Adaptación lingüística al español y validación de la estructura factorial de la Escala para el Manejo de la Tristeza CSMS-E / Linguistic adaptation and Validation of the Spanish Children's Sadness Management Scale CSMS-E

Entre los países de habla hispana existen limitantes cuando se desea investigar el rol de la tristeza en la adolescencia debido a que no existen instrumentos en español válidos y confiables que permitan evaluar la regulación de ésta emoción en población en desarrollo. Por esta razón se realizó la adaptación lingüística y validación psicométrica de la Escala Infantil para el Manejo de la Tristeza CSMS (Zeman, Shipman, & Penza-Clyve, 2001) con una muestra de 597 adolescentes Colombianos entre 11 y 18 años de edad (48% sexo femenino). A partir del método del comité se hicieron adecuaciones en el lenguaje de la prueba para su ajuste cultural a la población hispanoparlante. El comportamiento psicométrico de la escala fue analizado en dos pasos: en el primero se observaron diez modelos factoriales posibles (Análisis Factorial Exploratorio), y en el segundo se descartaron los de menor ajuste (Análisis Factorial Confirmatorio), hasta elegir el óptimo. Los resultados señalan que la versión en español del CSMS-E ("E" por Español), mantiene validez de constructo comparable a la original, con una estructura de tres componentes que revisan estrategias adaptativas y maladaptativas para regular la tristeza: afrontamiento, inhibición y desregulación. Se ofrece un baremo para su corrección

Among the Spanish-speaking countries there are constraints for studying the roll of sadness in adolescence due to the absence of valid instruments in Spanish for evaluating the regulation of this emotions during the development. For this reason, following the committee procedure we adapted to Spanish the Children's Sadness Management Scale CSMS (Zeman et al., 2001), and conducted its psychometric validation with a sample of 597 Colombian adolescents, between 11 and 18 years of age (48% girls). The psychometric analyses were performed in two steps: (a) observing ten possible models (Exploratory Factor Analysis), (b) discarding those with least adjustment (Confirmatory Factor Analysis), and retaining the structure of best statistical fit. The results indicated that the optimal factorial model is a structure of three components, comparable to the original CSMS. The CSMS-E scale (E for Spanish) maintains comparable construct validity as the American version, and has attested to be a reliable tool in the assessment of adaptive and maladaptive strategies for the regulation of sadness: coping, inhibition and dysregulation. We offer a scoring notation table

Emotion Regulation in Children and Adolescents: concepts, processes and influences / Regulación emocional en niños y adolescentes: conceptos, procesos e influencias

Abstract This article provides an updated overview about the studies on emotion regulation in children and adolescents from the perspective of developmental psychology. It is mainly based on articles published in indexed psychology journals between the years 2001 and 2016. Conceptual aspects of the definition of emotional regulation are discussed, followed by an examination of neurobiological and environmental influences that impact the regulation of emotion during infancy and adolescence. Finally, characteristics of the development of the regulatory processes are analyzed from infancy to late adolescence, emphasizing the vital regulatory scopes for each period. The ultimate goal of this paper is to provide a documented basis for the study of emotion regulation in Colombian children and adolescents, a neglected population in regards to this topic.

Resumen El presente artículo ofrece un panorama actualizado de lo que ha constituido el estudio de la regulación emocional en la infancia y la adolescencia desde la perspectiva de la psicología del desarrollo. El documento se basa principalmente en la revisión de publicaciones de revistas indexadas entre los años 2001 y 2016. En primer lugar se discuten los aspectos conceptuales de la definición de regulación emocional, luego se examinan influencias neurobiológicas y ambientales sobre los mecanismos regulatorios para finalmente analizar las características del desarrollo de los procesos de regulación emocional desde la infancia temprana hasta el final de la adolescencia, enfatizando en los alcances para cada período vital. El objetivo último de esta revisión es proporcionar un fundamento teórico sólido para el estudio de la regulación emocional en niños y adolescentes colombianos, una población que aun no ha sido objeto de investigación en cuanto a este tema.

The intergenerational transmission of values in national and immigrant families: the role of Zeitgeist.

Correspondence in value orientation between parents and their offspring may be due to actual transmission processes between generations, but it may also be due to influences from the general value context in society that are common to parents and their offspring. This common value context is referred to as Zeitgeist. The present study deals with one family relationship value (i.e., parents' and adolescents' obligations toward the family). Participants were 1,252 immigrant and 726 national adolescent-parent dyads from 10 Western countries. There were significant relationships between the value placed on family obligations among parents and offspring, and these were independent of gender. Zeitgeist effects, both intergenerational and intragenerational, were found. The strength of these Zeitgeist effects depended on the basis for defining Zeitgeist, either a person's own ethnic group or the wider community including both nationals and immigrants. For explaining national adolescents' acceptance of their family obligations, both the ethnic and the national Zeitgeist played a role, whereas in the immigrant groups only the ethnic Zeitgeist played a significant role. In short, in an immigration context it makes sense to distinguish the influence of a person's own ethnic group from the influence of the wider community, including other ethnic groups. Explanations are suggested and implications are discussed.

Ethnic and national identity among second-generation immigrant adolescents in France: the role of social context and family.

This study, based on 365 second-generation adolescents from five ethnic groups, examined the cultural identity according to two orientations (ethnic and national) including two components (affirmation and exploration). Parents (356 mothers, 292 fathers) are also interviewed. Following ecological models of development and acculturation, multiple layers of context and their influence were analyzed: socialization with peers (ethnic composition of school and friends), the perception of discrimination and several aspects of parent-adolescent relationship including the perception of adolescent of their relationship with parents and both mothers' and fathers' reports on their own ethnic and national enculturation practices and on their parental styles. Ethnic and national affirmations were found to be two independent orientations. Regression analysis showed that the highest explanation of variance came from the adolescent's perception of their relationship with their parents, followed by parental enculturation, and perceived discrimination. The school and peer context explained a lesser amount of variance. Parents' contribution to cultural identity is not limited to the ethnic orientation; parents also contribute in a positive way to national identity. The parents' contribution was different in the case of mothers and fathers. This reflects the dynamic of acculturation within immigrant families.