Artículos (Psicología Evolutiva y de la Educación)

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

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Psychometric properties of the Teachers' Responses to Bullying Questionnaire (TRBQ) in Spanish students
(Colegio Oficial de Psicología del Principado de Asturias, 2026) Rodríguez-Pérez, Laura; Rey Alamillo, Rosario del; García-Sanjuán, Noemí; Muñoz Fernández, Noelia; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; European Union (UE); Universidad de Sevilla
Background: Students’ perceptions of teacher response play a critical role in addressing bullying, as they are closely linked to student involvement. However, no validated instruments currently exist in Spain to assess this construct adequately. This study aimed to validate the Teachers’ Responses to Bullying Questionnaire (TRBQ) in Spain, examine its measurement invariance across educational levels, gender, and bullying roles, and to explore students’ perceptions of teacher responses based on these variables. Method: A total of 1,241 students (48.8% girls; 48.3 % primary school; Mage = 12.00; SD = 1.79; range = 9–18 years) from southern Spain participated. Results: EFA revealed a three-factor structure—non-intervention, restorative psychoeducational strategies, and disciplinary methods—with good fit, confirmed through CFA. The instrument demonstrated satisfactory reliability and measurement invariance. Girls perceived teacher responses as more frequent. Restorative strategies were more common in primary school, while non-intervention was more prevalent in secondary school. No significant differences emerged for disciplinary methods. Non-involved students reported more restorative interventions, bullies-victims perceived more non-intervention; and aggressors reported greater use of disciplinary methods. Conclusions: The Spanish adaptation and validation of the TRBQ provides a valuable tool for assessing teacher responses to bullying and contributes to research and intervention in school contexts.
Defender, Passive, and Pro-Bully: Exploring Bystanders’ Intentions toward Cyberbullying
(Colegio Oficial de la Psicología de Madrid, 2026) Quintana Orts, Cirenia; Alcántara Lázaro, Ana de los Ángeles; Mora Merchán, Joaquín Antonio; Rey Alamillo, Rosario del; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España; SEJ580: Interpersonal Aggression and Socio-Emotional Development
Objective: The present study examines the usefulness of the Theory of Planned Behavior (TPB) in explaining three distinct responses to cyberbullying among adolescents: defending, pro-bully, and passive intentions. A model was constructed to assess intentions, including control variables (gender, age, cyberbullying victimization, and perpetration experiences), social norms (family, friends, and teachers), attitude toward helping cyberbullying victims, perceived behavioral control, and empathy. Method: Data were collected from 2,539 students aged 11 to 18 years (M = 14.07, SD = 1.39) across eighteen schools. The analyses focused on the sample of non-witnesses of cyberbullying (N = 1,825) to assess intentions, using multiple regression analyses. Results: Empathy and helping attitude play a significant role in the intention of the three types of intentions. Additionally, experiences of cyberbullying, particularly as a cyberbully, and gender were linked to pro-bully intentions. Post hoc gender analyses revealed that friends, family, and teachers’ norms were particularly relevant for reducing pro-bully intentions in girls. Conclusions: These findings suggest that TPB is a useful framework for understanding the intentions of defender, passive, and pro-bully cyberbystanders. Future research should include both non-witnesses and witnesses to better compare intention versus actual behavior and investigate temporal and causal pathways within the TPB model.
Risk profiles for the perpetration of non-consensual sharing of sexual content among Spanish adolescents: a cross-sectional and longitudinal study
(Elsevier, 2026) Durán Guerrero, Estrella; Sánchez Jiménez, Virginia; Muñoz Fernández, Noelia; 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); Ministerio de Ciencia e Innovación (MCIN). España; SEJ580: Interpersonal Aggression and Socio-Emotional Development
Non-consensual sharing of sexual content (NCS) represents a growing form of online sexual harassment, with significant prevalence among adolescents. This study examines, through a person-centered approach, the sociocognitive, emotional, and behavioral factors associated with NCS perpetration cross-sectionally and longitudinally. A total of 509 Spanish adolescents (49.5 % girls, average age = 14.98) participated at two time points: at baseline and six months later. At baseline, three risk profiles were identified: the “adjusted” profile (n = 433, 85 %): characterized by low levels of pro-sexual harassment attitudes and online sexual harassment perpetration, and high levels of emotions of moral responsibility; the “morally responsible, but aggressive” profile (n = 61, 12 %) characterized by moderate levels of pro-sexual harassment attitudes and emotions of moral responsibility, and moderate-high levels of online sexual harassment perpetration; and the “unemotional and aggressive” profile (n = 15, 3 %) characterized by moderate levels of pro-sexual harassment attitudes, high levels of online sexual harassment perpetration, and low levels of emotions of moral responsibility. Controlling for gender and age, belonging to the “morally responsible, but aggressive” and “unemotional and aggressive” profiles were associated with higher levels of NCS perpetration cross-sectionally (R2 = 0.257) and longitudinally (R2 = 0.171). Adolescents (mainly boys) who were involved in online sexual harassment behaviors, justifying them, and failing to feel any guilt in response to situations of this kind, were more likely to engage in NCS. The findings and practical implications are discussed.
Students' perceptions of teachers' responses to LGBTQ plus bullying and general bullying: a latent profile analysis
(Springer Nature, 2026) Muñoz Fernández, Noelia; Nappa, Maria Rosaria; Elipe Muñoz, Paz; Rey Alamillo, Rosario del; Psicología Evolutiva y de la Educación; SEJ580: Interpersonal Aggression and Socio-Emotional Development
The aims of this study were to identify and compare profiles of students’ individual perceptions of teachers’ responses to LGBTQ+and general bullying, and to explore their association with students’ bullying roles and students’ sexual orientation, gender identity and expression (SOGIE). The original sample consisted of 2482 students aged 12–18 from public secondary and vocational schools in Andalusia (Spain). For the present study, analyses were conducted with a subsample of 1,035 students who reported witnessing bullying and completed items about teachers’ responses. Four profiles of perceived teachers’ responses to LGBTQ+bullying were identified: active and supportive (58.5%), moderately contradictory (11%), highly contradictory (4.2%), and disengaged responses (26.3%). For general bullying, four profiles were also identified: active and supportive (59.6%), intermittent supportive (15.5%), highly contradictory (5.9%), and disengaged responses (19%). Disengaged responses were more prevalent in LGBTQ+bullying than in general bullying. While response profiles were unrelated to students’ SOGIE, they were linked to their bullying roles. In LGBTQ+bullying, students who perceived contradictory and disengaged responses were more likely to be bullies or bully-victims. For general bullying, students who perceived teachers as intermittently supportive, contradictory, or disengaged also had higher odds of being bully-victims. Theoretical and practical implications are discussed.
Long-Term Consequences of Prenatal Alcohol Exposure in Adoptees from Russia: From Childhood into Adolescence
(Taylor & Francis, 2025) Palacios González, Jesús; Carrera, Pablo; 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)
Adding to the discussion on the relative weight of distal and proximal influences on the development of adopted persons, this article analyzes the long-term impact of prenatal alcohol exposure. The data are part of the LAIS.US longitudinal project studying over time 40 children adopted in Russia by Spanish families in comparison with a community sample. Six of the adoptees had alcohol exposure documented in parental reports. Domains studied include cognition, language, hyperactivity, social skills, and psychosocial adjustment. Children were studied at the time of adoption, in childhood and in adolescence. Over time, the adoptive group presented, on average, worse scores than the community group, while the length of institutionalization time ceased to be significant in the long run. In terms of prenatal alcohol exposure, the results indicate a significant worsening of scores in most domains from childhood into adolescence. This is consistent with preceding research on the long-term impact of prenatal alcohol exposure and contradicts the hypothesis of diminished distal influences over time when these include biological damage as part of early adversity.
From classroom to career: Self-efficacy and employment success of graduates with disabilities
(Springer Nature Link, 2026) Sanz Martínez, Patricia; Morgado Camacho, Beatriz María; Psicología Evolutiva y de la Educación; SEJ547: Procesos de Desarrollo y Educación en Contextos Familiares y Escolares
This qualitative biographical-narrative study analyses the discourses of 15 university graduates with disabilities who have been successful in their careers. The participants have various types of disabilities and come from 15 public universities in Spain, covering different areas of knowledge. The study analyses (1) the self-efficacy-related competencies of graduates with disabilities that have led to success at university; (2) the relationship between self-efficacy and success in the transition from university to employment; and (3) the skills associated with self-efficacy that are essential to employment success. The results reveal that success at university and in the workplace are related to strategies and skills linked to self-efficacy, such as proactivity, self-awareness, consistency, and perseverance, and especially confidence in one’s own abilities to achieve objectives, relying on the development of organisational and planning skills being effective in managing the resources offered by universities and employers. These results highlight the need to implement training and mentoring programmes for self-efficacy skills that promote university and workplace success for students and graduates with disabilities.
Feelings Toward Adoption and Well-Being Among Adolescent Adoptees
(Taylor & Francis, 2026) Paniagua Infantes, Carmen Elisa; Moreno Rodríguez, María del Carmen; Rivera de los Santos, Francisco José; Grotevant, Harold D.; Palacios González, Jesús; Psicología Evolutiva y de la Educación; Psicología Experimental
This study explores how adolescents internalize their adoptive identity and its impact on well-being. It examines feelings about adoption among 541 adoptees aged 11–18 from the 2018 Health Behavior in School-aged Children (HBSC) Study in Spain. Findings show that younger adolescents (11–12) tend to express positive feelings, while older adolescents (13+) develop more complex, ambivalent perspectives. Three emotional profiles emerged: predominantly positive, predominantly negative, and a third one characterized by the presence of both positive and negative feelings. Finally, positive feelings were linked to higher wel-lbeing, while negative ones were associated with lower well-being.
Increased ICT Use and Other Changes in Educational Settings and Their Impact on School Stress: A Mixed-Method Study
(Wiley, 2026) Paniagua Infantes, Carmen Elisa; García Moya, Irene; Díez López, Marta; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España
Recently, students have faced major changes in the educational setting. For example, the lockdown triggered by the COVID-19 pandemic marked a turning point after which ICTs (Information and Communication Technologies) became much more commonplace in our lives. Despite this, however, relatively little is known about the effects of this on school stress. Other activities, such as school trips and general coexistence in the classroom also disappeared as a result of the measures taken to combat the COVID-19. This study analyses how these changes impact school stress in secondary students using a mixed-method approach. The quantitative phase involved 4,768 secondary school students (47.9% boys, 52.1% girls) aged 11-17 years. They completed online surveys during the 2020-2021 school year. The qualitative phase followed during the next academic year, and consisted of focus groups that were conducted with students from purposively selected high-stress and low-stress participating schools. Results point to some relatively temporary stressors, like the use of facemasks and problems with content itself or the pace at which it was taught. In contrast, particularly those linked to the use of ICTs and constraints on social interaction may have left a stronger mark on the everyday lives of students at school.
Pre-school and primary teachers in the process of detecting child maltreatment in Andalusia (Spain)
(Sage, 2024) Pérez Padilla, Javier; Lorence Lara, Bárbara; Menéndez Álvarez-Dardet, Susana; Psicología Evolutiva y de la Educación
This study analyses teachers’ knowledge about child maltreatment in the family and explores their professional background in dealing with this problem. 227 pre-school and primary teachers from Andalusia (Spain) participated in the study. The majority of the teachers had never reported a case of child maltreatment during their professional background. These situations were experienced by the teachers with high levels of emotional impact, and both they and their schools showed high levels of involvement in cases identified. Three teacher profiles were identified, the group of trained teachers being the most capable of identifying more complex signs of child maltreatment, followed by those with more years of seniority. The process of detection and reporting of child maltreatment in the school setting is complex, and a wide range of elements need to be analysed conjointly
Older adults and ICT adoption: Analysis of the use and attitudes toward computers in elderly Spanish people
(Elsevier, 2020) Menéndez Álvarez-Dardet, Susana; Lorence Lara, Bárbara; Pérez Padilla, Javier; Psicología Evolutiva y de la Educación
Contemporary research on older people information and communication technologies (ICT) adoption underlines conducting studies with objective (frequency and type of use) and also subjective (perceived barriers, associated usefulness …) data, and from a multivariate approach. In the current study the use of and the personal experience with ICT, with special reference to personal computer (PC), are analyzed in a sample of 212 community-dwelling Spanish adults aged 60 or older. Participants completed a structured questionnaire about a) perceived barriers, frequency and type of use, associated usefulness, and sense of control with respect to three ICT devices (smartphone, PC, and tablet); and b) attitudes toward PC, assessed (from a multidimensional approach) by the Spanish version of the Computer Attitude Scale. Two multivariate statistical techniques were used to detect profiles of older people related to PC adoption, and to identify the specific attitudinal dimensions that influence members belonging to these profiles. Descriptive statistics show a certain digital divide related to age, but also a relevant heterogeneity in ICT adoption. Multivariate analyses reveal three types of older adult-PC users, and underline usefulness and behavioral attitudinal components as key factors for promoting a more active PC adoption by older people.
Violencia de hijos hacia padres o madres: cómo detectarla y pedir ayuda sin culpa
(Asociación The Conversation España, 2025-07-28) Arias Rivera, Shirley; Lorence Lara, Bárbara; Junco Guerrero, Miriam; Lago Urbano, Rocío; Psicología Evolutiva y de la Educación
Cuando los hijos e hijas tratan con violencia a sus padres: pautas psicológicas y legales
(Asociación The Conversation España, 2024-08-26) Arias Rivera, Shirley; Abadías Selma, Alfredo; Lorence Lara, Bárbara; Psicología Evolutiva y de la Educación
Windows to the Social Mind: What Eye-Tracking Reveals About Theory of Mind in Children and Young Adults with Autism Spectrum Disorder (ASD)
(MDPI, 2025) Chahboun, Sobh; Sullivan, Brian; Saldaña Sage, David; Vulchanova, Mila; Micai, Martina; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España
Human social life is dependent on the ability of individuals to understand other people as separate cognitive agents, capable of thought independent from themselves. This understanding and the attribution of mental states to others, often called Theory of Mind (ToM), is a naturally developing ability. Individuals with Autism Spectrum Disorder (ASD) seem to experience difficulty in attributing mental states to others, and this may explain impaired social interaction and communication behaviors. The Frith-Happé animations are short videos designed to test ToM development by varying the degree of intentionality present and asking viewers to describe their interpretation. The present study recorded eye movements and verbal descriptions in 15 children and 23 young adults with ASD and 20 and 15 typically developing (TD) peers, respectively. The results showed eye movement patterns in ASD and TD children did not differ significantly, but both groups differed from adults in their verbal responses. Children with Autism Spectrum Disorder (ASD) produced shorter (F(1,60) = 5.8, p = 0.019) and less appropriate (F(1,60) = 4.4, p = 0.04) ToM descriptions than TD peers, although their eye movement patterns were comparable to those of TD children. While low-level visual processing may be intact in individuals with ASD, challenges with social cognition and verbal expression may remain.
A scoping study on measures of child-to-parent violence
(Elsevier, 2020) Arias Rivera, Shirley; Hidalgo García, María Victoria; Lorence Lara, Bárbara; Psicología Evolutiva y de la Educación
The assessment of child-to-parent violence (CPV) is one of the remaining challenges to making progress in the understanding and treatment of this phenomenon. The aim was to map research relating to CPV assessment, in order to get a picture about the current status of available instruments to measure this phenomenon. It has been made a scoping study and analyzed the methodological quality of identified instruments in accordance with COSMIN standards. Two reviews were undertaken in this research covering peer-review articles published in English and Spanish from 2000 to 2018: (1) a scoping review through searches of databases (Web of Science, PsycINFO, Scopus, ERIC, Dialnet Plus) to identify the instruments that are currently used for the assessment of CPV; (2) and a second review (using Web of Science and PsycINFO) used to summarize the methodological characteristics on these instruments. Six instruments were identified, but only two instruments specifically assess it. Respect to methodology quality of the instruments, we found psychometric studies for three instruments, focused on their internal consistency. More instruments that measure CPV need to be developed and rigorously validated. It is questionable whether existing measures focused on interpersonal conflict or violence can be used for the assessment of CPV.
Employability: An umbrella review
(SAGE, 2025) Rothwell, Andrew; Domagała-Zyśk, Ewa; Mamcarz, Piotr; Parra Jiménez, Águeda; Sánchez Queija, María Inmaculada; De Rosa, Assunta; Lo Presti, Alessandro; Psicología Evolutiva y de la Educación
This paper presents an analysis of a focused selection of twenty-three systematic literature reviews on employability. Hence, it represents, for the first time, a review of reviews, or an ‘umbrella review’, undertaken in this field. Our research aimed to reflect our concerns about the quantity and quality of research and the proliferation of review studies on this topic. Our umbrella review followed PRISMA methodology and identified three broad areas of employability research: 1) the complex and multidimensional nature of employability, 2) competencies, capitals, and individual development for employability, and 3) contextual factors, inequalities, and shared responsibility in employability. Within each of these, we identified the main micro-themes of contemporary research and opportunities for future research. We found a field characterized by a complex, multifaceted, and dynamic nature, marked by diverse conceptualizations and measurement approaches. Furthermore, findings consistently point to the importance of individual attributes, competencies, and the accumulation of various forms of capital, alongside formative experiences, in shaping employability. Crucially, our review highlights that employability is deeply influenced by global transformations and systemic inequalities, necessitating a shared responsibility among all stakeholders to bridge skill gaps and foster equitable labour market outcomes.
Melting Palestinian consciousness and the ongoing genocide in Gaza. Re-reading Walid Daqqa’s prison text
(Royal Danish Library, 2025) Lera Rodríguez, María José; Elaish, Hazem Abu; Elaish, Hazem Abu; Psicología Evolutiva y de la Educación
Introduction: “Melting consciousness” is a thorough exploration of Palestinian prisoners’ status, authored by Walid Daqqa As’aad Daqqa from within Israel’s Gilboa Prison. The book, stemming from Daqqa’s 25-year prison, goes deep into the psychological and spiritual targeting of prisoners, beyond the physical. It emphasises that the Israeli policies aim to reshape the Palestinian prisoners’ minds to align with an Israeli perspective, especially focusing on the resistant elite within prisons. This microcosmic study of prisoners’ lives offers a simplified yet clear understanding of the broader Palestinian societal context. Method: In the first part of the text, Daqqa’s book is widely summarise. In the second part, his predictions are analysed considering current events in the West Bank and Gaza. Results: The authors argue that the model described by Walid Daqqa is now being escalated to the whole Gaza, as already predicted by him. We argue that Walid Daqqa’s prison writings are strikingly prescient, theorising the deliberate moulding of Palestinian consciousness in prisoners in ways that anticipate core features of the current genocidal campaign in Gaza.
Enhancing digital reading comprehension through feedback messages: A large and long-term dynamic approach with secondary school students
(ELSEVIER, 2026) Mañá Lloria, Amelia; Altamura García, Lidia; Delgado Herrera, Pablo; Gil Pelluch, Laura; Romero Palau, Mario; Serrano Mendizábal, Marian; Vargas Pecino, Cristina; Salmerón González, Ladislao; Psicología Evolutiva y de la Educación; Ministerio de Ciencia, Innovación y Universidades (MICIU). España; Agencia Estatal de Investigación. España
Many high school students struggle to efficiently read complex digital documents that require different self-regulating processes, such as identifying main ideas or integrating multiple documents. To foster these processes, we designed and tested a long-term dynamic approach in which 700 students from grades 7 to 10 answered adjunct comprehension questions and received immediate feedback either about the performance (corrective) or about different processes and strategies to answer the questions (elaborated). Surprisingly, the effect of feedback on comprehension scores varied across samples. Elaborated feedback had a positive impact on 7th–8th grade students' self-regulation and comprehension scores, whereas Corrective Feedback yielded greater improvements in these domains for 9th–10th grade students. The effects were partially mediated by students' reviewing time in both samples. We discuss the need to adapt dynamic assessment interventions to students' educational level.
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; European Union (EU)
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.

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