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EJIHPE
Special Issues
Emotional Problems and Mindful/Acceptance Frameworks
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Emotional Problems and Mindful/Acceptance Frameworks

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

Deadline for manuscript submissions: closed (30 April 2023) | Viewed by 16477

Special Issue Editors

Prof. Dr. Wenceslao Peñate

E-Mail Website
Guest Editor
Department of Clinical Psychology, Psychobiology and Methodology, University of La Laguna, 38200 Tenerife, Spain
Interests: depressive disorders; neuroimaging
Special Issues, Collections and Topics in MDPI journals
Dr. Cristián Oyanadel

E-Mail Website
Guest Editor
Department of Psychology, Universidad de Concepción, 4030000 Concepcion, Chile
Interests: health psychology; time perception; mindfulness; time management

Special Issue Information

Dear Colleagues,

As is already well-known, emotional disturbances represent the most frequent mental disorders, especially anxiety and depression problems. On the other hand, a mindfulness/acceptance perspective characterizes a framework with direct implications on the human emotional spectrum, including mindfulness/acceptance as a process, strategy, and therapeutical resource. The link between emotional disorders and the mindfulness/acceptance viewpoint has allowed a growing research field to examine areas such as the analysis of acceptance processes as determinants of emotional problems, the analysis of the moderator/mediational role and its use as an efficient emotion regulation strategy, or its role as the mechanism underlying a relevant group of efficient psychological treatments. This Special Issue attempts to deal with research and systematic reviews concerning the mindfulness/acceptance process, strategy, or dispositional trait, and its implications regarding common mental disorders. We especially encourage papers related to the following topics (although not limited to):

  • Mindfulness/acceptance processes associated with common mental disturbances;
  • Emotion regulation strategies and effective mindfulness/acceptance resources;
  • Mindfulness/acceptance as the underlying coping mechanism of emotional disorders;
  • Experimental studies analyzing the acquisition and functioning of mindfulness/acceptance processes;
  • Psychological treatments of emotional disorders based on a mindfulness/acceptance framework;
  • Mindfulness/acceptance as a process, strategy, and dispositional trait;
  • Components of mindfulness/acceptance processes;
  • Factors associated with fostering mindfulness/acceptance characteristics;
  • Resources/methods increasing mindfulness/acceptance ability.

Prof. Dr. Wenceslao Peñate
Dr. Cristián Oyanadel
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. European Journal of Investigation in Health, Psychology and Education is an international peer-reviewed open access monthly journal published by MDPI.

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

  • mindfulness
  • acceptance processes
  • emotional disorders
  • common mental disorders

Published Papers (5 papers)

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Research

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14 pages, 1003 KiB  
Article
The Effect of Daily Meditative Practices Based on Mindfulness and Self-Compassion on Emotional Distress under Stressful Conditions: A Randomized Controlled Trial
by María Elena Gutiérrez-Hernández, Luisa Fernanda Fanjul Rodríguez, Alicia Díaz Megolla, Cristián Oyanadel and Wenceslao Peñate Castro
Eur. J. Investig. Health Psychol. Educ. 2023, 13(4), 762-775; https://doi.org/10.3390/ejihpe13040058 - 10 Apr 2023
Viewed by 2320
Abstract
Intervention programs based on self-compassion have demonstrated their efficacy both in reducing psychological distress and increasing well-being. The goal of this study was to test the efficacy of an online intervention to increase mindfulness and self-compassion levels in a non-clinical sample in a [...] Read more.
Intervention programs based on self-compassion have demonstrated their efficacy both in reducing psychological distress and increasing well-being. The goal of this study was to test the efficacy of an online intervention to increase mindfulness and self-compassion levels in a non-clinical sample in a highly stressful context: the ten weeks of lockdown imposed in the early stages of the COVID-19 pandemic. The intervention sessions consisted of thirty-minute guided meditations followed by thirty minutes of inquiry. Sixty-one participants completed two thirds of the sessions or more, and 65 individuals participated in a waiting-list (WL) control group. Self-compassion, anxiety, depression and stress levels were assessed. The analysis of pre-post results suggests that the interventions increased self-compassion levels and decreased anxiety, depression and stress levels, whereas the WL group did not show any significant changes. The emotional changes in the intervention group were associated with the increase in self-compassion. However, at follow-up, the scores of emotional distress variables returned to the initial pre-intervention scores. These data can be interpreted in line with previous results that have shown the efficacy of self-compassion-based intervention programs. Given that this efficacy was not maintained at follow-up, data are discussed according to the pervasive role of a highly stressful context and—as described in other studies—the need for regular practice to maintain the benefits obtained. Full article
(This article belongs to the Special Issue Emotional Problems and Mindful/Acceptance Frameworks)
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13 pages, 347 KiB  
Article
Emotional Exhaustion Variables in Trainee Teachers during the COVID-19 Pandemic
by Jonathan Martínez-Líbano and María-Mercedes Yeomans
Eur. J. Investig. Health Psychol. Educ. 2023, 13(2), 271-283; https://doi.org/10.3390/ejihpe13020021 - 24 Jan 2023
Cited by 1 | Viewed by 2088
Abstract
Introduction: emotional exhaustion among trainee teachers is a relevant topic since it could have repercussions regarding the lives of their future pupils. Our objective was to determine the degree of trainee teachers’ emotional exhaustion and associated variables during the COVID-19 pandemic. Methods: the [...] Read more.
Introduction: emotional exhaustion among trainee teachers is a relevant topic since it could have repercussions regarding the lives of their future pupils. Our objective was to determine the degree of trainee teachers’ emotional exhaustion and associated variables during the COVID-19 pandemic. Methods: the design was cross-sectional and descriptive. Questionnaires with sociodemographic variables, perceptions of mental health, and the Emotional Exhaustion Scale (ECE) (α = 0.890; ω = 0.893) validated for the Chilean context were answered by 204 trainee teachers. The results were analyzed using SPSS software version 25 and the Emotional Exhaustion Interpretation Table (EES-Int). Results: the results show that 92.2% of the trainee teachers presented a worsening in their mental health, stress (66.2%), irritability (38.2%), anxiety (37.7%), and depressive symptoms (32.8%). Online classes (73.04%) and the pandemic (67.6%) were the main influencing factors. Education students who perceived their mental health had worsened became 6.63 times more likely to develop emotional exhaustion [AOR = 6.63; 95% CI: 1.78, 24.69]. In addition, education students with a high perception of academic stress were 7.45 more likely to develop emotional exhaustion [AOR = 7.45; 95% CI: 1.98, 28.09]. Conclusion: we can conclude that trainee teachers have high levels of emotional exhaustion and their perception of their mental health and the academic stress they are being subjected to during the COVID-19 pandemic may lead them to present symptoms of frequent or permanent problems with concentration, attention, recall of information, dissatisfaction with their performance, and frequent learning difficulties. From the affective dimension, they present frequent or permanent anxiety, restlessness, irritability, indifference, low mood, and psychomatization. From the socio-interactional dimension, they present frequent or permanent social withdrawal, interpersonal problems, problems at work or school, and family and relationship problems. Increasing the sample to delve into emotional exhaustion by subject area is necessary. For future studies, research should be conducted on the causes of emotional exhaustion by subject area and the coping strategies of trainee teachers to understand differences and provide input on emotional support in practice. Full article
(This article belongs to the Special Issue Emotional Problems and Mindful/Acceptance Frameworks)
16 pages, 1253 KiB  
Article
Effects of the Interculturality and Mindfulness Program (PIM) on University Students: A Quasi-Experimental Study
by Roberto Chiodelli, Saúl Neves de Jesus, Luana Thereza Nesi de Mello, Ilana Andretta, Diana Fernandes Oliveira, Maria Emília Santos Costa and Tamara Russell
Eur. J. Investig. Health Psychol. Educ. 2022, 12(10), 1500-1515; https://doi.org/10.3390/ejihpe12100104 - 05 Oct 2022
Cited by 3 | Viewed by 2391
Abstract
Rates of mental health issues have been increasing among university students. This study investigates the effects of the Interculturality and Mindfulness Program (PIM) on academic students on mindfulness, emotional regulation, depression, anxiety, stress, life satisfaction, optimism, positive solitude, and loneliness. A quasi-experimental research [...] Read more.
Rates of mental health issues have been increasing among university students. This study investigates the effects of the Interculturality and Mindfulness Program (PIM) on academic students on mindfulness, emotional regulation, depression, anxiety, stress, life satisfaction, optimism, positive solitude, and loneliness. A quasi-experimental research was conducted, with pre- and post-test comparative measurements in three groups: in-person (IG), synchronous online (OG), and passive control (CG). A diverse group of students (n = 150; mean age = 25.4 ± 8.31) participated from two universities in Portugal. When compared to the CG, both active groups (IG and OG) demonstrated a beneficial interaction effect in acceptance, positive solitude, optimism, and mindfulness. The IG demonstrated a positive interaction effect in awareness and satisfaction with life, whereas the OG indicated a favorable interaction effect in impulse. When analyzing the intra-group effects, both active groups presented a significant improvement in stress, emotion regulation, mindfulness, positive solitude, and optimism. The OG demonstrated an improvement in awareness and loneliness. The main limitations of this research are that students were not randomly assigned, and groups were heterogeneous in nationality, education level, and sex. Nonetheless, PIM has indicated beneficial results in both IG and OG, and is a promising intervention for the prevention of mental health issues (e.g., stress, difficulties in emotional regulation, and loneliness), as well as for the promotion of well-being (e.g., positive solitude, mindfulness, life satisfaction, and optimism). Full article
(This article belongs to the Special Issue Emotional Problems and Mindful/Acceptance Frameworks)
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15 pages, 325 KiB  
Article
Relationship between Nomophobia, Various Emotional Difficulties, and Distress Factors among Students
by Lea Santl, Lovorka Brajkovic and Vanja Kopilaš
Eur. J. Investig. Health Psychol. Educ. 2022, 12(7), 716-730; https://doi.org/10.3390/ejihpe12070053 - 05 Jul 2022
Cited by 12 | Viewed by 4462
Abstract
The concept of nomophobia is a relatively new and is defined as the fear of not being able to use all the features and benefits provided by smartphones. The main goal of this research was to examine the relationship between nomophobia and various [...] Read more.
The concept of nomophobia is a relatively new and is defined as the fear of not being able to use all the features and benefits provided by smartphones. The main goal of this research was to examine the relationship between nomophobia and various emotional difficulties and distress factors. The following measuring instruments were used on a sample of 257 Croatian students whose average age was 22 years: Nomophobia Questionnaire (NMP-Q); Scales of Depression, Anxiety, and Stress (DASS); Social and Emotional Loneliness Scale (SELSA); and Emotional Skills and Competences Questionnaire (ESCQ-15). Significant correlations between nomophobia and all examined variables were determined. It was found that nomophobia and emotional skills and competence act as significant predictors in expression of distress factors: 30% of the variance in the severity of depression symptoms, 24% of the variance in the severity of anxiety symptoms, and 26% of the variance in the severity of stress symptoms were explained. Full article
(This article belongs to the Special Issue Emotional Problems and Mindful/Acceptance Frameworks)

Review

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24 pages, 529 KiB  
Review
Systematic Review of Mindfulness-Based Interventions in Child-Adolescent Population: A Developmental Perspective
by Bárbara Porter, Cristian Oyanadel, Fabiola Sáez-Delgado, Ana Andaur and Wenceslao Peñate
Eur. J. Investig. Health Psychol. Educ. 2022, 12(8), 1220-1243; https://doi.org/10.3390/ejihpe12080085 - 22 Aug 2022
Cited by 7 | Viewed by 4231
Abstract
Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present [...] Read more.
Human development implies deep changes in cognitive, attentional, emotional, and behavioral skills. Therefore, Mindfulness-Based Interventions (MBIs) should be adapted in terms of dose, frequency, kind of exercises, assessment methods, and expected effects regarding the abilities and limitations of each developmental period. The present review seeks to describe and compare MBIs characteristics, assessment methods, and effects in youth between 3 and 18 years old considering four developmental periods. A systematic review was carried out including experimental primary studies published during the last five years. Results show that the frequency of the sessions and program duration varies widely. Differences were observed in instructors’ training and in assessment strategies. Discrepancies were observed regarding the effects of MBIs both within and between periods in cognitive, socio-emotional, symptoms, and mindfulness variables. Consistency was observed in prosocial behaviors for preschoolers, and in emotional and behavioral problems and hyperactivity in ages between preschool and early adolescence. Nevertheless, it was impossible to compare most results and determine consistency or discrepancy due to the lack of studies. Regarding mindfulness, it is defined and assessed in different ways in each period. Orientations are suggested to move from a compartmentalized view of isolated MBIs, towards an integrative perspective that allows tracing developmental trajectories for mindfulness and other key cognitive and socioemotional skills for children and adolescents. Full article
(This article belongs to the Special Issue Emotional Problems and Mindful/Acceptance Frameworks)
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