Search Results (502)

Emotional intelligence and teaching self-efficacy are essential competencies for teachers’ professional and personal development. The aim of this study was to evaluate the effectiveness of a psychoeducational intervention to enhance both areas in future teachers. A quasi-experimental design with pretest and posttest measures was implemented, including an experiment. An eight-week program was conducted using active, reflective, and participatory methodologies to promote emotional awareness and confidence in teaching abilities. The OSTES instrument was used to measure teaching self-efficacy, the TMMS-24 to assess perceived emotional intelligence, and the EQ-i to evaluate socioemotional competencies, and. Results revealed significant improvements in the experimental group in emotional attention, clarity, and repair; in instructional strategies, classroom management, and student engagement; as well as in adaptability, interpersonal skills, stress management, and overall emotional intelligence. These effects ranged from moderate to large in magnitude and contrasted with the stable scores in the control group. The findings confirm that psychoeducational interventions focused on emotional competencies can be effective in strengthening emotional intelligence and self-efficacy in pre-service teachers. These outcomes suggest that such programs may contribute to the promotion of well-being and teaching effectiveness during initial teacher education, offering implications for future curricular development in teacher training programs. Full article

Background/Objectives: Dieting is a widespread behavior that is associated with psychological distress, body dissatisfaction, and eating disorders. Recent research suggests that a body-positive attitude and mindful approach to eating may influence individuals’ experiences with dieting; however, their combined role has been insufficiently explored. Methods: A two-phase study was conducted among voluntary adults using online data collection. In Phase 1, a cross-sectional survey was completed by 180 participants (71.7% women), assessing dieting behavior, body appreciation, nutritional awareness, psychological distress, well-being, and eating disorders. Correlation analyses, group comparisons, and regression models were performed. In Phase 2, 90 participants entered the pilot and received a brief psychoeducational digital material promoting mindful eating and positive body image. The follow-up assessment was completed by 59, after one month of engagement. Results: Body appreciation and nutritional awareness were positively associated with mental well-being and inversely related to psychological distress (p < 0.001 for all) and to eating disorder screening scores (p < 0.001 and p = 0.046, respectively). More frequent dieting was associated with lower body appreciation (p < 0.001). According to the observed pattern of correlations, body appreciation may play a role in the relationship between dieting and psychological distress. In the intervention phase, greater engagement with the psychoeducational material was associated with higher reported levels of nutritional awareness (p = 0.003) and greater perceived body awareness (p = 0.026) at follow-up; however, due to the exploratory design, findings are preliminary. Conclusions: The results suggest that dieting, as a behavior, may be embedded in broader psychological processes that include body-related attitudes and nutritional awareness. Taking these factors into account may have potential implications for preventive measures aimed at promoting healthier dietary habits, a more positive relationship with one’s body, and mental well-being. Full article

Background: Parents of children with cancer often experience significant stressors that can heighten distress and impact overall well-being. Despite recommendations supporting distress screening for adult and pediatric patients with cancer, systematic assessment of parent or caregiver distress in pediatric oncology settings remains limited. This Quality Improvement initiative aimed to implement routine distress screening for adult caregivers of pediatric patients with brain and solid tumors at our institution. Methods: Using the 18-item CancerSupportSource™-Caregiver (CSS-CG) instrument, our social work team invited eligible caregivers to complete monthly electronic distress screeners while their child was receiving treatment. Automated reports with tailored psychoeducational resources were sent to caregivers upon completion, and social workers received alerts when participants scored at-risk for anxiety, depression, or financial strain. The feasibility of the CSS-CG implementation was assessed via caregiver enrollment and completion rates, and clinician acceptability was evaluated through a post-implementation survey. Results: Of 122 eligible patients, 64 of their caregivers enrolled in the CSS-CG screening platform (52.45%), and 44 (36.06%) completed at least one screener. Of the 44 caregivers who completed the CSS-CG assessment, 59.09% (n = 26) screened positive at least once for risk of anxiety, 54.54% (n = 24) for risk of financial strain, and 59.09% (n = 26) for risk of depression. Among participating social workers, 83% reported that the screener improved their clinical practice, making their sessions more focused and helpful. They also noted that it improved their ability to identify a caregiver’s overall needs. Conclusions: Implementing caregiver distress screening positively impacted social work practice at our institution. Despite variable caregiver enrollment and a few implementation challenges, the findings support the importance and potential benefit of screening for caregiver distress in a pediatric oncology setting. Full article

Background/Objectives: Pediatric obesity is a public health epidemic in the United States and in many countries worldwide. Due to the interrelatedness of obesity and toxic stress, mindfulness is a promising practice to support healthful eating behaviors and combat stress in the management of this condition. In this pilot study we evaluated the acceptability and feasibility of implementing a brief mindfulness-based program for pediatric patients seeking treatment for overweight and obesity, with an assessment of exploratory outcomes. Methods: Nineteen children (ages 8–17 with body mass indices (BMIs) ≥ the 85th percentile) and caregiver dyads (n = 19) were recruited from a multidisciplinary pediatric weight management clinic. Four thirty-minute psychoeducational mindfulness-based sessions were provided via telehealth. Qualitative feedback was sought during and after program completion. Child and caregiver mindful eating and general mindfulness measures were collected from participant dyads at baseline, and one month and three months after program completion. Results: Qualitative program feedback from participants was generally positive. Session attendance rates were high (89%), with most participants highly engaged during sessions and the follow-up clinic visits. An analysis of exploratory measures data revealed no significant changes in child or caregiver dyad mindful eating or general mindfulness scores at one month (n = 9) or three months (n = 7) post-program completion compared to baseline (n = 10). Conclusions: This pilot, mindfulness-based program was feasible and acceptable to implement as a scalable behavioral intervention in long-term pediatric obesity treatment. Study of a larger, controlled sample is needed to determine the impact of program participation on mindful eating and general mindfulness, along with clinical obesity-related outcomes, in the management of pediatric obesity. Full article

Background/Objectives: Psychological variables such as body image, self-esteem, and life satisfaction have become important research topics in recent years, particularly in their relationships with individuals’ eating attitudes. The purpose of this study is to examine the predictive effect of body image and self-esteem on eating attitudes in emerging adults and to evaluate the mediating role of life satisfaction in this relationship. Method: The study included 402 participants aged 18–30. Data were collected using the Eating Attitudes Test (EAT-26), the Rosenberg Self-Esteem Scale (RSS), the Body Image Scale (BIS), and the Life Satisfaction Scale (LSS). The analyses included correlational analyses to examine relationships among eating attitudes, body image, self-esteem, and life satisfaction; multivariate regression to test the predictive roles of body image, self-esteem, and life satisfaction on eating attitudes; and structural equation modeling to evaluate the mediating role of life satisfaction in the relationships between body image, self-esteem, and eating attitudes. Result: The correlational analysis revealed that eating attitudes are associated with body image, life satisfaction, and self-esteem. Body image was identified as the most influential predictor of eating attitudes. Structural equation modeling indicated that life satisfaction mediates the relationship between self-esteem and eating attitudes. Conclusions: Body image, self-esteem, and life satisfaction play a crucial role in shaping eating attitudes among emerging adults. The mediating effect of life satisfaction underscores psychological well-being as a key regulatory factor rather than solely an outcome. Promoting positive body image, strengthening self-esteem, and enhancing life satisfaction through preventive and psychoeducational programs may help protect against disordered eating attitudes in this population. Full article

Background: Burnout is an occupational phenomenon that has adverse effects on the health and work outcomes of employees. In this sense, there is greater emphasis on understanding and addressing this problem. In this regard, organizations play a significant role in preventing burnout, and organizational interventions have been shown to be more effective at reducing burnout than individual-focused interventions. This study aims to systematically review organizational interventions to prevent burnout in the workplace. Methods: A search was conducted in three databases: Scopus, Web of Science, and PubMed, reviewing studies published from 2013 to 2025. Following the PRISMA model, 11 studies meeting eligibility criteria were selected. The methodological quality of included studies was assessed using the Joanna Briggs Institute (JBI) checklist. Results: Of the eligible articles, 1669 participants were identified, predominantly female healthcare professionals. Some strategies that proved to be effective in preventing burnout in the workplace were workshops, discussion groups, psychoeducation and training programs. Concerning psychotherapeutic interventions, third-generation therapies are the most used, such as ACT or mindfulness. Conclusions: These findings suggest that organizational-level interventions, particularly those combining psychoeducational strategies with third-generation therapeutic approaches, represent promising avenues for burnout prevention in the workplace, although effectiveness varies across interventions and contexts, and the most positive effects were limited to the short term. Future research should focus on evaluating long-term outcomes, exploring understudied occupational sectors beyond healthcare, and examining the role of organizational culture and leadership in sustaining intervention effects. Full article

Background and objectives: Mental health assessment of healthcare workers (HCWs) is essential to inform prevention-oriented policies and interdisciplinary support strategies to strengthen HCWs’ mental health and optimize patient care. Therefore, the present study assessed mental health status and associated factors of HCWs using the DASS-21. Methods: Using a cross-sectional study design and the standardized DASS-21 questionnaire, we assessed the mental health status of HCWs of different categories from various healthcare settings of northern Saudi Arabia. A binomial logistic regression analysis was performed to examine the factors associated with each DASS-21 domain. Finally, Spearman’s correlation test was done to find the correlation across the domains. Results: Of the 385 participants, some forms of depression, anxiety, and stress were found in 49.6%, 49.4%, and 39.0% of the participants, respectively. Extremely severe symptoms were observed in depression and anxiety (9.6% each), and the lowest were observed for stress (3.9%). Depression was significantly associated with female gender (p = 0.017) and being single (p = 0.043), while anxiety was associated with nurses (p = 0.002) and non-Saudi nationality (p = 0.037). Stress was higher among HCWs working in specialty hospitals (p = 0.045) and lower among those aged > 40 years (p = 0.003). Furthermore, a positive correlation was noted within each DASS-21 domain (p < 0.001). Conclusions: Given the high prevalence of mental health issues, the relevant authorities should consider implementing preventative measures, including regular screening, psychoeducation workshops, interdisciplinary care, and proper referral pathways for the HCWs who screen positive for any of the mental health domains. Full article

This study examined the effect of a psycho-education program on the awareness levels of teachers regarding child abuse and neglect. The study was conducted with teachers working in regions characterized by the presence of at-risk groups. Within the scope of the study, 18 teachers were assigned to the experimental group and 18 teachers to the control group. The experimental group participated in a structured psycho-education program on child abuse and neglect, while no intervention was implemented for the control group. Prior to the intervention, pre-test measurements were conducted using the Child Abuse Awareness Scale for both groups. The psycho-education program consisted of 10 weekly online sessions, each lasting approximately 100–120 min. The findings revealed a significant difference between the pre-test and post-test scores of the experimental group compared with the control group, indicating the effectiveness of the psycho-education program in increasing teachers’ awareness levels. The results suggest that such training programs may play an important role in enhancing teachers’ knowledge and awareness of child abuse and neglect, particularly in recognizing signs of abuse and understanding reporting procedures. Full article

Background: Developing physical literacy in children with developmental disabilities (DDs) is essential to fostering their participation in physical activity. According to the Canadian Framework, physical literacy encompasses multiple interrelated components (behavioral, physical, affective, and cognitive). Such engagement provides numerous benefits, including reduced symptoms of anxiety and depression, as well as improved functional and cognitive health. However, children with DD appear to be less active than those without such conditions. Since individuals who are active during childhood and adolescence are more likely to remain active during adulthood, it becomes crucial to better understand how to support the physical literacy development of children with DD, hence enhancing their participation in physical activity. In addition, children with DD remain underrepresented in the literature, particularly with regard to their opportunities to develop their physical literacy and their varied needs, such as limited physical activity options. Objective: The aim of this scoping review was to identify and analyze the existing literature on the development of physical literacy and physical activity participation in young children (0–6 years) with DD. Methods: Four databases were searched (PsycInfo: n = 722; MEDLINE: n = 997; ERIC: n = 514; CINAHL: n = 771), and 25 articles were retained. Characteristics of these studies were analyzed quantitatively, while their scope was analyzed according to physical literacy components. Results: Most studies (80%) used a quantitative method, and nearly half (44%) concerned young children with autism spectrum disorder. A little more than half of the studies (52%) focused on early intervention programs. In regard to the scope of the studies, none addressed the cognitive component of physical literacy, indicating a lack in the current literature, and more than half provided information on how to support the affective component. Moreover, information regarding parents’ involvement in physical activity of children with DD emerged from six studies analyzed. Conclusions: The results yield interesting insights on how to support the physical literacy development of children with DD and the factors likely to influence their physical activity participation. Early intervention programs promoting physical literacy could be promising avenues to support lifelong physical activity habits for these children. Full article

Background: Psychoeducational interventions are increasingly implemented to promote psychological and physical health, yet evidence guiding personalized intervention selection remains limited. This systematic review and meta-analysis quantifies the effectiveness of psychoeducational interventions across five settings and identifies empirically derived moderator patterns to inform the selection of tailored interventions. Methods: Systematic searches of PubMed/MEDLINE, PsycINFO, Scopus, Web of Science, ERIC, the Cochrane Library, and Google Scholar were conducted to identify eligible studies published between January 2015 and December 2024. A two-tier analytical approach was employed: a random-effects meta-analysis of k = 53 studies reporting extractable effect-size data, and a direction-of-effect narrative synthesis of all 186 included studies (N = 50,328 verified from 124 studies reporting sample sizes), following SWiM guidelines. Results: The quantitative meta-analysis yielded a significant medium-to-large pooled effect (g = 0.66, 95% CI [0.50, 0.82], p < 0.001) with substantial heterogeneity (I² = 96.1%). Effects varied across settings: clinical/vulnerable populations showed the largest effect (g = 0.91), followed by university programs (g = 0.62), school-based (g = 0.60), mindfulness/positive psychology (g = 0.55), and community-based (g = 0.49). The broader narrative synthesis confirmed near-universal effectiveness: 131 studies (70.4%) reported significant positive effects, 51 (27.4%) reported mixed results, and none reported null effects—yielding 97.8% favorable outcomes across the full evidence base. Direction-of-effect moderator patterns indicated a stepped severity gradient (indicated 100% favorable, selective 98.6%, universal 95.6%), and that programs exceeding 8 weeks (99.0% vs. 96.6%), theory-based interventions (98.2% vs. 95.2%), and guided digital delivery were consistently associated with the most favorable outcomes. Publication bias assessment confirmed robustness (fail-safe N = 22,942; leave-one-out range: 0.61–0.67). GRADE evidence quality was rated Moderate for four of five research questions. Conclusions: This systematic review and meta-analysis provide converging quantitative and direction-of-effect evidence supporting the effectiveness of psychoeducational interventions. The near-universal favorable direction across 186 studies, combined with a medium-to-large pooled effect in the quantitative subset, provides a preliminary empirical foundation for personalized intervention matching. A preliminary four-phase implementation framework is proposed as a hypothesis-generating heuristic; prospective validation through a meta-analysis of individual participant data is needed before prescriptive application. Full article

Background/Objectives: this study evaluated the effects of a 12-week multicomponent training (MCT) program combined with multiprofessional interventions (nutritional and psychoeducational) on body composition, lipid profiles, fasting glucose levels, and arterial stiffness in Brazilian older women stratified by nutritional status. Methods: thirty-six older women, who were classified as normal weight (n = 8; mean age: 69.2 ± 7.2 years), overweight (n = 13; mean age: 72.1 ± 5.3 years), or obese (n = 15; mean age: 70.3 ± 4.6 years), were included in the study. The outcomes included body fat percentage (BFP), visceral fat level, fat-free mass (FFM), fasting glucose, total cholesterol, high-density lipoprotein cholesterol, low-density lipoprotein cholesterol, triglycerides, and arterial stiffness, as determined by pulse wave velocity (PWV). Results: BFP was reduced in all groups (p < 0.001), but in the overweight and obese groups, these decreases were greater. Visceral fat level decreased significantly in all groups (p < 0.001), with greater decreases in the obese group compared with the normal weight and overweight groups (p < 0.001), and greater reductions in the normal weight group compared to the overweight group (p < 0.05). A significant reduction in PWV was observed only in the overweight group (p < 0.05), while greater improvements were observed in the overweight group compared to the normal weight group (p < 0.05) in FFM, lipid profiles, and fasting glucose. Conclusions: an MCT combined with multiprofessional intervention effectively reduced BFP and arterial stiffness in Brazilian older women with excess adiposity. Full article

During pregnancy, women are more inclined to modify their habits and lifestyle to find a new balance and promote well-being for themselves and the child-to-be. However, the availability of nutritional and psychological support is often limited by stigma, geographic barriers, and a lack of services. Digital health tools are emerging as possible solutions to cover these needs. This study explores the acceptability, feasibility, and user experience of Demetra, a virtual coach based on Acceptance and Commitment Therapy (ACT), designed to promote healthy lifestyles and mental well-being. Fifty pregnant women will be enrolled in the feasibility study of the intervention. It starts with an educational part on the foundations of healthy eating and suggestions about lifestyle habits, followed by a six-week psychoeducational module. Content is delivered through text, audio, and video formats. User experience and engagement will be measured through validated questionnaires and semi-structured interviews. Psychological well-being will be evaluated both before and after the program. The intervention is expected to be well-received, with high levels of satisfaction and engagement, leading to a greater awareness of healthy behaviors, improved psychological flexibility, and enhanced overall well-being. Demetra offers an accessible solution to support women through the transformative experience of motherhood with a multidisciplinary and innovative approach. Full article

Background/Objectives: The Parenting Sense of Competence (PSOC) scale is one of the most widely used instruments to assess perceived parental competence, understood as the degree to which parents feel capable of adequately fulfilling their parental role. Despite its widespread use, studies seeking to determine PSOC normative scores are scarce, especially in specific populations such as mothers with infants younger than 9 months, which limits the interpretation of its scores in applied contexts. This study establishes PSOC normative scores in a nonclinical sample of 522 Spanish mothers with infants aged between 3 and 37 weeks who attended a public early intervention program. Methods: Regression and ANOVA analyses were performed to examine the effect of infant and maternal age, as well as educational level and occupation, on the dimensions of Efficacy, Satisfaction, and Total score of the PSOC. Results: The results show a significant decline in parental competence starting when their infants reach 9 months of age, and lower levels of self-efficacy in mothers over 35 years of age. No significant differences were found according to the educational level or occupation of the mothers. Normative scores are presented by percentiles, offering specific criteria for this stage of child development. Z- and T-scores are included, useful for standardized comparisons between subscale and studies. Conclusions: These findings provide useful information for early detection and psychoeducational interventions within the framework of early intervention. Full article

Caring for adult children with disabilities represents a prolonged and emotionally demanding experience for family caregivers, frequently associated with psychological distress and reduced well-being. This study examined the effects of a group-based parent training program on key psychological dimensions in caregivers of adults with disabilities. One hundred and nine caregivers participated in a psychoeducational intervention and completed measures of self-compassion, perceived self-efficacy, emotional maturity, empathy, and adult attachment. Results showed significant improvements in self-compassion and self-efficacy, with trends toward more secure attachment patterns, while empathy remained stable. Overall, findings suggest that parent training can foster emotional regulation and caregiving processes. Full article

This study examined the perceived quality of life of Portuguese gifted students compared with their non-gifted peers using the KIDSCREEN-27, a widely used instrument for assessing health-related quality of life in children and adolescents. Quality of life is the subjective perception of overall well-being resulting from the interaction of physical, psychological, social, and environmental factors. Previous research suggests that high intellectual ability does not necessarily ensure greater well-being and may coexist with social–emotional challenges, including perfectionism, anxiety, and difficulties in social integration. The sample consisted of 102 Portuguese students aged between 10 and 15 years old. They were in two groups (gifted and non-gifted), matched by gender. Gifted participants had previously been identified through psychoeducational assessment and were enrolled in the PEDAIS enrichment program promoted by the National Association for the Study and Intervention in Giftedness (ANEIS). Five quality-of-life dimensions were analyzed: physical well-being, psychological well-being, autonomy and parent relationships, peer social support, and school environment. MANOVA results indicated statistically significant differences between the groups, with gifted students reporting lower scores in physical well-being, autonomy and parent relationships, peer social support, and school environment. There were no significant differences in psychological well-being, indicating similar levels of perceived emotional well-being in both groups. These findings highlight the importance of considering the social and contextual dimensions of well-being in gifted education and reinforce the need for educational strategies that combine cognitive development with social–emotional support. However, the results should be interpreted with caution, as the gifted participants were recruited from a structured enrichment program, which may limit the generalizability of the findings to the broader population of gifted students. Full article