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    Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders
    (2021) ;
    Adolfo J. Cangas
    ;
    Daniela Fuentes-Olavarría
    <jats:p>Stigma toward mental disorders is one of today's most pressing global issues. The Covid-19 pandemic has exacerbated the barriers to social inclusion faced by individuals with mental disorders. Concurrently, stigma reduction interventions, especially those aimed at university students, have been more difficult to implement given social distancing and campus closures. As a result, alternative delivery for programs contributing to stigma reduction is required, such as online implementation. This paper reports the results of a controlled study focused on an online multi-component program on reducing stigma toward mental illness that included project-based learning, clinical simulations with standardized patients and E-Contact with real patients. A total of 40 undergraduate students from the Universidad del Desarrollo in Santiago, Chile, participated in the study. They were randomly divided between an intervention and control group. The intervention group participated in the online multi-component program, while the control group participated in an online educational program on cardiovascular health. We assessed the impact of the program by using the validated Spanish-language versions of the Attribution Questionnaire AQ-27 and the Questionnaire on Student Attitudes toward Schizophrenia with both groups, before and after the intervention. In addition, an <jats:italic>ad hoc</jats:italic> Likert scale ranging from 0 to 5 was used with the intervention group in order to assess the learning strategies implemented. Following the intervention, the participants belonging to the intervention group displayed significantly lower levels of stereotypes, perception of dangerousness, and global score toward people with schizophrenia (<jats:italic>p</jats:italic> &amp;lt; 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (<jats:italic>p</jats:italic> &amp;lt; 0.001). The control group displayed no statistically significant differences in the level of stigma before and after the evaluation, for all of the items assessed. Finally, the overall assessment of each of the components of the program was highly positive. In conclusion, the study shows that online programs can contribute to reducing stigma toward mental disorders. The program assessed in this study had a positive impact on all the dimensions of stigma and all of the components of the program itself were positively evaluated by the participants.</jats:p>
    Scopus© Citations 27  5
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    Scopus© Citations 9  2
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    Measuring school social climate in Latin America: the need for multidimensional and multi-informant tests – A systematic review
    (2023)
    Mónica V. Bravo-Sanzana
    ;
    ;
    Oscar Terán-Mendoza
    ;
    <jats:sec><jats:title>Introduction</jats:title><jats:p>School social climate is central to understanding learning experiences in education environments. Previous studies describe various conceptual and operational definitions around the construct; however, there are no records of reviews focused on Latin America.</jats:p></jats:sec><jats:sec><jats:title>Aim</jats:title><jats:p>This study sought to analyze the available evidence and the quality of school social climate measures in Latin America through a systematic review of the literature based on the PRISMA methodology and the COSMIN checklist to assess the psychometric properties of the instruments.</jats:p></jats:sec><jats:sec><jats:title>Methodology</jats:title><jats:p>The Web of Science, Scopus, Psycinfo, and SciELO databases were consulted. A total of 582 records was identified, of which 27 fulfilled the inclusion criteria and methodological quality to be included in the systematization.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The results show that the country with the greatest scientific production on the topic is Chile, the measures are centered mainly on the students’ perspective and the most used instrument is the CECSCE. In addition, a common aspect to all the records is that they were not sufficient to capture the complexity of school social climate.</jats:p></jats:sec><jats:sec><jats:title>Conclusion</jats:title><jats:p>Multidimensional and multi-informant measures are needed to adequately assess the construct.</jats:p></jats:sec>
    Scopus© Citations 6  2
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    Análisis de propuestas de intervención para la mejora del acoso escolar: una revisión bibliográfica
    (2021)
    Cristina Méndez Aguado
    ;
    Ana Manzano León
    ;
    ;
    Juan Miguel Fernández Campoy
    ;
    Ana Belén Barragán Martín
      1
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    Scopus© Citations 15  14
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    User satisfaction in psychiatry: levels and associated factors
    (2023)
    Bolados-ávila, Mónica
    ;
    Fuentes-Olavarría, Daniela
    ;
    Scopus© Citations 1  1
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    Programa de estimulación cognitiva en personas mayores a través de juegos de mesa
    (2021)
    Jose Miguel Rodríguez Ferrer
    ;
    ;
    Juan Miguel Fernández Campoy
    ;
    Laura Molina Alonso
    ;
    Ana Manzano León
      1
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    EFECTOS DEL CONTACTO ELECTRÓNICO VÍA VIDEOCONFERENCIA EN LA REDUCCIÓN DEL ESTIGMA HACIA LAS PERSONAS CON ENFERMEDADES MENTALES
    (2021) ;
    JOSÉ MIGUEL RODRÍGUEZ FERRER
    ;
    ISABEL DAMIANA ALONSO LÓPEZ
    ;
    JUAN MIGUEL FERNÁNDEZ CAMPOY
    ;
    LAURA MOLINA ALONSO
      2
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    Wellbeing, social media addiction and coping strategies among Chilean adolescents during the pandemic
    <jats:sec><jats:title>Introduction</jats:title><jats:p>During the COVID-19 pandemic, adolescents had to deal with a range of mental health problems that has increased social media addiction levels with adverse effects on life satisfaction. Previous studies have explored coping mechanisms to deal with this addiction problem, but did not consider the need to simultaneously cope with different dimensions. Therefore, our study aimed to examine the moderating effect of various coping mechanisms on the relationship between social media addiction and adolescent life satisfaction.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Self-report questionnaires were applied to 1290 secondary school students (age mean = 16.03, <jats:italic>SD</jats:italic> = 1.27, range: 14 to 19; and 57% female). An exploratory and a confirmatory factor analysis were performed to determine the factor structure of the Brief-Cope 28 scale. Then, a descriptive and correlational analysis of the variables and a multiple linear regression analysis was performed.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>We found that the social media addiction risk was negatively associated with life satisfaction, adaptive strategies were positively correlated to life satisfaction, and maladaptive strategies were negatively correlated to it. Also, a moderation model was evaluated in which four stress management strategies, namely acceptance and perspective-taking, seeking socio-emotional support, active coping, and maladaptive strategies all conditioned the relationship between social media addiction risk and life satisfaction after controlling for demographic variables and the specific strategies of using comedy, religion and substance use. Results indicate additive and multiplicative effects of management strategies for stressful situations in the studied relationship. Seeking socio-emotional support and active coping were positively related to life satisfaction and maladaptive strategies were negatively associated with it. Multiplicative effects indicate that the relationship between the social media addiction risk and life satisfaction depends only on the acceptance and perspective taking that adolescents report. When adolescents reported having low or average levels of acceptance and perspective taking, there was a negative correlation with general life satisfaction, a connection that grew markedly stronger. In contrast, no connection between social media addiction and life satisfaction was detected for adolescents who report higher levels of acceptance and perspective-taking.</jats:p></jats:sec><jats:sec><jats:title>Discussion</jats:title><jats:p>Abuse of social media and the use of maladaptive stress coping strategies were risk factors that decreased life satisfaction among adolescents during the COVID-19 pandemic period.</jats:p></jats:sec>
      2Scopus© Citations 11