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1. Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator

Author

Linda, Daniela, Supe, I, Martinsone, B, Cefai, C, Conte, E, Supe, Inga, Martinsone, Baiba, Cefai, Carmel, Conte, Elisabetta, Linda, Daniela, Supe, I, Martinsone, B, Cefai, C, Conte, E, Supe, Inga, Martinsone, Baiba, Cefai, Carmel, and Conte, Elisabetta

Abstract

The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participating in the Promoting Mental Health at Schools programme, based on teachers’ assessments. What is the relationship between the social-emotional skills of parents (parents’ assessment) and the social-emotional skills and behaviour of their children (teachers’ assessment)? Do higher SE skills of parents (self-assessed) mediate the growth of children’s social-emotional skills (as assessed by teachers)? As part of the Erasmus+ research project “Promoting Mental Health at Schools” (PROMEHS), a quasi-experimental study was carried out with pre-test and post-test measurements in experimental and control groups. It was found that in the sample of Latvian pre-schoolers, the teachers from the experimental group noticed the decrease in children’s behavioural difficulties and increase in prosocial behaviour and social-emotional skills in the experimental group were rated slightly higher in comparison with control group. Teachers rated children’s social understanding and relationship skills higher when parents indicated that the relationship with their child was better. A higher level of social-emotional competence of parents correlated negatively with children’s conduct problems. This study did not find that parents played a statistically significant role as mediators in the promotion of children’s social-emotional competence during implementation of the programme.

Published
2023

2. A multi-component curriculum to promote teachers’ mental health: Findings from the PROMEHS program

Author

Cavioni, V, Grazzani, I, Ornaghi, V, Agliati, A, Gandellini, S, Cefai, C, Camilleri, L, Bartolo, P, Tatalović Vorkapić, S, Golob, L, Poulou, M, Martinsone, B, Supe, I, Simões, C, Lebre, P, Colomeischi, A, Rusu, P, Acostoaie, L, Vintur, T, Conte, E, Cavioni, Valeria, Grazzani, Ilaria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Cefai, Carmel, Camilleri, Liberato, Bartolo, Paul, Tatalović Vorkapić, Sanja, Golob, Lana, Poulou, Maria, Martinsone, Baiba, Supe, Inga, Simões, Celeste, Lebre, Paula, Colomeischi, Adina, Rusu, Petruta, Acostoaie, Lidia, Vintur, Tatiana, Conte, Elisabetta, Cavioni, V, Grazzani, I, Ornaghi, V, Agliati, A, Gandellini, S, Cefai, C, Camilleri, L, Bartolo, P, Tatalović Vorkapić, S, Golob, L, Poulou, M, Martinsone, B, Supe, I, Simões, C, Lebre, P, Colomeischi, A, Rusu, P, Acostoaie, L, Vintur, T, Conte, E, Cavioni, Valeria, Grazzani, Ilaria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Cefai, Carmel, Camilleri, Liberato, Bartolo, Paul, Tatalović Vorkapić, Sanja, Golob, Lana, Poulou, Maria, Martinsone, Baiba, Supe, Inga, Simões, Celeste, Lebre, Paula, Colomeischi, Adina, Rusu, Petruta, Acostoaie, Lidia, Vintur, Tatiana, and Conte, Elisabetta

Abstract

In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area.

Published
2023

3. Promoting teachers’ SEL, resilience, and self-efficacy through the PROMEHS program

Author

Conte, E, Grazzani, I, Ornaghi, V, Cavioni, V, Agliati, A, Gandellini, S, Tatalović Vorkapić, S, Martinsone, B, Supe, I, Colomeischi, A, Rusu, P, Simões, C, Lebre Melo, P, Poulou, M, Cefai, C, Camilleri, L, Conte, E, Grazzani, I, Ornaghi, V, Cavioni, V, Agliati, A, Gandellini, S, Tatalović Vorkapić, S, Martinsone, B, Supe, I, Colomeischi, A, Rusu, P, Simões, C, Lebre Melo, P, Poulou, M, Cefai, C, and Camilleri, L

Subjects
M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE, Teachers, SEL, resilience, self-efficacy, PROMEHS
Abstract

In the last three decades, many school-based programs aimed at promoting mental health in schools have been implemented around the World. However, most of them primarily targeted students, with little attention given to teachers’ wellbeing. The PROMEHS program addressed this gap by developing a comprehensive evidence-based curriculum to promote the mental health of both students and teachers through a systemic approach. PROMEHS is an Erasmus+ KA3 project co-funded by the European Commission (2019-2022) that involved seven European Countries, namely Italy, Malta, Croatia, Greece, Latvia, Romania, and Portugal. It adopted a quasi-experimental design and a training study methodology. Specifically, teachers participated in a training course and ongoing supervision, where they received handbooks aimed at promoting their own and students’ mental health. The sample included 687 teachers (94% female) working in different grades of schools, from kindergarten to high secondary school. Before and after the implementation of the PROMEHS program, they completed three questionnaires, namely the Social and Emotional Competence of Teachers (SECTRS; Tom, 2012), the 10-item Connor Davidson Resilience Scale (CD-RISC 10; Campbell-Sills and Stein, 2007), and the Ohio State Teacher Efficacy Scale (OSTES; Tschannen-Moran & Woolfolk Hoy, 2001), aimed at evaluating SEL, resilience, and self-efficacy, respectively. Comparisons between the experimental and control group showed that participation in the PROMEHS program significantly improved teachers’ SEL skills, resilience, and self-efficacy. The results suggest that PROMEHS provides a unique, innovative, and effective evidence-based intervention to promote teachers’ mental health in schools. The findings will also serve to improve national and international educational policies in the Member States working collaboratively with public authorities.

Published
2022

4. The effectiveness of the PROMEHS project: A comprehensive multi-component curriculum to promote mental health in schools

Author

Brazzelli, E, Grazzani, I, Agliati, A, Cavioni, V, Conte, E, Gandellini, S, Rossi, FM, Ornaghi, V, Camilleri, L, Cefai, C, Colomeischi, A, Duca, D, Golob, L, Martinsone, B, Poulou, M, Santos, M, Simões, C, Supe, I, Tatalović Vorkapić, S, Brazzelli, E, Grazzani, I, Agliati, A, Cavioni, V, Conte, E, Gandellini, S, Rossi, F, Ornaghi, V, Camilleri, L, Cefai, C, Colomeischi, A, Duca, D, Golob, L, Martinsone, B, Poulou, M, Santos, M, Simões, C, Supe, I, and Tatalović Vorkapić, S

Subjects
M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE, school mental health, mental health promotion, PROMEHS, evidence-based curriculum, SEL, resilience
Abstract

Mental health is defined as a state of well-being in which every individual realizes his or her own potential, copes with the normal stresses of life, works productively and fruitfully, and is able to make a contribution to her or his community. Mental health problems among children and adolescents have been increasing over the past decades especially as a consequence of COVID-19 Pandemic. This underlines the urgent need for early intervention, with schools providing a unique opportunity for the promotion of mental health of students. This poster presents the goals, the methodology and the results of PROMEHS, a European project aimed to develop an evidence-based curriculum to promote mental health at school. PROMEHS has been implemented in six European Countries (Croatia, Italy, Greece, Latvia, Romania and Portugal) involving more than 10000 students and their teachers, using the training study methodology. The research design includes the collection of pre- and post-test data among students and their teachers from kindergarten to secondary school. Comparisons between the experimental group and the control group over time have been carried out in order to assess the impact of the PROMEHS curriculum on a number of outcomes including social and emotional learning, resilience and mental health problems. The findings will serve to improve national and international educational policies in the Member States working collaboratively with public authorities.

Published
2022

5. Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations

Author

Martinsone, B, Supe, I, Stokenberga, I, Damberga, I, Cefai, C, Camilleri, L, Bartolo, P, O'Riordan, M, Grazzani, I, O'Riordan, MR, Martinsone, B, Supe, I, Stokenberga, I, Damberga, I, Cefai, C, Camilleri, L, Bartolo, P, O'Riordan, M, Grazzani, I, and O'Riordan, MR

Abstract

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3–6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be signific

Published
2022

6. Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries

Author

Martinsone, B, Stokenberga, I, Damberga, I, Supe, I, Simões, C, Lebre, P, Canha, L, Santos, M, Santos, A, Fonseca, A, Santos, D, Gaspar de Matos, M, Conte, E, Agliati, A, Cavioni, V, Gandellini, S, Grazzani, I, Ornaghi, V, Camilleri, L, Martinsone, Baiba, Stokenberga, Ieva, Damberga, Ilze, Supe, Inga, Simões, Celeste, Lebre, Paula, Canha, Lúcia, Santos, Margarida, Santos, Anabela Caetano, Fonseca, Ana Marta, Santos, Dória, Gaspar de Matos, Margarida, Conte, Elisabetta, Agliati, Alessia, Cavioni, Valeria, Gandellini, Sabina, Grazzani, Ilaria, Ornaghi, Veronica, Camilleri, Liberato, Martinsone, B, Stokenberga, I, Damberga, I, Supe, I, Simões, C, Lebre, P, Canha, L, Santos, M, Santos, A, Fonseca, A, Santos, D, Gaspar de Matos, M, Conte, E, Agliati, A, Cavioni, V, Gandellini, S, Grazzani, I, Ornaghi, V, Camilleri, L, Martinsone, Baiba, Stokenberga, Ieva, Damberga, Ilze, Supe, Inga, Simões, Celeste, Lebre, Paula, Canha, Lúcia, Santos, Margarida, Santos, Anabela Caetano, Fonseca, Ana Marta, Santos, Dória, Gaspar de Matos, Margarida, Conte, Elisabetta, Agliati, Alessia, Cavioni, Valeria, Gandellini, Sabina, Grazzani, Ilaria, Ornaghi, Veronica, and Camilleri, Liberato

Abstract

Objectives: The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotional learning on changes in their resilience and behavioral problems over the course of seven months of the pandemic. Methods: The Time 1 (T1) and Time 2 (T2) measuring points were in October 2020 and May 2021, characterized by high mortality rates and strict restrictions in Europe. For all three countries combined, 512 questionnaires were answered by both adolescents (aged 11-13 and 14-16 years) and their parents. The SSIS-SEL and SDQ student self-report and parent forms were used to evaluate adolescents’ social emotional skills and behavioral problems. The CD-RISC-10 scale was administered to adolescents to measure their self-reported resilience. Several multilevel models were fitted to investigate the changes in adolescents’ social emotional skills, resilience, and behavioral problems, controlling for age and gender. Correlation analysis was carried out to investigate how changes in the adolescents’ social emotional skills were associated with changes in their resilience and mental health adjustment. Results: Comparing T1 and T2 evaluations, adolescents claim they have more behavioral problems, have less social emotional skills, and are less prosocial than perceived by their parents, and this result applies across all countries and age groups. Both informants agree that COVID-19 had a negative impact, reporting an increment in the mean internalizing and externalizing difficulties scores and reductions in social emotional skills, prosocial behavior, and resilience scores. However, these changes are not very conspicuous, and most of them are not significant. Correlation analysis shows that changes in adolescents’ social emo

Published
2022

7. INTEREST IN CD2, a global patient-centred study of long-term cervical dystonia treatment with botulinum toxin

Author

Misra, Vijay P., Colosimo, Carlo, Charles, David, Chung, Tae Mo, Maisonobe, Pascal, Om, Savary, Abdulnayef, A., Adatepe, N. U., Araujo Leite, M. A., Badarny, S., Bajenaru, O., Bares, M., Bejjani, P., Bergmans, B., Bhidayasiri, R., Bozic, H., Cardoso Costa, F. E., Carlstrom, C., Castelnovo, G., Chang, M. H., Chang, Y. Y., Coletti-Moja, M., Delvaux, V., Dioszhegy, P., Dogu, O., Duzynski, W., Ehler, E., Espinosa Sierra, L., Fabbrini, G., Ferreira, J., Ferreira Valadas, A., Foresti, C., Girlanda, P., Goh, K. J., Graca Velon, A., Grill, S., Gurevitch, T., Hadidi, M., Hamimed, M. A., Hamri, A., Harrower, T., Hassin, S., Hedera, P., Hernandez, J. F. J. G., Hernandez Franco, J., Ho, B., Ho, S. L., Hughes, A., Ilic, T., Inshasi, J. S., Ip, C. W., Jamieson, S., Jamora, R. D. G., Jech, R., Jeon, B. S., Kaminska, A., Karpova, M., Khasanova, D., Kim, J. M., Kim, J. W., Kok, C. Y., Korenko, A., Korv, J., Koussa, S., Kovacs, T., Kreisler, A., Krystkowiak, P., Kumthornthip, W., Lin, C. H., Lundin, F., Lus, G., Magalhaes, M., Masmoudi, A. N., Mercelis, R., Misbahuddin, A., Moebius, C., Mohammadi, B., Nazem, B., Ng, K., Nurlu, G., Nyberg, J., Nyholm, D., Ochudlo, S., Otruba, P., Pfister, R., Pirtosek, Z., Pokhabov, D., Quinones Aguilar, S., Quinones Canales, G., Raghev, S., Rickmann, H., Romano, M., Rosales, R. L., Rubanovits, I., Santilli, V., Schoels, L., Simonetta-Moreau, M., Simu, M. A., Sohn, Y. H., Soulayrol, S., Supe, I., Svetel, M., Sycha, T., Tan, E. K., Timerbaeva, S., Tokcaer, A. B., Trosch, R., Tugnoli, V., Tumas, V., van der Linden, C., Vetra, A., Vial, C., Vidry, E., Williams, D., Wimalaratna, S., Yiannikas, C., Misra, Vijay P., Colosimo, Carlo, Charles, David, Chung, Tae Mo, Maisonobe, Pascal, Om, Savary, Abdulnayef, A., Adatepe, N. U., Araujo Leite, M. A., Badarny, S., Bajenaru, O., Bares, M., Bejjani, P., Bergmans, B., Bhidayasiri, R., Bozic, H., Cardoso Costa, F. E., Carlstrom, C., Castelnovo, G., Chang, M. H., Chang, Y. Y., Coletti-Moja, M., Delvaux, V., Dioszhegy, P., Dogu, O., Duzynski, W., Ehler, E., Espinosa Sierra, L., Fabbrini, G., Ferreira, J., Ferreira Valadas, A., Foresti, C., Girlanda, P., Goh, K. J., Graca Velon, A., Grill, S., Gurevitch, T., Hadidi, M., Hamimed, M. A., Hamri, A., Harrower, T., Hassin, S., Hedera, P., Hernandez, J. F. J. G., Hernandez Franco, J., Ho, B., Ho, S. L., Hughes, A., Ilic, T., Inshasi, J. S., Ip, C. W., Jamieson, S., Jamora, R. D. G., Jech, R., Jeon, B. S., Kaminska, A., Karpova, M., Khasanova, D., Kim, J. M., Kim, J. W., Kok, C. Y., Korenko, A., Korv, J., Koussa, S., Kovacs, T., Kreisler, A., Krystkowiak, P., Kumthornthip, W., Lin, C. H., Lundin, F., Lus, G., Magalhaes, M., Masmoudi, A. N., Mercelis, R., Misbahuddin, A., Moebius, C., Mohammadi, B., Nazem, B., Ng, K., Nurlu, G., Nyberg, J., Nyholm, D., Ochudlo, S., Otruba, P., Pfister, R., Pirtosek, Z., Pokhabov, D., Quinones Aguilar, S., Quinones Canales, G., Raghev, S., Rickmann, H., Romano, M., Rosales, R. L., Rubanovits, I., Santilli, V., Schoels, L., Simonetta-Moreau, M., Simu, M. A., Sohn, Y. H., Soulayrol, S., Supe, I., Svetel, M., Sycha, T., Tan, E. K., Timerbaeva, S., Tokcaer, A. B., Trosch, R., Tugnoli, V., Tumas, V., van der Linden, C., Vetra, A., Vial, C., Vidry, E., Williams, D., Wimalaratna, S., and Yiannikas, C.

Subjects
Male, Neurology, SATISFACTION, International Cooperation, Cohort Studies, 0302 clinical medicine, QUALITY-OF-LIFE, Botulinum toxin, Observational study, Tremor, Epidemiology, 030212 general & internal medicine, Cervical dystonia, Botulinum Toxins, Type A, Torticollis, Neuroradiology, BLEPHAROSPASM, education.field_of_study, Original Communication, INTEREST IN CD2 study group, Middle Aged, Treatment Outcome, Neuromuscular Agents, Female, Life Sciences & Biomedicine, medicine.drug, Adult, medicine.medical_specialty, Population, Clinical Neurology, DIAGNOSIS, 03 medical and health sciences, Patient satisfaction, Neurology (clinical), Internal medicine, medicine, Humans, education, Aged, Science & Technology, Neurology & Neurosurgery, Electromyography, GUIDANCE, business.industry, 1103 Clinical Sciences, medicine.disease, NEUROTOXIN, REGISTRY, UPDATE, Neurosciences & Neurology, 1109 Neurosciences, business, 030217 neurology & neurosurgery
Abstract

Background Longitudinal cohort studies provide important information about the clinical effectiveness of an intervention in the routine clinical setting, and are an opportunity to understand how a population presents for treatment and is managed. Methods INTEREST IN CD2 (NCT01753349) is a prospective, international, 3-year, longitudinal, observational study following the course of adult idiopathic cervical dystonia (CD) treated with botulinum neurotoxin type A (BoNT-A). The primary objective is to document long-term patient satisfaction with BoNT-A treatment. Here we report baseline data. Results This analysis includes 1036 subjects (67.4% of subjects were female; mean age was 54.7 years old; mean TWSTRS Total score was 31.7). BoNT-A injections were usually given in line with BoNT-A prescribing information. The most commonly injected muscles were splenius capitis (87.3%), sternocleidomastoid (82.6%), trapezius (64.3%), levator scapulae (40.9%) and semispinalis capitis (26.9%); 35.5% of subjects were injected using a guidance technique. Most subjects (87.8%) had been previously treated with BoNT-A (median interval between last pre-study injection and study baseline was 4 months); of these 84.8% reported satisfaction with BoNT-A treatment at peak effect during their previous treatment cycle and 51.5% remained satisfied at the end of the treatment. Analyses by geographical region revealed heterogeneity in the clinical characteristics and BoNT-A injection practice of CD subjects presenting for routine treatment. Conclusions These baseline analyses provide sizeable data regarding the epidemiology and clinical presentation of CD, and demonstrate an international heterogeneity of clinical practice. Future longitudinal analyses of the full 3-year study will explore how these factors impact treatment satisfaction. Electronic supplementary material The online version of this article (10.1007/s00415-017-8698-2) contains supplementary material, which is available to authorized users.

Published
2017

8. How satisfied are cervical dystonia patients after 3 years of botulinum toxin type A treatment? Results from a prospective, long-term observational study

Author

Colosimo, C, Charles, D, Misra, VP, Maisonobe, P, Om, S, Abdulnayef, A, Adatepe, NU, Leite, AMA, Badarny, S, Bajenaru, O, Bares, M, Bejjani, P, Bergmans, B, Bhidayasiri, R, Bozic, H, Costa, CFE, Carlstrom, C, Castelnovo, G, Chang, MH, Chang, YY, Chung, TM, Coletti-Moja, M, Delvaux, V, Dioszhegy, P, Dogu, O, Duzynski, W, Ehler, E, Sierra, EL, Fabbrini, G, Ferreira, J, Valadas, FA, Foresti, C, Girlanda, P, Goh, KJ, Velon, GA, Grill, S, Gurevitch, T, Hadidi, M, Hamimed, MA, Hamri, A, Harrower, T, Hassin, S, Hedera, P, Hernandez, JFJG, Franco, HJ, Ho, B, Ho, SL, Hughes, A, Ilic, T, Inshasi, JS, Ip, CW, Jamieson, S, Jamora, RDG, Jech, R, Jeon, BS, Kaminska, A, Karpova, M, Khasanova, D, Kim, JM, Kim, JW, Kok, CY, Korenko, A, Korv, J, Koussa, S, Kovacs, T, Kreisler, A, Krystkowiak, P, Kumthornthip, W, Lin, CH, Lundin, F, Lus, G, Magalhaes, M, Masmoudi, AN, Mercelis, R, Misbahuddin, A, Moebius, C, Mohammadi, B, Nazem, B, Ng, K, Nurlu, G, Nyberg, J, Nyholm, D, Ochudlo, S, Otruba, P, Pfister, R, Pirtosek, Z, Pokhabov, D, Aguilar, QS, Canales, QG, Raghev, S, Rickmann, H, Romano, M, Rosales, RL, Rubanovits, I, Santilli, V, Schoels, L, Simonetta-Moreau, M, Ma, S, Sohn, YH, Soulayrol, S, Supe, I, Svetel, M, Sycha, T, Tan, EK, Timerbaeva, S, Tokcaer, AB, Trosch, R, Tugnoli, V, Tumas, V, Van der Linden, C, Vetra, A, Vial, C, Vidry, E, Williams, D, Wimalaratna, S, and Yiannikas, C

Subjects
0301 basic medicine, Male, Pediatrics, Neurology, SATISFACTION, Botulinum toxin, Cervical dystonia, Observational study, Satisfaction, Treatment, 0302 clinical medicine, QUALITY-OF-LIFE, Outcome Assessment, Health Care, Prospective Studies, Botulinum Toxins, Type A, Torticollis, Neuroradiology, BLEPHAROSPASM, INTEREST IN CD2 study group, Middle Aged, Neuromuscular Agents, Patient Satisfaction, SAFETY, Female, Life Sciences & Biomedicine, medicine.drug, Adult, medicine.medical_specialty, Adolescent, MEDLINE, Clinical Neurology, Treatment results, DIAGNOSIS, 03 medical and health sciences, Young Adult, medicine, Humans, Aged, Science & Technology, Neurology & Neurosurgery, business.industry, Correction, 1103 Clinical Sciences, medicine.disease, EFFICACY, 030104 developmental biology, Neurology (clinical), Neurosciences & Neurology, business, FOLLOW-UP, 1109 Neurosciences, 030217 neurology & neurosurgery, Botulinum toxin type
Abstract

Background Patients with cervical dystonia (CD) typically require regular injections of botulinum toxin to maintain symptomatic control. We aimed to document long-term patient satisfaction with CD symptom control in a large cohort of patients treated in routine practice. Methods This was a prospective, international, observational study (NCT01753349) following the course of adult CD treated with botulinum neurotoxin type A (BoNT-A) over 3 years. A comprehensive clinical assessment status was performed at each injection visit and subjects reported satisfaction in two ways: satisfaction with symptom control at peak effect and at the end of treatment cycle. Results Subject satisfaction remained relatively stable from the first to the last injection visit. At 3 years, 89.9% of subjects reported satisfaction with symptom control at peak effect and 55.6% reported satisfaction with symptom control at end of treatment cycle. By contrast, objective ratings of CD severity showed an overall reduction over 3 years. Mean ± SD Toronto Western Spasmodic Rating Scale (TWSTRS) Total scores (clinician assessed at end of treatment cycle) decreased from 31.59 ± 13.04 at baseline to 24.49 ± 12.43 at 3 years (mean ± SD reduction from baseline of − 6.97 ± 11.56 points). Tsui scale scores also showed gradual improvement; the percent of subjects with a tremor component score of 4 reduced from 12.4% at baseline to 8.1% at 3 years. Conclusions Despite objective clinical improvements over 3 years, subject satisfaction with symptom control remained relatively constant, indicating that factors other than symptom control also play a role in patient satisfaction.

Published
2019

11. Effects of betahistine on patient-reported outcomes in routine practice in patients with vestibular vertigo and appraisal of tolerability: Experience in the OSVaLD study

Author

Benecke, H., Pérez-Garrigues, H., Bin Sidek, D., Uloziene, I., Kuessner, D., Sondag, E., Theeuwes, A., Boari, L., Chaves, A. G., Dorigueto, R. S., Ganança, F. F., Gonçalves, D. U., Hyppolito, M. A., Korn, G. P., Munhoz, M. S., Oliveira, J. A., Ajisafe, O., Angilleta, B., Bracalenti, I., Carlos, J. M., Dada, O., Ho, M., Kopyto, A., Laliberté, A., Lau, Y., Medina, X., Mercier, C., Nijmeh, P., Pietraszek, B., Roberge, C., Vincent, S., Zeitouni, A., Aras, I., Bencic, I., Bonifacic, M., Branica, S., Dovzak-Kokic, D., Drvis, P., Gortan, D., Grdinic, B., Grigic, J., Handzic, I., Ivkovic, M., Juros, V., Kovacic, J., Krstic, E., Lucin, Z., Maksimovic, Z., Maslovara, S., Rak, I., Resler Seks, A., Ries, M., Trotic, R., Rosenberg, A., Gaal, A., Badacsonyi, M., Balogh, G., Bandula, M., Baranya, E., Jeges, B., Brajnovits, T., Bucsai, A., Tubony, C., Csill, R., Czegledi, I., Olah, L., Draveczky, E., Vaszkun, L., Siro, E., Fain, A., Foth, A., Gerlinger, I., Gestelyi, G., Getachen, K., Ghayada, R., Gilincsek, L., Guth, I., Hegedus, E., Hegyi, I., Jofeju, E., Kerepesi, L., Krisan, I., Laszlo, K., Lorincz, T., Marisch, I., Mihalecz, K., Breznyan, M., Mori, I., Nagy, L., Manhalter, N., Pal, A., Papp, M., Peter, J., Prunk Eger, F., Radai, F., Szihalmy, I., Torma, E., Torok, K., Trencsenyi, G., Varga, E., Vincze, A., Vogel, R., Szakolczay, Z., Zsilinszky, Z., Rovo, Z., Tamas, L., Mester, B., Hudak, I., Toth, L., Merczel, A., Agarwal, V. K., Bhatia, R., Bhimani, B., Biswal, R. N., Biswas, A., Chowdary, V. S., Dhond, P., Dube, T. N., Gopakumar, G., Kansara, A., Khound, G., Kirtane, M. V., Mukherjee, A., Nagpal, T., Ravikumar, A., Reddy, V., Sampat, N., Shaikh, S., Sinha, S., Vaid, N., Valsangkar, S., Vasnoi, S., Vishwanathan, A., Blumberga, I., Bucina, B., Cakule, G., Demidova, L., Dolge, A., Dzirgause, M., Freimane, A., Fricbergs, J., Frolova, V., Ganus, I., Gavare, I., Grigs, V., Grusle, M., Levins, E., Veidule, I., Indrane, M., Saihulova, I., Jeca, A., Jegere, D., Ivanova, A., Kalitas, N., Kalnina, Z., Kanepe, K., Karlovska, M., Kokina, I., Krigere, R., Krisjane, D., Kukurane, S., Kundrate, G., Kukaine, S., Kukute, I., Lagzdina, L., Lapsa-Arenta, S., Madre, S., Matusevica, A., Mežale, I., Melnika, V., Mickevica, S., Morlata, N., Naudina, M. S., Nimroda, L., Norina, D., Opelte, V., Pavlovska, I., Priede, Z., Proskurna, T., Purina, J., Kamsa, I., Raumane, D., Kenina, V., Roska-Levina, D., Rozenbaha, A., Rozkalne, A., Ruta, A., Sendze, G., Silins, A., Skrupska, D., Skurule, I., Sokalska, A., Stepko, Z., Supe, I., Telezenko, I., Tretjaka, N., Turlaja, V., Uzbeka, I., Valucka, T., Vancans, J., Vasilevskis, U., Veinberga, V., Viba, Z., Vitkovska, M., Vitolina, A., Voitovica, L., Zigure, I., Zilite, I., Bakstiene, J., Balkaitiene, R., Basinskiene, V., Beinaraviciene, R., Bertasiene, Z., Bieliauskiene, I., Budrikiene, N., Butkus, A., Butkus, E., Butkus, R., Cholomskiene, V., Dainius, K., Degteriova, R., Deveikyte, A., Dirzauskiene, J., Einoriene, D., Gadeikis, E., Gircys, P., Grazeviciute, L., Ivaskevicius, A., Janciute, J., Jankauskiene, D., Jersova, J., Jociene, I., Jokimaitiene, J., Jukneliene, R., Kanapeckiene, V., Karaliene, V., Kazlauskas, A., Kicas, R., Kiskuniene, I., Kiudelis, A., Kizlaitiene, R., Kuriene, A., Lukaseviciene, N., Lukosaitis, A., Malikeniene, T., Markeleviciene, R., Mazonyte, S., Nadusauskiene, M., Narkeviciene, V., Naumcik, J., Navickiene, E., Pancyreva, I., Pavydyte, J., Persidskaja, O., Petkiniene, V. R., Petrileviciene, R., Petrosiute, B., Pliopliene, I., Puckiene, Z., Razukiene, J., Remeikiene, S., Rudzeviciene, E., Sceponaviciute, S., Scerbickiene, L., Sersniova, I., Sinkuniene, N., Skerneviciute, I., Snureviciute, V., Sostakiene, N., Tunkulas, E., Vitkauskiene, V., Zakarauskiene, R., Zorjan, N., Zurauskiene, R., Sani, A., Mohamad, A., Abdullah, A., Abdullah, B., Hassan, F., Selvarajah, G., See, G. B., Mann, G. S., Singh, H., Hj Ahmad, H. A., Hailani, I., Mohd Yusof, I., Gopalan Nair, K., Sathananthar, K. S., Singh, K., Saim, L., Abdul Ghani, M. H., Herg, M., Jalaludin, M. A., Md Daud, M. K., Khir Abdullah, M., Noor, N. H., Mohamed, N. R., Esa, N. K., Jusoh, N. M., Narayanan, P., Choo, P. K., Al Konee, R. A., Rajagopalan, R., Ismail, R., Mohd Hashim, S. S., Kumarasamy, S., Suan, T. L., Kamalden, T. M., Sang, T. T., Ambu, V. K., Leman, W. I., Abidin, Z. A., Salahuddin, Z., Yusof, Z., Burduk, P., Chmura, H., Czecior, E., Dabrowski, P., Diechota, L., Dietrich, G., Domagata, M., Durko, M., Frak, W., Franczuk-Gwiazda, M., Galbarczyk, D., Gaweowicz, J., Kabacinska, A., Kadej, G. Z., Kapuscinski, J., Kolebacz, B., Korpus-Kaminska, I., Lachowicz, M., Mielnik, E., Mihutka, S., Nilewski, J., Nouinska, E., Obzebowska-Karszania, Z., Oleksiak, M., Palasik, W., Paradowski, B., Paskal, J., Pospiech, L., Pres, K., Rynio, E., Schneider, K., Siger, M., Stoniewska-Piackus, M., Szczuto, J., Wilczynski, K., Wojcick, P., Woynowski, W., Tomasz Zatonski, Ziolkowska-Kochan, M., Zygadlo, E. N., Alaicescu, M., Augustin, A., Bădescu, A., Baltag, D., Bărbos, C., Becuşi, T., Bucan, L., Călăraşu, R., Cămpeanu, A., Chirileanhu, R. D., Comşa, G. I., Constantinescu, D., Cotulbea, S., Cozma, S., Cucoş, L., Docu, A. A., Dulămea, A., Enache, N., Ene, A., Fischer, T. S., Floare, L., Frăsineanu, A., Geană, I., Georgescu, E., Georgescu, M., Georgescu, M. J., Gherman, E., Hăncu, A., Iliescu, I., Ionescu-Mihăiţă, E. R., Ionita, E., Ionita, I., Iovănescu, D., Ladea, M., Loghin, V., Marceanu, L., Mărginean, I., Mariam, G., Marin, M., Mariş, C., Mârţu, D., Matcău, L., Muhlfay, G., Muică, L., Naconecinîi, D., Nirestean, A., Niţă, A., Niţu, L., Oană, N., Oancea, A., Oşanu, M., Panea, N., Pascu, A., Pastia, M., Pavel, R., Pendefunda, L., Petrutiu, S., Plăviţu, I., Poenaru, M., Popa, G. C., Popa, G., Popi, S., Popovivci, A., Prelipceanu, D., Radu, L., Rădulescu, L., Roceanu, A., Rusu, A., Sabău, M. S., Safta, D., Sarafoleanu, D., Stanciu, M., Stănciulescu, R., Ştefanache, F., Stefanescu, E. H., Szatmari, S., Szocs, Tomescu, L., Tudorache, B., Tudose, C., Ursu, C., Vasilescu, L., Vasu, I., Vioreanu, M., Zaboş, D., Zaharia, C., Zainea, V., Zarie, G., Alekseeva, N., Amelin, A., Artemova, I., Batysheva, T., Bobyreva, S., Boyko, A., Buldakova, N., Ganzhula, P., Gaponova, O., Hanevich, T., Hozova, A., Isachenkova, O., Ismailov, A., Zhuravleva, E., Kostenko, E., Lilenko, S., Lisenker, L., Makarova, G., Manevich, T., Matsnev, E., Melnikov, O., Morozova, S., Nesterova, O., Nikulina, I., Otcheskaya, O., Pivovarova, V., Rotor, L., Rylskiy, A., Shalabanova, I., Shinkarev, S., Sorokoumov, V., Vdovichenko, T., Vinetskiy, Y., Vostricova, I., Zadorozhnaya, T., Breznik Farkas, B., Felbabic, J., Geczy Buljovcic, B., Grad, A., Hoenigman, B., Kurent, Z., Krek, B. P., Rok, B., Spindler, M., Vatovec, J., Zorn, A., Zupan, L., Aguila, A. A., Caballero, B. M., Garcia, V. C., Cruellas, T. F., Munoz, P. C., Domenech, J. I., Donderis, S. J., Estevez, G. M., Pallas, P. E., Grani, M. F., Gonzalez, C. F., Galindo, O. J., Garcia, A. A., Garcia, G. B., Gonzalez, G. I., Hernandez Ade, S., Hijano, E. R., Lopez, E. J., Saiz, A. J., Izquierdo, L. J., Perez, L. L., Paya, P. L., Mesa, M. M., Molina, P. M., Navarrete, A. L., Marti, G. L., Melgarejo, M. F., Orts, A. M., Suarez, G. P., Perez, M. P., Perez, G. H., Perez, G. V., Rodriguez, R. S., Santos, P. S., Soto, V. A., Malluguiza, C. J., Ramirez, L. R., Jimenez, M. R., Barona Guzmán, R., Escamilla, C. Y., Saiz, M. V., Gisbert, A. F., Provedo, P. C., Pardo, S. E., Alemán, L. O., Martin, S. E., and Marco, A. J.

12. A multi-component curriculum to promote teachers’ mental health : findings from the PROMEHS program

Author

Cavioni, Valeria, Grazzani, Ilaria, Ornaghi, Veronica, Agliati, Alessia, Gandellini, Sabina, Cefai, Carmel, Camilleri, Liberato, Bartolo, Paul, Tatalović Vorkapić, Sanja, Golob, Lana, Poulou, Maria, Martinsone, Baiba, Supe, Inga, Simões, Celeste, Lebre, Paula, Colomeischi, Adina, Rusu, Petruta, Acostoaie, Lidia, Vintur, Tatiana, Conte, Elisabetta, Cavioni, V, Grazzani, I, Ornaghi, V, Agliati, A, Gandellini, S, Cefai, C, Camilleri, L, Bartolo, P, Tatalović Vorkapić, S, Golob, L, Poulou, M, Martinsone, B, Supe, I, Simões, C, Lebre, P, Colomeischi, A, Rusu, P, Acostoaie, L, Vintur, T, and Conte, E

Subjects
PROMEHS, teachers’ mental health, social and emotional learning, resilience, self-efficacy, M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE, School management and organization, Teachers -- Mental health, Social skills -- Study and teaching, Problem solving -- Study and teaching, Social adjustment -- Study and teaching
Abstract

In the last two years, a growing number of studies have focused on the promotion of students’ mental health to address the negative effects of the COVID-19 pandemic. However, less studies have been conducted on sustaining teachers’ mental health which has been affected by the sudden changes in online teaching and the difficulties in keeping and building relationship with students. Even before the pandemic, teaching has long been recognised as one of the most challenging occupations characterized by high levels of stress. Although the research highlighted the key role of mental health promotion among teachers, there is still a lack of programs enhancing teachers’ wellbeing. This study examined the impact of the PROMEHS program, a school-based curriculum, on teachers’ mental health. A total of 687 teachers participated in the study. Applying a pre- and post-training study design with experimental and waiting list groups, teachers were evaluated in social and emotional learning, resilience, and self-efficacy. The results showed that there was a significant improvement in all competences of the teachers in the experimental group compared to those in the waiting list group. The paper discusses the implications of the findings with recommendations for further studies in the area., peer-reviewed

Published
2023

13. Changes in Social-Emotional Skills and Behaviour in Preschool Children after Participation in the Promoting Mental Health at Schools Program: The Social-Emotional Skills of Parents as a Mediator

Author

Supe, Inga, Martinsone, Baiba, Cefai, Carmel, Conte, Elisabetta, Linda, Daniela, Supe, I, Martinsone, B, Cefai, C, and Conte, E

Subjects
emotional and behavioural difficulties, parents’ social emotional skills, PROMEHS, prosocial behaviour, preschool children, social-emotional skills, M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE
Abstract

The social-emotional skills of preschool children develop at a rapid pace. How this development occurs is closely related to the child’s environment. The social-emotional skills of the parents themselves play an important role in the development of a preschool child’s social-emotional skills and have a strong influence on the development of children’s prosocial behaviour and a reduction in behavioural problems (both internalised and externalised). The aim of this study is to find out how the indicators of social-emotional competence and behaviour of preschool children change after participating in the Promoting Mental Health at Schools programme, based on teachers’ assessments. What is the relationship between the social-emotional skills of parents (parents’ assessment) and the social-emotional skills and behaviour of their children (teachers’ assessment)? Do higher SE skills of parents (self-assessed) mediate the growth of children’s social-emotional skills (as assessed by teachers)? As part of the Erasmus+ research project “Promoting Mental Health at Schools” (PROMEHS), a quasi-experimental study was carried out with pre-test and post-test measurements in experimental and control groups. It was found that in the sample of Latvian pre-schoolers, the teachers from the experimental group noticed the decrease in children’s behavioural difficulties and increase in prosocial behaviour and social-emotional skills in the experimental group were rated slightly higher in comparison with control group. Teachers rated children’s social understanding and relationship skills higher when parents indicated that the relationship with their child was better. A higher level of social-emotional competence of parents correlated negatively with children’s conduct problems. This study did not find that parents played a statistically significant role as mediators in the promotion of children’s social-emotional competence during implementation of the programme.

Published
2023

14. Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations

Author

Baiba Martinsone, Inga Supe, Ieva Stokenberga, Ilze Damberga, Carmel Cefai, Liberato Camilleri, Paul Bartolo, Mollie Rose O’Riordan, Ilaria Grazzani, Martinsone, B, Supe, I, Stokenberga, I, Damberga, I, Cefai, C, Camilleri, L, Bartolo, P, O'Riordan, M, and Grazzani, I

Subjects
Behavior disorders in children, preschool children, emotional and behavioral difficultie, education, Multilevel models (Statistics), learning outcome, Child psychology, BF1-990, learning outcomes, socioeconomic status, M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE, School children, socioeconomic statu, emotional and behavioral difficulties, Psychology, social emotional competence, multi-informant assessment, General Psychology
Abstract

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents’ and teachers’ evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents’ and teachers’ evaluations. Third, the role of the preschool children’s social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3–6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child’s learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants’ evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children’s belonging to a vulnerable group were not found to be significantly associated with the preschool children’s learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers’ academic learning in their teachers’ evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes., peer-reviewed

Published
2022

15. Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic : a longitudinal study in three European countries

Author

Martinsone, Baiba, Stokenberga, Ieva, Damberga, Ilze, Supe, Inga, Simões, Celeste, Lebre, Paula, Canha, Lúcia, Santos, Margarida, Santos, Anabela Caetano, Fonseca, Ana Marta, Santos, Dória, Matos, Margarida Gaspar de, Conte, Elisabetta, Agliati, Alessia, Cavioni, Valeria, Gandellini, Sabina, Grazzani, Ilaria, Ornaghi, Veronica, Camilleri, Liberato, Martinsone, B, Stokenberga, I, Damberga, I, Supe, I, Simões, C, Lebre, P, Canha, L, Santos, M, Santos, A, Fonseca, A, Santos, D, Gaspar de Matos, M, Conte, E, Agliati, A, Cavioni, V, Gandellini, S, Grazzani, I, Ornaghi, V, Camilleri, L, and Repositório da Universidade de Lisboa

Subjects
COVID-19 (Disease) -- Psychological aspects, social emotional learning, longitudinal research, COVID-19, Behavioral problems, Adolescents, Longitudinal method, Psychiatry and Mental health, M-PSI/04 - PSICOLOGIA DELLO SVILUPPO E PSICOLOGIA DELL'EDUCAZIONE, adolescent, Mental health -- Europe, COVID-19 (Disease) -- Europe, behavioral problem, Behavior disorders in adolescence -- Europe, mental health, multi-informant approach
Abstract

Objectives: The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents’ social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents’ social emotional learning on changes in their resilience and behavioral problems over the course of seven months of the pandemic., Methods: The Time 1 (T1) and Time 2 (T2) measuring points were in October 2020 and May 2021, characterized by high mortality rates and strict restrictions in Europe. For all three countries combined, 512 questionnaires were answered by both adolescents (aged 11-13 and 14-16 years) and their parents. The SSIS-SEL and SDQ student self-report and parent forms were used to evaluate adolescents’ social emotional skills and behavioral problems. The CD-RISC-10 scale was administered to adolescents to measure their self-reported resilience. Several multilevel models were fitted to investigate the changes in adolescents’ social emotional skills, resilience, and behavioral problems, controlling for age and gender. Correlation analysis was carried out to investigate how changes in the adolescents’ social emotional skills were associated with changes in their resilience and mental health adjustment., Results: Comparing T1 and T2 evaluations, adolescents claim they have more behavioral problems, have less social emotional skills, and are less prosocial than perceived by their parents, and this result applies across all countries and age groups. Both informants agree that COVID-19 had a negative impact, reporting an increment in the mean internalizing and externalizing difficulties scores and reductions in social emotional skills, prosocial behavior, and resilience scores. However, these changes are not very conspicuous, and most of them are not significant. Correlation analysis shows that changes in adolescents’ social emotional skills are negatively and significantly related to changes in internalized and externalized problems and positively and significantly related to changes in prosocial behavior and resilience. This implies that adolescents who experienced larger development in social emotional learning also experienced more increase in resilience and prosocial behavior and a decrease in difficulties., Conclusion: Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic’s consequences on adolescents’ mental health., peer-reviewed

Published
2022

16. Adolescent social emotional skills, resilience and behavioral problems during the COVID-19 pandemic: A longitudinal study in three European countries.

Author

Martinsone B, Stokenberga I, Damberga I, Supe I, Simões C, Lebre P, Canha L, Santos M, Santos AC, Fonseca AM, Santos D, Gaspar de Matos M, Conte E, Agliati A, Cavioni V, Gandellini S, Grazzani I, Ornaghi V, and Camilleri L

Abstract

Objectives: The consequences of long-lasting restrictions related to the COVID-19 pandemic have become a topical question in the latest research. The present study aims to analyze longitudinal changes in adolescents' social emotional skills, resilience, and behavioral problems. Moreover, the study addresses the impact of adolescents' social emotional learning on changes in their resilience and behavioral problems over the course of seven months of the pandemic., Methods: The Time 1 (T1) and Time 2 (T2) measuring points were in October 2020 and May 2021, characterized by high mortality rates and strict restrictions in Europe. For all three countries combined, 512 questionnaires were answered by both adolescents (aged 11-13 and 14-16 years) and their parents. The SSIS-SEL and SDQ student self-report and parent forms were used to evaluate adolescents' social emotional skills and behavioral problems. The CD-RISC-10 scale was administered to adolescents to measure their self-reported resilience. Several multilevel models were fitted to investigate the changes in adolescents' social emotional skills, resilience, and behavioral problems, controlling for age and gender. Correlation analysis was carried out to investigate how changes in the adolescents' social emotional skills were associated with changes in their resilience and mental health adjustment., Results: Comparing T1 and T2 evaluations, adolescents claim they have more behavioral problems, have less social emotional skills, and are less prosocial than perceived by their parents, and this result applies across all countries and age groups. Both informants agree that COVID-19 had a negative impact, reporting an increment in the mean internalizing and externalizing difficulties scores and reductions in social emotional skills, prosocial behavior, and resilience scores. However, these changes are not very conspicuous, and most of them are not significant. Correlation analysis shows that changes in adolescents' social emotional skills are negatively and significantly related to changes in internalized and externalized problems and positively and significantly related to changes in prosocial behavior and resilience. This implies that adolescents who experienced larger development in social emotional learning also experienced more increase in resilience and prosocial behavior and a decrease in difficulties., Conclusion: Due to its longitudinal design, sample size, and multi-informant approach, this study adds to a deeper understanding of the pandemic's consequences on adolescents' mental health., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Martinsone, Stokenberga, Damberga, Supe, Simões, Lebre, Canha, Santos, Santos, Fonseca, Santos, Gaspar de Matos, Conte, Agliati, Cavioni, Gandellini, Grazzani, Ornaghi and Camilleri.)

Published
2022
Full Text
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17. Social Emotional Competence, Learning Outcomes, Emotional and Behavioral Difficulties of Preschool Children: Parent and Teacher Evaluations.

Author

Martinsone B, Supe I, Stokenberga I, Damberga I, Cefai C, Camilleri L, Bartolo P, O'Riordan MR, and Grazzani I

Abstract

This paper addresses the role of social emotional competence in the emotional and behavioral problems and learning outcomes of preschool children based on their parents' and teachers' evaluations. In this study, we compared the perceptions of teachers and parents when evaluating the same child using the multi-informant assessment. First, the associations and differences between both the informant evaluations were investigated. Second, the correlation of the social emotional competence and emotional, and behavioral difficulties among preschool children was analyzed, separately addressing their parents' and teachers' evaluations. Third, the role of the preschool children's social emotional competence in their emotional and behavioral problems, and learning outcomes was investigated building the regression and mediation models. The sample consisted of 507 preschool children (3-6 years, mean age 4.85 years, SD 0.82) and their parents and teachers. Both informants completed the Strengths and Difficulties Questionnaire and Social Skills Improvement System Social-Emotional Learning Brief Scales, and teachers reported on each child's learning outcomes (by completing a three-item Learning outcomes measure). When comparing both informants' evaluations, positive associations were found between teacher and parental evaluations of prosocial behavior and emotional, and behavioral difficulties of preschool children, as well as self-management. Parents evaluated their children higher than teachers in conduct problems, hyperactivity, prosocial behavior, and total difficulty, while teachers evaluated children higher than parents in social emotional competence. According to teachers, the social emotional competence of preschool children was negatively correlated to all difficulty scales, and positively related to the prosocial behavior scale. The demographic variables, as well as parental socioeconomic status and children's belonging to a vulnerable group were not found to be significantly associated with the preschool children's learning outcomes. However, social emotional competence remains a significant variable in teacher-rated learning outcomes of preschool children even if sociodemographic variables are controlled. Our findings indicate that a higher level of social emotional competence and lower levels of social, emotional, and behavioral difficulties are related to a higher preschoolers' academic learning in their teachers' evaluation. This suggests the importance of early facilitation of social emotional competence as a key factor for academic success and more positive behavioral outcomes., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2022 Martinsone, Supe, Stokenberga, Damberga, Cefai, Camilleri, Bartolo, O’Riordan and Grazzani.)

Published
2022
Full Text
View/download PDF

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