Neraberaroan adimen emozionala hobetzeko programa baten ebaluazioa

348 p.ABSTRACT Currently, academic research attention is focused on the importance of implementing psycho-educational programmes which promote socio-emotional development, life skills, etc. with the aim of preventing society¿s problems (such as bullying, depression, stress, etc.) as well as to strengthen health protection factors. In this way, this study had two objectives: 1) to evaluate the effects of a programme to improve emotional intelligence; and 2) to explore whether the programme results were affected differentially by gender and socio-economic level. The sample comprised 148 adolescents (between 13-16 years old). The study used a quasi-experimental design with repeated pretest¿posttest measures and control groups. Twelve assessment instruments were administered before and after the programme, as well as in the follow-up phase one year after the intervention concluded. The pretest¿posttest ANCOVAs showed that the programme significantly increased emotional intelligence, positive social behaviours, assertive cognitive social interaction strategies, empathy, internal anger control, ability to analyze negative feelings and subjective perception of change, whilst psychosomatic symptoms decreased in experimental participants. These results remained stable in the follow-up phase, except for social behaviours and anger control. Moreover, variables that did not significantly improve at the posttest such as negative social behaviours, happiness, aggressive strategies of social interaction, stress management and emotional instability did improve significantly at the follow-up phase. Overall, no significant differences were found by gender or socio-economic level. The importance of implementing programmes to promote socio-emotional development has been discussed. LABURPENA Egun, garapen sozioemozionala, bizitzarako gaitasunak¿ bultzatzen dituzten esku-hartze psikoedukatiboak ezartzearen garrantzia indarra hartzen ari da. Izan ere, modu honetan gizartean dauden arazoei (bullying-a, depresioa, estresa¿) aurre egin eta osasuna babesten duten faktoreak indartzen dira. Hau kontuan harturik, ikerketa honek bi helburu izan zituen: 1) adimen emozionala hobetzeko programa baten efektuak ebaluatu; eta 2) programak eragindako efektuak genero eta maila sozioekonomikoaren arabera aldatzen diren aztertzea. Lagina, 148 nerabek osatu zuten (13-16 urte). Ikerketak pretest-postest neurri errepikatuko diseinu kuasi-esperimentala erabili zuen kontrol taldeekin. Hamabi ebaluazio tresna erabili ziren pretest eta postest faseetan, baita urtebete beranduago burutu zen segimendu fasean ere. Pretest-postest ANOVA emaitzek erakutsi zuten programak esanguratsuki hobetu zituela adimen emozionala, jokaera sozial positiboak, interakzio sozialetako estrategia kognitibo asertiboak, enpatia, amorruaren barne kontrola, sentimendu negatiboak aztertzeko gaitasuna eta aldaketaren hautemate subjetiboa. Gainera, esku-hartzeak sintoma psikosomatikoak gutxitu zituen. Aldi berean, emaitzek baieztatu zuten programak antzeko eragina izan zuela bi sexuetan eta maila sozioekonomiko desberdinetan. Emaitza hauek egonkor mantendu ziren segimendu fasean, jokaera sozial eta amorruaren barne kontrolaren salbuespenekin. Bestalde, postestean esanguratsuki hobetu ez ziren aldagai batzuk, jokaera sozial negatiboak, zoriontasuna, interakzio sozialetako estrategia kognitibo asertiboak,estresaren maneiua eta desoreka emozionala hain zuzen ere, nabarmenki hobetu ziren segimenduan. Orokorrean ez zen desberdintasun esanguratsurik aurkitu genero eta maila sozioekonomikoaren arabera. Eztabaidan garapen sozioemozionala hobetzeko programak ezartzearen garrantziaz hitz egiten da. EXTRACTO/RESUMEN Actualmente se está enfatizando la importancia de implementar programas psicoeducativos que fomenten el desarrollo socioemocional, las habilidades para la vida¿ con la finalidad de prevenir problemas actuales de nuestra sociedad (bullying, depresión, estrés¿) así como de potenciar factores protectores de la salud. CCon esta contextualización, este estudio tuvo dos objetivos: 1) evaluar los efectos de un programa que fomenta la inteligencia emocional; y 2) explorar si el programa afectó diferencialmente en función del género y el nivel socioeconómico. La muestra se configuró con 148 adolescentes (13-16 años). El estudio utilizó un diseño cuasi-experimental de medidas repetidas pretest-postest con grupos de control. Se administraron 12 instrumentos de evaluación antes y después del programa así como en el seguimiento un año después de concluir la intervención. Los ANCOVAs pretest-postest evidenciaron que el programa significativamente aumentó en los participantes experimentales la inteligencia emocional, las conductas sociales positivas, las estrategias asertivas de interacción social, la empatía, el control interno de la ira, la capacidad de analizar sentimientos negativos y la percepción subjetiva del cambio, disminuyendo los síntomas psicosomáticos. Estos resultados se mantuvieron en la fase de seguimiento con la excepción de las conductas sociales y el control de la ira. Por otra parte, variables que no mejoraron significativamente en el postest como las conductas sociales negativas, la felicidad, las estrategias agresivas de interacción, el manejo del estrés y la inestabilidad emocional, mejoraron en la fase de seguimiento. En general no se encontraron diferencias significativas en función del género ni el nivel socioeconómico. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional

Nerabeeri gaitasun sozial eta emozionalak garatzeko programak: berrikusketa

Introduction: since the use of the term emotional intelligence (El) in 1990, this concept has gained ground by showing to be related to relevant aspects of life such as health, well-being and interpersonal relationships. The interest aroused by this construct has provoked the creation of several programs in arder to develop socioemotional abilities. Objectives: the main aim of this study has been to review the El programs' scientific literature. In particular, the review focuses on evidence-based programs. Method: bibliographic searches of books (ISBN) as well as searches in PsycINFO, ERIC, Scopus and Google Scholar have been conducted. These searches have focused on the material published until 2015 and the terms used have been emotional intelligence, sociallemotional skills, program and adolescence. Results: 32 programs have been found. 6 of them develop El. The other 26 are aimed to promote social and emotional skills. By analysing these programs, the following aspects have been taken into account: programs' denomination, authors, participants, objectives, components, study design, instruments and results. Such results show that the programs that develop El and/or socioemotional skills, in addition to improving these variables, also promote academic performance, empathy, self-esteem, behaviour self-control, conflict resolution, well-being and mental health; while decreasing delinquency, drug abuse, anxiety, stress and somatization tendency. Discussion: the aforementioned results obtained reveal the importance of implementing evidence-based intervention programs in arder to promote the social and emotional development of adolescents.; Introduction: depuis l'utilisation du terme intelligence émotionnelle (IE) en 1990, le concept afait son chemin et a montré étre lié a des facteurs aussi pertinents que la santé, le bien-étre et les relations interpersonnelles. L'intérêt suscité par cette variable a provoqué la création de nombreux programmes pour améliorer des compétences socio-émotionnelles. Objectifs: l'objectif de ce projet a été revoir la littérature scientifique des programmes pour développer les programmes d'IE. En particulier, la révision a porté sur les programmes qui l'ont fait évaluer. Méthode: des recherches bibliographiques (ISBN) ainsi que des recherches sur PsycINFO, ERJC, Scopus et Google Académico ont été réalisées. Ces recherches ont porté sur des documents publiés jusqu'en 2015 et les mots utilisés ont été l'intelligence émotionnelle, compétences sociales/émotionnelles, programme et adolescence.Résultats: 32 programmes ont été trouvés. 6 de ces programmes développent l'intelligence émotionnelle. Les autres 26 programmes ont pour finalité le développement de compétences émotionnelles. Enanalysant ces programmes, la dénomination du programme, les auteurs, les participants, les objectifs et les components du programme, la conception de recherche, les instruments et les résultats ont été pris en compte. Les résultats mettent en évidence que les programmes pour améliorer l'IE et les compétences socio émotionnelles, ainsi que leurs variables, améliorent aussi les résultats scolaires, l 'empathie, l 'estime de soi, l'autocontróle de la conduite, la résolution des problemes, le bien-être et la santé mentale; en même temps qu'ils diminuent la délinquance, la consommation de drogues, l'anxiété, le stress et la tendance pour la somatisation. Discussion: les résultats obtenus mettent en évidence l'importance d'implémenter des programmes d'intervention évalués pour promouvoir le développement social et émotionnel des adolescents.; Introducción: Desde la utilización del término de inteligencia emocional (IE) en 1990, el concepto se ha abierto camino demostrando estar relacionado con factores tan relevantes de la vida como la salud, el bienestar y las relaciones interpersonales. El interés suscitado por dicho constructo ha provocado la creación de numerosos programas para mejorar las competencias socioemocionales. Objetivos: El objetivo de este trabajo ha sido revisar la literatura científica sobre los programas para mejorar la JE. En concreto, la revisión se ha centrado en programas que han sido evaluados. Método: Se han realizado búsquedas bibliográficas de libros (ISBN) así como búsquedas en las bases de datos PsycINFO, ERIC, Scopus y Google Académico. Estas búsquedas se han centrado en el material publicado hasta el 2015 y los términos utilizados en ellas han sido inteligencia emocional, habilidades sociales/emocionales, programa y adolescencia. Resultados: Se han encontrado 32 programas. 6 de estos programas desarrollan la IE. Otros 26 tienen como finalidad el desarrollo socioemocional. A la hora de analizar estos programas se han tenido en cuenta la denominación de los programas, sus autores, la muestra, los objetivos y componentes del programa, el diseño de investigación, los instrumentos y los resultados. Los resultados evidencian que los programas que desarrollan la IE y/o las competencias socioemocionales, además de mejorar estas variables también mejoran el rendimiento académico, la empatía, la autoestima, el autocontrol de las conductas, la resolución de conflictos, el bienestar y la salud mental, al mismo tiempo que disminuyen la delincuencia, el consumo de drogas, la ansiedad, el estrés y la tendencia a la somatización. Discusión: Los resultados obtenidos ponen de manifiesto la importancia de implementar programas de intervención basados en la evidencia para fomentar el desarrollo social y emocional de los adolescentes

Validity and Reliability of the Self-Care Activities Screening Scale (SASS-14) During COVID-19 Lockdown

Background In a context where there is no treatment for the current COVID-19 virus, the combination of self-care behaviours together with confinement, are strategies to decrease the risk of contagion and remain healthy. However, there are no self-care measures to screen self-care activities in general population and which, could be briefly in a lockdown situation. This research aims to build and validate a psychometric tool to screen self-care activities in general population. Methods Firstly, an exploratory factor analysis was performed in a sample of 226 participants to discover the underlying factorial structure and to reduce the number of items in the original tool into a significant pool of items related to self-care. Later a confirmatory factor analyses were performed in a new sample of 261 participants to test for the fit and goodness of factor solutions. Internal validity, reliability, and convergent validity between its score with perceived stress and psychological well-being measures were examined on this sample. Results The exploratory analyses suggested a four-factor solution, corresponding to health consciousness, nutrition and physical activity, sleep, and intra-personal and inter-personal coping skills (14 items). Then, the four-factor structure was confirmed as the best model fit for self-care activities. The tool demonstrated good reliability, predictive validity of individuals' perception of coping with COVID-19 lockdown, and convergent validity with well-being and perceived stress. Conclusions This screening tool could be helpful to address future evaluations and interventions to promote healthy behaviours. Likewise, this tool can be targeted to specific population self-care's needs during a scalable situation

Parental Burnout Assessment (PBA) in Different Hispanic Countries: An Exploratory Structural Equation Modeling Approach

Parental burnout is a unique and context-specific syndrome resulting from a chronic imbalance of risks over resources in the parenting domain. The current research aims to evaluate the psychometric properties of the Spanish version of the Parental Burnout Assessment (PBA) across Spanish-speaking countries with two consecutive studies. In Study 1, we analyzed the data through a bifactor model within an Exploratory Structural Equation Modeling (ESEM) on the pooled sample of participants (N = 1,979) obtaining good fit indices. We then attained measurement invariance across both gender and countries in a set of nested models with gradually increasing parameter constraints. Latent means comparisons across countries showed that among the participants' countries, Chile had the highest parental burnout score, likewise, comparisons across gender evidenced that mothers displayed higher scores than fathers, as shown in previous studies. Reliability coefficients were high. In Study 2 (N = 1,171), we tested the relations between parental burnout and three specific consequences, i.e., escape and suicidal ideations, parental neglect, and parental violence toward one's children. The medium to large associations found provided support for the PBA's predictive validity. Overall, we concluded that the Spanish version of the PBA has good psychometric properties. The results support its relevance for the assessment of parental burnout among Spanish-speaking parents, offering new opportunities for cross-cultural research in the parenting domain

Neraberaroan adimen emozionala hobetzeko programa baten ebaluazioa

348 p.ABSTRACT Currently, academic research attention is focused on the importance of implementing psycho-educational programmes which promote socio-emotional development, life skills, etc. with the aim of preventing society¿s problems (such as bullying, depression, stress, etc.) as well as to strengthen health protection factors. In this way, this study had two objectives: 1) to evaluate the effects of a programme to improve emotional intelligence; and 2) to explore whether the programme results were affected differentially by gender and socio-economic level. The sample comprised 148 adolescents (between 13-16 years old). The study used a quasi-experimental design with repeated pretest¿posttest measures and control groups. Twelve assessment instruments were administered before and after the programme, as well as in the follow-up phase one year after the intervention concluded. The pretest¿posttest ANCOVAs showed that the programme significantly increased emotional intelligence, positive social behaviours, assertive cognitive social interaction strategies, empathy, internal anger control, ability to analyze negative feelings and subjective perception of change, whilst psychosomatic symptoms decreased in experimental participants. These results remained stable in the follow-up phase, except for social behaviours and anger control. Moreover, variables that did not significantly improve at the posttest such as negative social behaviours, happiness, aggressive strategies of social interaction, stress management and emotional instability did improve significantly at the follow-up phase. Overall, no significant differences were found by gender or socio-economic level. The importance of implementing programmes to promote socio-emotional development has been discussed. LABURPENA Egun, garapen sozioemozionala, bizitzarako gaitasunak¿ bultzatzen dituzten esku-hartze psikoedukatiboak ezartzearen garrantzia indarra hartzen ari da. Izan ere, modu honetan gizartean dauden arazoei (bullying-a, depresioa, estresa¿) aurre egin eta osasuna babesten duten faktoreak indartzen dira. Hau kontuan harturik, ikerketa honek bi helburu izan zituen: 1) adimen emozionala hobetzeko programa baten efektuak ebaluatu; eta 2) programak eragindako efektuak genero eta maila sozioekonomikoaren arabera aldatzen diren aztertzea. Lagina, 148 nerabek osatu zuten (13-16 urte). Ikerketak pretest-postest neurri errepikatuko diseinu kuasi-esperimentala erabili zuen kontrol taldeekin. Hamabi ebaluazio tresna erabili ziren pretest eta postest faseetan, baita urtebete beranduago burutu zen segimendu fasean ere. Pretest-postest ANOVA emaitzek erakutsi zuten programak esanguratsuki hobetu zituela adimen emozionala, jokaera sozial positiboak, interakzio sozialetako estrategia kognitibo asertiboak, enpatia, amorruaren barne kontrola, sentimendu negatiboak aztertzeko gaitasuna eta aldaketaren hautemate subjetiboa. Gainera, esku-hartzeak sintoma psikosomatikoak gutxitu zituen. Aldi berean, emaitzek baieztatu zuten programak antzeko eragina izan zuela bi sexuetan eta maila sozioekonomiko desberdinetan. Emaitza hauek egonkor mantendu ziren segimendu fasean, jokaera sozial eta amorruaren barne kontrolaren salbuespenekin. Bestalde, postestean esanguratsuki hobetu ez ziren aldagai batzuk, jokaera sozial negatiboak, zoriontasuna, interakzio sozialetako estrategia kognitibo asertiboak,estresaren maneiua eta desoreka emozionala hain zuzen ere, nabarmenki hobetu ziren segimenduan. Orokorrean ez zen desberdintasun esanguratsurik aurkitu genero eta maila sozioekonomikoaren arabera. Eztabaidan garapen sozioemozionala hobetzeko programak ezartzearen garrantziaz hitz egiten da. EXTRACTO/RESUMEN Actualmente se está enfatizando la importancia de implementar programas psicoeducativos que fomenten el desarrollo socioemocional, las habilidades para la vida¿ con la finalidad de prevenir problemas actuales de nuestra sociedad (bullying, depresión, estrés¿) así como de potenciar factores protectores de la salud. CCon esta contextualización, este estudio tuvo dos objetivos: 1) evaluar los efectos de un programa que fomenta la inteligencia emocional; y 2) explorar si el programa afectó diferencialmente en función del género y el nivel socioeconómico. La muestra se configuró con 148 adolescentes (13-16 años). El estudio utilizó un diseño cuasi-experimental de medidas repetidas pretest-postest con grupos de control. Se administraron 12 instrumentos de evaluación antes y después del programa así como en el seguimiento un año después de concluir la intervención. Los ANCOVAs pretest-postest evidenciaron que el programa significativamente aumentó en los participantes experimentales la inteligencia emocional, las conductas sociales positivas, las estrategias asertivas de interacción social, la empatía, el control interno de la ira, la capacidad de analizar sentimientos negativos y la percepción subjetiva del cambio, disminuyendo los síntomas psicosomáticos. Estos resultados se mantuvieron en la fase de seguimiento con la excepción de las conductas sociales y el control de la ira. Por otra parte, variables que no mejoraron significativamente en el postest como las conductas sociales negativas, la felicidad, las estrategias agresivas de interacción, el manejo del estrés y la inestabilidad emocional, mejoraron en la fase de seguimiento. En general no se encontraron diferencias significativas en función del género ni el nivel socioeconómico. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional

Effects of an emotional intelligence program in variables related to the prevention of violence

In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (El) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest-posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest-posttest ANCOVAs showed that the program significantly increased: (1) El (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.Study funded by the Spanish Ministry of Economics and Competitiveness (MINECO; PSI2012-30956), the Department of Education, Language Policy and Culture of the Basque Government (IT638-13; BEI-2012-10) and by the University of the Basque Country (UFIPSIXXI-11/04)