Youth screening depression: Validation of the Patient Health Questionnaire-9 (PHQ-9) in a representative sample of adolescents.

BACKGROUND: Depression symptoms and mood disorders constitute one of the major public health challenges among youths. Thus, early prevention and intervention for depression should be a priority. The main goal of the present study was to validate the Patient Health Questionnaire-9 (PHQ-9) scores in a school-based sample of non-clinical adolescents. METHOD: Stratified random sampling was conducted. Participants were 2235 students (M = 14.49, SD =1.76, range= 12-18 years), 52.9 % were female, from 34 secondary schools in Spain. Several previously validated self-reported questionnaires of mental health and psychopathology were administrated. RESULTS: The unidimensional factorial model of the PHQ-9 items showed adequate goodness of fit indices. Strong measurement invariance across gender was found. Omega for the PHQ-9 total score was 0.87. The PHQ-9 total score was positively associated with anxiety symptoms and emotional and behavioral problems, and negatively associated with prosocial behavior and quality of life. CONCLUSIONS: The PHQ-9 is a brief, easy, and reliable tool for assessing self-reported depressive symptoms in both clinical and school settings. PHQ-9 may be used as a screening tool for universal early detection and monitorization of depression symptoms during adolescence.

Profesionales de la Psicología en Contextos Educativos: Una Necesidad Ineludible / Psychology Professionals in Educational Contexts: An Unavoidable Necessity

Los problemas de salud mental y las dificultades de ajuste psicológico entre los adolescentes se erigen como un desafío personal, familiar, educativo y socio-sanitario. Se hace necesario abordar este reto social emergente mediante el estudio y la implementación de estrategias de promoción del bienestar psicológico y prevención de los problemas de salud mental en contextos educativos. El objetivo del presente trabajo es poner de manifiesto, a la luz de los datos epidemiológicos derivados del proyecto PSICE (Psicología Basada en la Evidencia en Contextos Educativos), la importancia de abordar la salud mental en entornos educativos. En primer lugar, se realiza una introducción al estudio del comportamiento humano y los problemas de ajuste psicológico. En segundo lugar, se aborda la importancia de los centros educativos como el lugar natural donde promocionar el bienestar psicológico y la salud mental infanto-juvenil. En tercer lugar, se mencionan los resultados de prevalencia derivados del estudio PSICE. Se finaliza con un apartado de recapitulación señalando la ineludible necesidad de promover, proteger y cuidar la salud mental durante la infancia y la adolescencia en los entornos educativos. La promoción del bienestar psicológico y la prevención de los problemas de salud mental en contextos educativos supone la mejor inversión por parte de la sociedad, los gobiernos y las instituciones.(AU)

Mental health problems and psychological adjustment difficulties among young people are emerging as a personal, family, educational, social, and health challenge. It is necessary to address this rising social challenge by studying and implementing strategies to promote emotional well-being and prevent psychological problems in natural contexts. The aim of this work is to highlight, based on the epidemiological data derived from the PSICE (Evidence-based Psychology in Educational Contexts) project, the importance of addressing mental health in school settings. Firstly, an introduction to the study of human behavior and psychological adjustment problems is presented. Secondly, the importance of schools as the natural place to promote the psychological well-being and mental health of children and adolescents is discussed. Thirdly, the prevalence results derived from the PSICE study are mentioned. To conclude, a summary section underscores the imperative need to promote, protect, and care for mental health during childhood and adolescence in educational settings. The promotion of psychological well-being and the prevention of mental health problems in educational contexts is the best investment on the part of societies, governments, and institutions.(AU)

Parental Support and Gender Moderate the Relationship Between Sexual Orientation and Suicidal Behavior in Adolescents.

BACKGROUND: The scientific literature indicates that people from sexual minorities may be at increased risk for mental health difficulties. Moreover, parental support could play a protective role against poor mental health. The objective of this study was to examine whether a person's sexual orientation was related to a greater risk of mental health problems in a representative sample of adolescents. In addition, the study analyzed the possible moderating effect of parental support in the relationship between sexual orientation and mental health, as also moderated by participant gender. METHOD: The sample consisted of 1790 secondary-school students. Indicators of emotional and behavioral difficulties, symptoms of depression, psychotic-like experiences, suicidal behavior, well-being, and self-esteem were assessed. RESULTS: The results indicated significant main effects of gender and sexual orientation. Having a diverse sexual orientation (i.e., lesbian/gay, bisexual and questioning) was related to increased risk of mental health difficulties. Moreover, the results showed a significant interaction effect of gender and sexual orientation on suicidal behavior. Finally, the results showed the moderating effect of parental support and gender in the relationship between sexual orientation and suicidal behavior. CONCLUSIONS: These findings highlight the importance of promoting sexual minority youths' mental health and well-being.

PSICE Project Protocol: Evaluation of the Unified Protocol for Transdiagnostic Treatment for Adolescents with Emotional Symptoms in School Settings / El protocolo del Proyecto PSICE: evaluación del protocolo unificado transdiagnóstico para adolescentes con síntomas emocionales en contextos educativos

Background: The aim of the PSICE (Evidence-based Psychology in Educational Contexts) Project is to examine the effectiveness of the Unified Protocol for Transdiagnostic Treatment of Adolescents (UP-A) with symptoms of anxiety and depression in school settings. The goal is to prevent emotional problems and to improve adolescents’ socioemotional adjustment, learning processes, and academic performance. Method: A randomized controlled trial with two groups will be performed: active control (progressive relaxation training) and experimental (UP-A). After screening, participants with subclinical emotional symptomatology will be selected for pre- and post-test evaluation and follow-up at 6, 12, and 18 months. Results: The impact of different indicators at behavioral, cognitive, affective, social and academic functioning levels will be analyzed, as well as their effects in the short, medium and long term. Conclusions: Examining the effectiveness of the UP-A in the Spanish educational context will, among other things, provide data for informed decision-making in the field of educational psychology. In addition, it will ensure that such interventions, using standardized protocols, are accessible to a large population at such an important stage of human development as adolescence. The PSICE project will provide leadership and guidance on the importance of psychology in schools. (AU)

Antecedentes: El objetivo del Proyecto PSICE (Psicología basada en la evidencia en contextos educativos) es examinar la efectividad del protocolo unificado para el tratamiento transdiagnóstico de síntomas de ansiedad y depresión en adolescentes (UP-A) en contextos educativos. El objetivo es prevenir los problemas emocionales, así como mejorar el ajuste socioemocional, los procesos de aprendizaje y el rendimiento académico de los adolescentes. Método: Se implementa mediante un ensayo controlado aleatorizado con dos grupos: control activo (entrenamiento en relajación progresiva) y experimental (UP-A). Tras un cribado, se seleccionarán participantes con síntomas emocionales subclínicos a los que se realizará evaluación pretest, postest y seguimiento a los 6, 12 y 18 meses. Resultados: Se analizará el impacto de diferentes indicadores a nivel comportamental, cognitivo, afectivo y de funcionamiento social y académico, así como sus efectos a corto, medio y largo plazo. Conclusiones: Examinar la efectividad del UP-A en el contexto educativo español permitirá, entre otras cuestiones, disponer de datos en el campo de la psicología educativa de cara a la toma de decisiones informadas, además de garantizar que dichas intervenciones sean accesibles, empleando protocolos estandarizados, para un gran conjunto de la población y en una etapa del desarrollo humano tan relevante como es la adolescencia. El proyecto PSICE proporcionará liderazgo y orientación sobre la importancia de la Psicología en el contexto educativo. (AU)

Impact of lockdown on the addictive behavior of university students in La Rioja. / Impacto del confinamiento en la conducta adictiva de los universitarios riojanos.

One of the consequences of the COVID-19 health crisis was the general lockdown. Research shows that lockdown situations may cause changes in addictive behaviors. The objective of the present study was to analyze the impact of lockdown on the addiction pattern of university students in order to design interventions adjusted to the students' needs. The study was conducted through a non-probabilistic sample of 540 students, with a mean age of 22.3 years and a proportion of women of 69.3%. The results indicated a significant decrease in the consumption of tobacco, alcohol, and psychotropic drugs during the participants' lockdown, both in the number of users and in the amounts consumed. Regarding behaviors related to behavioral addictions, participants showed a significant increase in problematic Internet use and use of video games and eSports, although the level of gambling decreased. Despite the fact that consumption patterns were reduced due to changes in the leisure and free time patterns of this population subgroup, it was possible to identify some indicators that deserve attention due to their increase, such as relapses in smoking, an increase in the number of participants who drank alcohol on a daily basis and an increase in the level of discomfort related to the use of technology. The implications of the results are analyzed and possible actions demanded by the students are examined.

Una de las implicaciones de la crisis sanitaria de la COVID-19 ha sido el confinamiento de la población. La investigación previa muestra que las situaciones de confinamiento provocan cambios en las conductas adictivas. El objetivo del presente estudio fue conocer el impacto del confinamiento en el patrón de las adicciones de los y las estudiantes universitarios con la intención de diseñar intervenciones ajustadas a las necesidades de esta población. La muestra no probabilística estuvo compuesta por 540 estudiantes de la Universidad de La Rioja, con una media de edad de 22,3 años y una proporción de mujeres del 69,3%. Los resultados indicaron un descenso significativo en el consumo de tabaco, alcohol y psicofármacos durante el confinamiento de los y las participantes tanto en el número de consumidores como en las cantidades consumidas. Respecto a las conductas relacionadas con las adicciones comportamentales, los y las participantes indicaron un aumento significativo del uso problemático de Internet y de videojuegos y eSports, aunque descendió el nivel de juego de apuestas. A pesar de que los patrones de consumo se vieron reducidos por el impacto que el confinamiento tuvo en los patrones de ocio y tiempo libre de este subgrupo poblacional, se identificaron algunos indicadores merecedores de atención por su aumento, como recaídas en el consumo de tabaco, aumento del número de participantes que consumen alcohol a diario y aumento en el nivel de malestar relacionado con el uso de Internet. Se analizan las implicaciones de los resultados y se examinan posibles acciones demandadas por el estudiantado.

Parental Support and Gender Moderate the Relationship Between Sexual Orientation and Suicidal Behavior in Adolescents / El Apoyo Parental y el Género Moderan la Relación Entre la Orientación Sexual y la Conducta Suicida en Adolescentes

Background: The scientific literature indicates that people from sexual minorities may be at increased risk for mental health difficulties. Moreover, parental support could play a protective role against poor mental health. The objective of this study was to examine whether a person’s sexual orientation was related to a greater risk of mental health problems in a representative sample of adolescents. In addition, the study analyzed the possible moderating effect of parental support in the relationship between sexual orientation and mental health, as also moderated by participant gender. Method: The sample consisted of 1790 secondary-school students. Indicators of emotional and behavioral difficulties, symptoms of depression, psychotic-like experiences, suicidal behavior, well-being, and self-esteem were assessed. Results: The results indicated significant main effects of gender and sexual orientation. Having a diverse sexual orientation (i.e., lesbian/gay, bisexual and questioning) was related to increased risk of mental health difficulties. Moreover, the results showed a significant interaction effect of gender and sexual orientation on suicidal behavior. Finally, the results showed the moderating effect of parental support and gender in the relationship between sexual orientation and suicidal behavior. Conclusions: These findings highlight the importance of promoting sexual minority youths’ mental health and well-being.(AU)

Antecedentes: la investigación indica que las personas pertenecientes a minorías sexuales tienen un mayor riesgo de sufrir problemas de salud mental. Además, el apoyo parental podría desempeñar un papel protector. El objetivo de este estudio fue examinar, en una muestra representativa de adolescentes, si la orientación sexual estaba relacionada con un mayor riesgo de sufrir problemas de salud mental. Se analizó el posible efecto moderador del apoyo parental en la relación entre la orientación sexual y la salud mental, moderado también por el género de los participantes. Método: participaron 1790 estudiantes de secundaria. Se evaluaron indicadores de dificultades emocionales y conductuales, depresión, experiencias psicóticas, conducta suicida, bienestar y autoestima. Resultados: se encontraron efectos principales significativos de género y orientación sexual. Tener una orientación sexual diversa (es decir, lesbiana/gay, bisexual y questioning) estaba relacionado con mayores dificultades de salud mental. Además, se encontró una interacción significativa del género y la orientación sexual en la conducta suicida. Por último, el apoyo parental y el género moderaron la relación entre la orientación sexual y la conducta suicida. Conclusiones: estos resultados ponen de manifiesto la importancia de promover la salud mental y el bienestar de los jóvenes pertenecientes a minorías sexuales.(AU)

Impacto del confinamiento en la conducta adictiva de los universitarios riojanos / Impact of lockdown on the addictive behavior of university students in La Rioja

Una de las implicaciones de la crisis sanitaria de la COVID-19 ha sido el confinamiento de la población. La investigación previa muestra que las situaciones de confinamiento provocan cambios en las conductas adictivas. El objetivo del presente estudio fue conocer el impacto del confinamiento en el patrón de las adicciones de los y las estudiantes universitarios con la intención de diseñar intervenciones ajustadas a las necesidades de esta población. La muestra no probabilística estuvo compuesta por 540 estudiantes de la Universidad de La Rioja, con una media de edad de 22,3 años y una proporción de mujeres del 69,3%. Los resultados indicaron un descenso significativo en el consumo de tabaco, alcohol y psicofármacos durante el confinamiento de los y las participantes tanto en el número de consumidores como en las cantidades consumidas. Respecto a las conductas relacionadas con las adicciones comportamentales, los y las participantes indicaron un aumento significativo del uso problemático de Internet y de videojuegos y eSports, aunque descendió el nivel de juego de apuestas. A pesar de que los patrones de consumo se vieron reducidos por el impacto que el confinamiento tuvo en los patrones de ocio y tiempo libre de este subgrupo poblacional, se identificaron algunos indicadores merecedores de atención por su aumento, como recaídas en el consumo de tabaco, aumento del número de participantes que consumen alcohol a diario y aumento en el nivel de malestar relacionado con el uso de Internet. Se analizan las implicaciones de los resultados y se examinan posibles acciones demandadas por el estudiantado. (AU)

One of the consequences of the COVID-19 health crisis was the general lockdown. Research shows that lockdown situations may cause changes in addictive behaviors. The objective of the present study was to analyze the impact of lockdown on the addiction pattern of university students in order to design interventions adjusted to the students’ needs. The study was conducted through a non-probabilistic sample of 540 students, with a mean age of 22.3 years and a proportion of women of 69.3%. The results indicated a significant decrease in the consumption of tobacco, alcohol, and psychotropic drugs during the participants’ lockdown, both in the number of users and in the amounts consumed. Regarding behaviors related to behavioral addictions, participants showed a significant increase in problematic Internet use and use of video games and eSports, although the level of gambling decreased. Despite the fact that consumption patterns were reduced due to changes in the leisure and free time patterns of this population subgroup, it was possible to identify some indicators that deserve attention due to their increase, such as relapses in smoking, an increase in the number of participants who drank alcohol on a daily basis and an increase in the level of discomfort related to the use of technology. The implications of the results are analyzed and possible actions demanded by the students are examined. (AU)

Assessing Cyberbullying in Adolescence: New Evidence for the Spanish Version of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q).

The prevention of cyberbullying at school requires assessing its prevalence by means of brief measurement instruments with adequate psychometric properties. The present study aims to study the psychometric properties of the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) in a sample of 1777 Spanish adolescents (54.1% women, M = 15.71 years; SD = 1.26), selected by stratified random cluster sampling. The two-factor model (victimization and aggression) displayed appropriate goodness of-fit indices. Configural measurement invariance model across gender was found. The omega reliability coefficient for the victimization subscale was 0.82, and for the aggression subscale was 0.68. The ECIP-Q scores were negatively associated with self-esteem and prosocial behavior, and positively associated with depression symptoms and emotional and behavioral difficulties. Significant differences were found between victim and non-victim groups, and between aggressor and non-aggressor groups on the same variables. Victims and aggressors scored lower on self-esteem, and higher on depression symptoms and emotional and behavioral difficulties than those not involved in cyberbullying situations. These findings contribute to demonstrate the satisfactory psychometric quality of the ECIP-Q scores as an assessment tool for cyberbullying in Spanish adolescents.

The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims.

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed "the healthy context paradox". In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from "the healthy context paradox".

Development and Validation of a Brief Version of the European Bullying and Cyberbullying Intervention Project Questionnaires (EBIP-Q and ECIP-Q).

BACKGROUND: In order to prevent school bullying and cyberbullying, brief measurement instruments with adequate psychometric properties are required. The objective of this study was to develop a combined reduced version of the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) for its use in the screening of bullying-related behaviors at school. METHOD: The sample consisted of 1777 students, between 14 and 18 years of age (M = 15.71; SD = 1.26), of which 54.1% were female. RESULTS: The resulting reduced version presents adequate psychometric properties with reliability coefficients between ω = .72 and ω = .82. Factor analyses indicate that both bullying and cyberbullying are structured around two factors: victimization and aggression. The correlations between the scores of the original version and the reduced version were adequate. Bullying and cyberbullying was associated with different indicators of socioemotional adjustment. CONCLUSIONS: The European Bullying and Cyberbullying Intervention Project Questionnaire Brief version (EBCIP-QB) seems to be brief, useful, and have adequate psychometric properties for the assessment of bullying and cyberbullying in Spanish adolescents.

Spanish normative data of the Strengths and Difficulties Questionnaire in a community-based sample of adolescents: Datos normativos españoles del Cuestionario de capacidades y dificultades (SDQ) en una muestra comunitaria de adolescentes.

Background/Objective: The Strengths and Difficulties Questionnaire self-report (SDQ-S) has been extensively used to assess mental health problems among children and adolescents. However, previous research has identified substantial age and country variation on its psychometric properties. The aim of this study was three-fold: i) to evaluate internal structure and measurement invariance of the Spanish version of the SDQ; ii) to analyze age and gender-specific effects on the SDQ subscales; and iii) to provide Spanish normative data for the entire age range of adolescence. Method: Data were derived from two representative samples of adolescents aged 14 to 19 years old, selected by stratified random cluster sampling years (N = 3378). Results: The reliability of the Total difficulties score was satisfactory, but some subscales showed lower levels of internal consistency. Confirmatory factor analysis supported the original five-factor model. Finally, results revealed that SDQ scores were influenced by the gender and the age of participants; thus, the normative banding scores and cut-off values were provided accordingly. Conclusions: This study validates the Spanish SDQ-S for the entire age range of adolescence. However, more cross-country and cross-age research is needed to better understand the inconsistent findings on SDQ reliability.

Spanish normative data of the Strengths and Difficulties Questionnaire in a community-based sample of adolescents

Background/Objective: The Strengths and Difficulties Questionnaire self-report (SDQ-S) has been extensively used to assess mental health problems among children and adolescents. However, previous research has identified substantial age and country variation on its psychometric properties. The aim of this study was three-fold: i) to evaluate internal structure and measurement invariance of the Spanish version of the SDQ; ii) to analyze age and gender-specific effects on the SDQ subscales; and iii) to provide Spanish normative data for the entire age range of adolescence. Method: Data were derived from two representative samples of adolescents aged 14 to 19 years old, selected by stratified random cluster sampling years (N = 3378). Results: The reliability of the Total difficulties score was satisfactory, but some subscales showed lower levels of internal consistency. Confirmatory factor analysis supported the original five-factor model. Finally, results revealed that SDQ scores were influenced by the gender and the age of participants; thus, the normative banding scores and cut-off values were provided accordingly. Conclusions: This study validates the Spanish SDQ-S for the entire age range of adolescence. However, more cross-country and cross-age research is needed to better understand the inconsistent findings on SDQ reliability. (AU)

Development and Validation of a Brief Version of the European Bullying and Cyberbullying Intervention Project Questionnaires (EBIP-Q and ECIP-Q) / Desarrollo y Validación de una Versión Abreviada de los Cuestionarios European Bullying y Cyberbullying Intervention Project (EBIP-Q y ECIP-Q)

Background: In order to prevent school bullying and cyberbullying, brief measurement instruments with adequate psychometric properties are required. The objective of this study was to develop a combined reduced version of the European Bullying Intervention Project Questionnaire (EBIP-Q) and the European Cyberbullying Intervention Project Questionnaire (ECIP-Q) for its use in the screening of bullying-related behaviors at school. Method: The sample consisted of 1777 students, between 14 and 18 years of age (M = 15.71; SD = 1.26), of which 54.1% were female. Results: The resulting reduced version presents adequate psychometric properties with reliability coefficients between ω = .72 and ω = .82. Factor analyses indicate that both bullying and cyberbullying are structured around two factors: victimization and aggression. The correlations between the scores of the original version and the reduced version were adequate. Bullying and cyberbullying was associated with different indicators of socioemotional adjustment. Conclusions: The European Bullying and Cyberbullying Intervention Project Questionnaire Brief version (EBCIP-QB) seems to be brief, useful, and have adequate psychometric properties for the assessment of bullying and cyberbullying in Spanish adolescents.(AU)

Antecedentes: la prevención del acoso y ciberacoso escolar requiere disponer de instrumentos de medida breves y con adecuadas propiedades psicométricas. El objetivo del presente trabajo ha sido desarrollar una versión reducida conjunta de los instrumentos European Bullying Intervention Project Questionnaire (EBIP-Q) y European Cyberbullying Intervention Project Questionnaire (ECIP-Q) para su uso en el cribado de conductas relacionadas con el acoso escolar. Método: la muestra la integran 1,777 estudiantes, de entre 14 y 18 años (M = 15.71 años; DT = 1.26), de los que el 54.1% son mujeres. Resultados: la versión reducida presenta un comportamiento psicométrico adecuado. Los coeficientes de fiabilidad estimados oscilan entre ω = .72 y ω =.82. Los análisis factoriales indican que tanto el acoso como el ciberacoso escolar se articulan en torno a dos factores: victimización y agresión. Las correlaciones entre las puntuaciones de la versiones original y reducida fueron adecuadas. El acoso y ciberacoso escolar se asoció con diferentes indicadores de ajuste socioemocional. Conclusiones: el Cuestionario Proyecto Europeo de Intervención contra el Acoso y el Ciberacoso - Breve (EBCIP-QB) parece ser un instrumento breve, sencillo y con adecuadas propiedades psicométricas para la evaluación de las conductas de acoso y ciberacoso escolar en adolescentes españoles.(AU)

Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor

Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention. (AU)

El acoso escolar y el ciberbullying están asociados a efectos adversos para la salud mental. La cohesión entre estudiantes se ha identificado recientemente como un potencial factor protector respecto a este tipo de relaciones. No obstante, con frecuencia se ha pasado por alto la naturaleza multinivel de estas interacciones. El presente estudio pretende llenar este vacío explorando la asociación entre el nivel individual de acoso y ciberbullying y tres indicadores de ajuste (i.e., conducta suicida, síntomas de depresión y autoestima), así como el papel moderador del nivel escolar de cohesión estudiantil en estas relaciones. Los participantes fueron 1,744 estudiantes de 14-18 años (M = 15.70, DT = 1.26), de los cuales el 53.7% eran mujeres, de 31 centros de educación secundaria de España. En el estudio se utilizaron autoinformes previamente validados. La victimización tradicional y la cibervictimización, así como el ciberbullying, se relacionaron positivamente con la conducta suicida y la depresión y negativamente con la autoestima. Por el contrario, los niveles individuales de cohesión entre estudiantes se asociaron con niveles más bajos de conducta suicida y depresión y con niveles más elevados de autoestima. Además, los niveles escolares de cohesión entre estudiantes amortiguaron los problemas de adaptación experimentados por las víctimas de ciberbullying. Estos hallazgos destacan la importancia de la cohesión entre estudiantes como un posible objetivo de cara a la prevención del ciberbullying. (AU)

Bullying, Cyberbullying and Mental Health: The Role of Student Connectedness as a School Protective Factor.

Traditional bullying and cyberbullying are linked to adverse mental health outcomes. Student connectedness has been recently identified as a potential protective factor in these relationships. Nonetheless, the multilevel nature of these interactions has been frequently overlooked. The present study pretends to fill this gap by exploring the associations between individual levels of bullying and cyberbullying and three adjustment outcomes (i.e., suicidal behavior, symptoms of depression, and self-esteem), as well as the moderating role of the school level of student connectedness on these relationships. The participants in this work were 1,774 students aged 14-18 years (M = 15.70, SD = 1.26), of which 53.7% were female, from 31 secondary schools in Spain. We used previously validated self-reported questionnaires in this study. Traditional victimization and cybervictimization, as well as cyberbullying, were positively related to suicidal behavior and depression, and were negatively related to self-esteem. Conversely, individual levels of student connectedness were associated with lower levels of suicidal behavior and depression, and with higher levels of self-esteem. Moreover, school levels of student connectedness buffered the adjustment problems experienced by victims of cyberbullying. These findings highlight the importance of student connectedness as a possible target for school-based cyberbullying prevention.

El acoso escolar y el ciberbullying están asociados a efectos adversos para la salud mental. La cohesión entre estudiantes se ha identificado recientemente como un potencial factor protector respecto a este tipo de relaciones. No obstante, con frecuencia se ha pasado por alto la naturaleza multinivel de estas interacciones. El presente estudio pretende llenar este vacío explorando la asociación entre el nivel individual de acoso y ciberbullying y tres indicadores de ajuste (i.e., conducta suicida, síntomas de depresión y autoestima), así como el papel moderador del nivel escolar de cohesión estudiantil en estas relaciones. Los participantes fueron 1,744 estudiantes de 14-18 años (M = 15.70, DT = 1.26), de los cuales el 53.7% eran mujeres, de 31 centros de educación secundaria de España. En el estudio se utilizaron autoinformes previamente validados. La victimización tradicional y la cibervictimización, así como el ciberbullying, se relacionaron positivamente con la conducta suicida y la depresión y negativamente con la autoestima. Por el contrario, los niveles individuales de cohesión entre estudiantes se asociaron con niveles más bajos de conducta suicida y depresión y con niveles más elevados de autoestima. Además, los niveles escolares de cohesión entre estudiantes amortiguaron los problemas de adaptación experimentados por las víctimas de ciberbullying. Estos hallazgos destacan la importancia de la cohesión entre estudiantes como un posible objetivo de cara a la prevención del ciberbullying.

Mental Health Difficulties Related to Suicidal Behavior in Adolescents: The Moderating Role of Self-Esteem.

OBJECTIVE: The objective was to analyze the moderating effect of self-esteem on the relationship between mental health difficulties and suicidal behavior in adolescence. METHOD: The sample was composed of 1,790 Spanish adolescents (M = 15.70 years; SD = 1.26; 53.7% girls) through a stratified random sampling by cluster at classroom level. The participants completed questionnaires about emotional symptoms, behavioral problems, peer relationship difficulties, hyperactivity, suicidal behavior, and self-esteem. RESULTS: The results evidenced gender differences, showing that girls tend to have more emotional symptoms (t = -15.27; p ≤ .001; d = -0.71), more difficulties in peer relationship (t=-2.49; p = .013; d = -0.12) and less self-esteem (t = 12.15; p ≤ .001; d = 0.57), as well as more suicidal behaviors (t = -5.36; p ≤ .001; d = -0.25) than boys. It is also noted that emotional and behavioral difficulties influence suicidal behavior (R2 = 0.35; ΔF = 197.42; p ≤ .001). In addition, self-esteem appeared to act as a protective factor, buffering the relationship between emotional and behavioral problems and suicidal behavior (R2 = 0.39; F = 376.92; p ≤ .001). CONCLUSIONS: Adolescents who present mental health difficulties might commit suicidal behavior if they have an unfavorable attitude toward themselves. However, the risk of committing suicidal behavior decreases if their attitude toward themselves is favorable. Thus, the development of self-esteem may be included in intervention programs for the prevention of suicidal behavior.HIGHLIGHTSGirls present more suicidal behaviors and less self-esteem than boys.Mental health difficulties influence the appearance of suicidal behavior.Self-esteem moderates the relationship between emotional problems and suicidal behavior.

The Healthy Context Paradox: When Reducing Bullying comes at a Cost to Certain Victims

Bullying remains one of the most serious problems affecting school systems around the world. The negative consequences of bullying in the short and long term have been widely documented, showing that victimized students are at greater risk of suffering psychosocial distress. In this paper, we first summarize the current situation of bullying prevention, adopting a contextual perspective, and briefly highlighting the characteristics of the most effective prevention programs. Secondly, we address a disturbing phenomenon detected in classrooms where bullying has been reduced through interventions and which has been termed “the healthy context paradox”. In these healthier contexts, students who remain in a situation of victimization have been found to present poorer psychological adjustment after the intervention. Understanding the causes of this phenomenon may offer clues for the prevention of bullying. In this regard, we present three hypotheses recently proposed to explain the phenomenon. Finally, we offer some implications for the study and prevention of bullying derived from “the healthy context paradox”. (AU)

[Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art].

Empirically Supported Psychological Treatments for Children and Adolescents: State of the Art. BACKGROUND: The empirical evidence accumulated on the efficacy, effectiveness, and efficiency of psychotherapeutic treatments in children and adolescents calls for an update. The main goal of this paper objective was to carry out a selective review of empirically supported psychological treatments for a variety of common psychological disorders and problems in childhood and adolescence. METHOD: A review was carried out of the psychological treatments for different psychological disorders and problems in social-emotional or behavioral adjustment in the child-adolescent population according to the Spanish National Health System (Clinical Practice Guidelines) levels of evidence and degrees of recommendation. RESULTS: The findings suggest that psychological treatments have empirical support for addressing a wide range of psychological problems in these developmental stages. The degree of empirical support ranges from low to high depending on the phenomenon analyzed. The review suggests unequal progress in the different fields of intervention. CONCLUSIONS: From this update, psychologists will be able to make informed decisions when implementing those empirically supported treatments to address the problems that occur in childhood and adolescence.

Special Issue on Mental Health and Well-Being in Adolescence: Environment and Behavior.

Psychological problems in children and adolescent populations range from 10% to 20% [...].