Consistency and validity of the inventory of callous- unemotional traits in a multi-centric community sample.

The purpose of this research was to validate the Inventory of Callous Unemotional Traits in a multi-centric community sample of Colombian children and adolescents aged between 9 and 18 years. An adapted version to the Colombian Spanish was applied to 903 school students without significant medical background (neurotypical behavior), and 118 with a clinical history of internalizing or externalizing conditions. A group of specialized judges approved the content validity of the instrument in terms of relevance and intelligibility, but concept factorial validity was low for the uncaring and callousness factors. Exploratory factor analysis confirmed the existence of three dimensions (uncaring, unemotional, and callousness), but only 17 out of 24 items demonstrated adequate psychometric statistics. The consistency for the 17-item Colombian adaptation was acceptable (α = .78). Goodness-of-fit calculated through confirmatory analysis was satisfactory for a bifactor structure (model C). Neurotypical participants showed lower total scores in comparison to the other groups. Participants with internalizing conditions had higher unemotional traits, while those with externalizing behaviors more commonly presented uncaring behaviors. This study is important for psychopathy research in Colombia as provides a validated adaption of the most used instrument to assess callous-unemotional traits in children and adolescents.

Predictores psicológicos del riesgo suicida en estudiantes universitarios / No disponible

Este trabajo muestra los factores de riesgo y predictores psicológicos asociados a la conducta suicida en estudiantes universitarios en Manizales y Medellín (Colombia). Participaron 1408 estudiantes y se utilizaron las escalas de riesgo suicida de Plutchik, desesperanza y depresión de Beck e impulsividad de Barratt. Se encontró un factor de riesgo suicida del 23,2%. El análisis de regresión binaria muestra que la depresión (OR = 1,2), impulsividad (OR = 1,04), desesperanza (OR = 1,1), intento de suicidio (OR = 31,5), enfermedad mental e intento de suicidio en la familia (OR = 2,2; OR = 2,1) explican entre el 41% y el 62% de la varianza del riesgo suicida. Mediante el análisis de modelado de ecuaciones estructurales se establecieron tres modelos explicativos que muestran que la enfermedad mental e intento de suicidio en la familia (modelo 1), impulsividad (modelo 2) y antecedentes de intento de suicidio por parte del estudiante (modelo 3) son variables mediadoras del riesgo suicida. El mayor efecto total se produjo en el modelo 3, que explica en un 62,7% la variación del riesgo suicida

This work shows the risk factors and psychological predictors associated with suicidal behavior in university students in Manizales and Medellín (Colombia). The sample comprised 1408 students. Plutchik's suicide risk, Beck's despair and depression and Barratt impulsivity scales were used. A suicide risk factor of 23.2% was found. Binary regression analysis shows that depression (OR = 1.2), impulsivity (OR = 1.04), hopelessness (OR = 1.1), suicide attempt (OR = 31.5), mental illness and family suicide attempt (OR = 2.2, OR = 2.1) explain between 41% and 62% of the variance of suicide risk. Through a structural equation modeling analysis, three explanatory models were established that show mental illness and suicide attempt in the family (model 1), impulsivity (model 2), and a history of suicide attempt by the student (model 3) are suicide mediating variables. The greatest total effect occurred in model 3, which explains 62.7% of the variation in suicide risk

Uso de recursos TIC en la enseñanza de las matemáticas: retos y perspectivas / Use of resources TIC in the education of the mathematics: challenges and perspectives / Uso de recursos de TIC no ensino de matemática: desafios e perspectivas

RESUMEN El presente artículo muestra la revisión de literatura en cuanto al uso de recursos tecnológicos en procesos de enseñanza - aprendizaje de las matemáticas en distintos contextos de formación con el fin de identificar cuáles son los aspectos teóricos y tecnológicos que se deben tener en cuenta para la creación de estos recursos, cuál ha sido el impacto de su aplicación y cuáles son los retos y perspectivas que se presentan en este campo de trabajo. Se hizo una revisión de 33 referencias seleccionadas después de una búsqueda en bases de datos aplicando ciertos criterios de inclusión y de exclusión y también una revisión de otros trabajos referenciados en estas mismas. Se concluye que el uso de este tipo de recursos en clases de matemáticas tiene un impacto positivo en los estudiantes, sin embargo hace falta realizar estudios que profundicen más respecto a este impacto en periodos más amplios de tiempo. Se plantea que para lograr aprendizajes significativos de la matemática utilizando recursos tecnológicos es necesario articular en los currículos de formación las competencias comunicativas y tecnológicas, no solo en los estudiantes sino también en los docentes quienes deben transformar los métodos tradiciones de enseñanza de esta área.

ABSTRACT The present article shows the literature review to the use of thecnological resources, these in the mathematics processes of education - learning in different academic training context. In order to identify first of all which are the theoretical and technological aspects that must be taken into consideration for the creation of these resources; second which has been the impact of its application and third which are the challenges and perspectives that are presented in this field work. After a search on the databases one revision of 33 selected references were made applying certain inclusion and exclusion criteria. Beside, one revision of other similar reference works were made selected references were made applying certain inclusion and exclusion criteria. Beside, one revision of other similar reference works were made. It follows that the use of this kind of resources in mathematic classes have a positive impact on students learning. However, it is necessary to have additional studies which emphasize in this impact for longer period of time. It is argued that in order to achieve meaningful learning of mathematic knowledge through technological resources it is necessary to articulate the communicative and technological competences in the curriculum design, not only in the students but also in the teachers who must transform the teaching methods of this area.

RESUMO Este artigo apresenta uma revisão da literatura sobre o uso de recursos tecnológicos no ensino - aprendizagem da matemática em diferentes contextos de formação, a fim de identificar os aspectos teóricos e tecnológicos que devem ser considerados para a criação são desses recursos, qual tem sido o impacto de sua aplicação e quais os desafios e perspectivas que surgem nesse campo de trabalho. Uma revisão de 33 referências selecionadas foi feita após uma busca em bases de dados aplicando certos critérios de inclusão e exclusão e também uma revisão de outros trabalhos referenciados neles. Conclui-se que o uso desses recursos nas aulas de matemática tem um impacto positivo sobre os alunos, no entanto estudos devem aprofundar mais sobre este impacto sobre longos períodos de tempo. Argumenta-se que, para alcançar a aprendizagem significativa da matemática usando recursos tecnológicos necessários para articular nos currículos de formação competência comunicativa e tecnológico, não só estudantes, mas também professores que devem transformar as tradições desta métodos de ensino da área.