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The construct of self-compassion is based on Buddhist's teachings on compassion towards oneself. This study provides criterion validity evidence for the Self-Compassion Scale-Brazil. A comparison on self-compassion in Buddhist and Catholic practitioners may contribute to support the Brazilian version of the scale, as well as shed light into religious differences on the matter. Participated in the study 59 Catholics and 59 Buddhists, all self-declared a religious practitioner. We administered a socio-demographic questionnaire and the Self-Compassion Scale-Brazil. Buddhist practitioners presented significantly higher score in self-compassion (M = 4.45, SD = .51) than Catholic practitioners (M = 2.98, SD = .63): t(116) = 13.78, p < .001 (d = 2.56). In addition, there was a significant positive correlation between frequency of religious practice and self-compassion (r = .39, p = .003). Future studies may investigate the relationship between self-compassion and neo-Pentecostal practitioners, which has been increasing in number in Brazil. [ABSTRACT FROM AUTHOR]

Self-esteem has been widely investigated in research. Two studies were performed to identify the use of self-esteem scales in scientific publications. The first study analyzed papers published in four traditional journals in the field of psychological assessment in Brazil. The most used scale was the Rosenberg Self-Esteem Scale (RSES), cited by 68% of the papers. In addition, assessment of global self-esteem predominated. The second study assessed publications available in the Portal de Periódicos CAPES/MEC database. There was an increase in publications citing self-esteem scales during the 1990's; the RSES was again the most cited (64%). We highlight the relevance of exploring different assessment instruments, including different domains and situations that directly influence self-esteem levels. More importantly, we detected a remarkable absence of information on the psychometric properties of the scales used. [ABSTRACT FROM AUTHOR]

Given that processing speed deficits are a risk factor for ADHD and dyslexia, we investigated the cognitive profile of individuals with ADHD and with indicators of dyslexia. The sample comprised children between the ages of 7 and 15 (62% male), 23 of whom were diagnosed with ADHD, 17 were at risk for ADHD, and 31 formed the control group. The evaluation included WISC subtests and tasks such as Word-Color Stroop, rapid automatized naming, verbal fluency, pseudowords repetition, and phoneme suppression. After this procedure, the participants were reclassified: 45 without ADHD or signs of dyslexia; 9 with ADHD; 6 with signs of dyslexia; and 11 with ADHD and signs of dyslexia. The serious cognitive deficits presented by the latter justify the findings on school failure to which it is subject. ADHDdyslexia comorbidity needs to be better investigated in the diagnostic evaluation of schoolchildren with complaints of learning difficulties. [ABSTRACT FROM AUTHOR]