The Influence of Emotional Intelligence (EI) on Coping and Mental Health in Adolescence: Divergent Roles for Trait and Ability EI.

Theoretically, trait and ability emotional intelligence (EI) should mobilise coping processes to promote adaptation, plausibly operating as personal resources determining choice and/or implementation of coping style. However, there is a dearth of research deconstructing if/how EI impacts mental health via multiple coping strategies in adolescence. Using path analysis, the current study specified a series of multiple-mediation and conditional effects models to systematically explore interrelations between coping, EI, depression and disruptive behaviour in 748 adolescents (mean age = 13.52 years; SD = 1.22). Results indicated that whilst ability EI influences mental health via flexible selection of coping strategies, trait EI modifies coping effectiveness; specifically, high levels of trait EI amplify the beneficial effects of active coping and minimise the effects of avoidant coping to reduce symptomotology. However, effects were selective with respect to coping style and outcome. Implications for interventions are discussed alongside directions for future research

School-based mental health promotion in children and adolescents with StresSOS using online or face-to-face interventions: study protocol for a randomized controlled trial within the ProHEAD Consortium

Abstract Background Schools are an ideal setting in which to promote health. However, empirical data on the effectiveness of school-based mental health promotion programs are rare, and research on universal Internet-based prevention in schools is almost non-existent. Following the life skills approach, stress management training is an important component of health promotion. Mental health literacy is also associated with mental health status, and it facilitates formal help-seeking by children and adolescents (C&A). The main objectives of this study are (1) the development and evaluation of an Internet-based version of a universal school-based health promotion program called StresSOS and (2) demonstrating non-inferiority of the online setting compared to the face-to-face setting. StresSOS aims to improve stress management and mental health literacy in C&A. Methods/design A school-based sample of 15,000 C&A (grades 6–13 and older than 12 years) will be recruited in five regions of Germany within the ProHEAD Consortium. Those with a screening result at baseline indicating no mental health problems will be invited to participate in a randomized controlled trial comparing StresSOS online to an active online control condition (Study A). In addition, 420 adolescents recruited as a separate school-based sample will participate in the StresSOS face-to-face intervention. Participants in both intervention groups (online or face-to-face) will receive the same eight treatment modules to allow for the comparison of both methods of delivery (Study B). The primary outcome is the number of C&A with symptoms of mental health problems at a 12 months follow-up. Secondary outcomes are related to stress/coping (i.e., knowledge, symptoms of stress, coping resources), mental health literacy (knowledge and attitudes toward mental disorders and help-seeking), program usage patterns, cost-effectiveness, and acceptability of the intervention. Discussion This study represents the first adequately powered non-inferiority trial in the area of school-based mental health promotion. If online StresSOS proves efficacious and non-inferior to face-to-face delivery, this offers great potential for health promotion in youths, both in and outside the school environment. Trial registration German Clinical Trials Register, DRKS00014693 . Registered on 14 May 2018

Correlates of Internalizing and Externalizing Behavior Problems: Perceived Competence, Causal Attributions, and Parental Symptoms

Young adolescents in the clinical range on internalizing, externalizing, and both internalizing and externalizing behavior problems, as well as youth in the normal range on both types of problems, were identified separately using adolescents\u27 self-reports and mothers\u27 reports of behavior problems. In comparisons of groups identified on the basis of either type of informant, differences among the four groups were found in adolescents\u27 self-perceptions of competence and in their fathers\u27 psychological symptoms. Specifically, normals reported a more positive sense of their social acceptance and their behavioral conduct than all clinical groups, and fathers of adolescents in the clinical range on both internalizing and externalizing problems tended to report more psychological symptoms than the fathers of the normal group. Differences were found in mothers\u27 psychological symptoms only when mothers\u27 reports of adolescents\u27 behavior problems were used to identify the groups. No consistent differences among the groups were found on adolescents\u27 causal attributions for success and failure

Psychosocial precursors and correlates of differing internalizing trajectories from 3 to 15 years

Psychosocial precursors and correlates of parent-reported internalizing behavior trajectories across the age span of 3&ndash;15 years were explored using a community-based cohort of Australian children. Six internalizing trajectories had previously been identified for both girls (N = 810) and boys (N = 874) in this sample, comprising stable low, high, decreasing, and increasing pathways. Infancy and toddler temperamental traits (inhibition/shyness, irritability), behavior problems, and parent&ndash;child relationship difficulties constituted significant risks for subsequent problematic internalizing profiles. Several gender-specific trends were evident, with temperamental reactivity and shyness, less optimal parenting, and peer difficulties more salient for girls on increasing trajectories whereas externalizing problems were more prominent among boys on increasing trajectories. Factors associated with recovery from elevated symptoms included higher levels of social competence, better parent and peer relations, and more positive school adjustment. Findings suggest that individual characteristics and relationship experiences may be involved in the development and course of internalizing problems.<br /