Genomics improves risk stratification of adults with T-cell acute lymphoblastic leukemia enrolled in measurable residual disease-oriented trials.

Genetic information has been crucial to understand the pathogenesis of T-cell acute lymphoblastic leukemia (T-ALL) at diagnosis and at relapse, but still nowadays has a limited value in a clinical context. Few genetic markers are associated with the outcome of T-ALL patients, independently of measurable residual disease (MRD) status after therapy. In addition, the prognostic relevance of genetic features may be modulated by the specific treatment used. We analyzed the genetic profile of 145 T-ALL patients by targeted deep sequencing. Genomic information was integrated with the clinicalbiological and survival data of a subset of 116 adult patients enrolled in two consecutive MRD-oriented trials of the Spanish PETHEMA (Programa Español de Tratamientos en Hematología) group. Genetic analysis revealed a mutational profile defined by DNMT3A/ N/KRAS/ MSH2/ U2AF1 gene mutations that identified refractory/resistant patients. Mutations in the DMNT3A gene were also found in the non-leukemic cell fraction of patients with T-ALL, revealing a possible mutational-driven clonal hematopoiesis event to prime T-ALL in elderly. The prognostic impact of this adverse genetic profile was independent of MRD status on day +35 of induction therapy. The combined worse-outcome genetic signature and MRD on day +35 allowed risk stratification of T-ALL into standard or high-risk groups with significantly different 5- year overall survival (OS) of 52% (95% confidence interval: 37-67) and 17% (95% confidence interval: 1-33), respectively. These results confirm the relevance of the tumor genetic profile in predicting patient outcome in adult T-ALL and highlight the need for novel gene-targeted chemotherapeutic schedules to improve the OS of poor-prognosis T-ALL patients.

Character Strengths Predict Subjective Well-Being, Psychological Well-Being, and Psychopathological Symptoms, Over and Above Functional Social Support.

The increasing value of character strengths in the prediction of well-being and psychopathology, after the effects of functional social support and sociodemographic variables are accounted for, is examined. Participants were 1494 Spanish-speaking students between the ages of 18 and 68 (43.3% men and 56.7% women) who completed measures of character strengths, functional social support, subjective well-being, psychological well-being, and symptoms of psychopathology. Functional social support had predictive value in explaining the variability of each component of well-being and psychopathology. Regarding character strengths, theological strengths had the greatest predictive power for life satisfaction (ß = 0.41), positive affect (ß = 0.49), affect balance (ß = 0.45), purpose in life (ß = 0.60), self-acceptance (ß = 0.50), environmental mastery (ß = 0.47), and positive relations with others (ß = 0.25). Emotional strengths made the strongest contribution to the variance explained (ß = 0.41) of autonomy, and intellectual strengths were the strongest predictive variable for personal growth (ß = 0.39). Strengths of restraint had the greatest predictive power for the global severity index of psychopathology (ß = -0.27). Functional social support and character strengths have strong links to mental health. Positive interventions to develop these variables could contribute to enhance well-being and prevent psychological distress.

Emotional Intelligence and the Different Manifestations of Bullying in Children.

The main objective of this research was to help clarify the relationship between ability emotional intelligence (AEI) and bullying in children. Bullying is a maladaptive behaviour that generates severe adverse consequences in the school environment and is a matter of growing concern in the educational community. To investigate the relationship between AEI and bullying, we administered two tests to a sample of 329 students (52.9% girls) aged between 8 and 12 years old (Mage = 9.3; SD = 1.2). AEI was assessed using a test based on the interpretation of cinema scenes (EMOCINE). EMOCINE was designed to measure two of the primary factors considered in Mayer and Salovey's ability model: emotional perception and emotional understanding. Furthermore, we administered a measure of bullying and school violence (AVE), which provides a global index of bullying, as well as a measure of its intensity, by considering eight scales or types of victimisation (harassment, intimidation, coercion, threats, social blocking, social exclusion, manipulation and aggression). The results show that age had a statistically significant effect on measures of bullying, while gender showed an interaction with victimisation types. A reduction in bullying behaviours was observed as the age of children increased, while gender-based analyses revealed different patterns in bullying behaviours. Regarding EI, it was observed that students with high AEI scores presented the lowest levels in both global bullying indexes and the victimisation types. Consequently, AEI seems to have important implications for bullying behaviours, and therefore, interventions aimed at the evaluation, training and development of AEI might offer the educational community the possibility of preventing or redirecting bullying situations.

Social Intelligence and Psychological Distress: Subjective and Psychological Well-Being as Mediators.

The strength named "social intelligence" in the Values in Action (VIA) Classification of Character Strengths and Virtues represents emotional, personal, and social intelligences, which are considered "hot intelligences". This work contributed to the study of the mechanisms of influence of social intelligence on mental health. A multiple mediation model was proposed to quantify the direct effect of social intelligence on psychopathological symptoms, as well as its indirect effect through its impact on components of subjective and psychological well-being. This study involved 1407 university students who completed the Values in Action Inventory of Strengths (VIA-IS), the Satisfaction with Life Scale (SWLS), the Positive and Negative Affect Schedule (PANAS), the Psychological Well-Being Scales (PWBS), and the Symptom Checklist-90-Revised (SCL-90-R). Social intelligence was found to be significantly associated with life satisfaction (a = 0.33, p < 0.001), positive affect (a = 0.42, p < 0.001), and negative affect (a = -0.21, p < 0.001), transmitting significant indirect effects on psychopathological symptomatology through these components of subjective well-being. Likewise, social intelligence was positively and significantly related to psychological well-being (a-paths ranged from 0.31 to 0.43, p < 0.001), exerting significant and negative indirect effects on psychological distress through the dimension of positive relations with other people. These results could be useful in order to expand the explanatory models of the influence of social intelligence on mental health and to design interventions based on this strength for the promotion of well-being and the reduction in psychological distress.

Corrigendum: Emotional Intelligence in Elementary School Children. EMOCINE, a Novel Assessment Test Based on the Interpretation of Cinema Scenes.

[This corrects the article DOI: 10.3389/fpsyg.2019.01882.].

Emotional Intelligence in Elementary School Children. EMOCINE, a Novel Assessment Test Based on the Interpretation of Cinema Scenes.

The aim of the present study was to validate a new procedure, called EMOCINE test, to measure the perception and understanding branches of emotional intelligence (EI) in 1,448 children, aged between 8 and 13 years, from elementary schools. This new tool consists of watching 15 cartoon film clips and interpreting them according to children's own emotional perception and comprehension. After completing the test, the participants were classifie, according to their responses and by using the latent class analysis, as naïve (16.1%), over-interpretative (33.5%), and sensitive (50.4%). An increase in sensitive responses was observed depending on participants sex (girls higher than boys), and academic grade (increasing over the grades). Participants from the sensitive latent class had a significant better behavior in the school/classroom, compared with those from naïve and over-interpretative groups. Likewise, significant differences between latent classes were observed in many psychological, emotional, and behavioral problems (mainly between sensitive vs. insensitive by naivety) such as: depression, post-traumatic symptomatology, attention problems, aggression, family problems, problems at school, problems with classmates, integration and social competence. In conclusion, EMOCINE is a novel and promising tool for the measurement of the perception and comprehension components of EI. The test, employing film clips, is more realistic and motivating than others using static images or written descriptions. Moreover, the test can predict or identify emotional and behavior problems in children.