scholarly journals Efectos de un programa de inteligencia emocional en población infantil: ensayo clínico aleatorizado (ECA). Effects of an emotional intelligence program on children: Randomized clinical trial (RCT)

2020 ◽  
pp. 4-14
Author(s):  
Blanca Navarro Peral ◽  
Juan Nicolás Cuenca Zaldívar ◽  
Javier Álvarez Martín
Keyword(s):  
Mental Health ◽  
Clinical Trial ◽  
Emotional Intelligence ◽  
Primary School ◽  
School Violence ◽  
Life Quality ◽  
School Students ◽  
Salud Mental ◽  
Educación Primaria ◽  
Ensayo Clínico

Resumen Introducción: Existe una relación directamente proporcional entre los niveles de inteligencia emocional (IE) y una buena salud mental. Las intervenciones basadas en IE incrementan los niveles de calidad de vida, mejoran el desarrollo académico, protegen frente a la violencia escolar y disminuyen elconsumode tóxicos. Objetivo: Evaluar la efectividad de una intervención educativa sobre IE. Diseño: Ensayo clínico aleatorizado. Entorno y participantes: Centro de Educación Primaria (EP). Estudiantes de 5º y 6º. Métodos: Aleatoriamente los participantes fueron distribuidos en dos grupos, uno control que no recibió intervención y un grupo activo en el que se impartieron 6 sesiones de 45 minutos sobre aspectos relacionados con IE. Resultados: Se evaluaron mediante el cuestionario ERQ-CA. Se encontraron diferencias estadísticamente significativas en la Puntuación total y la subescala Reevaluación cognitiva, así como en el análisis en función del sexo, con aumentomayor de las puntuaciones en el sexo femenino. Conclusiones: Las pruebas de regresión muestran que si se realizasen estudios con mayor tamaño muestral, se podrían hallar resultados concluyentes. El análisis en función el sexo demuestra que la intervención resultó más eficaz en las niñas. Palabras clave: inteligencia emocional, salud mental, educación primaria. Abstract Background: Emotional Intelligence (EI) has a direct relation with good levels of mental health. Interventions based on EI rise levels of life quality, increase academic results, protect against school violence and decrease toxic abuse. Objective:To evaluate the effectivity of an educational intervention on EI. Design:Randomized clinical trial. Setting and participants: Primary School. Students of 5th and 6th grade of Primary Education. Methods: Participants will be randomly allocated in two groups. Controlled group did not receive any intervention. Active group received 6 lessons of 45 minutes about aspects related with EI. Results: The results were evaluated using the ERQ-CA questionnaire. Statistically significant differences were found in the Final Score and the Cognitive reevaluation subscale, as well as in the analysis based on sex, with a greater increase in the scores in the female sex. Conclusions: Regression tests show that studies with a larger sample size there could be found conclusive results. Analysis based on sex shows that the interventionwasmore effective in girls. Keywords: emotional intelligence,mental health, primary school.

scholarly journals Coping with School Violence Behaviour of High School Students (Research on High School Students in Da Nang City)

2021 ◽  
Vol 07 (12) ◽  
Author(s):  
Tran Thanh Yen ◽  
Keyword(s):  
Mental Health ◽  
High School ◽  
High School Students ◽  
School Violence ◽  
Physical And Mental Health ◽  
School Students ◽  
The City ◽  
The Way

In today’s society, there are still school violence behaviors that affect simultaneously seriously to the physical and mental health of students as well as their academic performances. This article will present how high school students in the city of Da Nang cope with these related problems. A study with the participation of 423 students at seven schools in Da Nang city was carried out to describe the fact how students cope with school violence behaviours. Its result shows that the main cause of school violence behavior comes from students’ witnessing various types of violence. In addition, students apply positive responses through actions and emotions when faced with school violence behaviors. Based on the result obtained, the study recommends measures to partially affect the way the schools and families develop their solutions, as well as directly affect the survey subjects.

scholarly journals Effects of Cybervictimization on the Mental Health of Primary School Students

2021 ◽  
Vol 9 ◽  
Author(s):  
Francesc Sidera ◽  
Elisabet Serrat ◽  
Carles Rostan
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Externalizing Problems ◽  
Traditional Bullying ◽  
School Students ◽  
Home Life ◽  
Online Aggression ◽  
Life Impact ◽  
Strengths And Difficulties ◽  
And Behavior

Although many studies have addressed the consequences of cyberbullying on mental health in secondary school, there is a lack of research in primary education. Moreover, most students who are cybervictims also suffer from traditional bullying, and studies on cyberbullying do not always control for the effects of the latter. The aim of our study is therefore to address the possible effects of cyberbullying on different aspects of the life and behavior of students in Years 3 to 6 of primary school. The sample consisted of 636 students attending 38 schools, as well as their parents. Children responded to a bullying and a cyberbullying questionnaire (the EBIPQ and ECIPQ, respectively), and their parents responded to three questionnaires: the Strengths and Difficulties Questionnaire (SDQ), a sociodemographic questionnaire, and one on children's experiences related to bullying and cyberbullying. The results reveal that 14.4% of the children, mostly boys, had suffered at least one online aggression in the previous 2 months. Most of them were also victims of traditional bullying. In this latter group, no differences were found between the SDQ scores reported by cybervictims and those reported by non-cybervictims. In contrast, those cybervictims who were not victims of traditional bullying displayed more difficulties in relation to Conduct problems, Externalizing problems, Home-life impact, and Total difficulties on the SDQ scales. Our results show that cyberbullying affects children's lives as early as primary school, and especially boys, even in children who do not suffer from traditional bullying.

scholarly journals Intervenciones educativas sobre nutrición y actividad física en niños de Educación Primaria: Una revisión sistemática

2020 ◽  
Vol 19 (3) ◽  
pp. 547-581
Author(s):  
Marina Llosa Villa ◽  
Francisco Javier Pérez Rivera ◽  
Elena Andina Díaz
Keyword(s):  
Physical Activity ◽  
Childhood Obesity ◽  
Primary School ◽  
Experimental Studies ◽  
Educational Interventions ◽  
The Body ◽  
Primary School Children ◽  
School Students ◽  
Revisión Sistemática ◽  
Educación Primaria

Introducción: Las intervenciones educativas en el entorno escolar, parecen la forma más efectiva de actuar contra la obesidad infantil. Los objetivos de esta revisión sistemática fueron, describir las intervenciones educativas sobre alimentación y/o actividad física llevadas a cabo en alumnos de Educación Primaria con el fin de disminuir o prevenir la obesidad infantil y analizar la eficacia de dichas intervenciones.Metodología: Se realizó una búsqueda bibliográfica en las bases de datos WOS y SCOPUS. Los criterios de elegibilidad fueron establecidos en base al acrónimo PICOS: (P) niños de educación primaria (6-12 años), (I) estudios que llevaran a cabo intervenciones de nutrición y/o actividad física en el ámbito escolar, (C) no recibir ninguna intervención, (O) evaluar el efecto de los programas educacionales sobre la obesidad infantil, (S) estudios experimentales, publicados entre 2013 y 2017.Resultados y discusión: Se identificaron 571 artículos, y finalmente se incluyeron 22 estudios. Se encontró que las intervenciones más prometedoras fueron las combinadas. La duración, la participación de los padres, el sexo y nivel socioeconómico pueden influir en la efectividad de las intervenciones. Se observó una escasez de intervenciones teóricamente fundamentadas.Conclusiones: Las intervenciones con mejores resultados son las combinadas, con actividades incluidas en el currículo y la participación de los padres. Las intervenciones a largo plazo parecen tener mejores resultados. Estos programas ayudan a la adquisición de hábitos saludables y existe cierta evidencia de que son útiles en la disminución del Índice de Masa Corporal (IMC) o en la prevención de la obesidad infantil. Introduction: Educational interventions in the school environment seem the most effective way to act against childhood obesity. The objectives of this systematic review were to describe the educational interventions on nutrition and / or physical activity carried out in primary school students in order to reduce or prevent childhood obesity and analyze the effectiveness of these interventions.Methodology: A bibliographic search was carried out in the WOS and SCOPUS databases. Eligibility criteria were established based on the acronym PICOS: (P) primary school children (6-12 years), (I) studies that will carry out nutrition and / or physical activity interventions in the school setting, (C) not receive any intervention, (O) evaluate the effect of educational programs on childhood obesity, (S) experimental studies, published between 2013 and 2017.Results and discussion: 571 articles were identified, and finally 22 studies were included. It was found that the most promising interventions were the combined ones. Duration, parental involvement, gender and socioeconomic status can influence the effectiveness of interventions. A shortage of theoretically based interventions was observed.Conclusions: The interventions with the best results are the combined ones, with activities included in the curriculum and the participation of the parents. Long-term interventions seem to have better results. These programs help the acquisition of healthy habits and there is some evidence that they are useful in decreasing the Body Mass Index (BMI) or in the prevention of childhood obesity.  

scholarly journals Assessment of Mental Health of Chinese Primary School Students Before and After School Closing and Opening During the COVID-19 Pandemic

2020 ◽  
Vol 3 (9) ◽  
pp. e2021482 ◽  
Author(s):  
Lei Zhang ◽  
Dandan Zhang ◽  
Jiao Fang ◽  
Yuhui Wan ◽  
Fangbiao Tao ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary School ◽  
After School ◽  
Primary School Students ◽  
School Students ◽  
School Closing ◽  
Before And After

The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis

2013 ◽  
Vol 23 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Leanne Lester ◽  
Stacey Waters ◽  
Donna Cross
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Primary School ◽  
Path Analysis ◽  
Secondary School Students ◽  
School Connectedness ◽  
Transition Period ◽  
Depression And Anxiety ◽  
School Students ◽  
Bullying Victimisation

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents’ knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students’ social and mental health outcomes.

Sign in / Sign up

Export Citation Format

Share Document