Guidelines on mental health promotive and preventive interventions for adolescents: helping adolescents thrive

The need to focus on the mental health of adolescents is gaining increasing recognition as the global community looks to achieve the Sustainable Development Goals (SDGs), in particular SDG 3: "Ensure healthy lives and promote well-being for all at all ages" and SDG 10: "Reduce inequalities within and among countries". With adolescents comprising 16% of the global population, it is vital to address the main threats to their health in order to achieve the SDG targets. Mental health conditions account for a considerable proportion of the global disease burden during adolescence and are the leading cause of disability in young people. Up to half of all mental health conditions start before the age of 14 years. Suicide is one of the three leading causes of death among older adolescents. Poor mental health in adolescence portends a range of high-risk behaviours, including self-harm, tobacco, alcohol and other substance use, risky sexual behaviours and exposure to violence, the effects of which persist and have serious implications throughout the life-course. There are multiple opportunities for health promotion and disease prevention in adolescence, which could benefit young lives in the short and long term. This stage is deemed as one of the optimal timeframes for intervention, given the neuroplasticity evident in adolescence and the opportunity to step in at a time when the majority of mental health conditions and risky behaviours have their onset.

[Voluntariness in Outpatient Psychotherapy with Children and Adolescents]. / Über die Freiwilligkeit in der ambulanten Kinder- und Jugendlichenpsychotherapie.

Voluntariness in Outpatient Psychotherapy with Children and Adolescents Voluntariness is no selective construct in psychotherapy with children and adolescents. Generally psychotherapy is utilized under external pressure, at least partially. At any rate it is crucial to painstakingly analyze the motivation for change and possible obstacles to motivation. On that basis different strategies to foster motivation for change can be applied. Problems regarding the efficiency of voluntary or involuntary utilization of outpatient psychotherapy for children and adolescents should be subjects to further research.

[Relevance and experience of surveillance and brief contact intervention systems in preventing reattempts of suicide among children and adolescents]. / Pertinence et expérience des dispositifs de veille et de recontact dans la prévention suicidaire auprès des enfants et des adolescents.

In France, one adolescent out of ten has already attempted suicide. In this population, suicide reattempts are frequent and significantly impact the vital, morbid and functional long-term prognosis. For about fifteen years, surveillance and brief contact intervention systems (SBCIS) have been used to complete the French suicide reattempt prevention arsenal for youth. The relevance of such strategy appears once the mental health service gap observed at this period of life is considered. In addition to prompting better coordination between the different professional stakeholders, the SBCIS help to alleviate the adolescent's help-seeking barriers, especially the ambivalence between conquest of autonomy and need for help. The first results from the French SBCIS dedicated to children and adolescents are encouraging. Although they have to deal with specific challenges, we argue that they relevantly complement and potentiate the already available prevention resources, thus optimizing the whole prevention system for suffering youth.

Psychosocial functioning in adolescents: results according to Amiel-Tison neurological assessment in a group of preterm infants.

OBJECTIVE: This prospective study investigated the relationship between Amiel-Tison neurological assessment (ATNA) in preterm children and their psychosocial functioning in adolescence. METHODS: From the initial group of 45 children regularly assessed by the ATNA from term until the age of 2 years, 27 participated in the follow-up at 13 years. RESULTS: Of the three groups categorized by neurological signs as normal, intermediate or abnormal, parents of adolescents with normal ATNA reported the lowest number of executive function problems (p = 0.019) and behavioral symptoms (p = 0.011), while the adolescents themselves reported the lowest number of behavioral symptoms (p = 0.005) and the highest quality of life (p = 0.012). The number of problems reported increased with the number of abnormal neurological signs. CONCLUSION: Standardized neurological assessment may be a helpful clinical tool for the identification of children at risk for later psychosocial problems who could benefit from prevention and early intervention programs.

Evidence Base Update of Psychosocial Treatments for Pediatric Obsessive-Compulsive Disorder: Evaluating, Improving, and Transporting What Works.

Pediatric obsessive-compulsive disorder is a chronic and impairing condition that often persists into adulthood. This review refreshes the state of support for psychosocial treatments and the predictors or moderators that relate to their efficacy and evaluates how the literature has improved since the last update in 2014. A secondary goal is to propose an additional framework for the categorization of studies based on central research questions rather than treatment format. Psychosocial treatment studies conducted since the last review are described and evaluated according to methodological rigor and evidence-based classification using the Journal of Clinical Child and Adolescent Psychology evidence-based treatment evaluation criteria. Findings again converge in support of cognitive-behavioral therapy (CBT) as an effective and appropriate first-line treatment for youth with obsessive-compulsive disorder. Family-focused CBT is now well-established. A number of other treatments including CBT+ D-Cycloserine, CBT+ Sertraline, CBT+ positive family interaction therapy, and technology-based CBT are now probably efficacious. Demographic, clinical, and family factors are consistent predictors of CBT outcome with conflicting findings for neurocognitive predictors. The field has advanced significantly since the last review, but there is still room for improvement. Some of the conclusions that can be drawn may be limited by our evaluation criteria. Future directions are proposed to advance treatment outcome research beyond a focus on which treatments work to exploring factors that account for how and why they work.

Assessment and the Journal of Clinical Child and Adolescent Psychology's Evidence Base Updates Series: Evaluating the Tools for Gathering Evidence.

In 2014, Michael Southam-Gerow and Mitch Prinstein launched the Evidence Base Updates series. As invited contributors, authors of Evidence Base Updates articles offer the field an invaluable resource: regular evaluations of the latest data on tools for addressing the mental health needs of children and adolescents. Until now, authors of Evidence Base Updates articles have focused exclusively on evaluating treatment techniques. In this article, we outline how the Evidence Base Updates series will evolve to also include evaluations of assessment techniques. In our treatment-focused updates, contributors follow strict criteria when evaluating the evidence. Following these criteria allows authors of Evidence Base Updates articles to provide mental health professionals with clear "take-home messages" about the evidence underlying the treatments evaluated. Similarly, we outline the criteria that authors will follow when preparing Evidence Base Updates articles that evaluate assessments. We also highlight the formats of these articles, which will include evaluations of condition-focused measures (e.g., anxiety, conduct problems); transdiagnostic constructs (e.g., parenting, rumination); specific, widely used measures that cut across conditions; and updates on field-wide considerations regarding measurement (e.g., clinical utility, incremental validity).

Validation of the child ptsd symptom scale (cpss) in spanish adolescents / Validación española de la Child PTSD Symptom Scale (CPSS) en adolescentes

Background: One of the most frequently used instruments to assess posttraumatic stress in children and adolescents is the Child PTSD Symptom Scale. However, there has been limited evaluation of its construct validity in the Spanish language despite Spanish being one of the most widely spoken languages in the world. Objective: To provide data on the psychometric properties of the CPSS in a sample of Spanish adolescents, to establish the internal consistency of the measure, and to examine its criterion validity. Method: The participants were 339 adolescents (172 boys and 167 girls, mean age 13.95) exposed to peer violence during the previous year. Results: Confirmatory factor analysis demonstrated a good fit to the four-factor dysphoria model. The alpha reliabilities for the overall measure and its subscales were suitable. Discussion: The Spanish version of the scale has sound psychometric properties with good reliability and validity. Moreover, it integrates the four-factor structure corresponding to the dimensions of PTSD described in the DSM-V (AU)

Antecedentes: la Child PTSD Symptom Scale es uno de los cuestionarios más utilizados para evaluar el estrés postraumático en niños y adolescentes. Sin embargo, es escasa la investigación acerca de la validez de constructo de la versión en español de este instrumento, a pesar de tratarse de uno de los idiomas más hablados en el mundo. Objetivo: validar la versión española de esta escala en una muestra de adolescentes. Método: los participantes fueron 339 adolescentes (172 varones y 167 mujeres, con una media de edad de 13,95 años) que cumplían los criterios de haber sufrido violencia por parte de sus iguales durante el año previo al estudio. Resultados: el análisis confirmatorio mostró un buen ajuste del modelo de cuatro factores de disforia. Los coeficientes de fiabilidad para la medida global y sus subescalas fueron adecuados. Discusión: la versión española la escala presenta buenas propiedades psicométricas y una estructura factorial que se corresponde a los criterios para el trastorno de estrés postraumático del DSM-V (AU)

[Suicide, mental health and substance uses among French adolescents in 2014]. / Suicide, santé mentale et usages de substances psychoactives chez les adolescents français en 2014.

BACKGROUND: The aim of this study was to describe potential associations between suicidal behaviors and psychoactive substance uses among adolescents. METHODS: A cross-sectional, national survey representative of adolescents aged 17, living in continental France, was conducted in 2014. A total of 22,023 adolescents answered an anonymous, self-administered questionnaire about their health and their use of psychoactive substances. Suicidal risk was assessed by means of a 4-level indicator [1. No depression, as stipulated by the Adolescent Depression Rating Scale (ADRS); 2. Depression, no suicidal ideation, no suicidal attempts; 3. Depression with suicidal ideation; 4. Depression with suicidal attempts]. Multivariate logistic regressions were conducted to identify the factors significantly related to frequent substance uses. RESULTS: Three percent of adolescents (1.8% of boys vs. 3.7% of girls) were labeled as suffering from severe depression, 10% stated they had suicidal thoughts during the last year and 3% attempted to commit suicide at least once in their lifetime. The results support the view of a gradient between suicidal risk severity and regular use of tobacco and cannabis. The association with regular alcohol use appears somewhat weaker. CONCLUSION: Suicidal behaviors and regular substance uses are significantly related but also mediated by adolescents' mental health.

Influencia de los factores psicosociales en adolescentes con Diabetes Mellitus tipo I / Influência de fatores psicossociais em adolescentes que sofrem de Diabetes Mellitus tipo I / Influence of psychosocial factors in adolescents suffering from Diabetes Mellitus type I

Durante la adolescencia se presentan multitud de factores psicosociales que pueden alterar el proceso de desarrollo hacia la edad adulta. En adolescentes que además padecen Diabetes Mellitus tipo I, este desarrollo se complica muchísimo más, provocando afectación al mantenimiento adecuado de esta enfermedad crónica. Objetivo: Conocer la influencia de los factores psicosociales sobre el control de la Diabetes Mellitus en la adolescencia. Metodología: Se realiza una revisión bibliográfica en las bases de datos PubMed, CINAHL, Scielo, CUIDEN, Índice Médico Español, Dialnet, además de Google Académico y otras web de organizaciones especializadas, seleccionando los artículos de investigación de los últimos 10 años como criterio de inclusión principal. Resultados-Discusión: Como resultados encontramos como resultados ocho factores principales que influyen en el control de la Diabetes en adolescentes, que son la familia, los amigos, la ansiedad y la depresión, la dieta y alimentación, el estrés, el autoestima, el desarrollo cognitivo y la cultura y religiosidad. Conclusión: Obtenemos que se deben tener en cuenta, no sólo los factores físicos y biológicos, sino todos los aspectos psicológicos y sociales que también rodean al adolescente. El enfermero debe tener presentes estos factores al tratar con adolescentes, ya que pueden ser éstos los causantes de su desajuste de glucosa en sangre, por lo que siempre es necesario valorar al paciente desde un punto de vista holístico e intervenir en consonancia (AU)

During adolescence many psychosocial factors that can alter the development process to adulthood are presented. In addition adolescents with diabetes mellitus type I, this development is far more complicated, causing impairment of the proper maintenance of this chronic disease. Objective: To know the influence of psychosocial factors on the control of Diabetes Mellitus in adolescence. Methodology: One literature review was performed on PubMed, CINAHL, Scielo, CUIDEN, Spanish Medical Index, Dialnet, in addition to Google Scholar data and other specialized organizations website, selecting research articles of the last 10 years as the primary inclusion. Results-Discussion: As results are eight main factors that influence the control of diabetes in adolescents, they are family, friends, anxiety and depression, diet and nutrition, stress, self-esteem, cognitive development and culture and religion . Conclusion: Must be taken into account not only the physical and biological factors, but all the psychological and social aspects that also surround the teenager. Nurses should be aware of these factors when dealing with adolescents, since they can be the cause of your imbalance of blood glucose, so it is always necessary to assess the patient from a holistic point of view and to act accordingly (AU)

Durante a adolescência muitos fatores psicossociais que podem alterar o processo de desenvolvimento até a idade adulta são apresentados. Em adição adolescentes com diabetes mellitus tipo I, este desenvolvimento é muito mais complicado, causando comprometimento da manutenção adequada dessa doença crônica. Objetivos: Conhecer a influência de fatores psicossociais no controle do Diabetes Mellitus na adolescência. Metodologia: Uma revisão da literatura foi realizada no PubMed, CINAHL, Scielo, CUIDEN, Índice de Medicina espanhol, Dialnet, além de dados do Google Acadêmico e outras organizações especializadas website, selecionando artigos dos últimos 10 anos de investigação como a inclusão primário . Resultados-Discussão: Como resultados são oito principais fatores que influenciam o controle do diabetes em adolescentes, eles são família, amigos, ansiedade e depressão, dieta e nutrição, stress, autoestima, o desenvolvimento cognitivo e cultura e religião . Conclusão: Em conclusão obtemos que deve ser levado em conta não apenas os fatores físicos e biológicos, mas todos os aspectos psicológicos e sociais que também envolvem o adolescente. Enfermeiros devem estar cientes desses fatores quando se trata de adolescentes, uma vez que podem ser a causa de seu desequilíbrio de glicose no sangue, por isso é sempre necessário avaliar o paciente de um ponto de vista holístico e agir em conformidade (AU)

Why adolescents need their parents during admission to hospital for elective surgery.

The literature about adolescence and healthcare tends to focus on the quest for independence and the importance of peer support. This article discusses the continuing importance of parental support during adolescence, especially when young people are admitted to hospital for surgery. It discusses why adolescents who are admitted to hospital for elective surgery will have different needs to young people who are admitted regularly for long-term conditions or those who are admitted due to risk-taking behaviour or mental health problems. It is suggested that elective admissions for surgery in otherwise fit and well young people may create a temporary change in developmental level, resulting in the need for parental support, rather than independence and peer support as recommended in the literature.

Adaptación de la Escala de Fatiga Pediátrica para adolescentes cubanos / Adaptation of the pediatric fatigue scale for cuban adolescents

Introducción: La fatiga es un problema frecuente tanto en adolescentes sanos como en los que padecen enfermedades agudas o crónicas. Los instrumentos diagnósticos disponibles de este síntoma son escasos, no existiendo ninguno adaptado o validado en castellano para población pediátrica. La escala de fatiga de 10 Ítems perteneciente al Banco de Ítems de Fatiga Pediátrica de PROMIS es un instrumento sencillo y fiable que evalúa el reporte de síntomas generales de fatiga que perjudican el normal funcionamiento y el desempeño diario. Objetivo: Traducir y adaptar la escala PROMIS Pediatric Short Form v1.0 Fatigue 10a (en lo adelante EPF-PROMIS) para adolescentes cubanos. Métodos: Se tomó como referente metodológico la Segunda Edición de las Directrices sobre la Traducción, Adaptación y Uso de los Tests propuestas por la Comisión Internacional de Tests. Se procedió de la manera siguiente: traducción directa e inversa, criterio de jueces para evaluar la calidad y pertinencia de la traducción para el contexto cubano, entrevista grupal a adolescentes y estudio piloto para detectar posibles dificultades, así como explorar la estructura y confiabilidad de la escala. En total se incluyeron 116 adolescentes de séptimo grado y 5 expertos. Resultados: La administración colectiva de la escala fue factible, fueron mínimas las manifestaciones de desagrado, malestar o aburrimiento y la escala resultó comprensible. El tiempo promedio necesario para responder todos los ítems fue de 4 minutos aproximadamente. No se detectaron errores de formato o de contenido. Se obtuvo un coeficiente alpha de Cronbach de 0.78, las correlaciones ítem-escala fueron superiores a .45. El análisis factorial exploratorio a través del método de Componentes Principales con rotación Varimax identificó 3 factores que explicaron el 62 por ciento de la varianza. Conclusiones: El presente estudio permitió...(AU)

Introduction: Fatigue is a frequent problem for both healthy adolescents and those who suffer from severe or chronic diseases. The available diagnostic instruments for this symptom are limited, being none of them adapted or validated in Spanish for the pediatric population. The fatigue scale of 10 items, which belongs to Pediatric Fatigue Bank of Items of PROMIS, is a simple and reliable instrument that assesses the report of general symptoms of fatigue which damage the normal functioning and daily work. Objective: Translate and adapt the PROMIS scale Pediatric Short Form v1.0- Fatigue 10a (from now on PFS-PROMIS) for Cuban adolescents. Methods: The Second Edition of Guidelines about Translation, Adaptation and Use of Tests proposed by the International Commission of Tests was taken as methodological referent. The following procedures were carried out: direct and inverse translation; judges criteria to assess quality and pertinence of the translation for the Cuban context; group interview to adolescents, and pilot study to detect possible difficulties; exploration of the structure and reliability of the scale. Altogether 116 adolescents from seventh grade and 5 experts were includedResults: The management of the scale collectively was feasible, signs of displeasure, discomfort or boredom were minimal, and the scale was understandable. The average time needed to answer all the items was about 4 minutes. There were no mistakes of format or content. Cronbach alpha coefficient was 0. 78, item-scale correlations were higher than 45. The exploratory factorial analysis through the Main Components Method with Varimax rotation identified 3 factors which explained 62 percent of the variance. Conclusions: This study allowed having the Cuban version of the PFS–PROMIS to measure fatigue in the adolescent population, being the first stage in the validation of this...(AU)

La 'potencialidad psicótica' y el efecto de encuentro con la adolescencia / ‘Psychoticpotentiality’ and the effect of the encounter with adolescence

En el trabajo psíquico de la adolescencia tienen un lugar fundamental los procesos de simbolización-re-simbolización y la reestructuración de las identificaciones. Cuando se producen fallos y fisuras en tales procesos se puede manifestar una ‘potencialidad psicótica’ que señala un conflicto interno del yo. Esta organización de la psique, efecto de una escisión del yo, puede no dar lugar a síntomas psicóticos manifiestos y permite al sujeto funcionar con una aparente y frágil normalidad; pero ante un encuentro traumático, como por ejemplo, las consecuencias de la metamorfosis de la pubertad, puede pasarse de lo potencial a lo manifiesto. El caso clínico de Andrés muestra cómo en la re-significación adolescente se realiza el pasaje de una ‘potencialidad psicótica’ a un ‘funcionamiento psicótico’ manifiesto. También se produce un cambio psíquico a través de su proceso analítico (AU)

In the psychic work of adolescence, the processes of symbolization/re-symbolization and the restructuring of identifications play a central role. When failures and fissures occur in these processes, this may give rise to a ‘psychotic potentiality’, signaling an internal ego conflict. This organization of the psyche, the effect of ego splitting, may not lead to manifest psychotic symptoms, allowing the subject to function with an apparent and fragile normality; but faced with a traumatic encounter, such as for example, the effects of the metamorphosis of puberty, this can move from potential to manifest. The clinical case of Andrés demonstrates how in adolescent resignification the transition from a ‘psychotic potentiality’ to a manifest ‘psychotic functioning’ takes place. Psychic change also occurs by means of the analytic process (AU)

Eating problems in adolescents and youths: explanatory variables

This study had the following goals: (1) to analyze the differences between participants with and without risk of eating disorders (ED) in self-esteem, happiness, depression, anxiety, anger, and psychological variables related to ED; (2) to determine possible differences in the group at risk of ED on these variables as a function of sex; and (3) to determine which variables explain the risk of ED. Eight assessment instruments were administered to 1.075 participants (74.6% without risk of ED and 25.4% at risk). The results confirmed: (1) Significant differences such that the without-risk group scored higher on self-esteem and happiness, and lower on depression, anxiety, anger, ED-related variables, and perceived weight (large effect size: η2 = .49; r = .70); (2) Within the at-risk group, males scored higher on body self-esteem, general self-esteem, and anger-state, while females scored higher on perceived weight, state-trait depression, state-trait anxiety, inefficiency, interoceptive awareness, and asceticism (large effect size: η2 = .31; r = .56); and (3) The explanatory variables in both sexes were: for drive for thinness - perceived weight, inefficiency, and impulsivity; for bulimia - body self-esteem; and for body dissatisfaction - inefficiency, perceived weight, anxiety-trait, and happiness. The study provides relevant variables for designing ED prevention and/or treatment programs (AU)

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Neuroscience and education: We already reached the tipping point / Neurociencia y educación: ya hemos alcanzado el punto crítico

The aim of this contribution is to introduce the present Special Issue on Neuroscience and Education of the Revista de Psicología Educativa/Educational Psychology. After a brief introduction to current advances in general cognitive neuroscience that are being possible by means of brain imaging techniques available only during the most recent decades, we will discuss some aspects that have been contributing to hamper a true integration between both disciplines (neuroscience and education). The articles included in the present monograph provide empirical evidence that neuroscience has already reached a sufficient body of knowledge as to substantially improve education and political decisions in this respect. Neuroscience reveals that brain maturation extends at least until the second decade of life and that the exposition to different developmental experiences and opportunities is crucial along this extensive life period, so that none of its phases should be downplayed

Esta contribución pretende introducir y contextualizar el presente monográfico de la Revista de Psicología Educativa/Educational Psychology sobre neurociencia y educación. Tras introducir brevemente los avances que en neurociencia cognitiva, en general, se están alcanzando gracias a las técnicas de imagen cerebral disponibles sólo en las últimas décadas, se discuten algunos aspectos que han hecho difícil la verdadera integración entre ambas disciplinas (la neurociencia y la educación). Los artículos incluidos en este monográfico demostrarán que la neurociencia ofrece una cantidad más que suficiente de conocimiento acumulado como para aportar sustancialmente a la educación y a las políticas educativas. La neurociencia revela que la maduración cerebral no se alcanza hasta la segunda década de vida de la persona y que la exposición a diferentes experiencias y oportunidades de desarrollo es crucial a lo largo de toda esta extensa etapa vital, sin que debamos descuidar unos momentos más que otros

Social cognition in adolescence: Social rejection and theory of mind / La cognición social en la adolescencia: el rechazo social y la teoría de la mente

Neuroimaging studies have shown continued structural and functional development in neural circuitry underlying social and emotional behaviour during adolescence. This article explores adolescent neurocognitive development in two domains: sensitivity to social rejection and Theory of Mind (ToM). Adolescents often report hypersensitivity to social rejection. The studies presented here suggest that this is accompanied by reduced responses in brain regions involved in emotion regulation. Studies on social rejection in adolescents with autism spectrum conditions will also be discussed. ToM is another social cognitive domain which undergoes neurocognitive development between adolescence and adulthood. ToM refers to the ability to understand others’ thoughts and intentions. Neuroimaging data suggest that the ability to integrate emotional information into ToM decisions continues to develop between adolescence and adulthood. In sum, these studies demonstrate ongoing development of social and emotional cognition during adolescence at both behavioural and neural levels, providing a neurocognitive framework for understanding adolescent behaviour

Los estudios de neuroimagen han conocido un continuo desarrollo estructural y funcional de los circuitos neuronales que subyacen al comportamiento social y emocional en la adolescencia. Este artículo explora el desarrollo neurocognitivo adolescente en dos dominios: la sensibilidad al rechazo social y la teoría de la mente (TM). Los adolescentes refieren a menudo hipersensibilidad al rechazo social. Los estudios que se presentan sugieren que se acompaña de una disminución de las respuestas en regiones cerebrales vinculadas a la regulación emocional. También se comentarán los estudios sobre rechazo social en adolescentes con trastornos del espectro autista. La teoría de la mente es otro campo cognitivo social que subyace al desarrollo neurocognitivo entre adolescencia y edad adulta. Dicha teoría alude a la capacidad de comprender los pensamientos e intenciones de los demás. Los datos de neuroimagen sugieren que la capacidad de integrar la información emocional en decisiones de teoría de la mente sigue desarrollándose entre la adolescencia y la edad adulta. En síntesis, tales estudios demuestran que hay un desarrollo continuo de la cognición social y emocional durante la adolescencia tanto en el nivel comportamental como neuronal, proporcionando un marco neurocognitivo para explicar el comportamiento adolescente

Prevalencia y funciones de los pensamientos y conductas autoagresivas en una muestra de adolescentes evaluados en consultas externas de salud mental / Prevalence and functions of self-injurious thoughts and behaviors in a sample of Spanish adolescents assessed in mental health outpatient departments

Introducción. Las conductas suicidas y autoagresivas de los adolescentes suponen un importante problema de salud pública. Sin embargo, se desconoce en nuestro medio la prevalencia y funciones de la ideación así como de las conductas suicidas y autoagresivas en la población adolescente atendida en salud mental. Métodos. Un total de 267 adolescentes de entre 11 y 18 años fueron reclutados de las consultas ambulatorias del Servicio de Psiquiatría de la Fundación Jiménez Díaz del 1 de noviembre de 2011 al 31 de octubre de 2012. Se administró a todos los pacientes la Escala de Pensamientos y Conductas Autolesivas que evalúa la presencia, frecuencia y características de la ideación suicida, la planificación suicida, los gestos de suicidio, los intentos de suicidio y las autolesiones sin intención suicida. Resultados. Un 20,6% de los adolescentes afirmaron haber tenido ideación suicida; un 2,2% planes suicidas; un 9,4% gestos suicidas; un 4,5% intentos de suicidio y un 21,7% autolesiones al menos una vez a lo largo de su vida. El 47,6% de los adolescentes refirieron haber tenido a lo largo de su vida al menos una de las conductas estudiadas y el 47,2% de ellos señalaron 2 ó más de estas conductas. Con relación a la función atribuida a las conductas examinadas, la mayor parte se realizaron con la intención de regular emociones, a excepción de los gestos suicidas (que mostró una función relacionada con el contexto social). Conclusiones. Dadas las elevadas cifras en población clínica de prevalencia y comorbilidad, unido al conocido riesgo de transición de unas conductas autoagresivas a otras, se recomienda la evaluación sistemática y rutinaria de dichas conductas en los adolescentes atendidos en salud mental (AU)

Introduction. Suicidal and self-injurious behaviors in adolescents are a major public health concern. However, the prevalence of self-injurious thoughts and behaviors in Spanish outpatient adolescents is unknown. Methods. A total of 267 adolescents between 11 and 18 year old were recruited from the Child and Adolescent Outpatient Psychiatric Services, Jiménez Díaz Foundation (Madrid, Spain) from November 1st 2011 to October 31st 2012. All participants were administered the Spanish version of the Self-Injurious Thoughts and Behaviors Inventory, which is a structured interview that assesses the presence, frequency, and characteristics of suicidal ideation, suicide plans, suicide gestures, suicide attempts, and non-suicidal self-injury. Results. One-fifth (20.6%) of adolescents reported having had suicidal ideation at least once during their lifetime. Similarly, 2.2% reported suicide plans, 9.4% reported suicide gesture, 4.5% attempted suicide, and 21.7% reported non-suicidal self-injury, at least once during their lifetime. Of the whole sample, 47.6% of adolescents reported at least one of the studied thoughts or behaviors in their lifetime. Among them, 47.2% reported 2 or more of these thoughts or behaviors. Regarding the reported function of each type of thoughts and behaviors examined, most were performed for emotional regulation purposes, except in the case of suicide gestures (performed for the purposes of social reinforcement). Conclusions. he high prevalence and high comorbidity of self-injurious thoughts and behaviors, together with the known risk of transition among them, underline the need of a systematic and routine assessment of these thoughts and behaviors in adolescents assessed in mental health departments (AU)

Análisis psicométrico de la Escala de Ajuste Escolar Percibido por el Profesor (PROF-A) / Psychometric analysis of the Scale of Teacher's Perception of School Adjustment (PROF-A)

La percepción del profesor del ajuste escolar de sus alumnos puede ser un importante indicador de su bienestar psicosocial y aportar información útil para el desarrollo de intervenciones encaminadas a mejorar su ajuste psicosocial. No obstante, para ello es fundamental considerar dentro del ajuste escolar no sólo el rendimiento académico del alumno sino también su nivel de integración social en el aula, la calidad de su relación con el profesor y el grado de implicación familiar en su educación. El objetivo de esta investigación es aportar un instrumento fiable para una medición completa del ajuste escolar y analizar su relación con dos importantes indicadores de ajuste psicosocial, el autoconcepto y las actitudes hacia la autoridad. En el estudio participaron 87 profesores que evaluaron el ajuste escolar de sus alumnos (N = 2.378 adolescentes), mediante la escala PROF-A. Los análisis realizados muestran que la escala se compone de cuatro factores: integración social, competencia académica, implicación familiar y relación profesor-alumno, que muestran correlaciones positivas significativas con el autoconcepto y con las actitudes positivas hacia la autoridad

Teachers' perception of their students' school adjustment can be an important indicator of psychosocial well-being and provide useful information for the development of interventions to improve their psychosocial adjustment. This is the reason why it is essential within the school adjustment to consider not only students’ academic achievement but also their level of social integration in the classroom, the quality of their relationship with the teacher, and the level of family involvement in their education. The objective of this research is to provide a reliable instrument for measuring a full school adjustment and analyze its relationship with two important indicators of psychosocial adjustment, self-concept and attitudes toward authority. This study involved 87 teachers who assessed the school adjustment of students (N = 2378 adolescents) using the PROF-A scale. Findings show that this scale consists of four factors, social integration, academic competence, family involvement, and teacher-student relationship, showing significant positive correlations with self-concept and positive attitudes toward authority