DSpace Repository :: Browsing by Author "Cangas, Adolfo J."

Browsing by Author "Cangas, Adolfo J."

Now showing 1 - 6 of 6

Acoso Escolar y su Relación con el Consumo de Drogas y Trastornos Alimentarios: Comparación entre Adolescentes de Chile y España.
(2015) Carmona-Torres, José A; Cangas, Adolfo J.; Langer, Álvaro I.; Aguilar-Parra, José M.; Gallego, José
El objetivo de este trabajo fue analizar la asociación entre acoso escolar, trastornos alimentarios y consumo de drogas en adolescentes de España y Chile. Participaron estudiantes de Educación Secundaria y Bachillerato procedentes de Chile (n= 666) y España (n= 294). Los resultados muestran que los estudiantes de ambos países que actúan como acosadores presentan un consumo de drogas significativamente mayor que los no acosadores. Por su parte, las víctimas muestran un mayor riesgo de trastornos alimentarios. Siendo la fuerza de dichas asociaciones grandes y medias con base en el estimador del tamaño de efecto. Por el contrario, ser acosador no se ha asociado con trastornos alimentarios, ni ser víctima con consumo de drogas, salvo para el consumo de tabaco. Por su parte, mientras que los valores medios de acoso escolar son similares en ambas submuestras, los estudiantes españoles presentan un consumo mayor de sustancias y mayor riesgo de trastornos alimentarios. En conclusión, este estudio evidencia la vinculación entre ser acosador con consumo de drogas y ser víctima de acoso escolar con trastornos alimentarios.
Controlled Study of the Impact of a Virtual Program to Reduce Stigma Among University Students Toward People With Mental Disorders
(2021) Rodríguez-Rivas, Matías; Cangas, Adolfo J.; Fuentes-Olavarría, Daniela
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 ad hoc 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 (p < 0.001). In addition, participants presented lower levels of dangerousness-fear, avoidance, coercion, lack of solidarity, and global score (p < 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.
Innovative Technology–Based Interventions to Reduce Stigma Toward People With Mental Illness: Systematic Review and Meta-analysis
(2022) Rodríguez-Rivas, Matías; Cangas, Adolfo J.; Cariola, Laura A.; Varela, Jorge J.; Valdebenito, Sara
Background: Stigma toward people with mental illness presents serious consequences for the impacted individuals, such as social exclusion and increased difficulties in the recovery process. Recently, several interventions have been developed to mitigate public stigma, based on the use of innovative technologies, such as virtual reality and video games. Objective: This review aims to systematically review, synthesize, measure, and critically discuss experimental studies that measure the effect of technological interventions on stigmatization levels. Methods: This systematic review and meta-analysis was based on PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-analyses) guidelines and included studies in English and Spanish published between 2016 and 2021. Searches were run in 5 different databases (ie, PubMed, PsycInfo, Scopus, Cochrane Library, and ScienceDirect). Only randomized controlled trials were included. Two independent reviewers determined the eligibility, extracted data, and rated methodological quality of the studies. Meta-analyses were performed using the Comprehensive Meta-Analysis software. Results: Based on the 1158 articles screened, 72 articles were evaluated as full text, of which 9 were included in the qualitative and quantitative syntheses. A diversity of interventions was observed, including video games, audiovisual simulation of hallucinations, virtual reality, and electronic contact with mental health services users. The meta-analysis (n=1832 participants) demonstrated that these interventions had a consistent medium effect on reducing the level of public stigma (d=–0.64; 95% CI 0.31-0.96; P<.001). Conclusions: Innovative interventions involving the use of technologies are an effective tool in stigma reduction, therefore new challenges are proposed and discussed for the demonstration of their adaptability to different contexts and countries, thus leading to their massification
Mindfulness-based interventions in secondary education: a qualitative systematic review.
(2015) Langer, Álvaro I.; Ulloa Jiménez, Valentina; Cangas, Adolfo J.; Rojas, Graciela; Krause, Mariane
In order to study the effects of mindfulness meditation interventions administered to adolescents within their educational institutions, a qualitative systematic review was conducted. Sixteen studies published in main databases were analysed. The results show that mindfulness, as a prevention strategy in educational contexts, resulted in significant changes in the followings variables: (a) psychological (e.g., reduction in depressive symptoms); (b) psychosocial (e.g., increased social skills); and (c) physiological (e.g., improvement of blood pressure). Although the results were conclusive, their interpretation and generalization should be carefully analysed as there were no medium- and long-term follow-up evaluations, in addition to the fact that there has been a minimal assessment of the psychological mechanisms involved in the change processes.
Reducing stigma toward people with serious mental illness through a virtual reality intervention: a randomized controlled trial
(2023) Rodríguez-Rivas, Matías E.; Cangas, Adolfo J.; Martín, Andrés; Romo, Javiera; Pérez, J. Carola; Valdebenito, Sara; Cariola, Laura; Onetto, Josefina; Hernández, Bárbara; Ceric Garrido, Francisco; CEA GONZÁLEZ, PABLO ANTONIO; Corrigan, Patrick
Background: Stigma toward people with serious mental illnesses (SMI), like schizophrenia, is a serious global public health challenge that limits the quality of life of those affected and poses a major barrier that keeps people from seeking professional help. There is an urgent need for novel, effective, and scalable interventions to decrease stigmatized perceptions of chronic psychotic disorders and to reduce the health burden imposed by them. Method: We conducted a randomized controlled trial to assess the impact of a new immersive virtual reality game (Inclúyete-VR) on the level of stigma toward people with SMI, measured by the AQ-27 Attribution Questionnaire. Participants in the experimental group were exposed in an immersive way to hallucinations common in schizophrenia, then shown different psychosocial resources available for their recovery and social inclusion; those in the control group used VR software unrelated to mental health. VR sessions were delivered through Oculus headgear and lasted 25 minutes. Results: We randomly assigned 124 university students (55% female) to experimental or control conditions (n=62 each). We used mixed ANOVA to compare outcomes before and after the intervention between the two groups. We found a significant intervention-by-time interaction (p<0.001), with a reduction in the experimental group of overall stigma levels on the AQ-27 scale and its three subscales: dangerousness-fear, avoidance, and lack of solidarity (p<0.001 for all). Conclusions: The Inclúyete-VR software proved effective in the short term in reducing stigma toward people with severe mental illness. The program’s longer-term efficacy, scalability, and dissemination remain to be studied.
Substance Use, Bullying, and Body Image Disturbances in Adolescents and Young Adults under the Prism of a 3D Simulation Program: Validation of MySchool4web
(2016) Langer, Alvaro; Aguilar-Parra, José Manuel; Carmona-Torres, José A.; Ulloa, Valentina G.; Cangas, Adolfo J.
Background:The use of virtual reality or three-dimensional (3D) simulation programs has been explored in different mental health problems and contexts. One of the applications that showed evidence of a suitable assessment for behavioral and emotional problems in adolescents is the 3D questionnaire called MySchool4web. The aim of this work was to analyze the psychometric properties of a tailored version of MySchool4web.Materials and Methods:A correlational, nonexperimental, cross-sectional study was carried out. The participants were 668 secondary students from schools in Santiago, Chile with a mean age of 15.74 years. Adolescents completed MySchool4web in the informatics classroom of each school.Results:Results indicated that two of the items had to be removed, and a three-factor solution was found representing the dimensions substance use, bullying, and body image. This final model of 10 items showed acceptable internal consistency per factor, and its scores were significantly associated with other related measures in nine items.Conclusions:These outcomes suggest that this version of MySchool4web is a reliable and valid measure of a 3D instrument for the screening of risky behaviors and emotional problems in adolescents and young adults in a school context.

Browsing by Author "Cangas, Adolfo J."

Results Per Page

Sort Options