Autora a quien debe ser dirigida la correspondencia Resumen El objeto de este estudio es describir la inteligencia emocional y el riesgo psicopatológico en distintas titulaciones universitarias, y conocer su interrelación. Participaron 303 estudiantes universitarios de primer grado (140 hombres y 163 mujeres). Se administró el Test de Inteligencia Emocional Percibida y el Listado de Síntomas Breve. Los resultados mostraron adecuados niveles en inteligencia emocional en la mayoría de los estudiantes, puntuando las mujeres y la titulación de enfermería de forma más elevada en atención emocional que los hombres y las titulaciones técnicas. La escala clínica que mayor puntuación presenta es obsesión-compulsión, con diferencias en el riesgo psicopatológico en alteraciones del sueño para hombres y titulaciones técnicas. Se han encontrado relaciones significativas en riesgo psicopatológico con las distintas dimensiones de inteligencia emocional. Se plantea la necesidad de transferir esta información a los profesores de ámbito universitario con el fin de promover la salud de sus estudiantes.
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AbstractThe aim of this study is to characterize emotional intelligence and psychopathological risk in different university degrees, and to know their interrelation. A total of 303 freshmen students participated in the study (140 men and 163 women). The Perceived Emotional Intelligence Test and the Brief Symptom List, were administered. The results include the highest levels of emotional intelligence in the majority of students, women and nursing degree in higher form in emotional care than men and technical degrees. The clinical scale with the highest score is obsession-compulsion, with differences in the psychopathological risk in sleep disturbances for men and technical degrees. Significant relationships have been found in psychopathological risk with the different dimensions of emotional intelligence. It is suggested to transfer this information to university-level professors in order to promote health among their students.
Background: Emotional education has beneficial effects on physical and/or emotional health, resulting in a better quality of life. Thus, it is beneficial to provide prisoners with emotional education, because of the difficulties they often have, to attain these benefits. Purpose: The aim of the study was to analyze the effects of a nursing intervention program in emotional education for incarcerated persons. Methods: Experimental study with pretest-posttest repeated measures with a control group was conducted at a penitentiary center in the southeast of Spain. Forty-eight prisoners participated in the emotional education intervention program, and another 48 were part of the control group. The emotional intelligence questionnaire 24-item Trait Meta-Mood Scale, the resilience scale Connor-Davidson Resilience Scale, the Rosenberg Self-Esteem Scale, the Rathus Assertiveness Questionnaire, and the 36-item Short Form Health Survey were utilized. Findings: The intragroup, preintervention and postintervention comparisons in the study group showed improvements in self-esteem ( p = 0.00, r = 0.51), resilience ( p = 0.00, r = 0.42), assertiveness ( p = 0.00, r = 0.46), and emotional intelligence in its dimensions of repair ( p = 0.00, r = 0.32) and clarity ( p = 0.02, r = 0.22) as well as in most of the quality of life dimensions. Significant intergroup differences were also found in all of these variables, except for attention and emotional clarity dimensions.
Conclusion:The intervention improved the socioemotional health and quality of life of the prisoners, highlighting the importance of these interventions to be performed by the nursing personnel on a regular basis as a programmed activity within prisons.
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