LIBERABIT. Revista Peruana de Psicología
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¿Can emotional regulation strategies explain resilience?
No full textBackground: Health sciences students face high levels of stress due to responsibilities such as patient care and treatment management. This emotional burden can affect their physical and mental health, making emotional regulation strategies essential for coping with stress and fostering resilience. Objective: To identify which cognitive emotional regulation strategies can predict resilience in university students enrolled in health sciences programs in Metropolitan Lima. Method: The Cognitive Emotional Regulation Questionnaire - 18 (CERQ-18) and the Connor-Davidson Resilience Scale (CD-RISC-10) were applied to 448 students of psychology, dentistry, obstetrics, nursing, medicine, nutrition and medical technology courses, aged between 16 and 47 years (M = 22.01). Results: The strategy of refocus on planning was found to be the strongest predictor of resilience. Conclusion: Promoting emotional regulation strategies that enhance resilience may improve the processing of stressors and support better adaptation to the demands of clinical practice and personal responsibilities.Antecedentes: los estudiantes de ciencias de la salud enfrentan altos niveles de estrés debido a sus responsabilidades, como el cuidado de pacientes y el manejo de tratamientos. Esta carga emocional puede afectar su salud física y mental, por lo que las estrategias de regulación emocional son clave para afrontar el estrés y fomentar la resiliencia. Objetivo: identificar qué estrategias cognitivas de regulación emocional pueden predecir la resiliencia en universitarios de carreras de ciencias de la salud de la ciudad de Lima Metropolitana. Método: se aplicaron el Cuestionario de Regulación Emocional Cognitiva – 18 (CERQ-18) y la Escala de Resiliencia de Connor-Davidson (CD-RISC-10) en 448 estudiantes de carreras de psicología, odontología, obstetricia, enfermería, medicina, nutrición y tecnología médica, con edades entre 16 a 47 años (M = 22.01). Resultados: se evidenció que la estrategia focalización en los planes predijo, en mayor medida, la aparición de la resiliencia. Conclusión: promover estrategias de regulación emocional que impulsen los niveles de resiliencia, favorecería al procesamiento de factores estresantes y una mayor adaptación ante las exigencias de la práctica clínica y responsabilidades personales.Background: Health sciences students face high levels of stress due to responsibilities such as patient care and treatment management. This emotional burden can affect their physical and mental health, making emotional regulation strategies essential for coping with stress and fostering resilience. Objective: To identify which cognitive emotional regulation strategies can predict resilience in university students enrolled in health sciences programs in Metropolitan Lima. Method: The Cognitive Emotional Regulation Questionnaire - 18 (CERQ-18) and the Connor-Davidson Resilience Scale (CD-RISC-10) were applied to 448 students of psychology, dentistry, obstetrics, nursing, medicine, nutrition and medical technology courses, aged between 16 and 47 years (M = 22.01). Results: The strategy of refocus on planning was found to be the strongest predictor of resilience. Conclusion: Promoting emotional regulation strategies that enhance resilience may improve the processing of stressors and support better adaptation to the demands of clinical practice and personal responsibilities
Risk behaviors and dietary self-regulation in university students of health sciences
No full textBackground: Eating Behavior Disorders (ED) negatively affect physical and mental health. College students have a high prevalence of risk behaviors for ED. Self-regulation of eating habits favors healthy practices. Objective: to evaluate the relationship between risk behaviors for ED and self-regulation of eating habits in CUAltos Health Sciences students. Method: descriptive correlational, cross-sectional and analytical study. A total of 224 firstyear students participated (76.3% women, mean age = 18.69 years). The Eating Habits Self-Regulation Scale, the Eating Attitudes Test-26 (EAT-26) and the Stunkard silhouette method were applied. Chi-square tests, correlation analysis and simple linear regression were performed. Results: 37.1% of the students presented adequate self regulation; 75.9% did not present risk behaviors; differences were observed in risk behaviors for TCA between Nutrition and other degrees, standing out in comparison with Nursing, Pharmaceutical Chemist-Biologist and Psychology. Conclusion: there are differences in the patterns of selfregulation and risk behaviors for ACT among the different undergraduate programs in Health Sciences at CUAltos.
Antecedentes: los trastornos de la conducta alimentaria (TCA) afectan negativamente la salud física y mental. Los universitarios presentan alta prevalencia de conductas de riesgo asociadas con los TCA. La autorregulación de hábitos alimentarios favorece prácticas saludables. Objetivo: evaluar la relación entre las conductas de riesgo para los TCA y la autorregulación de los hábitos alimentarios en estudiantes de Ciencias de la Salud del CUAltos. Método: se realizó un estudio descriptivo-correlacional, transversal y analítico. Participaron 224 estudiantes de primer ingreso (76.3% mujeres; edad media = 18.69 años). Se aplicaron la Escala de Autorregulación de Hábitos Alimentarios, el Eating Attitudes Test-26 (EAT-26, por sus siglas en inglés) y el método de siluetas de Stunkard. Se realizaron pruebas de chi-cuadrado, análisis de correlación y regresión lineal simple. Resultados: el 37.1% de los estudiantes presentó una autorregulación adecuada, mientras que el 24.1% mostró conductas de riesgo. Se observaron diferencias en las conductas de riesgo para TCA entre las Licenciaturas de Nutrición, Enfermería, QFB y Psicología. Conclusión: existen diferencias en los patrones de autorregulación y en las conductas de riesgo para TCA entre las distintas licenciaturas de Ciencias de la Salud del CUAltosBackground: Eating Behavior Disorders (ED) negatively affect physical and mental health. College students have a high prevalence of risk behaviors for ED. Self-regulation of eating habits favors healthy practices. Objective: to evaluate the relationship between risk behaviors for ED and self-regulation of eating habits in CUAltos Health Sciences students. Method: descriptive correlational, cross-sectional and analytical study. A total of 224 firstyear students participated (76.3% women, mean age = 18.69 years). The Eating Habits Self-Regulation Scale, the Eating Attitudes Test-26 (EAT-26) and the Stunkard silhouette method were applied. Chi-square tests, correlation analysis and simple linear regression were performed. Results: 37.1% of the students presented adequate self regulation; 75.9% did not present risk behaviors; differences were observed in risk behaviors for TCA between Nutrition and other degrees, standing out in comparison with Nursing, Pharmaceutical Chemist-Biologist and Psychology. Conclusion: there are differences in the patterns of selfregulation and risk behaviors for ACT among the different undergraduate programs in Health Sciences at CUAltos.
Editorial
No full textEs muy grato compartir con la comunidad académica nacional e internacional el Volumen 31, N.° 2 de Liberabit, Revista Peruana de Psicología, el cual está conformado por ocho artículos de investigación empírica y dos de investigación teórica.Es muy grato compartir con la comunidad académica nacional e internacional el Volumen 31, N.° 2 de Liberabit, Revista Peruana de Psicología, el cual está conformado por ocho artículos de investigación empírica y dos de investigación teórica.Es muy grato compartir con la comunidad académica nacional e internacional el Volumen 31, N.° 2 de Liberabit, Revista Peruana de Psicología, el cual está conformado por ocho artículos de investigación empírica y dos de investigación teórica
Factor Structure Analysis of Perceived Stress Scale Among Healthcare Students
Get PDFBackground: Although the Perceived Stress Scale (PSS-10) is widely used, rigorous assessment of its internal structure among healthcare students remains necessary. Objective: To evaluate the psychometric properties of the PSS in healthcare university students. Method: Two random samples totaling 399 healthcare students completed the PSS-10. Exploratory factor analysis used WLSMV estimator with oblique rotation. Confirmatory factor analysis employed Structural Equation Modeling with covariance matrix. Orthogonal bifactor analysis tested PSS-10 dimensionality. Analyses were conducted for both total sample and gender stratified subgroups. Multi-group confirmatory factor analysis assessed gender equivalence of factor structure. Results: Scale items showed satisfactory factor loadings (> .40), good internal consistency (α > .80) and reliability (ω > .84), and acceptable discriminant validity between factors (< .85). Correlations between PSS-10 factors and psychological distress and resilience were of expected magnitude and direction. Confirmatory factor analysis indicated better adjustment parameters (RMSEA = .091; CFI = .977; SRMR = .032) for the two-factor solution (negative perception and stress coping) for both the total sample and sex. Conclusions: The two factor model showed no measurement invariance across gender groups. Orthogonal bifactor models supported PSS-10 unidimensionality. Despite statistical nuances across factor models, the PSS-10 provides a robust, simple, unidimensional measure of perceived stress among healthcare students. Antecedentes: aunque la Escala de Estrés Percibido (PSS-10) es ampliamente utilizada, sigue siendo necesaria una evaluación rigurosa de su estructura interna entre estudiantes de ciencias de la salud. Objetivo: evaluar las propiedades psicométricas de la PSS en estudiantes universitarios de ciencias de la salud. Método: dos muestras aleatorias que totalizaron 399 estudiantes de ciencias de la salud completaron la PSS-10. El análisis factorial exploratorio utilizó el estimador WLSMV con rotación oblicua. El análisis factorial confirmatorio empleó el Modelado de Ecuaciones Estructurales con matriz de covarianza. El análisis bifactorial ortogonal evaluó la dimensionalidad de la PSS-10. Los análisis se realizaron tanto para la muestra total como para subgrupos estratificados por género. El análisis factorial confirmatorio multigrupo evaluó la equivalencia de la estructura factorial entre géneros. Resultados: los ítems de la escala mostraron cargas factoriales satisfactorias (> .40), buena consistencia interna (α >.80) y fiabilidad (ω > .84), y validez discriminante aceptable entre factores (< .85). Las correlaciones entre los factores de la PSS-10 y el malestar psicológico y la resiliencia fueron de la magnitud y dirección esperadas. El análisis factorial confirmatorio indicó mejores parámetros de ajuste (RMSEA = .091; CFI = .977; SRMR = .032) para la solución de dos factores (percepción negativa y afrontamiento del estrés) tanto para la muestra total como por sexo. Conclusiones: el modelo de dos factores no mostró invarianza de medición entre grupos de género. Los modelos bifactoriales ortogonales respaldaron la unidimensionalidad de la PSS10. A pesar de los matices estadísticos entre los modelos factoriales, la PSS-10 proporciona una medida robusta, simple y unidimensional del estrés percibido entre estudiantes de ciencias de la salud.The study assessed the psychometric properties of the Perceived Stress Scale (PSS) in two random samples of 399 university students. An exploratory factor analysis was conducted using the WLSMV estimator with oblique rotation in the total sample (n=399) and separately for men (n=199) and women (n=200). Confirmatory factor analysis, using Structural Equation Modeling, indicated better adjustment parameters (RMSEA: 0.091; CFI: 0.977; SRMR: 0.032) for the two-factor solution (negative perception and stress coping) for both the total sample and sex. The scale items presented satisfactory factor loadings (>0.40), good internal consistency (α>0.80) and reliability (w>0.84) indices, and acceptable discriminant validity between the two factors (<0.85). Correlations between the two PSS-10 factors and psychological distress and resilience were of the expected magnitude and direction. The research strengthens the perspective of the bifactorial dimension of the PSS-10 and provides new evidence of its internal structure for use among young populations in Brazil
Validating the Emotion Regulation Questionnaire in Mexican Children and Adolescents
No full textBackground: Emotion regulation is essential for children’s and adolescents’ well-being, but there is little information on this process in Spanish-speaking population from Latin America; sound measurement instruments are needed. Objective: In this study, the factor structure, measurement invariance across sex and across age, construct validity, and internal consistency related to the Emotion Regulation Questionnaire (ERQ) were examined. Method: The adapted ERQ was administered to 2,108 Mexican children and adolescents (ages 9–18), along with measures of negative affect and emotion dysregulation. Results: The ERQ showed a two-correlated-factor structure, and invariance across sex and across age were confirmed. Correlations of Cognitive Reappraisal and Expressive Suppression with Negative Affect (r = .11 and .35, respectively) and Emotion Dysregulation (r = .14 and .39, respectively) supported the validity related to the ERQ scores. Cronbach’s alpha and McDonald’s omega coefficients for both Cognitive Reappraisal (.76 each) and Expressive Suppression (.71 each) were satisfactory. Conclusion: Scores of this ERQ version are reliable and may be validly interpreted as emotion regulation.Antecedentes: la regulación emocional es fundamental para el bienestar de los niños y adolescentes, pero hay poca información sobre este proceso en la población hispanoamericana; se necesitan instrumentos de medición adecuados. Objetivo: en este estudio, se indagó sobre la estructura factorial, la invariancia entre sexos y entre edades, la validez de constructo y la consistencia interna relativas al Cuestionario de Regulación Emocional (ERQ). Método: el ERQ adaptado se administró a 2108 niños y adolescentes mexicanos (9-18 años), junto con medidas de afectividad negativa y desregulación emocional. Resultados: el ERQ mostró una estructura de dos factores correlacionados, y se confirmó la invariancia entre sexos y entre edades. Las correlaciones de la revaluación cognitiva y de la supresión de la expresión con la afectividad negativa (r = .11 y .35, respectivamente) y con la desregulación emocional (r = .14 y .39, respectivamente), apoyaron la validez relativa a las puntuaciones del ERQ. Los coeficientes alfa de Cronbach y omega de McDonald, tanto de la revaluación cognitiva (ambos de .76) como de la supresión de la expresión (ambos de .71), fueron satisfactorios. Conclusión: las puntuaciones de esta versión del ERQ son confiables y se pueden interpretar de manera válida como regulación emocional.Background: Emotion regulation is essential for children’s and adolescents’ well-being, but there is little information on this process in Spanish-speaking population from Latin America; sound measurement instruments are needed. Objective: In this study, the factor structure, measurement invariance across sex and across age, construct validity, and internal consistency related to the Emotion Regulation Questionnaire (ERQ) were examined. Method: The adapted ERQ was administered to 2,108 Mexican children and adolescents (ages 9–18), along with measures of negative affect and emotion dysregulation. Results: The ERQ showed a two-correlated-factor structure, and invariance across sex and across age were confirmed. Correlations of Cognitive Reappraisal and Expressive Suppression with Negative Affect (r = .11 and .35, respectively) and Emotion Dysregulation (r = .14 and .39, respectively) supported the validity related to the ERQ scores. Cronbach’s alpha and McDonald’s omega coefficients for both Cognitive Reappraisal (.76 each) and Expressive Suppression (.71 each) were satisfactory. Conclusion: Scores of this ERQ version are reliable and may be validly interpreted as emotion regulation
Habilidades intelectuales en población adolescente: antes y después del confinamiento por COVID-19
Get PDFConfinement as preventive strategy during pandemia by COVID-19 helped contain the propagation of the virus, however, the health measure had an impact on various areas of adolescent. The present work was aimed at comparing the intellectual ability of a pre-pandemics sample with a post-pandemics sample of adolescents. The study was comparative and field. The pre-pandemics sample formed by 610 students, 43.8% were the first high school, 33.4% the second and 22.7% the third; the average ages was 12.80 years (De = .947), 54.9% of the sample was identified as a man and 45.1% women. The post-pandemics sample formed made up of 533 students, of which 44.1% studied the first high school, 29.1% the second and 26.8% the third. The average ages was 12.52 years (De = .823), 55% of the sample was identified as a man and 45% women. Data collection was performed using Raven\u27s Advanced Progressive Matrices. The dice with the SPSS 25 program were analyzed. A significant interaction was found between the time of evaluation and school grade. It is concluded that confinement had a different impact according to age.Antecedentes: el confinamiento durante la pandemia por COVID-19 ayudó a contener la propagación del virus, no obstante, la medida impactó en diversas áreas del desarrollo de las y los adolescentes. Objetivo: el objetivo fue comparar la habilidad intelectual de una muestra prepandémica con una muestra pospandémica de adolescentes mexicanos. Método: el estudio fue de tipo comparativo no experimental. La muestra prepandémica estuvo formada por 114 alumnos, con media de edad de 12.93 años (DE = 1.002), el 53.5% hombres y el 46.5% mujeres. La segunda muestra estuvo conformada por 128 estudiantes, con una media de edad de 12.66 años (DE = .835), el 57.8% hombres y el 42.2% mujeres. Se aplicaron individualmente la prueba de Matrices Progresivas Avanzadas de Raven. Se realizó ANOVA de dos y tres vías. Resultado: se encontró diferencias estadísticamente significativas en la habilidad intelectual de adolescentes entre la muestra prepandémica y pospandémica; no obstante, fue independiente del grado escolar y el sexo. Conclusión: las diferencias entre las muestras se explican a través de características contextuales, así como del desarrollo evolutivo del adolescenteEl confinamiento durante la pandemia por COVID-19 ayudó a contener la propagación del virus, no obstante, la medida impactó en diversas áreas de las y los adolescentes. El objetivo fue comparar la habilidad intelectual de una muestra prepandemia con una muestra pospandemia de adolescentes. El estudio fue de campo de tipo comparativo. La muestra estuvo conformada por estudiantes prepandemia y pospandemia. La primera formada por 610 alumnos, 43.8% cursaban el primero de secundaria, 33.4% el segundo y 22.7% el tercero; edad media 12.80 años (DE = .947), el 54.9% de la muestra fue identificado como hombre y el 45.1% mujeres. La segunda conformada por 533 estudiantes, de los cuales el 44.1% cursaban el primero de secundaria, 29.1% el segundo y 26.8% el tercero; edad media de 12.52 años (DE = .823), el 55% de la muestra fue identificado como hombre y el 45% mujeres. Se aplicaron Matrices Progresivas Avanzadas de Raven y los datos se analizaron con el programa SPSS 25. Se encontró una interacción significativa entre el momento de la evaluación y el grado escolar. Se concluye que el confinamiento impactó de diferente manera de acuerdo con la edad
The Short Burnout Measure (SBM): Development and Validation
No full textBackground: Burnout is a widespread issue in organizational settings, negatively affecting both employees and organizations. While numerous scales have been developed, many have limitations, such as failing to differentiate between depersonalization and cynicism, or using reverse items to assess inefficacy, that compromise their validity and utility. Objective: to develop and validate a short burnout measure (SBM). Method: An instrumental study was conducted using a sample of 1256 information technology (IT) workers from Argentina (56.1% males; age range: 18-59, M = 25.16). Participants completed an online survey including the SBM, along with measures of turnover intention and employee Net Promoter Score. Results: Confirmatory factor analysis comparing one-factor, three-factor, four-factor, higherorder, and bifactor models revealed that the four-factor model –comprising exhaustion, cynicism, depersonalization, and inefficacy– provided the best fit to the data [χ2 (14) = 26.60, p < .05, CFI = .998, TLI = .996, RMSEA = .038 (90% CI [.014, .06]), WRMR = 0.33]. All SBM factors demonstrated satisfactory construct reliability (H coefficients ranging from .77 to .88). Criterion validity was supported by theoretically consistent associations found between SBM dimensions, turnover intention, and employee Net Promoter Score. Conclusion: This study presents a new scale that overcomes key limitations of existing self-report measures by using separate subscales for assessing cynicism and depersonalization and using direct items to assess inefficacy. These features, together with its brevity, make the SBM a practical and psychometrically sound tool for rapidly assessing burnout in IT workers. Study limitations and the need to replicate these findings in different occupational sectors are discussed.Background: Burnout is a widespread issue in organizational settings, negatively affecting both employees and organizations. While numerous scales have been developed, many have limitations, such as failing to differentiate between depersonalization and cynicism, or using reverse items to assess inefficacy, that compromise their validity and utility. Objective: to develop and validate a short burnout measure (SBM). Method: An instrumental study was conducted using a sample of 1256 information technology (IT) workers from Argentina (56.1% males; age range: 18-59, M = 25.16). Participants completed an online survey including the SBM, along with measures of turnover intention and employee Net Promoter Score. Results: Confirmatory factor analysis comparing one-factor, three-factor, four-factor, higherorder, and bifactor models revealed that the four-factor model –comprising exhaustion, cynicism, depersonalization, and inefficacy– provided the best fit to the data [χ2 (14) = 26.60, p < .05, CFI = .998, TLI = .996, RMSEA = .038 (90% CI [.014, .06]), WRMR = 0.33]. All SBM factors demonstrated satisfactory construct reliability (H coefficients ranging from .77 to .88). Criterion validity was supported by theoretically consistent associations found between SBM dimensions, turnover intention, and employee Net Promoter Score. Conclusion: This study presents a new scale that overcomes key limitations of existing self-report measures by using separate subscales for assessing cynicism and depersonalization and using direct items to assess inefficacy. These features, together with its brevity, make the SBM a practical and psychometrically sound tool for rapidly assessing burnout in IT workers. Study limitations and the need to replicate these findings in different occupational sectors are discussed.Background: Burnout is a widespread issue in organizational settings, negatively affecting both employees and organizations. While numerous scales have been developed, many have limitations, such as failing to differentiate between depersonalization and cynicism, or using reverse items to assess inefficacy, that compromise their validity and utility. Objective: to develop and validate a short burnout measure (SBM). Method: An instrumental study was conducted using a sample of 1256 information technology (IT) workers from Argentina (56.1% males; age range: 18-59, M = 25.16). Participants completed an online survey including the SBM, along with measures of turnover intention and employee Net Promoter Score. Results: Confirmatory factor analysis comparing one-factor, three-factor, four-factor, higherorder, and bifactor models revealed that the four-factor model –comprising exhaustion, cynicism, depersonalization, and inefficacy– provided the best fit to the data [χ2 (14) = 26.60, p < .05, CFI = .998, TLI = .996, RMSEA = .038 (90% CI [.014, .06]), WRMR = 0.33]. All SBM factors demonstrated satisfactory construct reliability (H coefficients ranging from .77 to .88). Criterion validity was supported by theoretically consistent associations found between SBM dimensions, turnover intention, and employee Net Promoter Score. Conclusion: This study presents a new scale that overcomes key limitations of existing self-report measures by using separate subscales for assessing cynicism and depersonalization and using direct items to assess inefficacy. These features, together with its brevity, make the SBM a practical and psychometrically sound tool for rapidly assessing burnout in IT workers. Study limitations and the need to replicate these findings in different occupational sectors are discussed
Affective impact of cognitive training in individuals with cognitive impairment
No full textBackground: This study presents a systematic review of the effects of computerised cognitive training on emotional regulation in adults with cognitive impairment. State of the art: Fifteen randomised controlled trials published between 2004 and 2024 were analysed, involving clinical populations with various conditions, including multiple sclerosis, Alzheimer’s disease, psychosis, schizophrenia, Parkinson’s disease, stroke, and cancer. The findings indicate that these interventions not only enhance cognitive functions such as memory, attention, and executive functions but also produce significant benefits in the affective domain, particularly in reducing symptoms of depression and anxiety. Greater effectiveness was observed when programmes included executive components and when combined with pharmacological treatment or implemented as multicomponent interventions. Moreover, the use of technologies such as virtual reality appeared to strengthen both cognitive and emotional outcomes. However, the heterogeneity of samples and intervention protocols limits the generalisability of the findings, and in some cases, a potential ceiling effect was identified. Conclusions: The review concludes that computerised cognitive training is a promising tool for addressing both cognitive decline and its affective consequences. Further research using more homogeneous samples and longitudinal designs is recommended to better understand the mechanisms involved and the long-term sustainability of the observed effects.Antecedentes: este estudio presenta una revisión sistemática sobre los efectos del entrenamiento cognitivo computarizado en la regulación emocional de adultos con deterioro cognitivo. Estado del arte: se analizaron quince ensayos controlados aleatorizados publicados entre 2004 y 2024, abarcando poblaciones clínicas con diversas patologías, como esclerosis múltiple, enfermedad de Alzheimer, psicosis, esquizofrenia, enfermedad de Parkinson, accidentes cerebrovasculares y cáncer. Los resultados indican que estas intervenciones no solo mejoran funciones cognitivas como la memoria, atención y funciones ejecutivas, sino que también generan beneficios significativos en el ámbito afectivo, especialmente, en la reducción de síntomas depresivos y ansiosos. Se identificó una mayor eficacia cuando los programas incluían componentes ejecutivos, así como en formatos multicomponente o combinados con tratamiento farmacológico. Además, el uso de tecnologías como la realidad virtual potenció los efectos positivos tanto a nivel cognitivo como emocional. Sin embargo, la heterogeneidad de las muestras y de los protocolos utilizados limita la generalización de los hallazgos y, en algunos casos, se identificó un posible efecto techo. Conclusiones: se concluye que el entrenamiento cognitivo computarizado constituye una herramienta prometedora para abordar de forma integral el deterioro cognitivo y su impacto afectivo. Asimismo, se recomienda el desarrollo de futuras investigaciones con muestras más homogéneas y diseños longitudinales.Background: This study presents a systematic review of the effects of computerised cognitive training on emotional regulation in adults with cognitive impairment. State of the art: Fifteen randomised controlled trials published between 2004 and 2024 were analysed, involving clinical populations with various conditions, including multiple sclerosis, Alzheimer’s disease, psychosis, schizophrenia, Parkinson’s disease, stroke, and cancer. The findings indicate that these interventions not only enhance cognitive functions such as memory, attention, and executive functions but also produce significant benefits in the affective domain, particularly in reducing symptoms of depression and anxiety. Greater effectiveness was observed when programmes included executive components and when combined with pharmacological treatment or implemented as multicomponent interventions. Moreover, the use of technologies such as virtual reality appeared to strengthen both cognitive and emotional outcomes. However, the heterogeneity of samples and intervention protocols limits the generalisability of the findings, and in some cases, a potential ceiling effect was identified. Conclusions: The review concludes that computerised cognitive training is a promising tool for addressing both cognitive decline and its affective consequences. Further research using more homogeneous samples and longitudinal designs is recommended to better understand the mechanisms involved and the long-term sustainability of the observed effects
Models of Attention to Disability/Diversity and Tensions Associated with Their Implementation
Get PDFBackground: Inclusive education seeks to offer quality education to all students and also to respect the human rights of students with disabilities, as well as those who belong to vulnerable groups. Since inclusive education is located within the social model, which imposes demands that are very difficult to meet, it is worth reflecting on its possibilities of rigorous implementation in countries that do not have sufficient resources. State of the art: In this theoretical review article, in which the method of comparison of educational processes was used, the models of attention to disability/diversity are analyzed, emphasizing the interactive or psychosocial model, frequently ignored by some researchers, even though the processes of educational integration are based on it. In its most radical form, the social model requires focusing attention on disabling societies, thus running the risk of making the individual needs of some students invisible. Conclusions: To overcome the tensions caused by its implementation, the individual needs of some students must be addressed, and, at the same time, the maximum effort must be made to offer quality education to all students. In other words, inclusive education must be implemented in a progressive and situated manner, based on the proposal of moderate inclusive education.Antecedentes: con la educación inclusiva se busca ofrecer una educación de calidad a todo el alumnado y además respetar los derechos humanos de aquel con discapacidad y el de condición de vulnerabilidad. Al ubicarse la educación inclusiva dentro del modelo social que impone exigencias difíciles de cumplir, conviene reflexionar acerca de sus posibilidades de implementación rigurosa en países que no cuentan con suficientes recursos. Estado del arte: en este artículo de revisión teórica, en el que se empleó el método de comparación de procesos educativos, se analizan los modelos de atención a la discapacidad/diversidad enfatizando el modelo interactivo o psicosocial, frecuentemente ignorado por algunos investigadores, a pesar de que los procesos de integración educativa se basan en este. En su modalidad más radical, el modelo social exige centrar la atención en las sociedades discapacitantes, con lo cual se corre el riesgo de invisibilizar las necesidades individuales de algunos estudiantes. Conclusiones: para superar las tensiones provocadas por su implementación, se debe atender a las necesidades individuales de algunos alumnos y, al mismo tiempo, hacer el máximo esfuerzo por ofrecer una educación de calidad a todo el alumnado. En otras palabras, la educación inclusiva se debe implementar de manera progresiva y situada, a partir de la propuesta de la educación inclusiva moderada.Background: Inclusive education seeks to offer quality education to all students and also to respect the human rights of students with disabilities, as well as those who belong to vulnerable groups. Since inclusive education is located within the social model, which imposes demands that are very difficult to meet, it is worth reflecting on its possibilities of rigorous implementation in countries that do not have sufficient resources. State of the art: In this theoretical review article, in which the method of comparison of educational processes was used, the models of attention to disability/diversity are analyzed, emphasizing the interactive or psychosocial model, frequently ignored by some researchers, even though the processes of educational integration are based on it. In its most radical form, the social model requires focusing attention on disabling societies, thus running the risk of making the individual needs of some students invisible. Conclusions: To overcome the tensions caused by its implementation, the individual needs of some students must be addressed, and, at the same time, the maximum effort must be made to offer quality education to all students. In other words, inclusive education must be implemented in a progressive and situated manner, based on the proposal of moderate inclusive education
Older Siblings’ Perspectives on ASD Diagnosis in Younger Siblings: A Phenomenological Approach
No full textBackground: Autism Spectrum Disorder (ASD) is aneurodevelopmental disorder characterized by reduced social interaction, communication difficulties, repetitive behaviors, and a narrow focus on specific interests. Objective: The aim of this study was to describe the experience of receiving an ASD diagnosis from the perspective of older siblings when the younger sibling has this condition. Method: This is a qualitative study with a phenomenological design. Semi-structured interviews were conducted with a convenience sample of 10 participants selected based on the inclusion and exclusion criteria established in the research. Data analysis was performed using axial coding. Results: Four main categories were identified: 1) beliefs about the ASD diagnosis, 2) emotional understanding, 3) feelings regarding the diagnosis, and 4) social approach to the diagnosis. The integration of the «parentified child» role within the family dynamic highlights the need for support and recognition for these siblings, who assume additional responsibilities in caring for their sibling with ASD. Conclusions: Older siblings tend to take on roles typically assigned to parents, but they do so from a proactive perspective. This study emphasizes the importance of promoting diversity inclusion within the family context.Antecedentes: el Trastorno del Espectro del Autismo (TEA) es un trastorno del neurodesarrollo caracterizado por una disminución en la interacción social, dificultades en la comunicación, comportamientos repetitivos y un enfoque limitado en intereses específicos. Objetivo: el objetivo de este estudio fue describir la experiencia del diagnóstico de TEA desde la perspectiva de los hermanos mayores, cuando el hermano menor presenta dicha condición. Método: se trata de un estudio cualitativo con diseño fenomenológico. Se realizaron entrevistas semiestructuradas a una muestra por conveniencia de 10 participantes, seleccionados según los criterios de inclusión y exclusión establecidos en la investigación. El análisis de los datos se llevó a cabo mediante codificación axial. Resultados: se identificaron cuatro categorías principales: 1) creencias respecto al diagnóstico de TEA, 2) entendimiento emocional, 3) sentimientos respecto al diagnóstico y 4) abordaje social del diagnóstico. La integración del rol de «hijo parentalizado» dentro de la dinámica familiar evidencia la necesidad de apoyo y reconocimiento hacia estos hermanos, quienes asumen responsabilidades adicionales al cuidar a su hermano con TEA. Conclusiones: los hermanos mayores tienden a asumir roles normalmente destinados a los padres, pero lo hacen desde una perspectiva proactiva. Este estudio resalta la importancia de promover la inclusión de la diversidad en el contexto familiar.Background: Autism Spectrum Disorder (ASD) is aneurodevelopmental disorder characterized by reduced social interaction, communication difficulties, repetitive behaviors, and a narrow focus on specific interests. Objective: The aim of this study was to describe the experience of receiving an ASD diagnosis from the perspective of older siblings when the younger sibling has this condition. Method: This is a qualitative study with a phenomenological design. Semi-structured interviews were conducted with a convenience sample of 10 participants selected based on the inclusion and exclusion criteria established in the research. Data analysis was performed using axial coding. Results: Four main categories were identified: 1) beliefs about the ASD diagnosis, 2) emotional understanding, 3) feelings regarding the diagnosis, and 4) social approach to the diagnosis. The integration of the «parentified child» role within the family dynamic highlights the need for support and recognition for these siblings, who assume additional responsibilities in caring for their sibling with ASD. Conclusions: Older siblings tend to take on roles typically assigned to parents, but they do so from a proactive perspective. This study emphasizes the importance of promoting diversity inclusion within the family context