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Background While evidence shows that people with early psychosis are flexible in using different emotion regulation (ER) strategies to manage the varying contextual demands, no studies have examined the effectiveness of such regulatory flexibility in this population. We addressed this issue by investigating whether and how ER flexibility relate to different dynamic aspects (variability, instability, inertia, and recovery) of negative affect (NA) in a combined early psychosis sample, consisting of both individuals at high clinical risk for psychosis and those diagnosed with first-episode psychosis.Methods Participants were 148 individuals from the INTERACT project, a multi-center randomized controlled trial on the efficacy of acceptance and commitment therapy in early psychosis. We utilized data from the baseline assessment, during which all participants completed six days of experience sampling assessment of momentary NA, as well as end-of-day assessments of ER strategy use.Results Multilevel models of within-person associations showed that greater ER flexibility was associated with more stable NA, and quicker recovery of NA from stressors during the day. Linear regression analyses of between-person associations showed that people who had more variable and unstable NA reported greater ER flexibility generally. No evidence was found for associations with NA inertia.Conclusions The current study identified unique within-person and between-person links between ER flexibility and dynamics of NA in early psychosis. These findings further provide evidence for ER flexibility in early psychosis, emphasizing the adaptive nature of regulatory flexibility in relation to reduced instability in NA and faster recovery from NA in everyday life.

Background: Evaluating emotional experiences in the life of people with Schizophrenia Spectrum Disorder (SSD) is fundamental for developing interventions aimed at promoting well-being in specific times and contexts. However, little is known about emotional variability in this population. In DiAPAson project, we evaluated between- and within-person differences in emotional intensity, variability, and instability between people with SSD and healthy controls, and the association with psychiatric severity and levels of functioning. Methods: 102 individuals diagnosed with SSD (57 residential patients, 46 outpatients) and 112 healthy controls were thoroughly evaluated. Daily emotions were prospectively assessed with Experience Sampling Method eight times a day for a week. Statistical analyses included ANOVA, correlations, and generalized linear models. Results: Participants with SSD, and especially residential patients, had a higher intensity of negative emotions when compared to controls. Moreover, all people with SSD reported a greater between-person-variability of both positive and negative emotions and greater intra-variability of negative emotions than healthy controls. In addition, the emotion variability in people with SSD does not follow a linear or quadratic trend but is more “chaotic” if compared to controls. Conclusions: Adequate assessments of positive and negative emotional experiences and their time course in people with SSD can assist mental health professionals with well-being assessment, implementing targeted interventions through the identification of patterns, triggers, and potential predictors of emotional states.

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further., En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further., En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further., En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

In the context of inclusive schools, social-emotional learning encourages student involvement in classroom life and is related to a decrease in maladaptive behaviour. The objective of this study is to analyse the impact of a social-emotional education program on aggressiveness and emotional instability in childhood. Participants were 555 children aged 7 to 12 years (M=9.2 and SD=1.5), 55.5% boys and 45.5% girls. The children were students of primary education at six public schools in Valencia (Spain). The sample was distributed into an experimental group (317 children; 57.2% of the total participating population) and a control group (238 children). The teachers of the experimental group received training to implement the program in class. The teachers of the control group received no training and did not apply the program. The results in the pre-test and posttest phases in both groups are analysed. In the pretest phase, significant differences appeared between the groups: the experimental group showed higher levels of aggressiveness and emotional instability than the control group. In the post-test phase, aggressiveness and emotional instability decreased significantly in the experimental group (medium-high effect size), whilst aggressiveness and emotional instability increased in the control group. The effects of the program on the students are discussed further., En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

Both non-emotional symptoms, such as inattention, and symptoms of emotional instability (EI) are partially co-varying and normally distributed in the general population. Attention Deficit Hyperactivity Disorder (ADHD), which is associated with both inattention and emotional instability, has been related to lower reward anticipation activation in the ventral striatum. However, it is not known whether non-emotional dysregulation, such as inattention, or EI-or both-are associated with this effect. We hypothesized that altered reward processing relates specifically to EI. To test this, 29 healthy participants were recruited to this functional MRI study (n= 15 females). Reward processing was studied using a modified version of the Monetary Incentive Delay (MID) task. Brown Attention-Deficit Disorder Scales questionnaire was used to assess EI and inattention symptoms on a trait level. We observed less ventral striatal activation during reward anticipation related to the EI trait in females, also when controlling for the inattention trait, but not in the whole sample or males only. Our study suggests the existence of sex differences in the relationship between reward processing and EI/inattention traits.

Both non-emotional symptoms, such as inattention, and symptoms of emotional instability (EI) are partially co-varying and normally distributed in the general population. Attention Deficit Hyperactivity Disorder (ADHD), which is associated with both inattention and emotional instability, has been related to lower reward anticipation activation in the ventral striatum. However, it is not known whether non-emotional dysregulation, such as inattention, or EI-or both-are associated with this effect. We hypothesized that altered reward processing relates specifically to EI. To test this, 29 healthy participants were recruited to this functional MRI study (n= 15 females). Reward processing was studied using a modified version of the Monetary Incentive Delay (MID) task. Brown Attention-Deficit Disorder Scales questionnaire was used to assess EI and inattention symptoms on a trait level. We observed less ventral striatal activation during reward anticipation related to the EI trait in females, also when controlling for the inattention trait, but not in the whole sample or males only. Our study suggests the existence of sex differences in the relationship between reward processing and EI/inattention traits.

Both non-emotional symptoms, such as inattention, and symptoms of emotional instability (EI) are partially co-varying and normally distributed in the general population. Attention Deficit Hyperactivity Disorder (ADHD), which is associated with both inattention and emotional instability, has been related to lower reward anticipation activation in the ventral striatum. However, it is not known whether non-emotional dysregulation, such as inattention, or EI-or both-are associated with this effect. We hypothesized that altered reward processing relates specifically to EI. To test this, 29 healthy participants were recruited to this functional MRI study (n= 15 females). Reward processing was studied using a modified version of the Monetary Incentive Delay (MID) task. Brown Attention-Deficit Disorder Scales questionnaire was used to assess EI and inattention symptoms on a trait level. We observed less ventral striatal activation during reward anticipation related to the EI trait in females, also when controlling for the inattention trait, but not in the whole sample or males only. Our study suggests the existence of sex differences in the relationship between reward processing and EI/inattention traits.

The article reveals the current problems of the modern family, in which the relationship and behavior of parents are a factor in the formation of emotional instability and anxiety in adolescents. At the present stage of development of society, the study of psychological and pedagogical conditions for reducing the level of anxiety in adolescents is relevant, since a high level of anxiety reduces school performance, has a negative impact on the development and formation of a teenager's personality. In this regard, the study of this problem and the development of programs aimed at reducing anxiety is relevant. Comprehensive measures carried out by psychologists with parents and students make it possible to organize a timely diagnostic examination, followed by the introduction of corrective and preventive programs aimed at creating a favorable psychological climate, both in the school community and in the families of teenagers. The experimental part of the study revealed the relationship between the type of family education and the development of anxiety in this age group. High levels of anxiety were identified on indicators of General school anxiety, the relation between the anxiety scale and the "authoritarian giperstimulyatsia" (for methodology A. Y. Varga and V. V. Stolin), and also high indicators on scales "the instability of parenting style" and "dominant giperprodukcia" (ASV method E.Eidemiller). The results of our empirical research allow us to conclude that the psychological climate in the family is the most important factor in the favorable psycho-emotional development of children of this age category. The use of the wrong style of family education encourages the formation of emotional instability and anxiety in adolescents, which affects the overall emotional background and the learning process., El artículo revela los problemas actuales de la familia moderna, en la que la relación y el comportamiento de los padres son un factor en la formación de inestabilidad emocional y ansiedad en los adolescentes. En la etapa actual de desarrollo de la sociedad, el estudio de las condiciones psicológicas y pedagógicas para reducir el nivel de ansiedad en los adolescentes es relevante, ya que un alto nivel de ansiedad reduce el rendimiento escolar, tiene un impacto negativo en el desarrollo y formación de la personalidad del adolescente. En este sentido, el estudio de esta problemática y el desarrollo de programas dirigidos a reducir la ansiedad son relevantes. Las medidas integrales llevadas a cabo por los psicólogos con los padres y estudiantes permiten organizar un examen diagnóstico oportuno, seguido de la implementación de programas correctivos y preventivos orientados a crear un clima psicológico favorable, tanto en la comunidad escolar como en las familias de los adolescentes. La parte experimental del estudio reveló la relación entre el tipo de educación familiar y el desarrollo de ansiedad en este grupo de edad. Se identificaron altos niveles de ansiedad en los indicadores generales de ansiedad escolar, la relación entre la escala de ansiedad y "giperstimulyatsia autoritaria" (para las metodologías AY Varga y VV Stolin), y también altos indicadores en las escalas de "inestabilidad del estilo parental". e "hiperproducción dominante" (método ASV E. Eidemiller). Los resultados de nuestra investigación empírica nos permiten concluir que el clima psicológico en la familia es el factor más importante en el desarrollo psicoemocional favorable de los niños de este grupo de edad. El uso de un estilo incorrecto de educación familiar estimula la formación de inestabilidad emocional y ansiedad en los adolescentes, lo que afecta el trasfondo emocional general y el proceso de aprendizaje.

Both non-emotional symptoms, such as inattention, and symptoms of emotional instability (EI) are partially co-varying and normally distributed in the general population. Attention Deficit Hyperactivity Disorder (ADHD), which is associated with both inattention and emotional instability, has been related to lower reward anticipation activation in the ventral striatum. However, it is not known whether non-emotional dysregulation, such as inattention, or EI-or both-are associated with this effect. We hypothesized that altered reward processing relates specifically to EI. To test this, 29 healthy participants were recruited to this functional MRI study (n= 15 females). Reward processing was studied using a modified version of the Monetary Incentive Delay (MID) task. Brown Attention-Deficit Disorder Scales questionnaire was used to assess EI and inattention symptoms on a trait level. We observed less ventral striatal activation during reward anticipation related to the EI trait in females, also when controlling for the inattention trait, but not in the whole sample or males only. Our study suggests the existence of sex differences in the relationship between reward processing and EI/inattention traits.

Both non-emotional symptoms, such as inattention, and symptoms of emotional instability (EI) are partially co-varying and normally distributed in the general population. Attention Deficit Hyperactivity Disorder (ADHD), which is associated with both inattention and emotional instability, has been related to lower reward anticipation activation in the ventral striatum. However, it is not known whether non-emotional dysregulation, such as inattention, or EI-or both-are associated with this effect. We hypothesized that altered reward processing relates specifically to EI. To test this, 29 healthy participants were recruited to this functional MRI study (n= 15 females). Reward processing was studied using a modified version of the Monetary Incentive Delay (MID) task. Brown Attention-Deficit Disorder Scales questionnaire was used to assess EI and inattention symptoms on a trait level. We observed less ventral striatal activation during reward anticipation related to the EI trait in females, also when controlling for the inattention trait, but not in the whole sample or males only. Our study suggests the existence of sex differences in the relationship between reward processing and EI/inattention traits.

Today workaholism is foremost key challenge face by academia of higher education. Therefore, to understand the perspective of workaholism this study examines the impact of emotional instability on employees work outcomes (Organizational Citizenship Behavior and Burnout) through mediating role of workaholism in public and private universities of Multan. The aim of the study was to recruit at least 400 teachers. Among sample, five hundred structured questionnaires containing six dimension were distributed, out of which four hundred were used for analysis. Smart PLS (Partial Least Square) was used for hypothesis testing. Finding of the study shows that there was negative and significant relationship between emotional instability, workaholism and organizational citizenship behavior whereas, there was positive and significant relationship between emotional instability and burnout. However, this study will provide support to policy makers to develop such work schedules that will lower the level of burnout in university teachers. This study was conducted only for the university academia in the different city of Punjab for more generalizability for this study can be conducted in whole Pakistan and also for the teachers of secondary schools.

Personality traits provide one way of understanding differential susceptibility to drinking. However, the relationship between trait neuroticism and drinking is unclear. This exploratory study aimed to clarify this relationship by examining whether: (1) existing measures of neuroticism (based on prominent personality models) assess similar or different constructs; (2) social anxiety moderated the relationship between the resulting neuroticism factors and problematic drinking. Emerging adults (N = 757; Mage = 20.71; 72% female) completed an online survey assessing problematic drinking, six facets of neuroticism, and social anxiety. Factor analyses of the neuroticism scales yielded a four-factor solution comprising emotional instability (EI), behavioural inhibition system (BIS), fight-flight-freeze system, and hopelessness. Regression analyses revealed a positive main effect of EI and a significant interaction between BIS and social anxiety on problematic drinking (B = −0.009, p =.008). The BIS was associated with reduced problematic drinking when participants were high in social anxiety (B = −0.177, p =.032) and unrelated to problematic drinking when participants were low in social anxiety (B = 0.091, p =.220). Emerging adults with elevated EI are a vulnerable group which may benefit from personality-targeted interventions. High BIS is associated with reduced problem drinking in socially anxious emerging adults.

Nowadays Employees Work Outcomes is the primary concern of academia of higher education. Hence, to understand this perspective the current study has examined the impact of emotional instability on employees work outcomes (Workaholism, Organizational Citizenship Behavior and Burnout). This study also examined the moderating role of compulsory citizenship behavior and transactional and transformational leadership styles. Sample of the study was faculty members of public and private universities. The sample of 400 teachers were selected from public and private universities of different cities of Pakistan. Emotional Instability Scale by John and Srivastave, Organizational Citizenship Behavior Scale by Smith et al, burnout scale by Ayala Malach Pines and Workaholism Battery by Spence and Robbins were used to measure the study variables. Smart PLS (Partial Least Square) was used for hypothesis testing. Finding of the study showed that there was negative and significant relationship between emotional instability, workaholism and organizational citizenship behavior whereas, there was positive and significant relationship between emotional instability and burnout. Further results demonstrated that transactional and transformational leadership play moderating role in relation to emotional instability and workaholism. Nevertheless, this study will provide insight to develop policies to lowers the level of burnout, and will also help administrators to implement such leadership style that decrease emotional instability and raise performance. &nbsp

Nowadays Employees Work Outcomes is the primary concern of academia of higher education. Hence, to understand this perspective the current study has examined the impact of emotional instability on employees work outcomes (Workaholism, Organizational Citizenship Behavior and Burnout). This study also examined the moderating role of compulsory citizenship behavior and transactional and transformational leadership styles. Sample of the study was faculty members of public and private universities. The sample of 400 teachers were selected from public and private universities of different cities of Pakistan. Emotional Instability Scale by John and Srivastave, Organizational Citizenship Behavior Scale by Smith et al, burnout scale by Ayala Malach Pines and Workaholism Battery by Spence and Robbins were used to measure the study variables. Smart PLS (Partial Least Square) was used for hypothesis testing. Finding of the study showed that there was negative and significant relationship between emotional instability, workaholism and organizational citizenship behavior whereas, there was positive and significant relationship between emotional instability and burnout. Further results demonstrated that transactional and transformational leadership play moderating role in relation to emotional instability and workaholism. Nevertheless, this study will provide insight to develop policies to lowers the level of burnout, and will also help administrators to implement such leadership style that decrease emotional instability and raise performance. &nbsp

Today workaholism is foremost key challenge face by academia of higher education. Therefore, to understand the perspective of workaholism this study examines the impact of emotional instability on employees work outcomes (Organizational Citizenship Behavior and Burnout) through mediating role of workaholism in public and private universities of Multan. The aim of the study was to recruit at least 400 teachers. Among sample, five hundred structured questionnaires containing six dimension were distributed, out of which four hundred were used for analysis. Smart PLS (Partial Least Square) was used for hypothesis testing. Finding of the study shows that there was negative and significant relationship between emotional instability, workaholism and organizational citizenship behavior whereas, there was positive and significant relationship between emotional instability and burnout. However, this study will provide support to policy makers to develop such work schedules that will lower the level of burnout in university teachers. This study was conducted only for the university academia in the different city of Punjab for more generalizability for this study can be conducted in whole Pakistan and also for the teachers of secondary schools.

The intensive use of the Internet can contribute to the development of serious psychosocial dysfunctions in adolescents. The purpose of this research is to analyze the relationships between achievement perceived with the leisure use of the internet, parenting, and externalized and internalized problems during adolescence (aggressiveness reactive, proactive, physical and verbal, affiliation with deviant peers and emotional instability). The sample is made of 762 adolescents from 12 to 17 years old (M = 13.69, SD = 1.40), with 52.8% of males and 47.2% of females. The use of internet in leisure time is between 0-98 hours per week. Hence the population has been distributed in quartiles. The variables have been obtained through standardized tests. Statistical analyzes are descriptive and predictive methodology. The analyses carried out have allowed us to obtain three conclusions. First, the number of hours of internet for recreational purposes is related to worse achievement perceived of the adolescent. Second, it has been found that adolescents who use Internet intensively greater perceived permissiveness of the parents and a lower support and communication with them. These adolescents present an increased risk of joining deviant peers and have higher rates of emotional instability and aggressiveness (reactive, proactive, and physical and verbal). Third, more punitive parenting, aggressiveness and affiliation with deviant peers boost the intensive use of the internet. This empirical research corroborates the need for adequate training aimed at fostering parental-child support and communication to educate the rational and responsible use of the Internet by both parents and adolescents., Resumen El uso intensivo de internet puede contribuir a desarrollar disfunciones psicosociales graves en la adolescencia. El objetivo de esta investigación es analizar las relaciones de la percepción de eficacia académica con el uso de internet para ocio, los estilos de crianza y los problemas exteriorizados e interiorizados en la adolescencia (agresividad proactiva, reactiva, física y verbal, afiliación a pares rebeldes e inestabilidad emocional). Han participado 762 adolescentes de 12 a 17 años (M = 13.69; DT = 1.40; varones 52.8%). Utilizan internet en tiempo de ocio entre cero y 98 horas semanales, de ahí que la población se haya distribuido en cuartiles. Las variables se han obtenido a través de pruebas estandarizadas. Los análisis estadísticos se basan en metodología descriptiva y predictiva. Los resultados han permitido obtener tres conclusiones. Primera, el número de horas de internet para fines recreativos se relaciona con una peor eficacia académica percibida. Segunda, los adolescentes que usan Internet intensamente perciben más permisividad de los padres y menos apoyo y comunicación por parte de los padres. Estos adolescentes presentan más riesgo de conectarse con pares rebeldes y tienen índices más altos de inestabilidad emocional y agresividad (reactiva, proactiva, física y verbal). Tercera, la paternidad más punitiva, la agresividad y la afiliación a pares rebeldes aumentan el uso intensivo de Internet. Esta investigación corrobora la necesidad de una formación adecuada, dirigida a fomentar el apoyo y la comunicación paterno-filial para educar el uso racional y responsable de internet de ambos, padres y adolescentes.

Purpose: Emotional instability and self-harm pose major problems for society and health care. There are effective interventions in outpatient care, but when patients need inpatient care, nurses often struggle meeting their patient's needs. Brief admission (BA) is a newly implemented crisis intervention and novel form of inpatient care. The aim of this study is to describe nurses' experiences working with BA related to patients with emotional instability and self-harm. Methods: Eight nurses were interviewed according to a semi-structured interview guide. The data was analysed using qualitative content analysis. Results: Four main categories emerged regarding nurses' experiences with BA: provides security and continuity, fosters caring relationships, shifts focus towards patient's health and empowers the patient. The nurse's role shifted from "handling problems" to establishing caring relationships with a focus on the person's health and possibilities for recovering instead of psychiatric symptoms. Conclusions: Previous studies on patients' perspective of BA describe positive experiences such as increased autonomy and participation in the healthcare process. This study supports those findings, albeit from the perspective of nurses. Our findings suggest that BA may reduce work-related stress experienced by nurses while caring for persons with emotional instability and self-harm. BA may also support nurses in their ability to provide more meaningful and constructive psychiatric inpatient care.

An attempt to interpret some aspects of such integral human property as emotional stability is suggested, Cделана попытка осмыслить отдельные аспекты развития такого интегративного качества личности, как эмоциональная устойчивость

El periodo de la adolescencia se caracteriza por la ambigüedad en todos los nive- les: con respecto a las conductas, a las normas sociales, a la relación con los demás y con uno mismo... en general todo está marcado por la contradicción y la divergencia. La realidad de esta etapa es tan evidente que, a veces, nos dejamos cegar por su proxi- midad. Nos olvidamos de que el concepto “adolescencia” es relativamente reciente, y aun queda mucho por estudiar y aprender de una existencia tan cambiante, sometida a continuos ajustes sociales, técnicos y económicos. Es difícil ser objetivo con los ado- lescentes, pero no debemos olvidar que los jóvenes que nos rodean han sido formados en un entorno en el que nosotros hemos participado en mayor o menor medida y que, además, ellos son los destinados a reemplazarnos progresivamente.

El periodo de la adolescencia se caracteriza por la ambigüedad en todos los nive- les: con respecto a las conductas, a las normas sociales, a la relación con los demás y con uno mismo... en general todo está marcado por la contradicción y la divergencia. La realidad de esta etapa es tan evidente que, a veces, nos dejamos cegar por su proxi- midad. Nos olvidamos de que el concepto “adolescencia” es relativamente reciente, y aun queda mucho por estudiar y aprender de una existencia tan cambiante, sometida a continuos ajustes sociales, técnicos y económicos. Es difícil ser objetivo con los ado- lescentes, pero no debemos olvidar que los jóvenes que nos rodean han sido formados en un entorno en el que nosotros hemos participado en mayor o menor medida y que, además, ellos son los destinados a reemplazarnos progresivamente.

El periodo de la adolescencia se caracteriza por la ambigüedad en todos los nive- les: con respecto a las conductas, a las normas sociales, a la relación con los demás y con uno mismo... en general todo está marcado por la contradicción y la divergencia. La realidad de esta etapa es tan evidente que, a veces, nos dejamos cegar por su proxi- midad. Nos olvidamos de que el concepto “adolescencia” es relativamente reciente, y aun queda mucho por estudiar y aprender de una existencia tan cambiante, sometida a continuos ajustes sociales, técnicos y económicos. Es difícil ser objetivo con los ado- lescentes, pero no debemos olvidar que los jóvenes que nos rodean han sido formados en un entorno en el que nosotros hemos participado en mayor o menor medida y que, además, ellos son los destinados a reemplazarnos progresivamente.

The contemporary proliferation in sociology of religion of terms such as "religious bricolage" or "religion a la carte" as reflecting clear tendencies in modern religious and spiritual expressions leaves the psychologist of religion somewhat perplexed. Although no empirical studies of such phenomena exist from a psychological perspective, related theory and research from other psychological domains can provide material that allows us to question the extent and depth of the reality of the so-called "religious bricolage". This will be the main point of the present article. In addition, we will emphasize the need to go beyond descriptive case studies and look for general structures and "laws" capable of explaining the rationale and the dynamics (e.g. cognitive, emotional, and motivational) of this phenomenon, at least, as the latter appears today in Western countries.