The Faces Pain Scale-Revised (FPS-R) is among the most commonly used measures of pain intensity in clinical and research settings. Little evidence exists about the Brazilian version of this scale. The purpose of the present study was to examine the validity and reliability of the Brazilian version of the FPS-R. The sample comprised 214 children, 6 to 10 years of age. In the first phase of the study, the children ranked the faces of the FPS-R according to pain intensity, and the faces were presented in all possible pair combinations (content validity). All six faces were correctly ranked by 47% of the younger children (6 to 7 years old) and 52% of the older children (8 to 10 years old). With regard to paired combinations, all of the pairs were correctly placed by 63% of the younger children and 67% of the older children. In the second phase, the children rated recalled experiences of pain using both the Brazilian version of the FPS-R and Coloured Analogue Scale (CAS; convergent validity). The children were retested 4 weeks later (test-retest reliability). The degree of agreement between the FPS-R and CAS was moderate, with a Kendall's tau-b (τ) of .49 (p < .01). The test-retest reliability coefficient was τ = .52 (p < .01). This study provides evidence of the validity and reliability of the FPS-R as a pain intensity measurement for use in Brazilian samples.

Introduction. Flow has recently been the focus of research with students in regard to its rela-

Given that autonomy is a fundamental process in the transition to adulthood, there are several scales that measure the concept as a main construct or a constituent feature of broader constructs. However, most of these scales are based on a notion of autonomy focused on the individual, while the proposed scale aims to incorporate the idea of the individual mediated by others and society. This article aims to show the results of the design and validation process of the Transition to Adulthood Autonomy Scale (EDATVA), which was developed using this approach. A group of 61 items with a Likert-type response scale of four options was used on a sample of 1,148 Spanish and Colombian individuals, aged between 16 and 21. A systematic process was performed using an exploratory factorial analysis. Additional indexes were calculated from the Rasch Model. The matrices obtained from the factorial analysis gave rise to a 4-factor structure comprising a total of 19 items with weights >0.3. In the case of Spain, the KMO test returned a value of 0.80 and in the case of Colombia, 0.83. In the Rasch model, the Item Separation Reliability (0.99) indicates that the items constitute a well-defined variable that meets the local independence assumption. Cronbach's alpha for the Spanish sample was 0.86 and for the Colombian sample 0.85. In conclusion, this new scale consists of four dimensions: self-organization, understanding context, critical thinking, and socio-political engagement. The scale is easy to use and interpret, especially considering the age range of the target population and its possible uses within the contexts of assessing and intervening in young people's behavior. Due to its characteristics, it can be used in family, educational, and social contexts. This scale is valuable for research because its optimal psychometric properties provide an alternative way of understanding autonomy.

INTRODUCCIÓN. El objetivo de este trabajo ha sido categorizar e integrar los resultados de investigaciones sobre la influencia de la familia y la educación en la autonomía de los jóvenes, con el fin de avanzar en su comprensión. Estos dos escenarios son resaltados por los investigadores como los más significativos en la construcción de la autonomía. MÉTODO. La revisión sistemática se realizó siguiendo la metodología planteada en la Cochrane Collaboration y la Declaración PRISMA a partir de una muestra de 31 artículos de investigación sobre autonomía y juventud, seleccionados a partir de diez bases de datos internacionales, con criterios de pertinencia y suficiencia, en el periodo comprendido entre enero de 2014 y noviembre de 2018. Se trata de investigaciones de 17 países, fundamentalmente de tipo cuantitativo, aunque también cualitativo y mixto, cuya principal fuente de información son los propios jóvenes. RESULTADOS. En los resultados sobre autonomía y familia sobresale la incidencia de los estilos educativos parentales, donde el apoyo de los padres se relaciona con índices más altos de autonomía. En la educación formal, la autonomía en los procesos educativos facilita el aprendizaje y es fundamental en el tránsito a la educación superior. Se resalta el apoyo de los profesionales en las acciones socioeducativas en escenarios no formales y con jóvenes vulnerables, necesario para procesos de autonomía. Se ratifica, asimismo, la importancia de entender la autonomía como un proceso relacional y social, más que meramente individual. DISCUSIÓN. Destacan las aportaciones de este estudio en cuanto a la sistematización del campo de conocimiento sobre autonomía juvenil y sobre estilos familiares, educación formal y no formal, rol de los educadores e intervención socioeducativa con jóvenes en dificultad social.

The construct of autonomy appears in literature associated with individual psychological wellbeing. In Ryff's model, autonomy is presented as one of the dimensions of wellbeing, along with self-acceptance, positive relationships with others, environmental mastery, purpose in life, and personal growth. The present study compared the levels of autonomy and psychological wellbeing between Spanish and Colombian young people. Ryff's Scale of Psychological Wellbeing and the Transition to Adulthood Autonomy (EDATVA) scales were used on a sample of 1,146 young people aged between 16 and 21; 506 Spaniards and 640 Colombians. Results showed differences in autonomy and in two of the four dimensions proposed by the EDATVA: self-organization and critical thinking. Similarly, important differences were observed in the subscales of positive relations and purpose in life. The importance of contextual factors in the development of psychological well-being and autonomy in young people in transition to adulthood is discussed.