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Behavioral Sciences
Special Issues
Psychoeducation and Early Intervention
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Psychoeducation and Early Intervention

A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Social Psychology".

Deadline for manuscript submissions: 31 December 2024 | Viewed by 4847

Special Issue Editors

Dr. Laura Giusti

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Guest Editor
Department of Life, Health & Environmental Sciences, University of L'Aquila, 67100 L’Aquila, Italy
Interests: cognitive psychology; cognitive behavioral therapy; anxiety disorders; digital mental health
Prof. Dr. Rita Roncone

E-Mail Website
Guest Editor
Department of Life, Health & Environmental Sciences, University of L'Aquila, 67100 L’Aquila, Italy
Interests: psychiatry; mental disorders; family psychoeducation; psychosocial rehabilitation; digital mental health
Dr. Antonio Ventriglio

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Guest Editor
Department of Clinical and Experimental Medicine, University of Foggia, 71122 Foggia, Italy
Interests: social psychiatry; psychoeducation; public mental health; clinical psychiatry
Dr. Silvia Mammarella

E-Mail Website
Guest Editor
Department of Life, Health and Environmental Sciences, University of L’Aquila, 67100 L’Aquila, Italy
Interests: university counseling; internet-based cognitive-behavioral interventions for anxiety management; the impact of traumatic events on mental health; assessment of neurocognition, metacognition social cognition and empathy in subjects with mental disorders; cognitive functions and neuroimaging in young adults and elderly people

Special Issue Information

Dear Colleagues,

In the last few decades, psychoeducation emerged as an evidence-based intervention program that is useful in the development of an individual’s and their family’s knowledge and understanding of a mental disorder, including its diagnosis and treatment, in order to improve their managing and coping abilities. Psychoeducational programs provide both disease-specific information (e.g., early recognition and management of relapse symptoms) and general information (e.g., promotion of a healthy lifestyle, problem-solving, communication skills training). According to the target population, psychoeducation can be individual, family-, group-, or community-based, and it has been found to be fruitful in both clinical and community settings. More recently, some authors have highlighted the importance of developing psychoeducational interventions, according to a transdiagnostic approach, in the health–illness continuum and throughout the life cycle in different contexts (e.g., school or university), addressed to children and adolescents, young people, their families, and caregivers, in order to prevent mental disorder and problematic behaviors (e.g., bullying, substance use, self-harm). In addition to the high accessibility and availability of digital tools, their potential for successfully promoting young people’s mental health has recently been demonstrated. 

Dr. Laura Giusti
Prof. Dr. Rita Roncone
Dr. Antonio Ventriglio
Dr. Silvia Mammarella
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Behavioral Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2200 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • early intervention
  • psychoeducation
  • mental disorders
  • digital mental health
  • transdiagnostic approach

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Published Papers (2 papers)

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16 pages, 1796 KiB  
Article
Preventive Effect of a 7-Week App-Based Passive Psychoeducational Stress Management Program on Students
by Elisabeth M. Weiss, Siegmund Staggl, Bernhard Holzner, Gerhard Rumpold, Verena Dresen and Markus Canazei
Behav. Sci. 2024, 14(3), 180; https://doi.org/10.3390/bs14030180 - 25 Feb 2024
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Abstract
Passive psychoeducation is an easily accessible and cost-effective self-guided intervention that does not use elements of active psychotherapies or require homework. The present study aimed to investigate the acceptability and efficacy of a 7-week app-based passive psychoeducation stress management program to promote adaptive [...] Read more.
Passive psychoeducation is an easily accessible and cost-effective self-guided intervention that does not use elements of active psychotherapies or require homework. The present study aimed to investigate the acceptability and efficacy of a 7-week app-based passive psychoeducation stress management program to promote adaptive emotion regulation and coping skills in university students (i.e., 80% psychology students). Participants were tested via Lime-Survey® at pre- and post-test with the Depression Anxiety Stress Scale-21 (DASS-21), the Response Styles Questionnaire (RSQ), and the Emotion Regulation Questionnaire (ERQ). A stratified permutation block randomization by age, gender, and the DASS-21 stress subscale was performed. Each week, the psychoeducation group (n = 123) received different psychoeducation modules. At the end of each module, participants answered questions about their satisfaction with each module and adherence to psychoeducation. The control group (n = 130) received no intervention. The psychoeducation program led to a significant improvement in the adaptive emotion regulation strategy: “reappraisal” (p = 0.004) and a significant reduction in the dysfunctional coping style: “symptom-related rumination” (p = 0.01) but not to a significant reduction in depression, anxiety, and stress scores compared to the control group. Thus, the present study might demonstrate a preventive effect of an app-based passive psychoeducation program in students with low clinically relevant psychopathological symptoms. Full article
(This article belongs to the Special Issue Psychoeducation and Early Intervention)
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Review

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21 pages, 533 KiB  
Review
A Systematic Literature Review of Soft Skills in Information Technology Education
by Farhad Sadik Mohammed and Fezile Ozdamli
Behav. Sci. 2024, 14(10), 894; https://doi.org/10.3390/bs14100894 - 2 Oct 2024
Viewed by 2569
Abstract
This research addresses the importance of the soft skills approach, which encompasses problem-solving, collaboration, interpersonal and communication skills for higher education in the information technology (IT) field. IT graduate students continue to face difficulties in meeting the employability criteria of the global information [...] Read more.
This research addresses the importance of the soft skills approach, which encompasses problem-solving, collaboration, interpersonal and communication skills for higher education in the information technology (IT) field. IT graduate students continue to face difficulties in meeting the employability criteria of the global information technology sector due to mismatching capabilities, such as the discrepancy between the technical knowledge obtained in academia and the practical skills expected by employers. This systematic literature review used PRISMA guidelines for data collection. Papers were examined using the inclusion–exclusion criteria, which included concentrating on full-text studies about soft skills in higher education published in English between 2018 and 2024. The keywords used by the inclusion and exclusion criteria are soft skills, higher education, university, undergraduate, graduate, IT, information technology, software, computer science, programming, information systems and IS. The SCOPUS search engine platform found 2088 documents, and the (WOS) database obtained 1383 documents. To comprehend the significance of soft skills in the field and its effect on graduates’ employability, 69 papers were carefully examined. The rapid change following Industrial Revolution 4.0 has transformed the working environment, challenging new IT graduates to be competent in the working environment. This study highlights the importance of soft skills and self-awareness in university education, revealing that current curricula must adapt to the rapidly changing job market, especially post Industry 4.0. The literature review indicates that despite high technical competence, graduates lack essential soft skills like communication, teamwork, and problem-solving, creating a gap between new graduates and industry expectations. Hopefully, this study’s results will contribute to understanding the functionality and necessity of soft skills in the behavioral sciences literature. To bridge the skills gap between industry demands and technical proficiency, academic institutions should incorporate creative teaching approaches prioritizing soft skills like problem-solving, teamwork, and communication. Universities, recent graduates, and companies must work together to modify courses to meet the needs of a job market that is changing quickly. Full article
(This article belongs to the Special Issue Psychoeducation and Early Intervention)
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