Babes-Etxea proiektua: Ikasleek oreka emozionala lortzeko gunea

Emotional dysregulation such as that seen in depression, are a long-term consequence of mild traumatic brain injury (TBI), that can be improved by using neuromodulation treatments such as repetitive transcranial magnetic stimulation (rTMS). Previous studies provide insights into the changes in functional connectivity related to general emotional health after the application of rTMS procedures in patients with TBI. However, these studies provide little understanding of the underlying neuronal mechanisms that drive the improvement of the emotional health in these patients. The current study focuses on inferring the effective (causal) connectivity changes and their association with emotional health, after rTMS treatment of cognitive problems in TBI patients (N = 32). Specifically, we used resting state functional magnetic resonance imaging (fMRI) together with spectral dynamic causal model (spDCM) to investigate changes in brain effective connectivity, before and after the application of high frequency (10 Hz) rTMS over left dorsolateral prefrontal cortex. We investigated the effective connectivity of the cortico-limbic network comprised of 11 regions of interest (ROIs) which are part of the default mode, salience, and executive control networks, known to be implicated in emotional processing. The results indicate that overall, among extrinsic connections, the strength of excitatory connections decreased while that of inhibitory connections increased after the neuromodulation. The cardinal region in the analysis was dorsal anterior cingulate cortex (dACC) which is considered to be the most influenced during emotional health disorders. Our findings implicate the altered connectivity of dACC with left anterior insula and medial prefrontal cortex, after the application of rTMS, as a potential neural mechanism underlying improvement of emotional health. Our investigation highlights the importance of these brain regions as treatment targets in emotional processing in TBI.

Background. The professional training of students has dramatically changed over the COVID-19 pandemic with new conditions of education: transition to online learning, partial isolation, and loss of some means of communication. In addition, there are challenges in recovering mental, psychological, physical, and physiological health of students in the post-COVID period. The result is that the emotions and volition of young students have significantly transformed and influenced well-being, activity, and mood as components of students’ emotional health. Purpose. To define the specifics of well-being, activity, and mood as components of the emotional health of young students in the COVID and post-COVID periods. Methods and materials. 645 major students from Moscow universities were included on a voluntary basis in a sample. The authors applied five original methods for identifying the interrelation between personal problems’ impact on health status, health status itself, health self-assessment, well-being, emotional health, and body intoxication. Results. In the COVID-19 period, there were observed a high correlation between the average level of activity and the average level of health status and body intoxication, a moderate correlation between the average level of activity and the below-average level of personal problems’ impact on health status, health self-assessment, well-being, mood and emotional health, a moderate correlation between the average level of health status and the below-average level of health self-assessment, mood and emotional health, and a moderate correlation between the average level of body intoxication and the below-average level of well-being, mood and emotional health. In the post-COVID period, there were observed a high correlation between the average level of well-being, activity and mood and the average level of personal problems’ impact on health status, health status, health self-assessment, emotional health and body intoxication.

Few prior studies have examined change in emotional health of high school students in a rural context. Considering the multifaceted nature of emotional health, this research aims to identify the patterns and explore change and stability of the emotional health of rural Pennsylvania youth. It also investigates the influence of family, peers, school, and the community environment on rural adolescents' emotional health. Using panel data from the Rural Youth Education Project, we employed latent transition analysis to examine changes in patterns of rural students' self-reported emotional health from 9th grade to 11th grade (N = 1,294). Four distinct emotional health subgroups for rural adolescents were identified. Over half of the youth in the sample felt emotionally well, or positive, in both 9th and 11th grades. Roughly 60% of rural youth remained in the same emotional health category from 9th to 11th grade, but a substantial minority experienced change in emotional health. One-fifth reported lower emotional health status in 11th grade, and one-fifth indicated more positive emotions in 11th than in 9th grade. We found strong evidence of family, school, community, and peer influences on the emotional health of rural youth in 9th grade. The results suggest that while a large share of rural youth exhibit positive emotional health and remain positive across their high school years, a substantial share of rural youth experience changing emotional health. The study underscores the important role that family, peers, school, and the community environment play for rural youth's emotional health over time.

Predictors of health of pre-registration nursing and midwifery students: Findings from a cross-sectional survey

Theoretical developments underscore the need to expand beyond traditionally explored job design features to understand the employee experience, including non-work resources and demands and individual-level cognitive-emotional processes. Such complexity requires analytical methods capable of modeling multivariate and interrelated constructs. This study contributes to this effort by examining the experiences of Royal Australian Navy personnel through a multidimensional lens, modeling the interplay between demands, resources, and cognitive-emotional processes. Using novel analytical methods, we provide a foundation for exploring complex interactions between demands, resources, and cognitive-emotional processes on diverse employee outcomes. Using large-scale cross-sectional data from 558 navy personnel (75.8% male; Mage = 30.22years), we combine Exploratory Structural Equation Modelling and Latent Network Analysis and Directed Acyclic Graphs to develop a comprehensive and interconnected perspective on how demands, resources, and cognitive-emotional processes concurrently relate to emotional health and workplace outcomes (e.g., performance). Several demands and resources could be simplified into fewer categories by their source (e.g., home-life) and broader job design concepts (e.g., interpersonal demands, meaningful work). Findings reveal that certain demands, like job overload and complexity, are associated with specific outcomes such as fatigue and psychological distress. Similarly, resources like meaningful work were associated specifically with motivation-related outcomes. Certain personal resources, such as empowerment beliefs, were found to be associated with a range of outcomes, including mental health and performance. Cognitive-emotional processes also showed varied associations. Challenge appraisals were positively associated with resource perception and motivation, while threat/hindrance appraisals were linked to fatigue and distress. Findings underscore the value of multivariate approaches to capture the nuanced effects of job design elements and cognitive-emotional processes on diverse employee outcomes. This approach provides a flexible framework that can be adapted to other organizational contexts, helping inform targeted future longitudinal research to advise intervention targets.

the relationship between sleep, emotion, and memory processing. three review articles in this issue describe different sets of converging evidence that support the idea that REM sleep and the transition to REM sleep (non-REM sleep Stage 2) are essential to processing emotional loads. Even more specifically, traits within these states, such as sleep spindles, theta and gamma network oscillations, and the cessation of locus coeruleus noradrenergic firing are intimately linked to the function of sleep for emotional memory processing. these three theoretical constructs set the stage for understanding where each of the data articles in this issue fit into the bigger scheme. the review by Deliens et al. (10.1007/s00221-0143832-1) provides an excellent panoramic view of current knowledge regarding the bidirectional interaction between sleep and emotional regulation. they provide a historical perspective of the growing comprehension in the field regarding how emotions modulate sleep architecture and dreaming, and how sleep or lack of it modulates next day brain activity and emotional reactivity. they stress the role of sleep in the recombination of memory elements, which allows a down-regulation of negative and arousing emotions that are linked to memories. that review is followed by a set of papers describing the effects of sleep deprivation on emotional and contextual processing. Next, a set of papers are presented that focus on traits of sleep that correlate with the best emotional outcome as well as with general memory consolidation processes that could influence emotional outcomes. these papers describe roles for slow wave sleep, spindle activity, REM sleep, theta, and gamma activity conservation in the brain. a review by Garcia-Rill (10.1007/s00221-013-3794-8) then ties together evidence in the literature regarding gamma generation, regulation, and implications for cognition and emotion. the last set In the last decade, a renewed interest has emerged regarding the association between sleep and emotional modulation/regulation. the aim of this special issue was to bring together, in a single issue, the current work of many scientists around the world. these laboratories are concerned with understanding the relationship between sleep and the processing of emotional information and with memory formation. Converging evidence from human and animal studies has accumulated regarding the important role of sleep in general, and rapid eye movement (REM) sleep in particular, in the consolidation of emotional memories. Most of these studies have focused on the role of sleep in the processing of negative emotions as well as consolidating acquired information and regulating emotion the next day. Different experimental approaches, including studies in humans and rats, have been used to reveal complex interactions between an endless cycle of waking pre-sleep experiences, sleep, and next day waking behavior. the disentanglement of the processes at work and their interactions is crucial for understanding the mechanisms whereby sleep affects emotional regulation. Development of effective treatments for pathophysiological conditions such as schizophrenia and mood disorders, especially post-traumatic stress disorder (PtSD), likely depends upon understanding

The escalating mental health crisis among children and adolescents in the United States has been intensified by the COVID-19 pandemic, but its roots trace back to longstanding systemic challenges. Schools, as consistent environments in young people's lives, are uniquely positioned to offer supportive, preventive strategies that address the rising incidence of anxiety, depression, and adverse childhood experiences (ACEs). This paper examines two practical, low-cost interventions, reading and digital detox, as complementary tools to support the mental, emotional, and behavioral (MEB) health of students within school settings. A review of current literature highlights the cognitive, emotional, and physiological benefits of reading, demonstrating its capacity to reduce stress, build empathy, enhance emotional resilience, and improve academic performance. Concurrently, the paper explores the adverse effects of excessive technology use, including digital overload, screen addiction, and diminished social interaction, while presenting evidence-based strategies for promoting balanced digital engagement through digital detox practices and mindful technology use. Together, these interventions offer actionable, accessible pathways for educators to foster student well-being, mitigate the effects of environmental and digital stressors, and cultivate healthier, more resilient school communities. The paper concludes by recommending integrated approaches that embed both reading initiatives and digital wellness education into school culture to sustainably support students' mental health in an increasingly complex, hyperconnected world.

Editorial: Effects of exercise intervention on emotional health and emotional processing: evidence related to psychology and physiology.

Unraveling the neural threads: Exploring the association of violence exposure with early adolescent brain connectivity.

Havening, a psycho-sensory therapy, is increasingly recognized for its potential in supporting perinatal psycho-spiritual and emotional health. By employing gentle touch and guided imagery, Havening aims to reduce distressing emotions and enhance well-being. This article explores its application on emotional processing in perinatal care, with a particular focus on its impact on the amygdala, the brain's emotional processing center. The theoretical foundations proposed by Dr. Ronald Ruden regarding Havening's neurobiological effects are discussed, followed by the presentation of four case studies and respective outcomes that demonstrate the potential of Havening in perinatal mental health.

It is immediately clear that sleep is not an inactive state of repose but rather an elemental and active corporeal process, namely guarding of mind energy, intelligent function, and emotional health. Sleep shows a complex neurophysiological state accompanying subsequent changes in neuronal projection, neurotransmitter release, synaptic plasticity, and metabolic activity. This review considers what takes place inside the brain throughout sleep and focuses on by virtue of what these processes help free thought combination, affecting neural cells, emotional processing, and the eradication of waste. NREM sleep is from the slow-wave project, being the reason for synaptic downscaling and counterweight of thoughts, while REM sleep serves to combine emotional organizing, artistry, and unification of knowledge. Neurotransmitters that change across stages of sleep involve GABA, serotonin, norepinephrine, and acetylcholine, modulating and affecting the autonomic nerve organs, ideas, and cortical connectivity correspondingly. Another important judgment in sleep neuroscience is the glymphatic order's incitement all along bewitchment, which enables the deportation of neurotoxic waste, containing β-amyloid and tau proteins involved in neurodegenerative disorders. Disrupted common sleep construction has been linked to cognitive deterioration, air disorders, metabolic dysregulation, and raised risk for Alzheimer's disease, and additional effects on autonomic nerve disorders. This review aims to, by artificial means, outline current evidence from neuroimaging, electrophysiological, and dispassionate studies to supply an in-depth examination of what transpires in the intelligence all the while sleep. Understanding these processes underlines the fault-finding act of sleep, claiming resilience in the intelligence and happening at about the same time, underlining sleep as a changeable in affecting animate nerve organs and insane strength.

Introduction The circadian rhythm of sleep is particularly sensitive to ocular exposure to light, particularly blue wavelength light. Morning exposure to blue light typically phase advances the timing of sleep onset (i.e., one falls asleep earlier) while evening light exposure delays the onset of sleep. Despite its well-established effect on shifting the circadian timing of sleep, there have been no published placebo-controlled trials directly examining whether morning blue-wavelength light produces measurable changes in subsequent nighttime sleep architecture via polysomnography (PSG). Methods Thirty-six military participants (27 male; age=33.8, SD=6.9 years) meeting criteria for mild depression completed a 6-week counterbalanced, crossover, placebo-controlled clinical trial of blue (462 nm; active) versus red (661 nm; placebo) light using a commercially available eye-glass style device (AYO®) that was fitted with four LEDs at the appropriate wavelength. In a cross-over design, participants wore one device for 30-minutes each morning over a two-week treatment period, followed by a 2-week washout period, and a subsequent 2-week trial with the alternate intervention. Sleep was measured each night using an at-home ambulatory electroencephalographic sleep monitor (Dreem3®). Results Compared to red placebo light, daily morning blue light produced significant (p<.05) reductions in the duration of stage N1, N2, and N2%, and an increase in REM%, as well as decreased latency to stage N2 and REM sleep. There was also a trend level decline in microarousals with blue light. No differences were observed for N3, total sleep time, or WASO. Conclusion These data provide the first placebo-controlled evidence that a daily morning blue-wavelength light intervention produces significant changes in PSG sleep architecture in a real-world environment. Within a counterbalanced cross-over design, daily morning blue light reduced the amount of time spent later in non-restorative light stages of sleep and facilitated more rapid entry into restorative stages, including REM sleep. Moreover, blue light also reduced the latency to the first REM episode and increased the percent of time spent in REM. As prior work has emphasized the role of REM sleep in emotional processing, memory consolidation, and cognitive flexibility, these findings have implications for potentially managing sleep to facilitate cognitive and emotional health without pharmacologic interventions. Support (if any) W81XWH-22-1-0990

The present study aims to explore the complex relationship between emotion regulation strategies, brain plasticity and cognitive development in adolescents. Specifically, it aims to reveal how different strategies, such as cognitive reappraisal, inhibition, and acceptance, affect the development of key brain regions associated with emotion processing. The research methodology used a longitudinal approach over two years involving a diverse group of adolescents between the ages of 12 and 18. Utilizing surveys, questionnaires and neuroimaging techniques, the study aimed to assess emotion regulation strategies and observe changes in brain activity and structure over time. Considering factors such as age, gender, and socioeconomic status, the study addresses questions about demographic differences in the effects of emotion regulation. In addition, the study examines the role of environmental factors in the formation of emotion regulation strategies and their impact on brain plasticity. Standardized tests will assess cognitive functioning and emotional health. Statistical analyses, including repeated measures ANOVA and correlation/regression analyses, will identify changes in brain development associated with different emotion regulation strategies. This study promises to provide a detailed examination of the subtle interactions between emotion regulation strategies and brain development in adolescents. Findings are intended to inform targeted interventions and educational strategies to promote healthy emotional and cognitive development at this critical life stage.

Early Childhood Education Teacher Psychophysiology and Teacher Stress: Prior Findings, Current Studies, and Future Directions

BackgroundStudents emotional health and bullying behavior are receiving greater attention worldwide due to their long-term effects on students’ health. The purpose of this study was to examine the relationships between perceived school climate, peer support, teacher support, school pressure and emotional health and bullying among adolescent school students in Jordan.MethodsA cross-sectional descriptive design was used to recruit a sample of 1166 in-school adolescents in Amman between November 2013 and January 2014. A multi-stage cluster sampling technique was used to select respondents and Health Behavior in School Aged Children questionnaire was used to collect the data. Data were analyzed using Pearson Correlation to detect relationships among study variables.ResultsSignificant correlations (P value was ≤.05) were found between school climate including teacher and peer support and emotional health and bullying behavior of school students. School pressure was not correlated significantly with emotional health and bullying.ConclusionStudy findings emphasize the importance of school related factors in influencing students’ emotional health and bullying behavior. This indicates that the issue of bullying and emotional health of students in Jordanian schools requires further attention, both for future research and preventive intervention.