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Background The global health crisis caused by the COVID-19 pandemic has led to an increase in situations of risk of child abuse and neglect. Objective The objective of this study was to examine whether the Attachment Video-feedback Intervention (AVI) program can improve protective factors (decrease parental stress and household chaos, increase parent-child emotional availability and parental reflective functioning) that may diminish child maltreatment in a group of families at risk for child abuse and neglect during the COVID-19 pandemic. Participants and setting The sample consisted of 41 children aged between 0 and 5 years (Mage = 35.36 months, SD = 14.65; 85.4 % boys) and their parents (Mage = 35.44, SD = 6.04; 75.6 % mothers). Methods The study design incorporated two randomized groups (Intervention group: AVI; Control group: treatment as usual) with pre- and post-test evaluations. Results In comparison to the control group, parents and children exposed to the AVI showed increases in emotional availability. Parents in the AVI group also presented increases in certainty regarding their child's mental states and reported lower levels of household chaos compared to those of the control group. Conclusions The AVI program is a valuable intervention for increasing protective factors in families at risk of child abuse and neglect in times of crisis.

[EN] The aim of this study was to assess the conceptual and operational descriptions of negative social networking site (SNS) use in adolescents. A search was conducted among four databases, following the guidelines set forth in the PRISMA-ScR. The search resulted in 1503 articles, of which 112 met the inclusion criteria. The results showed that the negative use of SNS has been conceptualised from two approaches: (1) the component model of addiction and (2) a cognitive-behavioural problematic use paradigm. Thirty-seven instruments assessing this problem were found, with the Bergen Facebook Addiction Scale and its adaptations being the most widely used ones. These instruments dimensions were vaguely defined and often overlapped with one another. In conclusion, no standardised theoretical framework exists to assess negative SNS use in adolescents. This lack of a theoretical definition makes it difficult to compare results among studies and determine the true extent of the problem.

[EN] The aim of this study was to assess the conceptual and operational descriptions of negative social networking site (SNS) use in adolescents. A search was conducted among four databases, following the guidelines set forth in the PRISMA-ScR. The search resulted in 1503 articles, of which 112 met the inclusion criteria. The results showed that the negative use of SNS has been conceptualised from two approaches: (1) the component model of addiction and (2) a cognitive-behavioural problematic use paradigm. Thirty-seven instruments assessing this problem were found, with the Bergen Facebook Addiction Scale and its adaptations being the most widely used ones. These instruments dimensions were vaguely defined and often overlapped with one another. In conclusion, no standardised theoretical framework exists to assess negative SNS use in adolescents. This lack of a theoretical definition makes it difficult to compare results among studies and determine the true extent of the problem.

The fostering of creativity in higher education has been linked to enhanced professional com-petences and personal development among students. The main aim of this study was to examine the relationship between student engagement and creative self-concept in undergraduates. The sample comprised 775 students (51.61 % female, 46.32 % male, 2.07 % other) from two Spanish universities, ranging in age from 17 to 43 years (M = 20.78, SD = 2.65). Students from the first and final year of various degree programs completed the National Survey of Student Engagement and a measure of creative self-concept. Results showed a positive relationship between student engagement and creative self-concept, as well as differences by gender, field of study, and aca-demic year with regard to the dimensions of engagement that contributed most to enhanced creative confidence beliefs. The study highlights the importance of ensuring that students in higher education have the opportunity to participate in collaborative learning, meaningful in-teractions with faculty, higher-order learning, reflective and integrative learning, and high- impact practices. Higher-order learning and reflective and integrative learning appear to be particularly important in the early stages of a degree program, whereas with senior students, greater emphasis should be placed on reflective and integrative learning and high-impact practices.

This study presents follow-up results regarding a treatment adherence programme (TAP) for prisoners, the initial effectiveness of which we previously evaluated in a randomized controlled trial. Here we used an experimental design with two randomized groups and assessment at four time points: baseline (pre-intervention), at 3 months (post-intervention), and at 6 and 9 months after baseline. Participants were 151 prisoners with mental health problems (Mage = 41.85, SD = 10.31) who were randomly assigned to either the TAP or treatment as usual (TAU). Prisoners who completed the TAP showed a greater improvement in treatment adherence at 3 and 9 months, compared with those who received TAU. There were no significant differences between the groups in subjective well-being under medication. The availability of an easy-to-apply, universal programme that is able to promote treatment adherence in the prison context could make a positive contribution to the general health of inmates.

The goal of this study was to examine the influence of animal-assisted psychotherapy (AAP) on the psychosocial adaptation of a group of adolescents in residential care who had suffered traumatic childhood experiences and who presented with mental health problems. This study recruited 63 youths (mean age = 15.27, SD = 1.63) who were divided into two groups: a treatment group of 39 youths (19 female and 20 male; mean age = 15.03, SD = 0.51) and a control group of 24 (five female and 19 male; mean age = 15.67, SD = 1.63). The youths who underwent the AAP program had higher school adjustment in comparison to their peers who did not receive treatment. Their hyperactive behavior decreased, and they showed better social skills, more leadership, and fewer attention problems. They also showed a more positive attitude toward their teachers in comparison to controls. No differences were observed in other variables associated with clinical symptoms or personal adjustment. These results suggest that AAP can be effective with teenagers who have suffered childhood traumas and who present with problems of psychosocial adaptation.

This study evaluates the influence of Animal-Assisted Therapy (AAT) on the attachment representations of a group of adolescents in residential care who suffered traumatic childhood experiences and exhibited mental health problems. The participants of this study were 46 teenagers (mean age= 15.41, SD= 1.65) divided into two groups: the intervention group of 21 youths (8 females and 13 males) (mean age = 15.19, SD= 1.69) and the control group of 25 (6 females and 19 males) (mean age= 15.60, SD= 1.63). The results of this research showed that the teenagers displayed a more secure attachment after undergoing AAT. Furthermore, in comparison with the control group, the intervention group showed higher scores in the secure attachment dimension and lower scores in the parental interference dimension, which is associated with preoccupied attachment. There were no differences in the other dimensions of attachment assessed. These results help to empirically validate AAT as an effective therapy for teenagers who have suffered childhood trauma and have mental health problems