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Background: The clinical effects of smartphone-based interventions for bipolar disorder (BD) have yet to be established. Objectives: To examine the efficacy of smartphone-based interventions in BD and how the included studies reported user-engagement indicators. Methods: We conducted a systematic search on January 24, 2022, in PubMed, Scopus, Embase, APA PsycINFO, and Web of Science. We used random-effects meta-analysis to calculate the standardized difference (Hedges’ g) in pre-post change scores between smartphone intervention and control conditions. The study was pre-registered with PROSPERO (CRD42021226668). Results: The literature search identified 6034 studies. Thirteen articles fulfilled the selection criteria. We included seven RCTs and performed meta-analyses comparing the pre-post change in depressive and (hypo)manic symptom severity, functioning, quality of life, and perceived stress between smartphone interventions and control conditions. There was significant heterogeneity among studies and no meta-analysis reached statistical significance. Results were also inconclusive regarding affective relapses and psychiatric readmissions. All studies reported positive user-engagement indicators. Conclusion: We did not find evidence to support that smartphone interventions may reduce the severity of depressive or manic symptoms in BD. The high heterogeneity of studies supports the need for expert consensus to establish ideally how studies should be designed and the use of more sensitive outcomes, such as affective relapses and psychiatric hospitalizations, as well as the quantification of mood instability. The ISBD Big Data Task Force provides preliminary recommendations to reduce the heterogeneity and achieve more valid evidence in the field.

PurposeThe aim of this paper is to measure the effects of universities' ethical management and positive impact on society affect the faculty engagement through the mediating effect of organizational legitimacy.Design/methodology/approachEngaged employees are characterized by better performance, increased productivity and by generating higher customer loyalty as well greater economic profit. The commitment to the organization they work for is affected by internal and external inputs. Among these, business ethics and corporate community outreach are key factors for improving employee engagement. The authors developed a survey that was distributed to professors of Spanish universities. To treat the data and test the proposed hypotheses, the authors applied structural equations through PLS-SEM.FindingsThis research contributes to the organizational management field literature and advises university administrators to adopt an ethical management style based on information transparency, accountability and faculty member involvement in the decision-making process in order to improve their engagement and, therefore, increasing student satisfaction, academic results and positive impact on the common good.Originality/valueThe novelty of the authors’ research stands in the inclusion of legitimacy as a mediation effect between business ethics and community outreach that affect employees' engagement and, specifically, faculty engagement.

Despite some evidence that being an activist, particularly during adolescence, can positively affect well-being, activism has been rel- atively neglected in both psychology and youth civic engagement research. This study aimed to address this gap by exploring how being an activist as a teenager can positively affect personal devel- opment and well-being. Seven focus groups comprising adolescent humanrights activistswere conducted in classrooms throughout the United Kingdom. Inductive thematic analysis was used to identify four dominant themes-A place to go, Power in numbers, Skilling- up, and In it together¿which are discussed in relation to existing lit- erature. Because findings from this study suggest that there are a number of positive psychological benefits to being a youth activist, implications for psychology and youth civic engagement are also considered., Francisco José Eiroa-Orosa has received funding from the European Union’s Framework Programme for Research and Innovation Horizon 2020 (2014–2020) under the Marie Sklodowska-Curie Grant Agreement No 654808.

[spa] Esta tesis se centra en la evaluación de los efectos en el profesorado de dos programas de educación emocional. Se estudia si las competencias emocionales y el clima de centro mejoran después de la implementación y si se da alguna relación entre el desarrollo de competencias emocionales, la satisfacción con la vida y el engagement. Los contenidos que integran esta tesis están estructurados en 2 partes. La primera parte es la fundamentación teórica y está formada por 6 capítulos. El primer capítulo, trata sobre las emociones; diferentes teorías sobre las emociones y los constructos de clima emocional, clima escolar y clima de aula. En el capítulo 2 se define el constructo de inteligencia y se desarrollan los diversos modelos de inteligencia emocional como fundamento teórico de la educación emocional. La psicología positiva es el pilar teórico de la educación emocional desarrollado en el capítulo 3. En este mismo capítulo se desarrollan los conceptos de bienestar subjetivo, calidad de vida, bienestar emocional, satisfacción con la vida y engagement. El cuarto capítulo se centra en especificar los elementos esenciales del sistema nervioso y el cerebro emocional; se citan investigaciones de la neurociencia y se desarrollan los conceptos de neuroplasticidad y neuronas espejo como fundamento de la educación emocional. El capítulo 5 profundiza en el concepto de competencia emocional y desarrolla el modelo pentagonal de competencias emocionales de Bisquerra y Pérez (2007). A continuación (capítulo 6), se define el concepto de educación emocional, con los objetivos, contenidos y metodología que la caracterizan. En el mismo capítulo se profundiza sobre el modelo de programas de educación emocional. La segunda parte desarrolla, en cuatro capítulos, los contenidos empíricos de esta investigación y los elementos principales de los dos programas formativos implementados. En el capítulo 7 se especifican las etapas, objetivos, hipótesis, metodología, variables, instrumentos de evaluación y procedimiento de esta investigación. El capítulo 8 describe los objetivos, contenidos, actividades, metodología, organización, planificación, temporalización y evaluación que se ha llevado a cabo en la implantación de los dos programas. En el capítulo 9 se realiza el análisis de datos de cada una de las cuatro hipótesis. El último capítulo se dedica a las conclusiones, limitaciones y líneas de trabajo e investigación futuras. Los instrumentos para la recogida de datos son el Cuestionario de Desarrollo Emocional para Adultos (CDE-A35; Pérez Escoda & Alegre , en prensa); el Cuestionario de Satisfacción con la Vida (SWLS; Diener, Emmons, Larsen & Griffin, 1985); el Utrecht Work Engagement Scale (UWES; Schaufeli, Salanova, Gonzalez-Roma, et al., 2002) y un cuestionario “ad hoc” para medir el clima del aula y de la escuela (basado en el original de Bisquerra y Martínez-Muñoz, 1998). Del análisis de los datos recogidos se concluye que se ha producido una evolución positiva en las competencias emocionales del profesorado entre el pretest y el postest. Se confirma la relación entre el desarrollo de competencias emocionales del profesorado y su satisfacción con la vida y se comprueba la existencia de una correlación significativa positiva entre las competencias emocionales y el engagement. Se examina y confirma que el clima de centro mejora después de la aplicación de los dos programas de educación emocional., [eng] This research focuses on the evaluation of the effects on teachers of two emotional education programs. It assesses whether emotional competencies and school’s climate improve after the emotional education programs and if there is a relationship between emotional competencies, life satisfaction and engagement. This thesis has 2 parts. The first one develops all the theoretical foundation. Chapter 1 deals with emotions; theories of emotions and emotional climate at school. Chapter 2 defines the construct of intelligence and different models of emotional intelligence. Chapter 3 presents the concepts of positive psychology, satisfaction with life and engagement. The fourth chapter develops essential elements of the nervous system and the brain; neuroscience researches; neuroplasticity and neurons. Chapter 5 defines emotional competencies and develops the pentagonal model of emotional competencies (Bisquerra & Pérez, 2007). Chapter VI describes the emotional education construct (Bisquerra, 2000) and emotional education programs. The second part develops the empirical contents of this research and the main elements of the two emotional education programs implemented. Chapter 7 details the stages, objectives, hypotheses, methodology, variables, evaluation instruments and research procedure. Chapter 8 describes the two emotional education programs that has been implemented, their objectives, contents, activities, methodology, organization, planning and evaluation. Chapter 9 includes data analysis and the last chapter develops conclusions, limitations and future lines of work and research. The results shows that teachers’ emotional competencies improves after the training. This study also confirms a relationship between teachers' emotional competences and their satisfaction with life and a significant positive correlation between emotional competence and engagement. It examines and confirms that the center climate improves after the implementation of the two emotional education programs.

Postgrau en Educació Emocional i Benestar, Facultat de Pedagogia, Departament de Mètodes d’Investigació i Diagnòstic en Educació, Universitat de Barcelona, curs: 2014-2015, Tutor/Tutora: Núria Pérez Escoda, El present treball és una recerca sobre les competències emocionals, l’engagement i la satisfacció amb la vida de 272 educadors i educadores socials de Catalunya.El propòsit d’aquest recerca és avaluar el nivell de desenvolupament de les competències emocionals, el nivell de vinculació amb la feina (engagement) i el grau de satisfacció amb la vida dels educadors i educadores socials, i comprovar si hi ha alguna relació entre aquestes variables. La recerca també intenta veure si hi ha diferències en aquesta relació en funció del gènere, el temps d’experiència professional i l’estabilitat laboral. La autora estructura el treball en sis blocs: introducció, fonamentació teòrica, descripció de la recerca, conclusions, bibliografia i annex.

Despite some evidence that being an activist, particularly during adolescence, can positively affect well-being, activism has been rel- atively neglected in both psychology and youth civic engagement research. This study aimed to address this gap by exploring how being an activist as a teenager can positively affect personal devel- opment and well-being. Seven focus groups comprising adolescent humanrights activistswere conducted in classrooms throughout the United Kingdom. Inductive thematic analysis was used to identify four dominant themes-A place to go, Power in numbers, Skilling- up, and In it together¿which are discussed in relation to existing lit- erature. Because findings from this study suggest that there are a number of positive psychological benefits to being a youth activist, implications for psychology and youth civic engagement are also considered.