This study examined the relationships between posttraumatic growth (PTG) and posttraumatic depreciation (PTD) across 10 countries and assessed the factorial invariance of the standardized inventory assessing PTG and PTD, the PTGDI-X, the expansion of the PTGI-X (Tedeschi et al., 2017). We also investigated the roles of social and cognitive factors in PTG and PTD. Data were collected from participants who identified that their most stressful life experience met the definition of trauma in Australia,

Background The understanding of how individuals manage their emotional experiences has flourished dramatically over the last decades, including assessing of emotion (dys)regulation. The Difficulties in Emotion Regulation Scale (DERS) is a well-validated and extensively used self-report instrument for emotion regulation problems. Despite the wide use of DERS in both clinical and research settings, its length potentially increases fatigue and frustration in respondents and limits its inclusion in brief research protocols. Consequently, a short-form version of the DERS (DERS-SF) was developed, which requires cross-cultural adaptations and the study of its reliability and validity. Objectives In order to address this issue, this study aimed to analyze the factorial structure and psychometric properties of the Portuguese version of DERS-SF and examine the DERS-SF factor structure invariance between men and women. Methods The sample comprised 646 participants aged between 18 and 66 years (M = 29.93, SD = 11.71). Results The correlated six-factor structure of the original version has an acceptable fit, good reliability, and convergent validity. Our results also suggested the invariance of the factor structure of the DERS-SF across genders. Conclusion The DERS-SF has good psychometric properties, and it may be useful for future research and clinical work to use this six-factor brief version and improve emotion regulation assessment.

Os processos interativos na escola, pares e contextos familiares dos adolescentes apresentam um peso considerável no estudo dos fatores de risco e protetores associados ao desenvolvimento de comportamentos agressivos. Atendendo a esta premissa, pretendemos analisar a relação entre a perceção que os jovens têm do seu suporte social e do ambiente escolar e o desenvolvimento das diferentes formas e funções de comportamentos agressivos.  Participaram no estudo 851 adolescentes, com idades compreendidas entre os 11 e os 19 anos, a frequentar o ensino básico e secundário. Recorrendo a regressões hierárquicas, obtivemos 2 modelos explicativos dos fatores de risco e protetores da agressão direta reativa, agressão relacional reativa, agressão direta instrumental e agressão relacional instrumental. Os resultados revelam interessantes padrões de risco e proteção para cada um dos subtipos de comportamento agressivo. As relações familiares e o ambiente escolar são preditores-chave para esta amostra, quer de risco, quer de proteção.

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