Inventario de Riesgo Suicida para Adolescentes IRIS Manual versión 1.0.2 (2007)
Quetzalcóatl Hernández Cervantes Emilia Lucio Gómez-Maqueo
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Tabla de Contenidos I. Descripción general ............................................................................................................................. 3 II. Información antecedente ................................................................................................................... 4 Figura 1. Estrategia de intervención para riesgo suicida adolescente .............. ....................... ........... .. 4 Tabla 1. Historial de estudios sobre la construcción, confiabilidad y validez del instrumento * de tamizaje para riesgo suicida adolecente “ IRIS” en su versión inicial. ................................. 5 III. Propiedades psicométricas ............................................................................................................... 6 Figura 2. Distribución de la muestra para el IRIS v2 (Hernández y Lucio, 2003) .......... .......... 6 Tabla 2. Estructura factorial (rotación varimax) del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003). .................................................................. 7 Tabla 3. Historial de estudios sobre la confiabilidad y validez del Inventario de Riesgo Suicida ‡ para Adolescentes “IRIS” en su versión final. .......................................................................... 8 Tabla 4. Validez concurrente del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003) con la Escala Beck de Ideación Suicida (González-Macip et al., 2000) y la Escala experimental de Ideación Suicida del MMPI-A (Lucio, (Lucio, Loza y Durán, 2000). 9 Tabla 5. Validez convergente del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003) con Sucesos de Vida forma Adolescentes (Lucio (Lucio y Durán, 2003). 10 IV. Sobre la calificación......................................................................................................................... 11 Tabla 6. Distribución de reactivos del Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) en la versión impresa de 50 reactivos. .................. ........................... .................. .............. ..... 11 V. Niveles de riesgo suicida .................................................................................................................. 12 Figura 3. Niveles de riesgo suicida del IRIS (Hernández y Lucio, 2003) ................. ...................... ..... 12 VI. Sobre las puntuaciones T ................................................................................................................ 13 Tabla 7. Medias y desviaciones estándar para las áreas del Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) ......................................................................... 13 VII. Creación de la base de datos en SPSS ............................................................................................ 14 VIII. Procedimiento para la calificación ................................................................................................ 15 Referencias ........................................................................................................................................... 17 Apéndice I: Ejemplo de perfil IRIS (con subescala del MMPI-A) .......................................................... 19 Apéndice II: IRIS versión completa ....................................................................................................... 20
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
I. Descripción general Nombre
Inventario de Riesgo Suicida para Adolescentes “IRIS”.
Autores
Dr. Quetzalcóatl Hernández Cervantes 1 y Dra. Emilia Lucio Gómez-Maqueo. 2
Estructura
Escala de frecuencia con 50 (versión extendida) o 24 reactivos (versión corta).
Subescalas
Tres subescalas y un índice: Subescala 1: Ideación e intencionalidad suicidas. Subescala 2: Depresión y desesperanza. Subescala 3: Ausencia de circunstancias protectoras. Índice de malestar psicológico asociado al riesgo suicida.
Indicadores
Tres reactivos críticos o significativos: a. Ideación suicida. b. Plan (es) suicida (s). c. Intento (s) suicida (s) previo (s).
Aplicación
Individual y grupal.
Duración
20 – 30 minutos.
Población
adolescentes estudiantes (de secundaria o preparatoria) de 12 a 18 años de edad.
Usos
El IRIS se puede emplear…
a. como instrumento de tamizaje o “screening” en la detección y categorización/priorización categorización/priorización del riesgo suicida; b. como instrumento de evaluación pre y post tratamiento para calcular significancia clínica (Jacobson (Jacobson y Truax, 1991); c. dentro de una batería de evaluación para generar perfiles de riesgo suicida y de otros problemas emocionales (junto con Sucesos de Vida [Lucio y Durán, 2 003] y/o el MMPI-A [Lucio et al., 1998], por ejemplo); d. para la estimación del riesgo suicida (mediciones básicas epidemiológicas) de acuerdo al sexo y definición de casos y no casos. Materiales
Cuadernillo de aplicación, hoja de respuestas (para calificación manual o para lectora óptica) y lápiz del número 2 o 2 ½.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
II. Informaci Información ón antecedente El propósito del Inventario de Riesgo Suicida para Adolescentes “IRIS” (Hernández y Lucio, 2003) es la identificación de jóvenes estudiantes que se encuentren en riesgo de suicidio para referirlos a un modelo de intervención psicológica que tenga como objetivo la reducción de tal riesgo y la prevención de algún tipo de conducta suicida (Brent y Moritz, 1996; CDC, 1992). Este instrumento de tamizaje así como el modelo de evaluación se han desarrollado siguiendo parámetros de evaluación con niños y adolescentes en riesgo suicida (Berman y Jobes, 1999; Goldston, 2000; Jacobs, 1999; 1 999; King y Kowalchuk, 1994); al modelo teórico de suicidio en niños y adolescentes desarrollado por Shaffer y colaboradores (1998; 2001), al modelo de identificación y evaluación propuesto dentro de la escuela por Kirk (1993), y las recomendaciones de intervención para escuelas secundarias y preparatorias (Davis y Sandoval, 1991; Leenaars y Wenckstern, 1991). Asimismo, a partir de una revisión de varios casos de adolescentes suicidas (viñetas) de estudios anteriores (Loza et al., 1998; Lucio et al., 2000), haciendo posible la adecuación adecuación y la creación del banco de reactivos del instrumento. En la Figura 1 se muestra el uso del IRIS dentro de una estrategia de intervención para adolescentes en riesgo mientras que la Tabla 1 resume los estudios previos a la versión final del instrumento que este manual aborda.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Tabla 1. Historial de estudios sobre la construcción, confiabilidad y validez del instrumento de *
tamizaje para riesgo suicida adolecente “IRIS” en su versión inicial.
Estudios
Objetivo (s)
Instrumento (s)
Participantes Participantes
Variables
Análisis estadístico
Resultados
Estudio 1. Construcción del instrumento de tamizaje Construir el instrumento de tamizaje a partir de los modelos empíricos de riesgo suicida en adolescentes y estudios previos. Parámetros de evaluación con niños y adolescentes en riesgo suicida (Berman y Jobes, 1999; Goldston, 2000; Jacobs, 1999; Shaffer et al., 1998; 2001); modelos de prevención e intervención en escuelas para adolescentes en riesgo suicida (CDC, 1992; Davis y Sandoval, 1991; Kirk, 1993; Leenaars y Wenckstern, 1991); viñetas de adolescentes con intento (s) de suicidio (Lucio, Loza y Durán, 2000); y el Inventario de Orientación Suicida ISO-30 para adolescentes (King y Kowalchuk, 1994). Banco de reactivos a partir de las recomendaciones para la construcción de instrumentos de tamizaje y evaluación de riesgo suicida entre adolescentes.
Estudio 2. Confiabilidad y validez del IRIS (v1) Evaluar la confiabilidad y validez factorial del instrumento de tamizaje en su primera versión.
Estudio 3. Validez concurrente del IRIS (v1) Evaluar la validez concurrente del instrumento de tamizaje con la prueba Sucesos de Vida.
IRIS v1 (Hernández y Lucio, 2002).
IRIS v1 (Hernández y Lucio, 2002); Sucesos de Vida forma Adolescentes (Lucio y Durán, 2003). n=254 M=14.2, DE =1.6 =1.6 Hombres: 47.6% Mujeres: 52.4%
N=353 M=14.6, DE =1.5 =1.5 Hombres: 47.3% Mujeres: 52.7% Sección A: escala Likert de 40 reactivos. Sección B: escala dicotómica de 35 reactivos. Alfas de Cronbach y análisis factorial exploratorio (rotación varimax).
Riesgo suicida: secciones del IRIS (v1); Sucesos (7 áreas) estresantes de vida. Correlaciones Pearson.
Sección A: 9 factores (varianza explicada del 55.4%; α =.72, p<.001). Sección B: 8 factores (varianza explicada del 60.4%; α =.78, p<.001).
Ejemplos de correlación: Factor “Dificultades interpersonales” del IRIS v1
con el área personal negativa de Sucesos de Vida (r (r =.32, p<.001). Factor “Ideación suicida”
del IRIS v1 con el área familiar negativa de Sucesos de Vida ( r =.24, =.24, p<.001). * El instrumento de tamizaje en esta etapa es válido y confiable; sin embargo, por su
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
III. Propiedades psicométricas psicométricas La segunda versión del Inventario de Riesgo R iesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) se compone de 50 reactivos en una escala de frecuencia. La muestra de estudio para la confiabilidad y validez del IRIS v2 se conformó por estudiantes de una secundaria pública del Distrito Federal; participaron 555 jóvenes con un promedio de edad de 13.3 (DE = 0.848); ver Figura 2.
Muestra del IRIS (n=555) 120 100
a i c n e u c e r F
109 96
102 86
90
Hombres
80 60
Mujeres 51
40 15
20
6
0 12
13
14
15
Axis Title
Figura 2. Distribución de la muestra para el IRIS v2 (Hernández y Lucio, 2003)
Para evaluar la confiabilidad del instrumento se obtuvieron alfas de Cronbach mientras que para la validez se llevó a cabo un análisis factorial utilizando rotación varimax. Tanto la consistencia interna (α = .95) como el porcentaje de varianza explicada (57.6%) son aceptables (ver Tabla 2). Los tres factores resultantes son: 1. Ideación e intencionalidad suicidas, suicidas, compuesto por diez reactivos; 2. Desesperanza y depresión, depresión, integrado por ocho reactivos; r eactivos; y, 3. Ausencia de circunstancias protectoras, protectoras, conformado por seis reactivos.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Vida forma Adolescentes (Lucio y Durán, 2003) se realizó otro estudio con una muestra de 339 adolescentes estudiantes de otra escuela secundaria pública del Distrito Federal. En la Tabla 3 se resumen los resultados de los estudios de confiabilidad y validez realizados con la versión final del instrumento de tamizaje.
Tabla 2. Estructura factorial (rotación varimax) del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003).
Reactivo 49 He planeado mi propia muerte. 50 He intentado quitarme la vida. 25 He pensado en suicidarme. 32 Creo o siento que mi muerte podría ser una solución a los problemas en mi vida. 11 He deseado estar muerto (a). 27 Conozco o tengo un lugar donde me gustaría morir. 12 Quisiera irme de este mundo. 16 He creído o sentido que mi existencia es horrible, odiosa. 44 Desearía no haber nacido. 8 Creo o siento que nada me motiva a seguir en este mundo. 40 Me siento confundido (a) respecto a ... 38 Me cuesta trabajo concentrarme. 43 Me he sentido desilusionado (a) de la vida. 20 Me siento triste. 30 Creo o siento que la gente a mi
Factor 1: Ideación e intencionalidad suicidas .84 .83 .81
Factor 2: Depresión y desesperanza
Factor 3: Ausencia de circunstancias protectoras
h
2
.77 .72 .80
.64
.71
.62
.66
.59
.42
.57
.64
.52
.60
.52
.65
.45
.43 .73 .65
.60 .45
.61
.66
.59
.50
.56
.66
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Tabla 3. Historial de estudios sobre la confiabilidad y validez del Inventario de Riesgo Suicida para Adolescentes “IRIS” en su versión final.
‡
Estudios Estudio 1. Confiabilidad y validez del IRIS (v2) Objetivo (s)
Instrumento (s)
Participantes Participantes
Variables
Análisis estadístico
N=555 M=13.3, DE =.85 =.85 Hombres: 55.1% Mujeres: 44.9% Escala de frecuencia Subescalas (3) del de 50 reactivos. IRIS (v2); Subescalas (3) de la ISB.
Estudio 3. Validez concurrente del IRIS (v2) y MMPI-A Evaluar la validez concurrente del instrumento de tamizaje con la Subescala MMPI-A de ideación suicida. IRIS v2 (Hernández y Lucio, 2003); Subescala experimental de ideación suicida del MMPI-A (Lucio, Loza y Durán, 2000). n=221 M=13.5, DE =.75 =.75 Hombres: 49.3% Mujeres: 50.7% Subescalas (3) del IRIS (v2); Subescala MMPI-A de ideación suicida.
Alfas de Cronbach y análisis factorial
Correlaciones Pearson.
Evaluar la confiabilidad y validez factorial del instrumento de tamizaje en su segunda versión. IRIS v2 (Hernández y Lucio, 2003).
Estudio 2. Validez concurrente del IRIS (v2) y Beck Evaluar la validez concurrente del instrumento de tamizaje con la Escala Beck de Ideación Suicida. IRIS v2 (Hernández y Lucio, 2003); Escala Beck de Ideación Suicida “ISB” (González Macip et al., 2000).
Correlaciones Pearson.
Estudio 4. Validez convergente del IRIS (v2) y Sucesos Evaluar la validez convergente del instrumento de tamizaje con la prueba Sucesos de Vida. IRIS v2 (Hernández y Lucio, 2003); Sucesos de Vida forma adolescentes (Lucio y Durán, 2003).
N=339 M=13.7, DE =1.18 =1.18 Hombres: 46% Mujeres: 54% Subescalas (3) del IRIS (v2); Sucesos (7 áreas) estresantes de vida. Correlaciones Pearson.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
En la Tabla 4 se muestran las correlaciones del IRIS con la Escala Beck de Ideación Suicida y la Subescala experimental de Ideación Suicida del MMPI-A, donde todos los valores son estadísticamente significativos. significativos. Destacan, por ejemplo, la alta correlación del primer factor del IRIS (Ideación e intencionalidad suicidas) suicidas) con el segundo factor de la escala Beck (Deseo de vida/muerte) al igual que con la Subescala del MMPI-A.
Tabla 4. Validez concurrente del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003) con la Escala Beck de Ideación Suicida (González-Macip et al., 2000) y la Escala experimental de Ideación Suicida del MMPI-A (Lucio, Loza y Durán, 2000). Escala Beck de Ideación Suicida [N=555]
Subescala MMPI-A experimental de ideación suicida [n=221]
Planeación e intencionalidad suicidas
Deseo de muerte / deseo de vida
Motivación de muerte / motivación de vida
1: Ideación e intencionalidad suicidas
.42**
.67**
.45**
.60**
2: Depresión y desesperanza
.33**
.53**
.34**
.60**
3: Ausencia de circunstancias protectoras
.29**
.45**
.30**
.43**
Subescalas del IRIS
** p<.001
En cuanto a la correlación del IRIS con el cuestionario de Sucesos de Vida forma Adolescentes (ver Tabla 5), se observa que las siete áreas de sucesos de vida adversos o negativos se asocian
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Tabla 5. Validez convergente del Inventario de Riesgo Suicida para Adolescentes “IRIS” v2 (Hernández y Lucio, 2003) con Sucesos de Vida V ida forma Adolescentes (Lucio y Durán, 2003). Subescalas del IRIS v2 [N=339] 1: Ideación e intencionalidad suicidas
2: Depresión y desesperanza
3: Ausencia de circunstancias protectoras
Personal (negativo)
.61**
.67**
.57**
Familiar (negativo)
.44**
.50**
.38**
Logros y Fracasos (negativo)
.40**
.49**
.38**
Salud (negativo)
.34**
.39**
.29**
Problemas de conducta
.33**
.32**
.27**
Social (negativo)
.32**
.38**
.30**
Escolar (negativo)
.28**
.34**
.25**
Salud (positivo)
-.29**
-.32**
-.20**
Personal (positivo)
-.15**
-.19**
-.11**
Áreas de Sucesos de Vida
** p<.001
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
IV. Sobre la calificació calificación n3 Antes de presentar los pasos de calificación computarizada computarizada es importante conocer qué reactivos integran qué área del instrumento con las etiquetas o nombres de variables que se emplean dentro de la base de datos del SPSS (Tabla 6). En la primera columna se muestra entre corchetes la etiqueta de las variables para cada factor/subescala, los reactivos críticos y el índice; en la segunda se encuentran los reactivos de cada factor/subescala en orden descendiente de acuerdo a la carga factorial (a excepción del índice). Así, tenemos dos formas de aplicación del IRIS. La primera es la resulta íntegra del análisis factorial empleando los 24 reactivos de T1, T2 y T3. Por otro lado, la forma extendida de 50 reactivos agrega un indicador a las tres t res subescalas. Cuando se realizó el factorial del instrumento se tomó como criterio previo la supresión de todos los reactivos que tuvieran una comunalidad menor a .4 (Tabachnick y Fidell, 2001), por lo que estos 26 ítems quedaron fuera del análisis. Sin embargo, en la aplicación final se continuaron utilizando los 50 reactivos de tal forma que además de obtener las puntuaciones T correspondientes a cada factor se hizo lo mismo con este índice; por consiguiente, su empleo es completamente opcional. Tabla 6. Distribución de reactivos del Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) en la versión impresa de 50 reactivos. r eactivos. Áreas Factor o subescala 1 [T1]
Ideación e intencionalidad suicidas
Factor o subescala 2 [T2]
Depresión y desesperanza
Número de reactivos 10
r49+r50+r25+r32+r11+r27+r12+r16+r44+r8
r40+r38+r43+r20+r30+r23+r4+r47
8
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
V. Niveles de riesgo suicida A través del sistema de calificación del IRIS es posible crear distintos grupos o niveles de prioridad a partir de un modelo mo delo acumulativo de riesgo. Los criterios para delimitar cada grupo o nivel se explican más adelante; mientras tanto, en la Figura 3 se muestra cada uno con el descriptor principal, desde el indicador de mayor prioridad (1) hasta el que identifica al adolescente o grupo de adolescentes sin riesgo alguno (0).
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
VI. Sobre las puntuaciones T Las puntuaciones T son puntuaciones uniformes para cada subescala e índice del IRIS, calculadas por separado para hombres y mujeres. En las puntuaciones T un valor de T50 representa la media para esa área mientras que una diferencia de 10 respecto de la media indica una desviación estándar; así, una puntuación de T60 es una desviación estándar sobre la media y una PT30 se ubica dos desviaciones estándar debajo de la media. m edia. Para el cálculo de las PT se sigue la siguiente fórmula:
donde es la puntuación natural de un área del IRIS, es la media y la desviación estándar correspondientes; en la Tabla 7 se muestran tales datos para cada área del instrumento de tamizaje.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
VII. Creación de la base de datos en SPSS El procedimiento de calificación que aquí se presenta presupone la creación de una base de datos en SPSS a partir de dos fuentes: (1) un archivo proveniente del software de la lectora óptica, o bien, (2) la captura de datos directamente en un archivo base del SPSS. Indistintamente, es importante verificar que la base tiene el siguiente conjunto de variables: “id” “sem” “edad” “sexo” “edociv” r1 … r50
Identificación, tipo numérico Semestre o grado, tipo numérico Edad sin meses, tipo numérico numérico [1: hombres, 2: mujeres] Estado civil, numérico [1: soltero, 2: casado, etc.] correspondiente a los 50 reactivos del IRIS
Además de lo anterior, se debe depurar la base, es decir, revisar que no se dupliquen valores en ninguna de las variables o que falten valores (a excepción de los que se encuentren dentro del rango r1… r50, ya que éstos tienen un tratamiento estadístico especial); se recomienda crear un filtro para eliminar aquellos casos que hayan dejado sin contestar el 10% (cinco reactivos) o más.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
VIII. Procedimiento para la calificaci calificación ón Una vez depurada la base de datos (y teniendo una copia de respaldo) se abren tanto la base (extensión “.sav”) como el archivo de instrucciones (extensión (extensión “.sps”) correspondientes. Cada paso está precedido por un comentario que lo describe (cada línea iniciada con un asterisco); para ejecutar cada uno hay que: seleccionar con el cursor desde la función en mayúsculas (por ejemplo, RECODE), hasta el fin de la instrucción, que se identifica por la orden o comando EXECUTE, espacio y punto.
En resumen, los pasos a seguir son: 1. Recodificación de la base a. De alfanumérico (lectora óptica) a numérico (SPSS) b. Redefinición de variables (tipo y nivel de medición) c. Reasignación (sentido) de los reactivos ‘negativos’ 2. Tratamiento de valores ausentes o cero a. Recodificación a valores ausentes del sistema
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
9. Integración de bases (hombres y mujeres) 10. Identificación de casos 11. Creación de niveles de riesgo/prioridad r iesgo/prioridad a. Reacomodo de niveles b. Ordenación de prioridad c. Re etiquetamiento de variables 12. Identificación de caso / no caso (para estimaciones de riesgo) a. Despliegue opcional en tablas cruzadas i. Sexo X Prioridad ii. Sexo X Caso / No caso
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Referencias Berman, A.L. & Jobes, D.A. (1999). Adolescent (1999). Adolescent Suicide: Assessment and Intervention. Intervention. Estados Estados Unidos: American Psychological Association Brent, D.A. & Moritz, G. (1996). Developmental pathways to adolescent suicide. En Cicchetti D, Toth SL. Rochester Symposium on Developmental Psychopathology Vol. 7. Adolescence: opportunities and challenges. Estados challenges. Estados Unidos: University of Rochester Press. pp. 233 -258 C.D.C. (1992). Youth Suicide Prevention Programs: A Resource Guide. Estados Guide. Estados Unidos: Centers for Disease Control and Prevention. Disponible en internet: http://www.cdc.gov/ncipc/pubhttp://www.cdc.gov/ncipc/pubres/youthsui.htm
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Kirk, W.G. (1993). Adolescent (1993). Adolescent Suicide: Suicide: A School-Based Approach to Assessment Assessment & Intervention. Intervention. Estados Unidos: Research Press Leenaars, A.A. & Wenckstern, S. (1991). Suicide Prevention in Schools. Estados Schools. Estados Unidos: Hemisphere Publishing Loza, G., Lucio, E., & Durán, C. (1998). Comparación entre la personalidad del adolescente con intento suicida y sin intento suicida. La Psicología Social en México VII: 80-85 VII: 80-85 Lucio, E. & Durán, C. (2003). Cuestionario de Sucesos de Vida versión Adolescentes. México: Adolescentes. México: Manual Moderno Lucio, E., Ampudia, A., & Durán, C. (1998). Inventario Multifásico de la Personalidad P ersonalidad Minnesota para Adolescentes MMPI-A: Manual. Manual. México: México: Manual Moderno
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Apéndice I: Ejemplo Ejemplo de perfil IRIS (con (con subescala subescala del MMPI-A) ID2519 D2519 masculin masc ulino o 14 años / Asistencia: Asistenc ia: 17 sesiones [81%] 120
100
80 T n ó i c a u t n u P
60
40
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
Apéndice II: IRIS versión versión completa
IRIS Quetzalcóatl Hernández Cervantes y Emilia Lucio Gómez-Maqueo
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) EN LOS ÚLTIMOS DOCE MESES…
1.
Creo o siento que mi familia conoce y comprende mis intereses, ideas y sentimientos. a) Sí, todo este tiempo
2.
b) Casi siempre
c) Algunas veces
d) Rara vez
e) No, nunca
d) Rara vez
e) No, nunca
Creo o siento que algo está mal conmigo. a) Sí, todo este tiempo
b) Casi siempre
c) Algunas veces
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) EN LOS ÚLTIMOS DOCE MESES…
8.
Creo o siento que nada me motiva a seguir en este mundo. a) Sí todo este
b) Casi siempre
c) Algunas veces
d) Rara vez
e) No, nunca
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003)
EN LOS ÚLTIMOS DOCE MESES… 15.
Mis maestros están en mi contra (la traen conmigo). a) Todos mis
b) Casi todos
c) Algunos de
d) Uno o dos
e) No, ninguno.
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) EN LOS ÚLTIMOS DOCE MESES…
22.
Tengo problemas para hacer nuevos amigos o iniciar i niciar un noviazgo. a) Sí, todo este
b) Casi siempre
c) Algunas veces
d) Rara vez
e) No, nunca
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) EN LOS ÚLTIMOS DOCE MESES…
29.
Supe de o conocí a gente cercana a mí que se suicidó, que murió por suicidio. a) Sí, a cuatro o
b) Sí, a tres
c) A dos
d) Sí, al menos a
e) No, nadie
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Inventario de Riesgo Suicida para Adolescentes IRIS (Hernández y Lucio, 2003) EN LOS ÚLTIMOS DOCE MESES…
35.
Mi mejor amigo (a) o mis amigos cercanos me han traicionado. a) Sí, todo este
b) Casi siempre
c) Algunas veces
d) Rara vez
e) No, nunca
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