This study examined the factor structure of the Self-Compassion Scale (SCS) using secondary data drawn from 20 samples (N = 11,685)-7 English and 13 non-English-including 10 community, 6 student, 1 mixed community/student, 1 meditator, and 2 clinical samples. Self-compassion is theorized to represent a system with 6 constituent components: self-kindness, common humanity, mindfulness and reduced self-judgment, isolation and overidentification. There has been controversy as to whether a total score on the SCS or if separate scores representing compassionate versus uncompassionate self-responding should be used. The current study examined the factor structure of the SCS using confirmatory factor analyses (CFA) and Exploratory Structural Equation Modeling (ESEM) to examine 5 distinct models: 1-factor, 2-factor correlated, 6-factor correlated, single-bifactor (1 general self-compassion factor and 6 group factors), and 2-bifactor models (2 correlated general factors each with 3 group factors representing compassionate or uncompassionate self-responding). Results indicated that a 1- and 2-factor solution to the SCS had inadequate fit in every sample examined using both CFA and ESEM, whereas fit was excellent using ESEM for the 6-factor correlated, single-bifactor and correlated 2-bifactor models. However, factor loadings for the correlated 2-bifactor models indicated that 2 separate factors were not well specified. A general factor explained 95% of the reliable item variance in the single-bifactor model. Results support use of the SCS to examine 6 subscale scores (representing the constituent components of self-compassion) or a total score (representing overall self-compassion), but not separate scores representing compassionate and uncompassionate self-responding. (PsycINFO Database Record

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This study builds on earlier work showing that adult emotional competencies (EC) could be improved through a relatively brief training. In a set of 2 controlled experimental studies, the authors investigated whether developing EC could lead to improved emotional functioning; long-term personality changes; and important positive implications for physical, psychological, social, and work adjustment. Results of Study 1 showed that 18 hr of training with e-mail follow-up was sufficient to significantly improve emotion regulation, emotion understanding, and overall EC. These changes led in turn to long-term significant increases in extraversion and agreeableness as well as a decrease in neuroticism. Results of Study 2 showed that the development of EC brought about positive changes in psychological well-being, subjective health, quality of social relationships, and employability. The effect sizes were sufficiently large for the changes to be considered as meaningful in people's lives.

This study aimed to investigate (a) whether it is possible to increase emotional competence (EC) in adulthood; (b) whether this improvement results in better mental, physical, and social adjustment; (c) whether this improvement can be maintained 1 year later; and (d) whether these benefits are accompanied by a reduction in stress-hormone secretion (i.e., cortisol). One hundred and thirty-two participants were randomly assigned to an EC-enhancing intervention (in group format) or to a control group. Participants in the intervention group underwent a specifically designed 15-hr intervention targeting the 5 core emotional competencies, complemented with a 4-week e-mail follow-up. Results reveal that the level of emotional competencies increased significantly in the intervention group in contrast with the control group. This increase resulted in lower cortisol secretion, enhanced subjective and physical well-being, as well as improved quality of social and marital relationships in the intervention group. No significant change occurred in the control group. Peer reports on EC and quality of relationships confirmed these results. These data suggest that emotional competencies can be improved, with effective benefits on personal and interpersonal functioning lasting for at least 1 year. The theoretical implications of these results as well as their practical implications for the construction and the development of effective emotional competencies interventions are discussed.

Emotional intelligence (EI) can be defined as the ability to identify, express, understand, manage, and use emotions. EI has been shown to have an important impact on health, relationships, and work/academic performance. In this article, we present a systematic review of 46 EI intervention studies on adult populations in order to assess their outcomes. Overall, these findings provide some support for the efficacy of EI programs. However, important limitations in most of the studies restrict the generalizability of their results. We discuss the contributions and limitations of these studies and make recommendations for the development and implementation of future interventions.

Student distress is considered as a specific public health issue as research has shown increased levels of anxiety, depression, and risk behaviors in this population. Students report high levels of daily hassles, workload, lack of meaning, manageability, and understanding throughout their university years. These factors lead to increased academic burnout. In line with these findings, the current study aimed at assessing the mediating role of sense of coherence in the relationship between daily hassles and academic burnout. Furthermore, in order to assess the importance of sense of coherence in the field of academic burnout research, the percentage of variance of academic burnout explained by the sense of coherence was compared with the percentage of variance explained by optimism-a widely studied protection factor in the field of burnout and negative affect. This paper also reports the French validation of the Maslach Burnout Inventory-Student Survey (MBI-SS) used in this study to assess academic burnout. The sample was composed of 328 students from three French universities. Results indicate that the French version of the three-factor model showed comparable reliability, sensitivity, and construct validity to the original MBI-SS. Sense of coherence played a mediating role between daily hassles and burnout. Furthermore, sense of coherence explained a larger portion of academic burnout variance than optimism. Results are discussed in light of past findings on academic burnout, and future prevention and treatment perspectives are suggested.

Over the past few years, the topic of self-compassion has attracted increasing attention from both scientific and clinical fields. The Self-Compassion Scale (SCS) was created to specifically capture this way of being kind and understanding towards oneself in moments of turmoil. In this article, we present a French adaptation of the SCS. We first explore the psychometric properties of this adaptation and then investigate its relation to psychological well-being. As in the original version of the SCS, the French adaptation has a strong 6-factor structure but a weaker hierarchical second order structure. However the bi-factor model yields a good omega index suggesting the relevance of a single score accounting for self-compassion. Moreover, there was a relation between the SCS and classical outcomes such as a positive relation with psychological well-being and negative relation with depressive symptoms. We then hypothesized that self-compassion would have a moderating role on the relation between affect and depression. This hypothesis was confirmed: expressing negative affect is correlated with depressive symptoms; however, being kind with oneself lowers depressive symptoms even when expressing negative affect. In conclusion, this research presents a valid self-compassion measure for French-speaking researchers and clinicians and outlines the need for further research on the concept of self-compassion.

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