Social and Psychological Effects of COVID-19 Pandemic on Adolescents' and Young Adults' Mental Health: A Cross-Cultural Mediation Study.

The ongoing pandemic has dramatically disrupted daily life, increasing the risk of developing psychiatric disorders and poor mental wellbeing. The compound effects of social, political and psychological stressors have increased psychological symptoms among adolescents and young people, with worries about COVID-19 playing a central role in the clinical course of their mental health problems caused by the pandemic. The aim of this cross-cultural study was to examine the social psychological effects of COVID-19 on adolescents' and young people's mental health and wellbeing in Ibero-American population. Participants involved 6,283 adolescents and young adults from five different Spanish-Speaking countries (83.7% female) aged between 12 and 30 years (M = 18.79; SD = 3.48). Participants completed the Worries about COVID-19 and its Consequences Scale (W-COV), the Satisfaction with Life Scale (SWLS), and the Depression, Anxiety and Stress Scale (DASS-21). Descriptive analyses, multivariate ANOVAs and Pearson correlations were performed, as well as Structural Equation Modelling (SEM) testing a mediational model. The results indicate cross-cultural difference in COVID-19 related worries, emotional symptoms and life satisfaction. Results from SEM confirmed the overall indirect effects of COVID-19 cases, political response and participants' conditions during lockdown on depression, anxiety, stress and life satisfaction mediated by COVID-19 related worries. These findings suggest that the social psychological factors underlying psychological symptoms could be partly explained by increased worries about COVID-19 and its personal, social, economic and political consequences, which may offer guidance to policy makers and health services for safeguarding youth mental well-being.

Analyzing the role of resilience and life satisfaction as mediators of the impact of COVID-19 worries on mental health.

The aim of this study was to test whether resilience and life satisfaction (two traditional protective factors) mediate between COVID-19 related worries and the development of symptoms of depression, anxiety, and stress in adolescents and young adults. Participants involved 392 adolescents and young adults (70.20% female) aged between 12 and 25 years (M = 17.05 years, SD = 3.08). Participants completed the COVID-19 related worries scale, the CD-RISC to analyse resilience, the Satisfaction with Life Scale, and the Depression, Anxiety, and Stress Scales-21 to study emotional symptoms. Descriptive analyses and Pearson correlations were conducted, together with a structural equation modeling testing a mediational model and multigroup invariance. Results show that resilience and life satisfaction play a mediating role in the relation between the COVID-19 related worries and emotional symptoms (depression, anxiety, and stress). This study highlights the role of protective factors on adolescents' and young adults' emotional symptoms during the COVID-19 pandemic.

Impact of Emotional Intelligence on Burnout among Spanish Teachers: A Mediation Study / La repercusión de la inteligencia emocional en el burnout de profesores españoles: estudio de mediación

The benefits of emotional intelligence and their alleviating impact on work-related stress among teachers have been gaining salience in this research field. The aim of this study was to analyze the relationship between emotional abilities and the burnout syndrome and whether the affective balance mediates this interplay. Using a structural equation modeling framework with self-report data from 200 schoolteachers aged between 22 to 64 years (M = 44.97, SD = 9.31, 73.50% women), the study design was a cross-sectional one. Results showed significant direct and indirect effects of mood clarity and emotional repair on all four burnout dimensions, while attention did not predict teacher burntout. Positive affect mediated the relationship between emotional intelligence and enthusiasm toward the job, while negative affect mediated the association between emotional abilities and negative burnout symptoms. Our findings suggest that enhanced emotional abilities are directly associated with lower levels of work-related stress, however, negative affect restrains this positive influence. (AU)

La utilidad de la inteligencia emocional y su efecto tranquilizador sobre el estrés laboral de los profesores han ido cobrando importancia en este campo de investigación. El objetivo de este estudio ha sido analizar la relación entre las habilidades emocionales y el síndrome de burnout y si el equilibrio afectivo media esta asociación. Se han utilizado modelos de ecuaciones estructurales con datos de autoinforme de 200 profesores cuya edad estaba comprendida entre los 22 y los 64 años (M = 44.97, SD = 9.31, 73.50% mujeres). Se utilizó un diseño transversal para el estudio. Los resultados mostraron un efecto significativo directo e indirecto de la claridad y de la reparación emocional en las cuatro dimensiones del burnout, mientras que la atención no predijo el burnout de los profesores. El afecto positivo medió la relación entre la inteligencia emocional y el entusiasmo hacia el trabajo, mientras que el afecto negativo medió la asociación entre las habilidades emocionales y los síntomas negativos del burnout. Dichos resultados indican que el desarrollo de las habilidades emocionales está directamente asociado a un nivel más bajo de estrés laboral. Sin embargo, el afecto negativo restringe esta influencia positiva. (AU)

The Impact of Adolescent Internet Addiction on Sexual Online Victimization: The Mediating Effects of Sexting and Body Self-Esteem.

Adolescents' problematic use of the internet and the risk of sexual online victimization are an increasing concern among families, researchers, professionals and society. This study aimed to analyze the interplay between adolescents' addiction to social networks and internet, body self-esteem and sexual-erotic risk behavior online: sexting, sextortion and grooming. While sexting refers to the voluntary engagement in texting sexual-erotic messages, sextortion and grooming are means of sexual-erotic victimization through the use of the internet. Participants were 1763 adolescents (51% girls), aged 12 to 16 years (M = 14.56; SD = 1.16), from public (n = 1068; 60.60%) and private (n = 695; 39.40%) high schools in the Basque Country (Spain). We carried out structural equation modeling (SEM) using Mplus to assess the mediating effects of body self-esteem in the relationship between addiction to social media and internet and sexual-erotic risk behavior. The results showed that internet addiction predicts online sexual victimization; specifically, the best predictors of sexting, sextortion and grooming victimization were symptoms of internet addiction and geek behavior. Body self-esteem and sexting mediated the relationship between internet addiction and sexual online victimization in adolescents. These results highlight the importance of attending to adolescents' mental health regarding their online behavior, considering the risk and protective factors involved, due to its close association with online sexual victimization.

Psycho-emotional adjustment in parents of adolescents: A cross-sectional and longitudinal analysis of the impact of the COVID pandemic.

PURPOSE: adolescence is a time of change and it generally entails a greater family vulnerability thus; the aim of this study was to identify the risk factors for poor emotional adjustment to COVID among parents of adolescents. DESIGN AND METHODS: 94 parents of adolescents (11-18 years old, M = 13.90, SD = 1.85) participated at different times during the state of alert in Spain. 91.5% were mothers. Their ages ranged from 35 to 63 years (M = 46.54; SD = 5.09). The variables assessed were anxiety, depression and stress (DASS), moods (MOOD), somatization (SCL) and resilience (CD-RISC). Descriptive analyses, t-tests, ANOVAs, correlations, and hierarchical regressions were performed. All this by means of a cross-sectional and longitudinal study design. RESULTS: at the beginning of the confinement parents showed low levels of emotional distress and moderate levels of positive emotionality and resilience. However, those with a prior psychological problem, who had lost their job, or had lost someone to the pandemic, showed worse emotional adjustment. Resilience was relevant in predicting anxiety-depressive symptoms, and a low level of happiness was relevant in predicting stress. Emotional symptoms improved over time, and resilience remained stable. CONCLUSIONS: the emotional impact of COVID over time is influenced by mood, mental health, and resilience. In addition, parents who had a previous health problem, had lost their job or a loved one, had a worse adjustment. PRACTICAL IMPLICATIONS: it is important to carry out intervention programs that increase resilience, treating parents who require it, since their emotional adjustment has repercussions on the emotional adjustment of family system.

Psychological impact of COVID-19 pandemic in Spanish adolescents: risk and protective factors of emotional symptoms / El impacto psicológico de la pandemia de COVID-19 en niños y adolescentes: factores de riesgo y protección de los síntomas emocionales

The psychological impact of the COVID-19 pandemic on children and adolescents is one of the most prevalent concerns all over the world. Adolescence is a developmental stage of high vulnerability due to the challenges this period entails. Additionally, the health emergency crisis has put adolescents even more at risk of developing mental health problems. The present study aims to examine the influence of socio-demographic and COVID-19 related variables on symptoms of depression, anxiety and stress in adolescents during pandemic-related confinement in Spain. Participants were 523 adolescents (63.1% female), aged between 13 and 17 years (M=14.89 years; SD=1.13 years), who completed an ad hoc questionnaire, the Depression, Anxiety and Stress Scale (DASS-21) and The Oviedo Infrequency Scale (INFO-OV). A descriptive and cross-sectional study design was used, and descriptive statistics and multiple logistic regression analyses were conducted. Results indicate that socio-demographic and COV-ID-19 related variables play a significant role in the development of emotional symptomatology in adolescents during the current pandemic. Girls more than boys, adolescents who did volunteer work and those who stayed home more often were more likely to experience depression, anxiety or stress symptoms. Experiencing a stressing life event and searching for COVID-19 related information more often was related to psychological distress. On the other hand, adolescents who were in a romantic relationship and had been infected with the coronavirus, were more likely to be mentally healthy. Further research is necessary in order to detect risk and protective variables that impact adolescent's mental health during the COVID-19 pandemic

El impacto psicológico de la pandemia de COVID-19 en niños y adolescentes es una de las preocupaciones más frecuentes en todo el mundo. La adolescencia es una etapa de desarrollo de alta vulnerabilidad debido a los desafíos que conlleva este período. Además, la crisis de emergencia sanitaria ha puesto a los adolescentes en un riesgo aún mayor de desarrollar problemas de salud mental. El objetivo del presente estudio es examinar la influencia de las variables sociodemográficas y las relacionadas con COVID-19 en los síntomas de depresión, ansiedad y estrés en los adolescentes durante el confinamiento a causa de la pandemia en España. Los participantes fueron 523 adolescentes (63,1% mujeres), con edades comprendidas entre los 13 y los 17 años (M=14.89 años; SD=1.13 años), que cumplimentaron un cuestionario ad hoc, la Escala de Depresión, Ansiedad y Estrés (DASS-21) y la Escala de Infrecuencia de Oviedo (INFO-OV). Se utilizó un diseño descriptivo y transversal, y se realizaron estadísticos descriptivos y análisis de regresión logística múltiple. Los resultados indican que las variables sociodemográficas y las relacionadas con la COVID-19 desempeñan un papel importante en el desarrollo de la sintomatología emocional en los adolescentes durante la pandemia. Las chicas, los adolescentes que hicieron trabajo voluntario y los que se quedaron en casa con más frecuencia tuvieron más probabilidades de experimentar síntomas de depresión, ansiedad o estrés. Se necesitan más investigaciones para detectar las variables de riesgo y de protección que afectan a la salud mental de los adolescentes durante la pandemia de COVID-19

Effects of emotional skills training to prevent burnout syndrome in schoolteachers / Efectos de un entrenamiento en habilidades emocionales para prevenir el síndrome de burnout en profesores

INTRODUCTION AND OBJECTIVES: Work-related stress and emotional distress among schoolteachers are considered a serious concern in the educational context. Research has shown the beneficial effects of emotional abilities on burnout and psychological problems. Based on the Ability Model of Emotional Intelligence, we designed an emotional-skills training for school teachers intended to promote mental health and well-being. MATERIALS AND METHODS: The participants were 340 teachers (74% women), assigned randomly to an experimental and control group. Data on burnout syndrome, emotional symptoms (depression, anxiety, stress), self-esteem and life-satisfaction were collected in three waves: before the training (T1), after the training (T2), and at six-month follow-up (T3). The training program consisted of five two-hour sessions, carried out during three months in groups of 15-20 teachers. Multivariate covariance analyses were carried out, followed by multiple hierarchical regression models. RESULTS: Results indicated that teachers who participated in the training program reduced burnout syndrome and emotional symptoms, while incrementing their self-esteem and life-satisfaction in comparison with the control group. These results at T2 were partially maintained at T3. CONCLUSIONS: In light of these findings, burnout prevention programs based on emotional intelligence should be included in teachers' professional development plans in order to promote their health and well-being

INTRODUCCIÓN Y OBJETIVOS: El estrés laboral y el malestar emocional en los profesores están considerados una preocupación seria en el contexto educativo. La investigación muestra los beneficios de las habilidades emocionales sobre el burnout y los problemas psicológicos. Basado en el modelo de inteligencia emocional diseñamos un programa de entrenamiento en habilidades emocionales para profesores con el objetivo de promover su salud mental y bienestar. MATERIALES Y MÉTODOS: Los participantes fueron 340 profesores (74% mujeres), asignados aleatoriamente al grupo experimental y control. Los datos sobre el síndrome de burnout, síntomas emocionales (depresión, ansiedad, estrés), autoestima y satisfacción con la vida se recopilaron en 3 fases: antes del programa (T1), después del programa (T2) y a los 6 meses de seguimiento (T3). Consistió en 5 sesiones de 2 horas, que se llevaron a cabo durante 3 meses en grupos de 15-20 profesores. Se realizaron análisis de covarianza multivariados y modelos de regresión jerárquica múltiple. RESULTADOS: Los resultados indicaron que los profesores que participaron en la intervención disminuyeron su nivel de estrés laboral y de síntomas emocionales, aumentando su autoestima y satisfacción con la vida en comparación con el grupo control. Estos resultados en T2 se mantuvieron parcialmente en T3. CONCLUSIONES: A la luz de estos resultados los programas de prevención del burnout basados en la inteligencia emocional deben incluirse en los planes de formación profesional para promover la salud y el bienestar de los profesores

Estructura factorial y validez del "Cuestionario de habilidades y competencias Emocionales" (ESCQ) en adolescentes españoles / Factorial structure and validity of the Emotional Skills and Competences Questionnaire (ESCQ) in Spanish adolescents

A growing body of research focuses on the concept and assessment of emotional competence due to the positive impact on positive youth development such as well-being. The Emotional Skills and Competences Questionnaire (ESCQ) has shown good psychometric properties in a cross-cultural setting. This study provides further evidence of the factorial structure of ESCQ using a new short version of 21 items. A total of 1300 students aged 12 to 15 years (M= 13.47, SD= 1.09) completed the original version of the ESCQ translated into Spanish. Data on emotional intelligence (TMMS-24), satisfaction with life (SWLS) and positive and negative affects (SPANE) were collected. Factor analysis confirmed the trifactorial structure of the reduced version (ESCQ-21), presenting adequate reliability indexes for each factor. Results provided evidence for construct validity and criterion validity. The ESCQ-21 factors were positively associated with the dimensions of TMMS-24, and predict subjective well-being (SWLS and SPANE). The ESCQ-21 appears to be an adequate evaluation tool to understand better how emotional skills may affect adolescent's subjective well-being

Un creciente cuerpo de investigación se centra en el concepto y la evaluación de las competencias emocionales debido al impacto positivo en el desarrollo de los jóvenes. El "Cuestionario de habilidades y competencias emocionales" (ESCQ) ha mostrado buenas propiedades psicometricas en un entorno intercultural. En el presente estudio se demuestra la estructura factorial del ESCQ mediante una nueva versión reducida de 21 ítems. Participaron 1300 adolescentes entre 12 y 15 años (M= 13,47; DT= 1,09) que completaron la versión original traducida al español del ESCQ. Se recogieron datos sobre inteligencia emocional (TMMS-24), satisfacción con la vida (SWLS) y los afectos positivos y negativos (SPANE). Los análisis factoriales confirmaron la estructura trifactorial de la versión reducida (ESCQ-21), presentando coeficientes de fiabilidad adecuados para cada factor. Se obtuvieron evidencias de validez de constructo y referida al criterio. Los factores del ESCQ-21 se asocian positivamente con las dimensiones del TMMS y predicen el bienestar subjetivo (SPANE y SWLS). El ESCQ-21 parece ser un instrumento de evaluacion adecuado para entender mejor como las habilidades emocionales pueden afectar el bienestar subjetivo de los adolescentes