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The skill model of wisdom argues that practical wisdom can be best understood in terms of practical skill or expertise, and the model is thought to have the characteristic of focusing on how wise people think rather than how wise people feel. However, from the perspective of Kunzmann and Glück, "it is time for an 'emotional revolution' in wisdom research, which will contribute to a more balanced view on wisdom that considers emotional factors and processes as equally typical of wisdom as are cognitive and reflective factors" (Kunzmann U, Gluck J [2019] Wisdom and emotion. In: Sternberg R, Gluck J (eds) The cambridge handbook of wisdom. Cambridge University Press, Cambridge, pp 575–601). Kunzmann and Glück's appeal for this emotional revolution is significant and intriguing because the inclusion of an explanation of the role of emotion in wisdom can contribute to developing the skill model of wisdom into a more comprehensive framework that recognizes the intricate relation between wisdom and emotions. In this paper, I shall propose and develop a skill account of the emotions of the wise to serve as a supplement to the skill model of wisdom. According to this account, first, at the critical level, having emotions and emotional competence as elements is not essential to wisdom; second, at the theoretical level, a wise person feels an emotion E if and only if E is strategically rational for the wise person; and third, at the metatheoretical level, the primary aim of the skill account is to explain why wise people feel in a particular way rather than to describe how wise people feel. [ABSTRACT FROM AUTHOR]

Prosocial behaviour is a hallmark of social and emotional competence during childhood. Thus, promoting the development of children's prosocial behaviour can have important downstream benefits for individuals and society. Previous studies indicated that there is a positive effect of negative moral emotions on prosocial behaviour, but the influence of positive moral emotions on prosocial behaviour remains largely unknown. This study adopted three experiments to investigate the influence of positive moral emotions on three aspects of prosocial behaviour in 3–5‐year‐old children. After inducing positive moral emotions in children, they were observed either in helping (Experiment 1, N = 151, 75 boys), sharing (Experiment 2, N = 141, 69 boys) or comforting (Experiment 3, N = 132, 66 boys) scenarios. Results showed that: (1) children's helping, sharing and comforting behaviours in the moral emotions (experimental) group were significantly higher than those in the control group, suggesting that positive moral emotions could positively influence the examined prosocial behaviours; (2) there were age differences in children's helping, sharing and comforting, but the effect of positive moral emotions on the examined prosocial behaviours did not differ by age and gender. These findings point to the need for fostering positive moral emotions in early cultivation of children's prosocial behaviour during pre‐schooler education. [ABSTRACT FROM AUTHOR]

Introduction: The learning process goes beyond the acquisition of curricular cognitive elements to include extracurricular skills. This extended concept has attracted renewed attention through the European Council Recommendation (2018) on skills development for lifelong learning in schools. The Organization for Economic Cooperation and Development has also highlighted the relevance of socio-emotional skills for learning and life chances. The official uptake of extracurricular skills in curricula poses schools and educators the challenge of finding ways to conceptualize, teach, and assess them. To this end, co-operative learning and peer-to-peer education hold a prominent place among educational strategies alternative to conventional teaching practices. Both actively engage students and have a positive impact on achievement in curricular disciplines and on the development of lifelong learning skills and social and emotional competences. The present study presents a case study in which collaborative learning was supported via a digital platform. Methods: We analyzed the qualitative data collected in Italian schools taking part in the Kids4alll, a Horizon 2020 project. The project's aim is to improve lifelong learning skills directly and other skills indirectly through collaborative learning based on the "buddy method" (pairs or groups of peers working together). Results and discussion: Our findings reveal the potential benefit of peer-topeer approaches. This potential extends to the development of co-operative skills used in school context and transferable to other areas, along with the acquisition of character-building skills. However, a criticality in the application of peer learning interventions is that many teachers are often ill prepared to implement cooperative learning in classroom practice or lack sufficient training in matching peer-to-peer work and pedagogical needs. [ABSTRACT FROM AUTHOR]

Violent behaviour in the secondary education stage is a serious concern that comes from low emotional control. Judo is a sport that requires self-control and high emotional competence to mitigate aggressive behaviours. This research presents the objectives of analysing the correlations of different types of aggressive behaviours before an intervention program with those after said program, as well as study the effect of emotions on aggressive behaviours before and after the intervention program through multigroup structural equation modelling. A quasi-experimental study was planned. It used a pre-test–post-test design in a population of 139 secondary school students (M = 15.76; SD = 1.066). The instruments were an ad hoc questionnaire, the Schutte Self-Report Inventory and the Violent Behaviour at School Scale. The data show that the intervention decreased the correlations between different types of violent behaviours. The results show an increase in the effect of emotional intelligence on mitigating aggressive attitudes. The promotion and use of contact sports is necessary to prevent the emergence of aggressive behaviours within a school environment. [ABSTRACT FROM AUTHOR]

The "1,2,3,emoció!" is a universal preschool program of emotional education for children aged 3–5 years that has positive effect on emotional competence. The objective of this study was to evaluate the effectiveness of this program specifically in 3- to 5-year-old children with autism spectrum conditions. The effectiveness was evaluated during the first year of implementation (school year 2018–2019) in Barcelona. We conducted a cluster randomized community trial, with schools as units of randomization. The children's level of emotional competence was evaluated with the validated Emotional Competence Assessment Questionnaire (score range from 30 to 180). We designed a linear regression model for paired measures. The dependent variable was the final Emotional Competence Assessment Questionnaire score adjusted by the initial score, sex, and grade. The sample consisted of 49 children with autism spectrum conditions, of which 11 were girls. Children in the intervention group showed an increase from the initial score to the final score that was almost three times higher (16.1) than the increase observed in children in the comparison group (6.6). The difference between the two groups was statistically significant, with 8.9 points (95% confidence interval: 1.2–16.6) attributed to the intervention. We conclude that the "1,2,3,emoció!" universal program has the potential to be effective in children with autism spectrum conditions. There are numerous programs and interventions to improve social and emotional skills that expressly target children with autism spectrum conditions. However, there is less knowledge about the impact of universal (directed to all children) school programs of emotional education specifically on these children. In this context, the aim of our study was to evaluate the impact of the "1,2,3,emoció!" universal school program on them. The results show that children with autism spectrum conditions participating in the program improved their emotional competence more than the ones who did not participate. Therefore, we conclude that the "1,2,3,emoció!" universal program is effective in children with autism spectrum conditions. This promising outcome gives the opportunity to these children to benefit from group learning in an inclusive school setting, by complementing individual interventions with a universal program. [ABSTRACT FROM AUTHOR]

The purpose of this study was to critically examine 14 early educators' descriptions of their classroom discipline policies and procedures. A DisCrit lens was utilized to investigate if and how multiply marginalized young children may still experience exclusion. Participants described the use of discipline policies and procedures that were exclusionary, such as suspensions and 'soft' expulsions. Teachers also reported that they continued to be overwhelmed and frustrated by students' behavior they found challenging, and felt they needed additional supports to effectively meet children's needs. These findings help us understand the need for more comprehensive policy reform, and continued support for teachers so that as we work to eliminate exclusionary practices, we provide teachers with a toolkit of inclusive, anti-biased, proactive, and preventative strategies they can use in its place to promote social emotional competence and prevent 'challenging' behavior. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The social and emotional development of students is one of the important goals of inclusive education. The aim of this paper is to provide a comprehensive understanding of the multidimensional social and emotional competencies of students with special educational needs (SEN), with a focus on identifying the areas in which they achieve the highest and lowest levels of proficiency. Furthermore, it will be investigated whether there are gender differences in the social and emotional competencies of students with SEN, and differences in comparison to students without SEN. This research is based on the CASEL conceptual framework of social and emotional learning. A random sample of teachers (N = 54) assess the social and emotional competencies of both students with SEN (N = 54) and students without SEN (N = 54) with Devereux Student Strengths Assessment (DESSA). Participants completed questionnaires online in spring of 2021. The results show that students with SEN exhibit the highest level of competence in relationship skills and optimistic thinking, whereas the lowest level of competence is found in goal‐directed behaviour and self‐management. There were no discernible gender differences observed in the social and emotional competences of students with SEN. Compared to students without SEN, they exhibit statistically significant lower levels of every social and emotional competency. The findings indicate the necessity of implementing interventions targeting goal‐directed behaviours and self‐management of students with SEN. [ABSTRACT FROM AUTHOR]

Since beliefs and emotions are involved in teachers’ daily professional life, this case study aimed to reveal the beliefs of pre - service teachers (PST) emotional strategies and the reasons underlying their beliefs during teaching practicum. Six PSTs from three Indonesian universities who conducted teaching practicum in three different school areas participated in this study. Fruitful data were gained from classroom observations, in -depth interviews, and journal entries. The findings reveal that Indonesian PSTs believe designing both a lesson plan and a second one is significant in preparing the classroom situation appropriately for students. These strategies can improve their self-confidence and motivation and help them regulate down emotions to respond to spontaneous incidents. They also believe in cognitive strategies that the students' problems and the teacher's weaknesses provoke the students' misbehavior. To up -positive emotion regulation, they believe in fake strategies showing their excitement and enthusiasm in teaching through verbal and nonverbal cues. However, hiding and avoiding emotions are not suitable due to harmful impacts. Hence, teachers have to unveil their emotions in appropriate situations. Teachers' attention to all students is pivotal for learning and growth. Thus, PSTs' emotional competence must be enhanced, for they have the ability to identify, analyze, regulate, and express emotions in the proper context and situation. The teacher education program must give PSTs full support by including emotional competence as one of the subjects or a part of the course contents to promote positive beliefs on emotion regulation. [ABSTRACT FROM AUTHOR]

Copyright of International Journal of Learning Management Systems (IJLMS) is the property of Association of Arab Universities and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

AbstractBoard games have always been a part of our lives. Most studies highlight their potential for learning in childhood and for maintaining cognitive functions in older people. Nevertheless, regarding the benefits in childhood and older people and the social nature of board games, few studies have investigated the emotional nature of these shared play sessions. Thus, we conducted a systematic review of the scientific literature between 2011 and 2024 to identify the benefits of playing board games for both school-age children and older people in terms of emotional competence. First, we collected 1995 articles with defined keywords from online databases. Then, 11 articles were selected. For older people, most studies reported the usefulness of board games for emotional competencies, especially regarding depression, social interactions and communication. In childhood, board games were found to be an interesting tool for emotional competencies, helping reduce problem behaviors, support pro-social behaviors and emotion-related discussion. [ABSTRACT FROM AUTHOR]

This study aimed to examine the influence of teacher support on student engagement in mathematics. A cross‐sectional survey was employed to recruit 632 students from grades 7 to 9 in junior middle schools across China. Participants completed various scales, including a teacher support scale, an academic self‐efficacy scale, and a student engagement scale. Data analysis was conducted using SPSS 20.0 and Amos 24.0. Results showed that, first, emotional support and competence support had a significant positive effect on student engagement in mathematics. The contribution from competence support was the strongest. The contribution from autonomy support was the weakest; second, academic self‐efficacy mediated the relationship between autonomy support, emotional support, and competence support and student engagement in mathematics. These findings supplement and expand the understanding of the factors that affect student engagement and provide theoretical support and useful guidance for formulating effective education policies to improve student engagement in mathematics. [ABSTRACT FROM AUTHOR]

This study explored the positive effects of a six-week Social–Emotional and Ethical Learning® (SEE Learning) program on resilience and social and emotional competences, adapted for elementary students in Daegu, South Korea, a region strongly affected by the first outbreak of COVID-19. A total of 348 third- and fourth-grade students from 15 elementary schools participated, and the curriculum was tailored, emphasizing key areas such as resilience, attention, kindness, attention training, and compassion. Repeated measures analysis of variance (RMANOVA) tests showed statistically significant improvements between pre- and post-tests in resilience and its subscales, including self-efficacy, tolerance of negative affect, positive support relations, power of control, and spontaneity, as well as in social and emotional competencies, including emotional regulation, social skills, empathy, and social tendencies. Despite a lack of maintenance in all areas, at follow-up, the mean scores for self-efficacy, tolerance of negative affect, and positive support relations, as well as emotional regulation, social skills, empathy, and social tendency, remained higher than pre-test levels, suggesting some lasting benefits. The findings underscore the potential of the SEE Learning program integrated with resilience, mindfulness, compassion, and ethical practices to enhance students' resilience and social and emotional well-being. This study contributes to the growing body of evidence supporting the use of mindfulness and compassion-based SEL programs to mitigate the adverse effects of traumatic events on children's mental health. [ABSTRACT FROM AUTHOR]

This study explored educators' perspectives on the role the physical and sensory Early Childhood Education and Care (ECEC) environment plays in supporting children's social and emotional development. Ten semi-structured interviews were conducted, in August 2022, at two ECEC sites in Victoria, Australia. Data were thematically analysed and key findings suggest children engage and interact with their environment to facilitate opportunities for social interactions and emotional regulation. Environmental stimuli can have a positive and negative influence on children's social and emotional competence. Educators reported lack of resources, building design, and limited staffing were barriers to using the environment. Reflective practice, collaboration within teams and services, and access to resources strengthened the use of the environment in everyday practice. Optimal environments rely on educator reflections and responsivity to adapt the environment to the needs of the children utilising the space. [ABSTRACT FROM AUTHOR]

Objective: To explore the latent class characteristics of college students' mental Huagong. Methods: A questionnaire survey was carried out on 510 college students by using Collage Mental Huagong Scale(CMHGS) and the Self-assessment Scale of College Students' Innovation and Entrepreneurship Ability(CSIEASAS). Results: The college students' mental Huagong can be divided into high Huagong group (40%), high-level low will group (6%), medium-level low emotion group (48%) and low Huagong group (5%). There were significant differences in the scores of entrepreneurial personality, basic entrepreneurial ability, core entrepreneurial ability and social adaptability among the four Latent class model of collage students' mental Huagong. Conclusion: There are four Latent class model of college students' mental Huagong, and there are significant differences in each dimensions of college students' abilities of innovation and entrepreneurship among each latent class models of college students' mental Huagong. [ABSTRACT FROM AUTHOR]

Copyright of Cappadocia Journal of Education (KAPED) is the property of Nevsehir Haci Bektas Veli Universitesi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Applied Health Sciences is the property of University of Applied Health Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Global mental health rates are staggering. Youth mental health in sport is a topic with increasing research attention. To date, most youth sport research examines mental health from isolated events as opposed to a cumulative-assets framework. Our main research question examined sport participation group differences regarding four mental health domains; emotional competence, belief-in-others, belief-in-self, and engaged living, and the composite covitality meta-indicator. To answer our research questions, 1965 Lithuanian youths (60.10% female) ranging in age from 11 to 17 (M = 13.62, SD = 1.96) from urban and rural school districts completed our survey. Our results indicated many significant differences (p < 0.001) emerged for participant sex, age grouping, and sport participation (competitive, leisure, or none). Only for the sport participation were the MANOVA and ANOVA effect size values at least small in magnitude. In the follow-up analyses (all p's < 0.001), the competitive group differed from the no sport group (effect sizes medium-to-large) and to the leisure participant group (effect sizes small) in all four mental health domains and the meta-indicator covitality. Small-to-medium effect size values resulted between the leisure and no sport groups. Sport participation, even for leisure, is related to improved self-reported social and emotional health in our large sample. The practical implication is clear that all governments and such bodies should provide accessible and affordable sport participation opportunities, whether competitive or recreational. Longitudinal research, as a future direction in sport contexts, will help to best understand and move forward with youth mental health. [ABSTRACT FROM AUTHOR]

Background: Individual and collective prosocial competence can be fostered through high-quality interactions with program staff in out-of-school time environments. Objective: We explored whether the social-emotional competencies of teachers working in an out-of-school STEM program infused with social emotional learning content were associated with school children's prosocial behavior, community engagement, and peer problems and whether these associations were moderated by social justice teaching beliefs and child gender. Method: Participants were 126 students (72 male). Forty-one were White, 40 were Black, 34 were Latine, and 11 were Asian and most of them were third graders (Mage = 8.11 years). Teachers rated their emotional competence, commitment to social emotional learning, and social justice teaching beliefs. They also provided ratings of children's prosocial behavior and peer problems. Students provided ratings of their community engagement. Results: Teachers' emotional competence was negatively associated with prosocial behavior, but only when their social justice teaching beliefs were low. However, teachers' commitment to social emotional learning was positively related to prosocial behavior. Teachers' emotional competence was associated positively with peer problems, but only for girls, and was also related positively to community engagement. Conclusions: Results demonstrate associations between STEM teachers' social emotional learning competencies and social justice teaching beliefs in the development of students' prosocial competence and community engagement and provide directions for future research. [ABSTRACT FROM AUTHOR]

With a sample of 470 kindergarten teachers in Hong Kong, this study first examined these teachers' emotion regulation strategies assessed by a newly adapted scale, the Kindergarten Teacher Emotion Regulation Scale. Then, the study adopted a person‐centred approach and conducted the latent profile analysis, identifying different profiles of teachers' use of the emotion regulation strategies. It also examined the relationships between these profiles and teachers' self‐efficacy and two contextual antecedents, instructional leadership and trust in colleagues in kindergartens. The study validated a three‐dimensional measurement of kindergarten teachers' emotion regulation in Hong Kong, namely cognition‐focused regulation, (negative) emotion‐focused regulation, and behaviour‐focused regulation. Moreover, it identified four profiles of kindergarten teachers' emotion regulation strategy use with distinctive characteristics, and revealed some significant relationships between teachers' emotion regulation and self‐efficacy as well as school contexts. The findings highlight the role of beneficial school climate in eliciting teachers' effective emotion regulation and thereby enhancing their self‐efficacy. [ABSTRACT FROM AUTHOR]

AbstractObjectiveDesignResultsConclusionThis study examined the effects of emotional arousal, emotional competence, emotion regulation (ER), and compassion on COVID-19 and flu vaccination intentions (VI) among the French population.Data were collected online from October to December 2020. Altogether, 451 participants (Mage = 35.8, SD = 16.4) were allocated to four groups. High positive (n = 104) or negative (n = 103) emotional arousal were induced into two groups using pictures and music, and compared against a control group (flu group; n = 116) and a reference group (COVID-19 group; n = 114). All groups completed questionnaires on emotional arousal, ER, emotional competence, compassion, and VI.The findings indicated a significant effect of group on VI, h2=.023, 95% CI [–.002, .09]. The Group*Gender interaction on emotional arousal was non-significant, ηp2=.015, 95%CI [.000, .041]. However, emotional arousal was observed to have a significant main effect on VI, ηp2=.09, 95% CI [.043, .238]. The ER type*Emotional arousal*Gender interaction on ER use was trend, ηp2 = .002, 95% CI [.000, .005]. The emotional competence*ER type interaction on ER use was significant, ηp2 = .028, 95% CI [.011, .049]. Only experiential avoidance mediated the relationship between emotional arousal and VI, p < .018, 95% CI [.015, .18].Emotional arousal impacts VI. High emotional competence only reduces the use of dysfunctional ER strategies. [ABSTRACT FROM AUTHOR]

The present study further investigated the role of teachers as emotional socializers by exploring both the theoretical and the empirical applicability of the construct of meta-emotion philosophy in teachers coming from kindergarten to middle-school. Specifically, we first aimed to test the psychometric properties of a specific tool to assess meta-emotion philosophy (i.e., the Crèche Educator Emotional Style Questionnaire - CEESQ, originally developed for early childhood educators). The second aim was to explore whether the associations between the dimensions provided by the CEESQ were in line with the meta-emotion philosophy framework. 815 female teachers (mean teaching experience = 20.08 years, SD = 10.84 years) from kindergarten to middle school took part to the study. The original 5-factor structure of the CEESQ was confirmed (i.e., three factors related to how teachers approach students' emotions and perceive their self-efficacy as emotional socializers, and two factors related to how they recognize and approach their own emotions in daily life). Moreover, the CEESQ factors showed several significant interrelations, especially considering the correlations between teachers' self-efficacy as socializers toward students' emotions and teachers' perceptions of their own personal emotional competence. Emerged results indicated the usefulness to expand the construct of meta-emotion philosophy from parenting to student-teacher relationship in order to reach a more comprehensive understanding of the role of teachers as emotional socializers; moreover, they suggest the need for including in teachers' pre-service and ongoing education a specific attention to promote awareness about the strict connection between personal emotional world and emotion-related educational practices adopted toward students. [ABSTRACT FROM AUTHOR]

Purpose: This cross-sectional study explored the associations between intrapersonal and interpersonal emotional competence (EC) and the unmet supportive care needs (SCN), anxiety, and depression of informal caregivers at the beginning of gastrointestinal or haematological cancer care, i.e. during chemotherapy and within 6 months after diagnosis. Methods: The participants completed a self-reported questionnaire, comprising the Short Profile of Emotional Competence (S-PEC), the SCN survey for partners and caregivers (SCNS-P&C), and the Hospital Anxiety and Depression Scale (HADS). Multivariate logistic regression models were performed to explore the influence of EC on unmet SCN and the presence of moderate/severe anxiety or depression. Results: Most of the 203 caregivers were women (n = 141, 69.80%) and the partners of patients (n = 148, 73.27%) suffering from gastrointestinal (n = 112, 55.17%) and haematological (n = 91, 44.83%) cancer. Only intrapersonal EC showed a significant influence out of all the dimensions of unmet SCN related to healthcare services and information (odds ratio (OR) = 0.35 [95%CI 0.19; 0.65]), emotional and psychological needs (OR = 0.43 [95%CI 0.25; 0.74]), work and social security (OR = 0.57 [95%CI 0.37; 0.88]), and communication and family support (OR = 0.61 [95%CI 0.39; 0.95]). A one-unit increase in the intrapersonal EC score significantly reduced the probability of anxiety (OR = 0.42, [95%CI 0.26; 0.68]) and depression (OR = 0.34, [95%CI 0.21; 0.55]). Conclusion: Intrapersonal EC of caregivers is crucial to reduce the risk of unmet SCN, anxiety, and depression from the beginning of care. Identifying caregivers with lower intrapersonal EC may be necessary to increase vigilance from healthcare professionals and psychologists. [ABSTRACT FROM AUTHOR]

Creativity is understood to be a set of elements that define a creative person, and the Kaufman Domains of Creativity Scale is internationally regarded as being of scientific value for measuring it. This article verifies the applicability of this instrument in a Spanish university context, after having its 50 elements professionally translated into Spanish and conducting an empirical study that establishes its guarantees of reliability and validity in this scenario. Following analytical exploration of this tool's constituent factors, the original five domains (everyday, performance, academic, mechanical/scientific, and artistic) are restructured into eight (everyday, performance, mechanical/scientific, academic, artistic expression, artistic understanding, emotional, and mathematical). As in other international settings, students were found to give statistical validity to basic social skills, while artistic competences, scientific design strategies, and intellectual capacities are constants within the construct of creativity regardless of the population group being studied. Nonetheless, the distinguishing features are in the artistic domain, which has undergone division, giving prominence to artistic expression and understanding of the arts. Also, in the extraction of an emotional component that goes beyond the everyday, and in a purely mathematical domain disaggregated from the mechanical/scientific domain. [ABSTRACT FROM AUTHOR]

The COVID‐19 pandemic has had many traumatic consequences for the physical and psychological functioning of children and adolescents. Internet‐based interventions can reach a large audience and be a potentially powerful resource for promoting well‐being among young people. We tested the efficacy of the web application PandHEMOT®, developed ad hoc for increasing knowledge about pandemics, emotions, and emotion regulation. We involved a sample of 147 Italian third and seventh graders. The sample was assigned to an experimental (participating in the training) and a waitlist condition (who participated following a waitlist design). All the participants completed pretest and posttest measures. The intervention was structured into three units. The training took place between November and December 2021. Generalized linear mixed models and linear mixed models revealed that knowledge about pandemics, emotions, emotion regulation, and metacognitive awareness increased for the experimental condition. Moreover, adolescents performed better than children. The findings supported the efficacy of an Internet‐based training for increasing children and adolescents' resilience, according to the standards of evidence‐based research. [ABSTRACT FROM AUTHOR]

School readiness assessments in South Africa still predominantly focus on the assessment of cognitive skills. The Emotional Social Screening Tool for School Readiness (E3SR) was developed to bridge the perceived gap in assessing emotional-social skills as a domain of school readiness. An emerging body of research reports exists on the psychometric properties and factor structure of the E3SR. An initial validation study recommended a 6-factor solution instead of the theoretical 9-factor model that was proposed in the development of the E3SR. The E3SR (Revised) was also reduced in length. We report here on a pilot study of which the aim was to establish the reliability and construct validity of the E3SR (Revised). A cross-sectional survey design was used to gather data from 9 pre-schools in Cape Town, South Africa. Pre-school teachers (n = 24) constituted the respondent group who completed the E3SR (Revised) screening questionnaires on Grade R learners (n = 394). Analysis was conducted on 321 completed screening questionnaires. With the data analysis we aimed to: a) summarise sample characteristics of teachers and children; b) establish reliability estimates; and c) establish construct validity and confirming the factor structure. Ethics clearance was given by the Humanities and Social Science Research Ethics Committee (HSSREC) of the University of the Western Cape. The study adhered to stipulated ethics requirements. Data failed to show multivariate normality; however, this violation of normality was expected and was theoretically supported. The sample size (n = 321) was sufficient for factor analysis of a 36-item scale. All subscales showed excellent reliability: Cronbach's alphas ranged between .939 and .971. CFA results demonstrated a good model fit. The E3SR (Revised) was found to be reliable and valid for use. The use of a rigorous methodological process including the decision-making matrix represent good research practice that can be used in instrument development across cultures. [ABSTRACT FROM AUTHOR]

The Social Emotional Health Survey-Secondary (SEHS-S) assesses adolescents' psychological dispositions associated with positive psychosocial development. The present study extended SEHS-S research by validating the SEHS-S with a nonwestern sample of Japanese junior high school students (Grades 7-9; N = 1,181) and investigating sex and grade level difference in Covitality and four domains of positive psychological dispositions (Belief-in-Self, Belief-in-Others, Emotional Competence, and Engaged Living). The confirmatory factor analyses supported the internal validity of the SEHS-S with a second-order model. Higher Covitality scores predicted higher life satisfaction, school connectedness, and prosocial behavior and lower emotional symptoms, conduct problems, inattention/hyperactivity, and peer problems, evidence of concurrent validity. Analyses supported the factorial invariance for different sex and grade level. Females reported higher Belief-in-Others and Emotional Competence and lower Belief-in-Self and Engaged Living than males. Grade 9 students reported higher Covitality, Belief-in-Self, Emotional Competence, and Belief-in-Others than Grade 8 students. These results support expanding the use of the SEHS-S as a universal wellness screener in Japanese junior high schools to identify the social-emotional strengths of all students. Further study needs to establish how to use the SEHS-S most effectively with Japanese junior high school students in a culturally sensitive manner. [ABSTRACT FROM AUTHOR]

Introduction: Teachers' wellbeing plays a critical role in their overall job satisfaction, motivation, and effectiveness in building supporting learning environments. In today's dynamic educational settings, where teachers often face numerous challenges and stressors, their wellbeing becomes increasingly vital. Consequently, there is an urgent need to innovate and develop targeted training interventions that can support specifically the wellbeing of educators. Methods: This study sought to provide an overview of the "Online Wellbeing Course - OWC," a serious game developed to enhance teachers' wellbeing, and to investigate the participants' feedback after being engaged in theOWC, utilizing a qualitative approach through focus group discussions. A total of 189 in-service teachers took part in the study. To qualitatively explore their experiences with the OWC, participants were involved in focus groups and asked to provide feedback about how and to what extent the course was beneficial for their wellbeing. Results: Teachers reported enhancements in areas such as emotional competence, self-care strategies, social awareness, relationship skills, decision-making, and school climate. Discussion: These outcomes suggested the potential of serious games as an innovative training approach for supporting teachers' wellbeing, offering valuable insights for researchers, policymakers, and educators. [ABSTRACT FROM AUTHOR]

Background Aims Methods Main Contribution Conclusion What this paper adds What is already known on the subject What this paper adds to existing knowledge What are the potential or actual clinical implications of this work? The ability to understand the mental state of others (social cognition), as well as language, is crucial for children to have good social adaptation. Social cognition (SC) has been shown to be a hierarchical model of three factors (Cognitive, intermediate and affective SC) interrelated with linguistic processes. Children on the autism spectrum and children with developmental language disorder (DLD) or social communication disorder (SCD) manifest language and SC difficulties, albeit in different ways.This systematic review aims to find how language and SC interact with each other and identify linguistic and socio‐affective profiles in the target population.About 1593 articles were systematically reviewed according to the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses guide in November 2022, obtaining, through inclusion/exclusion criteria, a total of 38 articles for qualitative assessment. The majority of them were on autism (26) or DLD (14) and to a lesser extent SCD (3).Although SC is related to all components of language, SC is strongly related to narrative and morphosyntax and partially related to lexicon. Pragmatics shows a complex relation with SC due to greater sensitivity to other factors such as age or task, and prosody appears to be more related to emotional processes. Besides, autistic, SCD and DLD children showed differences in their language and socio‐affective performance. Mainstream DLD children have lower performance in general language, where autistic and SCD children have more linguistic variation and are lower in pragmatic and SC tasks, SCD children being more associated with language production difficulties and autistic children with both receptive and productive language.Each language component has a different interaction with SC. Likewise, different linguistic profiles are partially found for each disorder. These results are important for future lines of research focusing on specific components of interaction and socio‐emotional processes, as well as for clinical and educational treatment. The hierarchical model of Schurz et al. (2021), divide social cognition into three brain constructs: cognitive social cognition (CSC), affective social cognition (ASC) and intermediate social cognition (ISC). They observe a large relationship between language and ISC, a fact that has been corroborated with some other studies. Studies have also found lower linguistic and socio‐affective abilities in children with autism and language and communication disorders compared with children with neurotypical development, and large behavioural and neurocognitive overlaps between these disorders (Durrleman et al., 2019; Löytömäki et al., 2019). This is the first review that relates all linguistic components (narrative, lexicon, morphosyntax, pragmatic and prosody) with the three constructs of social cognition (Cognitive, intermediate and affective). Moreover, it is the first review that studies the socio‐linguistic factors comparing autism, developmental language disorder and social communication disorder with each other and with neurotypical development in children aged from 4 to 9 years. Understanding how language and social cognition interact with each other in autism spectrum disorder, developmental language disorder and social communication disorder allows us to trace socio‐linguistic profiles for each of the studied disorders, understand better children with these difficulties, and, with this, find specific potential intervention points to improve and prevent these difficulties.  [ABSTRACT FROM AUTHOR]

This study investigates the interplay between emotional competence, self-efficacy, and teaching experience in determining preschool teachers' performance. Drawing on Bandura's Theory of Self-Efficacy, Goleman's Emotional Intelligence Theory, and Bronfenbrenner's Ecological Systems Theory, the research employs a quantitative approach, analyzing responses from preschool teachers in Zhejiang province, China. Key findings reveal that emotional competence significantly predicts teachers' performance and self-efficacy, with self-efficacy further mediating this relationship. Interestingly, while teaching experience moderates the impact of emotional competence on self-efficacy, it does not significantly influence the relationship between self-efficacy and teaching performance. The study underscores the critical role of emotional competence in teaching efficacy and highlights the complexity of how teaching experience interacts with these dynamics. These insights are crucial for developing targeted interventions in teacher training programs, emphasizing emotional skills and self-belief as key drivers of effective teaching in early-childhood education. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine the psychometric properties of the Malay Emotional Competence Inventory, Teacher Version Quotient (Malay-ECI). The study was conducted in Malaysia and the response rate for educator leaders is 75% . A quantitative research design is utilized and sample of the study was comprised of 306 (Male =132; Female =174) public school personnel as leaders in their respective environments. Primary data was collected through self-administered questionnaires using purposive sampling. Structural equation modelling (SEM) technique was selected for data analysis via the analysis of moment structure (AMOS) software version 27 to assess the fitness of the model. The measurement model was checked in terms of the psychometric properties of the measures through confirmatory factor analysis (CFA), such as reliability analysis, convergent validity, and discriminant validity. Several goodness of fit indices are commonly used to evaluate how well the structural model fits the data but initially showed the measurement model failed to reach certain part of the recommended standard for the model fitness. Some modification was utilized in order to produce a better level of fitness that was resulted only 30 items remains and met recommended standard. [ABSTRACT FROM AUTHOR]

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The present study aimed to evaluate the evidence of validity and reliability of the Social Emotional Competence Questionnaire (SECQ) in Spanish students and to verify if gender is a determining factor in their development. An intentional sampling was carried out on 429 students between 12 and 16 years old. Three factorial structures were tested: the original model, the original re-specified model, and the six-factor model that was achieved. The results maintain that the original re-specified model presented values with the best absolute fit, a slightly more favorable comparative fit, and a parsimonious fit with lower values than the other models. The reliability analysis showed considerable internal consistency. Boys were shown to have better self-management, and girls showed greater management in their social relationships. It is concluded that the questionnaire has adequate psychometric properties and is expressly useful in the population of interest with a relevant weight in the evaluation of socio-emotional competence. [ABSTRACT FROM AUTHOR]

Background: The increasing prevalence of mental health issues among children and adolescents has prompted a growing number of researchers and practitioners to explore digital technology interventions, which offer convenience, diversity, and proven effectiveness in addressing such problems. However, the existing literature reveals a significant gap in comprehensive reviews that consolidate findings and discuss the potential of digital technologies in enhancing mental health. Methods: To clarify the latest research progress on digital technology to promote mental health in the past decade (2013-2023), we conducted two studies: a systematic review and meta-analysis. The systematic review is based on 59 empirical studies identified from three screening phases, with basic information, types of technologies, types of mental health issues as key points of analysis for synthesis and comparison. The meta-analysis is conducted with 10 qualified experimental studies to determine the overall effect size of digital technology interventions and possible moderating factors. Results: The results revealed that (1) there is an upward trend in relevant research, comprising mostly experimental and quasi-experimental designs; (2) the common mental health issues include depression, anxiety, bullying, lack of social emotional competence, and mental issues related to COVID-19; (3) among the various technological interventions, mobile applications (apps) have been used most frequently in the diagnosis and treatment of mental issues, followed by virtual reality, serious games, and telemedicine services; and (4) the meta-analysis results indicated that digital technology interventions have a moderate and significant effect size (g = 0.43) for promoting mental health. Conclusion: Based on these findings, this study provides guidance for future practice and research on the promotion of adolescent mental health through digital technology. [ABSTRACT FROM AUTHOR]

This study investigated relations of parental three-dimensional wisdom on 15–17-year-old adolescents' cognitive, social, and emotional developmental qualities. Families were recruited in 10th and 11th grades of public schools in Yazd, Iran, and a total of 140 father–mother–adolescent triads participated in the research. In multivariate regression analyses, parental wisdom was positively related to adolescents' social intelligence and emotional competence but unrelated to adolescents' cognitive skills and intelligence. Moreover, significant interaction effects between parental wisdom and adolescent gender showed that paternal wisdom only predicted sons' social intelligence and emotional competence, whereas maternal wisdom only predicted daughters' social intelligence and emotional competence. These results indicate that (a) wise parents appear to be role models for the social and emotional development of same sex adolescents and (b) intellectual development depends on other factors than parental wisdom. This suggests that promoting wisdom development in parents likely benefits the psychosocial development of their children. [ABSTRACT FROM AUTHOR]

Intensive parenting is becoming a prevalent parenting style in China. Parents invest tremendous time, energy, and money in childrearing, whereas the effectiveness of intensive parenting in helping children obtain developmental advantages remains controversial. Using the questionnaire survey, the present study investigates 388 mothers of preschoolers in Shanghai and Jinan, Shandong province, to explore the associations between the intensiveness of mothering, maternal psychological well-being, and preschoolers' emotional and behavioral competence. Four distinct patterns of the intensiveness of mothering are identified using latent profile analysis: high-endorsement & high-practice, medium-endorsement & medium-practice, low-endorsement & lowpractice, and selective-endorsement-and-practice. Maternal psychological well-being suppresses the relationship between the intensiveness of mothering and preschoolers' emotional and behavioral competence. The intensiveness of mothering is positively related to preschoolers' emotional and behavioral competence after excluding the indirect effect of maternal psychological well-being. In addition, mothers from profiles showing higher levels of the intensiveness of mothering have worse psychological wellbeing, and their preschoolers have lower levels of social-emotional development. The two pathways counteract each other, resulting in a non-significant overall relationship between the intensiveness of mothering and preschoolers' emotional and behavioral competence. The present study suggests that mothers may adjust their attitudes and practices toward intensive parenting, actively mediate their psychological well-being, and create a supportive environment for children's social-emotional development. Families, preschools, and society as a whole are recommended to establish collaborative mechanisms to support mothers' childrearing and reduce their parenting stress. [ABSTRACT FROM AUTHOR]

Teachers play a vital role in the implementation of social-emotional learning (SEL) curriculum. This study focuses on the Second Step program of the Committee for Children (CFC) and its roll-out at two kindergartens in Shanghai. It aims to assess how Chinese preschool teachers effectively put into action the SEL curriculum, considering knowledge, emotions, perception, and behavior dimensions. Utilizing NVivo12 software, interviews with 10 teachers are analyzed, revealing that advancements in teachers' social and emotional competencies correlate with their ability to transform SEL knowledge into practice. Teachers' perceptions of SEL significance reflect their level of SEL knowledge and influence their daily practice. Moreover, education integrating knowledge with emotions is achieved by combining knowledge, emotions, and perception. The findings highlight the following approaches to be adopted for better SEL curriculum outcomes, suggesting enhancing teachers' cultural sensitivity and exploring SEL within the Chinese cultural context, establishing a community of SEL practices to facilitate dialogue between teachers' personal knowledge and authoritative knowledge, and providing targeted support for teachers' work integrating knowledge with emotions. [ABSTRACT FROM AUTHOR]

Copyright of Profesorado: Revista de Currículum y Formación del Profesorado is the property of Profesorado: Revista de Curriculum y Formacion del Profesorado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Social–emotional management in educational centers is a key element nowadays to achieve quality education, having become even more important after the pandemic period caused by the COVID-19 virus. Training programs in socioemotional skills, such as the EmocionaTFamilia program, are necessary to enhance teachers' soft skills. This research aims to understand how the EmocionaTFamilia program promotes socioemotional skills to deal with teaching management and practice, as well as the fear generated by the pandemic. For this purpose, quantitative and qualitative evaluative research on the program has been carried out using the TMMS and COVID-19 fear online questionnaires, in which emotional attention, clarity, and repair, as well as fear, have been analyzed. A total of 21 participants, including the school's management team and elementary and secondary teachers, participated in an educational institution located in Madrid, Colombia. The age of the sample ranged from 22 to 54 years old, with 1 to 20 years of teaching experience. The program was implemented in six sessions over three months, sequenced at three levels: the development of awareness and basic training in emotional education; the development of emotional competences; and coping with fear. The results show that, once the program has been implemented, there is an improvement in the means of all the emotional dimensions and in coping with fear in the study population. These dimensions allow for becoming aware of emotions and learning to place them in the right place, acquiring awareness to accompany students in their strengths and weaknesses. Encouraging listening to peers to transform fears into gratitude is promoted. Thus, the findings of this research reveal a scenario that underscores the need for adequate continuous training in socioemotional skills to enable the management of emotions and fear in the classroom. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Recent studies have emphasized the importance of children’s ability to control their behaviours, thoughts, and emotions. The present study aimed to investigate the relationship between behavioural self-regulation, motor coordination and social-emotional competencies in Romanian preschool children. We assessed 120 preschoolers using measures of behavioural self-regulation, gross motor coordination, and social-emotional competencies. Results revealed that there are no significant relations between behavioural self-regulation and gross motor coordination, nor between behavioural self-regulation and social-emotional skills. Interestingly, no gender differences emerged in terms of behavioural self-regulation, gross motor coordination, and social competencies. The only gender-related difference was found concerning emotional competencies, with girls outperforming boys. Further studies should investigate longitudinally the relations among these constructs, and also in relations with other factors, such as the preschool setting, the socio-economic status, and children’s academic achievement.

Abstract Background The objective of this study was to investigate whether different body mass index (BMI) groups could serve as a distinguishing factor for assessing motor proficiency and social and emotional maturity in adolescent girls. Methods 140 girls ranging from 12 to 14.5 years old were selected from the schools of Tabriz city, Iran. After their height and weight were measured to calculate body mass index, they completed the following questionnaires: Bruininks-Oseretsky Test of motor proficiency, Second Edition,Vineland Social Maturity Scale, and Emotional Maturity scale. Results normal-weight girls had a meaningful advantage against overweight and underweight participants in the gross motor factor of motor proficiency (p = 0.004), but there wasn’t a meaningful difference in the fine motor p = 0.196) and coordination factors (p = 0.417). Also, social maturity showed an advantage of normal and underweight adolescent girls in the self-help dressing factor (p = 0.018), while the locomotion skills (p = 0.010) factor revealed a better performance of normal weight and overweight groups over underweight adolescents. No significant differences were observed in the emotional maturity subscales (p = 0.63) between the groups. Conclusions The present study demonstrates that BMI has a direct influence on adolescents’ gross motor proficiency and social maturity.

Abstract. The short version of the Multidimensional Emotional Competence Questionnaire (MECQ-s) is a competence-based questionnaire with a multidimensional framework assessing emotional competence. It consists of 32 items divided into 11 factors representing four dimensions: perception of one's own emotions, perception others’ emotions, emotional expressivity, and emotional management. Three studies (Ntotal = 1,333) were conducted to validate the MECQ-s. Overall, reliability estimates were good (α = .72–.80 and ω = .71–.79). The results of confirmatory factor analysis (CFA) and exploratory structural equation modelling (ESEM) corroborated the multidimensional structure of the MECQ-s and proved to be satisfactory. Correlations of the MECQ-s with scales of experiencing emotions provide evidence for convergent validity. A nomological network of measures including the Big Five personality, self-regulation, and self-efficacy indicates that the MECQ-s proved good nomological and discriminant validity. The results for measurement invariance and test–retest reliability were satisfactory. The MECQ-s proved to have satisfactory psychometrics and can be used to evaluate emotional competence.

Teaching remains a profession that is associated with certain health risks. Teachers complain of psychosomatic experiences such as exhaustion, fatigue, headache, and tension more than people in other professions. High levels of stress amongst teachers also pose a risk for students, as this is associated with poorer teaching quality and lower learning success. Negative emotional responses to external stressors are decisive in the development of teacher stress. Therefore, emotional competence (EC), meaning the ability to perceive one’s own emotions and the emotions of others, and the ability to regulate and express one’s own emotions can be a meaningful piece of the puzzle around teachers’ mental health. For this purpose, 265 teachers at inclusive primary schools in Germany were surveyed about how they experience stress and on the components of EC. Multi-level regression analyses showed that perceived stress was predicted by the ‘regulation and control of one’s own emotions’ (std. B = - 0.53, p < .001), but not by the ‘perception and understanding of one’s own emotions’ and the ‘emotions of others’ or by the ‘expression of emotions’. Emotion regulation abilities can thus be understood as one factor that helps protect teachers’ health. The results are discussed in the context of teacher training and professional development. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate a program in which an outdoor training methodology was applied to develop self-efficacy and self-esteem. Specifically, the study aimed to determine the change in psychological variables, such as general self-efficacy and self-esteem, in a large sample of university students undertaking social sciences and participating in this program. A multivariate analysis was conducted on a group of 123 individuals to determine the composition of each variable and examine the moderating effect of the outdoor training program. Changes in the scores of these variables measured before and after implementing the program, in which different outdoor activities were carried out, are presented. The experiential training program positively affected general self-efficacy and self-esteem. Finally, the importance of this program, wherein an innovative outdoor training methodology has been applied to improve motivation, academic success, well-being, health, and adjustment of students in the university environment, is discussed. [ABSTRACT FROM AUTHOR]

La psychologie médico-légale (ou Forensic Psychology) est un domaine de la psychologie clinique encore peu connu dans le monde francophone. Bien que de nombreux praticiens endossent effectivement des missions de psychologues médico-légaux, peu s'identifient comme tels. Pourtant, le psychologue médico-légal fait face à un paradoxe dans son travail : concilier son devoir d'impartialité et d'objectivité lors de ses évaluations, tout en maintenant une relation empathique avec des patients, des détenus ou des condamnés ayant vécu un ou plusieurs traumatismes, en vue de déterminer un plan de prise en soin spécifique à leurs caractéristiques. Or, les principes éthiques et déontologiques renseignent que l'un des devoirs du psychologue est de pouvoir rediriger un patient vers un collègue s'il ne peut assurer un suivi optimal, notamment dans le cadre d'une souffrance psychique. À notre connaissance, peu d'études investiguent les liens conceptuels entre compétences émotionnelles, dysrégulation émotionnelle et qualité de vie professionnelle, auprès de psychologues médico-légaux francophones. Cette étude préliminaire a collecté les réponses de 44 psychologues médico-légaux. Nos résultats suggèrent, entre autres, les rôles prédictifs de la Satisfaction de compassion et du Burn-out sur les compétences émotionnelles et la dysrégulation émotionnelle. Bien que prédit par les Difficultés à contrôler des comportements impulsifs (β = 0,39, t = 2,71, R 2 = 0,13, p = 0,010), le Stress traumatique secondaire n'endosse pas le rôle de prédicteur envers les compétences ou la dysrégulation émotionnelle. Dans la continuité de cette recherche, nous proposons la mesure de variables pouvant modérer cette relation comme les mécanismes de coping. Despite being less recognized as a specific subdomain of Psychology in French-speaking countries, forensic psychologists do face the same challenges as their Anglo-Saxon counterparts. Among these, the literature identifies the quality of life in the workplace, which can be divided into Compassion Satisfaction , and Compassion Fatigue , the latter being composed of Burn-out and Secondary Traumatic Stress. Previous research has acknowledged the role of emotional competence, especially the management of emotions, as a central factor of healthcare professionals' relationship with their work assignments. However, Pirelli and collaborators recently highlighted the lack of empirical research among forensic psychologists. As an answer to their call, this study investigates the association and predictive factors of emotional competence, difficulties in emotional management, and the quality of professional life. An online survey (Lime Survey) was used to collect data regarding socio-demographic variables such as age, gender, years of experience, and training. The following self-questionnaires were then given to the subjects: Profile of Emotional Competence , Difficulties in Emotion Regulation Scale , and Professional Quality of Life. Descriptive, correlational, and regressive analyses were undertaken to, respectively: (1) describe our sample and compare it to available norms (Student's t), (2) associate (Bravais-Pearson r) the mean scores of the three scales, and (3) evaluate the prediction (simple and multiple linear regression) of emotional competence and emotional dysfunction on the quality of professional life. These predictions were then reversed. Both regression analyses used the backward method. The sample was composed of 44 French-speaking forensic psychologists (79.50% female), median age 34.20 (SD = 7.96). They were mainly trained in clinical psychology (84.10%), followed by forensic psychology (18.20%). The majority of the sample worked as carceral psychologists (59.10%), and their main missions were support and guidance (78.70%), followed by recidivism risk assessment (52.30%) and crisis management (50.00 %). Descriptive results. The participants exhibited significantly higher emotional dysfunction scores (total score, p ≤.001; Lack of Emotional Clarity , p =.10; Impulse Control Difficulties, p ≤.001; Difficulties Engaging in Goal-Directed Behavior, p ≤.001) when compared to available norms. Regarding their perceived quality of life, all scores were either significantly lower or higher based on the norms used. A similar analysis was not possible for emotional competence as available norms were gender-specific, and the sample gender distribution was clearly unbalanced. Associations and regression relations were confirmed between emotional competence, emotional dysfunction, and the quality of professional life, especially between Compassion Satisfaction and emotional competence (r =.33–.56) on the one hand and between Burn-out and emotional dysfunction on the other hand (r =.41–.65). Unexpectedly, Secondary Traumatic Stress was only predicted by emotional dysfunction (Impulse Control Difficulties , β =.39, t = 2.71, R 2 =.13, p =.010). Taken as a whole, the results indicate that (a) Compassion Satisfaction and Burn-out are key elements to assess in the workplace, confirming previous studies among other health professionals, and (b) although correlated to specific emotional dysfunction such as Difficulties Engaging in Goal-Directed Behaviors and Impulse Control Difficulties , none of these factors predict nor is predicted by Secondary Traumatic Stress. [ABSTRACT FROM AUTHOR]

The aim of the present study was to apply some principles of the Structural Family Therapy by Salvador Minuchin to teachers. Specifically, we considered the teacher as a system consisting of two communicating subsystems – one pertaining to personal characteristics and skills, and one pertaining to characteristics and skills related to the professional role – and we explored the boundaries between personal life and professional role, proposing the existence of three types of boundaries that are in line with the original classification by Minuchin: rigid, diffuse, and clear. Moreover, through a semi-structured interview, we conducted an initial empirical investigation about the perception and the representation of the boundaries between personal life and professional role in a sample of 9 kindergarten, primary, and middle school teachers (M professional experience = 16.33 years, SD = 9.60 years). The emerged results, even if limited in number, encouraged the development of further dimensional assessment strategies, as well as the development of training courses on teachers' emotional and relational competence in which they can reflect on the importance of clear boundaries that allow an adaptive exchange of information between personal and professional areas. [ABSTRACT FROM AUTHOR]