Prevention of Emotional Problems in Spanish Schoolchildren: Effectiveness of the Super Skills Multimedia Program to Promote Social-Emotional Skills.

IF 2.9 4区 心理学 Q1 PSYCHOLOGY Spanish Journal of Psychology Pub Date : 2024-09-30 DOI:10.1017/SJP.2024.27
Mireia Orgilés, Jose P Espada, Alexandra Morales
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Abstract

Compared to traditional psychosocial interventions, the transdiagnostic approach focuses on common processes or factors that contribute to the development and maintenance of emotional problems. In Spain, the Super Skills Program has proven its effectiveness, but issues with displacement or scheduling for families can hinder access to the intervention. This study aims to examine the program's effectiveness in preventing children's psychosocial problems through learning socio-emotional skills when self-administered via the Internet. Participants were 283 Spanish children between the ages of 8 and 12. The children and their parents completed anxiety and depression scales before and after receiving the intervention and 12 months later. The program consisted of 8 self-applied sessions, at a rate of two per week, which included emotional education, cognitive restructuring, self-regulation techniques, training in social skills, problem-solving, and video feedback with cognitive preparation. Significant differences in anxiety and depression symptoms were found after the intervention. A significant reduction in anxiety scores and a marginally significant decrease in depression scores was observed at the long-term follow-up. The "intention to treat" analysis revealed a tendency for children who improved to drop out of the program, completing the intervention children with more symptomathology. Learning socio-emotional skills through a self-applied intervention via the Internet effectively reduced emotional symptoms in school children and is a valuable resource to improve child well-being and prevent future psychological problems.

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预防西班牙学童的情绪问题:超级技能多媒体计划对促进社交-情感技能的效果。
与传统的社会心理干预相比,跨诊断方法侧重于导致情绪问题发展和维持的共同过程或因素。在西班牙,"超级技能计划 "已经证明了其有效性,但家庭的迁移或时间安排问题可能会阻碍干预的实施。本研究旨在考察该计划通过互联网自我管理,学习社会情感技能,从而预防儿童心理问题的有效性。参与者为 283 名 8 至 12 岁的西班牙儿童。在接受干预前后和 12 个月后,儿童及其家长填写了焦虑和抑郁量表。该项目包括 8 次自我应用课程,每周两次,内容包括情绪教育、认知重组、自我调节技巧、社交技能培训、问题解决以及认知准备视频反馈。干预后,焦虑和抑郁症状出现了显著差异。在长期随访中观察到,焦虑评分明显下降,抑郁评分略有下降。意向治疗 "分析显示,症状有所改善的儿童有退出项目的趋势,完成干预的儿童症状病理程度更高。通过互联网自我应用干预来学习社会情感技能,能有效减少学龄儿童的情绪症状,是改善儿童福祉和预防未来心理问题的宝贵资源。
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来源期刊
Spanish Journal of Psychology
Spanish Journal of Psychology Arts and Humanities-Language and Linguistics
CiteScore
3.60
自引率
0.00%
发文量
44
期刊介绍: The Spanish Journal of Psychology is published with the aim of promoting the international dissemination of relevant empirical research and theoretical and methodological proposals in the various areas of specialization within psychology. The first Spanish journal with an international scope published entirely in English.
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