Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of sui...Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.展开更多
Social emotional literacy(SEL)interventions are widely implemented through schools,with growing evidence for a range of positive child outcomes.Increasingly,such interventions are delivered on online platforms.To date...Social emotional literacy(SEL)interventions are widely implemented through schools,with growing evidence for a range of positive child outcomes.Increasingly,such interventions are delivered on online platforms.To date,there is limited evidence about digital SEL interventions in low-and middle-income countries(LMIC).The aim of this study was to explore the perceptions and experiences of children,parents and facilitator of the potential value of addressing SEL via tailored digital intervention.The intervention was designed to help children,in Brazil,to cope during the first COVID-19 pandemic lockdown.The intervention was delivered via a digital platform to groups of three children for 45 min per week for nine.Thirteen children,nine parents and nine facilitators were interviewed following the completion of the intervention.The data was analysed through a codebook thematic approach,which led to three themes:empowerment,participatory aspects of the intervention and digital adaptation.Overall,children’s SEL development was reported to be supported during the COVID-19 pandemic,by the application of new skills outside the sessions.Children reported a number of empowering factors such as being heard and belonging.A range of useful participatory tools were identified including storytelling,games,drawings and videos.Blended SEL interventions involving both face-to-face and web-based facilitation could be developed within a tiered model of universal mental health promotion and targeted prevention.Access to online platforms would increase reach to large numbers of children in LMIC,especially in contexts of disadvantage.展开更多
The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classroom...The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.展开更多
Changes in social and emotional behaviour have been consistently observed in patients with traumatic brain injury. These changes are associated with emotion recognition deficits which represent one of the major barrie...Changes in social and emotional behaviour have been consistently observed in patients with traumatic brain injury. These changes are associated with emotion recognition deficits which represent one of the major barriers to a successful familiar and social reintegration. In the present study, 32 patients with traumatic brain injury, involving the frontal lobe, and 41 age- and education-matched healthy controls were analyzed. A Go/No-Go task was designed, where each participant had to recognize faces representing three social emotions (arrogance, guilt and jealousy). Results suggested that ability to recognize two social emotions (arrogance and jealousy) was significantly reduced in patients with traumatic brain injury, indicating frontal lesion can reduce emotion recognition ability. In addition, the analysis of the results for hemispheric lesion location (right, left or bilateral) suggested the bilateral lesion sub-group showed a lower accuracy on all social emotions.展开更多
On the social network platform, complaints about the public policy formulation and implementation issues arise largely. Through the information aggregation, frequent interaction, word-of-mouth and emotional resonance ...On the social network platform, complaints about the public policy formulation and implementation issues arise largely. Through the information aggregation, frequent interaction, word-of-mouth and emotional resonance on online social network, these information will lead to the outbreak of the network complaints. It brings difficulties and challenges in public management. China is under a period of social transformation, and there are various problems and contradictions. Emergency can easily arouse group complaints on online network, and it will lead to network public opinion through inducing social emotional resonance, which is harmful to social security and stability. This paper has built the evaluation index system from four dimensions with complaint text’s quality, transmission timeliness, user interaction degree and emotional resonance excited by emergency. Then, we establish the dynamic influence measure model of online netizens complaint theme based on an entropy weight model. The measure model is proved to be reasonable and effective by the empirical research of Sina Weibo data. The model can effectively solve the measure problem of group complaints influence when the emergencies arouse social emotional resonance. It has important theoretical significance and practical value for public policy decision-maker on listening to online group complaints, understanding public opinion, and making public policy.展开更多
Loneliness is associated with high prevalences of major psychiatric illnesses such as major depression.However,the underlying emotional mechanisms of loneliness remained unclear.We hypothesized that loneliness origina...Loneliness is associated with high prevalences of major psychiatric illnesses such as major depression.However,the underlying emotional mechanisms of loneliness remained unclear.We hypothesized that loneliness originates from both decreases in positive emotional processing and increases in negative emotion processing.To test this,we conducted a systematic review of 29 previous studies(total participants n=19560,mean age=37.16 years,female proportion=59.7%),including 18 studies that included ques-tionnaire measures of emotions only,and 11 studies that examined the brain correlates of emotions.The main findings were that loneliness was negatively correlated with general positive emotions and positively correlated with general negative emotions.Fur-thermore,limited evidence indicates loneliness exhibited negative and positive correlations with the brain positive(e.g.the striatum)and negative(e.g.insula)emotion systems,respectively,but the sign of correlation was not entirely consistent.Additionally,loneli-ness was associated with the structure and function of the brain emotion regulation systems,particularly the prefrontal cortex,but the direction of this relationship remained ambiguous.We concluded that the existing evidence supported a bivalence model of lone-liness,but several critical gaps existed that could be addressed by future studies that include adolescent and middle-aged samples,use both questionnaire and task measures of emotions,distinguish between general emotion and social emotion as well as between positive and negative emotion regulation,and adopt a longitudinal design that allows us to ascertain the causal relationships between loneliness and emotion dysfunction.Our findings provide new insights into the underlying emotion mechanisms of loneliness that can inform interventions for lonely individuals.展开更多
Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds...Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds to the issue of student well-being.Design/Approach/Methods:This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system,which have a bearing on the issue of student wellbeing.Findings:This article argues that while there are direct efforts to address student well-being,the direction Singapore is taking is to pursue a holistic education paradigm,in which education is engaging,joyful,meaningful,and values-based.This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose.While there are challenges associated with these changes,the Singapore experience suggests that the more we focus on holistic education,rather than interpret student well-being narrowly,the more wellness the students may actually and eventually experience.Originality/Value:This article brings to readers learning points from Singapore regarding student well-being,as the country grapples with change to develop a generation of young people,whose beings are and will continue to be well.展开更多
Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.The...Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.展开更多
文摘Adolescents are considered one of the most vulnerable groups affected by suicide.Rapid changes in adolescents’physical and mental states,as well as in their lives,significantly and undeniably increase the risk of suicide.Psychological,social,family,individual,and environmental factors are important risk factors for suicidal behavior among teenagers and may contribute to suicide risk through various direct,indirect,or combined pathways.Social-emotional learning is considered a powerful intervention measure for addressing the crisis of adolescent suicide.When deliberately cultivated,fostered,and enhanced,selfawareness,self-management,social awareness,interpersonal skills,and responsible decision-making,as the five core competencies of social-emotional learning,can be used to effectively target various risk factors for adolescent suicide and provide necessary mental and interpersonal support.Among numerous suicide intervention methods,school-based interventions based on social-emotional competence have shown great potential in preventing and addressing suicide risk factors in adolescents.The characteristics of school-based interventions based on social-emotional competence,including their appropriateness,necessity,cost-effectiveness,comprehensiveness,and effectiveness,make these interventions an important means of addressing the crisis of adolescent suicide.To further determine the potential of school-based interventions based on social-emotional competence and better address the issue of adolescent suicide,additional financial support should be provided,the combination of socialemotional learning and other suicide prevention programs within schools should be fully leveraged,and cooperation between schools and families,society,and other environments should be maximized.These efforts should be considered future research directions.
基金funded by a research grant by the Leicester Institute for Advanced Studies in the UKThe adaptation and delivery of the intervention was supported by the Pampili Company in Brazil.
文摘Social emotional literacy(SEL)interventions are widely implemented through schools,with growing evidence for a range of positive child outcomes.Increasingly,such interventions are delivered on online platforms.To date,there is limited evidence about digital SEL interventions in low-and middle-income countries(LMIC).The aim of this study was to explore the perceptions and experiences of children,parents and facilitator of the potential value of addressing SEL via tailored digital intervention.The intervention was designed to help children,in Brazil,to cope during the first COVID-19 pandemic lockdown.The intervention was delivered via a digital platform to groups of three children for 45 min per week for nine.Thirteen children,nine parents and nine facilitators were interviewed following the completion of the intervention.The data was analysed through a codebook thematic approach,which led to three themes:empowerment,participatory aspects of the intervention and digital adaptation.Overall,children’s SEL development was reported to be supported during the COVID-19 pandemic,by the application of new skills outside the sessions.Children reported a number of empowering factors such as being heard and belonging.A range of useful participatory tools were identified including storytelling,games,drawings and videos.Blended SEL interventions involving both face-to-face and web-based facilitation could be developed within a tiered model of universal mental health promotion and targeted prevention.Access to online platforms would increase reach to large numbers of children in LMIC,especially in contexts of disadvantage.
文摘The objective of this study was to evaluate the impact of Break Free from Depression(BFFD),a school-based depression awareness curriculum,in comparison to a wait list control group.A total of 13 eighth grade classrooms participated in either an intervention or control group and completed pre-,post-,and three-month follow-up surveys.Students participating in BFFD(N=6 classrooms,166 students)demonstrated enhanced knowledge of and more adaptive attitudes towards depression compared to the control group(N=7 classrooms,155 students).Participants in the BFFD intervention also demonstrated increases in their confidence in knowing how to seek help for depression and in their intent to seek this help if needed.Slight decreases were found at a three-month follow-up in all scales except for intent to seek help.BFFD was effective regardless of gender,ethnicity,or identification as a member of the LGBTQ community.There was a delayed effect on measured constructs for Black students with gains apparent at three-month follow-up.The findings demonstrated that BFFD had a small but significant positive impact on students’knowledge,skills,and attitudes in seeking support for themselves and for others when faced with signs of depression.The implementation of depression awareness curricula in schools hold promise in promoting student mental health,and it is important to consider factors that might have an impact on outcomes.
文摘Changes in social and emotional behaviour have been consistently observed in patients with traumatic brain injury. These changes are associated with emotion recognition deficits which represent one of the major barriers to a successful familiar and social reintegration. In the present study, 32 patients with traumatic brain injury, involving the frontal lobe, and 41 age- and education-matched healthy controls were analyzed. A Go/No-Go task was designed, where each participant had to recognize faces representing three social emotions (arrogance, guilt and jealousy). Results suggested that ability to recognize two social emotions (arrogance and jealousy) was significantly reduced in patients with traumatic brain injury, indicating frontal lesion can reduce emotion recognition ability. In addition, the analysis of the results for hemispheric lesion location (right, left or bilateral) suggested the bilateral lesion sub-group showed a lower accuracy on all social emotions.
基金Supported by the National Natural Science Foundation of China(71490725)the Humanities and Social Science Project of Ministry of Education(14YJA630015)
文摘On the social network platform, complaints about the public policy formulation and implementation issues arise largely. Through the information aggregation, frequent interaction, word-of-mouth and emotional resonance on online social network, these information will lead to the outbreak of the network complaints. It brings difficulties and challenges in public management. China is under a period of social transformation, and there are various problems and contradictions. Emergency can easily arouse group complaints on online network, and it will lead to network public opinion through inducing social emotional resonance, which is harmful to social security and stability. This paper has built the evaluation index system from four dimensions with complaint text’s quality, transmission timeliness, user interaction degree and emotional resonance excited by emergency. Then, we establish the dynamic influence measure model of online netizens complaint theme based on an entropy weight model. The measure model is proved to be reasonable and effective by the empirical research of Sina Weibo data. The model can effectively solve the measure problem of group complaints influence when the emergencies arouse social emotional resonance. It has important theoretical significance and practical value for public policy decision-maker on listening to online group complaints, understanding public opinion, and making public policy.
基金supported by the National Natural Science Foundation of China (grant numbers 82371558)to R.S.
文摘Loneliness is associated with high prevalences of major psychiatric illnesses such as major depression.However,the underlying emotional mechanisms of loneliness remained unclear.We hypothesized that loneliness originates from both decreases in positive emotional processing and increases in negative emotion processing.To test this,we conducted a systematic review of 29 previous studies(total participants n=19560,mean age=37.16 years,female proportion=59.7%),including 18 studies that included ques-tionnaire measures of emotions only,and 11 studies that examined the brain correlates of emotions.The main findings were that loneliness was negatively correlated with general positive emotions and positively correlated with general negative emotions.Fur-thermore,limited evidence indicates loneliness exhibited negative and positive correlations with the brain positive(e.g.the striatum)and negative(e.g.insula)emotion systems,respectively,but the sign of correlation was not entirely consistent.Additionally,loneli-ness was associated with the structure and function of the brain emotion regulation systems,particularly the prefrontal cortex,but the direction of this relationship remained ambiguous.We concluded that the existing evidence supported a bivalence model of lone-liness,but several critical gaps existed that could be addressed by future studies that include adolescent and middle-aged samples,use both questionnaire and task measures of emotions,distinguish between general emotion and social emotion as well as between positive and negative emotion regulation,and adopt a longitudinal design that allows us to ascertain the causal relationships between loneliness and emotion dysfunction.Our findings provide new insights into the underlying emotion mechanisms of loneliness that can inform interventions for lonely individuals.
文摘Purpose:Singapore’s education system is known for its robust curriculum and excellent results.It is also a system of keen competitiveness and high pressure.This article addresses how such an education system responds to the issue of student well-being.Design/Approach/Methods:This article analyses the recent initiatives and shift in education philosophy in Singapore’s education system,which have a bearing on the issue of student wellbeing.Findings:This article argues that while there are direct efforts to address student well-being,the direction Singapore is taking is to pursue a holistic education paradigm,in which education is engaging,joyful,meaningful,and values-based.This article also argues that such a paradigm goes beyond the current well-being agenda and is aligned with a view that education should be about wholeness and purpose.While there are challenges associated with these changes,the Singapore experience suggests that the more we focus on holistic education,rather than interpret student well-being narrowly,the more wellness the students may actually and eventually experience.Originality/Value:This article brings to readers learning points from Singapore regarding student well-being,as the country grapples with change to develop a generation of young people,whose beings are and will continue to be well.
文摘Purpose:Educational approaches that advocate“well-being,”the“whole child,”“social and emotional learning,”“character,”and the like emphasize human development beyond the acquisition of knowledge and skills.These approaches vary widely in their views of human nature,their visions of a good life,and their prescriptions for educational practice.This article maps out heterogeneous contemporary approaches to“well-being”and related constructs,thereby allowing researchers,educators,and policymakers to understand the divergent assumptions made by the proliferating approaches to education that go beyond academics.Design/Approach/Methods:This article presents results from a 2-year project,which included interviews with advocates of different approaches and review of key literature about eleven educational approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and similar noncognitive ends.Findings:The article argues that any educational approach to“well-being”and related constructs must respond to four questions:whether humans are bundles of discrete competencies or integrated wholes,what the appropriate relation is between individuals and society,the relative importance of instrumental and intrinsic goals,and the importance of an overarching purpose for one’s life.The analysis reviews how eleven contemporary approaches address these four questions.Originality/Value:Despite the global proliferation of divergent approaches to“well-being,”the“whole child,”“social and emotional learning,”“character,”and related constructs in education,there are no comprehensive frameworks for understanding the alternatives and their key assumptions.This article organizes the globally proliferating educational movements that promote“well-being,”making sense of a confusing set of alternatives.We also argue that any comprehensive approach to education that goes beyond academics must consider the four questions that we identify.