Mercury chloride (HgCl2) is a toxic mercury salt and a major pollutant, that can be found in soil, water and air, with influences on behavior, physiology and adaptation to the environment. In this study two experiments were designed to examine interactions and effects of HgCl2 on some behavioral patterns of Siamese fighting fish (Betta splendens). In the first experiment we tested the effect of a progressive dose (five 0.04 mg) on aggressive display with exposure to a mirror, whereas in the second experiment we tested the effect of an acute dose (0.2 mg) on the aggressive display with exposure to a mirror. The experiments were performed on 5 consecutive sessions at intervals of 18 hours between sessions. Differences of performance were shown by subjects in the acute and progressive treatments when compared with a control treatment in the majority of behaviors evaluated, namely Floating, Slow Swimming, Wavy Swimming, Emerging, Bend, Square Move and Motor Display Components. Acute treatment was different from control only on Show Body, while the progressive group differed on Resting, Horizontal Display and Appropriate Display Components. Differences between Correlate Display Components and Total were also shown. Both the acute and progressive contamination with HgCl2 decrease the motor activity in the aggressive display, mirror-image test of Betta splendens, mainly on the progressive dose. This implies an impairment on feeding behavior, predator avoidance, reproductive behavior, mate choice and territoriality. These results suggest that in this fish species, the progressive dose has a greater effect on behavior in general and that both the acute and progressive contamination with mercury chloride affect many other aspects of behavior.

The aim of this prospective study was to explore the predictors for the development of PTSD in police officers six months after encountering situations of a potentially traumatic nature. Fifty-nine police officers were studied immediately after the event (T1) and six months later (T2). At T2 PTSD was assessed using the Structured Clinical Interview for DSM-IV (SCID-I). PTSD was predicted by intrusions (Impact of Event Scale–Revised; IES-R), the impairment scale (is), global assessment of functioning scale (GAF), gender, age and sense of coherence scale (SOC). The diagnosis of an acute stress disorder (ASD) at T1 had a high specificity for identifying PTSD at T2. The strongest predictor for the development of PTSD was found to be the factor intrusions. Contrary to our expectations, age was not a significant predictive factor for PTSD. Thus, acute stress disorder (ASD) and a high degree of intrusions experienced immediately after a traumatic incident helped to identify early police officers at risk of developing chronic PTSD.

The effectiveness of treatments for substance use disorders is strongly related to retention, since early dropout from treatment is associated with greater likelihood of relapse. The purpose of this prospective, ex post facto study is to analyze the effect of individual variables on retention in a treatment program carried out in a prison drug-free unit. The Addiction Severity Index, motivation and personality profile of fifty inmates were assessed on entry to the prison. Inmates were monitored for a year to identify length of stay. Results: Motivation variables at intake play a vital role in the prediction of retention in a prison drug-free unit; scores on the Aggressive-Sadistic and Narcissistic scales are also strong predictors of treatment retention.

Research has shown that teaching individuals to experience pain and anxiety as inevitable products of the actions they freely and responsibly undertake yields healthier reactions to suffering. This preliminary study assesses whether a brief acceptancebased psychological intervention along with the usual presurgical protocol for a laparoscopic cholecystectomy will produce healthier reactions to postsurgical pain, and will reduce anxiety, duration of postsurgical hospitalization, and demand of analgesics. After admission, screening, and consent procedures, we assessed pain and anxiety. Patients in the experimental condition (n = 6) then received a brief acceptance-based nursing intervention addressing the individual meaning of surgery, and including a metaphor and defusion practice, along with routine care. Patients in the control condition (n = 7) received routine care only. Twenty-four hr following the intervention, surgery took place. Pain, anxiety, and patients' demand for analgesics were assessed 24 hr or 48 hr after surgery. All six experimental patients, as compared to three of seven control patients, demanded fewer analgesics and left the hospital within 24 hr or 48 hr from surgery even in the presence of frequent and/or intense pain. Anxiety slightly decreased in the experimental patients. The brief acceptance-based intervention was effective in improving postsurgical recovery. These preliminary findings support the potential of this type of intervention as a cost-effective strategy to be implemented in the sanitary context.

The aims of the present study were: a) to examine associations between pre-treatment BMI, body dissatisfaction, perfectionism, alexithymia, and restraint, emotional and external eating behaviour in obese patients; b) to analyze the impact of the pre-treatment measures in psychological variables on the outcome of cognitive-behavioral therapy (CBT) program; c) to test the effectiveness of rhythmic movement therapy (RMT) in the treatment of disordered eating behaviors and obesity with the CBT non-responders. At the first stage of treatment a total of 104 patients (32 males and 72 females, mean age was 37.6±6.7 years) self-referred or referred by professionals to CBT weight management program were selected at random. At the second stage 58 obese CBT-non-responders were randomly divided among the continuing CBT individual treatment group and RMT group. Control group was included. Results revealed that: a) significant associations existed between pre-treatment BMI, external eating and two dimensions of perfectionism, as well as between emotional and external eating and all dimensions of perfectionism, alexithymia and body image dissatisfaction; b) pre-treatment means of psychological variables significantly impacted the CBT program outcome; c). the efficacy of RMT approach for weight reduction as well as for the improvement of psychological status for CBT-non-responders was confirmed.

Major Depressive Disorder (MDD) is the most prevalent mental disorder in our environment, and one of the main causes of disability. While several empirically supported treatments (ESTs) for MDD exist, some doubts have been cast on the applicability—in time, components, and effectiveness—of these ESTs in routine clinical practice. A few attempts have been made to contrast the effectiveness of ESTs, but usually the precise components of the treatment developed are not considered in detail. The purpose of this study is to analyze the components of an EST-based treatment on a sample of 69 MDD cases from a University Psychology Clinic, and to benchmark them against the results of published efficacy studies on ESTs (behavioral activation, cognitive therapy, interpersonal therapy). Results show that treatments delivered at this clinical facility are similar in components, length, and effectiveness (in effect size, completers and improved ratio) to the benchmarked studies. Cognitive restructuring is the most frequent component of the delivered treatments. Therapy results show a 3.12 effect size, and a 55.1% improved ratio over initial sample, an 80% of completers. Results and limitations of the current study, especially those related to sample and center characteristics, are discussed.

The aim of this study was to validate the Basque version of the CDS (Children's Depression Scale, Lang & Tisher, 1978), one of the most widely used questionnaires for the assessment of childhood depression, which has already been proved to be a valid and reliable tool in different cultures. The questionnaire was administered to a community sample of 886 participants (432 males and 454 females) aged between 8 and 16. A two-factor solution was obtained (Depressive dimension and Positive Dimension), which accounted for 29.86 % of the variance. Reliability with regard to internal consistency level and long-term stability was good (α = .95 and .79; and R = .73 and .59 for Depressive and Positive dimensions, respectively). Analysis of Differential Item Functioning with respect to age and gender showed that 91% and 88% of the items, respectively, did not present DIF. External validity evidence for the questionnaire was also obtained. We consider that the present work offers researchers and professionals interested in this area of study a valid and reliable tool for assessing depressive symptoms in Basque-speaking children and adolescents.

In the past two decades, there has been a growing theoretical and empirical interest on the role of shame, namely internal shame, on the conceptualization of human functioning and several interpersonal and emotional problems. The current study explores the psychometric properties of the Portuguese version of the Internalized Shame Scale (ISS), a self-report measure which assesses trait shame, composed by an Internal Shame subscale, measuring internalized shame, and a Self-Esteem subscale. The factor structure, internal consistency, test-retest reliability and convergent and discriminant validity for both subscales, are presented, in a sample of 385 college students. The Principal Components Analyses reveal that both Internal Shame and Self-Esteem subscales present a one-dimensional structure which explains, respectively, 48.54% and 57.7% of the variance. The subscales present high internal consistency, with high Cronbach'alphas (.95 and .85) and moderate to high item-total correlations. The two subscales present an excellent temporal stability. Convergent and discriminant validity of the subscales was corroborated through the moderate correlations with a measure of shame and of social comparison, and through the low and moderate correlations with the subscales depression, anxiety, and stress. The Portuguese version of the ISS is a valid and reliable instrument to measure internalized shame.

One approach to the study of everyday memory failures is to use multiple-item questionnaires. The Memory Failures of Everyday (MFE) test is one of the most frequently used in Spain. Our objective is to provide normative data from the MFE in a sample of healthy, Spanish, adult participants for use in clinical practice. The sample consists of 647 employees at a large company ranging in age from 19-64 years-old. Everyday memory failures were evaluated by means of the MFE with the following response format: 0-2 (0 = never or rarely; 1 = occasionally, sometimes; 2 = frequently, often). Results: Mean MFE = 15.25 (SD = 7.50), range 0-40. Correlation with age: .133 (p = .001); and with years of education: - .059 (n.s.). A constant increase in MFE was not observed across age groups (F = 4, 59;p = .003, η2 = .02), but differences were revealed between the 19-29 and 40-49 age groups; no differences were observed between the remaining age groups. Only slight differences between men and women occurred, the women's mean being slightly higher than the men's, but the confidence intervals overlapped (F = 5, 71; p = .017, η2 = .01). These results indicate that age, years of education, and sex had no significant effects. In light of the above, the sample was viewed as a whole when computing the percentiles reported here.

The following study will present findings on the validity of the adaptation of the Burger and Cooper's Desirability of Control Scale into Spanish. Two samples are present: the first involving 1,999 people to study their psychometric properties. In the second sample, 111 people were included to estimate test/ retest reliability. Cultural adaptation was performed using the translation & back-translation method. Item analysis, internal consistency and test/re-test reliability were assessed, then evidence of the validity of the internal structure was determined by using exploratory and confirmatory factor analysis. Subject recruitment was performed to gather the 1,999 subjects stratified by age, gender quotas as designed in the sampling plan. Of the subjects, 51% were female, average age of 45 years old (SD = 17.5). All items from the original scale were understood correctly, while five items presented ceiling effect. Cronbach's alpha = .736 and a test-retest correlation r = .713 were obtained. The factor structure indicated the presence of four dimensions: forecast, autonomy, power and influence and reactance which were reassured in the confirmatory analysis (x2/df = 4.805, CFI =.932, TLI =.954, RMSEA = .062). The basic dimensions of the scale have shown to be stable and well-defined, though not perfect. The scope, possible applications of the scale and further research are later proposed and discussed.

It is presented the structure and psychometric studies of the “School Motivation Questionnaire”. The SMQ is a self-report questionnaire with 101 items, organized in sixteen scales that measure the students' goal orientations, the perceived classroom goal structures, the perceived teacher's autonomy support and the use of learning strategies. Twelve scales are adapted from the “Learning Climate Questionnaire”, “Perceptions of Instrumentality” and “Cuestionário a Estudiantes”. Four scales and five additional items are created new. The psychometric studies rely on a convenience sample consisting of 9th and 12th grade students (N= 485) of Portuguese schools. The factorial and construct validity, verified through several exploratory factorial analyses to the data, presents a final solution of six factors, labelled Strategies (F1), Teacher Extrinsic Goals (F2), Student Extrinsic Goals, Externally Regulated (F3) Teacher Intrinsic Goals (F4), Student Extrinsic Goals, Internally Regulated (F5), and Student Intrinsic Goals (F6). The six-factor solution explains a significant variance of the scale results (53.95%). Good coefficients of internal consistency are obtained for all factors, never below (.858; F6). In sum there is strong evidence to support the multi-dimensionality of SMQ, upholding that the data obtained is exploratory and applies for future validation studies.

This paper is part of a research done on Burnout Syndrome, and its objective is to develop and validate an instrument for measuring the syndrome in Secondary School teachers, taking as a principal starting point Maslach, Schaufeli, and Leiter's theory (2001). After developing and testing the instrument on a sample of 794 teachers in the Community of Madrid (Spain), we analyzed the reliability, content and construct validity (the latter by means of Structural Equations Models implemented with Software AMOS 7.0). The reliability analysis (α = .911 for the total instrument; .849, .899 and .674 for the dimensions of Exhaustion, Reduced Personal Accomplishment and Depersonalization respectively) and the Confirmatory Factorial Analysis (CMIN/DF = 4.163, CFI = .904, RMSEA = .60, PRATIO = .874) showed highly satisfactory results. The discrimination coefficient scores for items in the final instrument ranged between .22 and .74. Thus, the instrument presented combines the necessary technical characteristics for it to be considered a valid and reliable tool for measuring the syndrome.

The goals of this research were to translate and analyze the psychometric properties of the Learning Climate Questionnaire (LCQ) and to develop a short form. The LCQ is a 15-item self-report measure that assesses autonomy support in educational settings. A total of 422 students (60 men and 362 women) took part in this study. Results showed evidence of construct validity and adequate reliability for the LCQ. The short form consists of five items that showed sound psychometric properties. Results of Pearson correlation and Gower index showed high agreement between the long and short forms. In conclusion, both forms can be considered as preliminary versions of the original questionnaire to assess autonomy support in educational settings.

This study analyses the psychometric proprieties of a Portuguese version of the social competence scale from the School Social Behavior Scales (SSBS-2, Merrell, 2002). It is a rating instrument of children and adolescents behavior, to be used by teachers and other school personnel. This scale includes 3 subscales: self-management/compliance, peer relations and academic behavior. In our first sample, 175 teachers rated 344 students from grade 1 through 12. On the second sample 13 teachers rated 251 3rd and 4th grades students. The results from the Portuguese adaptation support the multidimensional structure of the social competence scale from the SSBS-2, although an alternative model demonstrated a better fit to the data than the model originally proposed by the author. The scale showed good internal consistency and good intercorrelations between subscales, as well as between subscales and the total scale. The final model was well replicated in the second sample. These results encourage us to pursue the SSBS-2 Portuguese adaptation, in order to provide a useful and validated instrument for the assessment of social competence and for educational interventions.

The main objective of the study is to analyze the psychometric properties and predictive capacity on academic performance in university contexts of a Spanish adaptation of the Time Management Behavior Questionnaire. The scale was applied to 462 students newly admitted at the Universitat de València in the 2006-2007 school year. The analyses performed made it possible to reproduce the factorial structure of the original version of the questionnaire with slight modifications in the ascription of various ítems. The underlying factorial structure includes four interrelated dimensions (Establishing objectives and priorities, Time management tools, Perception of time control and Preference for disorganization), which present satisfactory levels of reliability and an adequate convergent validity with the Time management subscale of the Motivated Strategies for Learning Questionnaire. The scores on the dimensions of time management show significant levels of association with academic performance in the first year of university studies, especially highlighting the predictive capacity of the subscale dealing with the Establishment of objectives and priorities. These results show the reliability and validity of this adaptation of the scale for evaluating how the students manage their academic time, and predicting their performance in the year they initiate the degree program, thus aiding in the development of intervention proposals directed towards improving these skills.