International Journal of Developmental and Educational Psychology (Revista INFAD de Psicología)
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Impulsivity in university students: a one-dimensional analysis focusing on gene
No full textIn today’s social contexts, studying behavior regulation is key to understanding the socio-emotional development of university students. Impulsivity, present in both men and women, is relevant for designing psychoeducational intervention strategies that reduce biases and provide accurate information. The Barratt Impulsiveness Scale (BIS-11) was validated in 657 students from a public university in Nayarit using Kolmogorov-Smirnov normality tests, Cronbach’s Alpha reliability, and Kaiser-Meyer-Olkin (KMO) factor analysis. Data were collected through a 30-item questionnaire on Google Forms, with voluntary participation and informed consent. Analysis in SPSS version 25 indicated that the data did not follow a normal distribution. The BIS-11 demonstrated an adequate factorial structure, with an initial reliability of 0.763, which increased to 0.845 after removing certain items. In the gender-based analysis, the initial Cronbach’s Alpha was 0.769 for women and 0.744 for men, indicating greater consistency in the female sample. After adjustments, reliability increased to α=0.852 for women and α=0.823 for men. These results support the validity and reliability of the BIS-11 in this university population.En los contextos sociales actuales, el estudio de la regulación del comportamiento es clave para comprender el desarrollo socioemocional de los universitarios. La impulsividad, presente en hombres y mujeres, es relevante para diseñar estrategias de intervención psicoeducativa que reduzcan sesgos y brinden información precisa. Se validó la Escala de Impulsividad de Barratt (BIS-11) en 657 estudiantes de una universidad pública en Nayarit, mediante pruebas de normalidad de Kolmogorov-Smirnov, confiabilidad Alfa de Cronbach y análisis factorial de Kaiser-Meyer-Olkin (KMO). Los datos se recolectaron mediante un cuestionario de 30 ítems en Google Forms, con participación voluntaria y consentimiento informado. El análisis en SPSS versión 25 indicó que los datos no seguían una distribución normal. El BIS-11 mostró una estructura factorial adecuada, con una confiabilidad inicial de 0.763, incrementada en un 0.845 tras eliminar ciertos ítems. En el análisis por género, el Alfa de Cronbach inicial fue 0.769 en mujeres y 0.744 en hombres, indicando mayor consistencia en la muestra femenina. Luego de ajustes, la confiabilidad aumentó a α=0.852 en mujeres y α=0.823 en hombres. Estos resultados respaldan la validez y confiabilidad del BIS-11 en esta población universitaria
Neuromodulation and autism spectrum disorder: a case study
Full text linkEn este estudio se presenta el análisis del tratamiento de neuromodulación no invasiva con microcorrientes NESA en una niña con diagnóstico de Trastorno del Espectro Autista (TEA). Previamente al tratamiento, la niña presenta diferentes problemáticas comunes relacionadas con el TEA, incluyendo patrones disruptivos del sueño, actividad sensorial intensificada y problemas en su comportamiento, como irritabilidad y dificultad de adaptación ante los cambios, que tienen una gran incidencia en su vida diaria. El presente estudio aborda la evaluación de estas variables antes y después de la intervención, para así analizar la evolución de la menor. Asimismo, se evalúa la calidad del sueño de los familiares convivientes, ya que esta suele deteriorarse y presentar cambios por las variaciones en la calidad del sueño de los hijos con TEA. La neuromodulación no invasiva NESA combina una electroestimulación de baja impedancia con diferentes programaciones destinadas a incidir en diversas sintomatologías a través de la estimulación del sistema nervioso autónomo. Una vez concluida la intervención, se observó una mejora significativa en todas las variables evaluadas. La evidencia en los resultados sustenta el incremento de la calidad del sueño en un 17%. Además, se observa un incremento del 22 % en el perfil sensorial. Como resultado más significativo, se evidencia una reducción del 44 % en el comportamiento disruptivo. Por otra parte, y valorando la calidad de sueño de los propios familiares, se aprecia una mejora significativa en la calidad de su sueño, con un incremento del 24 % en sus patrones de descanso. Estos resultados sugieren que la terapia con NESA puede tener un impacto positivo en algunos aspectos intrínsecos de la sintomatología del TEA, suponiendo un apoyo funcional y de la calidad de vida de los pacientes, así como de sus familias de forma indirecta.This study presents an analysis of non-invasive neuromodulation treatment with NESA microcurrents in a child diagnosed with Autism Spectrum Disorder (ASD). Prior to treatment, the child presents with a number of common ASD-related problems, including disruptive sleep patterns, heightened sensory activity and behavioural problems, as well as irritability and difficulty adapting to change. The present study addresses the evaluation of these variables before and after the implementation of the therapy, in order to analyse the evolution of the minor. The sleep quality of cohabiting family members is also assessed, as sleep quality often deteriorates and changes due to variations in the sleep quality of children with ASD. NESA non-invasive neuromodulation combines low-impedance electrostimulation with different programmes aimed at affecting various symptomatologies through stimulation of the autonomic nervous system. Once the therapeutic process was completed, a significant improvement was observed in all the variables evaluated. The evidence in the results supports a 17% increase in sleep quality. In addition, a 22% increase in the sensory profile was observed. The most significant result is a 44% reduction in disruptive behaviour. On the other hand, and assessing the sleep quality of the family members themselves, a significant improvement in the quality of their sleep was observed, with a 24% increase in their sleep patterns. These results suggest that NESA therapy may have a positive impact on some intrinsic aspects of ASD symptomatology, providing functional and quality of life support to patients, as well as to their families indirectly
Intervention in neuropsychological rehabilitation: an action research project
Full text linkNa União Europeia, o Traumatismo Crânio Encefálico representa uma das principais causas de hospitalização e morte. Segundo dados da European Brain Injury Consortium (EBIC), aproximadamente 2 milhões de pessoas na UE são afetadas por TCE grave anualmente, com cerca de 1 milhão de hospitalizações. Portanto, este problema de saúde pública, impeliu-nos a realizar esta investigação-ação. Este artigo pretende assim apresentar o potencial da reabilitação neuropsicológica, através de uma investigação-ação centrada num jovem (14 anos de idade) avaliado por 5 instrumentos psicométricos FCR, Subteste da Memória de Dígitos da WISC-III, Teste D2, WCST e WISC - III que aferem a inteligência, as funções executivas, a atenção/concentração e emocionais, o nível de comprometimento cognitivo, assim como para aferir as dificuldades diárias que emergem fruto de deterioração mental. Concluiu-se que o paciente, apesar do quadro adverso, recuperou as capacidades deterioradas, principalmente por intermédio das estratégias metacognitivas de autoverbalização, tendo-se revelado importante o acolhimento e estabelecimento de uma relação empática entre a equipa multidisciplinar, o doente e sua família, bem como o seu envolvimento assertivo e proativo durante o processo de reabilitação neuropsicológica.Traumatic Brain Injury (TCI) is one of the leading causes of hospitalization and mortality in the European Union. According to the European Brain Injury Consortium (EBIC), approximately 2 million people in the EU suffer from severe TCI each year, resulting in around 1 million hospital admissions. Given the public health relevance of this issue, we conducted an action-research study to explore the potential of neuropsychological rehabilitation. This article presents findings from an intervention involving a 14-year-old patient assessed using five psychometric instruments: the FCR, Digit Span Subtest of the WISC-III, D2 Test, Wisconsin Card Sorting Test (WCST), WISC-III. These tools were employed to evaluate intelligence, executive functioning, attention and concentration, emotional status, and the extent of cognitive impairment, as well as daily functional difficulties resulting from mental deterioration. Results indicated that, despite the severity of the condition, the patient demonstrated significant recovery of impaired functions, particularly through the application of metacognitive self-verbalization strategies. The establishment of a supportive and empathetic relationship between the multidisciplinary team, the patient, and the family, along with the patient’s proactive and engaged participation, played a crucial role in the rehabilitation process
Community interventiono projects and musical practices: contributions from latin american community social psychology
Full text linkThe theoretical contributions of this work are based on the perspective of Latin American community social psychology, in which the processes of awareness and participation are important psychosocial dimensions - in understanding the forms of naturalization and fatalism in community life - so that collective strategies can be built to over-come injustices and transform unworthy ways of surviving. The aim is to present an analysis of the interfaces and approximations between community intervention projects and musical projects. Firstly, the results of field research carried out with different community groups and social projects will be presented, in which artistic-musical activity has influenced the forms of community participation. Next, we will describe the dimensions that contribute to bringing artistic intervention projects and broader community intervention projects closer together. These dimensions are linked to the processes of community awareness and participation, using collaborative and participatory methodologies in accordance with the principles of Paulo Freire’s Popular Education and participant-action research. It concludes with a reflection on themes indicated by professionals in the community field that can support interdisciplinary training aimed at psychosocial interventions committed to a more dignified and just community life.Os aportes teóricos, do presente trabalho, estão apoiados na perspectiva da psicologia social comunitária latino-americana, em que os processos de conscientização e participação são dimensões psicossociais importantes - ao compreender as formas de naturalização e fatalismo da vida comunitária – para que sejam construídas estratégias coletivas de superação das injustiças e de transformação dos modos indignos de sobrevivência. Objetiva-se apresentar uma análise a respeito das interfaces e aproximações entre projetos de intervenção comunitária e projetos musicais. Em um primeiro momento, serão apresentados os resultados de pesquisas de campo desenvolvidas junto a diferentes grupos comunitários e projetos sociais, em que a atividade artístico-musical influenciou as formas de participação comunitária. Em seguida, serão descritas dimensões que contribuem para uma aproximação entre projetos de intervenção artística e de projetos mais amplos de intervenção comunitária. Essas dimensões ligam-se aos processos de conscientização e de participação comunitária, havendo o emprego de metodologias colaborativas e participativas de acordo com os princípios da Educação Popular, de Paulo Freire, e da investigação-ação-participante. Finaliza-se com uma reflexão sobre temas, indicados por profissionais do campo comunitário, que podem subsidiar uma formação interdisciplinar dirigida às intervenções psicossociais comprometidas com uma vida comunitária mais digna e justa
It defined the system of public state universities in Mexico
Full text linkState public universities in Mexico are structured in a system with characteristics that define and differentiate it from other types of higher education. The objective is to contribute to the definition of the state public university system through a theoretical and empirical analysis that allows us to know its boundary conditions and dynamics. The methodology for this study is qualitative, consisting of three phases: the first is the theoretical review of foundations on the theory of complex systems; the second, is a documentary review of secondary sources; and the third was the processing of information from both phases through ATLAS.ti 9 and Excel under the principle of complementarity. The results are presented in three lines of analysis: 1) elements for the definibility of a system; 2) boundary conditions of the system of public state universities; and 3) systemic dynamics: Autonomy and government in universities as an attribute that grants legal personality. The discussion helped to identify the boundary conditions of the state public university system and its dynamic and systemic organization. It is recognized that it is an open and flexible system to change with dynamics and interrelationships mediated by the university government.Las universidades públicas estatales en México se estructuran en un sistema con características, que lo definen y lo diferencian de otros tipos de educación superior. El objetivo es contribuir a la definibilidad del sistema de universidades públicas estatales a través de un análisis teórico y empírico, que permita conocer sus condiciones de contorno y sus dinámicas. La metodología para este estudio es cualitativa, constituida por tres fases: la primera es la revisión teórica de fundamentos sobre la Teoría de Sistemas Complejos; la segunda, es una revisión documental de fuentes secundarias; y la tercera, fue el procesamiento de la información de ambas fases a través de ATLAS.ti 9 y Excel bajo el principio de complementariedad. Los resultados se presentan en tres líneas de análisis: 1) elementos para la definibilidad de un sistema; condiciones de contorno del sistema de universidades públicas estatales; y 3) dinámicas sistémicas: la Autonomía y gobierno en las universidades como atributo que otorga personalidad jurídica. La discusión ayudó a identificar las condiciones de contorno del sistema de universidades públicas estatales y su organización dinámica y sistémica. Se reconoce que es un sistema abierto y flexible a los cambios con dinámicas e interrelaciones mediadas por el gobierno universitario
Assessment of adaptative work skills of people with intellectual disabilities
Full text linkThe objective of this study was to evaluate the effects of implementing the Horizontes Supported Employment Program on the development of adaptive work skills of young people and adults with intellectual disabilities. Ten students from a specialized school in a large city in the metropolitan region of Curitiba, Paraná (Brazil) participated in the study. The assessment of support needs was carried out using the Support Intensity Scale for Adults (SIS-A), an internationally validated instrument, applied at two moments: before and after the intervention. In the initial phase, the SIS-A highlighted significant barriers that compromised access to and retention in work, mainly in the domains of functional communication, community life, continuous learning activities and work skills. Based on these data, the Horizontes Supported Employment Program was designed and implemented, combining structured theoretical-practical activities and Person-Centered Planning (PCP), seeking to strengthen autonomy and prepare for the job market. After the intervention, the reapplication of the SIS-A revealed a reduction in the intensity of support needs in all participants, indicating advances in fundamental skills for life and work. The areas that showed the greatest improvement were the use of public transportation, the organization of daily routines and performance in professional environments. The results demonstrated that the systematic assessment of support needs, associated with personalized educational strategies, contributed to the increase in autonomy, social participation and employability of the participants. It is concluded that the use of the SIS-A as an instrument for planning and monitoring interventions is essential for the promotion of inclusive practices and for the strengthening of public policies aimed at the labor inclusion of people with intellectual disabilities.O objetivo deste estudo foi avaliar os efeitos da implementação do Programa de Emprego Apoiado Horizontes no desenvolvimento das habilidades adaptativas laborais de jovens e adultos com deficiência intelectual. Participaram da pesquisa cinco estudantes de uma escola especializada de um município de grande porte da Região Metropolitana de Curitiba, Paraná (Brasil). A avaliação das necessidades de apoio foi realizada por meio da Escala de Intensidade de Apoio para Adultos (SIS-A), instrumento validado internacionalmente, aplicado em dois momentos: antes e após a intervenção. Na fase inicial, a SIS-A evidenciou barreiras significativas que comprometiam o acesso e a permanência no trabalho, principalmente nos domínios de comunicação funcional, vida na comunidade, atividades de aprendizagem contínua e habilidades laborais. Com base nesses dados, foi elaborado e implementado o Programa de Emprego Apoiado Horizontes, que combinou atividades teórico-práticas estruturadas e o Planejamento Centrado na Pessoa (PCP), buscando o fortalecimento da autonomia e a preparação para o mercado de trabalho. Após a intervenção, a reaplicação da SIS-A revelou uma redução na intensidade das necessidades de apoio em todos os participantes, indicando avanços em habilidades fundamentais para a vida e o trabalho. As áreas que apresentaram maior evolução foram o uso de transporte público, a organização da rotina diária e o desempenho em ambientes profissionais. Os resultados demonstraram que a avaliação sistemática das necessidades de apoio, associada a estratégias educacionais personalizadas, contribuiu para o aumento da autonomia, da participação social e da empregabilidade dos participantes. Conclui-se que a utilização da SIS-A como instrumento de planejamento e monitoramento de intervenções é essencial para a promoção de práticas inclusivas e para o fortalecimento de políticas públicas voltadas à inclusão laboral de pessoas com deficiência intelectual
Evaluation of the autonomy of students with intellectual disabilities in the shool context
No full textAutonomy is a progressive process that can and should be fostered from childhood, respecting each individual’s unique pace. Assessing and strengthening adaptive skills are essential to identifying support needs and implementing interventions that promote the independence of individuals with intellectual disabilities (ID). Thus, promoting the autonomy of students with ID is one of the most significant challenges in contemporary inclusive education. Autonomy is a gradual, contextualized process that depends on social mediation. This study aimed to evaluate the levels of support necessary for the development of autonomy in students with ID, as well as to analyze pedagogical practices developed based on these data. The research was conducted with three public school teachers who work with students with ID, using two questionnaires and individualized pedagogical practices designed and implemented by the participants. The results indicate that adopting intentional and personalized practices supports the development of adaptive skills and enhances students’ self-determination. The data analysis reveals significant progress in the evaluated dimensions, suggesting that planning based on students’ real needs is a promising path toward fostering autonomy in the school context. Promoting autonomy is an inalienable right of students and represents an ethical, political, and pedagogical challenge for education professionals.A autonomia é um processo progressivo, que pode e deve ser estimulada desde a infância, respeitando o ritmo individual do indivíduo. A avaliação e o fortalecimento das habilidades adaptativas são fundamentais para identificar as necessidades de suporte e implementar intervenções que aumentem a independência dos indivíduos com deficiência intelectual (DI). Assim, a promoção da autonomia de estudantes com DI é um dos desafios mais significativos da educação inclusiva contemporânea. A autonomia é um processo gradual, contextualizado e dependente de mediação social. Este estudo teve como objetivo avaliar os níveis de suporte necessários para o desenvolvimento da autonomia em estudantes com DI, bem como analisar as práticas pedagógicas elaboradas a partir desses dados. A pesquisa foi desenvolvida com três professores da rede pública de ensino que atuam com estudantes com DI, por meio da aplicação de dois questionários e da prática pedagógica individualizada elaborada e desenvolvida pelos participantes. Os resultados apontam que a adoção de práticas intencionais e personalizadas favorece o desenvolvimento de habilidades adaptativas e potencializa à autodeterminação dos estudantes. A análise dos dados revela avanços significativos nas dimensões avaliadas, indicando que o planejamento baseado nas necessidades reais dos estudantes é um caminho promissor para a efetivação da autonomia no contexto escolar. A promoção da autonomia é um direito inalienável dos estudantes e representa um desafio ético, político e pedagógico para os profissionais da educação
Psicoterapia basada en la mentalización con un niño con ASD: resultados preliminares
No full textAutism Spectrum Disorder (ASD) is associated with deficits in mentalization and emotional regulation. Mentalization-Based Treatment for Children (MBT-C) aims to improve these functions through individual interventions with the child and coordinated work with parents and educators. These interventions seek not only to enhance the child’s clinical functioning but also to promote systemic changes in their everyday environment. A multimodal intervention was implemented for a 10-year-old child with ASD in a specialized educational center, combining weekly MBT-C psychotherapy sessions, intensive educator training, and parental guidance sessions. Quantitative instruments (HoNOSCA for educators and CGAS for the psychotherapist) and qualitative interviews with parents were employed. Pre-post analyses were conducted using Student’s t-tests, Wilcoxon tests, and CRB estimation. Although pre-post differences did not reach statistical significance, moderate to large effect sizes were identified in key variables such as disruptive behavior, attention, academic skills, and emotional symptoms. Parents and educators reported notable improvements in emotional regulation, autonomy, social adaptation, and strengthening of affective bonds. The findings suggest that a mentalization-based intervention involving key educational and familial agents can facilitate clinically relevant improvements in children with ASD, even when traditional statistical evidence is inconclusive.El Trastorno del Espectro Autista (TEA) se asocia a déficits en mentalización y regulación emocional. La psicoterapia basada en la mentalización para niños (MBT-C) busca mejorar estas funciones mediante intervenciones individuales con el niño y un trabajo coordinado con padres y educadores. Estas intervenciones pretenden no solo mejorar el funcionamiento clínico del niño, sino también promover cambios sistémicos en su entorno cotidiano. Se implementó una intervención multimodal en un niño de 10 años con TEA en un centro educativo especializado, combinando sesiones semanales de psicoterapia MBT-C, capacitación intensiva de educadores y sesiones de orientación parental. Se utilizaron instrumentos cuantitativos (HoNOSCA para educadores y CGAS para psicoterapeuta) y entrevistas cualitativas a padres. Se realizaron análisis pre-post mediante pruebas T de Student, Wilcoxon y estimación de CRB. Aunque las diferencias pre-post no alcanzaron significación estadística, se identificaron tamaños del efecto moderados y grandes en variables claves como comportamiento disruptivo, atención, habilidades escolares y síntomas emocionales. Padres y educadores observaron mejorías notables en regulación emocional, autonomía, adaptación social y fortalecimiento de vínculos afectivos. Los resultados sugieren que una intervención basada en mentalización que involucre a los principales agentes educativos y familiares puede facilitar mejoras clínicamente relevantes en niños con TEA, aun cuando la evidencia estadística tradicional no sea concluyente
Is body image related to problematic social network use in adolescence?
Full text linkThe use of social media by adolescents may influence their body self-image. The aim of this study was to analyse the relationshipbetween problematic use of social media and body image in a representative sample of Spanish adolescents. For this purpose, the Body Image Scale C and the Questionnaire of problematic use of social networks were administered to a sample of 1164 students of Secondary Education (M=14.56 years; SD=1.40). The results showed thatproblematic use of social media is positively and significantly related to the difference between body image and real body image. Furthermore, it was found that those adolescents with high problematic social media use, compared to the medium and low use group, had a greater difference between how they saw themselves physically and how they wished their body to be. In this sense, the likelihood of having high problematic social network use was 1.17 times higher as the difference between actual and ideal body image increased by one unit. These findings should be considered in order to promote positive and adjusted body image and prevent problematic socialmedia use in adolescents. El uso de las redes sociales por parte de los adolescentes puede influir en la autoimagen corporal de los más jóvenes. Este estudio tuvo como objetivo analizar la relación entre el uso problemático de las redes sociales y la imagen corporal en una muestra representativa de adolescentes españoles. Para ello, se administró la Escala C de Imagen Corporal y el Cuestionario de uso problemático de las redes sociales en una muestra de 1164 estudiantes de Educación Secundaria Obligatoria y 1º de Bachillerato (M= 14.56 años; DT = 1.40). Los resultados mostraron que el uso problemático de las redes sociales se relaciona positiva y significativamente con la diferencia entre la imagen corporal y la imagen real. Además, se comprobó que aquellos adolescentes con un uso problemático de las redes sociales alto, respecto al grupo de uso medio y bajo, presentaban más diferencia entre cómo se veían físicamente y cómo deseaban que fuera su cuerpo. En este sentido, la probabilidad de tener un uso problemático de las redes sociales alto era 1.17 veces más a medida que aumentaba una unidad la diferencia entre la imagen corporal real e ideal. Estos hallazgos deberían ser considerados para fomentar una imagen corporal positiva y ajustada y prevenir el uso problemático de las redes sociales en los adolescentes.
The university student facing suicide: a literature review
No full textThe present literature review provides an insight into suicide within the university community. We must take into account that social pressure influences our motivations, self-esteem, locus of control and other factors influenced by the society in which we live.other factors influenced by the society in which we live. It is necessary, therefore, to provide the aforementioned a vision focusing on a specific society, in this case the review will be carried out taking into account the European productions, since the mentality of theEuropean productions, since the mentality and way of thinking as a society of the Europeans, with respect to terms such as social status terms such as social status, school and professional success, etc., are more similar to Spanish students than to societies of other cultures. Spanish students than with societies from other cultures such as Japan, for example. All students want to academic achievement, but although they have this common goal, the need and pressure they may feel to achieve good academic results varies.and the pressure they may feel to do well academically varies from one society to another. Difficult circumstancesdifficult circumstances may lead to the thought of suicide as the only way out, but all of this depends on many factors influenced by society. factors influenced by society. Finally, we offer some suggestions for future research and propose some suggestions for future research. while proposing some elements to be taken into account within the educational community.La presente revisión bibliográfica aporta una visión sobre el suicidio dentro de la comunidad universitaria. Debemos tener en cuenta que la presión social, influye en nuestras motivaciones, autoestima, locus de control y otros factores influenciados por la sociedad en la que vivimos. En necesario, por tanto, aportar la mencionada una visión enfocándonos en una sociedad concreta, en este caso la revisión se realizará tomando en cuenta las producciones europeas, ya que la mentalidad y forma de pensar como sociedad de los europeos, con respecto a términos como el estatus social, el éxito escolar y profesional, etc., contiene mayor similitud con los estudiantes españoles que con sociedades de otras culturas como la japonesa, por ejemplo. Todos los estudiantes quieren obtener un logro académico determinado, pero aunque tengan esa meta común, la necesidad y la presión que puedan sentir por obtener buenos resultados académicos varía de unas sociedades a otras. Que las circunstancias se presenten difíciles puede llevar a pensar en el suicidio como única salida, pero todo esto depende de muchos factores influenciados por la sociedad. Por último, se aportan algunas sugerencias para futuras investigaciones a la vez que se proponen algunos elementos a tener en cuenta dentro de la comunidad educativa