No abstract

Parenting skills are important protective factors in the prevention of bullying and cyberbullying, yet few parent-based interventions have been developed and evaluated in this area. This pilot study examined participant responsiveness to and acceptability of an evidence-based parenting curriculum enhanced to address bullying and cyberbullying. Enhancements included intensive role playing, social emotional coaching, and media parenting. The pilot was delivered online via video conferencing during the unique circumstances of the coronavirus disease pandemic 2019 (COVID-19) shelter-at-home orders. Parents ( N = 32; 88% female) participated in weekly online sessions; 30 completed all eight sessions. Using a sequential exploratory mixed method approach, we first conducted quantitative analyses to examine participant responsiveness and qualitative analyses to further explain outcomes and explore participant acceptability. Satisfaction with individual sessions was high. In a few sessions, satisfaction and home practice completion was lower among those with free- and reduced-price lunch eligibility. Qualitative data reinforced and explained quantitative findings. Participants were appreciative of the program and delivery, particularly during the shelter-at-home conditions. They voiced satisfaction with the online format and with home practice assignments. They also made suggestions to strengthen the emphasis on bullying and cyberbullying in the program. Results suggest that the program and enhancements to the program were acceptable to participants, and high rates of satisfaction suggest that video conferencing is a feasible delivery format. Further, parental programming during the stressful context of the COVID-19 pandemic was well received. Although few differences in satisfaction by free- and reduced-priced lunch were observed, technology support for low-income families may be warranted.

Teniendo en cuenta que el material orgánico del suelo es un componente de importancia en la estructura y funcionamiento de los ecosistemas, principalmente en los cambios geoquímicos y en la fertilidad del suelo y que la dinámica de su mineralización depende principalmente de la actividad de los microorganismos, del tipo de moléculas orgánicas que predomine en los materiales que llegan al suelo y de las condiciones ambientales como temperatura y precipitación, se realizó el siguiente trabajo con el objetivo de evaluar los cambios en los materiales orgánicos que llegan al suelo dependiendo de ubicación en el perfil del suelo.  Se utilizó la metodología modificada de Litter Bags colocando 300 g de material de origen vegetal, principalmente gramíneas, en bolsas plásticas con agujeros de 1 mm aproximadamente. Se utilizaron bolsas blancas para simular la descomposición del material en superficie (colocadas sobre la superficie) y negras (enterradas 20 cm) para simular la descomposición dentro del perfil del suelo. El número total de bolsas para cada caso fue de 12, de tal manera que se realizó un muestreo de tres bolsas por cada condición a los 22, 35, 56 y 78 días después del establecimiento y al inicio del ensayo. En la muestra inicial de determinó la composición del tejido vegetal, la materia seca y el contenido de humedad. En los muestreos intermedios se midió la materia seca y la humedad y en el muestreo final, además de lo anterior se volvió a determinar la composición química del tejido vegetal. Se evidenció que la pérdida de materia seca es un indicador de la velocidad de descomposición del material ya que el material orgánico enterrado al conservar la humedad, favoreció el proceso de pérdida de materia seca y por lo tanto una mayor tasa de mineralización. El contenido de N pasó de 1.11% a 2.45% en el material enterrado y de 1.11% a 1.96% en el material depositado sobre la superficie, lo cual indica la conveniencia de enterrar los materiales orgánicos.

The high prevalence of bullying is accompanied by research suggesting that bullying victimization predicts depressive symptoms during late adolescence. However, the processes through which bullying may lead to depression are not fully understood. This study used structural equation modeling to examine future orientation and self-mastery in the relationship between bullying and depression. Researchers used three waves of data ( N = 448; Mage = 14.83; 52% female) in the Youth Development Study. The indirect pathway from bullying victimization to depressive symptoms through self-mastery was significant, suggesting that self-mastery may mediate the relationship. Results demonstrate that bullying victimization has long-term effects on adolescents’ mental health, and self-mastery can serve as a potential target for intervention and prevention.