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Aim: To explore what factors determine communication with awake intubated critically ill patients from the point of view of critical care nursing professionals., Background: Impaired communication frequently affects mechanically ventilated patients with artificial airways in the intensive care unit. Consequences of communication breaches comprise emotional and ethical aspects as well as clinical safety, affecting both patients and their conversation partners. Identification of determining factors in communication with awake intubated patients is needed to design effective action strategies., Design: A qualitative phenomenological approach was used., Methods: Semi-structured interviews were used as the data collection method. A total of 11 participants from three intensive care units of three Majorcan public hospitals, selected by purposive sampling, were interviewed., Findings: Three major themes regarding the communication determinants of the awake intubated critically ill patients were identified from the interviewees' statements: factors related to the patient (physical and cognitive functionality to communicate, their relational and communicative style and their personal circumstances), to the context (family presence, ICU characteristics, workload, availability/adequacy of communication aids, features of the messages and communication situations) and, finally, those related to the professionals themselves (professional experience and person-centredness)., Conclusions: The present study reveals determinants that influence communication with the awake intubated patient, as there are attitudes and professional beliefs., Relevance to Clinical Practice: The discovery of relations between different kinds of determinants (of patient, context or professionals) provides a multi-factor perspective on the communicative problem which should be considered in the design of new approaches to improve communicative effectiveness. This study is reported according to the COREQ checklist.

Background: Bullying in childhood and adolescence is a worldwide problem. There is a general lack of validated retrospective measures of bullying, especially in Spanish-speaking populations. The present study aimed to adapt the retrospective version of the California Bullying Victimization Scale (CBVS-R) to Spanish and examine its psychometric properties., Method: The CBVS-R was translated and adapted into Spanish, and school victimization was evaluated in a sample of 1,855 Spanish adults (69.3% women). Factor structure, test-retest reliability, and predictive validity were explored. The types of victimization by educational level and the total victimization score for each participant were analyzed., Results: Factor analysis showed a one-factor structure. Values of internal consistency (α = .80) and test-retest reliability ( r = .87, k = .73) were satisfactory. Victimization was associated with self-reports of mental health. Victimization patterns peaked around adolescence, the most frequent victimizing behavior was being teased or called names., Conclusions: Results support the usefulness and suitability of the Spanish adaptation of the CBVS-R as a retrospective self-report measure of bullying victimization in adults.

Developmental language disorder (DLD) refers to a language delay in the absence of other underlying causes. Individuals with DLD can also present other problems related to behavioral, scholarly, and emotional aspects of their daily lives because of their language difficulties. Moreover, these difficulties could be influenced by family and socioeconomic characteristics. Twenty-eight bilingual adolescents with and without DLD in typical schools were followed from childhood to adolescence. At age five, language and cognitive variables were assessed. In addition, language, behavior, emotional and school adjustment, and socioeconomic and family aspects were evaluated at age 12. Results reveal that adolescents with DLD show poorer school adjustment and less adaptive skills when evaluated by their tutors, and a larger index of emotional problems when self-assessed. Moreover, family involvement, but not socioeconomic status (SES), emerged as a protective factor since it was related to behavioral, emotional, and school adjustment, a result that was further confirmed by structural equation modeling. Therefore, a more global approach involving individuals, schools and families is needed to provide adolescents with DLD adequate support. It is important to stimulate their social skills and emotional adjustment so they can cope with social difficulties more easily, especially at school., Competing Interests: The authors declare no conflict of interest. The funders had no role in the design of the study; in the collection, analyses, or interpretation of data; in the writing of the manuscript, or in the decision to publish the results.

Unlabelled: Children with Specific Language Impairment (SLI) have severe language difficulties without showing hearing impairments, cognitive deficits, neurological damage or socio-emotional deprivation. However, previous studies have shown that children with SLI show some cognitive and literacy problems. Our study analyses the relationship between preschool cognitive and linguistic abilities and the later development of reading abilities in Spanish-Catalan bilingual children with SLI. The sample consisted of 17 bilingual Spanish-Catalan children with SLI and 17 age-matched controls. We tested eight distinct processes related to phonological, attention, and language processing at the age of 6 years and reading at 8 years of age. Results show that bilingual Spanish-Catalan children with SLI show significantly lower scores, as compared to typically developing peers, in phonological awareness, phonological memory, and rapid automatized naming (RAN), together with a lower outcome in tasks measuring sentence repetition and verbal fluency. Regarding attentional processes, bilingual Spanish-Catalan children with SLI obtained lower scores in auditory attention, but not in visual attention. At the age of 8 years Spanish-Catalan children with SLI had lower scores than their age-matched controls in total reading score, letter identification (decoding), and in semantic task (comprehension). Regression analyses identified both phonological awareness and verbal fluency at the age of 6 years to be the best predictors of subsequent reading performance at the age of 8 years. Our data suggest that language acquisition problems and difficulties in reading acquisition in bilingual children with SLI might be related to the close interdependence between a limitation in cognitive processing and a deficit at the linguistic level., Learning Outcomes: After reading this article, readers will be able to: identify their understanding of the relation between language difficulties and reading outcomes; explain how processing abilities influence reading performance in bilingual Spanish-Catalan children with SLI; and recognize the relation between language and reading via a developmental model in which the phonological system is considered central for the development of decoding abilities and comprehension., (Copyright © 2014 Elsevier Inc. All rights reserved.)

Stress and anxiety of university science students (Chemistry) was evaluated in basal conditions and during exams using validated stress and anxiety questionnaires. The relations between the data obtained and various biochemical markers were established. Results showed that the evaluated students did not experience stress increase as a consequence of exams but suffered a significant increase in anxiety. The psychological findings agree with the urinary biomarkers studied. It is known that anxiety is related to partial magnesium reduction associated with a urinary magnesium excretion increase, as observed in the present data. Nevertheless, stress also correlates with a urinary calcium increase which was not detected in the present study.