Resumen: Antecedentes: La psicología educativa ocupa el segundo lugar, después de la psicología clínica, en cuanto a perfiles de actividad profesional, sin embargo, en las últimas décadas el papel del psicólogo educativo se ha desdibujado. Método: Se revisó la literatura especializada y se actualizaron trabajos previos del autor sobre el tema. Resultados: El artículo enfatiza la relevancia de la psicología educativa en la prevención y la promoción de la salud mental infanto-juvenil. Para ello es necesario delimitar las funciones del psicólogo en contextos educativos, diferenciándolo de otros roles profesionales. Con esta finalidad: (1) se plantean las principales funciones del psicólogo educativo con el alumnado, sus familias y el profesorado; (2) se describe la formación de postgrado necesaria para desarrollar estas funciones; y (3) se evidencia el relevante papel que pueden tener los centros educativos en la promoción de la salud mental infanto-juvenil, utilizando, a modo de ejemplo, dos problemas: el bullying-cyberbullying y la depresión en la infancia y adolescencia. Conclusiones: Las escuelas deben incorporar psicólogos educativos para desarrollar actividades de evaluación, prevención e intervención, y deben ser contextos donde promover el bienestar emocional, prevenir problemas psicológicos y de salud mental. El trabajo aporta una propuesta de intervención desde la psicología educativa.

Abstract Background: Educational psychology ranks second, after clinical psychology, in terms of professional activity profiles but in recent decades, the role of the educational psychologist has blurred. Method: The specialized literature was reviewed, and previous works by the author on the subject were updated. Results: This article emphasizes the relevance of educational psychology for the prevention and promotion of child and adolescent mental health. For this purpose, we must delimit the functions of the psychologist in educational contexts, differentiating it from other professional roles. To this end: (1) the main functions of the educational psychologist with students, their families, and teachers are proposed; (2) the postgraduate training necessary to perform these functions is described; and (3) the relevant role that educational centers can play in the promotion of child and adolescent mental health is shown, using, as an example, two problems: Bullying-cyberbullying and depression in childhood and adolescence. Conclusions: Schools should incorporate educational psychologists to develop assessment, prevention, and intervention activities, and schools must be contexts where emotional well-being is promoted and psychological and mental health problems are prevented. The work makes a proposal for intervention from educational psychology.

ABSTRACT Every student is at risk of aggressive bullying behavior during their lifetime. However, there are groups with a higher risk of suffering these aggressive behaviors, especially the LGTB group. This study has three objectives: (1) to analyze the prevalence of victims and aggressors of bullying among high school adolescents; (2) to explore differences based on sex; and (3) to identify differences based on sexual orientation. A sample consisting of 1,748 adolescents from the Basque Country completed two questionnaires. The results show (1) a high percentage of victims (41.6% global, 11% severe), as well as aggressors (28.5% global, 2.7% severe); (2) that girls show greater victimization and boys show aggression; and (3) a higher percentage of non-heterosexual victims, especially gay and bisexual. In conclusion, LGTB people show greater vulnerability to suffer bullying and, therefore, the need to develop and implement anti-discrimination programs in the educational community.

RESUMEN Todos los estudiantes sufren el riesgo de ser víctima de conductas agresivas de bullying durante el transcurso de su vida. Sin embargo, existen colectivos con mayor riesgo de sufrir estas conductas, en especial, el colectivo LGTB. Este estudio tiene tres objetivos: (1) analizar la prevalencia de víctimas y agresores de bullying entre adolescentes de secundaria, (2) explorar diferencias en función del sexo y (3) conocer las diferencias en función de la orientación sexual. Una muestra compuesta por 1,748 adolescentes del País Vasco cumplimentó dos cuestionarios. Los resultados evidencian (1) un elevado porcentaje de víctimas (41.6% globales, 11% severas) y de agresores (28.5% globales, 2,7% severos), (2) que las chicas muestran mayor victimización y los chicos agresión y (3) que hay un mayor porcentaje de víctimas no-heterosexuales, en especial de gais y bisexuales. En conclusión, las personas LGTB muestran una mayor vulnerabilidad a sufrir acoso escolar, por lo que es necesario desarrollar e implementar programas antidiscriminatorios en la comunidad educativa.

Resumen Objetivo. Identificar si existen diferencias entre sexos en conductas de bullying y cyberbullying entre los adolescentes de La Rioja. Método. La muestra estuvo constituida por 979 adolescentes, 50.45 % varones y 49.6 % mujeres, entre los 13 y los 18 años de edad, a quienes se les aplicó la batería Cyberbullying Screening para explorar el acoso entre iguales. Resultados. Los resultados evidenciaron que: (a) hay un mayor porcentaje de mujeres víctimas de bullying y cyberbullying; (b) los chicos dijeron ser más agresores que las chicas, tanto en conductas de bullying como de cyberbullying; (c) las mujeres dicen observar más conductas de bullying y cyberbullying que los varones, siendo significativa la diferencia con respecto a este último; y (d) el porcentaje de víctimas de agresiones cara a cara y cyberbullying se asemeja entre mujeres y varones, siendo no significativa la diferencia. Conclusión. Estos datos evidencian que los varones son más agresores, mientras que las mujeres son mayormente víctimas, por ello, es importante tener presente la diferencia de roles de género y su implicación en los programas de prevención.

Abstract Objective. The study aims to analyze differences in bullying and cyberbullying between the sexes. Method. The sample consisted of 949 adolescents between 13 to 18 years old, 50.45% males and 49.6% females, students from compulsory secondary school. The Cyberbullying. Screening of Peer Harassment test was administered Results. The results showed that (a) the percentage of female victims of bullying and cyberbullying was higher than the percentage of male victims; (b) males claimed to participate in significantly more face to face aggression and cyberbullying behaviors than women; (c) the percentage of female observers of bullying was higher than that of males, and significantly more in relation to cyberbullying; and (d) the percentage of victims of bullying and cyberbullying was similar between males and females. Conclusion. Males are more frequently aggressors while females are more frequently victims. gender roles could be considered a possible influence and a greater sensitivity of girls in these issues.

Resumo Escopo. Identificar a possibilidade de existência de diferenças entre sexos em condutas de bullying e cyberbullying entre adolescentes de La Rioja, Espanha. Metodologia. A amostra esteve constituída por 979 adolescentes, 50.45% homens e 49.5% mulheres, entre os 13 e os 18 anos de idade, e foi aplicada a bateria Cyberbullying Screening para explorar o acosso entre iguais. Resultados. Os resultados evidenciaram que: (a) tem um maior porcentagem de mulheres vítimas de bullying e cyberbullying; (b) os homens disseram ser mais agressores que as mulheres, tanto em condutas de bullying como de cyberbullying; (c) as mulheres dizem observar mais condutas de bullying e cyberbullying que os homens, sendo significativa a diferença com respeito a este último; e (d) a porcentagem de vítimas de agressões cara a cara e cyberbullying é similar entre homens e mulheres, sendo não significativa a diferença. Conclusão. Estes dados evidenciam que os homens sao mais agressores, enquanto as mulheres são maiormente vítimas, pelo qual, é importante ter presente a diferencia de roles de gênero e sua implicação nos programas de prevenção.

Resumen Objetivo. Revisar los estudios que han analizado la relación de bullying/cyberbullying con variables del contexto familiar. Método. Revisión sistemática, basada en el protocolo Prisma, de los documentos registrados en las principales bases de datos de psicología, que incluían las palabras clave bullying/cyberbullying y familia/padres, entre 2004 y 2017. Setenta y cuatro artículos cumplieron los criterios de inclusión. Resultados. La revisión evidenció las siguientes variables familiares asociadas con cada rol: (a) víctimas de bullying: padres/madres autoritarios, punitivos o permisivos; hogares disfuncionales, baja armonía familiar, conflictos, pobre comunicación; reciben muchas críticas, bajo apoyo/atención parental o sobreprotección; (b) cibervíctimas: padres/madres autoritarios o negligentes, conflictos familiares, bajo apoyo parental, padres/madres distantes, vínculos emocionales negativos; (c) agresores de bullying: padres/madres autoritarios, punitivos o permisivos, hogares disfuncionales, conflictos entre padres/madres, violencia doméstica, reciben rechazo, crítica y poco afecto parental; (d) ciberagresores: padres/madres autoritarios, negligentes o permisivos, y conflictos familiares. Por último, resultaron factores protectores: padres/madres democráticas, equilibrados, sin conflictos domésticos, cohesión familiar, interacciones de calidad, fácil comunicación padres-hijos, padres/madres apoyan a sus hijos, son cercanos y fomentan el apego seguro. Conclusión. Algunas variables familiares pueden ser relevantes, aunque en la probabilidad de convertirse en víctima o agresor de bullying y cyberbullying influyan otros factores, como los personales.

Abstract Objective. To review studies that have analyzed the relationship of bullying and cyberbullying with the family context. Method. PRISMA protocol for systematic reviews was used in all documents registered in the main psychology databases featuring the keywords bullying/cyberbullying and family/parents, between 2004 and 2017. Seventy-four articles met the inclusion criteria. Results. The review revealed the following familiar variables associated with each role. Victims of bullying: authoritarian, punitive, negligent, or permissive parents; dysfunctional homes, low family harmony, conflicts, poor parent-child communication; criticism, low parental support/attention, or overprotection. Cyber-victims: authoritarian or negligent parents; family conflicts, low parental support, distant parents, negative emotional bonding with parents. Bullies: authoritarian, punitive or permissive parents; dysfunctional homes, parental conflicts, domestic violence; rejection, criticism, and little parental affection. Cyberbullies: authoritarian, negligent or permissive parents, and family conflicts. Protective factors: democratic, balanced parents; no domestic conflicts, family cohesion, quality interactions, easy parent-child communication, parents support and care for their children, close-knit relationships, and foster secure attachment. Conclusion. Some family variables may be relevant, although the probability of becoming a victim or aggressor of bullying and cyberbullying may be influenced by other factors.

Resumo Escopo . Revisar os estudos que têm analisado a relação bullying/cyberbullying com variáveis do contexto familiar. Metodologia . Revisão sistemática, baseada no protocolo Prisma, dos documentos registrados nas principais bases de dados de psicologia, que incluíram as palavras chave bullying/cyberbullying e família/pais, entre 2004 e 2017. Setenta e quatro artigos cumpriram os critérios de inclusão. Resultados . A revisão evidenciou as seguintes variáveis familiares associadas com cada rol: (a) vítimas de bullying (pais/mais autoritários, punitivos ou permissivos; lares disfuncionais, baixa harmonia familiar, conflitos, pobre comunicação; recebem muitas críticas, baixo apoio/atenção parental ou sobre proteção); (b) cyber vítimas (pais/mais autoritários ou negligentes, conflitos familiares, baixo apoio parental, pais/mais distantes, vínculos emocionais negativos); (c) agressores de bullying (pais/mais autoritários, negligentes ou permissivos, lares disfuncionais, conflitos entre pais/mais, violência doméstica, recebem rejeito, crítica e pouco afeto parental); (d) cyber agressores (pais/mais autoritários, negligentes ou permissivos, e conflitos familiares); (e) fatores protetores (pais/mais democráticos, equilibrados, sem conflitos domésticos, coesão familiar, interações de qualidade, fácil comunicação pais-filhos, pais/mais apoiam seus filhos, são próximos e fomentam o apego seguro). Conclusão . Algumas variáveis familiares podem ser relevantes, embora na probabilidade de se converter em vítima ou agressor de bullying e cyberbullyuing influam outros fatores, como os pessoais.

ABSTRACT The purpose of the study was to analyze the connections between victimization and perpetration of face-to-face bullying and cyberbullying with self-perceived childhood stress and diverse emotional and behavioral problems (EBPs) evaluated by parents. Participants were 1,993 students, aged 9-13 years, from the Basque Country (Spain) (49.8% females). The results of the analyses of variance (MANOVA-ANOVA) and correlational analyses showed that: (1) students who had higher scores in victimization and perpetration of bullying/cyberbullying had significantly high levels of stress and many EBPs; (2) participants who had higher scores in victimization/cybervictimization and perpetration of bullying obtained higher scores in all the dimensions of stress, while those who had higher scores in cyberaggression only showed higher school stress; (3) students who had higher scores in victimization/cybervictimization manifested internalizing and externalizing EBPs, whereas those who had higher scores in perpetration of bullying/cyberbullying had fewer internalizing problems; and (4) children who obtained higher scores in victimization and perpetration of bullying/cyberbullying had received psychological counseling significantly more frequently in the past year than those who had lower scores in indicators of bullying/cyberbullying. The importance of preventing/intervening in bullying situations to reduce psychopathological problems is emphasized in the discussion.

RESUMEN El estudio tuvo como objetivo analizar la relación entre victimización y perpetración de acoso escolar presencial y ciberacoso con el estrés infantil autopercibido y con los problemas emocionales y de conducta (PEC) evaluados por los padres. Participaron 1,993 estudiantes, de 9 a 13 años, del País Vasco (España) (49,8% mujeres). Los resultados de los análisis de varianza (MANOVA-ANOVA) y correlacionales mostraron que: (1) los estudiantes que tenían mayores puntuaciones en victimización y perpetración de acoso/ciberacoso escolares tenían significativamente alto nivel de estrés y muchos PEC; (2) los participantes que tenían puntuaciones superiores en victimización/cibervictimización y perpetración de acoso escolar obtuvieron mayores puntuaciones en todas las dimensiones del estrés, mientras que aquellos que tenían altas puntuaciones en ciberagresión únicamente mostraban mayor estrés escolar; (3) los participantes que tuvieron mayor puntuación en victimización/cibervictimización mostraban PEC internalizantes y externalizantes y aquellos con mayor puntuación en agresión/ciberagresion tenían menos problemas internalizantes; (4) los niños que obtuvieron mayores puntuaciones en victimización y perpetración de acoso/ciberacoso escolares habían acudido significativamente más al psicólogo en el último año que aquellos que tuvieron menores puntuaciones en los indicadores de acoso/ciberacoso escolares. El debate destaca la importancia de prevenir/tratar el acoso para disminuir los problemas psicopatológicos.

Resumen La literatura científica ha encontrado resultados discrepantes en el análisis de las diferencias en función del sexo en bullying y sobre todo en cyberbullying. Este estudio tuvo como objetivo analizar estas diferencias entre sexos en una muestra del último ciclo de educación primaria del País Vasco. Se administró el test "Cyberbullying: Screening de acoso entre iguales", a 1.993 (edad media = 10,68) participantes, el 50,2% niños y el 48,8% niñas. En bullying los resultados muestran similar porcentaje de víctimas-puras, agresores-puros y observadores en ambos sexos; únicamente se confirmó un porcentaje mayor de niños víctimas-agresivas. Analizando las conductas sufridas y perpetradas, se encontró que un porcentaje significativamente mayor de niños participaba como víctima, agresor y observador de agresiones físicas, verbales y psicológicas. La puntuación media de conducta sufrida, realizada y observada fue también significativamente mayor en los niños. En cyberbullying los porcentajes en ambos sexos en todos los roles fueron similares. Sin embargo, al analizar las conductas, se encontró que un porcentaje mayor de niños es víctima de agresiones para grabarlas y subirlas a internet y que observa llamadas anónimas para asustar, mientras que un mayor porcentaje de niñas observa conductas de acoso sexual. Finalmente, la puntuación media de cibervictimización fue significativamente mayor en los niños. Este estudio aporta información sobre una problemática de interés y resalta la importancia de crear programas de intervención para niños y niñas de estas edades.

Abstract The scientific literature has found dissenting results upon analyzing gender-based differences in bullying - and especially in cyberbullying. This study undertook to analyze these differences between sexes in a sample of the last cycle of primary education in the Basque Country. The "Cyberbullying: Screening of peer harassment" test was administered to 1993 participants (average age = 10.68) - 50.2% boys and 48.8% girls. As for bullying the results show a similar percentage of pure-victims, pure-bullies and bystanders in both sexes; only a higher percentage of victim-aggressive children was confirmed. Upon analyzing the behaviors suffered and perpetrated, it was found that a significantly higher percentage of children participated as victims, aggressors and bystanders of physical, verbal and psychological aggressions. The average score of behavior suffered, perpetrated and observed was also significantly higher in boys. Percentages in cyberbullying in both sexes were similar in all the roles. However, upon analyzing said behaviors, it was found that a greater percentage of children are victims of assaults (recording said assaults and uploading them to the Internet), and that they receive anonymous calls to scare them, whilst a greater percentage of girls observe behaviors of sexual harassment. Finally, the average cybervictimization score was significantly higher in children. This study provides information on a problem of public interest, and underscores the importance of creating intervention programs for children of these ages.

Abstract Adolescence is an important developmental period that is characterised by heightened problems of adjustment. The aim of this study is to analyse adolescents’ adjustment, and to explore the typologies and dimensions of parenting, and thus to determine the relationships between these factors. The sample comprised 1285 adolescent students aged 12 to 16 from the Basque Country (Spain). The students filled out the self-report of the Behavior Assessment System for Children (BASC) and the Parental Acceptance-Rejection/Control Questionnaire, (PARQ/Control). Differences by age were found in the adolescents’ school maladjustment and parenting style perception. Moreover, perceptions of little parental warmth were related to higher levels of clinical and school maladjustment, and the lower the parental control, the greater the clinical maladjustment. Finally, the results obtained revealed that the interaction between the mothers’ and fathers’ parenting styles was significant only for clinical maladjustment; those students with neglectful mothers and authoritative fathers presented the highest level of clinical maladjustment, followed by other combinations of neglectful mothers. Furthermore, the students from neglectful and authoritarian families presented the highest levels of school maladjustment, without differences between neglectful and authoritarian or between indulgent and authoritative families.

Resumen El estudio tuvo dos objetivos: (a) evaluar los efectos de un programa que fomenta la inteligencia emocional, y (b) explorar si el programa afectó diferencialmente en función del sexo. La muestra se configuró con 148 adolescentes (13-16 años). El estudio utilizó un diseño cuasiexperimental de medidas repetidas pretest-postest con grupos de control. Se administraron cuatro instrumentos de evaluación antes y después del programa así como en el seguimiento un año después de concluir la intervención. Los instrumentos administrados evalúan las variables dependientes objeto de estudio: inteligencia emocional, felicidad, salud física y grandes rasgos de personalidad. Los análisis de covarianza pretest-postest evidenciaron que el programa aumentó significativamente la inteligencia emocional en los participantes experimentales y disminuyó los síntomas psicosomáticos. La felicidad aumentó, pero las diferencias no fueron estadísticamente significativas. Los análisis de covarianza pretest-seguimiento evidenciaron un aumento de la inteligencia emocional y la felicidad, así como una disminución de los síntomas psicosomáticos y la inestabilidad emocional. En general no se encontraron diferencias significativas en función del sexo. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional.

Abstract This study pursued two objectives: (a) evaluating the effects of an intervention program to develop emotional intelligence; and (b) exploring whether the program had an impact, differentially by gender. The sample included 148 adolescents (13-16 years old). The study used a quasi-experimental repeated measurements pre-test-post-test design, with control groups. Four assessment tools were administered before and after the program, as well as in the follow-up. The tools administered assess the dependent variables under study: emotional intelligence, happiness, physical health, and personality traits. The analysis of pre-test-posttest covariance revealed that the program significantly stimulated an increase in the emotional intelligence in the experimental participants, thereby decreasing psychosomatic symptoms. Happiness increased, but the change was not statistically significant. The analysis of pre-testfollow- up covariance confirmed that the program significantly enhanced emotional intelligence and happiness, decreasing psychosomatic symptoms and emotional instability. In general, there were no significant changes as regards gender. The discussion focuses on the importance of implementing programs to promote social-emotional development during adolescence.

The study aimed to analyse the prevalence of bullying/cyberbullying and to study the level of bullying/cyberbullying suffered, perpetrated and observed in public and private schools. Using a descriptive cross-sectional design, the test "Cyberbullying: Screening of peer harassment" was administered to a sample of 1,993 pupils from the Basque Country attending 5th and 6th grade of elementary school, 49% in public and 51% in private schools. The results revealed that: (1) There were no statistical differences between public or private schools in the percentage of pure-victims, pure-aggressors, bully-victims and observers either in bullying or in cyberbullying; (2) Nevertheless, when analyzing victims or perpetrators in general (not just pure-victims/pure-aggressors), the percentage of students who had suffered physical, verbal, social and psychological abuse; who had physically and verbally assaulted others; and who had observed physical, verbal and psychological aggression was significantly higher in public schools; (3) In public schools, cybervictims suffered significantly more of four out of fifteen cyberbullying behaviours, and cyberobservers also witnessed one behaviour significantly more; (4) The level of abuse suffered in bullying/cyberbullying was significantly higher in public schools, as well as the level of aggressive behaviours observed in face-to-face aggressions. These results reveal that the type of school can be a relevant factor.

Este estudio tuvo como objetivos estudiar la prevalencia de bullying/cyberbullying y explorar la cantidad de conducta sufrida, realizada y observada de bullying/cyberbullying en centros públicos y privados. Con un diseño descriptivo de corte transversal, se administró el test "Cyber-bullying: Screening de acoso entre iguales" a 1993 participantes del País Vasco de 5º y 6º curso, 49% en centros públicos y 51% en privados. Los resultados pusieron de relieve que: (1) No hubo diferencias entre centros públicos y privados en el porcentaje de víctimas-puras, agresores-puros, víctimas-agresivas y observadores ni en bullying ni cyberbullying; (2) Aunque, al analizar todas las víctimas o agresores (no solo los puros), el porcentaje de estudiantes que sufrió agresiones físicas, verbales, sociales y psicológicas, que agredió física y verbalmente, y que observó agresiones físicas, verbales y psicológicas fue significativamente mayor en los centros públicos; (3) En los centros públicos las cibervíctimas sufrieron significativamente más cuatro conductas de cyberbullying, y los ciberobservadores observaron significativamente más una de las 15 conductas de cyberbullying; y (4) La cantidad de conducta sufrida de bullying/cyberbullying y la cantidad de conducta observada cara-a-cara fue mayor en centros públicos. Estos resultados revelan que el tipo de centro puede ser un factor relevante.

ABSTRACT The goal of this work was to explore the relations among antisocial behavior, engagement in bullying/cyberbullying, and conflict resolution skills. The sample comprised 3,026 Spanish participants, aged between 12 and 18 years (48.5% males, 51.5% females), enrolled in various public (45.6%) and private (54.4%) schools of the Basque Country. Using a descriptive and correlational design, 4 assessment instruments were administered to measure the variables under study (antisocial behavior, bullying/cyberbullying, and conflict resolution skills). The correlational analyses and analyses of variance confirmed that adolescents and youth of both sexes with high scores in antisocial behavior were significantly more involved in all the roles of bullies and cyberbullies (victims, bullies, and bystanders) and they used significantly more aggressive strategies as an interpersonal conflict resolution technique. The study identifies relevant variables for the design of intervention programs. The discussion focuses on the importance of implementing psychoeducational prevention and intervention programs targeting antisocial behavior, as well as the role of the family and society.

RESUMEN El trabajo tuvo como objetivo explorar las relaciones que existen entre la conducta antisocial, la implicación en situaciones de bullying/cyberbullying y las estrategias de resolución de conflictos. La muestra estuvo constituida por 3,026 participantes de 12 a 18 años (48.5% varones, 51.5% mujeres), inscritos en centros públicos (45.6%) y privados (54.4%) del País Vasco. Con un diseño descriptivo y correlacional, se administraron 4 instrumentos de evaluación para medir las variables objeto de estudio (conducta antisocial, bullying/cyberbullying y resolución de conflictos). Los análisis correlacionales y de varianza confirmaron que los adolescentes y jóvenes de ambos sexos con altas puntuaciones en conducta antisocial estaban significativamente más implicados en situaciones de bullying y cyberbullying en todos sus roles (víctimas, agresores y observadores) y usaban significativamente más estrategias agresivas como técnica de resolución de conflictos interpersonales. El estudio identifica variables relevantes para el diseño de programas de intervención. La discusión gira en torno a la importancia de implementar programas psicoeducativos de prevención e intervención de la conducta antisocial, así como al papel de la familia y la sociedad.

Abstract The study aimed to analyze sex differences in anthropometric variables (real, perceived, and desired), eating habits, and the use of diets. Participants were 1,075 adolescents and youth aged 14 to 25 (49.9 % males, 50.1 % females). Using a descriptive and comparative design, three assessment instruments were administered. The results confirm many significant sex differences. In anthropometric variables, girls perceive themselves as more obese than they are and they want to be thinner; boys perceive themselves as thin as or thinner than they are and they want to have greater body volume. Boys want to have a higher Body Mass Index (BMI), and girls want a lower one. Girls score significantly higher in eating habits, although boys perceive their diet as more balanced. The girls have followed more diets and believe they need them more. In boys, the reasons for weight gain are biological and in girls, due to improper eating habits. Girls follow more diets, both healthy and not recommended. In girls, the reason for starting a diet is body image and in boys, peer acceptance. Boys attribute quitting a diet to the diet itself, and girls attribute it to themselves. The study provides relevant data for the design of prevention and/or treatment programs targeting adolescents/youth with eating problems, either due to alterations in body image, unsuitable eating habits, and/or misuse of diets.

Resumen El estudio tuvo como objetivo analizar las diferencias entre sexos en variables antropométricas (reales, percibidas y deseadas), en hábitos alimentarios, y en el uso de dietas alimentarias. Los participantes fueron 1.075 adolescentes y jóvenes de 14 a 25 años (49.9 % varones, 50.1 % mujeres). Con un diseño descriptivo y comparativo, se administraron tres instrumentos de evaluación. Los resultados confirman muchas diferencias significativas entre sexos. En variables antropométricas las chicas se perciben más obesas de lo que están y desean estar más delgadas; los chicos se perciben igual o más delgados de lo que están y desean tener un volumen corporal superior. Los chicos desean tener un Índice de Masa Corporal (IMC) superior y las chicas inferior. Las chicas obtienen puntuaciones significativamente superiores en hábitos alimentarios, aunque los chicos perciben que tienen una alimentación más equilibrada. Las chicas han realizado más dietas y creen necesitarlas más. Las razones para engordar en los chicos son biológicas y en las chicas hábitos alimentarios inadecuados. Las chicas realizan más dietas tanto saludables como no recomendables. Las razones para comenzar una dieta son en las chicas la imagen corporal y en los chicos ser aceptado por los iguales. El abandono de las dietas los chicos lo atribuyen a la dieta y las chicas a sí mismas. El estudio aporta datos relevantes para el diseño de programas preventivos y/o de tratamiento con adolescentes/jóvenes con problemas alimentarios, bien por alteraciones de la imagen corporal, hábitos alimentarios inadecuados y/o por el uso indebido de dietas alimentarias.

Abstract The goals of this study were to analyze the prevalence of antisocial behavior and to explore differences as a function of socio-demographic variables (gender, age, socio-economic level, parents' educational level). The sample comprised 3,026 participants from the Basque country, aged 12 to 18 years Using a descriptive and comparative design, two instruments to assess antisocial behavior (self-report and parent assessment) were administered. The results showed that 16.6 % of the sample had a high level of antisocial behavior (percentile 85-99), 10 % had a high-risk profile (percentile 85-94), and 6.6 % presented an antisocial profile (percentile 95-99). Sex differences varied depending on the informant. In the self-assessment, females reported significantly less antisocial behavior, but the effect size was small. In the parents' assessment, no sex differences were found. Therefore, the differences between males and females tend to be very small. Regarding age, a significant increase of antisocial behavior between 12 and 18 years was confirmed, both in self-reports and in parents' evaluation. Moreover, the sex differences increased significantly with age, with the largest increases observed in males aged 16-18 years. There were no differences in antisocial behavior as a function of the parents' educational level, but the differences as a function of socio-economic level were contradictory. The discussion revolves around the importance of prevention and intervention in antisocial behavior from childhood.

Resumen El estudio tuvo como objetivos analizar la prevalencia de la conducta antisocial y explorar diferencias en función de variables socio-demográficas (sexo, edad, nivel socio-económico, nivel de estudios de los padres/madres). La muestra fue de 3026 participantes de 12 a 18 años del País Vasco. Con un diseño descriptivo y comparativo se administraron dos instrumentos de evaluación de la conducta antisocial (autoinforme y evaluación de padres/madres). Los resultados evidenciaron que el 16.6 % de la muestra tenía un nivel alto de conductas antisociales (percentil 85-99), el 10 % se inscribe en el perfil de alto riesgo (percentil 85-94) y el 6.6 % en el perfil antisocial (percentil 95-99). Las diferencias entre sexos variaron en función del informante. En la autoevaluación, las mujeres tenían significativamente menos conducta antisocial, pero el tamaño del efecto fue pequeño. En la evaluación de los padres no se hallaron diferencias entre sexos. Por consiguiente, las diferencias entre varones y mujeres tienden a ser muy pequeñas. En relación a la edad se confirmó un incremento significativo de la conducta antisocial de 12 a 18 años, tanto en el autoinforme como en la evaluación de los padres. Además, las diferencias entre sexos aumentaban significativamente con la edad, observándose mayores incrementos en los varones de 16-18 años. No se encontraron diferencias en la conducta antisocial en función del nivel educativo de los padres/madres, sin embargo, las diferencias en función del nivel socio-económico fueron contradictorias. La discusión gira en torno a la importancia de la prevención e intervención de la conducta antisocial desde la infancia.

Fibromyalgia (FM) is a chronic syndrome of unknown etiology, complex and variable evolution, provoking generalized pain that can become incapacitating. It affects the biological, psychological, and social spheres, and is an important health problem due to its prevalence, morbidity, and high rates of use and consumption of health resources. FM is described as the existence of generalized pain of more than three months' duration, absence of other causal pathology, and comorbidity with other syndromes and symptoms, such as chronic fatigue, nonremedial sleep, cognitive deficit, and numerous somatic and emotional symptoms, such as anxiety and depression. In 1992, FM was recognized by the World Health Organization and typified in the International Classification of Diseases (CIE-10) within rheumtological diseases. The prevalence of FM in developed countries is between 1 and 4%, and in Spanish population, it is 2.4%, with 4.2% infemales and .2% in males. Although many studies agree about the presence of psychopathology in FM, its frequency and intensity are variable and there is little evidence about the premorbid situation of the affected people, and therefore, about role of psychopathology in its pathogenesis. It is known that many people with FM have psychopathological symptoms (anxiety, depression), but the studies differ about whether psychopathology is the origin of FM or whether all people with FM have psychopathological disorders. The goals of the study were to determine possible differences in diverse psychopathological symptoms in people of both sexes with and without FM and to analyze the onset of the symptoms in the biography of people with FM. The study was performed with 190 Spanish participants, 140 with FM (73.7%) and 50 without FM (26.3%). The participants were aged between 28 and 75 years (M = 52.16; SD = 9.18), 10 were male (5.3%) and 180 female (94.7%). A descriptive, comparative, cross-sectional design was used and the 90-Symptoms Checklist Revised (SCL-90-R - Derogatis,1983 /2002) was administered. The ANOVAs confirmed that: (1) compared with people who did not have FM, people with FM of both sexes obtained significantly higher mean scores in all the psychopathological symptoms (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety, hostility, phobic anxiety, paranoid ideation, psychoticism) and in all three indices. The most frequent symptoms were somatization, obsession-compulsion, depression, and anxiety; (2) compared with the nonclinical sample of the test, people with FM had percentile scores greater than or equal many symptoms (somatization, obsession-compulsion, interpersonal sensitivity, depression, anxiety) and in all the indices. In the Global Severity Index (GSI), 94.3% of FM patients obtained percentiles of greater than or equal 80. However, compared with the clinical sample of the test (psychiatric patients), FM patients only obtained high percentiles (≥ 90) in somatization, and in the GSI, only 30.7% obtained percentiles greater than or equal 80; and (3) only 23.6% of the people with FM presented prior psychiatric / psychopathological antecedents, suggesting that, in many patients, psychopathology develops after FM. To conclude, we confirm the emotional suffering undergone by most people with FM, and the psychologist's importance in the multidisciplinary treatment of this disease. Beyond the debate about whether psychopathological symptoms are the cause or the effect of FM, empirical evidence reveals a high level of psychopathological symptoms (especially somatization, obsession-compulsion, anxiety, and depression) in a large part of the people with FM, which allows us to emphasize the great support that mental health professionals can provide to these patients. The study has important implications for the treatment of FM.

El estudio realizado tuvo como objetivos comparar si existen diferencias en diversos síntomas psicopatológicos entre personas con y sin Fibromialgia (FM) de ambos sexos y analizar el inicio de los síntomas en la biografía de las personas con FM. Participaron 190 sujetos españoles: 140 con FM y 50 sin FM (10 varones, 180 mujeres). Con un diseño descriptivo y comparativo de corte transversal, se administró el Cuestionario de 90 Síntomas-Revisado (SCL-90-R). Los ANOVAs confirmaron que: (1) las personas con FM de ambos sexos comparadas con las que no tienen FM muestran puntuaciones medias significativamente más altas en todos los síntomas psicopatológicos (somatización, obsesión-compulsión, sensibilidad interpersonal, depresión, ansiedad, hostilidad, ansiedad fóbica, ideación paranoide, psicoticismo) y en los tres índices. Los síntomas más frecuentes fueron los de somatización, obsesión-compulsión, depresión y ansiedad, (2) las personas con FM comparadas con la muestra no-clínica del test tenían puntuaciones percentilares mayores o iguales a 95 en muchos síntomas (somatización, obsesión-compulsión, sensibilidad interpersonal, depresión, ansiedad) y en todos los índices. En el Índice Sintomático General (GSI) el 94.3% obtuvo percentiles mayores o iguales a 80. Sin embargo, comparadas con la muestra clínica del test (pacientes psiquiátricos), únicamente tuvieron percentiles altos (≥ 90) en somatización, y en el GSI solo el 30.7% tuvo percentiles mayores o iguales a 80 y (3) únicamente el 23.6% de las personas con FM presentó antecedentes psicopatológicos / psiquiátricos previos, lo que sugiere que la psicopatología en muchos pacientes se desarrolla después de la FM. El estudio realizado tiene importantes implicaciones para el tratamiento de la FM.

Objetivo. Desde los años ochenta, la violencia entre iguales ha suscitado una gran preocupación dentro de la comunidad científica y ha generado un intenso debate social. El principal objetivo de este estudio fue evaluar los efectos de un programa antibullying (Cyberprogram2.0) en factores del desarrollo socioemocional y en la violencia. Método. La muestra estuvo compuesta por 176 adolescentes españoles, de 13 a 15 años (77 hombres, 99 mujeres), de los cuales 93 fueron asignados aleatoriamente a la condición experimental y 83 a la de control. Se empleó un diseño cuasi-experimental postest con grupo de control equivalente. El programa contiene actividades para prevenir/reducir el bullying/cyberbullying. La intervención consistió en realizar 19 sesiones de una hora de duración durante un curso escolar. Al finalizar la intervención, se administró el Cuestionario de Evaluación del Programa CEP-Cyberprogram-2.0. Resultados. Los ANOVA postest confirmaron que el programa estimuló una mejora significativa de los experimentales en diversas cogniciones, emociones y conductas asociadas al desarrollo socioemocional y a la disminución de la violencia (F [41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). La intervención afectó similarmente a ambos sexos. Conclusión. La discusión se centra en la importancia de implementar programas para prevenir la violencia y fomentar el desarrollo socioemocional.

Objective. Peer violence has raised much concern within the scientific community since the 1980s, generating an intense social debate. The main goal of the study was to assess the effects of an antibullying program (Cyberprogram 2,0) on factors of socio-emotional development and on violence. Method. A sample of 176 Spanish adolescents was used, aged between 13 and 15 years (77 males, 99 females), of whom 93 were randomly assigned to the experimental condition and 83 to the control condition. We used a quasi-experimental posttest design with an equivalent control group. The program contains activities to prevent and reduce bullying/ cyberbullying. The intervention consisted of 19 one-hour sessions carried out during the school term. After completing the intervention, the CEP-Cyberprogram-2.0 Assessment Questionnaire was administered. Results. The posttest ANOVAs confirmed that the program stimulated a significant improvement in the experimental adolescents in diverse cognitions, emotions, and behaviors associated with socio-emotional development and a decrease of violence, (F[41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). The intervention affected both sexes similarly. Conclusion. The discussion focuses on the importance of implementing programs to prevent violence and promote socio-emotional development.

Escopo. Desde a década dos 80's, a violência entre iguais tem suscitado uma grande preocupação dentro da comunidade científica e tem gerado um intenso debate social. O principal objetivo de este estudo foi avaliar os efeitos de um programa antibullying (Cyberprogram 2.0) em fatores do desenvolvimento sócio-emocional e na violência. Metodologia. A amostra esteve composta por 176 adolescentes espanhóis, de 13 a 15 anos (77 homens, 99 mulheres), dos quais 93 foram assignados aleatoriamente à condição experimental e 83 à de controle. Foi empregado um desenho quase-experimental post-teste com um grupo de controle equivalente. O controle contem atividades para prevenir/reduzir o bullying/cyberbullying. A intervenção consistiu em fazer 19 sessões de uma hora de duração durante um curso escolar. Ao finalizar a intervenção, foi administrado o Questionário de Avaliação do Programa CEP-Cyberprogram-2.0. Resultados. Os ANOVA post-teste confirmaram que o programa estimulou uma melhora significativa dos experimentais em diversas cognições, emociones e condutas associadas ao desenvolvimento sócio-emocional e à diminuição da violência (F[41,134] = 58.82, p < 0.001; n² = 0.95; r = 0.97). A intervenção afetou similarmente em ambos sexos. Conclusão. A discussão está centrada na importância de implementar programas para prevenir a violência e fomentar o desenvolvimento sócio-emocional.

This article integrates seven meta-analyses of individual factors associated with creativity and innovation and reports effects based on one (r) or two or more (¯r) meta-analyses. Emotional intelligence (r = .31), divergent thinking (¯r = .27), openness to experience (¯r = .22), creative personality (¯r = .21), intrinsic motivation (¯r = .20), positive affect (¯r = .19), and androgyny (r = .19) are related to creativity. Age (r = .17), intelligence (¯r = .17), extraversion (¯r = .13), self-efficacy (¯r = .13), and extrinsic motivation (r = .11) were also moderately associated with innovation. Pro-risk attitudes (r = .08) and being female (r = .07) were weakly associated with creativity. Results are discussed, explanatory processes described, and practical implications for organizations examined.

Este artículo integra siete meta-análisis sobre factores individuales asociados a la creatividad e innovación y estima el efecto en base a uno (r) o varios (¯r) de ellos. Entre los rasgos que se asocian positivamente a la creatividad se encuentran la inteligencia emocional (r = .31), el pensamiento divergente (¯r = .27), la apertura a la experiencia (¯r = .22), la personalidad creativa (¯r = .21), la motivación intrínseca (¯r= .20), la afectividad positiva (¯r= .19) y la androginia (r = .19). La edad (r = .17), la inteligencia (¯r = .17), la extraversión (¯r = .13), la auto-eficacia (¯r = .13) y la motivación extrínseca (r = .11) se asociaron con menor fuerza a la innovación. Una actitud favorable al riesgo (r = .08) y ser mujer (r = .07) se han asociado débilmente a la creatividad. Se discuten los resultados y posibles procesos explicativos y las implicaciones prácticas para el ámbito organizacional.