Anastasio Ovejero

Correlatos psicosociales del consumo de sustancias psicoactivas en adolescentes españoles

Objetivo. Analizar los factores que determinan el consumo juvenil de sustancias psicoactivas evaluando la capacidad predictiva de variables actitudinales, afectivas, relacionales a nivel familiar y grupal, asi como academicas, entre otras. Material y metodos. Se ha seleccionado una muestra de 750 adolescentes del Principado de Asturias (Espana) (moda 15 anos, media=14.69) escolarizados en el curso academico 2008-2009. Resultados. Se ha confirmado que los adolescentes que consumen alcohol y otras drogas presentan un perfil diferencial respecto a los no consumidores en factores relativos a la mayor permisividad actitudinal, efecto de modelado paterno y del grupo de iguales, insatisfaccion institucional, inestabilidad emocional y manifestacion de mas conductas disruptivas con problemas de relacion y busquedas de atencion. Conclusiones. A partir de nuestro modelo etiologico se concluye que el consumo juvenil de drogas esta determinado por la interrelacion de variables personales, familiares, escolares y psicosociales.

Love and Emotional Well-being in People with Intellectual Disabilities

Love has been a recurrent topic throughout history, and especially, literature. Moreover, there is generalized agreement about its relevance for health emotional well-being, and quality of life. This study was carried out with a sample of 376 persons with ID. The goals of the work were to analyze a theoretical model of love in people with intellectual disabilities by means of the methodology of structural equations, and to analyze their perception of love and of amorous relations with regard to other aspects such as amorous satisfaction, perceived satisfaction, absence of family interference, self-determination, and emotional well-being. The results revealed that (a) the construct under study has three factors: Commitment, stability, and idealization, Passion and physiological excitement, and Intimacy and romanticism; (b) the perception of love in this collective is, in general, idealized and affected by the context; and (c) self-determination and the lack of family interference are relevant variables to explain both love and emotional well-being.

Apoyo social percibido en el contexto escolar y victimización entre iguales durante la adolescencia

Resumen En el presente estudio se analiza el apoyo social como recurso protector de la victimizatión entre iguales. Se investiga la contribución que el apoyo social percibido de los iguales y del profesor tiene en la victimizatión dentro del contexto escolar. Han participado en el estudio 2961 adolescentes (edad media: 13,94), de los cuales el 50.1% son chicos y el 49.9% chicas, escolarizados en centros de la Comunidad de Castilla-La Mancha. En el análisis de los datos se utiliza el estadístico chi-cuadrado para explorar las asociaciones entre las variables y un modelo de regresión jerárquica para determinar las variables predictivas de la victimización entre iguales. Los resultados indican que la percepción de apoyo social se relaciona con una menor probabilidad de ser víctima de acoso escolar. Estos resultados y sus implicaciones se discuten en relación con otras investigaciones.

Resource Loss and Gain, Life Satisfaction, and Health Among Retirees in Spain: Mediation of Social Support

Objective: This article focuses on retirement transition from the Conservation of Resources (COR) perspective to better understand how aged participants’ perceptions of retirement losses and gains significantly explain retirement well-being. In this article, the mediation of social support in the losses–well-being relationship is explored. Method: The study was conducted with a two-wave longitudinal design. Participants at T1 were aged Spanish workers (>64 years) and at T2 were retirees, with a final sample of 275, who had retired during the previous 6 months. Results: Findings supported the assertion that losses better explain well-being than gains. In addition, specific losses revealed a higher explaining power of life satisfaction and health complaints depending on their content. Social support mediated between perceived losses and well-being. Discussion: This study suggests that both perceived losses and gains associated with retirement and social support during retirement should be taken into account when addressing postretirement well-being.

Cyberbullying victimization in higher education: An exploratory analysis of its association with social and emotional factors among Spanish students

Abstract Few studies have analyzed cyberbullying victimization among university students in comparison to research conducted in other educational levels. The main purpose was to analyze the associations between the cyberbullying victimization and social and emotional factors such as involvement in traditional bullying victimization and perpetration, loneliness, self-esteem and perceived acceptance by friends. The results from a sample of 243 university students from social sciences confirmed the presence of cyberbullying victimization in the university context. Logistic regression revealed that perceived acceptance by peers was found to be significantly associated with cyberbullying victimization, such that those with low perceived acceptance were most likely to report experience of cyberbullying. Involvement in traditional bullying victimization during previous educational levels was also a risk factor for cyberbullying victimization, such that as involvement in traditional victimization increase, likelihood of cyberbullying victimization increases. Research and practice implications are discussed.

Cyberbullying: Definitions and Facts from a Psychosocial Perspective

We are now living in the Gutenberg Galaxy, which has completely changed our lives, especially in the case of youths. Adolescents increasingly use social networks, like Twitter or Facebook, where self-presentation plays an essential role (personal data, photos, etc.). However, some people use such information and photos to harm others, either as a joke or for other purposes. Therefore, despite positive Internet features, cyberspace exposes young people to many online risks among cyberbullying stands out given the negative consequences of these interactions. In this chapter, we analyze this new form of aggressive behaviorthrough electronic communication, especially among adolescents. In the next pages we review the definition of cyberbullying, the similarities and differences between bullying and cyberbullying, the different ways to prevent cyberbullying, and we include a social psychology perspective on cyberbullying.

Gender Variables and Cyberbullying in College Students

Studies analyzing experiences of cyberbullying among college students have been scarcer than those analyzing cyberbullying among preadolescents and adolescents. However, research has shown that college students face similar problems in their online interactions as students in primary and secondary schools. The prevalence of cyberbullying among college students ranges from 8 to 21 % and may include receiving threatening text messages, sexually harassing messages, spreading rumors, and faking someoneʼs identity. In this chapter, we review cyberbullying research conducted with college students from a quantitative and a qualitative perspective. The quantitative perspective includes an examination of the prevalence rates of cyberbullying, focusing on gender differences in involvement, and an analysis of the studies examining cross-sex cyberbullying, risk factors associated with cyberbullying roles, and the correlates of these behaviors. Second, the qualitative perspective tries to present how college students perceive and define this phenomenon, to what extent they consider it is a problem present in their academic and social environment, their view on the characteristics of people involved in those dynamics, and the differences they found with cyberbullying in primary and secondary schools.

Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder: A Pilot Study.

Autism Spectrum Disorder (ASD) is characterized by difficulties with social interaction and communication, which manifest at school especially in less structured situations such as recess. Recess provides opportunities for relationship with peers in a natural context, for which students with ASD may not be equipped with the necessary skills to use without support. Using a single-case design, we evaluated an intervention applied in recess to improve the social interaction skills of a student with high-functioning ASD mediated by his peers without ASD, in second grade of elementary school. This intervention includes different strategies to initiate the peers without ASD, using direct instruction, modeling, and social reinforcement carried out in the recess setting. After 14 sessions, changes were observed in the rates of initiating and responding to interactions, and a negative trend in the percentage of time that the student maintained low-intensity interactions or was alone. Teachers and family perceived improvements in social skills, more peer acceptance, and increase in the frequency and duration of social interactions. This intervention can help teachers to apply research-based practices to improve some social interaction skills in high-functioning students with autism in inclusive school environments.

Utilidad de Ortega y Gasset para la actual psicología social

Resumen Hoy día, exactamente a medio siglo de la muerte del filósofo José Ortega y Gasset, el interés de su obra y de su pensamiento para la psicología y para la psicología social es no sólo grande, sino incluso mucho mayor aunque en el pasado, a causa fundamentalmente de la profunda crisis en que está actualmente inmerso el paradigma positivista en todas las ciencias sociales, incluidas las psicológicas. Como sabemos, el fracaso del positivismo en las ciencias sociales y humanas está llevando a propuestas abiertamente postpositivistas, de tal manera que se está volviendo la vista hacia autores en otra época alejados de los intereses de los psicólogos (Nietzsche, Husserl, Heidegger, etcétera), autores entre los que indefectiblemente debemos situar a Ortega y Gasset. Pues bien, ése es justamente el principal objetivo de este artículo: mostrar la utilidad de Ortega para los psicólogos sociales de hoy día, sobre la base de que la psicología española de este recién estrenado siglo XXI ganaría mucho si se apropiara de las principales reflexiones del filósofo madrileño, reflexiones abierta y explícitamente postpositivistas.

Psicología colectiva y compromiso

Resumen El excesivo individualismo que a lo largo del siglo XX ha caracterizado a la Psicología Social le ha impedido desarrollar suficientemente uno de sus campos más propios y genuinos, el de la conducta colectiva y los movimientos sociales. Sin embargo, un mayor y más adecuado desarrollo de la Psicología Colectiva facilitaría a nuestra disciplina, en primer lugar, superar algunos de los aspectos más centrales de su crisis permanente; en segundo lugar, conectaría a los psicólogos sociales con la realidad social más actual, como son los nuevos movimientos sociales y particularmente el movimiento antiglobalizacin; y, en tercer lugar, la obligaría, al menos en cierta medida, a tomar posición frente a los problemas sociales y colectivos de nuestra época, lo que les empujaría a comprometerse con la problemática de los tiempos que corren. Es decir, que con todo ello, la Psicología Social adquiriría más relevancia social.