The objectives of this study were to design an emotion regulation program and evaluate its effectiveness in addressing non-suicidal self-harm in adolescents in Bogot & aacute;. The research was conducted in two phases. The first, an instrumental phase, involved designing the emotion regulation program and validating it with five expert judges. The second phase was a quasi-experimental pre-treatment/post-treatment study evaluating the effect of the independent variable-the emotion regulation program-on the dependent variable-non-suicidal self-harm in adolescents. 20 adolescents from low socioeconomic backgrounds in Bogot & aacute;, aged 12 to 16, were randomly assigned to two groups: a clinical experimental group (M = 15.00; SD = 0.82) and a control group (M = 14.20; SD = 1.14). A sociodemographic and mental health data sheet was administered to the adolescents, along with the Self-Harm Risk Questionnaire (SHR) and the Trait Meta-Mood Scale-24 (TMMS-24). The results showed statistically significant and substantial improvements after the program's implementation. In the variables Personal Boundaries (Z = -2.226, p = .026, r = -.70; g = -0.66) and Punishment (Z =-2.232, p = .026, r = -.71; g = -0.83), a significant decrease in post-test scores compared to the pre-test was observed, suggesting a reduction in excessive self-criticism, guilt, and self-punishing behaviors.
Various brief versions of the DERS have emerged in South American countries over the past few decades. However, the number of factors from the original version has been reduced, and there is a lack of instruments adapted for adolescent populations. This characteristic raises questions regarding the application of the DERS in Peru. From this perspective, this psychometric, non-experimental, cross-sectional study was conducted with a sample of 518 secondary school students from a public institution in Lima, Peru, using non-probability convenience sampling. The average age of the participants was 14.5 years (SD = 1.65). The exclusion criteria were intellectual developmental disorders, neurodevelopmental disorders, and/or sensory disabilities. The results demonstrated a 21-item model grouped into four factors representing emotional dysregulation-Emotional self-criticism (omega = .86), emotional awareness (omega = .77), difficulty engaging (omega = .81), and loss of emotional control (omega = .80)-suitable for clinical and educational use in professional practice.
Body dissatisfaction (BD) is a psychopathological vulnerability factor in childhood and adolescence. However, the impact of body shaming on BD in childhood remains unexamined. The present study explored the phenomenon of body shaming in family and school settings, focusing on its association with the development of BD. The sample comprised 482 school students aged from 11 to 13 (11.8 years; 49% girls). Standardized instruments were administered to measure the level of body dissatisfaction and distortion, body silhouette according to body mass index (BMI), perceived silhouette and body shaming experiences in family and school settings. A multinomial logistic regression model was used to identify significant predictors of BD level (none, moderate and severe). The descriptive analyses revealed that 70% of the participants reported body shaming, primarily in the family environment. Moderate or severe levels of BD were found in 75% of the children. The multinomial logistic regression showed that having experienced body shaming increased the likelihood (OR = 18.48; p < .001) of BD, compared to those that had not been teased for their physical appearance. A significant association between body shaming and childhood BD was corroborated, with such shaming being highly frequent in family settings. These findings highlight the need to design preventive strategies against the use of body shaming in family and school environments.
Body dissatisfaction is a relevant clinical risk factor during adolescence, associated with anxiety, depressive symptoms, and eating disorder pathology. Intensive social media use and body image control behaviors in photographs may amplify these concerns, although empirical research in Latin American adolescent populations remains limited. This study examined associations between body image control on social media and body dissatisfaction among adolescents, exploring gender and age differences as well as significant risk predictors. A total of 1,155 Mexican adolescents (51.3% girls; mean age = 15.18 +/- 1.15 years) participated in a cross-sectional study. The Body Attitude Test (BAT) and the Body Image Control in Photos Scale (BICP-S) were administered. Nonparametric tests, Spearman's correlations, chi-square analyses, and binary logistic regression were performed. Body dissatisfaction was higher among girls (68.1%) than boys (42.2%). All BICP-S dimensions were positively associated with body dissatisfaction. Female participants showed higher levels of dissatisfaction and image control, while older adolescents reported higher scores in positive image control. Logistic regression indicated significant associations between body dissatisfaction and female gender, older age, and higher scores in positive control, negative control, and technological editing, whereas tagging showed an inverse relationship. The high level of body dissatisfaction and body image control behaviors observed in this sample underscores their relevance for adolescent psychological well-being. These findings highlight the importance of developing preventive programs that promote critical digital literacy, body acceptance, and coping strategies, while encouraging future research to incorporate clinical ED measures to better understand the interplay between image control behaviors and disordered eating risk.
This study analyses the characteristics of youths who reoffended that were given a judicial measure (disposition order) from a juvenile court in Spain. The study included 838 juvenile offenders (650 males and 188 females). Data on sociodemographic, criminal and psychosocial characteristics were collected from the juvenile court records, the technical team reports, and the Youth Level of Service/Case Management Inventory (YLS/CMI). The reoffending rate among minors in the sample was 28.9%. Comparisons between youths who reoffended and those who did not showed statistically significant differences in origin (being immigrants), type of crime (with more violence), belonging to a gang, and psychosocial characteristics (worse scores in parenting, education and employment, peer relations, substance use, leisure and recreation, personality and behaviour, attitudes and orientation, and family circumstances). The main variables related to the presence of repeated criminal offences were the type of imposed measure (specifically custody and probation), origin (being an immigrant), antisocial attitudes, chronic drug use, truancy, some delinquent acquaintances, and limited organized activities. These variables may be considered in the development of effective intervention programmes for youths who offend in order to decrease criminal reoffending.
Given the high frequency of non-suicidal self-injury behavior (NSSI) and the diversity of instruments and adaptations for its measurement, we proposed to evaluate the psychometric properties of the Self-Injury Risk Questionnaire (CRA) through two independent studies conducted in Colombia and Mexico, in order to examine its transnational replication. In Study 1, the factor structure, internal consistency, and criterion validity of the instrument were examined in Colombians with a history of NSSI (n = 133) between the ages of 15 and 18 (M = 16.65; SD = 1.18), the majority being women (78.4%). A two-factor structure (frequency and self-harm impulse) was obtained with 78% of total variance. In Study 2, Mexicans with at least one self-injury in their lifetime participated (n = 229) (M = 16.26 years; SD = .97), with a majority of women (72.1%). The same factor structure was obtained as in Study 1. In both studies, internal consistency was high (calculated using Cronbach's alpha and McDonald's Omega). The differences in the magnitude of the relationship between NSSI and depressive symptoms and social support are discussed. The resulting instrument can be applied equally to adolescents in Colombia and Mexico, which could represent an important step toward strengthening the study of NSSI in both contexts.
Parental mental health literacy (MHL) plays a vital role in the early recognition of Attention-Deficit/Hyperactivity Disorder (ADHD) and timely help-seeking behaviors. In T & uuml;rkiye, cultural stigma, limited awareness, and misconceptions may contribute to underdiagnosis and delayed intervention. This study aimed to assess Turkish mothers' MHL regarding ADHD and to identify factors predicting accurate recognition and professional help-seeking. A total of 393 mothers of children aged 0-12 participated in an online survey. Participants responded to an ADHD vignette and open-ended questions on recognition, diagnosis, and help-seeking. Child behavior and maternal distress were assessed using the Strengths and Difficulties Questionnaire and Kessler-6. Regression analyses were conducted to determine predictors of correct ADHD diagnosis. Only 14% of participants correctly identified ADHD. Predictors of correct diagnosis included higher education, being a healthcare worker, having a younger child, greater symptom recognition, endorsement of professional help-seeking, lower parental psychological distress, and higher scores on children's behavioral-emotional difficulties. Cultural misattributions (e.g., personality traits, parenting failure) were common and linked to incorrect diagnoses. These findings underscore the importance of enhancing parental MHL through culturally sensitive educational initiatives. Public health should reduce stigma, raise ADHD awareness, and enhance support access in non-Western settings like T & uuml;rkiye.
This study examined the efficacy of the Spanish adaptation of the transdiagnostic program Super Skills for Life (SSL) as a universal preventive format implemented in school settings. The aim was to analyze its effects on socioemotional self-concept and social skills in a sample of 1,129 Spanish-speaking children aged 8 to 12 years. A randomized controlled trial was conducted with two conditions: intervention and waitlist control. Participants completed validated measures of self-concept (social and emotional dimensions) and social skills at pretest and posttest. Analyses using generalized estimating equations (GEE) indicated significant improvements for the experimental group compared to the control group in emotional self-concept (p < .001, d = 0.27) and social self-concept (p = .003, d = 0.09), whereas no significant effects were observed for social skills (p = .91). These findings suggest that SSL enhances children's socioemotional self-perceptions, which serve as a protective factor against emotional problems, even if observable changes in social behavior may require more time to emerge. Implications for the universal implementation of school-based prevention programs are discussed, along with limitations related to the lack of follow-up assessments, the exclusive reliance on self-reports, and the potential ceiling effect in social competence. Overall, the study provides evidence for the efficacy of SSL as a universal preventive strategy to promote socioemotional competencies in childhood.
Primitive reflexes are motor responses triggered by the presence of a stimulus or by the infant's own movement and play an essential role in survival during the first year of life. These motor responses are traditionally postulated to be inhibited after this period. However, recent studies have suggested that they may persist and influence development. This study aimed to explore the prevalence of primitive reflexes, assess the impact of neuropsychological intervention on their inhibition, and examine how their presence affects the development of motor and visuospatial skills. The sample consisted of 28 schoolchildren aged 7-12 years (M = 8.55, SD = 1.21) from the Centro Internacional Maria Montessori in M & aacute;laga. The reflexes and effectiveness of the intervention were assessed using Developmental Screening (Blythe, 2012). A longitudinal pretest-posttest design with a control group was applied, and data were analyzed using different Analyses of Covariance (AN COVA), adjusting the F value with Quade's test when the assumptions were violated. The findings revealed the persistence of primitive reflexes, effectiveness of the neuropsychological program based on the systematic repetition of developmental motor milestones, and involvement of reflexes in both motor and visuospatial development. Inhibition of primitive reflexes beyond 18 months of age requires systematic and structured intervention based on the biological basis of development, aimed at promoting brain maturation, skill acquisition, and learning.
This study aimed to adapt the Subjective Well-Being Scale (SWB-3) for use with Peruvian children, using a Bayesian approach to ensure its accuracy and reliability. The scale, which includes visual items to assess well-being, was shown to be effective, reflecting a consistent unidimensional structure. The results revealed a preference for positive responses, especially on items indicating high levels of happiness, suggesting a natural inclination toward optimism among children. Bayesian confirmatory factor analysis (BFCA) indicated excellent fit characteristics, and the SWB-3 demonstrated good reliability with an omega coefficient of .86. The study highlighted the predictive power of the SWB-3 for depression with a large direct relationship (r = .55) which is in line with previous research. However, methodological limitations such as non-probability sampling and lack of exploration of other variables such as anxiety suggested areas for future research. Overall, the study provides a validated tool for assessing the subjective well-being of children in Peru, crucial for informing policy and improving the overall well-being of children.
Positive and negative affect (PA/NA) are important mechanisms underlying emotional disorders. The Positive and Negative Affect Schedule for Children-Short Form (PANAS-C-SF) is a 10-item self-report measure evaluating PA and NA (five items each) in children. This study aimed to examine the factorial structure, reliability, and validity of the Portuguese PANAS-C-SF, explore associations with anxiety and depression symptoms, assess its ability to discriminate between clinical and community samples, and analyze age and sex differences in PA and NA. A sample of 341 Portuguese community children aged 8-13 years (51.8% girls) and 185 children with emotional disorders aged 6-13 years (56.2% girls) was used. A two-factor model was confirmed through confirmatory factor analysis, presenting good model fit in both samples. PANAS-C-SF validity was supported by significant correlations with child anxiety and depression measures. No significant sex effect on PA and NA was observed. A significant age effect was found, with older children exhibiting lower levels of PA than younger ones. The PANAS-C-SF emerged as a valid measure for assessing PA and NA in both community and clinical Portuguese samples. This is the first study to evaluate the factorial structure and psychometric properties of this scale using a clinical sample of children with emotional disorders.
Executive Functioning in secondary education students: differential analysis by gender and grade. Executive functions (EF) are a set of essential cognitive skills that allow people to self-regulate their behavior and achieve goals effectively. Although this phenomenon has long been studied, there are few articles that analyze gender differences across academic stages Therefore, the aim of this study was to examine EF of students in Compulsory Secondary Education and 1st year of High School (ages 12-17 years) and to analyze differences based on grade level and gender. A total of 1,164 Spanish adolescents (559 males) aged 12-17 years were assessed using the Adolescent and Adult Executive Functioning Questionnaire (ADEXI). Analyses revealed statistically significant differences in EF by gender, with females obtaining more difficulties in all subscales evaluated (Inhibitory control and Working memory) and the total score. In addition, an improvement in EF with age was observed, with students in higher grades showing better performance. Understanding differences in EF across different ages and genders has important practical implications. The child and adolescent population could benefit from these findings not only in the academic field, where teaching methods could be adapted to meet specific needs, but also as a useful tool in clinical practice, especially in populations with neurodevelopmental disorders.
The present study analyzed the engagement of caregivers and children in a child-centered cognitive-behavioural intervention for emotional disorders. A semi-structured interview was used to collect data from a sample of 17 Portuguese caregivers from 12 families of school-aged children that participated in a group cognitive-behavioural intervention (child-centered version of the Unified Protocol for the Transdiagnostic Treatment of Emotional Disorders in Children). Data was analyzed using content analysis. It was possible to identify facilitators (e.g., motivation, practical reasons) and barriers (e.g., practical reasons, characteristics of the tasks) to caregivers' engagement regarding in and out-of-session activities. Similarly, from the caregivers' report, we identified facilitators (e.g., therapeutic alliance, contingencies) and barriers (e.g., children's characteristics, characteristics of the tasks) to children's engagement in the sessions and with home tasks. These results suggest important factors to consider in the context of child-centered group psychological interventions for emotional disorders.
The aim was to adapt Harter's Social Support Scale into a computerized format and validate it in a sample of preadolescents and adolescents. A total of 654 students (9-17 years old) from schools in Galicia (Spain) participated. The adapted version features a Likert response scale and adjustments to reflect diverse family structures, thanks to its computerized format. Confirmatory factor analysis showed that, among the models tested, the one composed of four interrelated factors (Perceived Social Support from Parents, Peers, Teachers, and Close Friends) provided the best fit to the data. Nonetheless, the hierarchical model with a general perceived social support factor also showed a good fit. The scores obtained for each factor demonstrated high internal consistency. The negative correlations found between the scores on the four social support dimensions and victimization in face-to-face bullying support the criterion validity of the instrument. The tool is particularly relevant for assessing perceived social support and identifying psychosocial needs during key transitions, such as from childhood to adolescence, when issues like bullying frequently arise.
The main is to evaluate the psychometric properties of the abbreviated seven-item Center for Epidemiologic Studies Depression Scale (CESD-7) in a representative sample of Mexican adolescents. Data from the 2018-2019 National Health and Nutrition Survey (ENSANUT) were used, with a total of 17925 adolescents (49.89% female) aged 10 to 19 years (M = 14.38, SD = 2.87), representing the 32 states of the Mexican Republic. A respecified unidimensional factor model with seven items was identified (CFI = .997, TLI = .996, RMSEA = .025, SRMR = .017), with acceptable reliability values (alpha = .71, omega c = .72). Additionally, the instrument demonstrated invariance between males and females. Item 3 showed the highest discrimination ability (a = 3.30), while the difficulty parameters displayed a monotonic increase. Furthermore, the instrument was found to be more informative at levels above the average. Therefore, the CESD-7 exhibits adequate psychometric properties for use in samples of Mexican adolescents, allowing for the collection of valid results and data regarding depressive symptoms in this demographic group.
