Depression is the principal cause of illness and disability in the world. Studies charting the prevalence of depression among children and adolescents report high percentages of youngsters in both groups with depressive symptoms. This review analyzes the construct and explanatory theories of depression and offers a succinct overview of the main evaluation instruments used to measure this disorder in children and adolescents, as well as the prevention programs developed for the school environment and the different types of clinical treatment provided. The analysis reveals that in mental classifications, the child depression construct is no different from the adult one, and that multiple explanatory theories must be taken into account in order to arrive at a full understanding of depression. Consequently, both treatment and prevention should also be multifactorial in nature. Although universal programs may be more appropriate due to their broad scope of application, the results are inconclusive and fail to demonstrate any solid long-term efficacy. In conclusion, we can state that: (1) There are biological factors (such as tryptophan—a building block for serotonin-depletion, for example) which strongly influence the appearance of depressive disorders; (2) Currently, negative interpersonal relations and relations with one's environment, coupled with social-cultural changes, may explain the increase observed in the prevalence of depression; (3) Many instruments can be used to evaluate depression, but it is necessary to continue to adapt tests for diagnosing the condition at an early age; (4) Prevention programs should be developed for and implemented at an early age; and (5) The majority of treatments are becoming increasingly rigorous and effective. Given that initial manifestations of depression may occur from a very early age, further and more in-depth research is required into the biological, psychological and social factors that, in an interrelated manner, may explain the appearance, development, and treatment of depression.

This article integrates seven meta-analyses of individual factors associated with creativity and innovation and reports effects based on one (r) or two or more (r¯) meta-analyses. Emotional intelligence (r=.31), divergent thinking (r¯ =.27), openness to experience (r¯ = .22), creative personality (r¯ = .21), intrinsic motivation (r¯ = .20), positive affect (r¯ = .19), and androgyny (r = .19) are related to creativity. Age (r=.17), intelligence (r¯ = .17), extraversion (r¯ = .13), self-efficacy (r¯ = .13), and extrinsic motivation (r=.11) were also moderately associated with innovation. Pro-risk attitudes (r = .08) and being female (r=.07) were weakly associated with creativity. Results are discussed, explanatory processes described, and practical implications for organizations examined

Bullying and cyberbullying have serious consequences for all those involved, especially the victims, and its prevalence is high throughout all the years of schooling, which emphasizes the importance of prevention. This article describes an intervention proposal, made up of a program (Cyberprogram 2.0 Garaigordobil and Martínez-Valderrey, 2014a) and a videogame (Cooperative Cybereduca 2.0 Garaigordobil and Martínez-Valderrey, 2016b) which aims to prevent and reduce cyberbullying during adolescence and which has been validated experimentally. The proposal has four objectives: (1) To know what bullying and cyberbullying are, to reflect on the people involved in these situations; (2) to become aware of the harm caused by such behaviors and the severe consequences for all involved; (3) to learn guidelines to prevent and deal with these situations: know what to do when one suffers this kind of violence or when observing that someone else is suffering it; and (4) to foster the development of social and emotional factors that inhibit violent behavior (e.g., communication, ethical-moral values, empathy, cooperation…). The proposal is structured around 25 activities to fulfill these goals and it ends with the videogame. The activities are carried out in the classroom, and the online video is the last activity, which represents the end of the intervention program. The videogame (www.cybereduca.com) is a trivial pursuit game with questions and answers related to bullying/cyberbullying. This cybernetic trivial pursuit is organized around a fantasy story, a comic that guides the game. The videogame contains 120 questions about 5 topics: cyberphenomena, computer technology and safety, cybersexuality, consequences of bullying/cyberbullying, and coping with bullying/cyberbullying. To evaluate the effectiveness of the intervention, a quasi-experimental design, with repeated pretest-posttest measures and control groups, was used. During the pretest and posttest stages, 8 assessment instruments were administered. The experimental group randomly received the intervention proposal, which consisted of one weekly 1-h session during the entire school year. The results obtained with the analyses of variance of the data collected before and after the intervention in the experimental and control groups showed that the proposal significantly promoted the following aspects in the experimental group: (1) a decrease in face-to-face bullying and cyberbullying behaviors, in different types of school violence, premeditated and impulsive aggressiveness, and in the use of aggressive conflict-resolution strategies; and (2) an increase of positive social behaviors, self-esteem, cooperative conflict-resolution strategies, and the capacity for empathy. The results provide empirical evidence for the proposal. The importance of implementing programs to prevent bullying in all its forms, from the beginning of schooling and throughout formal education, is discussed.

The considerable prevalence of cyberbullying and its noxious effects on all those concerned reveals the need for programs to prevent and/or intervene in this type of violence. The purpose of this study was to assess the effects of Cyberprogram 2.0 on "face-to-face" bullying, cyberbullying, and empathy. A sample of 176 adolescents of the Basque Country (Spain), aged between 13 and 15 years, who studied Compulsory Secondary Education, was used. Of them, 93 were randomly assigned to the experimental condition, and 83 to the control condition. The study used a pretest-posttest repeated measures design with a control group. Before and after the program, two assessment instruments were administered. The results confirmed that the program significantly stimulated: (a) a decrease in the amount of bullying and cyberbullying behaviors suffered and/or carried out (level of victimization, perpetration, aggressive-victimization); and (b) an increase in the capacity for empathy. The study provides evidence of the effectiveness of Cyberprogram 2.0 to prevent and reduce bullying and cyberbullying. The discussion analyzes aspects of the program that may account for the significant intervention effects.

The purpose of this study was to evaluate the effects of a play program in the creative thinking of preschool children. The study used a repeated measures experimental pretest-posttest design with control groups. The sample included 86 participants aged 5 to 6 years (53 experimental and 33 control participants). Before and after administering the program, two evaluation instruments were applied: The Torrance Test of Creative Thinking (Torrance, 1990) and Behaviors and Traits of Creative Personality Scale (Garaigordobil & Berrueco, 2007). The program consisted of a weekly 75-minute play session throughout the school year. ANOVA results showed that the program significantly increased the verbal creativity (fluency, flexibility, originality), graphic creativity (elaboration, fluency, originality), and behaviors and traits of creative personality. In the pretest phase, there were no differences in the creativity of boys and girls, and the program stimulated a similar level of change in both sexes. The discussion focuses on the importance of implementing creative programs with preschool children.