Socio-emotional Skills Research Articles

Analyzing Pre-Service English Teachers' Digital Literacy Skills in EFL Teaching

This study analyses the types of digital literacy skills frequently used and how digital literacy skills support pre-service English teachers’ performances. This research used a mixed method with an explanatory sequential design. The data collection method begins with the collection of quantitative data by online questionnaire, then proceed with the collection of qualitative data to help analyze the data obtained quantitatively through observation and interview. The population of this study was pre-service English teachers, the sixth-semester students of the English Education program at Universitas Negeri Makassar who program teaching training including PPL, Kampus Mengajar, and Ajarmi program. One hundred and two pre-service English teachers filled out the questionnaire, while several representatives were chosen for interview. The result showed that (1) various digital literacy skills were used by pre-service English teachers, such as information, technology, media, communication, reproduction, branching, socio-emotional, and real-time thinking skills. However, the use of information literacy has the highest used percentage, which is 54 % in Often category and 0 % in Never category. and (2) pre-service English teachers' use of digital literacy skills supported the teaching performances, including the access to prepare teaching models and media, improving their teaching skills, and producing new creative and innovative teaching content.

The measure of empathy in early childhood: Testing the reliability, validity, and clinical utility of scores in early childhood.

Empathy is a critical socioemotional skill that motivates prosocial behavior and supports the ability to respond to the emotions of others. Although accurate measurement of empathy in young children is critical for identifying and remediating empathy deficits, currently available parent-report measures of childhood empathy have several psychometric limitations. The present study tested the reliability, validity, and clinical utility of scores on the Measure of Empathy in Early Childhood (MEEC), a new multidimensional, parent-report empathy scale, in 4- to 7-year-old children. The psychometric properties of MEEC scores were assessed by examining their associations with criterion, construct, discriminant, and clinical validity measures. A sample of 129 parents of community and clinic-referred children (Mage = 5.62 years, SD = 1.01, 65.9% boys) completed the MEEC and other relevant parent-report questionnaires. Internal consistencies (α = .79-.93) of MEEC scores were good. Correlations between MEEC scores and parent-report measures, sex, and age robustly supported their validity in 4- to 7-year-old children. Logistic regression analyses demonstrated that MEEC scores significantly predicted membership into clinical subgroups characterized by empathy deficits. Linear regression analyses indicated that prosocial behavior and sympathy MEEC subscales, but not affective empathy, statistically predicted parent-reported callous-unemotional traits. Theoretical and clinical implications of these findings for developmental models of empathy and empathy-related disorders are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Perceived Quality of Life and Life Satisfaction: Does the Role of Gender, Age, Skills, and Psychological Factors Remain Relevant after the COVID-19 Pandemic?

After two years of psychological, physical, social, economic, environmental, and societal challenges, this paper examines the psychological health and well-being of Portuguese students based on their socioemotional skills (SSES), positive youth development (PYD), depression, anxiety, and stress (DASS), as well as the relationship between these variables and their influence on perceived quality of life and life satisfaction. This study examined 3235 students from lower to upper secondary, half of whom were female (M = 14.46 ± 1.883 years old). Using SPSS software, descriptive statistics were determined for all variables; mean differences between age and gender were found using ANOVA and the post hoc Scheffe test. Linear regressions with the Enter method were used to study how to predict perceived quality of life and satisfaction with life. Males had scores indicating more SSES|optimism, emotional control, resilience, confidence, sociability, creativity, energy, a sense of belonging to school, and PYD. Girls had better skills for cooperating and relating to teachers but more test anxiety and DASS. Younger adolescents had better psychological health, greater skills, and a better perception of quality of life and life satisfaction when compared to older adolescents. Age, gender, SSES, PYD, and the DASS variables can explain 69% of the variance in life satisfaction, while these variables can explain 60.5% of the variance in perceived quality of life. These results point to the relevance of SSES for psychological health and well-being, suggesting that interventions should focus on promoting these variables, paying special attention to female gender and age-related challenges.

Development and validation of an online emotional intelligence training program.

Emotional intelligence (EI) is associated with a range of positive health, wellbeing, and behavioral outcomes. The present article describes the development and validation of an online training program for increasing EI abilities in adults. The training program was based on theoretical models of emotional functioning and empirical literature on successful approaches for training socioemotional skills and resilience. After an initial design, programming, and refinement process, the completed online program was tested for efficacy in a sample of 326 participants (72% female) from the general population. Participants were randomly assigned to complete either the EI training program (n = 168) or a matched placebo control training program (n = 158). Each program involved 10-12 hours of engaging online content and was completed during either a 1-week (n = 175) or 3-week (n = 151) period. Participants who completed the EI training program showed increased scores from pre- to post-training on standard self-report (i.e., trait) measures of EI (relative to placebo), indicating self-perceived improvements in recognizing emotions, understanding emotions, and managing the emotions of others. Moreover, those in the EI training also showed increased scores in standard performance-based (i.e., ability) EI measures, demonstrating an increased ability to strategically use and manage emotions relative to placebo. Improvements to performance measures also remained significantly higher than baseline when measured six months after completing the training. The training was also well-received and described as helpful and engaging. Following a rigorous iterative development process, we created a comprehensive and empirically based online training program that is well-received and engaging. The program reliably improves both trait and ability EI outcomes and gains are sustained up to six months post-training. This program could provide an easy and scalable method for building emotional intelligence in a variety of settings.

The Role of Staff in Shaping Undergraduate Students Behavior for Sustainable Academic Performance at The Catholic University of Eastern Africa

Shaping student behaviour has become a major focus of education worldwide. As educational institutions seek to prepare students for success in an increasingly competitive and complex world, they recognize the need to not only teach academic content, but also to develop students' socio-emotional skills, character and values such as ethics and integrity, honesty and truthfulness. In universities, there have been cases of students involved in exam malpractices, such as copying, doing exams for others, poor study practices, and weak adherence to ethical conduct and integrity. Besides, a notable proportion of the undergraduate students tends to deviate from positive behaviours upon entering campus life which affects their academic performance. This study, by using quantitative and qualitative research methods, descriptive design, and purposive sampling of 80 students and 40 teaching and non-teaching staff, examined the role of staff in shaping the behaviour of undergraduate students at the Catholic University of Eastern Africa, main campus, Nairobi, for sustainable academic performance. Questionnaires were administered by the researchers to collect data from respondents. The results showed that the participants strongly agreed with the notion that efficient classroom management plays a crucial role in creating a conducive learning environment and enhancing student behaviour. It was also found that role modelling has an influence on the students’ behaviour for sustainable academic performance. Moreover, respondents strongly agreed that students' guidance and counselling played a significant role in shaping their behaviour. Besides, the results showed that the attitudes of students have a considerable influence on their behaviour, making it essential to address negative attitudes to encourage desirable conduct. The study recommends that the institution should implement regular classroom observations and provide constructive feedback. The University should identify individuals with a track record of academic and personal success to serve as positive role models for the students. Staff training initiatives that prioritise the development of effective communication skills should be implemented. Involving students in developing and implementing initiatives related to behaviour change for sustainable academic performance is highly recommended.

Socio-emotional skills profiles and their relations with career exploration and perceived parental support among 8th grade students.

Socio-emotional skills can play a crucial role in students career development. This study used a person-centered approach to explore socio-emotional skills (curiosity, optimism, empathy, sociability, and responsibility) profiles among 8° grade students (N = 310). We also explored the relations of these profiles with career exploration (self and environmental), perceived parental support (emotional support, instrumental assistance, career-related modeling, and verbal encouragement) and school achievement. Using Latent Profile Analysis (LPA), four distinct profiles emerged that differed in terms of level and shape, namely: Other and Task oriented profile, Socio-emotional Adaptive profile, Socio-emotional non-Adaptive profile, Self- Oriented profile. Our results show that the "Socio-emotional Adaptive" profile can be clearly differentiated from the "Socio-emotional non-Adaptive" profile given the higher values it presents regarding all the variables in study. However, the differences between the "Other and Task Oriented" profile and "Self-Oriented" profile (intermediate profiles) were analyzed and discussed from qualitative point-of-view and adopting an exploratory approach. Overall, the findings of this study indicate that socio-emotional profiles have the potential to account for variations in career behaviors and academic performance. These results provide valuable insights for the development and implementation of career-oriented interventions targeted at 8th grade students and their immediate relational environments.

Overlooked advantages of interactive book reading in early childhood? A systematic review and research agenda

Previous reviews of the nature and consequences of adult-child book reading have focused on seeking impacts of interactive reading on the acquisition of vocabulary and emergent literacy skills. In this systematic review we examined to what extent there has been systematic study of the effects of interactive reading on four less frequently studied developmental outcomes important to children's academic and life prospects: socio-emotional and socio-cognitive (SEL) skills, narrative skills, grammar, and world knowledge. We identified 67 studies of interactive reading that met the inclusion criteria and that examined the targeted outcomes, using either experimental, quasi-experimental, correlational, or single-group intervention methods. We found that studies of effects on grammar and world knowledge outcomes were very sparsely represented; though narrative was often studied as an outcome, the wide variation in conceptualizing and assessing the construct hampered any clear conclusion about book-reading effects. The most robust research strand focused on SEL skill outcomes, though here too the outcome assessments varied widely. We speculate that better instrumented approaches to assessing vocabulary and emergent literacy have led to the persistent emphasis on these domains, despite robust evidence of only modest associations, and argue that work to develop sound shared measures of narrative and SEL skills would enable cross-study comparison and the accumulation of findings. In addition, we note that the various studies implicated different explanatory principles for the value of reading with children: specific interactional features (open-ended questions, following the child's lead, expanding child utterances) or content features (emotion-enhanced books, talk about mental states, science topics), raising another topic for more focused study in the future.

Social-Emotional Competencies in High School Students: A Bibliometric Analysis

The development of socioemotional skills can serve as protection against the negative effects of stress and difficult situations in the classroom or at work. The aim of the study was to conduct a bibliometric study of the literature indexed in Scopus on socioemotional competencies in high school students from 2003 to 2023 worldwide. Methodologically, it was a quantitative bibliometric study. The scientific production indicators were generated from 191 documents selected from Scopus, using keywords in English ("social-emotional", "high school" and "students"). From 2013 to 2021, published papers increased (67.5%), indicating a growing interest in the subject of study. The United States is the country with the highest scientific production (65.4%), and Arizona State University with the most publications (n=8). The journal Psychology in The Schools had the highest publication (n=5), however, School Psychology Quarterly received more citations (n=302), with the author Elias, M.J. (n=6 papers) being the most cited (n=242). It is concluded that the implementation of cross-cutting programs involving socioemotional competence is increasing due to the promotion of interdisciplinarity of individuals affiliated with the globalized society. Therefore, when students have strong socio-emotional competencies, learning improves, and disruptive behaviors are reduced.

Identity and Biographical Construction and Life Project: Perspectives According to High School Students in Brazil

This paper is the result of a survey carried out in a public school in a city in the state of São Paulo/Brazil. We aimed at analyzing the Life Project module, a component of the curriculum of high schools that have the PEI- Full Time Education Program. We found the central focus of the analysis in the established principles, syllabuses and the students’ feelings regarding such contents and the proposition of a life project. We defined as a central focus of the analysis the established principles, syllabuses and the students’ feelings regarding such contents and the proposition of a life project. This longitudinal research has accompanied a group of ten students from their first to their third year of high school, at a school selected for this research. We used a discussion group as a research methodology and data analysis we based on Critical Discourse Analysis. As a conclusion, we considered that the excessive focus on issues such as socio-emotional skills, social initiative, self-confidence, responsibility, empathy, determination, assertiveness, stress tolerance, confidence and creative imagination, places too much responsibility on students and little reflection about the institutions responsible for this matter. Aspects such as public policies to support students choose a future profession (offer cultural and social experiences in order to help students expand their cultural and social capital; economic support to guarantee that students keep on studying) constitute a real contribution for students to be able to build their life project, alongside an identity and biographical construction.

A School-Based Program Focused on Initial Education Teachers to Strengthen Cognitive and Socio-Emotional Skills in Children

This study describes a Program to Strengthen Cognitive and Socio-Emotional Skills (PCSES) applied by teachers to their initial-level students during the COVID-19 pandemic. This work has two objectives. The first is to explore the grade of acceptance of teachers regarding the training process on cognitive and socio-emotional skills carried out by our team during the COVID-19 pandemic period, according to the school context, urban vs. urban-marginal. The second is to analyse whether teachers perceived improvements in the cognitive and socio-emotional performance of their students after the implementation of the PCSE, according to the school context. The sample consists of 36 initial-level teachers, in charge of classrooms of 4-year-olds and 5-year-olds. During the pandemic, 2020-2021, 36 teachers responded to the survey: 20 teachers from urban schools, and 16 teachers from urban-marginalized schools located in socially-vulnerable sectors. Despite the difficulties experienced during the pandemic, 94.45% of the teachers indicated that they were satisfied with the training process received. In addition, teachers from both school contexts perceived improvements in the cognitive and socio-emotional performance of their students after the implementation of the PCSES. These results suggest that the training of initial education teachers made it possible to implement a stimulation program during the pandemic period that aimed to favor cognitive, emotional, and social functions in students. The main contribution of this work was to increase the evidence of the importance of teacher training and knowledge for the development of strategies that can be used to scaffold socio-cognitive and emotional processes in the context of teaching-learning.

Symptoms of depression and anxiety in young people in El Salvador: Associations with peer and family relationships, artistic activities and health behaviours during the COVID-19 pandemic

BackgroundLittle is known regarding the correlates of mental health, during the COVID-19 pandemic, in lower income countries. Using data from almost the entire population of graduating high school students in El Salvador, we examine the associations between depression and anxiety symptoms and potentially protective factors including peer and family relationships, health behaviours and artistic leisure activities. MethodsData comes from the AVANZO survey conducted in El Salvador with 42,314 graduating high school students aged 15–21 in November 2020. Participants completed the Revised Child Anxiety and Depression Scale and Socioemotional Skills Scale. Using a structural equation modelling framework, we tested the associations between these variables and whether these associations varied by sex. ResultsParticipants who experienced more positive family relationships reported fewer symptoms of depression (β = −0.304, p < .001) and anxiety (β = −0.103, p < .001). Similar results were found between health behaviours and symptoms of depression (β = −0.398, p < .001), and anxiety (β = −0.312, p < .001). Peer relationships were non-significantly associated with depression and anxiety symptoms. Associations were similar for boys and girls. LimitationsStudents undertook the mental health survey as part of an academic test, which might have increased mental stress. The Socioemotional Skills Scales is newly developed, and results are cross-sectional. ConclusionsOur findings provide insight into the experiences of an understudied population during the pandemic and identify positive family relationships and health behaviours as important correlates of mental health during this time.

The Transformative Roles of Cooperative Learning in Promoting EFL Students' Writing Competence

Cooperative learning is primarily aligned with the transformative roles that it can play in responding to EFL students' writing skills. This review article investigates the personal, relational, educational, institutional, and global aspects of cooperative learning transformatively. Personal efforts to improve writing skills highlight the relevance of diverse small-scale teamwork. Individual student efforts are the gold standard for adopting coordination and teamwork. More significantly, students want to regain self-confidence by adopting socio-emotional skills that improve their collaboration and involvement. It also maintains a positive attitude and a sense of pride in the face of institutional transformation. The main reason is that institutional policy, which heavily encourages writing competence, attempts to help students develop and update their knowledge, communication, creativity, responsibility, and competence capacities. As a result, transformative learning brings together the strengths of small-scale personal, relational, educational, and institutional activities to develop networked relationships in academic communities. Furthermore, cooperative learning functions well in writing contexts to assist students in accepting democratic ideals, attitudes, and principles. Cooperative learning thus plays transformative roles while enhancing students' writing competence in global contexts to re-articulate ideas that transformational values arise through in-class writing activities that contribute to global cooperative learning.&#x0D; Keywords: Cooperative learning, Transformative Role, Writing Competence, EFL writing &#x0D;

Gamified dances, digital and socio-emotional skills in collaborative virtual environments of university students surviving the Covid-19 virus

The use of virtual dance avatars and virtual learning guides has enabled gamified dance teaching to virtualize the current university. In this experience, the objective was to test four hypotheses about the gamified dance developed in collaborative Zoom environments, and its effects on the digital and socioemotional skills of individuals who were severely or moderately infected by the Covid-19 virus between the years 2020 and 2022. We worked with 119 students and eight teachers from the Professional School of Primary Education of a private university in the city of Lima (Peru). An experimental design with pre and post-test was applied and Likert-type scales were used for data collection. The experience with gamified dances took place over four weeks in a dance competition at the university. The results allow us to assert that gamified dances developed digital skills, emotional skills, as well as socioemotional skills. These skills differ between the experimental group and the control group, with the exception of digital security skills, and the ability to improve self-esteem, which are skills that require more body practice as was achieved in the experimental group (dance virtual), which was also developed in the students of the control group (face-to-face dance).

‘Just in Time’ Concept in Developing Cognitive Skills of Future

This article covers the ‘Just in time” concept in developing the cognitive skills of future economists. The science of lifelong learning encapsulates an individual’s neurobiology, health; well-being, socio-emotional skills, and learning environment are also analyzed. Not a secret, the profession of an economist requires specific skills and abilities; due to the importance of the data, they provide to be accurate and detailed. In addition, the ‘just in time’ concept and suggestions for developing cognitive skills in future economics are given.&#x0D;

Exploring Parenting Styles Patterns and Children's Socio-Emotional Skills.

In this study, we adopted parenting styles as a multidimensional and latent construct that includes different aspects of parenting, rather than solely focusing on a single parenting style. In a Web-based survey with 1203 Greek parents, we identified parenting styles and their SDQ reports on their children. According to our results by Latent Profile Analysis, we must use a more complex approach concerning parenting styles. We identified a "Highly Authoritative style" profile with high levels of authoritative, low levels of authoritarian and middle levels of permissive parenting styles. We additionally identified a profile called "Relaxed Authoritative style", with still high but lower levels of authoritative style, low but slightly heightened levels of authoritarian style, and middle levels of permissive style. A further profile, named "Permissive Focused Authoritative style", had a mix of high levels of authoritative, moderate levels of permissive, and elevated levels of authoritarian parenting styles. Finally, in a profile named "Inconsistent Parenting style", we identified parents with a blend of still high, but the lowest of all four levels of authoritative and highest levels of permissive and authoritarian parenting styles. When combining the four identified parenting patterns with the SDQ results, we identified the "highly authoritative parenting style" profile to be the least connected to internalizing or externalizing problems of the respective children.

Emotional education for sustainable development: a curriculum analysis of teacher training in Portugal and Spain

The challenges before us indicate that the current model of societal development is creating problems for our planet, such as the climate crisis, the increase in inequalities, and the emergence of new phenomena of exclusion and social malaise. The 2030 Agenda for Sustainable Development presents 17 Sustainable Development Goals (SDGs) that define priorities for a more sustainable world. Education is one of the main ways to create a peaceful and sustainable world for the survival and prosperity of present and future generations. The literature highlights the importance of teachers’ socio-emotional skills and the promotion of socio-emotional skills in their students. The Emotional Education approach proposes a new pedagogical paradigm, in which the individual is encouraged to develop intra-and interpersonal skills, enabling them to deal creatively with their conflicts and those encountered in the environment, and increasing their self-confidence and emotional balance. These skills will contribute to the achievement of the objectives of the SDG. Based on these arguments, the study and systematization of social–emotional education is urgent. In this study, a documentary analysis was carried out of the programs of study offered as part of the degrees (undergraduate and master’s level) provided for the training of preschool and primary teachers in Portugal and Spain, with the aim of understanding whether these courses offer content relating to Emotional Education. Programs of study from 127 public and private higher education institutions across both countries were analyzed. The analysis revealed that in Portugal, despite an increase in interest in issues relating to emotional intelligence in schools, this interest is not yet reflected in the initial training of preschool and primary teachers (with only two universities, both private institutions, offering Emotional Education content). In Spain, there is already a considerable number of institutions (29) that offer Emotional Education, but this corresponds to only 30% of the universities listed. The results of this study indicate that there is still some distance to go to make Emotional Education an effective component of the curricula of future teachers and thus contribute to achievement of the SDGs.

Trade-Offs of Attending Better Schools: Achievement, Self-Perceptions and Educational Trajectories

Abstract This paper estimates the impacts of attending better middle schools on the test scores, on-time graduation, self-reported socio-emotional skills, aspirations and high school track choices of marginally admitted students. A regression discontinuity design comparing students just above and below the admission threshold to higher-achieving middle schools in Mexico shows some modest gains on externally graded tests, but adverse effects on grade point average and on-time graduation. By the end of middle school, marginally admitted students feel academically inferior to their peers, obtain worse scores on measures of conscientiousness, and are more likely to shift their aspirations and subsequent schooling choices from academic to vocational programmes. The results are consistent with the hypothesis that unfavourable peer comparisons, stemming from direct observation or subjective teacher assessments, can be sufficiently important to affect students’ educational trajectories.

Cognitive and socioemotional skills in low-income countries: Measurement and associations with schooling and earnings

We assess the reliability and validity of cognitive and socioemotional skills measures and investigate the correlation between schooling, skills acquisition, and labor earnings. Our primary data from Pakistan incorporate two innovations related to measurement and sampling. With regard to measurement, we developed and implemented a battery of instruments intended to capture cognitive and socioemotional skills among young adults. With regard to sampling, we use a panel that follows respondents from their original rural locations in 2003 to their residences in 2018, a period over which 38% of respondents left their native villages. We first show that in terms of their validity and reliability, our skills measures compare favorably to previous measurement attempts in low- and middle-income countries. We then document that in our data (a) more years of schooling are correlated with higher cognitive and socioemotional skills, (b) labor earnings are correlated with cognitive and socioemotional skills, conditional on years of schooling, and (c) the earnings-skills correlations depend on respondents’ migration status. The magnitude of the correlations between schooling and skills on the one hand and earnings and skills on the other is consistent with a widespread concern that such skills are underproduced in the schooling system.

SOCIO-EMOTIONAL LEARNING AS AN ESSENTIAL MECHANISM OF DEVELOPING SOFT SKILLS IN STUDENTS: MODERN CHALLENGES AND UKRAINIAN EXPERIENCE

The paper presents the findings of a study conducted to authenticate the need and feasibility of introducing socio-emotional learning (SEL) and its revisited and enhanced version – Social, Emotional and Ethical Learning (SEE Learning) – into the Ukrainian education system as an effective method for developing soft (social and emotional) skills in students in times of new challenges for child education and whilst implementing a competency-based approach in education, as well as highlighting the experience of promoting such an approach by the civic sector of Ukraine.The paper considers the emergence of the «soft skills» concept in the mainstream of embodying the ideas of human well-being and happy life as the ultimate goal of education against the backdrop of the Fourth Industrial Revolution (4IR); next, it justifies the importance of SEL and SEE Learning as methods of soft skills development in students. In the context of the New Ukrainian School reform, these practices have been established to serve as a tool for developing soft skills, with educators as the key figures for its successful implementation.The article analyzes the level of educators' awareness and their readiness to implement SEL based on the sociological study «Socio-Emotional Learning in Ukraine: Today Life and Prospects», which was conducted in 2021 with 3,657 respondents (including 3,237 teachers and 420 heads of educational institutions) with Public Organization «EdCamp Ukraine» and the paper author among the research team. The survey established a great demand for developing socio-emotional skills and relevant training among teachers.The paper further reveals the importance of discussing SEL topics as a basis for the systemic restructuring of the entire educational process, including teacher training and professional development in terms of implementing the concept of the New Ukrainian School. It summarizes various programs that implement socio-emotional learning on the local level in Ukraine and demonstrates the prospects and added value of the SEE learning program in Ukraine.Finally, the article analyzes the experience of implementing the SEE Learning program on a national scope by EdCamp Ukraine and outlines the prospects for actualizing SEE Learning in Ukraine during the full-scale russian military aggression of and the post-war reconstruction of Ukraine

Digital adaptation of group activities in an outpatient center of a children´s hospital: Adolescent participants' experiences.

Outpatient centers offer specialized care to users with severe psychiatric disorders. The usual group activities of outpatient centers have been shown to be effective in the child and adolescent population. There are significant access limitations to these services and one way to expand coverage is through digital care. However, there are no studies on digital outpatient care services in Chile. The present study is part of the preparatory phase of a future randomized clinical trial to investigate the effectiveness of digital adaptation of outpatient centers interventions. To explore the experience and subjective perception of the pilot intervention participants by identifying central themes, and to evaluate the participant's satisfaction regarding the intervention. Of the 13 users of the digital group activities, 10 participated in this study. Semi-structured interviews and satisfaction surveys were conducted between August 2020 and January 2021. The interviews were evaluated using content analysis and the surveys were conducted using descriptive statistics. Participants were particularly appreciative of positive social interactions (with peers and therapists). There is a general perception of having improved socioemotional skills and mood. The digital implementation was satisfactory for most participants, who suggested adding activities that promote deeper interactions with their peers. The core elements of this intervention would be the perception of social support (a possible therapeutic mechanism), along with the feeling of improved social skills and mood (possible main outcome).