Gonzalo del Moral Arroyo
Bio: Gonzalo del Moral Arroyo is an academic researcher from Ramon Llull University. The author has contributed to research in topics: Thematic analysis. The author has an hindex of 2, co-authored 2 publications receiving 5 citations.
Topics: Thematic analysis
01 Jan 2017
TL;DR: Aguilar et al. as discussed by the authors present a study of 13 centros escolares de Andalucia, con parte de su profesorado, del alumnado and sus familias, for conocer cuales son caracteristicas positivas o deseables de los y las adolescentes, de la familia and de la escuela ideal, asi como the grado de satisfaccion de cada uno con todo ello.
Abstract: La presente investigacion es el resultado de un segundo abordaje tiene como objetivo entender que elementos integran el modelo del desarrollo positivo adolescente y hacerlo ademas desde una perspectiva de genero. Tras la publicacion del estudio cualitativo que precede a este, ahora se ha trabajado con la participacion de 13 centros escolares de Andalucia, con parte de su profesorado, del alumnado y sus familias, para conocer cuales son las caracteristicas positivas o deseables de los y las adolescentes, de la familia y de la escuela ideal, asi como el grado de satisfaccion de cada uno con todo ello. Entre los hallazgos vemos, por ejemplo, como los y las adolescentes valoran la responsabilidad, la prosocialidad o el respecto a la diversidad como competencias clave; la importancia del respeto y apoyo mutuo en la familia, algo que tambien senalan sus progenitores, y el peso que otorgan al trato que reciben por parte del profesorado. Y como, en el otro extremo, se muestran mas insatisfechos con el uso que se realiza en el entorno educativo de las nuevas tecnologias, valoracion que comparten con el profesorado. Apreciamos, asi mismo, que los chicos muestran, en terminos generales, una percepcion mas positiva de sus competencias personales frente a las chicas.
01 Jan 2015
TL;DR: In this paper, the authors analyze the conceptions of social workers about adolescent-to-parents violence and what are the family characteristics most strongly associated with this type of violence according to their beliefs.
Abstract: The number of reported adolescent-towards-parents violence cases is increasing significantly in recent years. However, the specialized services to deal with this problem are still scarce, dealing in many cases practitioners of Social Services intervention in these cases. The aim of this study is to analyze the conceptions of these workers about adolescenttowards-parents violence and what are the family characteristics most strongly associated with this type of violence according to their beliefs. Using an inductive qualitative research design was analyzed responses of 43 workers from Social Services, using as a guide the Inductive General Theory phases (frequency thematic analysis, generation and depuration of categories, creation of models and networks of primary and secondary categories). The results indicate that the definitions of the professionals are divided in two types: behavioral and relational, and can be situated along the unidirectional-bidirectional dimension of violence. There is general agreement that there isn’t a single type of family in which violence is more likely although some indicators are related to the increased likelihood of development of abuse from children to parents (permissive parenting styles-overprotective, authoritarian, violent, neglectful and confused, role reversal, lack of parenting skills and economic difficulties).
TL;DR: In this article, a study of 565 adolescentes escolarizados of ambos sexos (51% mujeres and 49% varones) with edades comprendidas entre los 11 and 18-anos (M = 14.8, DT = 1.75) found that those with una alta implicación en la comunidad tuvieron mayores puntuaciones en autoestima global and social and satisfaccion con la vida, and menores en soledad.
TL;DR: It was revealed that it was possible to discriminate four typologies of YPA (Offensive, Defensive, Affective, and Situational) as a function of the coercion level and nature of the violence.
Abstract: The goal of this study was to analyze the conceptualization of YPA (youth-to-parent aggression) in relation to terms, definitions, typologies and assessment instruments. To achieve this aim, a systematic review was carried out using the PRISMA protocol. Assessment instruments for YPA were examined in accordance with COSMIN (Consensus-based Standards for the Selection of Health Measurement Instruments). After reviewing the literature on conceptualization and measuring instruments, some gaps were found. The use of some particular terms was justified depending on the age of children and severity of case. Taking into account the theoretical background, a full definition of YPA was offered. Moreover, this study revealed that it was possible to discriminate four typologies of YPA (Offensive, Defensive, Affective, and Situational) as a function of the coercion level and nature of the violence. Eleven instruments to measure YPA were analyzed exhaustively, with the most reported and robust psychometric properties being internal consistency and structural validity, while other validity evidence was understudied. The CPV-Q (12-25 years) obtained the highest rating as a promising instrument. The initial psychodiagnosis of a YPA situation would help in the individual or family intervention, as well as prevent more severe situations of YPA through early intervention.
18 Dec 2020
TL;DR: In this paper, the authors evaluated the psychometric properties of the instrument proposed for this purpose by García-Álvarez and Soler, inspecting aspects such as factorial, convergent and discriminant validity, but also attributes such as measurement invariance and internal consistency.
Abstract: The approach to positive adolescent development is centered on the study of resources, assets, and internal or external factors that promote mental health, adequate psychosocial functioning, flourishing and a successful transition to adulthood. The scale analyzed in this work is based on this construct and seeks to propose a measurement alternative for the factors that promote the development of this evolutionary stage. The research aim was to evaluate the psychometric properties of the instrument proposed for this purpose by García-Álvarez and Soler, inspecting aspects such as factorial, convergent and discriminant validity, but also attributes such as measurement invariance and internal consistency. Likewise, the purpose was to determine the predictive role of adolescent development assets on psychological well-being. For this end, 257 adolescents from Montevideo, Uruguay, aged between 12 and 19 years old, participated in an instrumental, cross-sectional, correlational and non-experimental study. The results indicate that the original proposal of the authors has flaws in factorial, convergent and discriminant validity, which is why an alternative scale composed of 12 items was proposed, obtained by eliminating the problematic items from the initial questionnaire. The resulting factors of this instrument were grouped into self-esteem, self-efficacy, relational self-control, optimism, perception of risks and well-being. The short version reported appropriate psychometric properties at all levels evaluated, including factor invariance. The findings also account for the predictive role of these factors on psychological well-being and its dimensions: control, acceptance, attachment and projects. It is concluded that the reduced option of the adolescent development factors scale is a valid and reliable alternative that can be used as a measurement tool for this variable in early adolescence, both in the field of psychological interventions and in research.
TL;DR: In this paper , the longitudinal relationship between psychological well-being and social competence during adolescence was analyzed and found that medium-high levels in both constructs, which remained stable over time.
Abstract: Abstract Despite previous research on adolescence points to an association between social competence and well-being, limited knowledge is available. Most studies have documented a one-way pattern of influence, although reciprocity has also been suggested. However, they mainly use a cross-sectional design, do not focus on psychological well-being, and do not use integrative and multidimensional constructs. From a eudaimonic approach to well-being and situation-specific to social competence, this study aimed to: (1) explore the factorial structure of the dimensions assessed; (2) analyse the longitudinal relationship between psychological well being and social competence during adolescence; and (3) examine psychological well-being and social competence levels and their stability over time. The sample consisted of 662 adolescents aged between 14 and 16 years old (Time 1 M age = 14.63; SD = 0.64; 51% girls). Structural equation analysis confirmed the existence of second-order factors, showing evidence of a positive and bidirectional relationship between psychological well-being and social competence. Results also revealed medium–high levels in both constructs, which remained stable over time. These findings highlight the importance of promoting both psychological well-being and social competence to achieve successful, healthy development.
01 Dec 2020
TL;DR: The Growing up Strong Program as discussed by the authors was designed within the framework of positive psychology as an exercise in character education based on the identification, recognition, and use of character strengths among teenagers in secondary school.
Abstract: The Growing up Strong Program has been designed within the framework of positive psychology as an exercise in character education based on the identification, recognition, and use of character strengths among teenagers in secondary school. The study explores the role of mental health (understood as proper psychosocial functioning) in the promotion of adolescent psychological well-being and positive youth development. The aim of this research was to evaluate the resources of the subjects following their participation in the Program. The sample comprised 221 male and female adolescents, aged between 12 and 15. The data were collected using the Scale of Psychological Well-Being for Adolescents and the Factors in Youth Development Scale, both with demonstrated reliability and validity. The results showed, after the Program: good levels of positive youth developmental resources (self-esteem, optimism, self-efficacy and future orientation); evidence of prevention of psychosocial risk behaviors, specifically in relation to raised awareness of substance use, alcohol consumption and smoking, and non-specifically in relation to social-relational risks; good levels of life satisfaction and psychological well-being; positive correlations between positive youth development, psychological well-being, life satisfaction and prevention of psychosocial risks. It can be concluded that the Growing up Strong Program is an instance in character, emotional and well-being education, which generates a healthy network among adolescent users in the educational community.