Emelina López-González

Background: Poor quality in research reporting is a persistent issue that has hindered the advancement of scientific knowledge across all health science disciplines. Similarly, the progress of evidence-based practice has been hampered, as the replication of interventions is often impeded by the incomplete reporting of implementation details. Objective: To map how reports of psychological interventions describe implementation at both the whole intervention level and the level of recipients’ behaviours or actions (BeA), and to examine whether reporting quality varies by field, guideline use, or indicators of intervention complexity. Methods: This scoping review followed PRISMA-ScR. Searches were conducted on PsycINFO (ProQuest) and Web of Science (Clarivate) for publications (2014-2024) describing the development and/or implementation of psychological interventions in clinical, public health, social/organizational or educational fields. A random sample of 200 publications per field was screened for inclusion. Following a two-stage selection process involving double screening and consensus resolution, 80 studies were included. Data were extracted using a Delphi-based instrument and analysed using descriptive statistics and χ² tests to compare different aspects of reporting across fields, guideline use, and complexity features. Results: Only 11.3% reported development-only objectives, while most combined development with effectiveness (40%) and feasibility (48.8%). Reporting quality tools were seldom used (13.8%). Interventions typically targeted a single recipient category (87.5%); multilevel targeting was rare (6.3%). Implementation sequence was often replicable (73.8%), but structured aids were underused (tables/lists 38.8%; diagrams 16.3%). Costs were rarely reported (3.8%). At the BeA level, structural features were usually replicable (e.g., type/form of administration, periodicity, place, timing), whereas content/materials (36.3% and 47.5%), adaptation/customization (35%), and fidelity/adherence (27.5%) were frequently incomplete. Few significant between field differences emerged. Reporting tended to improve as the number of BeA increased. Conclusions: Psychological intervention reports commonly omit critical replicability details, especially provider/evaluator prerequisites, content/materials, adaptation rules, fidelity, and costs, despite available guidance. Routine use of structured representations (e.g., flow diagrams, BeA tables) and established reporting tools (e.g., TIDieR, CONSORT-SPI) could close the most consequential gaps and facilitate replication and implementation at scale. Registration: INPLASY 2025.7.0098.

INPLASY202570098 Reporting quality in psychological interventions. Implications for cumulative science and evidence-based practice. A scoping review protocol Keywords: replicability; reporting qual…

The aim of this research is to examine associations of adolescent sexting with gender, being in a romantic relationship, and other online or offline sexual behaviors, using the adolescent sexting scale A-SextS as a standardized measure. Data were collected from a sample of 579 Spanish secondary school pupils (47.3% girls), between the ages of 11 and 18 (interquartile range: 13–15 years; median = 14 years). Multinomial regression models revealed that having had sexual intercourse was the most relevant predictor variable, especially for high-frequency sexting. Adolescents involved in a romantic relationship were more likely to engage in high-frequency sexting with someone known in person. Pornography consumption was mainly associated with high-frequency explicit sexting with someone known only on the internet. Lastly, females were more likely to engage in low-frequency, non-explicit sexting as well as high-frequency explicit sexting with someone known only on the internet.

This study aims to contribute to the current literature on adolescent sexting prevalence by reporting an accurate description and characterisation of participants based on the adolescent sexting scale A-SextS as a standardised measurement instrument. The study includes a convenience sample of 579 Spanish secondary students (52.7% boys; interquartile range 13–15 years). Participants were asked about five active sexting behaviours (sending sexts; making voice calls with sexual content; making video calls with sexual content; posting sexual content on the internet or social media networks; live-streaming video of sexual content on the internet or social media networks) with an amorous or sexual purpose, during the month prior to the survey, distinguishing between three possible addressees (boyfriend/girlfriend; someone known in person; someone known only on the internet), three media formats (text messages; images or videos; and audio messages), and three levels of sexual explicitness (nude; in underwear; and dressed but in a sexy pose). Both the proportion of students reporting to have partaken in all individual sexting behaviours and the number of times they did so in the study timeframe were higher when the addressee was reported as their romantic partner. Approximately half of the participants reported having engaged in sexting with a partner or with someone they knew in person, whereas a fifth sexted with someone they only knew online. Additionally, a third of adolescents posted some sort of sext, and a tenth presented themselves in a live-stream. The exchange of nude sexts was less prevalent than those depicting the subject in underwear or rather dressed and in a sexy pose. Girls posted significantly more images or videos both in underwear and dressed and in a sexy pose than boys, and girls also made more video calls with sexual content in response to a request from someone they knew in person than boys.

Review question / Objective: The aim of this systematic review is to analyse the effectiveness of different non-pharmacological interventions on academic stress in university students. Eligibility criteria: Those articles that meet the following criteria will be included: 1) Papers that refer to the evaluation of the efficacy of an intervention on purely academic stress, assessed with a specific academic stress assessment instrument and not general or perceived stress; 2) Samples composed only of university students; 3) Empirical studies with pretest-posttest; 4) Studies published in English, Spanish and Portuguese; 5) Articles published in the last 10 years (since January 1, 2011). Registers will be excluded if: 1) they do not meet the inclusion criteria; 2) they do not clearly define the assessment instrument or the type of stress they assess; 3) studies that do not clearly specify the implementation of a prospective intervention (e.g. studies that analyse the relationship between academic stress and having ever sought counselling from a university counselling or mental health service); 4) grey literature.

Review question / Objective: The aim of this scoping review is known what the definition of intimate partner violence is used in the scientific literature. Background: In the scientific literature, intimate partner violence (IPV) has been defined using various terms: aggression, domestic violence, interpersonal violence, intimate partner violence, domestic violence, spousal violence, family violence, etc. (Sprague, 2013; Hamel et al., 2015; O'Hara, 2018, Rahmani et al., 2019). This variety of terminology has hindered a consensus definition, causing a fragmented view of the phenomenon. There are several explanations, one of the main ones being that IPV has been studied by numerous scientific disciplines, each of them associating it with terms specific to its field, focusing on some variables and overshadowing the relevance of others (Nicolás et al. , 2014). Specifically, the term Domestic Violence (DV) and IPV are used interchangeably. However, DV refers to any form of violence perpetrated within a family relationship. It can refer to violence, but also to violence against children or older members of the same family by another family member (Tavoli et al., 2016). It should be noted that the confusion between these terms has been generated since 1993 (Pence & Paymar, 1993) to the present (Bates, 2020).

INTRODUCCIÓN. Se presenta un estudio censal sobre la eficacia escolar en los centros educativos de primaria de la comunidad autónoma de La Rioja, un análisis secundario de una evaluación diagnóstica (ED) previa en esa comunidad. Se valoró el impacto de variables contextuales en los rendimientos de las asignaturas evaluadas no usando las puntuaciones medias brutas obtenidas en la ED, sino las puntuaciones medias ajustadas una vez controlado el efecto de variables contextuales. MÉTODO. El control se realizó por modelización estadística multinivel con modelos jerárquicos lineales en dos niveles: estudiantes y centros. Los residuos de los modelos se usaron como criterio de eficacia escolar. RESULTADOS. Se realizó un análisis descriptivo por niveles de las variables contextuales y de los rendimientos, además de un análisis detallado de los modelos jerárquicos por asignaturas. A partir de los residuos de los modelos se logró una ordenación de los centros según su eficacia. DISCUSIÓN. Los modelos jerárquicos lineales resultaron ser una herramienta adecuada para conocer el impacto de las variables contextuales en el aprendizaje escolar, más allá del rendimiento de los centros aportado previamente en la ED. Los modelos posibilitaron conocer los centros escolares con los mejores y peores resultados de eficacia controlado el efecto del contexto. La estrategia jerárquica detectó que en la relación de centros se encuentran escuelas de ambas redes y de muy diverso nivel socioeconómico, así como que en centros en los que en una asignatura obtienen un residuo muy alto (o muy bajo) no les ocurre lo mismo en otras asignaturas, informaciones imposibles de lograr con herramientas de análisis más convencionales.

By systematic review with a three-level, mixed-effects meta-analysis, this paper examines the prevalence of sexting experiences among youths aimed at analyzing conceptual and methodological moderators that might explain its heterogeneity. A search was conducted of five bibliographic databases and grey literature up until February 2020. The risk of bias in primary studies was assessed. A total of seventy-nine articles met the set inclusion criteria. Mean prevalences for sending, receiving and forwarding sexts were .14 (95% CI: .12, .17), .31 (95% CI: .26, .36) and .07 (95% CI: .05, .09), respectively, expressed as fractions over one. Moderator analyses showed that all sexting experiences increased with age (e.g., the mean prevalence for sending sexts at the age of 12 was .04, whereas, at the age of 16, it was .21) and year of data collection (e.g., the mean prevalence for sending sexts in studies collecting data in 2009 was .07, whereas, in studies collecting data in 2018, it was .33). Subgroup analysis revealed that studies with probabilistic samples led to significantly lower mean prevalences for the sexting experiences of sending (.08, 95% CI: .06, .11), receiving (.19, 95% CI: .15, .24) and forwarding sexts (.04, 95% CI: .03, .07). Self-reported administration procedures also led to more homogeneous prevalence estimates than interviews. Prevalence estimates also varied according to the type of media content (e.g., the mean prevalence for sending sexual text messages was .22, whereas, for sending sexual images or videos, it was .12). Overall, our meta-analysis results suggest high and increasing prevalences of sending and receiving sexts among youths.

“Sexting” is generally defined as the exchange of sexual media content via the internet. However, research on this topic has underscored the need to seek greater consensus when considering different conceptual elements that make up this definition. The aim of this study was to develop and validate an instrument for measuring sexting among adolescents, in order to cover a gap identified in the previous literature. The Adolescent Sexting Scale (A-SextS for short) was developed for validation on a sample of 579 Spanish secondary school pupils between the ages of 11 and 18. Evidence for face, content, concurrent, and criterion validity were assessed. A comprehensive set of 64 items, covering six defining characteristics of sexting (e.g., actions, recipient, media format, degree of sexual explicitness), was constructed after conducting an extensive literature review, two discussion groups, and a pilot study. Sexting prevalence rates measured by A-SextS were mostly concurrent with those found in previous studies. A-SextS subscales produced statistically significant positive associations with pornography consumption and physical sexual intercourse. The study shows that A-SextS can be an integrating instrument that facilitates a rigorous and comprehensive assessment of adolescent sexting experiences, as well as the formulation of an operationalized definition of the practice of sexting.