Emotional processing (EP) is a complex cognitive function necessary to successfully adjust to social environments where we need to interpret and respond to cues that convey threat or reward signals. Ex-combatants have consistently shown atypical EP as well as poor social interactions. Available reintegration programs aim to facilitate the re-adaptation of ex-combatants to their communities. However, they do not incorporate actions to improve EP and to enhance cognitive-emotional regulation. The present study was aimed at evaluating the usefulness of an intervention focused on Social Cognitive Training (SCT), which was designed to equip ex-combatants enrolled in the Social Reintegration Route with EP and social cognition skills. A group of 31 ex-combatants (mean age of 37.2, 29 men) from Colombian illegal armed groups were recruited into this study. Of these, 16 were invited to take part in a SCT and the other continued with the conventional reintegration intervention. Both groups underwent 12 training sessions in a period 12–14 weeks. They were assessed with a comprehensive protocol which included Psychosocial, Behavioral, and Emotion Processing instruments. The scores on these instruments prior to and after the intervention were compared within and between groups. Both groups were matched at baseline. Ex-combatants receiving the SCT experienced significant improvements in EP and a reduction in aggressive attitudes, effects not observed in those continuing the conventional reintegration intervention. This is the first study that achieves such outcomes in such a population using SCT intervention. We discuss the implications of such results toward better social reintegration strategies.

Psychological approaches to the study of armed conflict have focused on analyzing post-traumatic stress outcomes, and on evaluating the intensity of exposure to violent confrontation. Nevertheless, psychometrically valid tools required for measuring these traumatic experiences are scarce To validate the Extreme Experiences scale (EX 2 ) for armed conflict contexts for its use in Colombia, and to provide a framework for validation in conflict contexts around the world This Cross-sectional aims to validate the scale with 187 participants, study of validate with 187 participants, comprising population with high exposure to conflict (former combatants and a set of armed conflict victims) and low conflict-exposed individuals (control group). Structures of two domains and 18 items were confirmed: Direct Extreme Experiences (dEX 2 ) and Indirect Extreme Experiences (iEX 2 ); these dimensions were also validated by expert judgment, producing 14-item version. Good levels of internal consistency were found, with a KR-20 of 0.80 for the 18-item version, and 0.77 for the 14-item. The scale differentiates between population with 'high exposure to conflict' from population with 'low exposure' (d np > 0.5 and area under the ROC >0.90). The scale scores have significant correlation with some mental health constructs. The EX 2 scale has good internal consistency, as well as structural validity with regard to exposed groups. This scale can be potentially validated for its use in countries with armed confrontation history. In future versions, the scale may include additional items in order to improve content validity.

Los estudiantes universitarios del área de la salud describen una mayor prevalencia de sintomatología depresiva y ansiosa asociada a fallas en su rendimiento académico. La comprensión de esta relación es crucial para la implementación de intervenciones en salud mental. Este trabajo pretende determinar la prevalencia de sintomatología depresiva y ansiedad rasgo y su relación con factores demográficos y asociados con el desempeño académico en estudiantes de pregrado. Se realizó un estudio transversal en 325 estudiantes de medicina de la universidad de Antioquia. De la población estudiada el 30,15% presentó algún síntoma de depresión, mientras que el 26,5% describió alta ansiedad. Los modelos de regresión sugieren que variables académicas como sentir angustia ante una actividad evaluativa, dificultades en la relación con sus compañeros y sentirse decaído explican la presencia de los síntomas/rasgos. Se sugiere implementar estrategias institucionales para mitigar estos síntomas y fortalecer el apoyo psicopedagógico.