Understanding the Link:Emotional Attention in Italian Families and Children’s Social Development

Background:Emotional attention refers to the capacity to recognize and properly respond to one’s and others’emotional states.On another note,family is a primary source of socialization that influences the development of various social skills.In another line,adolescence is a complex stage that has been associated with emotional difficulties that could be related to competences such as prosociability and inclusion.It is inferred that through the family context and the attention that is processed,a series of competencies are transmitted to the youngsters,but this relationship is still unclear.For this reason,the study’s purpose was to examine the relationship between the emotional attention of mothers and fathers and the social and prosocial competencies of their children.Methods:To accomplish this,a cross-sectional study and ex post facto design were conducted.The Trait-Meta Mood Scale(TMMS-24)-to assess emotional attention-,the Strengths and Difficulties Questionnaire(SDQ)-to determine the prosociality dimension-,and the Test on Passing Developmental Tasks in Adolescence(TCS-A)-to measure social inclusionwere administered.The participants were N=228 families composed of n=114 mothers/fathers(67.5%females)and n=114 daughters/sons(38.5%females)selected through non-probabilistic sampling using a convenience sample in the Bari region of Italy.A descriptive and inferential analysis-Student’s test and Pearson’s correlation-was performed with the statistic package SPSS version 28(significance level p<0.05).Results:The findings showed that the families possessed an adequate background in emotional attention and that their daughters and sons were also generally well-adjusted in social inclusion and prosociality.It also found certain signs that the prosocial competence of the children could be related to the behavior of their mothers and fathers.Conclusion:In conclusion,social inclusion is related to prosocial behavior,and maybe primarily cultivated within families where parents’emotional self-regulation serves as a model for children although further research is necessary.Comparative studies between different cultures are also proposed.

Stress,Burnout,and Resilience:Are Teachers at Risk?

It is increasingly common to find alarming news related to tragic events occurring in schools around the world.Being able to deal with these situations without getting hurt is a task not suitable for everyone.In general,teachers are the ones who must deal with this type of situation in addition to other daily problems that appear in any classroom that make the level of stress to which they are subjected can become dangerous.This research aims to know the current situation of teachers in a region of southeastern Spain in terms of their level of work stress,resilience,and other associated variables,for which an ex post facto quantitative approach study was designed.For this purpose,an ad hoc sociodemographic questionnaire,and questions based on the Teaching and Learning International Survey of the Organization for Economic Co-Operation and Development,the Maslach Burnout Inventory,and the Brief Resilient Coping Scale were applied.The participating sample consisted of 470 teachers.The main findings were that 6%of teachers had burnout(high emotional exhaustion,high cynicism,and low professional effectiveness simultaneously).Resilience correlated inversely with stress,emotional exhaustion,cynicism,excessive teaching,and difficulty maintaining classroom discipline.In conclusion,knowing the needs of teachers allows us to reflect on what kind of prevention and intervention programs are necessary to improve the well-being of teachers and thus improve the quality of education.