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Background It is unknown how much variation in adult mental health problems is associated with differences between societal/cultural groups, over and above differences between individuals. Methods To test these relative contributions, a consortium of indigenous researchers collected Adult Self-Report (ASR) ratings from 16 906 18- to 59-year-olds in 28 societies that represented seven culture clusters identified in the Global Leadership and Organizational Behavioral Effectiveness study (e.g. Confucian, Anglo). The ASR is scored on 17 problem scales, plus a personal strengths scale. Hierarchical linear modeling estimated variance accounted for by individual differences (including measurement error), society, and culture cluster. Multi-level analyses of covariance tested age and gender effects. Results Across the 17 problem scales, the variance accounted for by individual differences ranged from 80.3% for DSM-oriented anxiety problems to 95.2% for DSM-oriented avoidant personality (mean = 90.7%); by society: 3.2% for DSM-oriented somatic problems to 8.0% for DSM-oriented anxiety problems (mean = 6.3%); and by culture cluster: 0.0% for DSM-oriented avoidant personality to 11.6% for DSM-oriented anxiety problems (mean = 3.0%). For strengths, individual differences accounted for 80.8% of variance, societal differences 10.5%, and cultural differences 8.7%. Age and gender had very small effects. Conclusions Overall, adults' self-ratings of mental health problems and strengths were associated much more with individual differences than societal/cultural differences, although this varied across scales. These findings support cross-cultural use of standardized measures to assess mental health problems, but urge caution in assessment of personal strengths.

Las conceptualizaciones actuales sobre el trauma infantil buscan explicar el proceso que organiza la experiencia y estilo de funcionamiento de los niños que sufren vulneraciones múltiples, crónicas e interpersonales, especialmente durante los primeros años de vida. Esta conceptualización actual se la conoce como Trauma Complejo del Desarrollo (TCD), y constituye un avance en la comprensión del trauma, desde una perspectiva multinivel e interdisciplinaria. Sin embargo, consideramos que este fenómeno puede ser mejor comprendidos adoptando una visión de los sistemas complejos, la teoría del caos, combinado con los aportes de la teoría del apego, y un sinnúmero de enfoques actuales del desarrollo, de la psicobiología, y las nociones sobre la evolución de la mente, y la mente y acción corporalizada. El presente artículo presenta esta visión paradigmática bajo un modelo que se titula Modelo de Apego & Complejidad (MAC), al entregar una explicación alternativa al trauma complejo.

El modelo cognitivo postracionalista se adelantó a sus tiempos en toda una serie de planteamientos epistemológicos y psicológicos. Su noción constructivista evolutiva tiene, hasta el día de hoy, implicaciones paradigmáticas para el quehacer de las ciencias de la vida mental, que ni el propio enfoque pudo asumir completa y revolucionariamente. La dinámica circular corporalizada entre observador-observado obliga a cambios (y anulaciones) en la manera de explicar, clasificar e intervenir en lo que se suele llamar “psicopatología”. Bajo una fuerte influencia postracionalista, pero integrando concepciones actuales en la noción de sistemas complejos, la teoría del apego, la neuroafectividad, y los enfoques actuales sobre el desarrollo, el presente artículo articula los principios de una aproximación que busca completar y asumir enteramente la postura evolucionista de la complejidad planteada por Vittorio Guidano. Esta aproximación busca reformular tanto las nociones sobre el legado del apego temprano en el funcionamiento del sí-mimo, así como sus repercusiones para la psicopatología y la intervención psicoterapeutica.

Item does not contain fulltext Television exposure in early childhood has increased, with concerns raised regarding adverse effects on social-emotional development, and emerging self-regulation in particular. The present study addressed television exposure (i.e., amount of time watching TV) and its associations with toddler behavioral/emotional dysregulation, examining potential differences across 14 cultures. The sample consisted of an average of 60 toddlers from each of the 14 countries from the Joint Effort Toddler Temperament Consortium (JETTC; Gartstein & Putnam, 2018). Analyses were conducted relying on the multi-level modeling framework (MLM), accounting for between- and within-culture variability, and examining the extent to which TV exposure contributions were universal vs. variable across sites. Effects of time watching TV were evaluated in relation to temperament reactivity and regulation, as well as measures of emotional reactivity, attention difficulties, and aggression. Results indicated that more time spent watching TV was associated with higher ratings on Negative Emotionality, emotional reactivity, aggression, and attention problems, as well as lower levels of soothability. However, links between TV exposure and both attention problems and soothability varied significantly between cultures. Taken together, results demonstrate that increased time spent watching television was generally associated with dysregulation, although effects were not consistently uniform, but rather varied as a function of culturally-dependent contextual factors. 15 p.

Item does not contain fulltext This study advances the cross-cultural temperament literature by comparing temperament ratings of toddlers from 14 nations. Multilevel modeling (MLM) procedures were utilized to regress negative emotionality (NE) and component subscales on Hofstede's cultural value dimensions while controlling for age and gender. More individualistic values were associated with lower NE, and component discomfort, fear, motor activity, perceptual sensitivity, and soothability scales. The discomfort subscale was negatively associated with power distance and positively associated with masculine cultural values. Higher ratings of shyness were related to a more long-term cultural orientation. Results illustrate the feasibility of an MLM approach to cross-cultural research and provide a new perspective on the intersection of culture and temperament development. Limitations and future implications are discussed. 8 p.

Resumen: Introducción: La evidencia de las últimas décadas ha demostrado que el apego temprano es un proceso vital para la comprensión, prevención e intervención de la salud mental y física de las personas. Sin embar go, es escasa la información sobre el comportamiento del sistema de apego en la realidad chilena. Objetivo: Describir la distribución de los estilos de apego en poblaciones de niños bajo diferentes tipos de cuidado. Sujetos y Método: A través de un método descriptivo retrospectivo, se evaluaron 714 díadas madre-bebé (de 1 a 36 meses) seleccionadas al azar y de modo intencionado, a través de los procedimientos de la Situación Extraña, Escala de Apego durante Stress (ADS), y la Escala de Relación Profesor-Alumno. Las muestras provinieron de familias normativas seleccionadas al azar, infantes de salas de cuna y jardines infantiles JUNJI, e infantes de los centros CONIN y en condiciones de privación de libertad junto a sus madres. Resultados: Las 6 muestras provenien tes de 6 estudios demuestran el espectro del comportamiento de los estilos de apego en diversas condiciones: un 70% seguro y 30% inseguro, y un 51,1% seguro y 48.9% inseguro en muestras normativas; un 48,5% de seguridad y un 51,5% de inseguridad en cuidado alternativo y; un 39,6% de seguridad y 60,4% inseguridad, y 25% de estilos seguros y 75% inseguros en muestras de alto riesgo. Conclusión: El estudio presenta interesantes evidencias sobre las distribuciones de apego en la infancia, que permiten reflexionar sobre la dispar realidad de la situación chilena en lo que a desarrollo socio-afectivo temprano.

Scientific evidence gathered over the last decades has demonstrated that early attachment is a vital process for the understanding, prevention, and intervention of people's mental and physical health. However, information about the attachment system functioning in Chile is scarce.To des cribe attachment styles distribution in populations of children under different types of care.Through a retrospective descriptive method, 714 mother-child pairs (1 to 36 months- old) selected at random and purposefully, were assessed using the Strange Situation Procedure, Atta chment during Stress Scale (ADS), and Student-Teacher Relationship Scale. The samples were collec ted from randomly selected normative families, infants attending JUNJI nurseries and kindergartens, and infants from CONIN centers and who live in prison with their mothers.The samples from six studies show the spectrum of the attachment system functioning in diverse conditions: 70% secure and 30% insecure, and 51.1% secure and 48.9% insecure in normative samples; 48.5% secure and 51.5% in secure in alternative care; 39.6% secure and 60.4% insecure, and 25% secure and 75% in secure styles in high-risk samples.the study presents interesting evidence on the atta chment distributions in childhood, which allow reflecting on the uneven Chilean reality with regard to early social and emotional development.

This chapter explores the differences between various cultural groups on parental wishes for their children. The desires of parents on what are “ideal behaviors or features” of their children depend on a number of cultural and social factors and differ considerably in different social groups. In some parents emphasize learning and academic success later on in life as the best way to promote eventual well-being. In others, self-reliance, independence, a strong work ethic, and reliability are considered essential to succeed in the labor market and for family relationships. Other cultures that promote more dependency of children on their parents and close family ties with extended family favor faithfulness to the relatives, compliance and obedience, and ensuring the dignity of the family and “saving face” at all costs. The pros and cons of different approaches are explored in terms of their possible effects on individuals and parental behaviors that otherwise might appear surprising or strange. Cultures that are highly individualistic, like in some highly industrialized Western countries, promote self-reliance, and this informs the child-rearing strategies and parental beliefs from early on. Traditional cultures tend to value group collaboration, being aware of the impact of one’s behavior on others and diminishing competition and conflict between people.

After a brief discussion on cultural issues relevant to the attachment literature, the chapter focuses on an educational and interventional program which is being implemented in Chile. This is presented as an example of a program attempting to promote the mental health of young children by promoting strategies to alleviate difficult live experiences. These include children in orphanages. In Chile as in most countries, foster care is rarely employed to raise children whose parents are unable to do so. The conditions in orphanages although physically adequate, often do not take into account the emotional needs of young children. Other programs that we have implemented and will be described in this chapter occur in child care settings. The national model to promote secure attachment includes mentalization-based techniques taught to caregivers and parents to appreciate the mental states and attachment needs of young children, and the impact on caregivers of infant and young child behaviors. This can be called self-mentalization. These skills are taught to caregivers in small groups and promote increased emotional sensitivity in caregivers, who appreciate the importance of their own mental states when dealing with children, and to become more aware of the meaning of distress behavior in infants and preschoolers.

The first ex utero human action is, in most cases, crying—an ethological behavioral response preserved through species, beyond purely mammalian. A response often invoked as a visible sign of life, crying behavior will accompany the newborn through life and represent different meanings and emotions as the individual ages and develops. Beyond the “proof of life,” crying and irritability pose and lead to intense experiences in caregivers that affect neuroendocrine responses. Such reactions are also modulated by the sociocultural circumstances within which the child and caregiver reside. The culture of the caregiver impacts the perception of the crying. These factors also influence the way the infant is attended to and the subsequent responses from his or her growing mind. The caregiver responses vary enormously, in a spectrum that goes from sensitivity to hostility, from benign to malignant. With persistent or excessive crying there is a risk of harming the child. This chapter explores the ethological, neurobiological, and behavioral aspects of infant crying and irritability and provides examples of its modulation within different cultural and social circumstances, including how these affect the perception and interpretation of this otherwise vital action.

Cross-cultural comparisons of Parental Ethnotheories (PE) and Socialization Goals (SG), and relations between these constructs, are described in this chapter. Autonomous PE were marginally consistent with Autonomous SG, and both were high in Indulgent cultures, such as Mexico, Chile, the Netherlands, and the US, and low in countries valuing restraint, including China, Italy, South Korea, and Russia. Relational PE and SG were not associated with one another, or with broad cultural dimensions. Relational PE were highest in Chile and Finland, and lowest in Mexico and Turkey. Relational SG were highest in Mexico and Brazil, and lowest in Italy and Finland.

The present study examined toddler temperament across Chilean, South Korean, Polish, and US samples, providing an opportunity to examine both collectivist-individualist and East-West contrasts. The effect of culture on the three factor and 18 dimension scores provided by the Early Childhood Behavior Questionnaire were investigated. Results provide evidence of cross-cultural differences between the four samples. Chilean toddlers scored significantly higher than US, Polish, and South Korean children on the overall factor of Negative Affectivity, as well as higher than the Polish and South Korean samples on the Surgency factor. South Korean toddlers scored significantly higher on the factor of Effortful Control, and two related dimensions, than US, Polish, or Chilean samples. Results are discussed in terms of the apparent roles of individualism/collectivism and East-West distinctions in shaping temperament development.

Introducción: Existe escasez de instrumentos especialmente desarrollados para estudiar el apego durante la adolescencia en nuestro país. El objetivo de esta investigación fue adaptar y validar a la población chilena el AAQ (Adolescent Attachment Questionnaire). Pacientes y Método: Estudio de tipo transversal, efectuado en 199 adolescentes de entre 11 y 19 años. El AAAQ como cuestionario de autorreporte consistió en 9 ítems, distribuidos en 3 escalas de forma equitativa: a) disponibilidad; b) cooperación en la relación y c) señales de enojo y angustia. Los ítems se respondieron a través de la escala Lickert. El AAAQ originalmente fue validado en una muestra compuesta por 824 adolescentes, de los cuales 691 correspondía a población no clínica y 133 correspondían a población clínica, demostrando satisfactoria confiabilidad interna. Para la elaboración de la versión en español del cuestionario se utilizó el procedimiento de traducción-retraducción, evaluándose posteriormente la validez semántica, de contenido, de constructo y confiabilidad del mismo. Resultados: Los resultados muestran una adecuada consistencia interna del instrumento con valores de alfa de Cronbach entre 0,52 y 0,74. Además se replica la estructura factorial de la versión en inglés del AAQ. Finalmente, se entregan normas provisorias para la interpretación de los resultados que consideran diferencias de edad para una de las 3 escalas. Conclusiones: se concluye que el instrumento resulta adecuado para su uso, en cuanto es un cuestionario autoaplicado que resulta muy breve y demuestra características psicométricas similares a la versión original en inglés.

The Chilean government commissioned a quasi-experimental study with a pre-/postintervention design that had two general aims: (a) to assess infants' psychoaffective developmental levels (pre-intervention phase) and (b) to evaluate whether an intervention based on the promotion of socioemotional development modifies the infant's psychoaffective development. Sixty-two institutionalized infants and their alternative caregivers were evaluated at a pre-intervention stage. An intervention then took place, with the caregivers trained according to an "attachment sensitivity manual." Results showed normal ranges of psychomotor development (64% normal, 9% delayed) and a very high frequency of attachment insecurity, as compared to the normative population (53%).The intervention significantly improved social orientation and object orientation as well as activity and reactivity levels. We conclude that although institutionalized infants in Chile do not exhibit high levels of atypical attachment, socioemotional deterioration may lead to vulnerability in present and future development. Finally, the scope of this study affected public policies regarding children, initiating a change to a foster family system and a variety of modifications in the strategies for adopting institutionalized infants.

Background: Bullying is common in schools and has negative consequences. It can be assessed using a self-reported instrument. Aim: To validate a Spanish self-reporting tool called 'Survey of High School Bullying Abuse of Power' (MIAP). Material and Methods: The instrument has 13 questions, of which 7 are multiple choice, rende-ring a total of 49 items. It was applied to 2.341 children of seventh and eighth grade attending private, subsidized and municipal schools in the city of Concepcion, Chile. Expert judge analysis and estimated reliability using the Cronbach Alpha were used to validate the survey. Results: The instrument obtained a Cronbach Alpha coeffcient of 0.8892, classifed as good. This analysis generated four scales that explained 30.9% of the variance. They were called 'Witness Bullying' with 18 items, accounting for 11.4% of the variance, 'Bullying Victim' with 12 items, accounting for 7.5% of the variance, 'Bullying Perpetrator and Severe bullying Victim', with 10 items explaining 6.4% of the variance and 'Aggressor Bullying' with 6 items accounting for 5.7% of the variance. Conclusions: The MIAP can recognize four basic factors that facilitate the analysis and understanding of bullying, with good levels of reliability and validity. The remaining questions also deliver valuable information. Language: es

Objective: To test the fit of a seven-syndrome model to ratings of preschoolers' problems by parents in very diverse societies. Method: Parents of 19,106 children 18 to 71 months of age from 23 societies in Asia, Australasia, Europe, the Middle East, and South America completed the Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5). Confirmatory factor analyses were used to test the seven-syndrome model separately for each society. Results: The primary model fit index, the root mean square error of approximation (RMSEA), indicated acceptable to good fit for each society. Although a six-syndrome model combining the Emotionally Reactive and Anxious/Depressed syndromes also fit the data for nine societies, it fit less well than the seven-syndrome model for seven of the nine societies. Other fit indices yielded less consistent results than the RMSEA. Conclusions: The seven-syndrome model provides one way to capture patterns of children's problems that are manifested in ratings by parents from many societies. Clinicians working with preschoolers from these societies can thus assess and describe parents' ratings of behavioral, emotional, and social problems in terms of the seven syndromes. The results illustrate possibilities for culture general taxonomic constructs of preschool psychopathology. Problems not captured by the CBCL/1.5-5 may form additional syndromes, and other syndrome models may also fit the data., Dr. Ivanovo receives research and salary support from the Research Center for Children, Youth, and Families, which publishes the Child Behavior Checklist [CBCL]. Dr. Achenbach is President of the Research Center for Children, Youth, and Families, and receives remuneration. Dr. Rescorla receives remuneration from the Research Center for Children, Youth, and Families. Dr. Harder previously held a University of Vermont Postdoctoral Fellowship funding by the Research Center for Children, Youth, and Families. Drs. Bjarnadottir, Gudmundsson, Leung, Verhulst, and Mr. Gudmundsson, receive research support from the sole of the CBCL. Dr. Bilenberg has received honoraria from Eli Lilly and Co., Novartis, Neuroscience, and Janseen Cilag. He has received research support from the Danish Research Foundation, the Lundbeck Foundation, Hermansens Mindelegat, and Mods Clausen Fond. Dr. Rapes has received research support from the Sheikh Hamdan Bin Rashid Al Maktoum Award for Medical Sciences. Dr. Jusiene has received research support from the Lithuanian Science and Studies Foundation. Drs. Ang, Capron, Dias, Dobrean, Doepfner, Duyme, Erol, Esmaeili, Ezpeleta, Frigerio, Goncalves, Jung, Kim, Liu, Oh, Plueck, Pomo limo, Shahini, Silva, Simsek, Souronder, Valverde, Van Leeuwen, and Zubrick, Ms. De Paw, Ms. Kristensen, Mr. Lecannelier, Ms. Montirosso, Ms. Jetishi, Ms. Woo, and Ms. Wu report no biomedical financial interests or potential conflicts of interest., info:eu-repo/semantics/publishedVersion

Despite the emerging awareness of children 's problems and needs during the last years, infant, children and youth mental health is still an area full of negligence and crisis. High prevalence of behavioral, emotional and social disorders from birth to adolescence demands urgent actions in order to stop this public health problem. However, there is a huge gap between the magnitude of this mental health problems and the amount of specialized professionals who can face this issue. The present paper tackles this dilemmas and challenges, making a contribution about some important changes in the professional role, in order to adapt to this serious crisis of children mental health.

The Chilean government commissioned a quasi-experimental study with a pre-/postintervention design that had two general aims: (a) to assess infants' psychoaffective developmental levels (pre-intervention phase) and (b) to evaluate whether an intervention based on the promotion of socioemotional development modifies the infant's psychoaffective development. Sixty-two institutionalized infants and their alternative caregivers were evaluated at a pre-intervention stage. An intervention then took place, with the caregivers trained according to an "attachment sensitivity manual." Results showed normal ranges of psychomotor development (64% normal, 9% delayed) and a very high frequency of attachment insecurity, as compared to the normative population (53%).The intervention significantly improved social orientation and object orientation as well as activity and reactivity levels. We conclude that although institutionalized infants in Chile do not exhibit high levels of atypical attachment, socioemotional deterioration may lead to vulnerability in present and future development. Finally, the scope of this study affected public policies regarding children, initiating a change to a foster family system and a variety of modifications in the strategies for adopting institutionalized infants.

El estudio caracteriza el cyberbullying en estudiantes del gran Santiago de Chile (2010). Se aplicó una encuesta de autorreporte (Cuestionario de Experiencias de Internet) a 1.357 estudiantes entre 7º básico a IVº medio. El diseño de muestra fue no probabilístico por cuotas en 32 establecimientos educacionales, ponderados según género, curso y tipo de dependencia. El 50% fueron hombres, con un promedio de edad 15 años (DS= 1,82 años). Resultados: El 11,4% reportó haber sido víctima de algún tipo de cyberbullyingy el 12,5% victimario. No se encontraron diferencias significativas en las víctimas según sexo, curso y tipo de dependencia. Sólo los hombres reportan identificarse en forma más frecuente con los victimarios que las mujeres. Conclusiones: El cyberbullying es un fenómeno existente en la realidad chilena, siendo - mayormente - homogéneo en su presentación. Dado esto, se plantean nuevos desafíos y preguntas respecto a sus consecuencias tanto para los estudiantes como para todo el sistema escolar. This study characterizes the cyberbullying among students in Santiago, Chile (2010). A self-report questionnaire (Internet Experiences Questionnaire) was completed by 1,357 students from 7th to 12th grade. The sample design was non-probability and based on quota sampling. The data were weighted by gender, grade and type of school dependency. Among the respondents 50% were men, average age 15 years (SD = 1.82 years). The results show that 11.4% reported having been the victim of some form of cyberbullying and 12.5% victimizer. No significant differences were found between the gender, grade or type of school dependency of the victims. In the role of perpetrator, boys reported a higher frequency in compare to girls. We conclude that cyberbullying is a phenomenon that exists in Chilean reality, and it is mostly-homogenous in its presentation. Given this, new challenges and questions regarding the consequences of cyberbullying for students and the educational system are raised.

Los estudios de prevalencia en salud mental en edades tempranas (primeros 5 anos de vida) han sido insuficientes y escasos. Dado que la evidencia neurobiologica, economica, psicologica y social ha demostrado que intervenir durante los primeros anos de vida es altamente efectivo para disminuir los problemas psicosociales, es que es urgente obtener datos nacionales sobre problemas afectivos y conductuales en la temprana infancia y edad preescolar. El presente trabajo tuvo como objetivo validar un instrumento de reporte parental denominado Inventario de Conductas Infantiles para ninos de entre 1½-5 anos (CBCL 1½-5). El test fue validado a traves de un proceso de jueces expertos, para posteriormente obtener indicadores de confiabilidad y validez en una muestra de 418 ninos pertenecientes a la Region Metropolitana. Los resultados obtenidos en la muestra chilena son coherentes con el modelo bifactorial propuesto por los autores del instrumento, la dimension Internalizacion da cuenta de los problemas ansioso-depresivos, quejas somaticas y retraimiento en los ninos/as y la Externalizacion, de los aspectos atencionales y la conducta agresiva. Se concluye que el CBCL 1½-5 es un instrumento valido y confiable para ser aplicado a la realidad nacional, permitiendo ser utilizado para obtener indicadores de diversos trastornos de salud mental en la temprana infancia y edad preescolar.

There are not enough specially developed tools to study attachment during adolescence in our country. The objective of this research is to adapt and validate the AAQ (Adolescent Attachment Questionnaire) for the Chilean population.A cross-sectional study was conducted in 199 adolescents between 11 and 19 years old. The AAQ is a self-report questionnaire consisting of 9 items, three scales of three statements each: a) Availability scale; b) Goal corrected Partnership scale and c) Angry distress scale. The items were answered with Likert-type responses. The AAAQ was originally validated in a sample of 824 adolescents, 691 of which corresponded to non-clinical population and 133 corresponded to clinical population, demonstrating satisfactory internal reliability. To create the spanish version of the questionnaire, a translation-retranslation procedure was used evaluating semantic, content, construct and reliability validity.The results showed adequate internal consistency of the instrument with Cronbach alpha's values between 0.52 and 0.74. Also, the factorial structure of the AAQ English version was replicated. Finally, temporary rules for the interpretation of results that consider age differences for one of the 3 scales are presented.It is concluded that the instrument is suitable for use because it is a short self-administered questionnaire that shows similar psychometric characteristics to the original English version.

This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies.

Bullying is common in schools and has negative consequences. It can be assessed using a self-reported instrument.To validate a Spanish self-reporting tool called "Survey of High School Bullying Abuse of Power" (MIAP).The instrument has 13 questions, of which 7 are multiple choice, rendering a total of 49 items. It was applied to 2.341 children of seventh and eighth grade attending private, subsidized and municipal schools in the city of Concepción, Chile. Expert judge analysis and estimated reliability using the Cronbach Alpha were used to validate the survey.The instrument obtained a Cronbach Alpha coefficient of 0.8892, classified as good. This analysis generated four scales that explained 30.9% of the variance. They were called "Witness Bullying" with 18 items, accounting for 11.4% of the variance, "Bullying Victim" with 12 items, accounting for 7.5% of the variance, "Bullying Perpetrator and Severe bullying Victim", with 10 items explaining 6.4% of the variance and "Aggressor Bullying" with 6 items accounting for 5.7% of the variance.The MIAP can recognize four basic factors that facilitate the analysis and understanding of bullying, with good levels of reliability and validity. The remaining questions also deliver valuable information.

Una de las actuales tendencias dentro de la Teoria del Apego consiste en la comprension de las trayectorias desviadas en el desarrollo del vinculo, a saber, lo que se conoce como apego desorganizado (apego D). Dos decadas de investigacion sobre los antecedentes y consecuentes de este tipo de apego han generado un importante acopio de conocimiento empirico y teorico. Sin embargo, en relacion a los modelos etiologicos parentales que buscan explicar los procesos y mecanismos que generan que los ninos desarrollen el apego D, la evidencia es contradictoria e incompleta. Dada la enorme relevancia que tiene para la elaboracion de estrategias de intervencion infantil poseer un conocimiento especifico y empiricamente validado sobre los procesos y mecanismos parentales predisponentes al desarrollo de la desorganizacion del vinculo, es que el presente articulo establece una revision de los modelos disponibles con miras a aclarar el estado actual del conocimiento en esta tematica.

El Bullying, por sus características y consecuencias, se ha transformado en una preocupación central en los colegios, los cuales han desarrollado diferentes formas de afrontarlo. El objetivo principal de este artículo es evaluar la efectividad de un programa de prevención e intervención de Bullying y Ciberbullying, en una muestra de 320 alumnas en un colegio de Santiago de Chile, a través de un diseño pre-post. El programa utilizó estrategias preventivas e integrales orientadas a realizar intervenciones en los distintos niveles del sistema escolar: colegio, sala de clases, individuo y familia. Los resultados demostraron que el programa es efectivo en disminuir el reporte de ser testigos de Bullying y la victimización de manotaje a través de internet. La efectividad del programa se debería a que se respetaron los lineamientos de los programas que han demostrado ser efectivos.