Speaker
Presentation in Spanish
RICARDO SANMARTÍN LÓPEZ
UNIVERSITY OF ALICANTE. SPAIN
Ricardo Sanmartín López holds a PhD in Educational Research from the University of Alicante with international distinction, which was the result of a collaborative relationship with the Plymouth Institute of Education. He is currently an Associate Professor in the Department of Developmental Psychology and Didactics at the University of Alicante. His primary line of research is affect in childhood and adolescence and its relationship with psychoeducational variables.
He has contributed to the development of articles, books, book chapters, and conference presentations in which the main findings of his research work have been presented. He is also a member of various research and teaching innovation projects. Additionally, he has been part of the scientific and organizing committee for several national and international conferences. In terms of teaching, he has participated in courses related to the involvement of Psychology in the development of individuals in the Bachelor’s degrees in Primary and Early Childhood Education, Physical Activity and Sports Sciences, and in the Master’s degree in Secondary Education, all at the University of Alicante.
Recently, he has contributed to the publication of two book chapters in a monograph on affect published by Springer, titled “The Affective Profiles Model: 20 Years of Research and Beyond.” He has also engaged in teaching and research collaborations with researchers from the United States, Chile, and Ecuador, among others. Lastly, he is involved in an Erasmus+ research project titled “Observatory SOS-Attendance,” which aims to study and investigate school attendance issues with universities from Belgium, Turkey, and Italy.
Profiling Affect in Childhood and Adolescence Through Aggressiveness, Perfectionism, and School Rejection
The division of affective dimensions in the emotional development of individuals has led to the identification of affective profiles characterized by combinations of positive and negative affective scores. In this regard, scientific literature has identified two affective profiles that should be considered in all prevention and treatment programs for emotional situations in individuals. These profiles are the self-actualized profile, characterized by high positive affect and low negative affect scores, and the self-destructive profile, characterized by low positive affect and high negative affect scores. Following the line of research on affect, self-actualized profiles have been associated with adaptive developmental variables, such as optimism and subjective well-being, among others, while the self-destructive profile has been linked to maladaptive dimensions, such as pessimism and social anxiety, among others.
Consequently, the aim of this monographic session is to continue reflecting on and expanding the understanding of the consequences of affective profiles in the child and adolescent population. To this end, we will explore the implications that affective profiles may have on physical aggressiveness, perfectionism, and school rejection. By studying the relationship between these affective profiles and the mentioned variables, we hope to continue providing information about the adaptive or maladaptive characteristics of these profiles. This monographic session will allow us to reflect on the appropriateness of including possible programs for the identification and prevention of maladaptive affective profiles and the promotion of adaptive profiles. This will help improve the experience of psychology professionals who work with children and adolescents.
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