The main objective of the present research was to analyze the relations between stressful life events and the externalizing and internalizing spectra of psychopathology using meta-analytical procedures. After removing the duplicates, a total of 373 papers were found in a literature search using several bibliographic databases, such as the PsycINFO, Medline, Scopus, and Web of Science. Twenty-seven studies were selected for the meta-analytical analysis after applying different inclusion and exclusion criteria in different phases. The statistical procedure was performed using a random/mixed-effects model based on the correlations found in the studies. Significant positive correlations were found in cross-sectional and longitudinal studies. A transactional effect was then found in the present study. Stressful life events could be a cause, but also a consequence, of psychopathological spectra. The level of controllability of the life events did not affect the results. Special attention should be given to the usage of stressful life events in gene-environment interaction and correlation studies, and also for clinical purposes.

<p>El objetivo de este estudio fue validar la escala juegos deportivos y emociones (GES), basada en tres tipos de emociones: positivas, negativas y ambiguas, en las 4 situaciones de juegos deportivos correspondientes a diferentes dominios de acción motriz. El trabajo se realizó con 851 estudiantes universitarios en ciencias de la actividad física y del deporte de 4 universidades españolas, 1 inglesa y 1 portuguesa.</p><p>El GES presentó una correcta fiabilidad mostrando valores adecuados de consistencia interna. Se obtuvo un buena validez de constructo que confirmó la estructura factorial del cuestionario en los 3 tipos de emociones y demostró la necesidad de diferenciar entre los 4 dominios de acción motriz. La validez convergente mostró buenos resultados al comparar el GES y el cuestionario Profile of moods states (POMS). La validez de contenido confirmó que la estructura del GES es adecuada para estudiar la relación entre juegos deportivos y emociones. En conclusión, el cuestionario ha demostrado su validez y fiabilidad para registrar la intensidad de las emociones en la práctica de juegos deportivos.</p>

No abstract

Coexistence in schools inevitably carries a higher risk of conflicts among peers. This fact can be detrimental to the well-being and academic achievement of the students. In many developed countries, about 90% of the pupils in compulsory secondary education report witnessing assaults among peers. In this regard, recognizing, controlling and managing emotions is key to ensure a healthy and effective interaction with others. Negative emotions, such as anger, can trigger conflicts or even episodes of violence if not regulated properly. Interactive tools, such as specialized software’s, have shown high rates of efficacy for the training of different kinds of competences like the regulation of emotions. The aim of the present work is to describe the Happy Emotional Education Program and its effects over a sample of secondary school students. This software focuses in the training of emotional competences of the students with the objective of solving conflicts in a more assertive way. The design employed in the present work was a quasiexperimental design with pretest and posttest with a control group. Results show that Happy Emotional Education Program contributes to the management of emotions and the absence of negative affect or anxiety in a significant way. Additionally, the constant use of this interactive tool enhances motivation and the learning process of students. Results also indicate the importance of assessing the effects of the program in the long term. This would enable researchers to further assess the effects of the program over those emotional competences that are more resistant to change given its stable nature.

The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training. The sports initiation of basketball has used exercises and games to improve motor performance, forgetting aspects of maximum importance such as the emotional experience and motivational orientation of players. There were 183 students from public secondary and post-compulsory schools, 103 girls (56.2%) and 80 boys (43.7%). The validated Games and Emotions Scale questionnaire: GES-II was applied, together with the motivation questionnaire that the students completed after finishing the game situations. Two sessions were held: a) races bouncing a basketball and, b) by teams, passing between teammates a ball that had to be launched on the rival team. Multivariate analyzes were applied, classification trees, specifically the CHAID growth method (Chi-squared Automatic Interaction Detector, in SPSS v.24). The analysis of the predictive variables of emotional intensity indicated that the first explanatory variable was the emotion type (p <.001; F = 1178.369; df1, df2 = 1833). The positive emotions (e +) (n = 367, M = 4.0) were more intense (p <.001) than the negative ones (e-) (n = 1468, mean 1.4). The second predictive variable for both types of emotions was the result. The predictive maps of emotional and motivational experience confirm that the characteristics of the tasks and of the players are two intertwined realities to take into account in integral basketball training.

Objective. The main aim of this study was to prove the efficacy of an intervention based on board games on executive functioning and clinical symptoms in children with ADHD. Materials andMethods. A non-blinded randomized controlled trial was conducted with a sample of children with a diagnosis of ADHD (diagnosed by psychiatrists and clinical psychologists in a mental health Center). Children were randomly allocated by matching age and sex, into two groups: experimental executive function training group (n=13; M age=9.46, Sd=1.20; Boys=53.8% ) or a wait-list control group (n=14; M age=9.50, Sd=1.09;Boys=71.4% ). Measures assessed individually at pre, post and follow-up intervention included executive functions and clinical symptoms. Results. ANCOVA repeated measures analysis showed that linguistic short-term memory, F (1,28) = 7.45, p =0.02, and conduct problems, F (1,28) = 12.51, p =0.00, significantly improved with larger effects in the board games training group after intervention when compared to the wait-list group. Although nonsignificant effects were reported at the follow-up, large effects sizes were actually found. Conclusion.Although future studies are needed, the results of the present study highlight the importance of board games and its efficacy as a possible therapeutic and/or preventive intervention on ADHD.

Business and Knowledge of the Generalitat de Catalunya, the Comissionat per a Universitats i Recerca del DIUE. We received financial and resource support from Mercurio Distribuciones (board and card games editorial). Mercurio Distribuciones provided the board and card games used in cognitive interventions. The funders had no role in study design, data collection, and analysis, decision to publish, or preparation of the manuscript.

Objectives The aim of this study was to assess the effectiveness of a cognitive intervention based on modern board and card games. Methods We conducted two two‐arm parallel‐group, randomized controlled trials. The first one (pilot study) was nonblind. The second one (main study) was a double‐blind design. Participants (14 in a pilot study and 35 in the main study) were healthy older adults over 65 years old who were assisting to adult care institutions. In the pilot study, participants in the experimental group (n = 6) played modern board and card games which activated cognitive processes; whereas the control group (n = 6) was in the wait‐list condition. In the main study, participants in the experimental group (n = 12) also played modern board and card games; whereas the control group (n = 15) performed standardized paper‐and‐pencil cognitive tasks. Psychologists specialized in older‐people conducted all the interventions. In both studies, intervention sessions were bi‐weekly for 5 weeks. The outcomes of both studies were cognitive status and executive functioning, depressive symptomatology, and quality of life measures. All assessment and intervention sessions took place in their habitual centers. Results In the pilot study, participants in the games intervention showed a significant improvement in semantic verbal fluency. In the main study, both interventions showed significant improvements in phonemic verbal fluency. Whilst board and card games maintained motor impulsivity control, paper‐and‐pencil tasks improved speed in an inhibition task. Conclusions Modern board and card games could be an effective cognitive intervention to maintain some cognitive functions.