Cristina Jenaro

Problematic internet and cell-phone use: Psychological, behavioral, and health correlates

This study aimed to assess pathological Internet and cell-phone use in college students, and to identify psychological, health, and behavioral correlates. A cross-sectional design was utilized to gather data from 337 students. We developed two measures, termed the Internet Over-use Scale (IOS), and the Cell-Phone Over-Use Scale (COS). Additional measures utilized were the Beck Anxiety Inventory, the Beck Depression Inventory, and the General Health Questionnaire-28. Results provide support for internal consistency of the IOS and the COS (α = 0.88 and α = 0.87, respectively) as well as for construct validity. Logistic regression analyses indicated that heavy Internet use is associated with high anxiety; high cell-phone use is associated to being female, and having high anxiety and insomnia. The developed measures seem to be promising tools for assessing these new behavioral addictions.

Utilization of the supports intensity scale with psychiatric populations: psychometric properties and utility for service delivery planning.

In agreement with the new paradigm of supports, this study examines the adequacy and psychometric properties of the Supports Intensity Scale (SIS) in a sample of 182 participants with severe mental illness (mean Global Assessment of Functioning [GAF] score = 60.2). The measure focuses on identifying the profile and intensities of support needs and on the planning and service delivery rather than on weaknesses and limitations. Internal consistency indexes ranged from .83 to .97; interrater reliability indexes ranged from .67 to .98. Intercorrelations among SIS subscales supported its construct validity. SIS scores correlated to GAF scores and length of disease. Discriminant analysis correctly classified 60.9% of participants. Therefore, the SIS demonstrated adequate reliability and validity, and it can be used by nursing professionals to plan for required supports in this population.

Love and Loving Relationships in People with Learning Disabilities: A Scientific Approach

Love has been a recurring theme through history and literature, and its relevance to health, well‐being and quality of life has been widely acknowledged. However, the scientific study of love has not yet reached people with learning disabilities. The study reported here was based on research with 376 people with learning disabilities in Spain, and aimed to analyse their appraisal of love, loving relationships and related issues (global evaluation, satisfaction, role of the family and self‐determination). A Likert‐type measure was developed, and the outcomes indicate that the measures have satisfactory psychometric characteristics. It is also evident that the theoretical model of love for people without disabilities can be applied to individuals with disabilities, and includes three key factors (‘commitment, stability and idealisation’, ‘passion and physiological arousal’ and ‘intimacy and romanticism’). It also indicates that the perceptions of love in people with learning disabilities are relatively idealised and influenced by context, and interference from family and self‐determination are key issues.

Disability Policy Implementation From a Cross-Cultural Perspective

Implementation of disability policy is influenced by social, political, and cultural factors. Based on published work, this article discusses four guidelines considered critical for successful policy implementation from a cross-cultural perspective. These guidelines are to: (a) base policy implementation on a contextual analysis, (b) employ a value-based approach, (c) align the service delivery system both vertically and horizontally, and (d) engage in a partnership in policy implementation. Public policy should be understood from a systems perspective that includes cross-cultural issues, such as how different stakeholders are acting and the way they plan and implement policy.

Cyberbullying among adults with intellectual disabilities: Some preliminary data

BACKGROUND Recent studies show that youth with disabilities are at risk of experiencing cyberbullying. Nevertheless, the nature of this phenomenon among adults with intellectual disabilities has not been investigated. Therefore, the purpose of this study is to analyze the frequency and characteristics of cyberbullying and its correlates in individuals with intellectual disabilities attending training centers for adults with intellectual disabilities. METHODS AND PROCEDURES A convenience sample of 269 participants (54.3% men and 35.7% women), aged 18-40 years was recruited from Chile (14.1%), Mexico (32%), and Spain (53.9%). RESULTS The findings showed that 15.2% have been cyberbullied 9.7% are currently being cyberbullied. Being different was the main reason (97.7%) for being cyberbullied. The behaviors happen in educational settings (46.67%), leisure/free time activities (31.11%), and associations for people with disabilities (15.56%). Verbal aggressions (74.53%) were the most common cyberbullying behaviors. Those who were cyberbullied reported more inadequate use of mobile phone and Internet, as well as more unhealthy behaviors and depressive mood. CONCLUSIONS AND IMPLICATIONS These findings support the need for further studies on adults with intellectual disabilities, as well as the need for implementing primary, secondary, and tertiary prevention programs.

Internet and cell phone usage patterns among young adults with intellectual disabilities

BACKGROUND The risks and opportunities associated with the use of technologies are of growing research interest. Patterns of technology usage illuminate these opportunities and risks. However, no studies have assessed the usage patterns (frequency, duration, and intensity) and related factors in young people with intellectual disabilities. METHODS Questionnaires on Internet and cell phone usage patterns, the Internet Over-Use Scale and the Cell-Phone Over-Use Scale, as well as the Beck Depression Inventory were filled out in one-on-one interviews of 216 youth with intellectual disabilities. RESULTS Young people with disabilities make more social and recreational rather than educational use of these tools, and show higher rates of excessive use of both technologies than a comparison group of 410 young people without disabilities. Also, their overuse is associated with other unhealthy behaviors. CONCLUSION The framework of support needs of people with disabilities should be considered to promote healthy Internet and cell phone use.

Resilience and social support as protective factors against abuse of patients with dementia: A study on family caregivers

Scientific literature has identified different vulnerability factors associated to abuse in people with dementia (PWD), but little is known about the psychosocial protective variables against abuse. The main objective of this study is to investigate a set of caregiver and patient factors linked to abuse‐related behavior of PWD.

Percepciones de estudiantes del Grado de Maestro sobre el proceso y resultados de la enseñanza semipresencial -Blended Learning-

Blended learning is becoming key in university contexts that use these and other learning environments as alternatives to develop courses outside the boundaries of the classroom. The current research aims to identify the perceptions of a group of Primary Education student teachers on training using Blended Learning. Data were gathered on two subjects taken during the second semester. A total of 234 participants from different specialties were included. For data collection, an online form to be filled in by students was developed. The measure has been found to have high levels of reliability and usefulness in predicting satisfaction. Descriptive analyzes were performed, and nonparametric tests (Chi square) with categorical variables, as well as parametric tests (analysis of variance and regression analysis) for continuous variables were utilized. The results suggest that although factors such as gender or subject do not seem to differentially affect satisfaction with blended learning, other variables, such as the specialty being studied, may be affecting the acceptance of this methodology.

Anxiety and Depression in Cyberbullied College Students: A Retrospective Study:

Cyberbullying is a worldwide phenomenon and its effects can be severe. To better understand the personal and situational factors in cyberbullying, we approach it from the perspective of the general aggression model. More specifically, we analyze the medium and long-term impact of past experiences of cyberbullying on university students. We also compare their psychological adjustment with peers who have not been cyberbullied by examining the recall of cyberbullying while attending secondary school of 1,593 university students. Participants from a Spanish University (N = 680) and a Bolivian University (N = 913) were invited to participate by filling in an online survey. It included the School Violence Questionnaire-Revised, CUVE-R, to assess school and classroom climate in relation to bullying and cyberbullying, the Beck Depression Inventory, and the State-Trait Anxiety Inventory. Results show that among the participants, 5.1% reported having suffered cyberbullying and 19.3% reported having been a bystander of cyberbullying, with similar percentages between universities. Canonical correlation suggests that variables related to school climate best explain the variability among participants who have and have not been cyberbullied. Those who have been cyberbullied scored significantly higher on anxiety and depression symptoms as well. Being a bystander of cyberbullying was not associated to significant differences on psychological adjustment (i.e., anxiety and depression). Results indicated that experiencing cyberbullying in secondary school is associated to lower psychological adjustment years later as university students. School climate variables contribute more strongly to identifying victims of cyberbullying. These results support the need for psychosocial interventions from a broader perspective, addressing the different dimensions of this phenomenon and its impact on victims.

Pre-service teachers' performance from teachers' perspective and vice versa: behaviors, attitudes and other associated variables

In a rapidly changing world, the mission of education deserves some reflection. Mutual understanding and assessment between trainers and trainees offers a way to promote discussion concerning goals, values, and strategies that should be promoted at schools. This study offers the views of 153 pre-service teachers and their respective trainers during their practicum. We aimed to determine if an association exists between the scores of pre-service teachers and teachers regarding behaviors and attitudes shown by the first. We also want to analyze the extent to which pre-service teachers rate the importance of different educational strategies as well as the extent to which teachers use these strategies in their daily work. We also aim to determine to what extent self-rated behaviors and attitudes of pre-service teachers are associated to their ratings on importance and utilization of different educational strategies. Two questionnaires were utilized to gather the data. Results revealed higher scores on self-evaluation than others’ evaluations; utilization of diverse educational strategies was associated to evaluations on pre-service students’ responsibility, ability to detect and meet students’ needs, and final grade in practicum. Association between pre-service teachers’ self-evaluation and evaluation on the importance of different educational strategies revealed large associations between climate for the expression of ideas, teaching methodology, and the importance given to using language appropriate to the level of the students. Average ratings on importance and utilization of different teaching strategies resulted in high scores, with utilization of teaching methodologies obtaining the lowest scores. Gender resulted in significant differences on importance, with women scoring higher than men. Importance scores were significantly higher than utilization scores. High associations were found between self- and others’ evaluations on values related to compliance with rules, as well as on behaviors associated to maintain order and discipline in the classroom. Differences in views of teaching, importance, and utilization of different teaching strategies should be debated in order to advance our understanding of effectiveness of educational practices.