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Towards Sustainable Living: Perspective from Emotional Education and Psychosocial Risks...
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Towards Sustainable Living: Perspective from Emotional Education and Psychosocial Risks in Children, Adolescents and Adults

A special issue of Sustainability (ISSN 2071-1050). This special issue belongs to the section "Health, Well-Being and Sustainability".

Deadline for manuscript submissions: closed (30 June 2023) | Viewed by 5561

Special Issue Editors

Prof. Dr. Vicente Javier Prado Gascó

E-Mail Website
Guest Editor
Department of Social Psychology, University of Valencia, 46021 Valencia, Spain
Interests: social psychology; emotional competence; psychosocial risks; quality of service; wellbeing; sport management; consumer psychology
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. María del Carmen Giménez-Espert

E-Mail Website
Guest Editor
Department of Nursing, Faculty of Nursing and Chiropody, University of Valencia, 46010 Valencia, Spain
Interests: communication; emotional competence; psychosocial risks; quality of service
Special Issues, Collections and Topics in MDPI journals
Prof. Dr. Diego Navarro Mateu

E-Mail Website
Guest Editor
Inclusive Education, Socio-community Development and Occupational Sciences Department, Catholic University of Valencia San Vicente Mártir, Valencia, Valencia, Spain
Interests: inclusive education; social inclusion; special education; school integration; emotional competence; psychosocial risks; wellbeing

Special Issue Information

Dear Colleagues,

Sustainable living is a crucial issue in modern societies. Although efforts in this area have traditionally focused on responsible consumption, ecology, and the responsible use of resources, the need to conceptualize the well-being and health of individuals is emerging as part of this concept. Such a situation is becoming an essential requirement of any developed society.

In this context, two elements are particularly impactful for the health and well-being of individuals and society as a whole: emotions and psychosocial risks.

Emotions are a fundamental component in individuals' lives, allowing people to adapt and respond to the environment around them. They influence our perceptions, attitudes and behavior, and are key to individual, social and academic (or professional) adjustment. Emotions can (and should) be developed in various ways, especially with regard to education, and are particularly important during childhood and adolescence, although they can also be crucial during adulthood.

Psychosocial risks and work-related stress are among the most challenging issues in occupational safety and health, and significantly impact the health of individuals, organizations and national economies. Although a great deal of scholarly attention has focused on the health sector, other sectors such as education, sports and tourism are also crucial in this regard.

The aim of this Research Topic is to explore the relationships between emotional aspects and working conditions and how they influence the care, school support, service and well-being of students, users and professionals, especially during their school years. Though education workers will be the primary focus, the editors also welcome contributions addressing other type of service-sector workers and/or emotionally charged workers. Finally, we aim to elucidate strategies to effectively improve care for patients, students, users and consumers, and improve the well-being, satisfaction and health of workers through emotional education and the prevention and management of psychosocial risks.

Potential topics of interest include (but are not limited to):

  • Emotional education and wellbeing at different educational levels.
  • Emotional education and well-being in families with children with special needs.
  • Emotional education for adults.
  • Emotional education in organizations.
  • Psychosocial risks of education professionals.
  • Emotional education and psychosocial risks in service sector professionals.
  • The role of emotions and psychosocial risks in the well-being of individuals and their families..
  • Emotions, psychosocial risks and well-being in inclusive education.
  • The effect of working conditions and emotions on:
  • Communication with patients, students, service users and consumers.
  • The therapeutic relationship.
  • Service satisfaction.
  • Child and family adjustment (including academic performance, social adjustment, bullying, and well-being).
  • The perception of students and their families.

Prof. Dr. Vicente Javier Prado Gascó
Prof. Dr. María del Carmen Giménez-Espert
Prof. Dr. Diego Navarro Mateu
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. Sustainability is an international peer-reviewed open access semimonthly 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 2400 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

  • emotions
  • emotional education
  • psychosocial risks
  • well-being
  • health
  • education professionals
  • service sector professionals
  • inclusive education
  • job satisfaction
  • burnout

Published Papers (3 papers)

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Research

11 pages, 297 KiB  
Article
Brief Version of the Frankfurt Emotional Work Scale and Gender Difference in Emotional Labour
by Marta Llorca-Pellicer, Pedro Gil-LaOrden, Vicente J. Prado-Gascó and Pedro R. Gil-Monte
Sustainability 2023, 15(4), 2925; https://doi.org/10.3390/su15042925 - 6 Feb 2023
Viewed by 1438
Abstract
This study was designed to assess the psychometric properties of a brief version of the Frankfurt Emotion Work Scale (FEWS) adapted to Spanish in a sample of teachers, taking into consideration gender differences. Method: The sample consisted of 9020 teachers of public education [...] Read more.
This study was designed to assess the psychometric properties of a brief version of the Frankfurt Emotion Work Scale (FEWS) adapted to Spanish in a sample of teachers, taking into consideration gender differences. Method: The sample consisted of 9020 teachers of public education in the Valencian Community (Mage = 45.33 years, SD = 9.15; 72.5% female). Results: The psychometric properties are adequate. It consists of 12 items grouped into six factors that explain 79.54% of the variance. Cronbach’s alpha and composite reliability coefficients (CRC) for the full scale are adequate: α = 0.79; CRC = 0.90. Confirmatory Factorial Analyses also confirm the structure of the scale (χ2 = 890.36, S-B χ2 = 747.38, df = 39, NFI = 0.945, NNFI = 0.911, CFI = 0.947, IFI = 0.947, MFI = 0.925, and RMSEA = 0.069). Convergent and discriminant validity were also probed. Finally, a gender effect over Emotional labour was found, there was a difference between gender in the scale and all of the dimensions of the questionnaire, with higher values on women. Conclusions: according to the results of this study, the use of this diagnostic tool for Spanish non-university teachers appears to be justified. Full article
(This article belongs to the Special Issue Towards Sustainable Living: Perspective from Emotional Education and Psychosocial Risks in Children, Adolescents and Adults)
15 pages, 750 KiB  
Article
Effectiveness of the FHaCE Up! Program on School Violence, School Climate, Conflict Management Styles, and Socio-Emotional Skills on Secondary School Students
by Susana Avivar-Cáceres, Vicente Prado-Gascó and David Parra-Camacho
Sustainability 2022, 14(24), 17013; https://doi.org/10.3390/su142417013 - 19 Dec 2022
Viewed by 1862
Abstract
Communicative and socio-emotional skills are associated with conflict resolution and, thus, school violence prevention. However, without using a combination of techniques in peaceful conflict resolution, it is difficult to ensure such a relationship. The present study aimed to evaluate the effectiveness of the [...] Read more.
Communicative and socio-emotional skills are associated with conflict resolution and, thus, school violence prevention. However, without using a combination of techniques in peaceful conflict resolution, it is difficult to ensure such a relationship. The present study aimed to evaluate the effectiveness of the FHaCE up! program, an intervention based on training in communication and socio-emotional skills, as well as conflict resolution, using a collaborative style and mediation skills to reduce school violence and improve the school climate. This training developed in two consecutive stages. The design of the study was quasi-experimental, in which 561 students (aged from 11 to 17 years) from two public secondary schools in Valencia, Spain, participated. Convenience sampling was assigned to the experimental group (N = 264) and the control group (N = 297). The results showed a significant improvement in school violence and school climate perception, as well as communication and socio-emotional skills, in the experimental group after the intervention implementation. It is concluded that the FHaCE up! program significantly positively affected teenagers’ perception of violence and school climate. Full article
(This article belongs to the Special Issue Towards Sustainable Living: Perspective from Emotional Education and Psychosocial Risks in Children, Adolescents and Adults)
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15 pages, 1894 KiB  
Article
The Influence of COVID-19 and Psychosocial Risks on Burnout and Psychosomatic Health Problems in Non-University Teachers in Spain during the Peak of the Pandemic Regressions vs. fsQCA
by Valentina Gómez-Domínguez, Teresa Gómez-Domínguez, Diego Navarro-Mateu and María del Carmen Giménez-Espert
Sustainability 2022, 14(20), 13030; https://doi.org/10.3390/su142013030 - 12 Oct 2022
Cited by 1 | Viewed by 1679
Abstract
During the COVID-19 pandemic, teachers had to adapt to the changes caused by remote working, experiencing prolonged stress situations that together with psychosocial factors can lead to burnout and psychosomatic health problems. This study focused on analyzing the influence of COVID-19 and psychosocial [...] Read more.
During the COVID-19 pandemic, teachers had to adapt to the changes caused by remote working, experiencing prolonged stress situations that together with psychosocial factors can lead to burnout and psychosomatic health problems. This study focused on analyzing the influence of COVID-19 and psychosocial risks on psychosomatic problems and burnout at the peak of the pandemic in Spain, from March to April 2020. It combined two methodologies, hierarchical regression models (HRM) and qualitative comparative analysis (QCA). The two methodologies demonstrated greater predictive power for psychosocial demand factors (workload and role conflict) on burnout and psychosomatic health problems. In addition, the fsQCA models demonstrated the contribution of job insecurity and the lack of organizational justice, resources and COVID-19 information. These results can be used by educational managers to improve the daily work of teachers, impacting on the quality of teaching, as well as their response to pandemics, which will benefit society. Full article
(This article belongs to the Special Issue Towards Sustainable Living: Perspective from Emotional Education and Psychosocial Risks in Children, Adolescents and Adults)
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