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The aim of the study was to carry out a pilot implementation and evaluation of the OverCome-AAI program, a pioneering program for the prevention of suicidal behavior through animal-assisted interventions for young people with high risk factors for suicidal behavior. The study sample consisted of 30 adolescents (11 boys and 19 girls) aged between 14 and 17 years (Mean age = 15.50, SD = 1.60) from the Basque Country (Northern Spain). After the intervention, subjects presented reductions in suicidal ideation, suicide plans, and non-suicidal self-harm, as well as a greater predisposition to seek help. A reduction in the intensity of mental pain was also found, although no differences were observed in indicators of hopelessness and depression. The preliminary results obtained in this pilot study suggest that the OverCome-AAI program may be effective in reducing suicidal behavior and non-suicidal self-harm in young people in residential care who present high risk factors for suicide.

The aim of the study was to carry out a pilot implementation and evaluation of the OverCome-AAI program, a pioneering program for the prevention of suicidal behavior through animal-assisted interventions for young people with high risk factors for suicidal behavior. The study sample consisted of 30 adolescents (11 boys and 19 girls) aged between 14 and 17 years (Mean age = 15.50, SD = 1.60) from the Basque Country (Northern Spain). After the intervention, subjects presented reductions in suicidal ideation, suicide plans, and non-suicidal self-harm, as well as a greater predisposition to seek help. A reduction in the intensity of mental pain was also found, although no differences were observed in indicators of hopelessness and depression. The preliminary results obtained in this pilot study suggest that the OverCome-AAI program may be effective in reducing suicidal behavior and non-suicidal self-harm in young people in residential care who present high risk factors for suicide.

settings Open AccessArticle The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results by Goretti Soroa 1,*, Aitor Aritzeta 2, Alexander Muela 1, Nekane Balluerka 1, Arantxa Gorostiaga 1 [OrcID] and Jone Aliri 1 [OrcID] 1 Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain 2 Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain * Author to whom correspondence should be addressed. Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1051-1064; https://doi.org/10.3390/ejihpe10040074 Received: 19 October 2020 / Revised: 6 November 2020 / Accepted: 7 November 2020 / Published: 13 November 2020 (This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction) Download PDF Abstract In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new cont

settings Open AccessArticle The Emotional Divergent–Convergent Thinking Program (EDICOP): Design, Implementation, and Results by Goretti Soroa 1,*, Aitor Aritzeta 2, Alexander Muela 1, Nekane Balluerka 1, Arantxa Gorostiaga 1 [OrcID] and Jone Aliri 1 [OrcID] 1 Department of Clinical and Health Psychology and Research Methodology, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain 2 Department of Basic Psychological Processes and Development, University of the Basque Country (UPV/EHU), 20018 San Sebastián, Gipuzkoa, Spain * Author to whom correspondence should be addressed. Eur. J. Investig. Health Psychol. Educ. 2020, 10(4), 1051-1064; https://doi.org/10.3390/ejihpe10040074 Received: 19 October 2020 / Revised: 6 November 2020 / Accepted: 7 November 2020 / Published: 13 November 2020 (This article belongs to the Special Issue Emotional Intelligence and Life Satisfaction) Download PDF Abstract In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new cont

In a social environment that requires young people to adapt to increasingly demanding situations, emotional education and creativity training may be key for both personal development and academic performance. Given that there are currently no known interventions that develop emotional and creative skills simultaneously in a youth population, the main objective of this study was to design, implement, and evaluate the Emotional Divergent–Convergent Thinking Program (EDICOP). The study design was quasi-experimental with a non-equivalent control group and pretest–posttest measures. The participants included 196 students between 16 and 24 years of age belonging to two centers of higher education. Our results showed that the EDICOP contributed to the improvement of the participants’ divergent-proactive style, positive affectivity, emotional predisposition, and attention, as well as to their preference for cognition. Overall, the EDICOP is, therefore, both relevant and useful, and further research on the mood–creativity link is merited to generate new contexts in higher education for the promotion of both the emotional and creativity dispositions and self-awareness, by combining three basic psychological processes (emotion, cognition, and motivation).

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.

This article belongs to the Special Issue The Psycho-Social Impact of Human-Animal Interactions, Gender-based violence is one of the most serious social and health problems faced by women around the world. Importantly, it has a negative impact not only on the woman's physical and mental health, but also on all members of the family system in which it takes place. The aims of this study were to implement Leaving a Mark, an animal-assisted intervention (AAI) programme for children who have been exposed to gender-based violence, and to examine its effect on their associated clinical symptoms. The participants were 19 children (13 boys and 6 girls; M-age = 8.89, SD = 2.23) who had been exposed to domestic violence perpetrated either by their father or their mother's intimate partner. Clinical symptoms were assessed using the Child Behaviour Checklist (CBCL). After taking part in the AAI programme, the children showed a reduction in internalizing symptoms and in symptoms associated with post-traumatic stress disorder. However, no significant changes were observed in externalizing symptoms or in affective and behavioural dysregulation (CBCL-Dysregulation Profile). These results provide preliminary support for the use of the Leaving a Mark programme with children who have been exposed to domestic violence. However, further studies with a larger sample and more rigorous design are required.