Search Results (306)

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

Background: Home-based digital healthcare interventions are increasingly used to support people living with dementia (PLWD) and their family caregivers. However, evidence regarding their effectiveness across patient and caregiver outcomes remains heterogeneous. Methods: This systematic review followed PRISMA 2020 guidelines and was prospectively registered in PROSPERO (CRD420261302166). Six databases (PubMed, Embase, CINAHL, PsycINFO, Web of Science, and Scopus) were searched from January 2000 to October 2025. Randomized and quasi-experimental quantitative studies evaluating home-based or remotely delivered digital interventions for PLWD and/or informal caregivers were included. Risk of bias was assessed using RoB 2 and ROBINS-I. Due to heterogeneity, findings were synthesized narratively. Results: Fourteen studies met the inclusion criteria. Interventions included web-based psychoeducation, telecoaching, digital cognitive training, assistive technologies, and multicomponent programs. Caregiver outcomes demonstrated the most consistent benefits, including reduced burden and stress, improved self-efficacy, and improved sleep efficiency in technology-supported trials. For PLWD, small-to-moderate improvements were observed in global cognition and selected neuropsychiatric symptoms, particularly in interactive and personalized programs. Multicomponent interventions combining caregiver education with patient activation and professional feedback showed more durable effects. Conclusions: Home-based digital interventions appear feasible and beneficial, particularly for caregiver outcomes. Future large-scale trials with longer follow-up and standardized outcome measures are needed to confirm durability, equity, and cost-effectiveness. Full article

There is a high rate of morbidity and considerable functional dependence in older adults, requiring care from informal caregivers. Person-centered care is a personalized approach that meets the person’s needs, taking their context into account. Objectives: Our aim was to assess the available evidence on Person-Centered Health Intervention Programs (PCHCIPs) in a home setting among older adults with multimorbidity and their informal caregivers, namely regarding their main characteristics and respective health outcomes. Methods: A systematic literature review was conducted in accordance with the PRISMA guidelines. Bibliographic searches were performed in five databases (CINAHL, MEDLINE, MedicLatina, Scopus, and Psychology and Behavioral Sciences Collection) in November 2024, including studies published between January 2014 and November 2024. Inclusion criteria: Randomized Controlled Trials of person-centered health intervention programs delivered to older adults and their caregivers in home care settings, and scientific articles published betweeen 2014 and 2024. The review protocol was registered in PROSPERO (registration number: CRD42022303687. Results: Twelve articles were included (n = 12). The PCHCIPs provides psychoeducational training and empowerment with physical, psychological, and social interventions that result in health outcomes for the dependent older adults (decreased health-related events and increased social involvement), for the caregiver (improved QoL, reduced burden), and for both participants (increased life satisfaction and reduced costs in health). Conclusions: PCHCIPs covering different areas of intervention (physical, psychosocial and economic) demonstrate positive health outcomes for older adults and their caregivers. It is important to explore more programs that encompass both participants. Full article

Background: Parents of school-age children with neurodevelopmental and conduct difficulties face elevated stress, reduced self-efficacy and relational strain, yet evidence for scalable, school-embedded support remains limited. Drawing on mentalization theory—which emphasises parents’ capacity to understand behaviour in terms of underlying mental states—this mixed-methods study evaluated a weekly parent learning group integrating psychoeducation, mentalization-based practice and peer support, delivered within an alternative provision school. Methods: A group of twelve parents who attended at least six sessions completed retrospective pretest–posttest questionnaires assessing parental reflective functioning (PRFQ) and parenting self-efficacy (PSOC). Semi-structured interviews explored parents’ subjective experiences and perceived changes in parent–child interactions and parent–school relationships. Quantitative outcomes were analysed using paired t-tests and effect sizes; qualitative data underwent reflexive thematic analysis. Results: Quantitative analyses revealed statistically significant improvements in parental reflective functioning and self-efficacy. Pre-mentalizing scores decreased substantially (d = 1.34), indicating reductions in non-mentalizing, while interest and curiosity about children’s mental states increased markedly (d = 1.83). Parenting self-efficacy improved significantly (d = 1.61). Although a reduction in excessive certainty about mental states approached significance (d = 0.63, p = 0.053), trends suggested greater epistemic balance. Qualitative analysis identified six themes elucidating mechanisms of change, including enhanced mentalizing capacity, reduced parental stress, transformed parent–child interactions and facilitation style as a critical active ingredient. Integration of findings suggests that psychoeducational content provided conceptual grounding for understanding behaviour, facilitator modelling scaffolded reflective practice, and relational safety within the group enabled authentic engagement with challenging experiences. Conclusions: These preliminary findings indicate that a school-based parent learning group combining psychoeducation, mentalization-based practice and peer support is feasible and associated with meaningful improvements in parental reflective functioning and self-efficacy. Parent narratives of transformed relational practices and shifts from reactive to reflective engagement echo broader literature demonstrating that group-delivered mentalization-oriented programmes can enhance reflective capacities and caregiving quality in diverse family contexts. The school setting may extend the reach of such interventions to families not engaged with clinical services and support collaborative parent–school partnerships. Future research should employ larger, controlled designs, incorporate observational and child outcome measures, and explore scalability across educational contexts. Full article

During the COVID-19 pandemic, women have had to face different psychosocial problems. For this reason, psychoeducational interventions based on web-based resources have been developed to address their mental health. This study aimed to evaluate the pilot of a psycho-emotional support web platform based on elements of cognitive-behavioural therapy in Mexican women during the COVID-19 pandemic. Through a pre-experimental design with pre-test and post-test evaluations, 73 women between 18 and 68 years old (M = 43.42 years, SD = 12.40) had access to this platform for one month, which contained four thematic modules (stress, anxiety, depression and violence). They also received two complementary three-hour synchronous sessions. All participants reported similar levels of emotional symptoms (p > 0.05), as well as perceiving violence exerted by their partners (p > 0.05). The web platform and its psychoeducational content turned out to be quality informative resources; however, no statistically significant changes were observed in the psychological variables in question. Web platforms and emotional support applications should be developed according to the needs and characteristics of the population for which they are designed; this will promote greater satisfaction and reduce therapeutic abandonment. Full article

Background: Depression remains a major global health burden, yet fragmented care often leads to waiting times and unmet needs. Therefore, the Belgian collaborative Integrated Depression Care (IDECA) project strengthened primary care depression management by introducing a Reference Person Mental Wellbeing (RPMW) who functions as a case manager, supported by shared-care tools, structured psychoeducation modules, and targeted training for general practitioners (GPs). This study examines normalization in primary care practice. Methods: A single-arm, mixed-method study was implemented over 18 months in two Flemish Primary Care Zones (PCZ). Implementation outcomes were assessed every four months using the NoMAD questionnaire and analyzed using Wilcoxon signed-rank tests. Peer review sessions with professionals and interviews with patients were analyzed thematically. Caseload and service delivery were assessed using process evaluation logs. Results: Twenty-two professionals (17 GPs, two RPMWs, and three PCZ staff members) completed the NoMAD questionnaire. Intervention familiarity increased during the first eight months (T0–T1: p < 0.001; T1–T2: p = 0.022) and continued to rise thereafter (T3–T4: p = 0.008). Integration into daily practice and perceived impact on professional work improved progressively, reaching near-ceiling scores. Peer review sessions highlighted the RPMW’s central role in trust-building and care coordination. Over 12 months, one full-time equivalent RPMW supported 175 patients (mean age 40.7 years; 75% female), with an average of five consultations per patient. Patients reported high satisfaction, emphasizing accessibility, empathy, and practical support. Conclusions: Sustained results suggest successful normalization and support the potential of collaborative, low-threshold depression care. Future work will assess clinical and economic outcomes. Full article

Treatment adherence can improve the prognosis of severe mental illnesses. Self-report questionnaires are the main tools to measure it. However, a new assessment method has emerged: the electronic prescription system. This enables us to verify whether patients have collected their medication from the pharmacy, providing an objective measure of adherence. The ADHERA study aims to: (1) Compare digital self-report questionnaires with the electronic prescription system. (2) Identify factors associated with non-adherence. (3) Evaluate the effectiveness of an adherence-promoting intervention. This intervention will consist of the identification of patients with poor adherence and a subsequent program of psychoeducation led by clinical psychologists. Adherence will be reassessed six months later to evaluate the intervention’s effectiveness. By identifying key sociodemographic and clinical factors associated with non-adherence, this project will inform targeted interventions to support patients with schizophrenia and bipolar disorder. Furthermore, the psychoeducational telehealth program may represent an effective, scalable, and patient-centered strategy to improve long-term treatment adherence and clinical outcomes. If successful, this model could be implemented in other regions and chronic conditions, contributing to a more efficient and patient-focused healthcare system. Full article

The study of resilience has long focused on understanding how individuals positively adapt to adversity, a process that directly influences emotional stability. Resilience, defined as the capacity to confront, overcome, and transform complex challenges constructively while strengthening oneself in the process, represents a transversal trait in human development. It also entails engaging in a personal growth trajectory that fosters self-awareness and internal coherence. Within the context of high abilities, this construct assumes particular significance, as students with high cognitive potential, but they are not immune to socio-emotional and educational vulnerabilities. These vulnerabilities may arise from asynchronies between intellectual and emotional development, among other factors, and influence specific coping strategies that, in turn, affect academic and social outcomes. Furthermore, high abilities students often have unique educational needs that may be insufficiently recognized or supported within their socio-cultural environments. Consequently, resilience in high abilities students should be understood as a dynamic process shaped not only by individual cognitive resources but also by contextual factors. A thorough analysis of the specific vulnerabilities of this population, and their interactions with environmental influences, is essential for fostering resilience and designing psychoeducational interventions that enhance academic achievement, promote inclusive practices, and support overall well-being. Full article

Background: Nutritional psychoeducation is a core component of multidisciplinary treatment for anorexia nervosa, yet evidence on its association with changes in eating behavior beyond weight outcomes remains limited. Methods: This pre–post observational study included 45 patients with anorexia nervosa attending a Day Hospital program who participated in a structured, group-based nutritional psychoeducational intervention as part of standard multidisciplinary care. Nutritional knowledge, dietary rules, eating behaviors, food group exposure assessed by a Food Frequency Questionnaire (FFQ), and body mass index (BMI) were evaluated before and after the intervention. Pre–post changes were examined using paired statistical tests with Holm correction. Associations between changes in cognitive–nutritional variables and eating behavior were explored using correlations and multiple linear regression models. Results: Significant pre–post improvements were observed in nutritional knowledge and reductions in rigid dietary rules. Eating behavior showed specific changes, with increased exposure to carbohydrate- and fat-containing foods, as well as improved meal adequacy. BMI increased during the observation period, consistent with expected outcomes of Day Hospital treatment. Changes in nutrient-related knowledge were positively associated with changes in dietary fat exposure, independent of baseline BMI and changes in dietary rules, whereas no comparable association was observed for carbohydrate exposure. Conclusions: In this Day Hospital sample, participation in a group-based nutritional psychoeducational program within a multidisciplinary treatment context was associated with specific changes in eating behavior alongside cognitive–nutritional changes and weight gain. The observed association between nutrient-related knowledge and dietary fat exposure may suggest the relevance of assessing food-specific behaviors and cognitive–nutritional processes as complementary outcomes during treatment for anorexia nervosa. Full article

Psychological problems such as depression, anxiety, stress, loneliness, and reduced quality of life are prevalent in older adults, yet the effectiveness of psychological interventions remains heterogeneous. This systematic review with meta-analysis evaluated the impact of psychological and psychoeducational interventions on emotional symptoms and quality-of-life outcomes in adults aged 60 years and older. Following PRISMA 2020 guidelines, a comprehensive search was conducted in PubMed, Scopus, CINAHL, and Web of Science. Randomized controlled trials published in the last five years were included if they assessed interventions such as mindfulness, cognitive behavioral therapy, reminiscence therapy, or behavioral activation. Twenty-eight trials were included in the qualitative synthesis and twenty-two in the meta-analysis. Standardized mean differences (Hedges’ g) were pooled under fixed- and random-effects models. Heterogeneity, subgroup analyses, and publication bias were examined using Q, I², Begg–Mazumdar, Egger, and Trim-and-Fill methods. The global meta-analysis showed a moderate and significant favorable effect of psychological interventions on emotional symptoms under the random-effects model (SMD = −0.623, 95% CI −0.888 to −0.359; p < 0.001), where negative values indicate reductions in symptom severity. Subgroup analyses revealed a moderate effect on depressive symptoms, which remained significant after adjustment for publication bias, and a large effect on perceived stress (SMD = 0.581; p < 0.001); for stress outcomes, positive SMDs indicate reductions in stress (i.e., improvement) after aligning scale directionality. Anxiety showed a significant effect only under the fixed-effects model, while loneliness showed a small but significant effect (SMD = −0.110; p = 0.018). Mindfulness-specific outcomes and quality of life did not show significant pooled effects. No substantial publication bias was detected. Psychological interventions significantly improve emotional well-being in older adults, particularly by reducing depression and stress. Effects on anxiety, loneliness, mindfulness, and quality of life are more variable, emphasizing the need for methodological consistency and longer follow-up in future studies. Full article

Background: Cancer-related cognitive impairment (CRCI) affects quality of life, daily functioning and return-to-work. However, CRCI remains under-addressed in cancer care. Since cognitive complaints often co-occur with fatigue and psychological distress, a multimodal approach is warranted. We developed Integrative Neuro-Cognitive Remediation Therapy (INCRT), a multidisciplinary survivorship program combining personalized cognitive function and strategy training with group-based psychoeducation, cognitive–behavioral therapy and Acceptance and Commitment Therapy, and onco-yoga. Methods: Cancer survivors suffering from CRCI were eligible. Assessments included neuropsychological testing, patient-reported outcomes, and daily functioning at baseline (T0), post-intervention (T1), and 6-month follow-up (T2). Primary outcomes were objective and subjective neurocognitive functioning (NCF); secondary outcomes were psychological distress, fatigue, metacognition, and daily functioning. Changes were analyzed using linear mixed models. Results: Between November 2022 and January 2025, 44 of 56 eligible survivors enrolled; 38 completed the program (71.1% female; median age 53.5). Objective and subjective NCF improved significantly at T1 and T2 (ps < 0.001). Psychological distress, fatigue, and unhelpful metacognitions decreased over time (ps < 0.05). Participants reported greater emotional and cognitive insight and improved daily functioning. Conclusions: INCRT improves cognitive functioning, reduces psychological distress and fatigue, and enhances daily functioning, with benefits maintained at follow-up. The integrative design supports sustained effects by promoting internalization and daily application of learned strategies. Full article

Background: A sedentary behavior and being overweight represent major public health issues associated with both physical and psychological risks. Based on self-determination theory (SDT), the psychoeducational intervention PsicoFIT—a component of the TIGREFIT program—aims to foster motivation toward physical activity, to promote healthy habits, and to reduce psychological ill-being in sedentary adults who are overweight and are fans of a football club. Methods: This protocol corresponds to a longitudinal comparative pragmatic clinical trial, designed in accordance with the recommendations of the SPIRIT Statement. The intervention, preceded by a training program for the coaches involved, will comprise 12 weekly modules delivered in two modalities: (1) face-to-face, through group sessions, and (2) semi face-to-face, through short video capsules hosted on a digital platform. Changes associated with the intervention will be evaluated using hierarchical multiple regression and pre-post comparisons, assessing baseline and post-intervention data within and between the intervention modalities. Primary outcomes will include changes in healthy lifestyle and burnout as indicators of well-being and ill-being, respectively. Secondary outcomes will assess basic psychological needs satisfaction and autonomous motivation as potential mediators of these effects, as well as the coach’s controlling interpersonal style as a possible contextual predictor. The modality of participation will be analyzed as a potential moderator of the observed changes. Finally, the acceptability and perceived contribution of the intervention will be explored through a focus group. Discussion: PsicoFIT will provide a methodological framework for designing interventions within multicomponent programs aimed at promoting healthy lifestyles and psychological well-being in sedentary adults who are overweight, considering the social context of football fandom and allowing for an exploration of the impact of the face-to-face and semi-face-to-face modalities. Future empirical application of the protocol will help verify its effectiveness, guide adaptations across contexts, and contribute to the development of evidence-based interventions. Conclusions: The implementation of PsicoFit will allow for the evaluation of its effectiveness, psychological mechanisms, and delivery modalities, thus guiding future evidence-based interventions in sport. Full article

Background: Breastfeeding is essential for infant development and maternal health. Although initiation rates in Poland are high (97–99.4%), continuation of exclusive breastfeeding declines sharply to 4–22.4% at six months postpartum. In this study, the relationship between social support and attitudes toward breastfeeding was examined, focusing on the mediating role of anxiety and depressive symptoms, based on Conservation of Resources Theory. Methods: This cross-sectional online survey was conducted between April and October 2025. A total of 769 women aged ≥18 years with infants and children up to 24 months of age participated. Standardized tools were used: Multidimensional Scale of Perceived Social Support (MSPSS), the Iowa Infant Feeding Attitude Scale (IIFAS), and the Patient Health Questionnaire-4 (PHQ-4). Mediation analysis (PROCESS Model 4) was employed to assess indirect effects, controlling for demographic and perinatal factors. Bootstrapping (5000 samples) was implemented to determine statistical significance. Results: Social support was negatively correlated with anxiety–depressive symptoms (r = −0.368, p < 0.001) and weakly negatively correlated with breastfeeding attitudes (r = −0.075, p = 0.036). Anxiety–depressive symptoms showed a weak but statistically significant positive correlation with breastfeeding attitudes (r = 0.120, p < 0.001), which contrasts with most previous findings. Mediation analysis confirmed a significant indirect effect of social support on breastfeeding attitudes via mental health (indirect effect = −0.013, 95% CI [−0.023, −0.004]). The direct effect was non-significant (β = −0.010, p = 0.435). The model explained 14% of variance in anxiety–depressive symptoms and 2% in breastfeeding attitudes. Conclusions: Maternal mental health mediates the relationship between social support and breastfeeding attitudes. Effective lactation support should combine social support with psychoeducational interventions to reduce anxiety and depression. Integrated mental health programs in perinatal care are essential in promoting sustained breastfeeding. Full article