2.

The orientation of the theoretical system

It is extremely useful to have a consistent theoretical system to base a

consistent classification of personality that at the same time serves as a framework for developing in a way
parallel the set of scales of a questionnaire. The text on which the personality scales are based
from MACI, Modern Psychopathology (Millón, 1969), describes the mentioned theoretical system. Despite its
broad range of clinical utility, the theory is based on assumptions derived from the simple
combination of a few variables or constructs.

2.1 Personality prototypes

The 12 scales that make up the MACI personality prototypes reflect the way in which the
Traits and characteristics of personality combine to constitute a prototype. The foundations
theoretical frameworks of these personality prototypes have been published in various books over the past three
last decades (e.g., Millón, 1969, 1981, 1990, 1991). The theory proposes that both the styles of
normal personalities, like abnormal ones, can be derived by combining three
polarities: pain-pleasure, activity-passivity, and self-others. For example, the personality style
dependent (Submissive) can be observed in a person who is passive in their way of adapting and
that is oriented towards the needs of others. In contrast, an antisocial personality
(Rebel) is considered to be active in terms of adaptation and self-oriented. To the readers.
Those interested in the theoretical model are recommended to read some of the books mentioned earlier.
mentioned. In the sections we present below, a description of the bases is offered.
theories of each of the Personality Prototypes.

Scale 1: Introverted

Introverted teenagers lack the ability to experience life both painfully

as pleasurable. His personality is similar to the schizoid personality in the DSM due to his tendency to
to be apathetic, indifferent, distant, and unsociable. Their emotions and needs for affection are scarce and
the individual functions as a passive observer, indifferent to rewards and affections, as well as to
demands that arise from human relationships. Introverted adolescents characterized by their
limited capacity to experience both pain and pleasure do not seem to be interested in the
personal or social satisfactions, nor do they show excessive discomfort when they see themselves.
faced with personal difficulties or social discord. This type of deficit in both
the extremes of the pleasure-pain polarity constitute the basis of what has been termed passive style-
indifferent.

Certain aspects of the evolutionary context and the clinical characteristics of this type of
personality can provide the reader with a sense of how abstract concepts like pain and pleasure
they can be conceived as important etiological attributes. Introverted adolescents do not struggle
Neither do they attempt to avoid punishments for the awards. This type of lack can stem from various sources.
Some may lack the constitutional foundations required to seek, perceive or
to discriminate between pleasurable or painful events. Others may have been deprived of the
necessary stimuli for the maturation of motivation and emotion capabilities. Others may still
have been exposed to irrational or confusing forms of family communication or to
contradictory learning guidelines; both situations can lead to cognitive perplexity or to
apathy regarding motivation. Whatever the set of determining causes may have been, the ado-
introverted adolescents experience little or no pleasure or pain that can motivate their
behavior.
Scale 2A: Inhibited

The second combination, clinically significant, based on issues of the pain-pleasure polarity
includes adolescents with a reduced ability to experience pleasure but with unusual
characteristics of anticipation of psychic pain and sensitivity to it. They expect from life that
painful result, with few gratifications and a lot of anxiety. The imbalance derived from anticipation
of psychic pain and the decrease of psychic satisfactions constitutes the core of this type of
personality. The prototypes Introverted, Inhibited, and Pessimistic share a minimal feeling of
joy and scarce ability to enjoy, but only the Inhibited type is, at the same time, inclined to feel
anguish and apprehension. The theory classifies the Introverted and Inhibited prototypes as withdrawn.
(Introverted = passive-withdrawn and Inhibited = active-withdrawn). Unable to experience pleasure, both
withdrawn types (like the Pessimist) tend to fall into situations of isolation and in behavior-
treatments that favor one's own alienation.

Scale 2B: Pessimistic

There are common points among the first three Personality Prototypes, especially the
depression, pessimism, lack of joy, inability to experience pleasure, and an apparent
motor clumsiness. In the Introverted prototype, which is similar to personality disorder type
Schizoid from Axis II of the DSM, there is an inability to experience joy (just as there is an inability to experience sadness). In the
Prototyped Inhibited, there is an increase in the alert to anticipate pain and, consequently, a lack of
attention for joy. For the pessimist, there has been a significant loss, a feeling of abandonment
and the loss of hope of being able to find joy. None of these personality prototypes
experience pleasure, but for different reasons: a deficiency; a tendency towards pain;
hopelessness about the future; discouragement; a disheartening outlook; an irreparable and irretrievable
state of affairs by which what could have been will never again be possible.

Similar to the Depressive personality type in the DSM IV, the Pessimist experiences pain as something
permanent and cannot consider pleasure as something even possible. What experiences or chemistry
Is responsible for this typical and persistent sadness? Clearly, there are biological predispositions to have
There are important data supporting a constitutional predisposition, many of them
favor the genetic hypothesis. The thresholds involved in making pleasure possible or that sensitize
For sadness, they vary considerably. Some individuals are predisposed to pessimism and to
discouraging panoramas. Similarly, the experience can condition the orientation to the
despair. A significant loss, a heartbroken family, a restrictive environment, the lack of
Hopeful perspectives can likewise conform to a pessimistic character style.

Scale 3: Submissive

Following the theoretical model of polarities, it is possible to ask whether certain consequences
clinics occur in adolescents who are markedly unbalanced due to being oriented
almost exclusively either towards others or towards themselves as a way of experiencing the
pleasure and avoid pain. These people differ from the Introverted, Inhibited, and Pessimistic prototypes. For
example, these three types do not experience pleasure from themselves or from others. Adolescents
whose difficulties lie in the problem of choosing between both poles of the dimension self-others
they are capable of experiencing pleasure and pain; instead, their problems arise from the fact that
they are linked, almost exclusively, to others or to themselves as a source of such experiences. The
The distinction between these two opposing strategies underlies the dependent and independent orientations.
of personality. In a few paragraphs further on, the description of the ambivalent type will be found, that one
that finds itself in conflict both when turning in on itself and when orienting towards others. Without
embargo, at the moment, the dependent types are clinically described.

Adolescents who exhibit the Submissive prototype (as in its equivalent dependent personality)
from the DSM) have learned that feeling good, safe, and confident (feelings associated with pleasure or
the avoidance of pain) derives almost exclusively from its relationship with others. In their behaviors,
These adolescents show a great need for external support and attention. If they are lacking
affection and care, they feel great discomfort, sadness, and anxiety. Whatever their experiences may be
early experiences can set the stage for this dependency imbalance. A teenager with a
submissive personality may have been overprotected and consequently failed in the
acquisition of the capacity for autonomy and initiative. The experience of low self-esteem and failure
with equals can lead these individuals to avoid the development of attempts at assertion and gratification
self-acceptance. They learn early that rewarding experiences are not easily achieved.
for oneself but they ensure themselves by relying on others. They learn to count on others, not only
for their subsistence and security, but they also learn to passively wait for others
take the initiative in providing them with security and support. Clinically, most of them are
they are characterized by a search for relationships in which others guarantee them affection, protection, and
address. They passively accept anything that circumstances bring them.

Scale 4: Histrionic

Their main coping strategy also consists of being others-oriented, they are a
group of personalities that adopt an active dependency stance. They achieve their goals of reaching
the maximum of protection and care actively engaged in a series of characterized maneuvers
for manipulation, seduction, gregarious behavior, and the search for attention. It is this
imbalance due to active dependence, which characterizes the behavior of Histrionic personality.
according to the MACI, similar to its parallel, the histrionic personality disorder of the DSM.

Despite relying on others to a degree not lesser than subjects with a Submissive prototype
passive-dependent, teenagers with a Histrionic personality seem quite
different from their passive counterparts. This difference in manifest style is the result of the ease and
entrepreneurial manipulation of events by the asset-dependent that enhances the
attention and support from others and avoids lack of approval or abandonment. This teenager,
frequently shows an insatiable, sometimes indiscriminate hunger for stimulation and affection. His/Her
intelligent and often cunning social behavior gives the appearance of inner confidence and a
independent self-confidence. However, beneath this disguise lies the fear of autonomy
authenticity and the need for constant signs of approval and acceptance. Praise and affection must be
constantly replaced and are sought in every source of interpersonal reinforcement in most of the
social contexts.

Scale 5: Egocentric

Some adolescents with an independent personality type also show an imbalance in

his coping strategies. However, in this case, there is a fundamental self-confidence
more than in the others. They have learned that maximum pleasure and minimum pain are achieved by trusting
exclusively in themselves. The tendency to focus on oneself leads to the development of two lines
main personality traits. The first, the Egocentric prototype, includes the acquisition of an image
highly valued self-esteem, largely learned as a response to parents who admire him/her and
rewarding. Rewarding oneself is highly gratifying for the individual who has a real sense of
exaggerated sense of self-worth. By displaying his confidence, his narcissistic arrogance, and an egocentrism.
exploiter in social contexts, the individual with these characteristics exhibits what is theoretically
it is called a passive-independent style because it has the feeling of possessing everything that is
important, that is to say, himself.

These teenagers stand out for their sense of an entitlement over others and because they experience
simply occupying themselves passively with themselves. Early experiences have taught them
to overestimate oneself. This security and superiority, sometimes based on false premises, can
being unsustainable based on true or mature achievements. However, they cheerfully assume that the
others must recognize that they are special. Just like in their parallel narcissistic personality from the DSM,
they maintain an arrogant air, self-assured and exploit others for their own benefit without a second thought
too much or even without trying consciously. Although the praise from others is well received and
talented, their air of snobbery and pretentious superiority requires little confirmation through
genuine achievements or social recognition. Their sublime confidence that things will turn out well gives them
scant incentives to engage in the give-and-take of social life.

Escota 6A: Rebel

Rebellious adolescents, those that theory characterizes as examples of an orientation

active-independent, they show the appearance, temperament, and unacceptable behavior of
antisocial personality disorder of the DSM. They act to counteract in advance the
deception and contempt coming from others. They do this through their active involvement in a style
hostile and deceitful and embarking on illegal behavior through which they seek retribution or the
exploitation of others. Skeptical about the motives of others, these teenagers wish
autonomy and seek revenge for what they perceive as past injustices. Many of them are
irresponsible and impulsive and feel justified in being so because they judge that others are neither
fair and loyal. Insensitivity and cruelty towards others are the main means they have learned.
to tackle what they consider abuse or victimization.

In contrast to the exploitative personality, the self-oriented Rebel prototype is

develops as a form of protection. These adolescents turn inwards, first to
to avoid the damage they anticipate and second to compensate for them by seeking rewards
established by themselves. Having learned that they cannot trust others, they regain the
imbalance caused by this loss relying solely on themselves and seeking
actively the revenge for what they consider past humiliations. As they turn towards themselves
actively seeking to achieve strength, power, and vengeance, they act irresponsibly, exploiting
to others and usurping what they possess. Their security is never completely guaranteed, even
when they have glorified themselves beyond their precarious origins.

Scale6B: Rude

There are some teenagers in whom the properties usually associated with pain and pleasure
they are in conflict or inverted. Just like in the self-punitive prototype, which will be further exposed
go ahead, these teenagers not only seek or create objectively painful events but they
some of them experience as pleasurable. This variant of the pain-pleasure inversion in the
Rough personality prototype (similar to sadistic disorder in the DSM) is characterized by considering the
pain (stress, fear, cruelty) rather as a pleasure and as the preferred way to relate to the
others. In contrast to the self-punitive prototype, this teenager takes an active role controlling,
dominating and intimidating others. The actions that humiliate, degrade, and abuse others
considered pleasurable. The self-punitive and tough personality prototypes are grouped under the
label of discordants to reflect, on one hand, the dissonant structure of their pain-pleasure system and,
on the other hand, the conflictive nature of their interpersonal relationships. The Self-Punitive prototype, fre-
Frequently, the victim of conflicting relationships is described as passive-discordant, and the prototype
Rudo, more expressive, considers himself active-discordant.

The Rudo personality style includes teenagers who do not necessarily have to be considered
rebels or antisocials but whose actions suggest that they find pleasure in behaviors that
moderating factors may be similar to the clinical characteristics known in the literature
as sadistic character. They are generally hostile and permanently combative, and they show
indifferent or even complacent about the destructive consequences of their behavior
intimidating, confrontational, and abusive.

Scale 7: Conformist

This contradictory personality prototype is similar to obsessive-compulsive disorder.

DSM personality. These adolescents show a clear orientation towards others and consistency.
in social correction and interpersonal respect. Their stories generally indicate that they have been
subject to obligations and discipline, but only when they had transgressed the constraints and
parental expectations. Beneath the appearance of submission and the orientation towards others
There are intense desires to rebel and to impose their feelings and impulses directed towards oneself.
same. They are trapped in this ambivalence. To avoid intimidation and punishment, they have learned
to deny the validity of their own desires and emotions and to adopt the values and precepts established by
the others. Often, the disparity they perceive between their own impulses and behavior
what they must show to avoid censorship leads them to physical tension and rigid psychological controls.

From an etiological standpoint, conformist adolescents seem to have been forced to accept
the values that others have imposed on them. As has been pointed out, their prudent, controlled, and
Perfectionists stem from a conflict between repressed anger towards others and the fear of shame.
guilt and social disapproval. They resolve this ambivalence not only by suppressing the
resentment but also accentuating conformity and establishing heavy demands for oneself
same. Their disciplined self-control helps them keep their intense, though hidden, impulses in check.
oppositionist and self-centered feelings, which gives rise to their characteristics
hesitations, doubts, passivity and public conformity. Behind this facade of correctness and control of
Intense and angry feelings are lurking in adolescents that can occasionally emerge.
skip their controls.

Scale 8A: Oppositionist

In both orientations, dependent (Submissive and Histrionic) and independent (Egocentric and Rebellious),
adolescents show the pathology through a coping strategy that is oriented or
either well towards others or well towards themselves reaching a level that can be unbalanced and
exaggerately unilateral. The imbalance between the self and others is not the only prototype
considered in the self-others polarity of this theory. "Normal" people show a
comfortable intermediate position between the polarities of self and others. Some personality prototypes,
those whom the theory describes as ambivalent are oriented both towards themselves and towards
others, with which they find themselves in an intense conflict between one and the other. Some of these adolescents
what we call Oppositionalists (similar to the passive-aggressive personality of the DSM-III and to the
negative personality of the DSM-IV) doubt between others and themselves, sometimes they behave like
obediently and others react defiantly. With very intense feelings, but
being unable to resolve their ambivalence, they draw an erratic trajectory that ranges from proclaiming
the disapproval of oneself and their guilt for not being able to meet the expectations of others until
the expression of a stubborn negativity and a strong resistance to being subjected to the desires of the
others. Adolescents whose conflicts with themselves and others are evident are described in the
theory as actively ambivalent. This struggle between seeking the rewards offered by others and
those that they themselves would wish were also present in the personality prototype
Conformist, previously described. However, while the prototype passive Conformist conceals its
ambivalence, actively ambivalent personalities are aware of the conflicts that exist
they interfere in their daily lives. These teenagers get involved in endless discussions and
challenging and aggressive negativism on the other hand. Their behavior shows an erratic pattern of fury.
explosive or stubbornness that intertwine with guilt and shame.

Scale 8B: Self-Punitive

The autopunitive personality prototype largely derives from an inversion of the pleasure-polarity.
pain. These teenagers interpret events and establish relationships in a way that
it is not only at odds with the deeply rooted function of this polarity (the
survival) but it is also contrary to the associations that these emotions acquire,
usually through learning. For the self-punitive teenager, the pain may have been
converted into something preferable to pleasure and being passively accepted, when not stimulated, in the
intimate relationships. This is frequently intensified by a resolute selflessness and acceptance of the
guilt and may worsen through acts that generate difficulties and thoughts that exaggerate the
past misfortunes and anticipate others for the future. When relating to others in a servile manner and
sacrificed, these teenagers allow or even provoke others to exploit them (in a way
similar to the self-destructive personality types of the DSM). By focusing attention on their worst
characteristics, many of them argue that they deserve to be shamed and humiliated. To integrate their
pain and their anguish, these adolescents tend to recall their past misfortunes repeatedly and actively and,
on the other hand, they transform what could be fortunate circumstances into problems. They tend to
act without a hint of presumption and downplaying their importance, which often intensifies their
difficulties and are placed in a lower or servile position.

The background of the Autopunitive personality prototype has been the subject of multiple speculations.
for decades, primarily in psychoanalytic publications on masochism. The role of the
biological anomalies is a field of speculation that cannot be entirely dismissed but that
it requires a certain credulity. Less questionable are the hypotheses related to development or learning.
social. For example, by virtue of a circumstantial association, the elements that normally evoke
pain and pleasure can very well be altered or connected with each other. Thus, among the adolescents who
they become self-punitive, the pain of physical brutality or the anguish of verbal abuse may have
states followed repeatedly by affection and intimacy, leading to the learned assumption that
provocation is necessarily a precursor to acceptance and final tenderness. In a further sequence
Complicated, the absolution of guilt may have been successfully achieved through self-degradation.
same. When these forms of action are repeated over time within a pattern of
self-denial and servility can lead to 'ruinous' negative consequences.

Scale 9: Limit Trend

Three severely dysfunctional personality styles from the DSM, schizotypal, borderline, and paranoid, are
also represented in the theory. They differ from the preceding prototypes by several criteria, but
especially for showing deficiencies in social skills and frequent psychotic episodes (but
They are almost invariably coexisting with and are more intense variants of the
Personality prototypes that have been presented previously. For example, borderline personalities.
they tend to show characteristics that are similar but more problematic than those we can find
in the Oppositionist and Self-punitive types. Less integrated in terms of the organization of their
personality and less effective in coping than their benign equivalents, are especially
vulnerable to decompensation when faced with the stresses of life. The MACI includes only-
a serious prototype, the Limit Trend. The other two are relatively few.
frequent in adolescents.

A question that needs to be raised refers to the criteria used to consider a prototype of
more serious personality than another. It is not appropriate to present a complete theoretical discussion here (see Millón,
1981). It can be observed that the chosen approach has consisted of grouping the contributions of the MACI with
reference to their equivalences with the personality disorders of Axis II, according to their capacity
of adaptation. The severity was assessed, in part, by estimating the likelihood of an orientation
concrete personality will fit or not into some of the sociocultural niches of society
contemporary. In other words, we must evaluate the likelihood that a prototype of
personality can maintain its functionality and structural coherence in a socially acceptable manner
acceptable and personally satisfying.

The three severe disorders of Axis II are problematic from the perspective of adaptation, difficulty
in socializing, and frequently isolated, hostile or confused. Therefore, it is unlikely
that promote interpersonal support that could strengthen their fragile defenses and guide them towards styles
of more effective and satisfying life. Moreover, in these disorders there is an evident break of the
cohesion in the organization of personality.

The prototype of the borderline personality corresponds, according to theory, to an orientation

emotionally dysfunctional that hinders adaptation due to its ambivalence. Conflicts exist in
all areas, between pleasure and pain, active and passive, and self and others. Adolescents with this
personality prototypes seem unable to adopt a consistent, neutral, or balanced position
between the extremes of these polarities, tending to fluctuate from one end to the other. They experience
intense and endogenous mood states, with recurrent periods of depression and apathy,
frequently splashed with bursts of rage, anxiety, or euphoria. Among the characteristics that they
they differ from the less severe personality disorders, there are the instability and the lability of their
mood states. Additionally, many of them express and may act based on
recurrent self-harm and suicidal thoughts. Some are clearly concerned about
ensure affection. Many of them may struggle to maintain a consistent feeling of
identity. In the interpersonal dimension, most show a cognitive and emotional ambivalence that
It becomes evident through the simultaneous presence of feelings of anger, love, and guilt towards others.
These characteristics represent a low level of structural cohesion in your psychic organization.
many of them represent a fracture between their intrapsychic and interpersonal orientations. They are
unable to maintain a coherent internal structure and maintain consistency in their relationships
personal or in their defensive operations. There is a fundamental intrapsychic discord.
nuclear division between adopting an independent or dependent position, between acting in a way
impulsive or retreating into passive abandonment, following the desires of others or doing what
contrary to what others desire. They repeatedly ruin or contradict the actions that were previously
they have begun, thus making their reality of being internally divided present.

It turns out to be both possible and useful to use the key dimensions of the theoretical model to make the ...
clinical characteristics of the basic personality prototypes of the MACI, starting from the Inhibited prototype
actively sensitive to pain, up to the Egocentric prototype, passively self-centered; from the
histrionic prototype, actively oriented towards others, up to the oppositional style, conflictive and
self-centered. The adaptive styles derived from the theory do not generate the distinctions between
personality structures that characterize severe disorders. However, they make possible the
identification of the different styles through which these more pathological structures are expressed.
there the frequent presence of mixed structures such as Histrionic-Borderline, Rough-Borderline, and Oppositional-
Limit.

2.2. Expressed concerns

The following eight scales focus on feelings and attitudes about issues that tend to
to worry the majority of adolescents with problems. The intensity with which they are experienced remains
reflected in the increase of scores in each scale. It is important to note that these scales
they represent perceptions more than criteria or objectively observable behaviors.
Scale A: Diffusion of Identity

Adolescence is primarily a period of self-examination, of others, and of beliefs.

Before teenagers can comfortably leave the security of dependence
children, they should formulate some idea about who they are, where they are going, and how they will get there. Their
The task consists of building a bridge that allows them to cross the abyss from the unreflective linkage.
infantil to the established until independence itself with a clear understanding of who they are.

This transition, sometimes chaotic and disturbing, from the unconsciousness of childhood to adult identity
It constitutes the focus of the Identity Diffusion scale. To facilitate the effective development of the
identity, there must be factors such as satisfactory relationships between parents and children and adequate
same-sex role models (Block and Turula, 1963; Helbrun and Fromme, 1965). Conversely, they can
to create circumstances that lead to increase the difficulty and make the teenager incapable of
develop a mature identity. When starting with bodily changes, a whole broad world of
choices are offered to the adolescent, who must adapt and select their goals. The
adolescents who lack adequate role models or who have received confusing messages or
bad-tempered with their parents or peers, they may feel these changes as overwhelming or as something
terrifying. If the prospects are scary enough, they can prevent change, leading to
adolescents who remain unsure of who they are or where they can go and choose to stay with
the confusion and discomfort of his family before facing the unknown. A position of this
Type only produces future problems.

The resolution of the identity issue is central for the adolescent to be able to establish their
independence, of becoming a member of a peer group and developing their sexual identity.
Without a clear sense of values and a personal identity, it is very unlikely that a
healthy development. However, despite the difficulties, most adolescents build
the foundations of their identity in early and middle adolescence. This foundation is strengthened when
they acquire social affiliation guidelines and vocational objectives.

A certain degree of questioning and doubts about oneself is not only inevitable but
also necessary for the progress of development. Adolescents who simply embrace ideals
Formulated by their parents, they may have acquired a role, but perhaps later they will come to have serious
difficulties in accepting this externally imposed sense of self. It has simply been
retardado un proceso necesario. El desarrollo de la identidad no demanda simplemente el rechazo de los
paternal values, but rather the examination and integration of those values along with the values of a
a broader world in which adolescents are being incorporated.

Scale B: Self-devaluation

At no point before adolescence is the individual in development subject to such an examination.

self-critical. Children often perceive themselves in terms of how they should be, with a
ideal that is often very close to that of their parents. However, in adolescence
Early on, one enters a painful period of comparing oneself to ideals that seem
much further away than the teenager had previously considered. It is the disparity between
both, and the struggle to resolve it, which constitutes the focus of the Self-Devaluation scale.
This struggle is closely linked to the adolescent's efforts to develop their own identity. The
what is observed is that the adolescent formulates a tentative sense of what they are. This is observed in this area,
perhaps more than in any other, that the strength of adolescence frequently intensifies the
conflicts although, ultimately, it will help you grow and resolve difficulties.

The ideal of ourselves that we all create tends to be quite constant across individuals.
We all want to be brave, intelligent, and attractive. However, individuals vary.
considerably in how they are perceived in relation to this ideal. Two important factors affect this
perception: the presence of genuine deficiencies that make the achievement of the ideal and intensity impossible
self-criticism with which a person evaluates themselves. Adolescents have set ideals that
they consist of wealth and power but feel that they will not be able to achieve these goals if they have abilities
limited or denied opportunities for belonging to disadvantaged minority groups (Dreger and
Miller, 1968). On the other hand, these lofty ideals may seem very distant for teenagers.
advantaged or more astute who are able to analyze and recognize the differences between themselves
and the levels or expectations that had been set. The introspection of these adolescents may be beneficial to them.
useful later and may increase greater congruence between oneself and reality (Katz and Zigler,
1967).

It is significant that the adolescent with low self-esteem is less popular among their peer group.
even if it shows the greatest need for social approval. Looking for ways to achieve that acceptance and the
social recognition becomes mere pawns of other members of the group, often they
they behave in a way that under other circumstances they wouldn't have even considered, solely out of necessity
desperate to be accepted by others (Dittes, 1959; Walster, 1965; Zimbardo and Fórmica, 1963).

Despite such obstacles, the development process continues its progress. The process moves forward in the
late adolescence, usually with greater comfort and self-acceptance. Dissatisfaction with
Regarding oneself then becomes a very personal marker of lack of happiness and not
simply in a common index to most adolescents. With maturity, adolescents
they learn not to blame others for their own difficulties.

Scale C: Displeasure with one's own body

Children accept growing and changing just as they accept any other aspect of their daily existence.
When changes occur, they are felt as something gradual and are integrated with little awareness.
On the contrary, the changes that take place in early and middle adolescence are of a nature
different. Growth is rapid, it affects sexuality and creates significant physical changes regarding
configuration, shape, and appeal. The desires and dreams regarding appearance are now confronted by
clearly with their own physical identity that emerges. The way the teenager sees themselves is
based, in part, on objective aspects of their physical development, but this physique is judged in context
from a myriad of experiences and social norms (Ausubel, 1954). This critical process is very
complex, a product of parental attitudes, personal fears, and reactions of peers
and from critical consciousness itself.

The age at which puberty changes occur is significant, especially for boys.
(Frazier and Lisonbee, 1950). Early development, evident in facial hair and in the increase of the
muscle, is seen very positively, often giving rise to a feeling of self
satisfaction, interest in athletic practices, and general confidence. The delay in this type of
changes in the teenage boy often lead to lower assertiveness and a lesser tendency to take on responsibilities
the role of leader, guidelines that may persist after maturation (Washburn, 1962). While
the ideal body shape in boys is in line with typical characteristics of the
maturation, adolescent girls often find themselves trapped in a painful situation when
they develop physically. Some of the most anticipated changes (e.g., breast development) are
linked to other less attractive features, which include thicker thighs and wider hips
broad. The benefits of development are complex and often the teenage girl is harshly
criticism with what she sees as obvious imperfections, when compared to the female ideal of being
well-proportioned, with slender hips and long legs. A painful feeling of decrease of
Attractiveness can complicate other aspects of the adolescent's adaptation, especially the relationship.
with her male companions.

This process of self-examination, criticism, and integration of physical appearance and image
that family members adopt in order to minimize or improve problems. The attitudes
negative family influences can create and intensify dissatisfaction with facial and body image,
even among adolescents who are experiencing the normal changes of growth (Schonfeld,
1966).

In late adolescence, most of the physical changes have already occurred. Good or bad, the individual has
assumed a relatively finished facial and bodily configuration. Unfortunately for many
Teenagers' dissatisfaction with their appearance often remains unchanged as well.

Scale D: Discomfort regarding sex

From the first moment a child is dressed in pink or blue, their preparation for the
adult role (of adult defined in terms of sex). Even today, despite the significant process
initiated towards equality in treatment and equality of opportunities for boys and girls, the process
instilling traditional masculine and feminine roles in boys and girls continues to act.
As the child progresses in their maturation, awareness of attitudes and expressions grows.
parental references to sexuality. Children often learn not to touch their genitals and if they
they are surprised, they feel a sense of embarrassment or bewilderment. Early exploration changes
generally from an innocent curiosity to a furtive exploration filled with guilt. Even
when parents are tolerant, other people often convey the attitude that sex is pro-
problematic.

Early adolescence often brings the anticipation of new opportunities and challenges.
the teenager faces the task of reconciling previously learned beliefs with a new and strong one
sexual awakening. This process requires the development of the image of being a person with impulses
sexual impulses that are capable of expressing themselves and providing pleasure. The ability to integrate these impulses
sexual issues within the framework of self-image will have a clear influence on feelings of
adolescent regarding sex and in their way of establishing sexual relationships.

The effective transition to conscious and comfortable sexuality is not a simple consequence of the
maturation and parental acceptance. Rather, it is something that occurs as a product of an interaction.
complex between timely biological maturation, acceptance of change, and sense of self
same in development that allows for the integration of this new aspect. Another element to consider is the
the adolescent's willingness to move beyond the safe and dependent role of childhood towards a new one that
it leads to taking on adult responsibilities.

The teenager manages to harmonize all aspects (the biological stimuli, the insecurities
social and one's own loving consciousness) in order to achieve the idealized role of an adult. After a trembling
At the beginning, the majority of adolescents achieve a fully meaningful sexual expression, in which they
they combine friendship and intimacy. The ease and pace of this transition is evaluated by the scale of
Discomfort regarding sex that reflects parental attitudes, cultural beliefs, and the impact of the
equal, all of which contributes to sexuality and its acceptance. Immature attitudes and a disturbing
The feeling of guilt or shame is what is evaluated to advise the clinician in helping adolescents.
with this type of problems.

Scale E: Insecurity with peers

Like in childhood, peer groups of their age allow adolescents to practice their
relationships, within a stage of development that is common to all. It is evident that there are norms of
equal and that there is pressure to adapt to them, but it seems that teenagers use the group
primarily to balance their needs for dependence with their aspirations for independence.
Teenagers see the peer group as a source of support at a time when they are
trying to distance themselves from the values and control of their parents. Although affiliation with the peer group
does not encompass all aspects of adolescent life, shapes and has a significant influence on their
social behavior. Most younger adolescents seek a large number of friends and
they are somewhat selective in their choice of peer group. However, as self-confidence grows
themselves and self-awareness increase, adolescents begin to choose within the peer group to
develop closer friendships and support the values they have begun to embrace. Most of the
adolescents go from a period of intense involvement with their peer group to a distancing.
gradually as they are accepted by others and feel free to shift towards closer friendships
from late adolescence. However, adolescents with low self-esteem feel trapped in a
especially desperate situation. Since they expect rejection, they often remain like
shy and passive observers on the sidelines of life. When evaluated as new members of the group, their
companions value their personality and behavior and often grant them only limited access
limited. Consequently, they fail to receive the attention and recognition that encourages their
companions, who are more successful, to increase their self-confidence and autonomy. These teenagers
they remain blocked at that early stage of group affiliation. Pathetically in need of the
approval from their peers, they even accept the low status that is granted to them, which they feel is necessary
to maintain a certain appearance of belonging to the group.

Those with greater advantages (animated, cheerful, friendly adolescents with a sense of humor) receive the
reward of the approval of their peers that stimulates their growth. Those who have difficulties
(restless, shy, and nervous individuals) are trapped by a declining self-esteem, seeking
something to adhere to. These unfortunate individuals are easy targets for those who will reward them.
with its recognition in exchange for absolute loyalty and this submission can lead them to compromises that
they are very far from their intrinsic values and their true potential. This scale, Insecurity with the
equal, measures the degree to which the adolescent succeeds in achieving a comfortable and satisfactory position within
from the peer group.

Scale F: Social Insensitivity

From a very early age, the family instills in children the values related to appropriate behavior. This is
achieves through a combination of warnings, praise, and implicit modeling. In the absence of these
early efforts, and sometimes despite them, some children may lack or refuse to accept these
beliefs as their own. The degree to which they deviate from these principles will affect their lives and their
interpersonal behavior. What feelings does a person have who deviates along these paths? How does one
it expresses interpersonal insensitivity and what behavior can be expected from that person? Even more,
What impact will this individual have on others and what reactions will it evoke as a consequence? The scale
Social insensitivity focuses on these issues.

The most notable characteristic of the behavior of these types of people is a generalized indifference.
towards the feelings and reactions of others. This is different from open hostility; rather, what
it is a carefree indifference to the presence of the discomfort or pain of others. With
frequency this person, little compassionate and seemingly unmovable in the face of the need for reciprocity in
social relationships, one can choose isolation, apathy, or insensitivity. It is about an individual who
can avoid ordinary limitations and actively adopt viewpoints that are contrary to the rights
of others. Most of the time, either a decrease in interpersonal life is observed or a
a desire to deal without any consideration with those who cross their path. For these individuals it is
it's simply easier not to worry than to modify your behavior.

Although the intensity of these feelings extends along a continuum, the distribution is not in
absolutely normal. Rather, the vast majority of teenagers want, like their parents, at least
praise by mouth, if they do not truly adhere to them, the beliefs that include respect for rights
much more violent that has serious consequences for the family, the school, and society. Now then, this
isolated and negative panorama creates a situation in which the teenager remains virtually unresponsive
in light of the incentives to improve their social adaptation. How often do psychologists who have
interviewed teenagers who have had problems with the rules, have simply remained
amazed by their absolute indifference to the pain of others when they see them squirming in their chair,
insolent way, waiting for the 'lesson' to end, at which point they will downplay everything.
incident as irrelevant? The frustration that clinicians experience derives from the inability to enter
in contact with these teenagers, to awaken those feelings that are necessary to stimulate change.
In this case, it is not an evolutionary issue in the sense that all adolescents must go through
for this phase to achieve greater maturity. Rather, the topic gains its significance by virtue of the
the need that society has to influence these individuals so that they develop the awareness that their
behavior is destructive to others and at the same time has consequences for themselves as well.

Scale G: Family Discrepancy

The image that frequently comes to mind when the word adolescent is mentioned is that of
a boy angrily slamming the door after leaving following a new argument with his
Parents. The social custom of equating dissent and disobedience with the period of adolescence.
it is very widespread, but the true nature of this behavior and its meaning are less
clear. Is the teenager really a rebel? And if so, what is the nature of this rebellion? Even more,
What role does the family play in the precipitating, exacerbating, or improving of the conflict? Finally, how
Are these problems resolved at home and outside of it? The teenager's relationship with their family
along with the perceptions of what it should be, is the focus of the family discordance scale. This scale
evaluate the feelings and perceptions of the teenager, not what is objectively real.

In many ways, the home and the family serve as an external amphitheater in which the inner struggle between
dependence and independence can be developed safely. Both inclinations are strongly
positive: on one hand, the autonomy and privileges of maturity, and on the other hand, the security and the
support. Both imply a cost, the responsibility for the first of them and the insufficiency of one.
same for the second. This evolutionary task is also complicated because maturity requires both
of independence as well as the ability to trust and relate to others, including the
parents. When we examine the oppositional behavior of the adolescent, we find ourselves facing a
interesting phenomenon, even if its specific content is ignored. Younger teenagers
they seek to assert themselves as individuals capable of making their own decisions. They perceive
your parents as opponents in this struggle. It is not a battle over the content of one value or another but rather
good for the right to set their own expectations.

The growth of the teenager does not occur in the male. Parents vary in their ability to deal.
with these changes. In addition, adolescence often arrives during a developmentally
difficult for parents, who may be feeling a "loss of horizons," an awareness that
it is unlikely that life will improve significantly. Mortality becomes more real when the
teenage parents take on the role of caring for their own parents, witnessing their
deterioration and ultimately their death. These added tensions often cause parents to
they feel besieged, unjustly accused of faults by their children at a moment when they need
support and security for themselves. Consequently, they may seem inflexible or lacking in empathy for
listen to their children's requests or may feel irritated by the difficult behavior of the teenager
the adolescent.

The resolution of these adolescent conflicts will depend on the intensity of their internal struggle and of the
reactions of parents to their efforts for autonomy. This process is present in everyone.
adolescents; often, reflects not so much the existence of differences in values and beliefs (Offer,
1969) as a need for separation and to achieve independence from everything that is
experiment as incompatible with greater maturity.
Scale H: Childhood Abuses

Victimization is not, obviously, an exclusive problem of childhood and adolescence, but the
Children are a special group of dependent and vulnerable individuals. The emergence of structures
family social structures have established the subordination of children to their elders, which leaves them facing the
risk of lack of care and abuse while specifying their legal status as property of their parents.
The family law code protects children from the vicissitudes and dangers of cultural aspects.
broad but leaves them entirely vulnerable within the family. Subject to almost absolute control in
their homes become vulnerable to potentially unlimited abuses, both physical and mental.
sexual.

Both Pierre Janet and Sigmund Freud had recognized, at the end of the nineteenth century, that the origins
adult hysteria, especially among women, could be traced as aftereffects of
having suffered sexual abuse in childhood. Janet focused her attention on a series of
traumatic events, using the concept of dissociation to explain how memory of
these events appear disconnected from the central current of ideas that are associated
usually. Freud was particularly interested in the connection between sexual trauma and pathology
later. Although Freud subsequently repudiated his primitive thesis of infant seduction,
replacing it with childhood 'fantasies' as the main etiological agent of what he called
Oedipus complex, continued to emphasize the role of psychic trauma in his later theories.

That childhood trauma and abuse are important elements in later development
Psychopathology is something well established, although there is some concern that it has acquired
an evanescent quality in the last two decades. Nevertheless, the retrospective studies of
Hospitalized psychiatric patients suggest that perhaps between a third and half of them have histories
of physical or sexual abuse or both. Women are more likely to be victims than
men, especially in cases of sexual abuse. Men who have suffered abuse have
a greater tendency to react by becoming aggressive, showing personality traits
antisocial or sadistic, while women tend to become self-destructive (self-harming or
suicidal) showing characteristics of borderline or self-punitive personality. Childhood abuse
they seem to increase the risk that their victims will abuse their own children in the future. According to
With recent studies, approximately one third of those who suffered physical abuse, abuse
sexually abused, or were severely neglected will mistreat their own children. This transmission between
generations of abuse appear increased in socially isolated parents who have not had the
possibility of assimilating the cultural patterns corresponding to healthier parenting styles.

Emotional abuse is a generic term that encompasses various forms of mistreatment by.
parents (e.g., reject, terrorize, ignore, isolate or corrupt). Sexual abuse, a specific form and
especially problematic of both physical and emotional abuse, appears with a prevalence of
approximately 20% in the history of university-aged women and between 7% and 8%
male university students. Sexual contact between siblings is the most common form of incest,
although it is more likely that incestuous activity between daughters and their fathers or stepfathers will be reported.
Survivors of incest or other sexual abuses display a wide variety of
adolescent and adult psychopathology, including sexual problems, social isolation, role confusion,
substance abuse, low self-esteem, depression, suicide attempts, dissociative symptoms and
characteristics of aggressive and borderline personality. The Childhood Abuse Scale was designed to
discover abuses in the adolescent environment. It should be noted that despite being based on criteria
clinicians, this scale measures only the perception and the memory of these events by the
adolescent; this does not necessarily affirm the reality of these experiences.
2.3 Clinical syndromes

The seven scales that make up this section relate to disorders that manifest in forms
relatively specific, meaning that the symptoms will be grouped into clear and well-defined clinical syndromes,
such as anxiety and depression. These are usually the initial focus of treatment, highlighting
as behaviors, thoughts, or feelings that are relatively striking, that stand out and attract attention
the attention towards that person indicating them as someone who requires professional help.

In contrast to personality prototypes, clinical syndromes are considered more as

extensions or distortions of a teenager's basic personality. These syndromes are often states
relatively differentiated and transient, which grow and decrease over a period of time, depending on
stressful situations. Most are characterized by being a caricature or an accentuation of the style
basic personality of the adolescent. However, regardless of how differentiated they may seem
these syndromes make sense and have significance primarily within the context of personality of
adolescent and should be evaluated in reference to that pattern. Despite the observation that some of
syndromes appear more frequently in conjunction with certain specific personality styles,
each of these symptomatic states can appear in several prototypes. For example, depressive affect
(FF scale) appears more frequently in Inhibited, Pessimistic, and Self-punishing personalities. The
Inclination to substance abuse (BB scale) is commonly found in the Rebel and Tough prototypes.

Since there are various possible variations between clinical syndromes and personality prototypes, it is
It is of great importance to build a model in which these relationships between one another can be specified.
Although clinical syndromes and personality prototypes are evaluated independently, each
Clinical syndrome must also be coordinated with the specific personality prototype with which it
relate. Most of the clinical syndromes described in this section are reactive type being
substantially shorter in duration than personality disorders. They usually represent
states in which an active pathological process clearly manifests. Many of its symptoms are
triggered by external events. As indicated, most appear suddenly or
striking, often accentuating or intensifying the most prosaic features of the basic style of
premorbid personality. During periods of active pathology, it is not uncommon for several symptoms to be
gifts at the same time and that over time change in their level of importance.

Scale AA: Eating disorders

Like with other clinical syndromes, the drive underlying anorexic or bulimic behavior
varies considerably, as does the level of danger posed by the severity of the associated psychopathology and
the degree to which it constitutes a reaction to environmental stressors. Depending on the interaction of these
factors in the life of the adolescent, eating disorders can materialize from the
nothing, to disappear for a period and then re-emerge with or without a manifest trigger.
Only in the last one or two decades have longitudinal data started to accumulate on
the prevalence of these dysfunctions and their increasing or decreasing course.

Nervous anorexia was identified in the late nineteenth century as an important dysfunction.
psychological condition that can lead to death by starvation in young girls. However, bulimia is a
relatively modern disorder, in which there is still some confusion in the definition. A translation
a concrete meaning of the term could be "voracious appetite"; this has come to mean binge eating, vomiting and
purging. Like anorexia nervosa, it is associated with an excessive concern for the body and
concern about weight, both disorders can occur simultaneously. The Disorder Scale of
Nutrition assesses the likelihood that the adolescent is suffering from an eating disorder.

BB Scale: Inclination to substance abuse

Most adults have the impression that teenagers have significantly increased.
its consumption of alcohol and drugs during the last one or two decades. The facts do not justify such
conclusions. Adolescents who use and abuse alcohol have not increased appreciably in the
the last generation and the 'drug revolution' seems to have been a phase between the years 1960 and 1970,
reaching its peak during that period and descending from it. What has been seen in the last
years is the continuation of substance abuse among certain troubled adolescents, more than a ten-
cultural mass density. The topic under discussion is who uses drugs and alcohol excessively, why they do it,
what age groups and what trajectory they follow, what substances they use, for how long, for what purposes.

It is evident that substance abuse is a significant problem for society and for services.
mental health. This issue is much more important among the poor and marginalized who seek substance.
para mejorar sus sentimientos de desesperanza y su rechazo de las normas sociales. En el ámbito de los
mental health services is where psychological assessment can play a major role. This is the case,
especially when the instruments can not only identify the presence of abuse or the
predisposition to it, but they can also indicate the personal context within which it appears.
abuse. Through the Substance Abuse Inclination Scale, the MACI aims to provide an understanding of
Session on why abuse occurs and what purpose it serves for an adolescent with a certain pattern.
of personality.

CC Scale: Predisposition to delinquency

Numerous conflicts and internal struggles can cause adolescents to have problems; and a
a similarly large number of events and internal disorders can lead adolescents to
see problems. Generally, teenagers who have problems show their discomfort.
through the display of problematic behaviors with family, friends, and teachers. The
problematic adolescents seek attention through the distress they inflict on others and
through indifference to the ordinary limitations of society. What is the essence of that inability or
lack of motivation to comply with social norms? How has this habit of indifference developed?
What means have proven to be most effective for its remedy?

What underlies 'criminal' behavior is not a unique trait but a constellation of feelings,
cognitions (or their absence) and behaviors that culminate in acts against others. There is not a single type
of delinquent individuals. Rather, it seems that there are at least two different groups of
adolescents largely divided by socioeconomic boundaries. Although they have very different sets
of feelings and personality traits, the few behaviors they share lead them to be
jointly labeled. Some individuals have very low self-esteem in what they do
reference to his academic life, which may be based on real difficulties with the efforts that
school requires; among them there is a general rejection of school success. In others, family life is described
often as chaotic or hostile, with parents who often act antisocially. A
A central characteristic in these adolescents is their impulsivity, without concern for the consequences.
finales. Even when these consequences are known, these teenagers may prefer to ignore them,
showing indifference to the possibility of suffering and often remaining impassive when
this happens. The situation is more complicated by the fact that the culture of the peer group can give
support for illegal behavior. The broader social framework punishes specific behavior for the
that these teenagers feel rewarded within their closest social group.

Scale DD: Impulsivity Propensity

Maturity is often presented as a level that everyone would aspire to. But despite
assume that everyone, both adolescents and adults, has a common interpretation of it
adulthood can be fraught with difficulties. As teenagers begin to shift towards
autonomy, they feel at the same time the need and the right to speak frankly and to behave in a
A way that aligns with their new belief system. Although this behavior is not unusual in
Adolescence is often perceived as an inconvenient change, reluctantly tolerated by
parents and teachers. What can the teenager express safely and what is part of
of an immoderate or hostile rhetoric? The excesses in the way that adolescents
They grow and demonstrate their assertiveness, which constitutes the focus of this Impulsivity Propensity scale.

Despite the fact that during this period, adolescents are subject to strong emotions, they also make
repeated decisions to suppress and control impulses. However, their ability to maintain
those controls along with their willingness to do so are reduced at this stage in which it is affirmed in
they have the conviction that they have the right, even the obligation, to express their points of view. The
impact of biological changes that often increase irritability and assertiveness, comes to
It's something like throwing fuel on the fire. In a way, society has faced this state of affairs.
establishing a 'psychosocial' moratorium (Erikson, 1968), a period in which the norms are relaxed
common practices for assessing behavior. There is an expectation that adolescents may have
disturbing feelings and that these, in turn, can manifest through behavior
which would ordinarily be considered inappropriate. The issue of what it is remains pending.
acceptable (that is, what is the magnitude of the degree of deviation that is permissible and, consequently,
how it should be handled.

Impulsive behavior is distributed along a continuum and society and families in

particular establish clear indicators throughout that continuum that indicate what is acceptable and what is not
that it is not. Firstly, there are behaviors that regularly deserve approval or even
praise. Below are those behaviors which, although not commendable, are seen
as part of the process of becoming an adult and are produced by the need to question boundaries and
develop the sense of self; these are still permissible and fall within the range of the
psychosocial moratorium. The following are those behaviors that exceed the limits of tolerance
de la familia o de la escuela. Este tipo de actos exasperan fácilmente a los adultos y dan lugar a que se
increase the friction and a growing spiral of performances. In boys, this type of
behavior usually includes an excess of aggression; while in girls, more
frequently, they make themselves known by sexual behavior. The extreme form of behavior is
not only a disorder in the family or school context but also extends beyond the boundaries
of the general norms of society; this type of behavior is the subject of discussion in the
section on predisposition to delinquency.

Scale EE: Feelings of anxiety

Anxiety is a universal emotion. However, it is considered a serious psychological disorder if it

frequently presents, persists for long periods of time, cannot be explained by stressors
goals and overwhelms the individual's ability to relate socially or to function in a way
suitable. Often, anxious adolescents report feelings that are either vaguely
apprehensive or explicitly phobic. They are characteristically tense, indecisive, and restless, tend to
complain about various physical problems, such as tightness, excessive sweating, muscle aches
unspecific and nausea. A review of the specific items of the Anxiety Feelings scale helps to
determine if the patient is primarily phobic and, more specifically, if the phobia is of type
"simple" or "social". However, most anxious adolescents show a generalized state.
tension that manifests as an inability to relax, motor restlessness, and a predisposition to
react and startle easily. Somatic disorders (for example, sweaty hands or the
stomach disorders) are also common features. It is also worth noting the state of
concern, the anxious feeling that problems are imminent, an intensified state of
alertness towards their environment, irritability, and generalized susceptibility.
It is not uncommon for anxiety to be expressed through somatic channels, persistent periods of fatigue and
weakness, concern about poor health and a variety of severe pains, although generally
unspecific, in different unrelated regions of the body itself. Some anxious teenagers
multiple somatic complaints, often presented in a dramatic, vague, or exaggerated manner.
Others have a story that can be considered hypochondriacal; they interpret the small
discomforts or physical sensations as something that indicates a serious disorder. When they actually suffer a
disorder, it tends to be overly valued, despite being reassured from the point of view
doctor. It is typical of this group to use somatic complaints to gain more attention.

FF Scale: Depressive Affect

Most depressed teenagers are still immersed in daily life but are worried.
due to feelings of discouragement or guilt, lack of initiative, apathy, low self-esteem, uselessness and
self-disapproval. During these periods of dejection, there may be episodes of crying,
suicidal ideation, pessimistic attitude, social isolation, little appetite or need to overeat,
permanent fatigue, low concentration, loss of interest in pleasurable activities and decrease in
effectiveness in carrying out ordinary or routine tasks. Unless the Depressive Affect scale is
notably elevated, it is unlikely that the characteristics of major depression will occur. A detailed
Investigation of the specific items can allow the clinician to differentiate the specific characteristics.
of dysthymic mood state (e.g., low self-esteem or hopelessness).

Depressed adolescents admitted to hospitalization units may be unable to

function in a normal environment, they are severely depressed and express fear about the future,
suicidal ideation and a feeling of desperate resignation. Some show a marked slowness.
motor, while others display characteristics of agitation, walking incessantly and lamenting
the distressing state of their lives. Some somatic processes are altered during these periods, especially,
disminución del apetito, cansancio, pérdida o ganancia de peso, insomnio o despertar muy temprano. Son
tied to problems of concentration as well as feelings of worthlessness or guilt. Many times they are
Evident are the almost permanent fear and sadness. Depending on the characteristics of the personality style.
from that teenager, a prototype of shame, introversion, and isolation may exist, characterized by
slowness or an irritable, complaining, and sorrowful tone.

CC Scale: Suicide tendency

It can be said that there is a continuum that includes: thoughts about self-harm.
intentionally or death (suicidal ideation), intentionally harming oneself (behavior
self-destructive), failed suicidal behaviors (suicide attempts) and, finally, attempts
achieved (suicide). Any increase on the Suicide Trend scale should be taken seriously.

Although adolescents faced with psychological problems often think about suicide
As a solution, few seriously put these thoughts into action. Nevertheless, the data
Epidemiological data indicate that completed suicide sharply increases during adolescence. The harm
self-inflicted is the most common cause of death in the group aged 15 to 19, which does not occur in
no other group.

Many reasons that often act together serve as a driving force for suicide. Despite the fact that ...
Impulsive actions are infrequent, but they can occur in adolescents who have had difficulties.
persistent family members or those who have experienced a painful breakup of a significant relationship.
feelings of emotional isolation, the lack of a social support network, and the feeling of detachment from
Peers appear as the main factors in the lives of adolescents who consider the
suicide as his only resource.