Emotional Profiles of Anxiety, Depression, and Stress: Differences in School Anxiety.

INTRODUCTION: This study aims to confirm the existence of profiles according to the combinations of anxiety, depression, and stress, and looks to examine the differences between profiles according to the mean scores obtained in school anxiety. METHODS: A total of 1,234 Spanish students at the secondary education level with an age range of 13-16 years old (M = 14.52; SD = 1.24) participated in the study by completing the abbreviated version of the Depression, Anxiety, and Stress Scale (DASS-21) and the School Anxiety Inventory. RESULTS: The results showed positive, statistically significant, and moderate-sized correlations between all the variables analyzed. The Latent Profile Analysis identified four distinct profiles of depression, anxiety, and stress: Low DAS, Moderate DAS, High DAS, and Very High DAS. The results of the MANOVA showed statistically significant differences between these profiles regarding the school anxiety dimensions, with the profiles Very High DAS and Low DAS being the ones that reported, respectively, the highest and lowest levels in all the school anxiety components. Post hoc analyses revealed significant differences for the large part of profile comparisons, with there being large and moderate differences observed in the majority of cases (d = .30 and 1.66). CONCLUSIONS: The results show the importance of considering social anxiety as a construct that is strongly associated with emotional problems such as depression, anxiety, and stress when developing effective actions to detect them and intervene with adolescents.

Effectiveness of a program for the development of socio-emotional competences in people admitted to a penitentiary center.

The purpose of this paper was to evaluate the effectiveness of a program for the development of social and emotional competences and self-esteem among a group of inmates at a penitentiary center, as well as to determine the possible correlation between the variables of the program (social skills, emotional competences, and self-esteem). The objective was to equip inmates with social competences in emotional regulation strategies that would be useful to them in the penitentiary center and, at the same time, facilitate their future social inclusion. In order to measure the pre- and post- treatment variables, the Social Skills Scale, the Perceived Emotional Intelligence Scale (TMMS-24), and the Rosenberg Self-Esteem Scale (RSES) were administered to a group of 51 inmates in a penitentiary center. The experimental group consisted of 29 inmates, with 21 forming the control group. The pretest-posttest ANOVAs showed that the program led to a significant (p < 0.01) increase in: (1) positive social behaviors; (2) emotional competences; (3) self-esteem. Positive correlations were also observed between the three variables. The results suggest the importance of implementing programs for the promotion of the socio-emotional development of people incarcerated in penitentiary centers.