Sociometric network analysis in illicit drugs research: A scoping review.

BACKGROUND: Sociometric or whole network analysis, a method used to analyze relational patterns among social actors, emphasizes the role of social structure in shaping behaviour. Such method has been applied to many aspects of illicit drug research, including in the areas of public health, epidemiology, and criminology. Previous reviews about social networks and drugs have lacked a focus on the use of sociometric network analysis for illicit drugs research across disciplines. The current scoping review aimed to provide an overview of the sociometric network analysis methods used in illicit drugs research and to assess how such methods could be used for future research. METHODS: A systematic search of six databases (Web of Science, ProQuest Sociology Collection, Political Science Complete, PubMed, Criminal Justice Abstracts, and PsycINFO) returned 72 relevant studies that met the inclusion criteria. To be included, studies had to mention illicit drugs and use whole social network analysis as one of their methods. Studies were summarized quantitatively and qualitatively using a data-charting form and a description of the studies' main topics. RESULTS: Sociometric network analysis in illicit drugs research has grown in popularity in the last decade, using mostly descriptive network metrics, such as degree centrality (72.2%) and density (44.4%). Studies were found to belong to three study domains. The first, drug crimes investigated network resilience and collaboration patterns in drug trafficking networks. The second domain, public health, focused on the social networks and social support of people who use drugs. Finally, the third domain focused on the collaboration networks of policy, law enforcement, and service providers. CONCLUSION: Future illicit drugs research using whole network SNA should include more diverse data sources and samples, incorporate mixed and qualitative methods, and apply social network analysis to study drug policy.

Atualidades e perspectivas futuras da comissão consultiva em avaliação psicológica / Current affairs and future perspectives of the consultative commission on psychological assessment (CCAP) / Actualidades y perspectivas de futuro de la comisión consultiva en evaluación psicológica

A Comissão Consultiva em Avaliação Psicológica (CCAP), atrelada ao Sistema de Avaliação de Testes Psicológicos (SATEPSI) do Conselho Federal de Psicologia (CFP), tem como objetivos emitir pareceres acerca de solicitações advindas da avaliação psicológica(AP), elaborar e propor atualizações de documentos técnicos e normativos do CFP relativos à AP, elaborar e propor diretrizes para o ensino e formação continuada em AP, conduzir o processo de avaliação dos instrumentos submetidos ao SATEPSI e discutir temas e propor ações no âmbito da AP. Nos últimos 20 anos, a CCAP vem buscando atender a esses objetivos, indicando novos caminhos para a área. Nesse sentido, este artigo tem como objetivo apresentar as principais atualidades e movimentos da CCAP, indicando caminhos possíveis e perspectivas futuras para a área de AP. São discutidas as ações atuais que vêm sendo desenvolvidas pela CCAP, bem como as ações futuras delineadas que buscam promover uma AP cada vez mais democrática. Concluímos que a AP é uma prática do(a) psicólogo(a) que deve ser operacionalizada com compromisso ético, atrelada aos direitos humanos e à justiça, com embasamento científico e alinhada às mudanças sociais.(AU)

The Consultative Commission on Psychological Assessment (CCAP), affiliated with the Psychological Test Evaluation System under the Federal Council of Psychology (CFP), has the following objectives: to provide expert opinions on requests stemming from psychological assessments (PA), to draft and propose updates to the CFP technical and normative documents pertaining to PA, to formulate and recommend guidelines for education and ongoing professional development in PA, to oversee the evaluation process of instruments submitted to SATEPSI, and to engage in discussions and propose initiatives within the PA. Over the past two decades, CCAP has diligently worked to achieve these goals, charting new avenues in the field. In this context, this study aims to describe the most current developments and initiatives of CCAP and outline prospective directions and future outlooks for the PA. This study delves into the current initiatives undertaken by CCAP and the prospective actions delineated to foster a progressively more inclusive PA. Thus, we claim that PA is a practice inherent to psychologists that demands ethical commitment, alignment with human rights and justice, a solid scientific foundation, and adaptation to evolving social dynamics.(AU)

La Comisión Consultiva en Evaluación Psicológica (CCAP), vinculada al Sistema de Evaluación de Pruebas Psicológicas (SATEPSI) del Consejo Federal de Psicología (CFP), tiene como objetivo emitir opinión técnica sobre solicitudes derivadas de la evaluación psicológica (EP), elaborar y proponer actualizaciones de documentos técnicos y normativos del CFP relacionados con EP, desarrollar y proponer lineamientos para la enseñanza y la formación continua en EP, conducir el proceso de evaluación de los instrumentos presentados al SATEPSI y discutir temas y proponer acciones en el ámbito de EP. Durante los últimos veinte años, la CCAP ha buscado alcanzar estos objetivos indicando nuevos caminos para el área. En este sentido, este artículo tiene como objetivo presentar las principales actualidades y movimientos de la CCAP indicando posibles caminos y perspectivas de futuro para el área de EP. Se discuten las acciones actuales que ha desarrollado la CCAP, así como las acciones futuras perfiladas que buscan promover una EP cada vez más democrática. Se concluye que la EP es una práctica del psicólogo que debe ponerse en práctica con compromiso ético, vinculada a los derechos humanos y la justicia, con base científica y alineada con los cambios sociales.(AU)

La provisión de apoyos fuera del aula como medida de atención a la diversidad y sus efectos en la inclusión educativa / The Provision of out-of Classroom Supportsas a Measure of Attention to Diversityand its Effects on Inclusion

Este estudio analiza el impacto del apoyo fuera del aula como medida de atención a la diversidad en el alumnado de primaria, además de las nominaciones positivas y negativas que emiten y reciben, así como sus perfiles sociométricos. La muestra representa a 20 colegios ordinarios de la región de Extremadura (España). Participaron 881 alumnos (de 6 a 12 años) pertenecientes a 43 aulas de primaria, de primero a sexto curso; de estos, 98 alumnos (11,12 %) presentaban necesidades específicas de apoyo educativo. Como instrumento se utilizó un cuestionario sociométrico basado en el método de nominación de iguales y la asociación de atributos. Los resultados muestran que los alumnos con necesidades específicas de apoyo educativo (ACNEAE) obtienen más rechazo y que este aumenta a medida que lo hace el nivel educativo. Además, estos alumnos reciben más nominaciones por parte de sus iguales con NEAE. Los alumnos con y sin NEAE muestran perfiles sociométricos distintos que denotan perfiles comportamentales diferentes. Los resultados muestran que la provisión de apoyos fuera del aula parece actuar como factor inhibidor de la inclusión educativa. (AU)

This study analyzes the impact of out-of-classroom supports as diversity attention measures on primary school students as well as determining the choices and rejections they make and receive, and their sociometric profiles. The sample represents 20 ordinary school of the region Extremadura in Spain. A total of 881 students (6 to 12 years old) from 43 primary school classrooms from first to sixth grade participated; of whom, 98 students (11,12 %) had specific educational support needs. A sociometric questionnaire based on the method of peer nomination and attribute association was used for data collection. The results show that students with specific educational sup-port needs (SEN) are subject to greater rejection and that this rejection increases as the educational level goes up. These students also receive more choices and rejections from their peers who also have SEN. Students with and without SEN show different soci-ometric profiles that denote different behavioral profiles. These results show that the provision of out-of-classroom supports seems to act as a hindering factor of educational inclusion. (AU)

Transactions between self-esteem and perceived conflict in romantic relationships: A 5-year longitudinal study.

Self-esteem has been shown to be both predictive of and predicted by characteristics of romantic relationships. While there is an increasing number of studies yielding support for reciprocal influences between self-esteem and perceived conflict in romantic relationships, longitudinal transactions between these constructs from both partners' perspectives have not been studied systematically to date. Our aim was to close this gap. To that end, we examined the transactional and longitudinal interplay between self-esteem and perceived relationship conflict in continuing romantic couples from a dyadic perspective. Our sample consisted of N = 1,093 young adult female-male relationships from the German Family Panel. Individuals' self-esteem, perceived conflict frequency, and their perceptions of their partners' dysfunctional conflict styles (i.e., unconstructive behavior, withdrawal) were examined annually throughout a time span of five years. Based on dyadic bivariate latent change models, we tested our assumption that self-esteem and aspects of perceived relationship conflict are negatively interrelated within individuals and between partners both within and across time. We found one actor effect of self-esteem on changes in unconstructive behavior above and beyond initial unconstructive behavior levels, supporting self-broadcasting perspectives. Moreover, we found strong support for sociometer perspectives. Actor effects highlighted the importance of perceived conflict frequency for subsequent self-esteem changes. In addition, perceived conflict styles affected both partners' self-esteem. The results imply that perceiving conflict is a between-person process, and might be more important for the development of self-esteem than vice versa.

Gender Segregation in Peer Relationships and its Association with Peer Reputation.

BACKGROUND: Segregation by gender when relating to peers is a well-known phenomenon, with important implications for the development of children and adolescents. The objective of this study was to deeply analyze the intra and intergender relationships that young people establish with their peers, as well as the link that these relationships have with social reputation. METHOD: 593 youngsters (50.1% girls) from 5th and 6th years of Primary Education, and 1st and 2nd years of Compulsory Secondary Education (CSE) completed a sociometric test and a social reputation test. RESULTS: The main results indicate that girls had a higher number of positive reciprocities with other girls, whereas boys tended to have conflictive intragender relationships. We confirmed that the relationships between the different sociometric indices and social reputation were different in boys and girls. Thus, for example, aggression and sociability were differently related to the establishment of intergender relationships in boys and girls. CONCLUSIONS: The results related to previous research are discussed, and some possible educational implications are noted.

The Role of Motor Skills in the Sociometric Status and Perceived Social Status of Schoolchildren.

INTRODUCTION: Children with better motor skills tend to develop more positive peer relationships. However, there is little information about the relationship between motor skills and the five sociometric status groups, as well as how much it interferes with self-perception of social status. OBJECTIVE: To analyze the as sociation of low motor skills with sociometric status and perceived social status in students aged 7 to 10 years. SUBJECTS AND METHOD: Cross-sectional, descriptive study with convenience sampling. Parti cipated in the study children in public schools from Florianopolis, Brazil. Children with disabilities and those who changed schools during the school year were excluded. Motor skills were evaluated by the Movement Assessment Battery for Children (MABC-2), validated for this population. Movement skills were considered low when they were below the 15th percentile. Sociometric Status was assessed using the Subjective Scale of Social Status in the Classroom, according to the sociometric method, and the Perceived Social Status by the MacArthur Scale of Subjective Social Status, classifying chil dren into five groups. Multinominal logistic regression analysis was performed. RESULTS: 439 children participated (242 girls and 197 boys), with a median age of 8.94 ± 1.03. Participants classified as rejec ted, neglected, and controversial, regarding sociometric status, were 5.01, 2.40, and 2.86, respectively, more likely to present low motor skills when compared with the average group. Regarding perceived social status, there were no significant differences. CONCLUSION: The difficulties found in children with low motor skills go beyond the motor domain, extending to social relationships.

Status sociométrico em adolescentes na transição para o segundo ciclo do ensino fundamental / Sociometric status in adolescents in the transition to the second cycle of elementary school

O objetivo do estudo foi identificar e comparar o status sociométrico de estudantes que passam pela transição do primeiro para o segundo ciclo do Ensino Fundamental. Participaram 258 alunos, sendo 142 do 6º ano, idades entre 10 e 13 anos (M=11,62; DP=0,88) e 116 do 7º ano, com idades entre 13 e 15 anos (M=12,75; DP=0,90). A coleta de dados deu-se por meio do Protocolo de Indicação Sociométrica. Os resultados permitiram identificar as posições dos estudantes no grupo e as peculiaridades dos alunos do 6º ano, que receberam mais atribuições de comportamentos de rejeição, de popularidade, controversos e negligenciados do que os do 7º ano. No 7º ano os alunos já desenvolveram alguns aspectos afetivos e sociais que facilitam as relações. O estudo contribui com dados sobre o convívio interpessoal na transição no Ensino Fundamental, propiciando ações pedagógicas, interacionais e de aprendizagem mais adequadas à adaptação escolar.

The objective of the study was to identify and compare the sociometric status of students who gothrough the transition from the first to the second cycle of Elementary School. 258 students participated, being 142 of the 6th grade, aged between 10 and 13 years (M = 11.62, SD = 0.88) and 116 of the 7th grade, aged between 13 and 15 years (M = 12.75, SD = 0.90). Data were collected through the Sociometric Indication Protocol. The results allowed to identify the students' positions in the group and the peculiarities of those in the sixth grade, who received more attributions of rejection, popularity, controversial and neglected behaviors than the seventh grade students. In the 7th grade, students have already developed some affective and social aspects that facilitate relationships. The study contributes with data on interpersonal coexistence in the transition in Elementary School, providing pedagogical, interactional and learning actions more appropriate to school adaptation.

Feasibility and acceptability of a novel tool for the study of interpersonal processes in psychotherapy.

Psychotherapy process research methods often require extensive time and resources. Technology innovations, such as wearable sensors, have the potential to increase the efficiency of process data collection and processing. One such tool is the Sociometric Badge (SB), which is a portable, palm-sized device that can simultaneously record raw audio and data on social signals (e.g., speech patterns, body movement) in real-time and in varied contexts. In addition to describing the nature and implications of wearable sensing devices for psychotherapy research, this article reports results from a pilot study that examined the feasibility and acceptance of these assessment devices in comparison with traditional audio recording equipment. Undergraduate students (N = 306; Mage = 19.16 years, SD = 1.44; 50.3% female) were randomly placed into 153 dyads to mimic a psychotherapy dyad. Each dyad was randomly assigned to either a SB condition (n = 75 dyads) or a standard recording device condition (n = 78 dyads), and engaged in a conversation task. Participants completed self-report items assessing perceived relationship quality and experience with the respective recording device. Between-condition tests showed that perceived relationship quality did not differ between conditions. Participants in the audio recorder (vs. SB) condition reported more awareness of the device in the room. These findings reveal comparable acceptability and feasibility of SBs to traditional audio recorders in a simulated dyad, suggesting that wearable sensing devices may be suitable for research and practice in routine psychotherapy contexts. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Group meaningfulness and the causal direction of influence between the ingroup and the self or another individual: Evidence from the Induction-Deduction Paradigm.

The goal of the present study was to investigate the causal direction of influence between the ingroup as a whole and the self or another ingroup member considering a key feature of groups, i.e., their perceived meaningfulness. To this goal, in Study 1, 2, and 3 we predicted a preference for self-stereotyping and ingroup-stereotyping in the meaningful social categories of sorority women, left-handed people and psychology students. In Study 4 we further expect that the meaningfulness attributed to a group moderates the direction of causality between individual and ingroup perception. Thus, we used one's Zodiac sign as the ingroup whose degree of meaningfulness varies across participants and we hypothesized higher levels of meaningfulness attributed to the ingroup to be associated with higher self- and ingroup-stereotyping. Using the methodologically stringent Induction Deduction Paradigm, participants were given information on unfamiliar dimensions, about either the ingroup or an individual (self or other ingroup member) and asked to make inferences on those same attributes about the ingroup (induction condition) or the individual (deduction condition). As predicted, a preference for deduction to the self (i.e., self-stereotyping) and deduction to another ingroup member (i.e., ingroup-stereotyping) were found for the meaningful groups of sorority women, left-handed people, and Psychology students (Studies 1, 2, and 3). In Study 4, consistent with predictions, the higher the level of attributed meaningfulness to the Zodiac system the higher the degree of deduction both to the self (self-stereotyping) and to another Zodiac ingroup member (ingroup-stereotyping). Several implications of these results are discussed, for example in relation to the possibility of educational interventions aimed at invalidating intergroup differences.

Comparing Gaussian graphical models with the posterior predictive distribution and Bayesian model selection.

Gaussian graphical models are commonly used to characterize conditional (in)dependence structures (i.e., partial correlation networks) of psychological constructs. Recently attention has shifted from estimating single networks to those from various subpopulations. The focus is primarily to detect differences or demonstrate replicability. We introduce two novel Bayesian methods for comparing networks that explicitly address these aims. The first is based on the posterior predictive distribution, with a symmetric version of Kullback-Leibler divergence as the discrepancy measure, that tests differences between two (or more) multivariate normal distributions. The second approach makes use of Bayesian model comparison, with the Bayes factor, and allows for gaining evidence for invariant network structures. This overcomes limitations of current approaches in the literature that use classical hypothesis testing, where it is only possible to determine whether groups are significantly different from each other. With simulation we show the posterior predictive method is approximately calibrated under the null hypothesis (α = .05) and has more power to detect differences than alternative approaches. We then examine the necessary sample sizes for detecting invariant network structures with Bayesian hypothesis testing, in addition to how this is influenced by the choice of prior distribution. The methods are applied to posttraumatic stress disorder symptoms that were measured in 4 groups. We end by summarizing our major contribution, that is proposing 2 novel methods for comparing Gaussian graphical models (GGMs), which extends beyond the social-behavioral sciences. The methods have been implemented in the R package BGGM. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Social Self-perception in Adolescents: Accuracy and Bias in their Perceptions of Acceptance/Rejection / La autopercepción social en los adolescentes: la precisión y los sesgos en su percepción de la aceptación/rechazo

Social self-perception contributes to the development of social adjustment. Perception accuracy is associated with acceptance by peers, whereas inaccurate social perception has been linked to poor peer relationships, loneliness, andinternalizing problems. The aim of this study was to analyze bias and both generalized and dyadic accuracy in adolescents’ perceptions of acceptance and rejection, and to examine the association with age, gender, and sociometric status. Participants were 206 adolescents (50.49% girls) aged between 12 and 19 years (M = 14.39, SD = 1.64). A sociometric test was administered. Results show that generalized perception accuracy was influenced by age, with older adolescents being more accurate. Gender differences were observed in generalized perceptions of rejection, with girls being less accurate. Regarding sociometric status, popular and rejected adolescents tended to underestimate the extent to which they were accepted and rejected, respectively. It is concluded that adolescents’ social self-perception vary according to age, gender, and sociometric status

La autopercepción social contribuye a la adaptación social. La precisión perceptiva se asocia con la aceptación entre iguales, mientras que la falta de precisión se ha relacionado con relaciones sociales pobres, soledad y problemas internalizantes. El objetivo del estudio fue analizar los sesgos y la precisión, tanto generalizada como diádica, que presentan los adolescentes al percibir la aceptación y el rechazo, así como examinar su relación con la edad, el género y el estatus sociométrico. La muestra constó de 206 adolescentes (50.49% chicas) con edades comprendidas entre 12 y 19 años (M = 14.39, DT = 1.64), a los que se aplicó un cuestionario sociométrico. Los resultados muestran que la precisión perceptiva generalizada se asoció con la edad, siendo los adolescentes mayores más precisos. Además, se observaron diferencias según el género en la percepción generalizada de rechazo, siendo las chicas menos precisas. En relación al estatus sociométrico, los adolescentes populares y rechazados tendían a subestimar en qué medida serían aceptados y rechazados, respectivamente. Se concluye que la autopercepción social de los adolescentes varía según la edad, el género y el estatus sociométrico

Win-Win: Reconciling Social Epidemiology and Causal Inference.

Social epidemiology is concerned with the health effects of forces that are "above the skin." Although causal inference should be a key goal for social epidemiology, social epidemiology and quantitative causal inference have been seemingly at odds over the years. This does not have to be the case and, in fact, both fields stand to gain through a closer engagement of social epidemiology with formal causal inference approaches. We discuss the misconceptions that have led to an uneasy relationship between these 2 fields, propose a way forward that illustrates how the 2 areas can come together to inform causal questions, and discuss the implications of this approach. We argue that quantitative causal inference in social epidemiology is an opportunity to do better science that matters, a win-win for both fields.

A Latent Variable Approach to Measuring Social Dynamics in Adolescence.

In the study of adolescent health, it is useful to derive indices of social dynamics from sociometric data, and to use these indices as predictors of health risk behaviors. In this manuscript, we introduce a flexible latent variable model as a novel way of obtaining estimates of social integration and social status from school-based sociometric data. Such scores provide the flexibility of a regression-based approach while accounting for measurement error in sociometric indicators. We demonstrate the utility of these factor scores in testing complex hypotheses through a combination of structural equation modeling and survival models, showing that deviance mediates the relationship between social status and smoking onset hazard at the transition to high school.

Reaching marginalized young women for HIV prevention in Botswana: a pilot social network analysis.

Almost one-fifth of Botswana's population is infected with HIV. The Inter-Ministerial National Structural Intervention Trial is a trial to test the impact on HIV rates of a structural intervention that refocuses government structural support programs in favor of young women. Ensuring that the intervention reaches all vulnerable young women in any given community is a challenge. Door-to-door recruitment was inefficient in previous work, so we explored innovative ways to reach this population. We sought to understand the support networks of marginalized young women, and to test the possibility of using social networks to support universal recruitment in this population. Ego-centric and sociometric analyses were used to describe the support networks of marginalized young women. Marginalized young women go to other women and relatives for support, and they communicate face to face rather than using social media. Network maps show how young women were connected to each other. Lessons from the pilot include a better understanding of how to use social networks as a recruitment method, such as the time required and the types of community members that can help. Social networks could help reach other hard-to-reach populations.

Sociometric Status of Participants Involved in School Bullying / Status Sociométrico de Participantes Envolvidos em Bullying Escolar / Estatus Sociométrico de Participantes Involucrados en el Bullying en la Escuela

Abstract The situation of social vulnerability hinders the integration processes and thus can foster problems in interpersonal interactions in school. This study aimed to analyze the sociometric status and its relationships with sex, age and profiles of bullying participation in children and adolescents in situations of social vulnerability. A total of 409 students between the third and seventh grades of two public elementary schools in Florianópolis-SC participated in this study. The positive status was higher for boys (M = 11.07; SD = 8.52) and adolescents (M = 11.46; SD = 8.19) compared to girls (M = 8.55; SD = 5.60) and children (M = 8.83; SD = 6.56). The aggressors' positive status was higher, with significant difference, compared to victims and non-participants of bullying (p = 0.008). In the context of bullying, aggressors' high status can collaborate to their use of violence in conflict resolution or to gain peer popularity.

Resumo A situação de vulnerabilidade social dificulta os processos de integração e com isso pode fomentar problemas nas interações interpessoais na escola. Este estudo objetivou analisar o status sociométrico e as suas relações com o sexo, a idade e os perfis de participação no bullying em crianças e adolescentes em situação de vulnerabilidade social. Participaram 409 estudantes do terceiro ao sétimo anos do Ensino Fundamental de duas escolas públicas de Florianópolis-SC. O status positivo foi maior para os meninos (M = 11,07; DP = 8,52) e os adolescentes (M = 11,46; DP = 8,19) em relação às meninas (M = 8,55; DP = 5,60) e às crianças (M = 8,83; DP = 6,56). O status positivo dos agressores foi maior, com diferença significativa, em relação às vítimas e não participantes no bullying (p = 0,008). No contexto do bullying, o status elevado dos agressores pode colaborar para que eles utilizem a violência na solução de conflitos ou para obtenção de popularidade entre os pares.

Resumen La situación de vulnerabilidad social dificulta los procesos de integración, lo que puede ocasionar problemas en las interacciones interpersonales en la escuela. Este estudio tuvo como objetivo analizar el estatus sociométrico y sus relaciones con el sexo, la edad y los perfiles de participación en el bullying en niños y adolescentes en situación de vulnerabilidad social. Participaron 409 estudiantes del 3.º al 7.º grados de la educación primaria de dos escuelas públicas en Florianópolis (SC, Brasil). El estatus positivo fue mayor para los chicos (M = 11,07; DE = 8,52) y los adolescentes (M = 11,46; DE = 8,19) en comparación con las chicas (M = 8,55; DE = 5,60) y los niños (M = 8,83; DE = 6,56). El estatus positivo de los agresores fue mayor, con una diferencia significativa, que el de las víctimas y los no participantes en el bullying (p = 0,008). El estatus elevado de los agresores en el bullying puede colaborar con la utilización de la violencia para resolver conflictos o ganar popularidad entre sus pares.

Un Análisis Sociobibliométrico de la Revista Profesional Clínica y Salud / A socio-bibliometric analysis of the Clínica y Salud professional journal

El artículo realiza un análisis bibliométrico de la revista Clínica y Salud, editada por el COP-Madrid. Se construyó una base de datos relacional que permite analizar autores, instituciones, género, temáticas e impacto en las bases de datos de la Web of Science. Los resultados permiten observar el incremento de la cooperación internacional y la existencia de un grupo reducido de autores muy productivos en grupos de colaboración próximos al equipo editorial. Abierta al mundo profesional y a la práctica privada o por cuenta ajena, encuentra un eje vertebrador institucional que incluye un pequeño grupo de universidades españolas y que vincula universidades y centros extranjeros, sobre todo mexicanos, aunque también incluye centros asiáticos, norteamericanos, iberoamericanos y, desde luego, europeos. Junto al mundo de habla castellana predomina el que utiliza el inglés para expresarse. Hay una elevada presencia de mujeres, productivas, con buen posicionamiento en el orden de firma e impacto diferencial en la comunidad científica, bien representadas también en el Consejo Editorial. La temática muestra una mayor preocupación por la metodología y las pruebas basadas en la evidencia. El impacto de sus artículos es relevante en revistas ubicadas en los primeros cuartiles de la WOS

This article presents a bibliometric analysis of Clínica y Salud, a journal edited by the Spanish Association of Psychologists (COP), Madrid. A relational database was created to analyze different issues, such as authors, institutions, gender, subjects, and its impact on Web of Science databases. The results allow us to observe the increasing international cooperation and the existence of a small group of very productive authors, in collaboration groups close to the editorial team. The journal is also open to the professional world, including both freelancers and employed. Also, there is an institutional supporting axis that includes a small group of Spanish universities that links academy with foreign institutions, particularly Mexican, but also Asian, North American, Ibero-American and, of course, European institutions. Apart from Spanish, this journal uses English for its communicative tasks. There is a high presence of productive women (authors) with a good positioning in the order of signature and differential impact on the scientific community, also well represented in the Editorial Board. The journal topics show a major concern for methodology and evidence-based testing. The impact of its articles is relevant in journals located in WOS’ first quartiles

It's Lonely at the Top: Adolescent Students' Peer-perceived Popularity and Self-perceived Social Contentment.

Popularity is highly desired among youth, often more so than academic achievement or friendship. Recent evidence suggests being known as "popular" among peers (perceived popularity) may be more detrimental during adolescence than being widely well-liked (sociometric popularity). Thus, this study sought to better understand how two dimensions of popularity (perceived and sociometric) may contribute to adolescents' own perceptions of satisfaction and happiness regarding their social life at school, and hypothesized that "being popular" would have a more complex (and curvilinear) association with adolescents' social contentment than previously considered by linear models. Adolescents' peer popularity and self-perceived social contentment were examined as both linear and curvilinear associations along each status continuum in a series of hierarchical regressions. Participants were 767 7th-grade students from two middle schools in the Midwest (52% female, 46% White, 45% African American). Perceived and sociometric popularity were assessed via peer nominations ("most popular" and "liked the most", respectively). Self-reported social satisfaction, best friendship quality, social self-concept, and school belonging were assessed as aspects of social contentment. The results indicated that both high and low levels of perceived popularity, as well as high and low levels of sociometric popularity, predicted lower perceptions of social satisfaction, poorer best friendship quality, and lower social self-concept than youth with moderate levels of either status. Implications to promote adolescents' psychosocial well-being by targeting popularity's disproportionate desirability among youth are discussed.

Connecting Online and Offline Social Skills to Adolescents' Peer Victimization and Psychological Adjustment.

Peer victimization is a common experience among high school students and is associated with many negative adjustment outcomes, making it necessary to investigate the individual and contextual factors that may ameliorate the consequences of peer victimization. The current study explores whether social competence offline and online mediates the relationship between peer victimization and psychological adjustment for adolescents. High school students (n = 303, Mage = 15.83, 65.2% female) reported about their peer victimization experiences, social skills, perceptions of peers' acceptance offline and social media acceptance, and self-worth. By considering both online and offline contexts, the underlying assumption that there are important differences between the two contexts and that these differences have a unique impact on teens who experience peer victimization was tested. The results indicate that teens who experience peer-victimization have deficits in both their offline and online social competence. Path analysis revealed that offline social skills mediate the relationship between peer victimization and self-worth. Also, there was a modest correlation between the indicators of offline social skills and online social skills indicating that they are not identical and have different associations with self-worth. Since teens are interacting with social media as another context of their everyday life, the implications for interventions aimed at targets of peer-victimization are meaningful.