Maria Forns i Santacana

El Inventario Clínico Para Adolescentes de Millon (MACI) y su Capacidad Para Discriminar Entre Población General y Clínica

Se analizo el comportamiento del MACI en adolescentes de poblacion general (n = 391) y clinica (n = 226) determinando, en cada escala, el punto de corte que ofrece la mejor discriminacion entre los dos grupos. El 85% de las escalas posee un buen poder discriminativo con indices adecuados de sensibilidad y especificidad; no obstante, las escalas de Sumision, Insensibilidad Social, Predisposicion Delictiva y Sentimientos de Ansiedad no discriminan adecuadamente y, al contrario de lo esperado teoricamente, en las escalas de Dramatizacion, Egoismo, Conformismo e Incomodidad Sexual, los puntajes menores son los indicativos de patologia. Se valora la aplicabilidad del MACI en poblacion general para detectar casos en riesgo y se analiza la posible influencia de variables culturales en las respuestas a algunas escalas.

Normas Chilenas para el MACI: Una Integración de Criterios Categoriales y Dimensionales

Resumen es: Este estudio desarrollo normas chilenas para el Inventario Clinico para Adolescentes de Millon (MACI) utilizando una muestra de baremacion diferenciada p...

Validación de los Puntajes de Corte del MACI a través de las Escalas Clínicas del MMPI-A

Inserta en el proyecto de desarrollo de normas chilenas del MACI, se reporta la validacion concurrente de los puntajes de corte de las escalas del MACI, utilizando como criterio las escalas clinicas del MMPI-A. Las puntuaciones MMPI-A de los participantes de la muestra de baremacion del MACI (n = 807) fueron analizadas a traves de una serie de MANOVAS y ANO VAS que diferenciaron significativamente a los grupos de funcionamiento sano y funcionamiento alterado creados a partir de la segmentacion de la muestra total segun el puntaje de corte de cada escala. La discusion destaca la congruencia de la diferenciacion realizada por el MMPI-A y sus aportes a la mejor comprension de las escalas MACI.

INTERNALIZING AND EXTERNALIZING PROBLEMS AND ACADEMIC COMPETENCE OF SCHOOL CHILDREN

Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Ravens Progressive Matrices Test, and Academic Competence Tests were administered. A cross-sectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Raven’s Progressive Matrices Test, and Academic Competence Tests were administered. A crosssectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.

OS PROBLEMAS INTERNALIZADOS E EXTERNALIZADOS NA COMPETÊNCIA ACADÊMICA DE ESCOLARES

Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Ravens Progressive Matrices Test, and Academic Competence Tests were administered. A cross-sectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Raven’s Progressive Matrices Test, and Academic Competence Tests were administered. A crosssectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.

LOS PROBLEMAS INTERNALIZADOS Y EXTERNALIZADOS EN LA COMPETENCIA ACADÉMICA DE ESCOLARES

Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Ravens Progressive Matrices Test, and Academic Competence Tests were administered. A cross-sectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.Several studies emphasize the high prevalence of internalizing and externalizing problems (I&EP) in childhood and the impact they have on academic competence (AC). In Mexico, there is little empirical evidence about this topic, so it is important to test the relationship between I&EP and AC in school children, in order to have indicators that may guide the design of interventions. The aim of this study was to analyze the scores obtained on AC indicators in three groups of children with differentials levels of I&EP. The sample was composed by 314 children from public schools, aged between 8 and 12 years, 51% girls and 49% boys. The Internalizing and Externalizing Problems Questionnaire (IEPQ), a Checklist of Demographic Data, the Raven’s Progressive Matrices Test, and Academic Competence Tests were administered. A crosssectional study of comparison groups was carried out. The tests were administered in a group manner in the classrooms. The SPSS v.20 was used for data analysis. Three clusters of I&EP were formed and the scores obtained by each cluster on AC indicators were analyzed and compared through MANOVA. Data showed significant effects on writing in the groups of internalizing problems (IP) and on reading in the groups of externalizing problems (EP). Results about the influence of I&EP on AC are discussed.

HABLA PRIVADA EN LOS MENSAJES DE NIÑAS Y NIÑOS BILINGÜES Y MONOLINGÜES

RESUMENEn este trabajo se estudian los posibles vinculos entre la presencia de marcadores de re-flexion y el desempeno comunicativo de ninas y ninos bilingues y monolingues mientras realizan una tarea referencial. Los marcadores reflexivos se conceptualizan al modo vygots-kiano como habla privada, y se operativizan en base a la nocion de fragmentacion informa-tiva. Se realiza un estudio longitudinal con 24 parejas de ninas y ninos a los cuatro y seis anos, y empleando una metodologia observacional. Los resultados muestran divergencias y similitudes en el empleo habla privada en funcion del grupo linguistico. A los seis anos el grupo bilingue que realiza la prueba en su lengua materna (bilingue moderado) es el que presenta mas habla privada, mientras que el grupo bilingue que no realiza la prueba en su lengua materna (bilingue total) es el que presenta menor frecuencia. De forma pa-ralela se observa una mejor calidad de los mensajes en el grupo bilingue moderado y el monolingue, y peor en el bilingue total. Entre las similitudes se encuentra que la dificultad del referente favorece la emergencia de habla privada en todos los grupos linguisticos. En sintesis, si la tarea excede las competencias infantiles se dificulta el proceso reflexivo, sin embargo este proceso puede retomarse tan pronto se crea una situacion favorecedora en terminos de control comunicativo y cognitivo. Como conclusion se apunta que el habla privada tiene un papel relevante en el desarrollo comunicativo bilingue que parece de utilidad poder explorar.