Social Skills and Suicide Risk in Adolescents of an Education Institute of the City of Armenia (Quindío, Colombia)

Portillo, Juan Gonzales; Monroy, David Alejandro Franco; Vasco, Jessica Alejandra Marín; Chacon, Stefany Restrepo

doi:10.12804/revistas.urosario.edu.co/revsalud/a.7611

Cited by 4 publications

(4 citation statements)

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“…In Colombia, a significant percentage occurs in the young population (43.36%); this is between 18 and 29 years old, whose majority are men (82.34%). The progressive increase in suicidal behavior (10.53% of the total cases) in children and adolescents (between 5 and 17 years old) is all the more worrying [7].…”

Section: Introductionmentioning

confidence: 99%

A Simple Monte Carlo Framework to Assess Suicide Risk in Adolescents: A Study at a High School in Colombia

Niño-Ruiz

Herrera

Expósito-Concepción

et al. 2020

IJERPH

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It is very common to perform statistical tests to obtain insights about populations based on samples. For instance, in the context of psychology, when a set of instruments are applied to individuals, psychologists typically look for an explanation of particular psychological constructs (variables), such as personality, intelligence, or emotional functioning. It is common to cross statistical information from the results of different psychological tests to measure certain variables or to confirm prior beliefs. Here, we estimate the Joint Probability Density Function of suicide-related vulnerability and protective factors to assess suicide risk in adolescents. A Markov Chain Monte Carlo Method is employed to move away from the typical Gaussian assumption on data. This allows us to estimate probabilities of the development of suicidal ideation based on samples (which form a Markov chain). We employ our proposed statistical method at a high school in Colombia. The results reveal that adolescents can develop suicidal ideation as a consequence of the following factors, together with their corresponding probabilities: poor school performance 52%, low academic expectations 27%, school integration problems 68%, risky eating behaviors (binge-purge) 42%, risky eating behaviors (compensatory measurements) 21%, risky eating habits (restriction) 22%, and low family functionality 16%.

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Section: Introductionmentioning

confidence: 99%

A Simple Monte Carlo Framework to Assess Suicide Risk in Adolescents: A Study at a High School in Colombia

Niño-Ruiz

Herrera

Expósito-Concepción

et al. 2020

IJERPH

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“…Having a positive self-concept has been recognized as a significant protective factor, as it fosters feelings of selfcontentment that contribute to overall well-being (34). Furthermore, the influence of interpersonal bonds on individual development cannot be understated, as they play a pivotal role in shaping emotional, social, and cognitive aspects (35). This becomes particularly crucial during adolescence, a period marked by unique challenges where young individuals necessitate an environment that provides them with the necessary tools for navigating such obstacles.…”

Section: Resultsmentioning

confidence: 99%

“…Beyond emotional support, families play a pivotal role in emotion regulation, which is closely linked to social skills. Adolescents with effective coping styles for problem-solving are less likely to experience suicidal ideation (35). Conversely, lacking social skills can lead to alternative behaviors as coping mechanisms, including substance use.…”

Section: Resultsmentioning

confidence: 99%

Predictive model of suicide risk in Colombian university students: quantitative analysis of associated factors

Cañón Buitrago,

Pérez Agudelo,

Narváez Marín

et al. 2024

Front. Psychiatry

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IntroductionThe risk of suicide and completed suicides among young university students presents critical challenges to mental and public health in Colombia and worldwide. Employing a quantifiable approach to comprehend the factors associated with these challenges can aid in visualizing the path towards anticipating and controlling this phenomenon.ObjectiveDevelop a predictive model for suicidal behavior in university students, utilizing predictive analytics.MethodWe conducted an observational, retrospective, cross-sectional, and analytical research study at the University of Manizales, with a focus on predictive applicability. Data from 2,436 undergraduate students were obtained from the research initiative “Building the Future: World Mental Health Surveys International College Students.”ResultsThe top ten predictor variables that generated the highest scores (ranking coefficients) for the sum of factors were as follows: history of sexual abuse (13.21), family history of suicide (11.68), medication (8.39), type of student (7.4), origin other than Manizales (5.86), exposure to cannabis (4.27), exposure to alcohol (4.42), history of physical abuse (3.53), religiosity (2.9), and having someone in the family who makes you feel important (3.09).DiscussionSuicide involves complex factors within psychiatric, medical, and societal contexts. Integrated detection and intervention systems involving individuals, families, and governments are crucial for addressing these factors. Universities also play a role in promoting coping strategies and raising awareness of risks. The predictive accuracy of over 80% in identifying suicide risk underscores its significance.ConclusionThe risk factors related to suicidal behavior align with the findings in specialized literature and research in the field. Identifying variables with higher predictive value enables us to take appropriate actions for detecting cases and designing and implementing prevention strategies.

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“…Con el desarrollo de las HSE se empodera a los jóvenes, elevando su capacidad para establecer relaciones sanas y apreciar el valor de la convivencia, y alcanzar metas. Por su parte, Portillo et. al.…”

Section: Habilidades Socioemocionales Y La Prevención Al Riesgounclassified

Habilidades socioemocionales y su incidencia en los procesos escolares

Merino¹

2023

GACETA DE PEDAGOGÍA

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La sociedad vive en un mundo global y complejo, por tal motivo, la escuela debe enfocarse en una educación que revalore el papel de las emociones como elemento indispensable del proceso de enseñanza y aprendizaje. En este contexto, se realizó una revisión documental sistemática de artículos científicos relacionados con las habilidades socioemocionales en los procesos escolares. En la búsqueda de información en bases de datos se contó con 66 artículos, de los cuales se excluyeron 47 debido a que no fueron relevantes para el objetivo de la revisión. Para realizar el artículo se seleccionaron 19 unidades de estudios, entre los años 2017–2022. Los contenidos temáticos asociados a la variable de estudio expresan congruencia con el desempeño escolar, la convivencia escolar y la gestión del aprendizaje. En la revisión documental se evidenció que trabajar las habilidades socioemocionales mejora el rendimiento académico y promueve la sana convivencia escolar. Por lo cual se hace necesario que las políticas educativas sean pensadas de acuerdo con las realidades y necesidades de los contextos escolares. ABSTRACT Society lives in a global and complex world, for this reason, the school must focus on an education that revalues the role of emotions as an essential element of the teaching and learning process. In this context, a systematic documentary review of scientific articles related to socio-emotional skills in school processes was carried out. In the search for information in databases, 66 articles were found, of which 47 were excluded because they were not relevant to the objective of the review. To carry out the article, 19 study units were selected, between the years 2017-2022. The thematic contents associated with the study variable express congruence with school performance, school coexistence and learning management. In the documentary review, it was evidenced that working on socio-emotional skills improves academic performance and promotes healthy school coexistence. Therefore, it is necessary that educational policies be thought according to the realities and needs of school contexts. Key words: Socio-emotional skills, School performance RESUMO A sociedade vive num mundo global e complexo, por isso, a escola deve apostar numa educação que revalorize o papel das emoções como elemento essencial do processo de ensino e aprendizagem. Nesse contexto, realizou-se uma revisão documental sistemática de artigos científicos relacionados às competências socioemocionais nos processos escolares. Na busca de informações nas bases de dados, foram encontrados 66 artigos, dos quais 47 foram excluídos por não serem pertinentes ao objetivo da revisão. Para a realização do artigo foram selecionadas 19 unidades de estudo, entre os anos de 2017-2022. Os conteúdos temáticos associados à variável de estudo expressam congruência com desempenho escolar, convivência escolar e gestão da aprendizagem. Na revisão documental, evidenciou-se que trabalhar as habilidades socioemocionais melhora o desempenho acadêmico e promove uma convivência escolar saudável. Portanto, é necessário que as políticas educacionais sejam pensadas de acordo com as realidades e necessidades dos contextos escolares. Palavras-chaves: Habilidades socioemocionais, Desempenho escolar RÉSUMÉ La société vit dans un monde global et complexe, pour cette raison, l'école doit se concentrer sur une éducation qui revalorise le rôle des émotions en tant qu'élément essentiel du processus d'enseignement et d'apprentissage. Dans ce cadre, une revue documentaire systématique des articles scientifiques liés aux compétences socio-émotionnelles dans les processus scolaires a été réalisée. Lors de la recherche d'informations dans les bases de données, 66 articles ont été trouvés, dont 47 ont été exclus parce qu'ils n'étaient pas pertinents par rapport à l'objectif de la revue. Pour réaliser l'article, 19 unités d'étude ont été sélectionnées, entre les années 2017-2022. Les contenus thématiques associés à la variable d'étude expriment une congruence avec la performance scolaire, la coexistence scolaire et la gestion des apprentissages. Dans la revue documentaire, il a été mis en évidence que travailler sur les compétences socio-émotionnelles améliore les performances scolaires et favorise une coexistence scolaire saine. Il est donc nécessaire que les politiques éducatives soient pensées en fonction des réalités et des besoins des contextes scolaires. Mots-clés: Compétences socio-émotionnelles, Performance scolaire

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Social Skills and Suicide Risk in Adolescents of an Education Institute of the City of Armenia (Quindío, Colombia)

Cited by 4 publications

References 10 publications

A Simple Monte Carlo Framework to Assess Suicide Risk in Adolescents: A Study at a High School in Colombia

A Simple Monte Carlo Framework to Assess Suicide Risk in Adolescents: A Study at a High School in Colombia

Predictive model of suicide risk in Colombian university students: quantitative analysis of associated factors

Habilidades socioemocionales y su incidencia en los procesos escolares

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