Resumen: El objetivo del estudio consistía en analizar la tasa de sintomatología depresiva infantil en el ámbito escolar a partir del examen de las variables clínicas y escolares relacionadas con la sintomatología depresiva, para obtener un modelo predictor de la depresión que ayude a detectar y a entender mejor esta patología. La muestra estaba compuesta por 1104 estudiantes de 8 a 12 años de edad de distintos centros escolares de la Comunidad Autónoma del País Vasco. Los participantes cumplimentaron el Cuestionario de Depresión para Niños (CDS) y el autoinforme S-2 del Sistema de Evaluación de la Conducta de Niños y Adolescentes (BASC). Los maestros tutores proporcionaron información sobre el rendimiento académico de cada estudiante. Los resultados mostraron una interacción entre el sexo y la edad de los alumnos, lo que apoyaría la perspectiva evolutiva del trastorno depresivo. En los chicos los niveles de sintomatología depresiva descendían con la edad, pero en las chicas se daba un ligero repunte a la edad de 12 años. Los predictores más destacables de la depresión infantil eran el estrés social, la ansiedad, el sentido de incapacidad y la baja autoestima, lo que vendría a demostrar la vertiente emocional, social y cognitiva de la sintomatología depresiva. Palabras clave: Sintomatología depresiva; infancia; contexto escolar; autoestima; relaciones entre iguales; ansiedad.Title: Evaluation of the depressive symptomatology and the related variables in the school context. Abstract: The goal of this study was to analyze the rate of child depressive symptomatology in the school context through the analysis of the clinical and school variables related to such symptomatology, with a view to obtaining a predictive model of depression that could help in the detection and understanding of this pathology. The sample was made up of 1104 children aged 8 to 12 from schools in the Basque Country. Participants filled out the Children's Depression Scale (CDS) and the S-2 self-report from the Behavior Assessment System for Children and Adolescents (BASC). Homeroom teachers provided information on each pupil's academic performance. The results indicated an interaction between pupils' sex and age, and this would support the developmental perspective on depressive disorder. In boys, depressive symptomatology levels fell with age, but in girls there was a slight rise at age 12. The most noteworthy predictors of child depression were social stress, anxiety, sense of inadequacy and low self-esteem, which would be in support of the emotional, social and cognitive dimensions of depressive symptomatology.

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The lack of methodological rigor is frequent in most of instruments developed to assess the knowledge of teachers regarding Attention Deficit Hyperactivity Disorder (ADHD). The aim of this study was to develop a questionnaire, namely Questionnaire for the evaluation of teachers' knowledge of ADHD (MAE-TDAH), for measuring the level of knowledge about ADHD of infant and primary school teachers. A random sample of 526 teachers from 57 schools in the Autonomous Community of the Basque Country and Navarre was used for the analysis of the psychometric properties of the instrument. The participant teachers age range was between 22 and 65 (M = 42.59; SD = 10.89), and there were both generalist and specialized teachers. The measure showed a 4 factor structure (Etiology of ADHD, Symptoms/Diagnosis of ADHD, General information about ADHD and Treatment of ADHD) with adequate internal consistency (Omega values ranged between .83 and .91) and temporal stability indices (Spearman's Rho correlation values ranged between .62 and .79). Furthermore, evidence of convergent and external validity was obtained. Results suggest that the MAE-TDAH is a valid and reliable measure when it comes to evaluating teachers' level of knowledge of ADHD.

PurposeThe study had two goals as follows: 1) to identify the prevalence of children with mild and severe depression (MD and SD), exploring sex differences; and 2) to determine possible significant differences in adaptive and clinical variables between children with different levels of depression (absence of depression, MD, and SD).Materials and methodsWe used a sample of 420 participants aged 7–10 years (53.3% boys) enrolled in third and fourth grade of primary education, from schools in the Basque Country (Spain). The Children’s Depression Scale (CDS, self-assessment) was administered as well as six more assessment instruments.ResultsIt was found that 84.2% of children had no depression, 10% had MD, and 5.8% had SD. Compared with children with depressive symptoms, participants without depression had significantly: 1) lower levels of maladjustment, stress, emotional symptoms, internalizing problems, and behavioral problems; and 2) higher levels of personal adjustment, resilience, social skills, and self-concept. In addition, children with MD had significantly lower levels of clinical maladjustment, emotional symptoms, and stress than children with SD. However, no differences were found in school maladjustment, internalizing problems, behavioral problems, personal adjustment, resilience, social skills, and self-concept between children with MD and SD.ConclusionThe discussion emphasizes the importance of identifying children with MD and implementing universal prevention programs from an early age.