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This study investigates the relationship between risk and protective factors and suicidal ideation among teachers, a group often overlooked in suicide prevention efforts. Using the diathesis-stress model as a partial framework, the research explores how depression and anxiety, as risk factors, and emotional intelligence, resilience, and positive thoughts, as protective factors, influence suicidal ideation. A cross-sectional design was employed, involving 1,270 Spanish teachers (median age: 46, 70.2% female). Key measures included the Positive and Negative Suicidal Ideation scale (PANSI), the Brief Emotional Intelligence Scale (BEIS-10), the Brief Resilient Coping Scale (BRCS) for resilience, and the General Health Questionnaire (GHQ-12) for depression and anxiety. A network approach was used to examine the relationships between these variables. Results showed that depression had a stronger relationship with negative ideation than anxiety, while emotional intelligence and positive thoughts acted as protective factors. Positive ideation was negatively associated with depression and anxiety, and positively linked to emotional intelligence and resilience. Emotional intelligence emerged as the most critical protective factor. These findings provide valuable evidence to inform the development of emotional management and resilience-building programs aimed at enhancing teachers’ mental health and performance, which could also indirectly benefit students.

The mean absolute percentage error (MAPE) is probably the most widely used goodness-of-fit measure. However, it does not meet the validity criterion due to the fact that the distribution of the absolute percentage errors is usually skewed to the right, with the presence of outlier values. In these cases, MAPE overstates the corresponding population parameter. In this study, we propose an alternative index, called Resistant MAPE or R-MAPE based on the calculation of the Huber M-estimator, which allows overcoming the aforementioned limitation. The results derived from the application of Artificial Neural Network (ANN) and Autoregressive Integrated Moving Average (ARIMA) models are used to forecast a time series. The arithmetic mean, MAPE, overstates the corresponding population parameter, unlike R-MAPE, on a set of error distributions with a statistically significant right skew, as well as outlier values. Our results suggest that R-MAPE represents a suitable alternative measure of forecast accuracy, due to the fact that it provides a valid assessment of forecast accuracy compared to MAPE.

Evidence generation by current Social and Health Sciences is coping with some important barriers that difficult credibility of scientific products. Information and communication technologies have a strong impact over social relationships in our postmodern societies. The incidence of post-truth in our context is generating a pernicious relativism, far from contrasting the information veracity. The aim of this paper is to analyze and discuss the challenges of research methods and statistical models, more specifically for Psychological research, taking into account the impact of novel techniques as big data and virtual reality. Special attention is also devoted to the discussion about statistical shortcomings of psychological research and to the reproducibility problem. Finally, some potential solutions are proposed to be applied in order to improve the quality of scientific evidence.

ObjectivesThere are currently no validated screeners that evaluate diet and lifestyle of people living with and beyond cancer (PLWBC). The purpose of this study was to reach a consensus among an international expert panel on the essential items to include in this type of instrument.DesignA scientific committee developed the initial list of items, which were presented to an expert panel in a two-round-modified electronic Delphi. Panellists were asked to rate the adequacy, relevance and feasibility of self-reporting each item. Qualitative assessments were encouraged.SettingFour countries (Spain, UK, USA and Portugal).ParticipantsExperts working in a cancer-related health profession or cancer-related research were recruited.Main outcome measuresItems were initially categorised into seven domains (body composition, physical activity, diet, alcohol, smoking, sleep and psychosocial distress). A content validity index per item (CVI-i) and a scale-level CVI (S-CVI) were calculated (acceptable≥0.78). All items with a CVI-i≥0.78 were submitted to a final consensus meeting.ResultsA total of 108 items were proposed to the panel. In Round 1, 77 items were accepted, 10 items were excluded and 6 new items were proposed. During Round 2, 4 items were accepted and 19 were excluded. Diet and alcohol were merged into one domain. The final consensus meeting decided on 61 items categorised into six domains (S-CVI:0.94): body composition, physical activity, diet and alcohol, smoking, sleep and psychosocial distress.ConclusionsWe identified the main items to be considered when developing a screener to evaluate diet and lifestyle in PLWBC in a clinical setting, and the results obtained will guide the content of the screener in the following validation study.

Although the Latin-based orthographies of most Western languages employ vowels with accent marks (e.g., é vs. e), extant models of letter and word recognition are agnostic as to whether these accented letters and their non-accented counterparts are represented by common or separate abstract units. Recent research in French with a masked priming alphabetic decision task was interpreted as favoring the idea that accented and non-accented vowels are represented by separate abstract orthographic units (orthographic account: é↛e and e↛é; Chetail & Boursain, 2019). However, a more parsimonious explanation is that salient (accented) vowels are less perceptually similar to non-salient (non-accented) vowels than vice versa (perceptual account: e→é, but é↛e; Perea et al., 2021a; Tversky, 1977). To adjudicate between the two accounts, we conducted a masked priming alphabetic decision experiment in Catalan, a language with a complex orthography-to-phonology mapping for non-accented vowels (e.g., e→/e/, /ə/, /ε/). Results showed faster responses in the identity than in the visually similar condition for accented targets (é–É < e–É), but not for non-accented targets (e–E = é–E). Neither of the above accounts can fully capture this pattern. We propose an explanation based on the rapid activation of both orthographic and phonological codes.

PurposeA crucial issue in educational management refers to helping teachers reach their full potential and manage their talents. Although managing talent is advised as an essential resource for organizational transformation to maximize performance and to promote a school’s knowledge capital increase, Teachers’ talent management (TTM) is not an agreed-upon concept in the literature. The aim of this study is threefold: (1) to propose a theoretical and operational TTM definition, (2) to develop a test to measure TTM and (3) to discuss the value of TTM implementation in educational settings.Design/methodology/approachA psychometric validation design according to international standards for test development is implemented. A cross-sectional intentional sampling with 200 schools is used for obtaining reliability and validity evidence. We operationalized TTM using 9 factors (10 items per factor, 6-point Likert scale): attraction, selection, development, retention, succession, climate, culture, evaluation and knowledge management.FindingsResults show adequate evidence of reliability and validity, focusing on items' content and latent structure. The combined use of structural equation models (SEM) and psychometric networks (PN) detects a six-factor model with a test reduced version including 61 items, getting 64.28% of the total explained variance and adequate reliability indices and factor loadings.Originality/valueThe Teachers' Talent Management Assessment Test (TTMAT) can contribute educational institutions to create a culture of excellence and deliver the best possible education to their students. Educational transformation will only happen if teachers are professionalized, trained, motivated and supported to inspire and to guide their learners to reach their objectives and well-being.

Objective: To test an interdependence model about the effect that psychosocial risk factors generate over organizational conflict and job satisfaction in Health professionals. Method: A cross-sectional design was implemented with a sample of 249 workers of a public hospital. Psychosocial risk was assessed with F-PSICO method; the latent variable organizational conflict was built using a set of indicators that had been developed from a specific survey made by a multidisciplinary team of health professionals with training in labor mediation; and the latent variable job satisfaction was operationalized with four subdimensions of “Font Roja” questionnaire. The fit of the model was estimated with SEM techniques. Results: Results confirm the adequate fit of the model that posits that the greater the psychosocial risk, the greater is the organizational conflict, and lower the perceived job satisfaction. The model also locates the organizational conflict as mediator variable between the risk and job satisfaction. Conclusions: The unique contribution of this study brings empirical evidence about the predictor role of psychosocial risks over both the organizational conflict and job satisfaction at the workplace in Health professionals. Therefore, psychosocial risk prevention can be an efficient way to reduce conflict levels and to increase job satisfaction.

Evidence-Based Practice (EBP) is a cost-effective approach for improving the quality of clinical care and implementing only well-tested evidence. Health professions, especially physiotherapy, must embrace EBP principles. This paper presents normative data from the Spanish physiotherapist population using the Health-Sciences Evidence-Based Practice questionnaire and explores EBP clusters/profiles of professionals in practice. An intentional sample of 419 practicing physiotherapists was recruited from the Spanish Professional Council of Physiotherapy. Participants completed a cross-sectional online survey with 60 Likert items (scale 1–10) measuring 5 dimensions: 1) Beliefs and attitudes, 2) Results from literature, 3) Professional practice, 4) Assessment of results, and 5) Barriers and Facilitators. The protocol also included sociodemographic, training, and practice-related contrast variables. Normative data were estimated and tabulated for each dimension and then a K-means clustering procedure was implemented using the contrast variables. Results for normative data showed, in descending order, the following 50 th percentile values for the five EBP factors: Beliefs and attitudes (8.25), Professional practice (8.00), Assessment of results (7.42), Results from literature (6.71), and EBP Barriers and Facilitators (5.17); all expressed on a scale of 1 to 10. Academic degree, EBP training level, and work time shared in healthcare activity, research, or teaching activity were all statistically significant for discriminating EBP dimension scores. Finally, six different clusters showed that when EBP level is low, the scores in all dimensions are equally low, and vice-versa. The EBP dimensions \"Beliefs and attitudes\", \"Professional practice\", and \"Evaluation of results\" obtained better normative scores overall than \"Search for bibliographic evidence and its inclusion in practice\" and especially \"Perception of EBP barriers\", which had the worst score. Normative data are useful for comparing individual scores and the reference population, and information about clusters will enable appropriate global EBP intervention programs to be designed and implemented.

Physicians and other health sciences professionals need continuous training, not only in technical aspects of their activity but also in nontechnical, transversal competencies with a cost-efficient impact on the proper functioning of healthcare. The objective of this paper is to analyze the behavioral change among health professionals at a large public hospital following a training intervention on a set of core nontechnical competencies: Teamwork, Adaptability-Flexibility, Commitment-Engagement, Results Orientation, and Leadership Skills for Supervisors. The 360° Multisource Feedback (MSF) model was applied using three sources of information: supervisors, co-workers, and the workers themselves (self-assessment). A quasi-experimental pretest–post-test single-group design with two points in time was utilized. The training intervention improved the scores of only one of the trained competencies—the “Results Orientation” competency—although the scores were slightly inflated. Moreover, significant discrepancies were detected between the three sources, with supervisors awarding the highest scores. The magnitude of behavioral change was related to certain sociodemographic and organizational variables. The study was not immune to the ceiling effect, despite control measures aimed at avoiding it. The empirical evidence suggests that the 360° MSF model must be maintained over time to enhance and reinforce an evaluation culture for better patient care.

In the bibliometric study carrieut by Sesé and Palmer (2012) on the 623 articles published in 8 impact journals of Clinical and Health Psychology, in 2010, it was found that the parametric comparison of two means in independent groups was the second most used statistical technique (n = 161 times) only surpassey correlation (n = 207), while non-parametric techniques in general (n = 54), resampling (n = 12), and robust (n = 4) were in descending order. [...]the Shapiro-Wilk test allows us to conclude the null hypothesis of normality in the original populations of both groups, while the robust Levene test maintains the null hypothesis of equality of population variances. [...]to have a power of 80%, the size of each group shoule at least n = 46. The linear regression model can be applied, equivalently to the U test, in the non-parametric way, transforming the original values by their order numbers and applying the lm function: