Jesús María Carrillo

Distinctions Between Sluggish Cognitive Tempo, ADHD-IN, and Depression Symptom Dimensions in Spanish First-Grade Children

The objective of this study was to evaluate the validity of a new parent rating scale of Sluggish Cognitive Tempo (SCT). SCT was defined with 10 symptom domains—daydreams; attention fluctuates; absentminded; loses train of thought; easily confused; seems drowsy; thinking is slow; slow-moving; low initiative; and easily bored, needs stimulation—with each domain represented by multiple examples. Mothers’ and fathers’ ratings of SCT, ADHD-IN, ADHD-HI, oppositional defiant disorder (ODD), and depression symptoms along with ratings of academic and social impairment were obtained for a sample of 802 Spanish first-grade children (54% boys). SCT Symptom Domains 4 to 8 showed substantial loadings on the SCT factor (i.e., convergent validity) and substantially higher loadings on the SCT factor than the ADHD-IN factor (i.e., discriminant validity). This 5-domain measure of SCT showed good interrater and test–retest reliability for a 6-week interval. Higher scores on the 5-domain measure of SCT predicted higher levels of academic and social impairment even after controlling for ADHD-IN and depression. In contrast, higher levels of SCT were not uniquely related (or uniquely negatively related) to ADHD-HI and ODD, whereas ADHD-IN and depression were uniquely positively related to ADHD-HI and ODD. The new measure of SCT more clearly establishes that SCT, ADHD-IN, and depression represent independent symptom dimensions, thus providing a measurement tool to help determine if SCT and ADHD-IN dimensions have unique biological correlates and if SCT and ADHD meet the criteria for different disorders.

Openness to Experience and Depression* * The original data upon which this paper is based are available at www.hhpub.com/journals/ejpa

Summary: The present study examines, in the context of the Five Factor Model, the contradictory role played by the Openness to Fantasy and Openness to Actions facets (of the Openness to Experience ...

Longitudinal Correlates of Sluggish Cognitive Tempo and ADHD-Inattention Symptom Dimensions with Spanish Children

The objective was to examine the longitudinal correlates of sluggish cognitive tempo (SCT) and attention deficit/hyperactivity disorder (ADHD)-Inattention (IN) dimensions with mothers’ and fathers’ ratings of Spanish children. Mothers and fathers rated SCT, ADHD-IN, ADHD-hyperactivity/impulsivity (HI), oppositional defiant disorder (ODD), depression, academic impairment, and social impairment on 3 occasions (twice in first-grade year [6-week separation] and once in the second-grade year [12 months after the first assessment]) in Spanish children (758, 746, and 718 children at the 3 time-points with approximately 55% boys). The results showed that (a) higher levels of SCT from earlier assessments predicted higher levels of depression, academic impairment, and social impairment at Assessment 3 after controlling for ADHD-IN at earlier assessments; (b) higher levels of ADHD-IN from earlier assessments predicted higher levels of depression, academic impairment, and social impairment at Assessment 3 after controlling for SCT at earlier assessments; (c) higher levels of ADHD-IN from earlier assessments predicted higher levels of ADHD-HI and ODD at Assessment 3 after controlling for SCT from earlier assessments; and (d) higher levels of SCT from earlier assessments either showed no unique relationship with ADHD-HI and ODD or predicted lower levels of ADHD-HI and ODD at Assessment 3 after controlling for ADHD-IN from earlier assessments. Initial evidence is provided of SCTs unique longitudinal relationships with depression and academic/social impairment and different longitudinal relationships with ADHD-HI and ODD relative to ADHD-IN, thus adding to a growing body of research underscoring the importance of SCT as distinct from ADHD-IN.

Ratings of ADHD symptoms and academic impairment by mothers, fathers, teachers, and aides: construct validity within and across settings as well as occasions.

A Multiple Indicator × Multiple Trait × Multiple Source × Multiple Occasion design was used to evaluate invariance, convergent and discriminant validity of ADHD-inattention (IN), ADHD-hyperactivity/impulsivity (HI), and academic impairment scores from the Child and Adolescent Disruptive Behavior Inventory (CADBI) using confirmatory factor analysis. Mothers, fathers, teachers, and aides completed the CADBI on 811 Spanish 1st-grade children (54% boys) twice (6-week separation). For mothers and fathers, like loadings, thresholds/intercepts, factor means, factor variances, and factor covariances/correlations were invariant across sources and occasions. All 3 factors also showed convergent (convergent correlations from .69 to .83) and significant discriminant validity. For teachers and aides, there was also invariance of parameters along with convergent and discriminant validity over sources and occasions (convergent correlations from .67 to .87). With construct validity established for home and school, it was meaningful to test construct validity between home and school. Like-item loadings and thresholds/intercepts were invariant between home and school, with the ADHD-HI factor mean being lower at school. Convergent validity of ADHD-IN, ADHD-HI, and academic impairment factors, especially ADHD-IN and ADHD-HI, was much weaker between home and school (convergent correlations from .36 to .47 for IN and HI). The strong convergent validity of ADHD-IN and ADHD-HI scores within home and school in conjunction with weak convergent validity across home and school has implications for the assessment and diagnosis of ADHD (i.e., the diagnostic criteria of symptom occurrence in 2 or more settings).

Women and Vulnerability to Depression: Some Personality and Clinical Factors.

The purpose of this study is to explore the role of sex differences and personality in vulnerability to depression. Sex differences in personality and some clinical variables are described. We also assess the value of the variables that revealed significant sex differences as predictors of vulnerability to depression. In a group of adult participants (N = 112), 50% males and 50% females (mean age = 41.30; SD = 15.09; range 17-67), we studied sex differences in the three-factor personality model, using the Eysenck Personality Questionnaire, Form A (EPQ-A; Eysenck & Eysenck, 1975), and in the Five-Factor Personality Model, with the NEO Personality Inventory (NEO-PI; Costa & McCrae, 1985). The following clinical scales were used: the Beck Depression Inventory (BDI; Beck, Rush, Shaw, & Emery, 1979), the Schizotypy Questionnaire (STQ; Claridge & Broks, 1984; Spanish version, Carrillo & Rojo, 1999), the THARL Scales (Dua, 1989, 1990; Spanish version, Dua & Carrillo, 1994) and the Adjustment Inventory (Bell, 1937; Spanish version, Cerdá, 1980). Subsequently, simple linear regression analysis, with BDI scores as criterion, were performed to estimate the value of the variables as predictors of vulnerability to depression. The results indicate that a series of personality variables cause women to be more vulnerable to depression than men and that these variables could be explained by a negative emotion main factor. Results are discussed within the framework of the psychological behaviorism theory of depression.

Vulnerable Personality in Depression: Investigating Commonality in the Search for Unification

The present paper examines three models of personality and behavior - the dispositional approach, represented by the CEP questionnaire (Pinillos), the adjustment approach (represented by the Bell questionnaire) and the behavioral approach (represented by the PES scale of MacPhyllamy and Lewinsohn) - with respect to the prediction of depression. The specific results show that variables from the first two are good predictors of depression and that the PES scale from the behavioral approach is a weaker predictor. Second, the position is taken that there are unrecognized relationships among different psychological tests and the present study investigates such relationships among the three scales as they are used in the prediction of depression. The relationships found are analyzed in a unifying theory that calls for additional studies of the interrelationships of tests in prediction for the purpose of organizing the fields excessive diversity in tests and theories and of elaborating the theory.

Cine con valores y docencia universitaria

Durante los meses de febrero y marzo de 2015 se celebro el IV Curso de Cine con Valores dirigido a estudiantes de la Universidad Rey Juan Carlos. Este curso se realizo dentro del programa de Derechos Humanos de la citada Universidad. El objetivo del curso fue estimular la reflexion sobre valores humanos utilizando el cine como herramienta. Se realizaron tres sesiones en las que se proyectaron fragmentos filmicos, se realizo un cine-forum presencial y otro virtual en el blog CINEMED, y los asistentes trabajaron en pequenos grupos, participaron en debates y entregaron un trabajo sobre valores y cine. Con la metodologia utilizada se fomentaron competencias como el trabajo en equipo, la reflexion, el analisis critico y la comunicacion oral y escrita. Al finalizar el curso los estudiantes contestaron de forma anonima y voluntaria el cuestionario elaborado ad hoc, en el que manifestaron un alto grado de satisfaccion con la metodologia y con los contenidos del curso.

Casos clínicos y cine en la docencia del máster en neurocontrol motor

Desde antiguo se han empleado casos clinicos en titulaciones de Ciencias de la salud tanto de grado como de postgrado, para poner a los estudiantes ante casos reales que encontraran en la practicas clinicas de las titulaciones que cursen o en su vida profesional. Los casos clinicos ayudan a los estudiantes a reflexionar y a ponerse en situaciones reales. El cine cuenta multiples historias de todo tipo y de diversos generos como drama, ciencia ficcion, western, comedia, etc. Con frecuencia la salud y la enfermedad y las diversas profesiones de Ciencias d ela Salud estan presentes y por tanto existe mucho material que emplear en docencia. Son muchos los pacientes de ficcion que pueden convertirse en casos clinicos para analizar en el aula, y esta metodologia es utilizada en diversas asignatura de Ciencias de la Salud como Etica en investigacion y Practica clinica basada en la evidencia del Master en Neurocontrol Motor de la Universidad Rey Juan Carlos y que han servido para analizar casos clinicos relacionados con la etica o con diversas enfermedades neurologicas.