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María-Isabel Polo-Del-Río
Psychological Counseling Services, Faculty of Teacher Training College, University of Extremadura, 10071 Cáceres, Spain

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Journal article
Published: 05 June 2021 in Journal of Clinical Medicine
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Last year, the COVID-19 pandemic had severe consequences on the health and well-being of millions of people. Different studies try to identify the main effects that the crisis and several lockdowns have had on the citizens’ mental health. This research analyses the coping strategies generated by students from a community group and a clinical group in response to this crisis, using the Coping Responses Inventory—Adult Form (CRI-A) by Moos with a sample of 1074 students of Universidad de Extremadura. Multivariate analysis and receiver operating characteristic curve analysis have been carried out, revealing, amongst other things, a greater predisposition of the clinical sample towards factors such as seeking guidance and support, cognitive avoidance or emotional discharge. Results show that students with prior mental health problems perform an unhealthy coping response based on avoidance strategies. This group of students suffers a double source of distress and anxiety, one derived from their prior psychopathologic problems and the stress of the lockdown and another one originating from an inefficient coping response, which makes coping strategies raise levels of distress and anxiety.

ACS Style

Víctor-María López-Ramos; Benito León-Del-Barco; Santiago Mendo-Lázaro; María-Isabel Polo-Del-Río. Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups. Journal of Clinical Medicine 2021, 10, 2499 .

AMA Style

Víctor-María López-Ramos, Benito León-Del-Barco, Santiago Mendo-Lázaro, María-Isabel Polo-Del-Río. Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups. Journal of Clinical Medicine. 2021; 10 (11):2499.

Chicago/Turabian Style

Víctor-María López-Ramos; Benito León-Del-Barco; Santiago Mendo-Lázaro; María-Isabel Polo-Del-Río. 2021. "Coping Strategies by University Students in Response to COVID-19: Differences between Community and Clinical Groups." Journal of Clinical Medicine 10, no. 11: 2499.

Journal article
Published: 19 April 2021 in Sustainability
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The relationship of disabled persons with their environment is fundamental. Attitudes towards them, understood as the social constructs of those around them, play a key role in a person’s development and future, as they are one of the fundamental elements that can facilitate or hinder the inclusion process. Our work examines the need to implement educational and awareness-raising actions and programs that contemplate intervention strategies based on education and direct contact with disabled persons. The main objective of the study was to analyze the effect of a Program for Changing Attitudes towards Persons with Disabilities on a group of secondary school students (11 to 15 years of age), assigning 770 to the experimental group and 105 to the control group. The evaluation instrument used was the “Brief Questionnaire of Attitudes towards Persons with Disabilities for Adolescents, CBAD-12A”. The results have demonstrated the efficacy of the intervention for the experimental group, as it was possible to attribute the changes in attitude to the effect of the Program. Specifically, an improvement in attitudes was found in all three factors of the questionnaire (Acceptance-Rejection, Competence and Opportunity) after the intervention.

ACS Style

Julián Álvarez-Delgado; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Víctor-María López-Ramos; Santiago Mendo-Lázaro. Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education. Sustainability 2021, 13, 4545 .

AMA Style

Julián Álvarez-Delgado, Benito León-Del-Barco, María-Isabel Polo-Del-Río, Víctor-María López-Ramos, Santiago Mendo-Lázaro. Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education. Sustainability. 2021; 13 (8):4545.

Chicago/Turabian Style

Julián Álvarez-Delgado; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Víctor-María López-Ramos; Santiago Mendo-Lázaro. 2021. "Improving Adolescents’ Attitudes towards Persons with Disabilities: An Intervention Study in Secondary Education." Sustainability 13, no. 8: 4545.

Journal article
Published: 15 December 2020 in International Journal of Environmental Research and Public Health
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Previous research has identified the main predictors of being a victim of school bullying. This study focused on the phenomenon of school bullying and its relationship with self-perceived emotional intelligence. The main aim was to analyze the mediating effect of emotional attention, clarity, and repair in relation to school victimization. The sample was made up of 822 primary school pupils from 10 public schools. Data were collected through self-reports, exploring the profile of victims of school bullying, and the dimensions of self-perceived emotional intelligence (PEI). A multivariate analysis and multinomial regression showed a relationship between the two variables; the probability of being a victim of school bullying was 5.14 times higher among pupils with low clarity, 2.72 times higher among pupils with low repair, and 2.62 times higher among pupils with excessive attention. The results demonstrated that the better their emotional regulation and understanding, the less likely pupils are to be victims of school bullying. This confirmed that adequate emotional attention and excellent emotional clarity and repair are protective factors against victimization.

ACS Style

Benito León-Del-Barco; Santiago Mendo Lázaro; María-Isabel Polo-Del-Río; Víctor-María López-Ramos. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. International Journal of Environmental Research and Public Health 2020, 17, 9406 .

AMA Style

Benito León-Del-Barco, Santiago Mendo Lázaro, María-Isabel Polo-Del-Río, Víctor-María López-Ramos. Emotional Intelligence as a Protective Factor against Victimization in School Bullying. International Journal of Environmental Research and Public Health. 2020; 17 (24):9406.

Chicago/Turabian Style

Benito León-Del-Barco; Santiago Mendo Lázaro; María-Isabel Polo-Del-Río; Víctor-María López-Ramos. 2020. "Emotional Intelligence as a Protective Factor against Victimization in School Bullying." International Journal of Environmental Research and Public Health 17, no. 24: 9406.

Journal article
Published: 29 October 2020 in Sustainability
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The purpose of this article is to create and validate a brief instrument to evaluate attitudes towards persons with disabilities among the adolescent population between 12 and 16 years of age. Disability is currently understood from a contextual perspective (ecological model of disability), as the interaction of a person with her/his surroundings. As part of this interaction, the negative attitudes and expectations towards those with disabilities is still a reason for analysis, as it constitutes one of the main barriers to their inclusion in society. The evaluation of these attitudes in different age groups, using new analytical tools and instruments, is essential for the subsequent design and implementation of intervention measures in order to reverse the said attitudes and improve the collective’s place in society. In this study, there were 1282 participants, students between 12 and 16 years of age. A random selection was carried out, choosing fourteen educational centers in order to analyze the students’ attitudes towards persons with disabilities. The final result was the creation of the CBAD-12A questionnaire, made up of 12 Likert-type items, grouped into three factors: acceptance/rejection, competence/limitation, and equal opportunities. It has been demonstrated that the questionnaire possesses adequate psychometric characteristics, providing research with a new instrument to measure attitudes towards disability. The said questionnaire is useful as a diagnostic and/or predictive measure, allowing us to discover and generate interventions aimed at improving the attitudes of the adolescent population towards those with a disability.

ACS Style

Julián Álvarez-Delgado; Benito León-Del-Barco; María- Polo-Del-Río; Santiago Mendo-Lázaro. Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability. Sustainability 2020, 12, 9007 .

AMA Style

Julián Álvarez-Delgado, Benito León-Del-Barco, María- Polo-Del-Río, Santiago Mendo-Lázaro. Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability. Sustainability. 2020; 12 (21):9007.

Chicago/Turabian Style

Julián Álvarez-Delgado; Benito León-Del-Barco; María- Polo-Del-Río; Santiago Mendo-Lázaro. 2020. "Questionnaire for Adolescents to Evaluate Their Attitudes towards Disability." Sustainability 12, no. 21: 9007.

Journal article
Published: 27 December 2019 in International Journal of Environmental Research and Public Health
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Parenting styles have been used to explain the effects of family socialization on children’s learning skills. In this research, we have considered build an instrument for evaluating academic goals in the primary school stage, that allows us determine the relationships between the different types of goals and the different ways of establishing and policing the rules that the participants perceive from their parents. Those participating in this research were 550 pupils from of primary education. The Questionnaire on Academic Goals (QAG) has highly acceptable psychometric characteriztics. The analysis has shown the existence of four solid, well-defined factors. The relationships between the different types of goals and the different ways of establishing and policing the rules are verified. The pupils classified in the groups concerning the goals of social evaluation and reward were characterized by a more indulgent parenting style, determined by an absence of rules and limits for their children’s behavior. On the other hand, those pupils classified in the groups concerning the goals of learning and achievement were characterized by parents with an inductive style, determined by the use of reasoning and explanations towards their children in so far as the consequences of breaking the rules.

ACS Style

Benito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health 2019, 17, 206 .

AMA Style

Benito León-Del-Barco, Santiago Mendo-Lázaro, Silvia Iglesias Gallego, María-Isabel Polo-Del-Río, Damián Iglesias Gallego. Academic Goals and Parental Control in Primary School Children. International Journal of Environmental Research and Public Health. 2019; 17 (1):206.

Chicago/Turabian Style

Benito León-Del-Barco; Santiago Mendo-Lázaro; Silvia Iglesias Gallego; María-Isabel Polo-Del-Río; Damián Iglesias Gallego. 2019. "Academic Goals and Parental Control in Primary School Children." International Journal of Environmental Research and Public Health 17, no. 1: 206.

Journal article
Published: 21 December 2019 in Sustainability
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The aim of this research is to find out what type of task interdependence is generated in work teams in university contexts and to analyze the capacity to discriminate the type of task interdependence of some of the variables that are decisive for the team’s success. The sample consisted of 808 teaching students from six Spanish universities. Self-report measures were taken, such as task interdependence, attitudes towards teamwork, team potency, and social team skills. The results show that the students who carry out the tasks in teams with high interdependence are minority. However, those who work with high interdependence, present more positive attitudes towards teamwork, greater team potency, and more social skills in receiving information and self-assertion. Likewise, high interdependence would be characterized by high scores in both the attitudes and team potency. However, attitude is the variable that better discriminates the type of task interdependence, allowing for an excellent level of discrimination of high interdependence.

ACS Style

Santiago Mendo Lázaro; Benito León Del Barco; María-I Polo-Del-Río; Irina Rasskin-Gutman. Predictive Factors of Task Interdependence in the University Context. Sustainability 2019, 12, 100 .

AMA Style

Santiago Mendo Lázaro, Benito León Del Barco, María-I Polo-Del-Río, Irina Rasskin-Gutman. Predictive Factors of Task Interdependence in the University Context. Sustainability. 2019; 12 (1):100.

Chicago/Turabian Style

Santiago Mendo Lázaro; Benito León Del Barco; María-I Polo-Del-Río; Irina Rasskin-Gutman. 2019. "Predictive Factors of Task Interdependence in the University Context." Sustainability 12, no. 1: 100.

Journal article
Published: 24 November 2019 in Universitas Psychologica
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El objetivo del presente trabajo es estudiar las diferencias en la percepción de los adolescentes sobre el afecto y la crítica que manifiestan los padres hacia sus hijos, y la forma en que establecen y exigen el cumplimiento de las normas, en función de la nacionalidad (portuguesa y española) y el género de los adolescentes. También analizamos la influencia del estilo parental sobre el afecto y la comunicación que perciben de sus padres. Participaron 1260 adolescentes (674 portugueses y 531 españoles) de entre 12 y 16 años (M = 13.98, DT = 1.3). Los datos se obtuvieron a través de autoinformes que evalúan la percepción del Afecto-Comunicación, la Crítica-Rechazo (EA-H) y las formas (Inductiva, Rígida e Indulgente) que tienen los padres de establecer y exigir el cumplimiento de las normas (ENE-H). Utilizando un diseño transversal, y mediante análisis multivariados, de medidas repetidas y de regresión, se confirma la existencia de diferencias interculturales e intraculturales en la percepción del Afecto-comunicación, critica-rechazo y el estilo parental, y que la forma Inductiva es un fuerte predictor del afecto y cariño de los progenitores españoles y portugueses.

ACS Style

Santiago Mendo Lázaro; María Isabel Polo Del Río; Fernado Fajardo Bullón; Elena Felipe Castaño; Benito León Del Barco. Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles. Universitas Psychologica 2019, 18, 1 -14.

AMA Style

Santiago Mendo Lázaro, María Isabel Polo Del Río, Fernado Fajardo Bullón, Elena Felipe Castaño, Benito León Del Barco. Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles. Universitas Psychologica. 2019; 18 (4):1-14.

Chicago/Turabian Style

Santiago Mendo Lázaro; María Isabel Polo Del Río; Fernado Fajardo Bullón; Elena Felipe Castaño; Benito León Del Barco. 2019. "Prácticas parentales: un estudio comparado en adolescentes portugueses y españoles." Universitas Psychologica 18, no. 4: 1-14.

Journal article
Published: 03 April 2019 in International Journal of Environmental Research and Public Health
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The present study focuses on analyzing the relationship between the parental acceptance-rejection perceived by adolescents and emotional instability from the early stages of adolescence. Special attention will be paid to potential differences between mothers and fathers. A total of 1181 students, aged 11-17, took part in the study. We used the factor of emotional instability in the Big Five Questionnaire (BFQ-NA) and an affect scale (EA-H) to measure parental acceptance-rejection. The analyses performed show a clear association between emotional instability with maternal/paternal criticism and rejection. Specifically, maternal criticism and rejection in early adolescence and paternal criticism and rejection in middle adolescence were associated with emotional instability, confirming the association between children's and adolescents' emotional adjustment and family dynamics. This study makes interesting contributions to understanding paternal and maternal rejection during the different stages of adolescence. These differences should be incorporated into the research on parental influence and its role in the development of personality among adolescents.

ACS Style

Santiago Mendo-Lázaro; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Rocío Yuste-Tosina; Víctor-María López-Ramos. The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence. International Journal of Environmental Research and Public Health 2019, 16, 1194 .

AMA Style

Santiago Mendo-Lázaro, Benito León-Del-Barco, María-Isabel Polo-Del-Río, Rocío Yuste-Tosina, Víctor-María López-Ramos. The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence. International Journal of Environmental Research and Public Health. 2019; 16 (7):1194.

Chicago/Turabian Style

Santiago Mendo-Lázaro; Benito León-Del-Barco; María-Isabel Polo-Del-Río; Rocío Yuste-Tosina; Víctor-María López-Ramos. 2019. "The Role of Parental Acceptance⁻Rejection in Emotional Instability During Adolescence." International Journal of Environmental Research and Public Health 16, no. 7: 1194.

Journal article
Published: 12 February 2019 in International Journal of Environmental Research and Public Health
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There is no denying the fundamental role played by parents in the psychosocial development of their children—either as a liability or as protection against mental health disorders. This study seeks to ascertain, by means of odds ratio statistics (OR), the correlation between parental psychological control and emotional and behavioral disorders. A total of 762 students took part in this study, with an average age of 12.23 years—53.8% of whom were girls and 46.2% were boys. Children and adolescents reported their parental psychological control and their emotional and behavioral disorders (i.e., emotional and behavioral problems, internalizing and externalizing problems). Minors who perceive their psychological control as high are 6 times more likely to suffer from internalizing disorders and 4.8 times more likely to develop externalizing disorders. Furthermore, the probability of suffering externalizing disorders is higher among males who perceive a high degree of psychological control. This study breaks new ground on the importance of perceived psychological control—considered as a negative form of control by parents—in the emotional and behavioral disorders among children and adolescents.

ACS Style

Benito León-Del-Barco; Santiago Mendo-Lázaro; María I. Polo-Del-Río; Víctor M. López-Ramos. Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 507 .

AMA Style

Benito León-Del-Barco, Santiago Mendo-Lázaro, María I. Polo-Del-Río, Víctor M. López-Ramos. Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (3):507.

Chicago/Turabian Style

Benito León-Del-Barco; Santiago Mendo-Lázaro; María I. Polo-Del-Río; Víctor M. López-Ramos. 2019. "Parental Psychological Control and Emotional and Behavioral Disorders among Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 3: 507.

Journal article
Published: 22 May 2017 in Universitas Psychologica
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El acoso escolar contempla como protagonistas a un grupo de alumnos con papeles bien diferenciados: Agresor, víctima y observadores, estos últimos testigos del acoso, que pueden condicionar el curso del mismo. Con este estudio se pretende determinar que tras la aplicación en el aula de técnicas de Aprendizaje Cooperativo, los observadores detectan y confirman reducción de la frecuencia de conductas de acoso escolar dentro del aula. Con el fin de evaluar dichas conductas, se diseña un instrumento “Escala de frecuencias de acoso escolar entre iguales. Perspectiva Observador”. Nuestros resultados apoyan la hipótesis, de que tras la aplicación de técnicas de aprendizaje cooperativo en el aula, los observadores detectan una reducción de las conductas de acoso propias de la dinámica bullying.

ACS Style

M ª Isabel Polo del Río. Una intervención en Aprendizaje Cooperativo sobre el perfil del Observador en la dinámica Bullying. Universitas Psychologica 2017, 16, 1 .

AMA Style

M ª Isabel Polo del Río. Una intervención en Aprendizaje Cooperativo sobre el perfil del Observador en la dinámica Bullying. Universitas Psychologica. 2017; 16 (1):1.

Chicago/Turabian Style

M ª Isabel Polo del Río. 2017. "Una intervención en Aprendizaje Cooperativo sobre el perfil del Observador en la dinámica Bullying." Universitas Psychologica 16, no. 1: 1.

Journal article
Published: 12 January 2017 in Adicciones
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La gran mayoría de jóvenes disponen de teléfono móvil, convirtiéndose en un objeto imprescindible en su vida, que ha desplazado los espacios de socialización tradicionales por espacios virtuales. Es utilizado por ellos, durante muchas horas, en detrimento de su funcionamiento psicológico y social, mostrando mayor vulnerabilidad a su uso abusivo o excesivo, y mayor propensión a convertirse en un uso problemático o adictivo. En este trabajo se pretende estudiar las repercusiones sociales, personales y comunicacionales del abuso del móvil de los estudiantes universitarios, y profundizar en los diferentes perfiles del ciberacoso, analizando quién presenta más problemas personales y sociales con el uso del móvil: ¿víctimas o agresores? También si el número de horas de uso del móvil tiene un efecto sobre dichos problemas. La muestra (1200 estudiantes) fue seleccionada mediante muestreo polietápico por conglomerados de entre las distintas Facultades de la Universidad de Extremadura. Los datos fueron obtenidos a través de las Escalas de Victimización (CYB-VIC) y Agresión (CYB-AGRES) a través del Teléfono Móvil y el Cuestionario de Experiencias relacionadas con el Móvil (CERM). Los resultados muestran que el uso abusivo del móvil genera conflictos en los jóvenes de ambos sexos; aunque las chicas manifiestan más problemas comunicacionales y emocionales que los chicos. Además, la edad, el campo de conocimiento, el perfil víctima/agresor y las horas de uso del móvil son variables determinantes sobre los conflictos comunicacionales y emocionales derivados del uso abusivo del móvil.

ACS Style

Mª Isabel Polo Del Río; Santiago Mendo Lázaro; Benito León Del Barco; Elena Felipe Castaño. Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión. Adicciones 2017, 29, 245 -255.

AMA Style

Mª Isabel Polo Del Río, Santiago Mendo Lázaro, Benito León Del Barco, Elena Felipe Castaño. Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión. Adicciones. 2017; 29 (4):245-255.

Chicago/Turabian Style

Mª Isabel Polo Del Río; Santiago Mendo Lázaro; Benito León Del Barco; Elena Felipe Castaño. 2017. "Abuso del Móvil en Estudiantes Universitarios y Perfiles de victimización y agresión." Adicciones 29, no. 4: 245-255.

Journal article
Published: 01 January 2017 in Revista de Psicodidáctica (English ed.)
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There were two goals to this investigation, on the one hand, to construct the “Learning Team Potency Questionnaire” in the university setting and to analyze its psychometric characteristics. The second goal was to show how teamwork with cooperative learning techniques influences team potency. In this work, participants were 375 students aged between 18 and 44 years, randomly selected from a total of 1680 students of the Faculty of Teacher Training of Cáceres (Spain). The Learning Team Potency Questionnaire has very acceptable psychometric characteristics, good internal consistency and temporal reliability. Analysis using structural equations showed that the latent variables in the two factors found are well defined and, therefore, their assessment was adequate, reaffirming the good psychometric characteristics of the questionnaire. Regarding the second goal, we verified that teamwork with cooperative learning techniques influences team potency, that is, confidence in the team increases when students work as a team, using cooperative learning techniques.

ACS Style

Benito León del Barco; Santiago Mendo Lázaro; Elena Felipe-Castaño; M ª Isabel Polo del Río; Fernando Fajardo. Team Potency and Cooperative Learning in the University Setting. Revista de Psicodidáctica (English ed.) 2017, 22, 9 -15.

AMA Style

Benito León del Barco, Santiago Mendo Lázaro, Elena Felipe-Castaño, M ª Isabel Polo del Río, Fernando Fajardo. Team Potency and Cooperative Learning in the University Setting. Revista de Psicodidáctica (English ed.). 2017; 22 (1):9-15.

Chicago/Turabian Style

Benito León del Barco; Santiago Mendo Lázaro; Elena Felipe-Castaño; M ª Isabel Polo del Río; Fernando Fajardo. 2017. "Team Potency and Cooperative Learning in the University Setting." Revista de Psicodidáctica (English ed.) 22, no. 1: 9-15.

Journal article
Published: 29 November 2015 in Universitas Psychologica
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Resumen Con esta investigación, mediante un análisis discriminante se pretende analizar que variables de socialización presentan un mayor poder de discriminación o cuantifican mejor las diferencias entre los distintos niveles de agresión y victimización en el fenómeno bullying. La muestra está formada por 700 adolescentes estudiantes. Se utilizó el Cuestionario de Convivencia Escolar (Defensor del Pueblo, 2006) y el BAS-3 (Batería de socialización, en formato de autoevaluación) de Silva y Martorell (1989). Nuestros resultados confirman que niveles altos de agresión en el acoso escolar estarían caracterizados por puntuaciones bajas en consideración hacia los demás y autocontrol en las relaciones sociales, mientras que niveles altos de victimización, estarían caracterizados por puntuaciones altas en ansiedad social/timidez y retraimiento social.

ACS Style

M ª Isabel Polo del Río. Análisis de la Socialización sobre Perfiles de la dinámica Bullying. Universitas Psychologica 2015, 14, 1 .

AMA Style

M ª Isabel Polo del Río. Análisis de la Socialización sobre Perfiles de la dinámica Bullying. Universitas Psychologica. 2015; 14 (3):1.

Chicago/Turabian Style

M ª Isabel Polo del Río. 2015. "Análisis de la Socialización sobre Perfiles de la dinámica Bullying." Universitas Psychologica 14, no. 3: 1.

Journal article
Published: 27 October 2015 in Salud mental
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Resumen Antecedentes. La investigación de la salud mental en los menores de edad supone una necesidad actual como medida de detección, análisis y prevención de posibles trastornos mentales. Objetivo Analizar la influencia de la clase social ocupacional de los padres y de la etapa educativa en la que se encuentran los menores, como factores de riesgo en la salud mental de los menores españoles. Método Se utilizaron los resultados obtenidos en la Encuesta Nacional de Salud Española 2006, con una muestra de 5812 menores de cuatro a 15 años. Se estimaron las medidas de asociación con respecto a las variables independientes midiendo la salud mental mediante el Cuestionario de Capacidades y Dificultades (SDQ-versión padres). Resultados La relación entre la salud mental y la variable clase social ocupacional 1 (más privilegiadas) (OR 0.256) y la clase social 2 (clase media) (OR 0.523) aportaron valores significativos (p0.05) con respecto a la E. Secundaria. Discusión y conclusión Se puede concluir que las clases sociales ocupacionales elevadas y medias son factores protectores con respecto a la salud mental de los menores en comparación con la pertenencia a una clase social ocupacional baja. Sin embargo, la pertenencia a la E. Infantil o a la E. Primaria no supone un factor de riesgo de salud mental en comparación con la pertenencia a la E. Secundaria.

ACS Style

Fernando Fajardo; Departamento De Psicología. Universidad De Extremadura. España.; Benito León; Elena Felipe; María Isabel Polo; Eduardo Joao Ribeiro; Facultad De Psicología Y Ciencias De La Educación. Universidad De Coímbra. Portugal.; Fernando Bullon; Benito León Del Barco; Elena Felipe-Castaño; M ª Isabel Polo del Río; Eduardo Joao Dos Santos. Salud mental en menores españoles. Variables socioeducativas. Salud mental 2015, 38, 329 -335.

AMA Style

Fernando Fajardo, Departamento De Psicología. Universidad De Extremadura. España., Benito León, Elena Felipe, María Isabel Polo, Eduardo Joao Ribeiro, Facultad De Psicología Y Ciencias De La Educación. Universidad De Coímbra. Portugal., Fernando Bullon, Benito León Del Barco, Elena Felipe-Castaño, M ª Isabel Polo del Río, Eduardo Joao Dos Santos. Salud mental en menores españoles. Variables socioeducativas. Salud mental. 2015; 38 (5):329-335.

Chicago/Turabian Style

Fernando Fajardo; Departamento De Psicología. Universidad De Extremadura. España.; Benito León; Elena Felipe; María Isabel Polo; Eduardo Joao Ribeiro; Facultad De Psicología Y Ciencias De La Educación. Universidad De Coímbra. Portugal.; Fernando Bullon; Benito León Del Barco; Elena Felipe-Castaño; M ª Isabel Polo del Río; Eduardo Joao Dos Santos. 2015. "Salud mental en menores españoles. Variables socioeducativas." Salud mental 38, no. 5: 329-335.

Journal article
Published: 10 July 2015 in Revista de Psicodidáctica
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Durante el presente trabajo, se investiga la influencia de la asignatura Habilidades Sociales (HHSS), en la capacidad de mejora de las Habilidades Sociales (HHSS), así como de la reducción de la Ansiedad Social (AASS) de los estudiantes de Grado en Educación Social. Además, se analizan las diferencias y evolución de las HHSS de los estudiantes durante el curso en función de si habían o no recibido entrenamiento en HHSS previamente al comienzo de la asignatura. Para ello se diseña una investigación de corte cuasiexperimental con un diseño pretest-postest-seguimiento con grupo de control, en el que se toman medidas a través de autoinformes que exploran las conductas socialmente habilidosas y el grado de AASS. Los resultados sugieren la necesidad de nuevas vías para que los estudiantes universitarios mejoren sus HHSS, muestran la eficacia de los entrenamientos en HHSS, y avalan la conveniencia de incluir y controlar la variable “entrenamiento previo en HHSS”.

ACS Style

Santiago Mendo Lázaro; Benito León Del Barco; Elena Felipe Castaño; M ª Isabel Polo del Río; Virginia Palacios García. Assessment of Social Skills of Students of Social Education //Evaluación de las habilidades sociales de estudiantes de Educación Social. Revista de Psicodidáctica 2015, 21, 139 -156.

AMA Style

Santiago Mendo Lázaro, Benito León Del Barco, Elena Felipe Castaño, M ª Isabel Polo del Río, Virginia Palacios García. Assessment of Social Skills of Students of Social Education //Evaluación de las habilidades sociales de estudiantes de Educación Social. Revista de Psicodidáctica. 2015; 21 (1):139-156.

Chicago/Turabian Style

Santiago Mendo Lázaro; Benito León Del Barco; Elena Felipe Castaño; M ª Isabel Polo del Río; Virginia Palacios García. 2015. "Assessment of Social Skills of Students of Social Education //Evaluación de las habilidades sociales de estudiantes de Educación Social." Revista de Psicodidáctica 21, no. 1: 139-156.

Journal article
Published: 25 April 2015 in Anales de Psicología
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An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. The family may be key protective factor or risk in the occurrence of school violence situations. With this study by discriminant analysis aims to determine the relationships between the different profiles of victimization and aggression dynamics involved in bullying and acceptance-rejection participants perceived their parents. The total sample consisted of 700 adolescent students, 43% female and 57% men with a mean age of 13.98. We have used the Cuestionario de Convivencia Escolar (Defensor del Pueblo, 2006) and Escala de Afecto versión hijos, EA-H (Bersabé, Fuentes y Motrico, 2001). Our results confirm that the victims would be characterized by greater affection and receive communication from their mothers. The attackers and attackers / victims to perceive rejection and criticism, especially from the father and little affection and communication of their mothers.

ACS Style

Benito León Del Barco; Elena Felipe Castaño; M ª Isabel Polo Del Río; Fernando Fajardo Bullón. Aceptación-rechazo parental y perfiles de victimización y agresión en situaciones de bullying. Anales de Psicología 2015, 31, 600 -606.

AMA Style

Benito León Del Barco, Elena Felipe Castaño, M ª Isabel Polo Del Río, Fernando Fajardo Bullón. Aceptación-rechazo parental y perfiles de victimización y agresión en situaciones de bullying. Anales de Psicología. 2015; 31 (2):600-606.

Chicago/Turabian Style

Benito León Del Barco; Elena Felipe Castaño; M ª Isabel Polo Del Río; Fernando Fajardo Bullón. 2015. "Aceptación-rechazo parental y perfiles de victimización y agresión en situaciones de bullying." Anales de Psicología 31, no. 2: 600-606.

Journal article
Published: 12 March 2013 in European Journal of Investigation in Health, Psychology and Education
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An important area of study in bullying remains the analysis of the causes of the phenomenon and the factors that act as protective / risk in the cultural, social, personal, school and family. Socialization can be key protective factor or risk in the occurrence of school violence situations. With this research, using discriminant analysis we analyze that socialization variables have a higher discriminatory or better quantify the differences between the different levels of bullying victimization. The total sample consisted of 700 students adolescents, 43% males and 57% females with an average age of 13.98 years. We used the School Coexistence Questionnaire (Ombudsman, 2006) and BAS-3 (Battery socialization, self-assessment format) de Silva and Martorell (1989), consisting of 5 scales of socialization: Consideration for others, self in social relations, social withdrawal, social anxiety / shyness, and leadership. Our results confirm that high levels of victimization in bullying, would be characterized by high scores on social anxiety / shyness and social withdrawal.

ACS Style

Mª Isabel Polo del Río; Benito León del Barco; Teresa Gómez Carroza; Virginia Palacios García; Fernando Fajardo Bullón. Socialization Styles Victims of Bullying. European Journal of Investigation in Health, Psychology and Education 2013, 3, 41 -49.

AMA Style

Mª Isabel Polo del Río, Benito León del Barco, Teresa Gómez Carroza, Virginia Palacios García, Fernando Fajardo Bullón. Socialization Styles Victims of Bullying. European Journal of Investigation in Health, Psychology and Education. 2013; 3 (1):41-49.

Chicago/Turabian Style

Mª Isabel Polo del Río; Benito León del Barco; Teresa Gómez Carroza; Virginia Palacios García; Fernando Fajardo Bullón. 2013. "Socialization Styles Victims of Bullying." European Journal of Investigation in Health, Psychology and Education 3, no. 1: 41-49.