Emotional intelligence (EI) has been reliably associated with better mental health (Martins, Ramalho, & Morin, 2010) however the nature of this relationship in adolescence remains largely unexplored. The small body of existing adolescent research is disproportionately focussed upon the ‘trait’ versus ‘ability’ EI perspective and the association with mood (versus behavioural) disorders in the form of simple, descriptive relationships that reveal little about the processes underpinning such adaptive outcomes. This research redresses this imbalance and advances the field by examining how (whether directly or indirectly linked to known stress-illness processes) and when (under which stress conditions) EI (in both ‘forms’) might be associated with better adolescent mental health, whilst simultaneously exploring the conceptualisation of EI within this developmental period. Adult literature is equivocal on both fronts. Firstly, evidence points to differential incremental contributions from ability and trait EI in the prediction of internalising versus externalising symptomatology beyond known correlates of performance, i.e., personality and cognitive ability (e.g., Gardner & Qualter, 2010; Peters, Kranzler, & Rossen, 2009). Secondly, whilst there is some evidence to suggest that trait EI may directly attenuate the effects of chronic and acute stressors to promote adaptation (e.g., Mikolajczak, Roy, Luminet, Fillée, & de Timary, 2007), the role of ability EI in this regard appears unclear (e.g., Matthews et al., 2006). Indirect links to adjustment are also hinted at; coping mediates trait EI-health outcomes in youth though not all EI-influenced ‘adaptive’ coping styles (e.g., problem-focussed) appear to contribute to this effect (e.g., Downey, Johnston, Hansen, Birney, & Stough, 2010). Using cross-sectional, self-reported data from 1,170 adolescents (mean age = 13.03 years; SD = 1.26) the present research aimed to address this lack of clarity. Preliminary regression analyses found that collectively, EI made a significant, incremental contribution to the prediction of depression and disruptive behaviour in youth beyond the influence of higher-order personality dimensions and general cognitive ability. However, of the two, trait EI appeared the stronger predictor. Structural equation modelling of conditional indirect effects found that whilst both forms of EI can buffer the effects of stressors (family dysfunction, negative life events, socio-economic adversity) on disorder, the mechanisms by which this beneficial effect operates differs substantially according to context - effects appear contingent on stressor, health outcome and level of EI. For depression, ability EI influences the selection of avoidant coping when facing family dysfunction and negative life events, whilst trait EI modifies the effectiveness of active coping under family dysfunction only. In contrast, EI directly attenuates the effects of stressors on disruptive behaviour. Nevertheless, the results of supplementary path analyses augur for the importance of both forms of EI in adaptational processes; actual emotional skill (as ability EI) appears dependent on perceived competency (trait EI) to realise advantageous outcomes. Implications for the EI construct and related intervention programmes are discussed together with recommendations for progression of the field.

Made available in DSpace on 2016-04-25T19:20:15Z (GMT). No. of bitstreams: 1 Monalisa Dibo.pdf: 8578899 bytes, checksum: e6b04c9d6921e238c351a219b3250593 (MD5) Previous issue date: 2011-05-27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The mandala, as a religious symbol, has the objective of enhancing the encounter of the conscience with the Self, through a religious posture. This paper uses a religious instrument to benefit the mental health of some children. The goal of this thesis is to study the effects of mandala drawings in children between the ages of 8 and 12, victimized by abandonment, living in shelters. The effects studied here refer to stress, anxiety and worrying, depressive moods, interest in social and school activities and cognitive and physical fatigue. It is a qualitative as well as quantitative research that highlights the meanings and the processes measured both in terms of quantity and frequency. The tools utilized were: the CAD Clinical Assessment of Depression; Child Stress Symptoms Inventory (Escala Stress Infantil), questionnaires for the technical staff; printed religious mandalas; printed coloring drawings; and printed drawings of a circle. The sample included 34 children, 12 males and 22 females. All children were sheltered at Associação dos Amigos do Menor pelo Esporte Maior (AMEM) in São Paulo at the time of the research. These children were enrolled in the elementary school from 2nd to 6ª grade, corresponding to the third and seventh grade in 2009. The children were divided into two groups: a control group (doing coloring of printed drawings) and experimental group (doing mandala painting). Each group comprised 17 children. The data obtained confirmed the hypothesis, i.e. the mandala drawings induced changes in the children s behavior, promoting meaningful improvements regarding children stress, depression, anxiety and worrying, in their school and social interests as well as in their cognitive and physical behavior. Hence, we could say that the mandala drawing technique was an enriching and efficient activity for the psychic life of these children. It allowed access to the creative ludic world of the children, encouraged a way of self-discovery and enlivenment of their creative ability, enabled a more balanced relationship between self and ego, generated serenity and well-being, lessened stress and depression, which resulted in moments of emotional transformation, inner contact, order, stabilization and harmony, therefore allowing better integration. This thesis demonstrates that a religious tool, developed by millennial cultures, aiming the connection of the individual with their center and with God, can be applied to a group of children, generating that connection. This confirmation could be observed from the tests and as narrated by the children / A mandala, como símbolo religioso, tem o objetivo de promover, através de uma atitude religiosa, o encontro da consciência com o Self. Este trabalho faz uso de um instrumento religioso para beneficiar a saúde mental de algumas crianças. O objetivo desta tese é estudar os efeitos da técnica do desenho da mandala em crianças de 8 a 12 anos, vítimas de abandono, moradoras em casas abrigo. Os efeitos aqui estudados referem-se ao stress, à ansiedade e à preocupação, ao humor depressivo, ao interesse pelas atividades sociais e escolares e à fadiga cognitiva e física. Trata-se de uma pesquisa qualitativa e quantitativa, que privilegia os significados e os processos mensurados em termos de quantidade e de freqüência. Os instrumentos utilizados foram: teste CAD Clinical Assessment of Depression; teste ESI Escala Stress Infantil; questionário para equipe técnica; desenho impresso de mandalas religiosas; desenho impresso de figuras para colorir; e desenho impresso de um círculo. A amostra foi de 34 crianças, sendo 12 do sexo masculino e 22 do sexo feminino. Todas as crianças estavam abrigadas na Associação dos Amigos do Menor pelo Esporte Maior (AMEM) na cidade de São Paulo no momento da pesquisa. Essas crianças encontram-se matriculadas no ensino fundamental da 2ª à 6ª série que corresponde ao 3º ano e ao 7º ano de 2009. As crianças foram divididas em dois grupos: grupo controle (realização de pintura de desenhos impressos) e grupo experimental (realização de pintura de mandalas). Ambos eram formados por 17 crianças. Os dados obtidos confirmam a hipótese, isto é, o desenho da mandala proporciona uma mudança no comportamento nas crianças, promovendo melhoras significativas no quadro de stress infantil, de depressão, de ansiedade e de preocupação, nos interesses sociais e escolares e na atitude cognitiva e física. Portanto, podemos dizer que a técnica do desenho da mandala foi uma atividade enriquecedora e eficiente para a vida psíquica destas crianças. Ela proporcionou acesso ao mundo lúdico criativo da criança, promoveu um meio de autodescoberta e um avivamento da capacidade criativa, possibilitou um relacionamento mais equilibrado entre ego-Self, gerou tranqüilidade e bem-estar, diminuiu o stress e a depressão, o que acarretou momentos de transformação emocional, de contato interior, de ordem, de centramento e de harmonia, o que implica em uma maior integração. Esta tese demonstrou que um instrumento religioso, desenvolvido por culturas milenares com objetivo de proporcionar uma ligação do indivíduo com seu centro e com Deus, pode ser aplicado em um grupo de crianças, gerando essa ligação. Tal constatação pode ser percebida através da sensação de bem-estar e de tranqüilidade observados nos testes e relatados pelas crianças

Mindfulness-based interventions reduce depressive symptoms and rumination, and enhance mindfulness in adults; this non-randomised controlled feasibility study aimed to determine whether these conclusions apply to young people, and whether mindfulness and rumination mediate the effect on depressive symptoms. Participants aged 12-16 received a nine-week universal mindfulness intervention in schools delivered by trained teachers (intervention group, N = 256) or their regular school curriculum (control group, N = 266). Intervention schools were matched to control schools on key variables (publicly-funded versus private, mainstream versus special needs). Young people who received the intervention reported fewer depressive symptoms post-intervention relative to controls, which was maintained at three-month follow-up. Mindfulness and rumination were unchanged immediately after the intervention, however by follow-up, intervention participants were significantly more mindful and less likely to ruminate than controls. The extent to which young people practiced mindfulness was negatively correlated with depressive symptoms at post-intervention and follow-up, positively correlated with mindfulness at post-intervention and follow-up, and positively correlated with rumination at follow-up. This universal mindfulness intervention shows promise for reducing depressive symptoms, reducing rumination and increasing mindfulness in young people, however further research is warranted, particularly regarding the mechanisms of change.

Background This study aimed to identify anxiety in dental patients visiting a dental clinic using the Dental Anxiety Scale, their level of psychological distress using the Brief Symptom Inventory-18 and therefore identifying a correlation between these groups as well as their gender and age. Methods An adult sample of N = 1549 patients (865 females, 779 males) was examined over the course of three years using the Brief Symptom Inventory-18 to evaluate psychological distress and the Dental Anxiety Scale to determine anxiety before dental treatment. Evaluations were conducted according to age and gender. Results There was no correlation between different age groups of the sample the Dental Anxiety Scale. Anxiety, depression and GSI were more frequent in patients below the age of 46 than above. Women were more susceptible to signs of Anxiety and Somatization and scored higher on the Dental Anxiety Scale and the Global Severity Index than male patients. There was a significant positive correlation between scores of the BSI-18 categories: Somatization, Anxiety and Depression and the DAS for dental patients. Conclusions This study showed that a relationship between dental anxiety and psychological distress exists. It would be an improvement to use a short questionnaire like the Dental Anxiety Scale to evaluate a patient before his first treatment so that more appropriate treatments can be pursued.

Objectives: Information was collected to identify anxiety in dental patients visiting a dental clinic using the Dental Anxiety Scale, their level of psychological distress using the Brief Symptom Inventory-18 and identifying a correlation between these groups as well as the gender and age. Data description: This data contains a set of 1550 patients’ answers to questionnaires taken before dental treatment in a dental clinic. It is divided into male and female patients as well as according to their age. The level of Dental Anxiety can be interpreted by answers chosen in the Dental Anxiety Scale (DAS) and the level of psychological distress by answers chosen in the Brief Symptom Inventory-18 (BSI-18). This dataset should help to encourage more research in the field of dental anxiety and we hope to see more comparisons with our data in the future or in different regions of the world.

No description available.