Resultados de investigación

Person-centered approaches in the field of personality allow greater understanding of how different subpopulations with specific personality profiles are linked with related clinically relevant predictors or outcomes. Studies under the Five Factor Model offer consensus on the observation of a Resilient, an Undercontrolled and an Overcontrolled profile. However, studies using maladaptive traits are much more limited. The present research aimed to identify personality profiles based on the 25 maladaptative facet and examined the relationships between the profiles and personality dysfunctioning, internalizing and externalizing symptoms. A mixed sample composed of community adults (n = 742) and patients (n = 312) completed the Personality Inventory for DSM-5 Short Form, the Inventory of Depression and Anxiety Symptoms-II, Externalizing Spectrum Inventory–Brief From, the 12 items Spanish version of the WHO Disability Assessment Schedule II and Level of Personality Functioning Scale-Brief Form 2.0. Latent profile analysis was performed to identify profiles based scores on the 25 maladaptive personality trait facets scales of the PID-5-SF. The scores on internalizing, externalizing and functioning were compared across the profiles obtained, by analyzing the equality of means. Four personality profiles that differed in both level and shape emerged: Resilient, Undercontrolled, Overcontrolled, and Ordinary type. The Overcontrolled and Undercontrolled types showed higher scores on pathology scales than the Resilient and Ordinary types. While the Overcontrolled profile appeared more related to internalizing symptoms and impairment in self-functioning, the Undercontrolled profile was more linked to higher scores on externalizing symptoms and interpersonal dysfunctioning.

El proyecto INFAPOST se enmarca claramente en el propósito de contribuir a la resolución de problemas vinculados a los grandes 8 grandes retos de la sociedad definidos en el Plan Estatal. En concreto dentro del RETO 6: Ciencias Sociales y Humanidades y Ciencia con y para la Sociedad, ya que ha tenido durante su ejecución como principal propósito aplicado abordar el impacto en el bienestar social de los cambios sociales producidos tras la pandemia de COVID-19 en un sector de la población particularmente vulnerable, como es el caso de la población infantil y adolescente. En este sentido el proyecto ha conseguido, desde una perspectiva interdisciplinar, analizar el grado de bienestar y las necesidades percibidas de los niños y niñas tanto en la crisis del COVID-19 como en el inicio del escenario pospandémico, poniendo énfasis en cómo están viviendo el proceso educativo las personas menores de edad y con él la necesidad de comprender las tendencias de cambio y su posible impacto para la población infantil los próximos años. Este conocimiento es básico para formular políticas públicas que pueden compensar los demostrados efectos educativos y psicosociales perdurables de la pandemia en la población infantil y adolescente. Las evidencias producidas en el contexto del proyecto apuntan claramente a la existencia de grupos vulnerables entre esta población que vienen definidos por varios ejes, entre los que cobran una especial importancia lo socioeconómico, pero también el género y la edad. En este sentido, nuestros instrumentos de investigación nos permiten destacar, por ejemplo, la difícil posición para afrontar el escenario pospandémico de las personas menores de edad que habitan hogares con graves carencias materiales y sociales. También se destaca el impacto emocional del período pandémico en el caso de las niñas y las adolescentes o la evidencia de un importante malestar educativo entre la población situada en la adolescencia tardía. Es por esto que desde el proyecto INFAPOST se hace énfasis en que son necesarias políticas y respuestas desde los sistemas de protección social sensibles a la especificidad de las necesidades y derechos de la población menor de edad [child-sensitive social protection]. Una contribución esencial del proyecto es que para aportar a la formulación de estas políticas, se ha diseñado un conjunto específico de propuestas de política pública en el que los derechos humanos de niñas y niños se sitúan en el centro de nuestra actividad investigadora, pero también de nuestra reflexión ética como sociedad.

Since the publication of the Alternative Model on Personality Disders in Section III DSM-5, literature has widely focused on providing validity evidence for the 25 facets defined in Criterion B. More recently, scientific attention has shifted towards Criterion A, with a considerable set of mixed results both supporting and disagreeing the operational definition of the model. The present study aims to provide additional evidence on the structural and relational differentiation of self and interpersonal dimensions of personality functioning using a quick screener, the Level of Personality Functioning Scale – Brief Form 2.0 (LPFS-BF 2.0), in a community and clinical mixed sample. 1074 participants (717 community adults and 357 patients) completed the LPFS-BF 2.0, the Personality Inventory for DSM-5 Short Form and the Questionnaire for the World Health Organization Disability Assessment. The internal structure of LPFS 2.0 was assessed through a series of Confirmatory Factor Analyses and bifactor modeling was applied to assess the dimensionality. Exploratory Structural Equation Modelling was used to explore the joint structure of functioning and maladaptive traits. Multiple linear regressions, controlling for age and sex, were employed to evaluate the predictive validity of LPFS scales in explaining functional impairment. Our results clearly support a two-factor structure of criterion A (self and interpersonal functioning) when measured with LPFS-BF 2.0. Results also displayed clear differences between the personality functioning factors, with the self-functioning factor more closely linked to facets of the negative affect domains and the interpersonal-functioning factor linked to several antagonistic personality traits. Moreover, our results suggested a relevant role of self-functioning in the explanation of the functional impairment along and beyond personality facets. These results lead to consider the LPFS-BF 2.0 a useful tool for clinical routine monitoring self and interpersonal personality functioning.

Heritage education is configured as an ideal framework for the treatment of socio-environmental problems relevant to modern society. To this end, it is essential that teachers can develop proposals in the classroom that promote critical thinking and the eco-social education of their students, based on innovative and experiential methodologies. For this reason, initial teacher training must ensure that future teachers acquire these innovative tools. Thus, the aim of this work is to identify the conceptions of student teachers in initial teacher training regarding gamification as a teaching methodology to address controversial heritage. To achieve this, a questionnaire has been designed with questions about heritage, controversy, and educational gamification, which was given to 235 students (M = 60; F = 175) taking their primary education degrees at different Spanish universities. To guide the design of the research instrument and analyze the results, a system of categories was developed and the SPSS data processing program was used. The first results show that, even though students in initial teacher training think that they do have a predisposition to use gamification to work around controversial heritage in class, they lack the knowledge of methodological strategies and gamified educational activities, which suggests a dearth of training on these issues in the primary education degree courses.

Information and communication technologies have significantly transformed the way we relate, produce, provide services and consume in advanced societies. All areas of life are nowadays mediatised by technologies. However, the penetration of digitalisation in the development of and access to social services is much lower than in other aspects of social reality. The main objective of this work was to find out what the technological equipment is, how it is used and how citizens relate to the public administrations that provide social services through technology. It has been developed in a wider project on innovation in social services with participatory methodologies based on the development of local Hubs. The results obtained show the existence of a digital divide in access to social services through technologies that leave out precisely that population most in need of their benefits and aid.