificados como nivel severo de ciberacosador y cibervíctima, a través del móvil o internet. Método: Estudio transversal, en el que participaron 1080 estudiantes de Colombia (11 a 17 años) y 430 estudiantes de España (12 a 17 años) a través de los cuestionarios SDQ, CYBVYC y CYBAGRESS. Se utilizaron una T de student, correlaciones y la prueba de Kruskal Wallis. Resultados: Las puntuaciones en dificultades en Síntomas emocionales, Problemas de conducta, Hiperactividad, Problemas con compañeros y la Puntuación total de dificultades fueron mayores en Colombia que en España. Los adolescentes colombianos obtuvieron mayores puntaciones en cibervictimización (CYBVYC-internet) y ciberagresión (CYBAGRESS) que los adolescentes españoles. Sin embargo, las puntuaciones en cibervictimización a través del móvil (CYBVYC-móvil) fueron superiores en España. Por otro lado, en términos generales, aquellos adolescentes categorizados como ciberagresores o cibervíctimas severos (puntuaciones iguales o superiores al percentil 95) obtuvieron mayores puntuaciones en ambos países, en Síntomas emocionales, Problemas de conducta, Hiperactividad y Problemas con compañeros que aquellos que no fueron clasificados bajo esta consideración. Existe correlación positiva y directa entre la salud mental, cibervictimización y ciberagresión, independientemente de su realización por medio de internet o el teléfono móvil. Conclusiones: Existen resultados similares entre el ciberacoso y la salud mental en los adolescentes españoles y colombianos. Finalmente, existe una relación en ambos países entre ser víctima o acosador en ciberacoso y tener mayores dificultades en salud mental para ambos perfiles.

Autoconcepto en las redes sociales y su relación con el afecto en adolescentes / Self-concept in social networks and its relationship with affection in adolescents

Las redes sociales proporcionan nuevos espacios donde explorar la identidad y su presentación a los demás, siendo fundamental estudiar cómo afectan a la construcción del autoconcepto y el afecto percibido en la adolescencia. El objetivo principal fue analizar la congruencia o incongruencia del autoconcepto dentro y fuera de las redes sociales y su relación con el afecto. Participaron 350 adolescentes (41% hombres), de entre 14 y 19 años. Cumplimentaron el AF-5 para evaluar el autoconcepto y el PANANS para evaluar estados afectivos o disposiciones personales de emocionalidad. Ambos cuestionarios fueron rellenados dos veces, teniendo en cuenta situaciones dentro y fuera de las redes sociales. Encontramos diferencias en todas las dimensiones de autoconcepto en el 24% de participantes, y únicamente en la dimensión social en el 51,4% de los participantes. Los participantes que mostraron diferencias entre autoconceptos se describen con mayores grados de bienestar que aquellos con perfiles congruentes. Las redes sociales permiten a los adolescentes experimentar con un autoconcepto diferente, que influye sobre sus afectos (AU)

Social networks provide new spaces in which to explore one’s identity and how it is presented to others. To do so, it is essential to study how they affect the construction of one’s self-concept and perceived affection in adolescence. The principal objective of this study was to analyse the congruence or incongruence of self-concept within (online) and outside (offline) the social networks and their relation to affect. The participants were 350 adolescents (41% males), between 14 and 19 years of age. They completed the AF-5 to evaluate self-concept and the PANANS to evaluate affect states or personal emotions. Both questionnaires were completed twice, taking into account online and offline situations. We found differences in all the dimensions of self-concept in 24% of the participants, and only in the social dimension in 51.4% of the participants. The participants who showed differences between their online and offline self-concept obtained higher scores in wellbeing in comparison to those who maintained similar self-concept. Social media allow adolescents to experiment with a different self-concept which influences their affect (AU)

Effects of Metacognitive Training on Cognitive Insight in a Sample of Patients with Schizophrenia.

Metacognitive training (MCT) is a group intervention that addresses cognitive biases and distortions that could help maintain delusions and hallucinations in people with schizophrenia. This program has proven its effectiveness in reducing the symptoms, but its impact on cognitive insight has scarcely been investigated. Therefore, the aim of the study was to assess the program's impact on cognitive insight in patients with long-term schizophrenia. A sample of 22 patients with schizophrenia was divided into two groups: one received 16 sessions of MCT (n = 11), while the other received the usual treatment (n = 11). They were assessed using the Beck Cognitive Insight Scale which measures two components, self-reflection and self-certainty, and the Positive and Negative Syndrome Scale (PANSS). The experimental group showed high levels of adherence, an increase in self-reflection, and a decrease in self-assurance levels as hypothesized. We found statistically significant differences between the control and experimental groups in excitation, hostility, positive symptomatology total score, hallucinatory behavior, and suspicion. In the usual treatment group, a non-significant decrease in positive symptoms was also observed. The findings showed that the implementation of the MCT program in real clinical settings can contribute to an improvement in the metacognitive ability and symptomatology of people with schizophrenia.

Differential Analysis of Psychopathological Impact of Cyberbullying in University Students.

The new technologies (NT) and Internet are now a part of our lives and they are even changing the way in which we relate to each other, in both a positive and a negative sense, especially among young people. One of the negative aspects is their use to harass others, a phenomenon known as Cyberbullying. The aim of this study was to describe the frequency of cyberbullying, the characteristics of victims and aggressors in a sample of university students, and to analyze the relationships between the use of Internet and the presence of psychopathological symptomatology, as well as the differences in the psychopathological dimensions in relation to the intensity of the cyberbullying, cyberaggression and gender. The participants were 1108 university students selected using a randomized cluster sample. The results demonstrate the presence of cyberbullying in our participants. No differences were found with respect to gender in the frequency of being a victim; but differences were found in this respect in the case of the aggressors, as well as there being different symptomatology profiles in males and females and according to the intensity of the aggression. The results are discussed in relation to the differences according to gender, as well as the need to carry out longitudinal studies and to design prevention and intervention programs for university campuses that are sensitive to the differences between males and females.

Emotional Processing and Personality as Predictors of Obsessive-compulsive Symptoms in College Students.

The categorical definition of obsessive-compulsive disorder, and exclusive focus on thoughts and behaviors, have constrained the study and treatment of its symptoms. The present study's aim was to search for relationships among emotional processing dimensions, five major personality dimensions, and self-perceived obsessive-compulsive symptoms. The participants were 100 college students, and the questionnaires used were a selection of images from the International Affective Picture System (IAPS), the Self-assessment Manikin (SAM), the Dimensional Obsessive-Compulsive Scale (DOCS), and the NEO-FFI. We found differences in emotional processing dimensions between participants with high and low DOCS scores, grouped according to sex (d = .56); and evidence that the neuroticism and agreeableness dimensions predict self-perceived obsessive-compulsive symptoms. Emotional processing dimensions and personality are considered useful to comprehending obsessive-compulsive symptoms, which lends support to dimensional models of OC symptomatology, as well as planning and developing psychological interventions.

Emotional processing and personality as predictors of obsessive-compulsive symptoms in college students

The categorical definition of obsessive-compulsive disorder, and exclusive focus on thoughts and behaviors, have constrained the study and treatment of its symptoms. The present study's aim was to search for relationships among emotional processing dimensions, five major personality dimensions, and self-perceived obsessive-compulsive symptoms. The participants were 100 college students, and the questionnaires used were a selection of images from the International Affective Picture System (IAPS), the Self-assessment Manikin (SAM), the Dimensional Obsessive-Compulsive Scale (DOCS), and the NEO-FFI. We found differences in emotional processing dimensions between participants with high and low DOCS scores, grouped according to sex (d = .56); and evidence that the neuroticism and agreeableness dimensions predict self-perceived obsessive-compulsive symptoms. Emotional processing dimensions and personality are considered useful to comprehending obsessive-compulsive symptoms, which lends support to dimensional models of OC symptomatology, as well as planning and developing psychological interventions

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Cooperative Team Learning and the Development of Social Skills in Higher Education: The Variables Involved.

The cooperative methodology provides an opportunity for university students to develop interpersonal, social, and teamwork competences which can be decisive in their professional and social success. The research described here examines the influence of cooperative learning on the social skills necessary for teamwork. Furthermore, it analyses whether the continued use of this type of learning, the type of group, the basic social skills for teamwork, or the academic level of the students, influence their efficacy. To do so, we have designed a research project of a quasi-experimental kind with a pre-test, a post-test, and a control group, in which 346 university undergraduate students studying degrees in Infant and Primary Education completed self-report surveys about behavior patterns in social skills concerning self-assertion and the reception and imparting of information in teamwork situations. The results show that cooperative learning in university classrooms is effective as a method for developing the social skills necessary for teamwork, as well as the relevance of the control over the number of students in a group, the basic social skills, or the academic level of the students, as relevant factors related with efficacy; where continuity over time in the use of the cooperative methodology is what marks the greatest differences in the development of the social skills necessary for teamwork. It is important to stress that when students are asked to work autonomously in teams, with the aim of favoring the development of social skills, they should be given adequate structures that can guarantee the minimum conditions of participation, so as to allow a proper development of the said social skills.

Cognitive insight, neurocognition and life skills in patients with schizophrenia / Insight cognitivo, neurocognición y funcionamiento cotidiano en pacientes con esquizofrenia

BACKGROUND: The concept of cognitive insight refers to the capacity for self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty, understood as the ability to correct inappropriate interpretations and conclusions. There are no conclusive results regarding about the clinical and neuropsychological variables involved and there are hardly any studies of their impact on functional outcomes. METHOD: The objectives were to analyze the neuropsychological and clinical cognitive insight in a sample of 22 stable patients diagnosed with schizophrenia, to assess its impact on life skills and to analyze whether it can be a mediating variable between cognitive deficits and daily functioning. A neuropsychological battery composed of tests of memory (TAVEC and WAIS-Digits), executive functioning (WCST and Stroop) and vocabulary, the BCIS, a measure of everyday functions (LSP) and the PANSS. RESULTS: We found significant negative correlations between the WAIS vocabulary test, self-assurance, and life skills; although this is influenced to a greater extent by the negative symptomatology and the premorbid general cognitive level. CONCLUSIONS: A greater openness to corrective feedback of distorted thoughts, without specific cognitive capacities, improves the ability of patients with schizophrenia to adapt to the environment

ANTECEDENTES: el concepto de insight cognitivo hace referencia a la capacidad de auto-reflexión como mecanismo de evaluación de los propios síntomas y a la auto-certeza, entendida como capacidad para corregir las interpretaciones y conclusiones inadecuadas. No existen resultados concluyentes en cuanto a las variables clínicas y neuropsicológicas implicadas y apenas hay estudios sobre su impacto en los resultados funcionales. MÉTODO: los objetivos fueron analizar las relaciones neuropsicológicas y clínicas del insight cognitivo en una muestra de 22 pacientes estables con diagnóstico de esquizofrenia, analizar su impacto en el funcionamiento cotidiano y como variable mediadora entre los déficits cognitivos y dicho funcionamiento. Se administró una batería neuropsicológica, compuesta por pruebas de memoria (TAVEC y WAIS-Dígitos), funcionamiento ejecutivo (WCST y Stroop) y vocabulario, la BCIS, una medida de funcionamiento cotidiano (LSP) y la PANSS. RESULTADOS: se encontraron correlaciones significativas de tipo negativo entre la prueba de vocabulario del WAIS, la auto-certeza, y el funcionamiento cotidiano, aunque este es influido en mayor medida por la sintomatología negativa y el nivel cognitivo general premórbido. CONCLUSIONES: una mayor apertura a la retroalimentación correctora de los pensamientos distorsionados, sin que medien capacidades cognitivas específicas, mejora la capacidad de adaptación al medio en pacientes diagnosticados de esquizofrenia

Cognitive insight, neurocognition and life skills in patients with schizophrenia.

BACKGROUND: The concept of cognitive insight refers to the capacity for self-reflectiveness as a mechanism for evaluating one's symptoms and self-certainty, understood as the ability to correct inappropriate interpretations and conclusions. There are no conclusive results regardingabout the clinical and neuropsychological variables involved and there are hardly any studies of their impact on functional outcomes. METHOD: The objectives were to analyze the neuropsychological and clinical cognitive insight in a sample of 22 stable patients diagnosed with schizophrenia, to assess its impact on life skills and to analyze whether it can be a mediating variable between cognitive deficits and daily functioning. A neuropsychological battery composed of tests of memory (TAVEC and WAIS-Digits), executive functioning (WCST and Stroop) and vocabulary, the BCIS, a measure of everyday functions (LSP) and the PANSS. RESULTS: We found significant negative correlations between the WAIS vocabulary test, self-assurance, and life skills; although this is influenced to a greater extent by the negative symptomatology and the premorbid general cognitive level. CONCLUSIONS: A greater openness to corrective feedback of distorted thoughts, without specific cognitive capacities, improves the ability of patients with schizophrenia to adapt to the environment.

Mindfulness and psychotic experiences in college students / Mindfulness y experiencias psicóticas en estudiantes universitarios

The study of the relation between psychotic experiences and mindfulness in the general population is linked to research into factors of risk and protection against the development of a psychotic disorder. This study looks into the presence of psychotic experiences in a sample of university students and whether there is any variation according to gender. It also analyzes the predictive and discriminant relation of mindfulness with these experiences. The sample consisted of 526 university students (72.8% women) with a mean age of 21.39 years (SD = 3.53). The results showed the presence of psychotic experiences with differing levels of intensity, with variations according to gender, and an inverse relationship between mindfulness and psychotic experiences. Results indicated that students with high scores in psychotic experiences had lower scores in mindfulness. Our findings imply that mindfulness may be a factor of protection against psychotic experiences and its training may have a role to play in the development and implementation of preventive and early intervention programs in risk groups in the general and clinical population

El estudio de la relación entre experiencias psicóticas y mindfulness en la población general se asocia con la investigación de factores de riesgo y protección frente al desarrollo de un trastorno psicótico. Con este estudio se pretende examinar la presencia de experiencias psicóticas en una muestra de estudiantes universitarios y sus diferencias según el sexo, así como analizar la relación predictiva y discriminante de mindfulness con estas experiencias. Los participantes fueron 526 estudiantes universitarios (72.8% mujeres) con una media de edad de 21.39 años (DT = 3.53). Los resultados mostraron la presencia de experiencias psicóticas con diferentes niveles de intensidad, diferencias según el sexo en las mismas, y una relación inversa entre mindfulness y las experiencias psicóticas, y se encontró que las personas con altas puntuaciones en experiencias psicóticas contaron con menores puntuaciones en mindfulness. Estos resultados suponen que mindfulness puede ser un factor de protección en la experimentación de experiencias psicóticas y su entrenamiento puede ser útil para implementación y desarrollo de programas preventivos y de intervención precoz en grupos de riesgo en población general y clínica

Measuring Responsibility and Cooperation in Learning Teams in the University Setting: Validation of a Questionnaire.

Cooperative learning are being used increasingly in the university classroom, in order to promote teamwork among students, improve performance and develop interpersonal competences. Responsibility and cooperation are two fundamental pillars of cooperative learning. Team members' responsibility is a necessary condition for the team's success in the assigned tasks. Students must be aware that they depend on each other and should make their maximum effort. On the other hand, in efficient groups, the members cooperate and pool their efforts to achieve the proposed goals. In this research, we propose to create a Questionnaire of Group Responsibility and Cooperation in Learning Teams (CRCG). Participants in this work were 375 students from the Faculty of Teacher Training of the University of Extremadura (Spain). The CRCG has very acceptable psychometric characteristics, good internal consistency, and temporal reliability. Moreover, structural equation analysis allowed us to verify that the latent variables in the two factors found are well defined and, therefore, their assessment is adequate. Besides, we found high significant correlations between the Learning Team Potency Questionnaire (CPEA) and the total score and the factors of the CRCG. This tool will evaluate cooperative skills and offer faculty information in order to prepare students for teamwork and conflict resolution.

Analysis of Predictive Factors on Minors' Mental Health According to the Spanish National Health Survey.

Research on minors' mental health is an increasingly developing area. Given the increased prevalence of disorders, it seems necessary to analyze the factors that can affect poor mental health. This study analyzes the influence of occupational class, educational level, age, sex and perceived mental health of Spanish children, which is measured through the Strengths and Difficulties Questionnaire. The sample consists of 3599 minors between 4 and 14 years old, who were interviewed through the Spanish National Health Survey 2011. Our results indicating the significant (p < 0.05) relationship between mental health, occupational class (OR 0.533) and minors' health in the last year (OR 0.313) are shown. However, gender (OR 1.187) and educational level of Pre-School Education in relation to Secondary Education (OR 1.174) and Primary Education (OR 0.996) do not generate significant differences. In conclusion, we consider it necessary to design and implement public policies aimed at improving the care system for children who have had poor or regular health in the last year, and whose parents are positioned in the lowest part of the occupational scale.

Construction and Validation of a Measurement Instrument for Attitudes towards Teamwork.

Cooperative, collaborative learning and other forms of group learning methods are increasingly used in classrooms. Knowing students' attitudes toward teamwork has great value since they influence the students' learning results as well as their social development. So it is necessary to have robust instruments to provide a better understanding of these attitudes and preferences concerning teamwork. Such instruments also help to identify the factors that promote positive or negative attitudes within the context of group activities. Using a sample of 750 first and second year university students studying a degree in Kindergarten, Primary and Social Education, an instrument measuring attitudes toward team learning has been developed. Two distinct factors were obtained through various factorial analyses and structural equations: Academic attitudes and Social and emotional attitudes. Our study reveals that the instrument is both valid and reliable. Its application is both simple and fast and it has important implications for planning teaching and learning activities that contribute to an improvement in attitudes as well as the practice of teaching in the context of learning through teamwork.

Mobile Abuse in University Students and profiles of victimization and aggression. / Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión.

The vast majority of young people have mobile phones. This has become a must-have item in their lives, with traditional socialization spaces displaced by virtual ones. They use their mobile phones for many hours a day, to the detriment of their psychological and social functioning, showing greater vulnerability to abusive or excessive use, and more likely to become problematic or addicted users. This paper aims to study the impact of mobile phone abuse in a sample of college students, assessing the social, personal, and communicational realms and deepening understanding of the different cyberbullying profiles, analyzing who has more personal and social problems using mobiles: victims or aggressors. Whether the number of hours of mobile phone use has an effect on these problems will also be explored. The sample (1,200 students) was selected by multistage cluster sampling among the faculties of the University of Extremadura. Data were obtained through Victimization (CYB-VIC) and Aggression (CYB-AGRES) through the mobile phone scales, and the Questionnaire of Experiences related to Mobile (CERM). The results show that mobile phone abuse generates conflicts in young people of both sexes, although girls have more communication and emotional problems than boys. In addition, age, field of knowledge, victim/aggressor profile, and hours of mobile phone use are crucial variables in the communication and emotional conflicts arising from the misuse of mobile.

La gran mayoría de jóvenes disponen de teléfono móvil, convirtiéndose en un objeto imprescindible en su vida, que ha desplazado los espacios de socialización tradicionales por espacios virtuales. Es utilizado por ellos, durante muchas horas, en detrimento de su funcionamiento psicológico y social, mostrando mayor vulnerabilidad a su uso abusivo o excesivo, y mayor propensión a convertirse en un uso problemático o adictivo. En este trabajo se pretende estudiar las repercusiones sociales, personales y comunicacionales del abuso del móvil de los estudiantes universitarios, y profundizar en los diferentes perfiles del ciberacoso, analizando quién presenta más problemas personales y sociales con el uso del móvil: ¿víctimas o agresores? También si el número de horas de uso del móvil tiene un efecto sobre dichos problemas. La muestra (1200 estudiantes) fue seleccionada mediante muestreo polietápico por conglomerados de entre las distintas Facultades de la Universidad de Extremadura. Los datos fueron obtenidos a través de las Escalas de Victimización (CYB-VIC) y Agresión (CYB-AGRES) a través del Teléfono Móvil y el Cuestionario de Experiencias relacionadas con el Móvil (CERM). Los resultados muestran que el uso abusivo del móvil genera conflictos en los jóvenes de ambos sexos; aunque las chicas manifiestan más problemas comunicacionales y emocionales que los chicos. Además, la edad, el campo de conocimiento, el perfil víctima/agresor y las horas de uso del móvil son variables determinantes sobre los conflictos comunicacionales y emocionales derivados del uso abusivo del móvil.

Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión / Mobile Abuse in University Students and Profiles of Victimization and Aggression

La gran mayoría de jóvenes disponen de teléfono móvil, convirtiéndose en un objeto imprescindible en su vida, que ha desplazado los espacios de socialización tradicionales por espacios virtuales. Es utilizado por ellos, durante muchas horas, en detrimento de su funcionamiento psicológico y social, mostrando mayor vulnerabilidad a su uso abusivo o excesivo, y mayor propensión a convertirse en un uso problemático o adictivo. En este trabajo se pretende estudiar las repercusiones sociales, personales y comunicacionales del abuso del móvil de los estudiantes universitarios, y profundizar en los diferentes perfiles del ciberacoso, analizando quién presenta más problemas personales y sociales con el uso del móvil: ¿víctimas o agresores? También si el número de horas de uso del móvil tiene un efecto sobre dichos problemas. La muestra (1200 estudiantes) fue seleccionada mediante muestreo polietápico por conglomerados de entre las distintas Facultades de la Universidad de Extremadura. Los datos fueron obtenidos a través de las Escalas de Victimización (CYB-VIC) y Agresión (CYB-AGRES) a través del Teléfono Móvil y el Cuestionario de Experiencias relacionadas con el Móvil (CERM). Los resultados muestran que el uso abusivo del móvil genera conflictos en los jóvenes de ambos sexos; aunque las chicas manifiestan más problemas comunicacionales y emocionales que los chicos. Además, la edad, el campo de conocimiento, el perfil víctima/agresor y las horas de uso del móvil son variables determinantes sobre los conflictos comunicacionales y emocionales derivados del uso abusivo del móvil

The vast majority of young people have mobile phones. This has become a must-have item in their lives, with traditional socialization spaces displaced by virtual ones. They use their mobile phones for many hours a day, to the detriment of their psychological and social functioning, showing greater vulnerability to abusive or excessive use, and more likely to become problematic or addicted users. This paper aims to study the impact of mobile phone abuse in a sample of college students, assessing the social, personal, and communicational realms and deepening understanding of the different cyberbullying profiles, analyzing who has more personal and social problems using mobiles: victims or aggressors. Whether the number of hours of mobilephone use has an effect on these problems will also be explored. The sample (1,200 students) was selected by multistage cluster sampling among the faculties of the University of Extremadura. Data were obtained through Victimization (CYB-VIC) and Aggression (CYBAGRES) through the mobile phone scales, and the Questionnaire of Experiences related to Mobile (CERM). The results show that mobile phone abuse generates conflicts in young people of both sexes, although girls have more communication and emotional problems than boys. In addition, age, field of knowledge, victim/aggressor profile, and hours of mobile phone use are crucial variables in the communication and emotional conflicts arising from the misuse of mobile

Salud mental en menores españoles. Variables socioeducativas / Mental health in Spanish minors. Socioeducational variables

ANTECEDENTES: La investigación de la salud mental en los menores de edad supone una necesidad actual como medida de detección, análisis y prevención de posibles trastornos mentales. OBJETIVO: Analizar la influencia de la clase social ocupacional de los padres y de la etapa educativa en la que se encuentran los menores, como factores de riesgo en la salud mental de los menores españoles. MÉTODO: Se utilizaron los resultados obtenidos en la Encuesta Nacional de Salud Española 2006, con una muestra de 5812 menores de cuatro a 15 años. Se estimaron las medidas de asociación con respecto a las variables independientes midiendo la salud mental mediante el Cuestionario de Capacidades y Dificultades (SDQ-versión padres). RESULTADOS: La relación entre la salud mental y la variable clase social ocupacional 1 (más privilegiadas) (OR 0.256) y la clase social 2 (clase media) (OR 0.523) aportaron valores significativos (p < 0.05) con respecto a la clase social 3, más desfavorecida. Sin embargo, la pertenencia de los menores a la E. Infantil (OR 1.138) o a la E. Primaria (OR 1.162) no aportó valores significativos (p > 0.05) con respecto a la E. Secundaria. DISCUSIÓN Y CONCLUSIÓN: Se puede concluir que las clases sociales ocupacionales elevadas y medias son factores protectores con respecto a la salud mental de los menores en comparación con la pertenencia a una clase social ocupacional baja. Sin embargo, la pertenencia a la E. Infantil o a la E. Primaria no supone un factor de riesgo de salud mental en comparación con la pertenencia a la E. Secundaria.

BACKGROUND: Research on minors' mental health is a current necessity as a way to detect, analyze and prevent possible mental disorders. OBJECTIVE: The goal of this study was to analyze the influence of minors' educational stage and their parents' occupational social class as risk factors for minors' mental health. METHOD: We used the results obtained in the National Spanish Health Survey 2006, with a sample of 5812 minors between 4 and 15 years of age. Measures associated with the independent variables were estimated through the measurement of mental health on the Strengths and Difficulties Questionnaire (SDQ-parents' version). RESULTS: The relation between mental health and the variables occupational social class 1 (more privileged) (O.R. 0.256) and social class 2 (middle class) (O.R. 0.523) was significant (p < 0.05) in comparison with social class 3 (more disadvantaged). However, whether the minors were in pre-school (O.R. 1.138) or primary school (O.R. 1.162) was nonsignificant (p > 0.05) in comparison with secondary school. DISCUSSION AND CONCLUSION: It is concluded that high and middle occupational social classes are protector factors for minors' mental health in comparison to belonging to a low occupational social class. However, being a student in pre-school or in primary school is not a risk factor for mental health in comparison to being a secondary school student.

Análisis de la Socialización sobre Perfiles de la dinámica bullying / Analysis of Socialization on Bullying Dynamics Profiles

Con esta investigación, mediante un análisis discriminante se pretende analizar cuáles variables de socialización presentan un mayor poder de discriminación o cuantifican mejor las diferencias entre los distintos niveles de agresión y victimización en el fenómeno bullying. La muestra está formada por 700 adolescentes estudiantes. Se utilizó el Cuestionario de Convivencia Escolar (Defensor del Pueblo, 2006) y el BAS-3 (Batería de Socialización, en formato de autoevaluación) de Silva y Martorell (1989). Nuestros resultados confirman que niveles altos de agresión en el acoso escolar estarían caracterizados por puntuaciones bajas en consideración hacia los demás y autocontrol en las relaciones sociales, mientras que niveles altos de victi-mización estarían caracterizados por puntuaciones altas en ansiedad social/ timidez y retraimiento social.

With this research, by discriminant analysis to analyze variables of socialization that have a higher discriminatory or better quantify the differences between the different levels of aggression and victimization in the bullying phenomenon. The sample consisted of 700 adolescent students. Questionnaire was used School Coexistence (Ombudsman, 2006) and the BAS-3 (Drums of socialization, self-assessment format) de Silva and Martorell (1989). Our results confirm that high levels of aggression in bullying would be characterized by low scores on consideration for others and self in social relations, while high levels of victimization, would be characterized by high scores on social anxiety / shyness and social withdrawal.