Measuring Quality of Care in Community Mental Health: Validation of Concordant Clinician and Client Quality-of-Care Scales.

Measuring quality of care can transform care, but few tools exist to measure quality from the client's perspective. The aim of this study was to create concordant clinician and client self-report quality-of-care scales in a sample of community mental health clinicians (n = 189) and clients (n = 469). The client scale had three distinct factors (Person-Centered Care, Negative Staff Interactions, and Inattentive Care), while the clinician scale had two: Person-Centered Care and Discordant Care. Both versions demonstrated adequate internal consistency and validity with measures related to satisfaction and the therapeutic relationship. These measures are promising, brief quality assessment tools.

A cross-national study of direct and indirect effects of cyberbullying on cybergrooming victimization via self-esteem / Estudio internacional de los efectos directos e indirectos del ciberacoso en la victimización por acoso sexual cibernético mediados por la autoestima

The present study reports frequency rates of cybergrooming, profiled characteristics of cybergrooming perpetrators, and examine direct and indirect associations between cyberbullying victimization, self-esteem, and cybergrooming victimization. The study sample included 2,162 adolescents between 11 and 19 years from three Western (Germany, the Netherlands, the United States) countries and one Southeast Asian country (Thailand). Across countries, 18.5% of participants reported having had contact with a cybergroomer. Western girls, as compared to boys, were at greater risk to have been contacted by a cybergroomer. No significant sex difference was found for Southeast Asian adolescents. Also, Southeast Asian adolescents reported higher rates of cybergroomer contact as compared to Western adolescents. Cybergroomers were most often males and older than victims. Both cyberbullying victimization and low self-esteem increased the probability of coming into contact with a cybergroomer, and self-esteem mediated the effects of cyberbullying victimization on cybergrooming victimization. The results are discussed in relation to practical implications and future research

El presente estudio muestra la frecuencia de acoso sexual cibernético y perfiles característicos de los acosadores y examina la asociación directa e indirecta entre la victimización por cyberbullying, auto-estima y victimización por acoso sexual cibernético. La muestra del estudio incluye 2.162 adolescentes entre 11 y 19 años de edad provenientes de tres países occidentales (Alemania, Holanda, Estados Unidos) y un país del sureste asiático (Tailandia). El 18.5% de los participantes de los todos países de la muestra manifestaron haber tenido algún contacto con un acosador sexual cibernético. Las chicas occidentales comparadas con los chicos tienen más riesgo de contacto con un acosador sexual cibernético. No se encontraron diferencias de sexo en los jóvenes del sureste de Asia. Además, los participantes del sureste asiático tuvieron mayor frecuencia de contactos con acosadores sexuales cibernéticos comparado con los adolescentes occidentales. Los acosadores sexuales cibernéticos son en su mayoría hombres mayores que las víctimas. Tanto la victimización por cyberbullying como la baja auto-estima incrementan la probabilidad de entrar en contacto con un acosador sexual cibernético y la auto-estima sirve como mediador de los efectos de la victimización por cyberbullying en la victimización por acoso sexual cibernético. Se comentan los resultados en cuanto a las implicaciones prácticas del estudio e investigaciones futuras

Evaluar el bullying y el cyberbullying validación española del EBIP-Q y del ECIP-Q / Assessing bullying and cyberbullying: Spanish validation of EBIPQ and ECIPQ

El bullying es un fenómeno de agresión injustificada que actualmente sucede en dos formatos: cara a cara y como una conducta que se realiza a través de dispositivos digitales (cyberbullying). Ampliamente estudiado tanto el primero como el segundo, hay sin embargo escaso conocimiento sobre la homogeneidad de ambos problemas y no disponemos de instrumentos de medida que permitan valorar las dos dimensiones del fenómeno: la agresión y la ciberagresión, la victimización y la cibervictimización. Este trabajo presenta la validación del European Bullying Intervention Project Questionnaire y del European Cyberbullying Intervention Project Questionnaire, que evalúan la implicación en bullying y en cyberbullying, respectivamente. Ambos se han administrado a 792 estudiantes de secundaria y se han obtenido unos buenos resultados de ajuste y propiedades psicométricas. La realización de un modelo de ecuaciones estructurales ha evaluado la concurrencia y relaciones entre ambos fenómenos, encontrando la influencia del bullying sobre el cyberbullying, pero no al contrario. Estos resultados muestran la idoneidad de ambos instrumentos para evaluar de forma conjunta bullying y cyberbullying, dada su importante relación y similitud, lo que los convierten en buenas herramientas para la intervención psicoeducativa destinada a prevenir y reducir ambos fenómenos

Bullying is a phenomenon of unjustified aggression which actually takes place in two formats: face to face and as a behavior that is carried out through digital devices (cyberbullying). Both have been widely studied, though currently there is little knowledge about the homogeneity of both phenomena and we do not have measuring instruments for evaluating their two dimensions: aggression and cyber-aggression, victimization and cyber-victimization. This paper presents the validation of the European Bullying Intervention Project Questionnaire and the European Cyberbullying Intervention Project Questionnaire, that assess respectively the involvement in bullying and cyberbullying. Both have been administered to 792 high school students and have achieved good fit and good psychometric properties. The use of a structural equations modelling has allowed us to evaluate the concurrence and the relations between the two phenomena, finding the influence of bullying on cyberbullying, but not vice versa. These results show the suitability of the two instruments to assess together bullying and cyberbullying, given their important relationship and similarity, which makes them good tools for educational intervention to prevent and reduce both phenomena