Interventions to Foster Mental Health and Human Well-Being in Educational Settings

A special issue of European Journal of Investigation in Health, Psychology and Education (ISSN 2254-9625).

Deadline for manuscript submissions: 1 December 2024 | Viewed by 641

Special Issue Editor

Special Issue Information

Dear Colleagues,

In the words of the World Health Organization, citizens with severe mental health conditions die on average two decades earlier than other people. Moreover, it is stated that suicide is the fourth leading cause of death among 15–29-year-olds. Mental health has been included among the 17 Sustainable Development Goals proposed by the United Nations. Subsequently, fostering mental health has become a major challenge for all professionals involved in educational settings.

In this way, social competence has been proposed as a demanding strategy to assist patients in the prevention of mental health conditions. Today, the development of these competences has become one of the most important challenges in human education, mainly when thinking about how to build a healthy humanity in the future and how to foster the next generation of citizens to have a new mindset.

This Special Issue calls for researchers to work together to summarize proposals aimed to facilitate professionals in educational settings to foster social and emotional competences to foster children’s well-being. However, it is crucial to highlight that this special collection does not aim to substitute the reception of actual medical advice and therapy but wants to collect strategies to help teachers, from early childhood to adolescence, or even university teachers, improve their own and their students’ intra- and inter-personal competences.

I look forward to receiving your contributions in order to deal with the matter together.

Prof. Dr. Markel Rico-González
Guest Editor

Manuscript Submission Information

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Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1400 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • mental health
  • emotion
  • psychology
  • education
  • children
  • teachers
  • healthcare
  • intra-personal competence
  • inter-personal competence
  • personal growth
  • purpose in life
  • life satisfaction
  • quality of life
  • happiness
  • well-being
  • stress
  • anxiety
  • depression
  • self-esteem
  • self-worth
  • resilience
  • hedonic
  • eudaimonic
  • self-acceptance
  • positive emotions
  • autonomy
  • motivation
  • self-determination theory
  • bullying
  • burnout
  • teacher in training

Published Papers (1 paper)

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Research

19 pages, 1029 KiB  
Article
Design and Evaluation of a Collective Preventive Program for Musical Performance Anxiety (ConfiDance)
by Belén Gómez-López and Roberto Sánchez-Cabrero
Eur. J. Investig. Health Psychol. Educ. 2024, 14(5), 1260-1278; https://doi.org/10.3390/ejihpe14050083 - 6 May 2024
Viewed by 433
Abstract
Musical performance anxiety (MPA) is considered a subtype of social phobia and affects musicians who must face musical exposure in public, potentially severely affecting their emotional stability and significantly impairing the quality of their performance. This research has utilized previous scientific knowledge on [...] Read more.
Musical performance anxiety (MPA) is considered a subtype of social phobia and affects musicians who must face musical exposure in public, potentially severely affecting their emotional stability and significantly impairing the quality of their performance. This research has utilized previous scientific knowledge on the issue and a qualitative approach to musicians’ needs through focus groups in order to design a collective preventive program for MPA that could be implemented within the training curriculum of professional musicians. To evaluate the adequacy of the preventive program ‘ConfiDance’, a pilot test was conducted with a sample of 17 professional musicians in training, all post-graduate students in classical music performance. For the pilot test, a quasi-experimental model with a repeated measures methodology (pre-post and one-year follow-up after application) was carried out. The results indicate a significant decrease in MPA after the program implementation, with a notable improvement in effect one year post-application, demonstrating an even greater positive impact over time. These data should be interpreted cautiously due to sample limitations but represent an opportunity for the future implementation of a program that can prevent and treat MPA in music education centers. Full article
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