Artículos (Psicología Evolutiva y de la Educación)

URI permanente para esta colecciónhttps://hdl.handle.net/11441/11256

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Impact of Traumatic Childbirth and Birth-Related Posttraumatic Stress Disorder on Breastfeeding Outcomes: A Systematic Review of Longitudinal and Cohort Studies
(Wiley, 2025) Cavallé Abasolo, Ester; Dikmen Yildiz, Pelin; Gómez Gómez, Irene; Barros Martins, Lara; Motrico Martínez, Emma; Psicología Evolutiva y de la Educación
Background: Breastfeeding is the most recommended form of infant nutrition during the first months of life. Mother's perception of childbirth as traumatic, or birth-related diagnosis of Posttraumatic Stress Disorder (PTSD) or symptoms (PTSS), may negatively affect breastfeeding outcomes, but there is not enough evidence about its influence. The aim of this study was to examine and summarize the available literature on the impact of traumatic childbirth and/or PTSD/PTSS related to childbirth on breastfeeding outcomes. Methods: Following PRISMA guidelines (PROSPERO: CRD42023407019), a systematic review of prospective longitudinal and cohort studies was conducted, involving searches across PubMed, PsycINFO, Scopus, Web of Science, and PsycARTICLES. The PICOS model guided inclusion criteria, and the Newcastle-Ottawa Quality Assessment Scale (NOS) was used to assess study quality. Results: From the 1471 identified records, eight studies (involving 3091 participants) met our inclusion criteria and demonstrated an overall low risk of bias, according to NOS. Results consistently revealed a negative association between traumatic childbirth and/or birth-related PTSS/PTSD and breastfeeding outcomes, including initiation, duration, self-efficacy, and exclusive breastfeeding in the baby's early months. Discussion: A traumatic birth can have lasting effects on both maternal mental health and breastfeeding outcomes. Limitations: Potential omission of relevant studies despite searches across five databases and the absence of a calculated size effect, preventing the determination of the strength of the studied variables' relationship. Predominant focus on European studies questions the generalizability of the results. Conclusion: Mothers suffering from traumatic childbirth and/or childbirth-related PTSS or PTSD have an increased risk of poorer breastfeeding outcomes.
Video game player profiles among university students: Impact of game preferences and academic background
(Elsevier, 2025) García Cabrera, Emilio; Luna Perejón, Francisco; Pertegal Vega, Miguel Ángel; Muñoz Saavedra, Luis; Sevillano Ramos, José Luis; Miró Amarante, María Lourdes; Psicología Evolutiva y de la Educación; Medicina Preventiva y Salud Pública; Arquitectura y Tecnología de Computadores; Ministerio de Ciencia e Innovación (MICIN). España; Agencia Estatal de Investigación. España
Video games have become a widespread cultural and economic phenomenon, with Spain ranking among the top European countries in gaming consumption. This study examines the gaming habits and preferences of 440 university students at the University of Seville, classifying player profiles based on game preferences and academic background. A cross-sectional study was conducted using an anonymous online survey, and principal component analysis identified three distinct player profiles: Competitive, Explorer, and Socializer. Findings indicate that gaming frequency varies significantly by academic discipline, with students in technical fields playing more frequently and preferring PC gaming, while those in social and health sciences favor mobile gaming. Moreover, the Explorer profile is associated with higher gaming frequency, whereas the Socializer profile is linked to lower engagement. Contrary to common concerns, gaming time does impact academic performance, particularly when exceeding five hours per day. Findings suggest that gamification in higher education should align with students’ gaming profiles to boost engagement and learning performance. While offering useful insights, the study’s cross-sectional design and selfreported data limit its scope. Longitudinal research is needed to assess long-term academic and well-being impacts.
Psychosocial, neurocognitive, and physical development in Eastern European adopted adolescents with and without fetal alcohol spectrum disorder
(Wiley, 2025) Carrera, Pablo; Miller, Laurie C.; Palacios González, Jesús; Román Rodríguez, Maite; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; European Commission (EC). Fondo Europeo de Desarrollo Regional (FEDER)
Background: Most internationally adopted individuals have been exposed to an array of developmental risk factors, including early institutionalization and other adverse experiences. Adopted children from Eastern Europe tend to show worse neurodevelopmental outcomes than adopted individuals from other areas of origin. Previous studies have shown a high incidence of prenatal alcohol exposure and fetal alcohol spectrum disorders (FASD) among this population, a factor that may explain some of their complex needs. However, direct comparisons of adoptees (from Eastern Europeor elsewhere) with and without FASD have not been previously reported. Method: In this study, we compared 69 internationally adopted adolescents with and without FASD and 30 community adolescents in their degree of physical growth, neurobehavioral impairment, psychosocial, and neurocognitive function using standardized assessments including both parent-reported questionnaires and performance tests. The presence of FASD or prenatal alcohol exposure was collected via parent reports. Results: Fourteen adopted adolescents (20.3% of the adopted sample) had FASD, whereas 55 adopted adolescents did not. Adopted adolescents in the FASD group showed more difficulties in several domains of psychosocial adjustment and cognitive development and lower head circumferences, compared with adopted adolescents without FASD and community adolescents, whereas in a few other areas, the pattern was less clear-cut. Adopted adolescents without FASD also presented difficulties, although to a lesser degree. Conclusions: Adopted adolescents with FASD showed a complex profile of deficits in social communication, certain neurocognitive areas (particularly in working memory and language), and self-regulation. However, given that internationally adopted individuals have been exposed to an array of developmental risk factors for neurodevelopment, caution is needed before assuming that the difficulties observed in adoptees from Eastern Europe derive exclusively from prenatal alcohol exposure.
Parental stress and children adjustment in kinship foster families
(Cambridge University Press, 2013) Jiménez Morago, Jesús Miguel; Mata Fernández, Estefanía; León Manso, Esperanza; Muñoz Silva, Alicia; Psicología Evolutiva y de la Educación
Este trabajo se centra en una exploración multidimensional, la primera realizada con muestra española, del estrés experimentado por los acogedores en familias extensas. El estudio se basa en una muestra española de 116 familias acogedoras extensas y sus menores acogidos, con edades comprendidas entre 4 y 11 años de edad. Los datos indican que en términos generales las puntuaciones de estrés de los acogedores están dentro del rango normativo. Se muestra también la heterogeneidad existente en estas familias, destacando un grupo de acogedores con niveles altos de estrés. El estrés parental se relacionó con variables de los menores (índice de adversidad inicial, adaptación, evolución y ajuste comportamental); de los acogedores y las familias (salud del acogedor principal, no encontrándose relación con la red de apoyo social, ni con las necesidades económicas); y de las relaciones entre los menores y sus acogedores (aceptación rechazo, relación con el cuidador principal y con otros miembros de la familia). Finalmente, el modelo predictivo realizado indica que los acogedores padecen más estrés, principalmente cuanto más problemas conductuales y emocionales presentan los niños y niñas acogidos, y también cuanto peor sean las relaciones con otros familiares y la salud del acogedor principal.
Psychological needs in parents and clinically referred adolescents: An integrative model via parenting and parental mindfulness
(American Psychological Association, 2021) Rodríguez Meirinhos, Ana; Antolín Suárez, Lucía; Oliva Delgado, Alfredo; Psicología Evolutiva y de la Educación
Framed on Self-Determination Theory, this study sought to examine the interplay between parents’ and adolescents’ need satisfaction and need frustration, as well as to investigate the potential mediating role of autonomy-supportive and psychologically controlling parenting. Whether parents’ dispositional mindfulness moderated the relation between parental need frustration and parenting was also investigated. Participants were 213 clinically referred adolescents between 12 and 17 years (Mage = 14.36; 55.9% girls) and 225 parents (85.3% mothers). Findings from structural equation models revealed a bright and a dark pathway linking parents’ and adolescents’ need-based experiences through parenting. Specifically, parental need satisfaction was positively related to autonomy-supportive parenting, which, in turn, contributed to greater adolescents’ need satisfaction. In contrast, parents’ need frustration yielded a positive association with psychologically controlling parenting, which, in turn, positively related to adolescents’ need frustration. Latent moderation analyses also indicated that parents’ mindfulness played a role as a moderator of the relationship between parental need frustration and psychological control; the association was attenuated when parents reported higher levels of mindfulness. Implications for the promotion of positive parenting among families of adolescents with mental health problems are outlined.
Comunicación sobre el acogimiento y funcionamiento familiar en familias extensas acogedoras
(Sage, 2013) Jiménez Morago, Jesús Miguel; Martínez Cabeza, Rocío; Muñoz Silva, Alicia; León Manso, Esperanza; Psicología Evolutiva y de la Educación
El presente estudio analiza algunos aspectos básicos de la comunicación sobre el acogimiento en una muestra de familias extensas acogedoras y trata de ponerlos en relación con variables del funcionamiento familiar y del ajuste psicológico y conductual de los niños y niñas acogidos. La muestra estuvo compuesta por 189 familias y menores de la provincia de Sevilla. Los resultados ponen de manifiesto las dificultades con las que los acogedores afrontan la tarea de comunicar sobre el acogimiento y sus necesidades de formación y apoyo. Indican también que la comunicación sobre estos temas se relaciona tanto con la evolución experimentada por los menores en el acogimiento como con algunos aspectos del funcionamiento familiar. Así, los niños acogidos en familias que habían hablado con ellos sobre su acogimiento experimentaron una evolución más satisfactoria a lo largo del acogimiento que los que no habían tenido la oportunidad de tratar estos temas con sus acogedores. Por su parte, los acogedores que habían establecido esta comunicación con los acogidos se distinguían por su mayor disposición para cubrir las necesidades psicológicas y educativas de los niños y por formar parte de familias más cohesionadas y con mayor capacidad de adaptación ante nuevas situaciones.
Effect of parental competences on anxious-depressive symptoms and suicidal ideation in adolescents: Exploring the mediating role of mindfulness
(Elsevier, 2022) Nieto-Casado, Francisco Javier; Antolín Suárez, Lucía; Rodríguez Meirinhos, Ana; Oliva Delgado, Alfredo; Psicología Evolutiva y de la Educación
Anxious-depressive symptoms and suicidal ideation are common phenomena during adolescence. Ample research has evidenced that certain parental competences (i.e., parental warmth, autonomy support, and family communication) play a key role in the prevention of both internalizing problems. However, the mechanisms that explain the preventive effects of these parental competences are little understood. For those mechanisms to be explained, the present study aimed at investigating the mediating role of adolescent mindfulness on the association between parental competences, anxious-depressive symptoms, and suicidal ideation. It was also explored whether these relations were (dis)similar across gender. A total of 1405 adolescents (53.1% girls) aged between 12 and 17 years (M = 14.79, SD = 1.54) participated in the research. Participants completed a self-report questionnaire during school hours. Structural equation models analysis showed that the association between parental competences and anxious-depressive symptoms was partially mediated by adolescent mindfulness. Meanwhile, the association between parental competences and suicidal ideation was mediated through a double indirect effect via mindfulness and anxious-depressive symptoms. Gender did not moderate previous associations. This study offers evidence of the contribution of mindfulness in explaining the processes that underlie the relationship between parental competences and certain internalizing problems in adolescents. Further, these findings emphasize the need for future interventions to foster both positive parenting and adolescents’ mindfulness to prevent anxious-depressive symptoms and suicidal ideation.
Parental stress, family functioning and children’s psychological adjustment in adoptive families: A comparative and longitudinal study
(Taylor & Francis, 2015) León Manso, Esperanza; Palacios González, Jesús; Román Rodríguez, Maite; Moreno Rodríguez, María del Carmen; Peñarrubia Sánchez, María Gracia; Psicología Evolutiva y de la Educación; Ministerio de Ciencia e Innovación
This work focuses on parental stress in adoptive families with regard to certain key components of family functioning (the family cohesion and adaptability and the parental reflective functioning) as well as in its connection with adopted children’s adjustment. The sample included 98 Spanish parents and children: a group of 40 internationally adoptive families and another group of 58 non-adoptive families, who served as a control group. The longitudinal and comparative analysis showed no significant differences between adoptive and non-adoptive families’ stress scores, but a different incidence of higher stress levels (more non-adoptive families scored above the 75% cut-off). Parental stress scores were related to family adaptability, parental reflective functioning and children’s psychological adjustment. The regression model showed that the best parental stress predictor, for adoptive families, was children’s hyperactivity problems, also linked to family adaptability.
Parental sense of competence among non-kin foster carers from Spain
(PERGAMON-ELSEVIER SCIENCE, 2018) Jiménez Morago, Jesús Miguel; León Manso, Esperanza; Algeciras Rodriguez, Cecilia; Psicología Evolutiva y de la Educación
In recent years, the study of parental sense of competence has become increasingly relevant in the field of family intervention. However, despite the importance of the protective task carried out by foster carers, research into parental competences is still scarce among non-kin foster families. The main purpose of this paper is to explore non-kin foster carers' sense of parental competence and analyze its determinants and predictors in non-kin foster families. The sample comprised 48 Spanish non-kin foster families and the children in their care. The results indicate that non-kin foster carers perceive themselves as highly competent and moderately efficient, and feel very satisfied with their parental role. Variables related to parental competence were identified among the characteristics of non-kin foster carers, foster children and some circumstances related to the way the foster care was constituted. The regression analysis identified the predictors of parental sense of competence, role satisfaction and perceived effectiveness among non-kin foster carers. The regression data identified carers' responsiveness, children's behavioral problems, and evolution during foster placement as the main determinants of parental sense of competence in the non-kin foster families in our study. In addition to opening up new perspectives in fostering research, in terms of intervention, the results reported here will also help improve and adapt the support and professional advice given to non-kin foster families.
Contact between birth parents and children in kinship care in a sample from Spain
(Wiley, 2017) León Manso, Esperanza; Jiménez Morago, Jesús Miguel; Muñoz Silva, Alicia; Psicología Evolutiva y de la Educación; Ministerio de Educación y Ciencia (MEC). España
Within the context of kinship care, the main objectives of this work are to study the characteristics of contact between foster children and their birth parents, and their relationship with key variables of fostering, the children and their kinship caregivers. The sample included 189 children from Spain and their kinship families. A semi-structured placement interview and two scales relating to the child–caregiver relationship and child's psychological adjustment were used with the kinship families. The results revealed a significant percentage of foster children who had no family contact. Various visit types, frequencies and durations were described. Kinship care with contact, compared with placements without contact, was frequently characterized by the absence of professional supervision, and an affectionate child–caregiver relationship; moreover, children with contact were perceived to have fewer serious behaviour and socio-emotional problems and a greater probability of family reunification. The regression analysis showed that the main predictors for how caregivers assessed contact were the children's emotional reaction during visits and the quality of the relationship between the kinship families and the birth parents. These results suggest the need for further research about contact, which will certainly have a major impact on professional intervention with these families.
LGBTQ + Bullying and Cyberbullying Risk Profiles: Singular Victimization, Combined Perpetration
(Springer, 2025) Muñoz Fernández, Noelia; Rey Alamillo, Rosario del; Elipe Muñoz, Paz; Psicología Evolutiva y de la Educación; Ministerio de Ciencia e Innovación (MICIN). España
Introduction This study has examined profiles of adolescents involved in both online and offline general and LGBTQ + bullying (considering perpetration and victimization), as well as individual, micro and, macrosystem variables associated with these profiles. Methods The sample comprised 2482 adolescents aged between 12 and 18 years (M = 14.49; SD = 1.62). Data were collected during the 2021–2022 academic year. Results From the latent profile analyses, three bullying profiles were identified that were distinguished according to the level of severity of the bullying perpetration — absent, moderate, or severe — but not according to the type of perpetration: general and LGBTQ + types. In the case of victimization, four profiles were identified: a profile with hardly any victimization; a profile in which LGBTQ + victimization predominated, off and online; a profile in which general victimization predominated, off and online; and a profile in which all types of victimization persisted, general and LGBTQ + , off and online. The results of multinomial logistic regressions identified sex and gender diversity, age, family support, school belonging, and beliefs regarding diversity as relevant factors in belonging to the profiles. Conclusions Latent profile results suggested that no specific perpetrators only attack through one type of behavior (general or LGBTQ + phobic). However, there are specific victims depending on the received behaviors. Policy Implications The results may guide the development of future psychoeducational prevention programs aimed at reducing general and LGBTQ + forms of bullying and cyberbullying in adolescence.
Parenting adoptive children: Reflective functioning and parent-child interactions. A comparative, relational and predictive study
(PERGAMON-ELSEVIER SCIENCE, 2018) León Manso, Esperanza; Steele, Miriam; Palacios González, Jesús; Román Rodríguez, Maite; Moreno Rodríguez, María del Carmen; Psicología Evolutiva y de la Educación; Ministerio de Economía y Competitividad (MINECO). España; Ministerio de Economía, Industria y Competitividad
In an attempt to go beyond the analysis of children's outcomes in adoption research, the central goal of this study was the analysis of parents’ reflective functioning (PRF)—understood as the parents’ capacity to reflect upon their own experience as parents, upon their child’s experience, and upon the relationships between them— and its connection with parent-child interactions (PCI)—referring to the behavioral patterns observed in verbal and non-verbal interactions between parents and children around a task. To measure PRF, the Parent Development Interview (PDI) was administered to 40 internationally adoptive and 58 non-adoptive parents. To measure PCI, the parent-child dyads were observed while interacting in a co-construction task. The results show reliable psychometric characteristics of PDI instrument for its use with a Spanish sample. Compared to non-adoptive mothers, adoptive PRF was found more articulate and positive, with non-adoptive mothers scoring higher in less positive or openly negative contents. Furthermore, some characteristics of the children (age and gender) and the parents (educational level) were significantly related to PDI factors. For the adoptive dyads, the relationship between PRF and PCI was particularly significant regarding the PDI contents related to the positive perception of the child in the relationship. Moreover, the behaviors in the PCI task were influenced by the child’s gender and age at placement. The way parents behave with their children is influenced by their thoughts and feelings about them, and the promotion of parental mind-mindedness may facilitate more constructive interactions.
Maestros de educación infantil: hombres que cuidan superando estereotipos
(Universitat Jaume I, 2025) García Gómez, Soledad; Muñoz Tinoco, María Victoria; Psicología Evolutiva y de la Educación; Didáctica y Organización Educativa
La feminización de la profesión docente es incuestionable a nivel mundial desde hace décadas. Los avances en la incorporación de las mujeres a ámbitos considerados tradicionalmente masculinos no están teniendo un desarrollo parejo a la inversa. La presencia de maestros varones en la educación infantil es mínima y no tiene visos de ir aumentando según los datos estadísticos recopilados. Mediante un cuestionario de preguntas abiertas, se han explorado las opiniones y experiencias de quince maestros varones sobre tópicos vinculados a los estereotipos y al ejercicio profesional. El análisis del contenido ha permitido identificar temáticas de interés para conocer más y mejor a maestros que han optado por trabajar en los niveles básicos de la enseñanza.
Mind-mindedness in non-kin foster care: relationships with caregiver-child interactions, caregivers’ parental stress, and children’s psychological adjustment
(Taylor & Francis, 2025) Molano Mérida, Nuria; León Manso, Esperanza; Carrera, Pablo; González-Pasarín, Lucía; Psicología Evolutiva y de la Educación
Mind-Mindedness Interview (MMI) was applied to 49 Spanish non-kin foster caregivers and analyzed in relation to: caregivers’ and children’s socio-demographic and protection profile; caregiver-child interactions; caregivers’ parental stress; and children’s psychological adjustment. Caregivers used a higher proportion of non-mental (vs mental) and positive (vs negative) attributes. Higher positive mental attributes were used with younger children. The proportion of negative non-mental attributes was significantly related to more disruptive caregiver contact, parental stress and psychological adjustment difficulties, and to fewer positive child behaviors. These findings support the use of MMI as a useful tool to assess children’s adaptation to the foster placement.
Third graders’ digital and paper text comprehension
(Pergamon-Elsevier, 2025) Ruffini, Costanza; Pecini, Chiara; Saldaña Sage, David; Delgado Herrera, Pablo; Psicología Evolutiva y de la Educación
Background: Research suggests differences in digital and paper text comprehension, but studies on primary school children are limited, and the role of textual genre remains unclear. This study examines the effects of reading medium and its interaction with text genre on text comprehension and explores whether these effects vary with comprehension skills, medium preference for academic vs leisure purposes, and computer use, controlling for working memory and attention skills. Method: A within participants design was implemented with 157 third graders (mean age = 8.40, SD = 0.30, 48.41 % female) reading four different texts: two linear texts (one narrative and one expository) on paper and two other linear texts (one narrative and one expository) on screen. Participants read four texts (two narrative and two expository), with counterbalanced variations in medium (paper-digital; digital-paper) and textual genre (narrative-expository; expository-narrative). Results: Students demonstrated better comprehension of narrative texts compared to expository ones. However, no significant effects on comprehension outcomes were observed for the reading medium or its interaction with text genre, regardless of students’ reading comprehension abilities or their preferred use of computers. Conclusion: The absence of the reading medium effect aligns with some previous research in primary education, although it contrasts with meta-analytic findings on the effect of reading medium. We highlight the importance of promoting the strategic use of digital devices for reading in later school years to prevent potential misuse, especially as unproductive digital activities become increasingly diverse.
Self-reported health and depression among EIRA cohort: a moderated mediation model of sex and perceived social support
(Frontiers Media, 2025) Sánchez Recio, Raquel; Oliván‐Blazquez, Bárbara; Méndez López, Fátima; Gascón Santos, Santiago; Martí Lluch, Ruth; Zabaleta del Olmo, Edurne; Motrico Martínez, Emma; Clavería Fontán, Ana; Psicología Evolutiva y de la Educación; Ministerio de Economía y Competitividad (MINECO). España
Background: The positive relationship between health and good perceived social support has been widely demonstrated in the scientific literature. It is known that having a good social support influences the proper maintenance of health even as a protective factor, besides being a good predictor in the recovery of health during a disease process, influencing differently men and women. Aim: This project aims to study the moderating effects of perceived social support in the relationship between depression and self-perceived health according to gender, after a complex multiple-risk intervention was carried out in patients of primary health care with low social support. Methods: A cluster randomized clinical trial was developed in the subgroup of patients included in phase 3 of the EIRA project. CONSORT recommendations were followed to present the results. To determine the mediating effect between social support and self-perceived health, three regression analyses were carried out using the procedure designed by Hayes through the PROCESS macro for SPSS. Results: 3,062 people (54.9% women) participated in the study. Men reported experiencing more social support and self-perceived health (p < 0.001) than women at the beginning of the study, but women reported higher social support at post-intervention. Moderation analyses showed that, post-intervention, those women (bsimple = −2.9867, p < 0.001) and males (bsimple = −1.4337, p < 0.001) who scored lower in depression reported higher social support. Conclusion: In primary care, it is necessary to encourage intervention strategies that promote social networks as a key element of positive action aimed at maintaining and improving the population’s health, especially in adults and more specifically in women.
“But I Also like to Enjoy my Time, I’m Not a Student 24 Hours a Day”: Adolescents’ Perspectives About Organized Leisure and School Stress
(Taylor & Francis, 2025) García Moya, Irene; Jiménez Iglesias, Antonia María; Díez López, Marta; Paniagua Infantes, Carmen Elisa; Psicología Evolutiva y de la Educación; Agencia Estatal de Investigación. España; Ministerio de Ciencia e Innovación (MICIN). España
Although organized leisure has numerous benefits during adolescence, we still know relatively little about its role in school stress. The aim of this study was to provide insights into the role of participation in organized leisure-time activities in adolescents’ school stress. We used purposive sampling to select adolescents from high-stress and low-stress secondary schools from Andalusia (Spain), and conducted 24 focus groups with boys and girls from Grade 2 (13–14 years) and Grade 4 (15–16 years). Using thematic analysis, we identified three overarching themes. Participation in organized leisure can alleviate school stress, but it can also be stressful because it generates conflicting time demands with schoolwork. The study also hints at potential differences depending on the type of activity and provides valuable insights into gender differences in the choices made to skip or quit organized leisure, with implications for supporting adolescents’ regular organized leisure participation.
Online Sexual Harassment Perpetration Among Peer Adolescents: A Cross-National and Cross-Gender Study
(MDPI, 2025) Durán Guerrero, Estrella; Nocentini, Annalaura; Menesini, Ersilia; Sánchez Jiménez, Virginia; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España
This study aims to validate the Online Sexual Harassment Perpetration among Peers (OSHP-P) instrument for assessing online sexual harassment among adolescents in two different countries, Spain and Italy, considering both new forms of online sexual harassment and gender differences. The instrument was validated by means of a Confirmatory Factor Analysis (CFA) with a sample of 1041 Spanish (Mage = 15.0, SD = 0.88) and 1385 Italian (Mage = 14.8, SD = 0.87) adolescents, demonstrating factorial invariance across both country and gender. The best-fitting model was two-dimensional, with ambiguous and direct Sexual Cyber Perpetration (SCP) and Non-Consensual Sharing Perpetration (NCSP) factors. Co-involvement (i.e., involvement in both types of aggression) rates were 10.3% in Spain and 7.8% in Italy. No significant gender differences were found for involvement in either the overall scale (46.4% for girls, 44.1% for boys) or the NCSP subscale (3.0% girls vs. 2.2% boys), although significantly higher co-involvement was found among boys (7.7% girls vs. 10.1% boys). This study contributes to the existing body of research on online sexual harassment among peers in adolescence by presenting a new assessment tool that has been shown to be invariant between Spanish and Italian adolescents, as well as between boys and girls.
A Gamified Intervention Programme for Monitoring Reading Comprehension in Deaf Students
(Asociación Española de Comprensión Lectora y Universidad de Málaga, 2025) Ortiz Gómez, Marta; Juárez Ramírez, Reyes; Solís Campos, Adrián; Saldaña Sage, David; Rodríguez Ortiz, Isabel de los Reyes; Psicología Evolutiva y de la Educación; Junta de Andalucía
Los lectores sordos o con discapacidad auditiva (DHH) a menudo tienen dificultades para comprender lo que leen. Entre otros aspectos, las dificultades en la capacidad de monitorizar la comprensión se consideran uno de los procesos responsables de las diferencias entre lectores DHH y oyentes. Este estudio pretendió mejorar la comprensión lectora en estudiantes DHH con una intervención basada en un videojuego online centrado en la monitorización y autorregulación de la comprensión lectora. La muestra del estudio estuvo formada por cuatro estudiantes españoles DHH de 6º de Educación Primaria de un colegio especial para estudiantes DHH, con una edad media de 11,75 años y características auditivas heterogéneas. Se utilizó un diseño experimental aleatorizado de línea base múltiple. Las sesiones de línea base incluyeron solo actividades lúdicas relacionadas con la lectura, mientras que las sesiones de intervención se centraron en el entrenamiento de la monitorización y autorregulación de la comprensión lectora mediante un videojuego. Una participante que empleaba la lengua de signos española y tenía un bajo nivel de lectura, pero una buena inteligencia no verbal, se benefició de la intervención. El estudio sugiere que las intervenciones basadas en la autorregulación podrían utilizarse incluso con niños con dificultades auditivas y con poca capacidad de lectura, pero podrían requerir habilidades básicas para ser efectivas.
Encuesta a profesionales sobre la Asistencia en Salud Mental Perinatal en Hispanoamérica: Análisis de resultados
(Instituto Psiquiatría Psicodex, 2025) Marti Oristrell, Nuria; Cobo, Jesús; Lasheras, Gracia; Crespo, Elena; Martínez, Verónica; Parramon-Puig, Gemma; Sanz, Cristina; Andreu, Laura; Motrico Martínez, Emma; Hernández, Carmen; Trautmann-Villalba, Patricia; Palacios-Hernández, Bruma; Osma, Jorge; Psicología Evolutiva y de la Educación
Introducción: Los problemas de salud mental perinatal (SMP) son aquellos que ocurren desde la concepción hasta el primer año del bebé. En América Latina, la depresión posparto (DPP) puede alcanzar el 20.5%, y hasta el 15% en el estado español, constituyendo un gran desafío de salud pública. Sin embargo, la detección y el tratamiento son insuficientes en todos los países hispanohablantes o ciertas áreas, especialmente en aquellos de menos ingresos. Objetivo: Identificar recursos asistenciales y formativos para la atención de la SMP en países hispanohablantes y detectar brechas y oportunidades. Metodología: Se realizó una encuesta en línea semiestructurada a profesionales de SMP entre diciembre de 2022 y enero de 2023, analizando los datos con SPSS. Resultados: Se obtuvieron 48 respuestas de 13 países, destacando Argentina y España por número de respuestas. Más del 60% reportó falta de asistencia pública en SMP, salvo en Argentina, España y Chile. El 70% reportó servicios disponibles en el sector privado. En cuanto a la detección, el 71% desconocía procedimientos específicos en el ámbito público, mientras que, en el privado, el 55% en España y el 75% en Chile utilizan herramientas para DPP. Solo el 25% conocía guías oficiales y el 41.47% reportó información sobre formación en SMP, con ciertos datos contradictorios o desconocimiento sobre opciones formativas. Conclusiones: Este análisis preliminar de los datos enfatiza la necesidad de mejorar los conocimientos disponibles sobre los servicios y la asistencia a la SMP en todos los países hispanohablantes. Es necesario contar con datos reales para poder mejorar la planificación y las estrategias futuras, desarrollando y reforzando las estructuras actuales y aprovechando todas las fortalezas disponibles, en especial las formativas.

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