International journal of psychology and psychological therapy 

About: International journal of psychology and psychological therapy is an academic journal. The journal publishes majorly in the area(s): Population & Cognition. It has an ISSN identifier of 1577-7057. Over the lifetime, 509 publications have been published receiving 9365 citations.

A review of Acceptance and Commitment Therapy (ACT) empirical evidence: Correlational, experimental psychopathology, component and outcome studies.

Abstract: This article analyzes the general empirical evidence concerning Acceptance and Commitment Therapy (ACT). In the first place, a brief description of the ACT philosophical and theoretical roots is presented. Subsequently, the most fundamental characteristics of the ACT model for psychological intervention are described. Then, a review of the correlational, experimental psychopathology and component, and outcome studies that are relevant for the ACT model empirical status is exposed. In general, the evidence regarding all these types of studies is very coherent and supports the ACT model. Specifically, experiential avoidance is found to be related with a wide range of psychological disorders and mediates the relation between different type of symptoms and psychological constructs; component studies are showing that acceptance-based protocols are usually more efficacious than other control-based protocols; outcome studies show the efficacy of ACT in a wide range of psychological problems and suggest that it is working through its hypothesized processes of change. However, the limitations of the actual empirical status of ACT are recognized and further research is emphasized.

Acceptance and Commitment Therapy versus Traditional Cognitive Behavioral Therapy: A Systematic Review and Meta-analysis of Current Empirical Evidence

Abstract: Controversy remains about the empirical status of acceptance and commitment therapy (ACT) and its presumably different characteristics relative to traditional cognitive behavioral therapy (CBT). The current study aims to shed some light in this respect by conducting a systematic review and meta-analysis of the studies that have empirically compared ACT versus CBT. Sixteen studies comparing differential outcomes (N= 954) of ACT versus CBT in diverse problems were identified following several search strategies. The meta- analysis, which applied random and mixed effects models, showed that mean effect sizes on primary outcomes significantly favored ACT (Hedges's g= 0.40). Mean effect sizes were not significant with anxiety symptoms whereas a positive trend for ACT was obtained in depression (g= 0.27) and quality of life (g= 0.25) at post-treatment. Likewise, ACT showed a greater impact on its putative processes of change (g= 0.38) and no differences were found regarding CBT proposed processes (g= 0.05). Nine of the sixteen studies conducted formal mediation analyses. Overall, ACT seemed to work through its proposed processes of change but CBT did not. Results are discussed highlighting the limitations of the current empirical evidence but also emphasizing the relevance of the current findings.

Prevalencia y consecuencias del cyberbullying: una revisión

Abstract: Prevalence and Consequences of Cyberbullying: A review. This paper reviews the studies of a new form of peer harassment, cyber-bullying (CB), which uses new information and communication technologies, mostly Internet and mobile phones, to harass colleagues. We analyzed the studies that have investigated the prevalence and effects of CB. The results of this review reveal a high prevalence of CB in all countries. Approximately, 40% and 55% of students are involved in some way (victims, perpetrators, observers), between 20% and 50% reported experiences of victimization, but only between 2% and 7% have suffe- red severely. It confirms variations according to the country, ages of the samples, and the time period over which information is requested. Regarding the effects, studies show that cyber-victims experience anxiety, depression, suicidal ideation, stress, fear, low self-esteem, feelings of anger and frustration, helplessness, nervousness, irritability, somatization, sleep disturbances, and concentration difficulties that affect their academic performance; whereas cyber-attackers show a lack of empathy, aggressive and criminal behavior, higher use of alcohol and drugs, dependence on technology, and truancy. The discussion focuses on the importance of taking action to prevent CB and on intervention when it has already occurred.

A Comparative Analysis of Empathy in Childhood and Adolescence: Gender Differences and Associated Socio-emotional Variables

Abstract: This study has two objectives: 1) to carry out a comparative exploration of empathy and a set of socio-emotional variables in childhood and adolescence, analyzing gender differences; and 2) to analyze the relationship of empathy with social behaviour, sociometric choice of prosocial classmate, self-concept and capacity for analyzing negative emotions in children and in adolescents. The sample is made up of 313 participants aged 10 to 14 years. The methodology used is descriptive and correlational. In order to measure the variables, we administered 12 assessment instruments. The ANOVAs indicate that, for all ages, girls score significantly higher in empathy, prosocial behaviour, assertive behaviour and ability for cognitive analysis of negative emotions, whereas boys present more aggressive behaviours in their interaction with peers. Furthermore, the analysis reveals that capacity for empathy does not increase between the ages of 10 and 14. Pearson coefficients suggest, for all ages, a positive association of empathy with positive social behaviours (prosocial, assertive, consideration for others), self-concept and ability to analyze the causes of negative emotions; and a negative association with negative social behaviours (aggressive, antisocial, withdrawal).

Relationships with peers and use of the school environment of mainstream secondary school pupils with Asperger Syndrome (high-functioning autism): a case-control study

Abstract: This study is of the in-school social relationships with peers of mainstream secondary school pupils with Asperger syndrome/high-functioning autism (AS/HFA) and of matched controls. Fifty-seven pupils participated in the study (30 with AS/HFA and 27 controls), ranging from school years 7-13 (age 11-18 years). By comparison with controls, pupils with AS/HFA engaged in fewer social interactions during the school day, both in and out of lessons, spent break and lunch times inside in quieter more closely adult supervised areas of the school, reported having fewer friends, were less physically active, were more likely to be the targets of bullying but had equally good school attendance records. Implications for further research are discussed.