José María León Rubio

Compassion fatigue is a widely recognized phenomenon in human care settings, but it has been little explored in the veterinary field, despite sharing many of the same determinants. This study aimed to (1) identify distinct emotional risk profiles in veterinarians based on their levels of compassion fatigue and satisfaction; (2) estimate the relative prevalence of compassion fatigue in each of these profiles; and (3) analyze the predictive value of sociodemographic variables (gender, age, cohabitation) on belonging to these profiles. A cross-sectional study was conducted with 135 practising veterinarians. An abbreviated version of the ProQOL scale, adapted to the animal context, was used. Its two-dimensional structure (compassion fatigue and satisfaction) was validated using confirmatory factor analysis. Hierarchical cluster and k-means analyses were performed on the factor scores, which identified four emotional profiles: (1) intense emotional involvement, (2) emotional detachment, (3) functional distancing, and (4) high emotional risk. The latter grouped 23% of the sample, while 50.4% presented significant levels of emotional exhaustion. Finally, an ordinal regression was applied, which showed that being over 44 years of age (OR = 2.11) and living with a partner (OR = 1.94) increase perceived emotional risk, with no significant effects of gender. The findings highlight the need for training initiatives that enhance emotional regulation and communication with animal guardians or owners, while promoting sustainable, ethically responsible, and emotionally healthy professional practice.

Given the growing global prevalence and significant impact of depression and anxiety, both in general and within the workplace, understanding the underlying mechanisms contributing to emotional disorders is essential. This study examined whether self-esteem mediates the relationship between experiential avoidance and emotional disorders, focusing on depression and anxiety. We conducted a cross-sectional analysis of 174 outpatients from a community mental health center, who completed self-report measures of experiential avoidance, self-esteem, depression, and anxiety. We used the PROCESS macro for mediation analysis, and the results indicated that self-esteem significantly mediated the relationship between experiential avoidance and both depression and anxiety. We analyzed the mediation model within the framework of self-determination theory, which suggested that interventions aimed at reducing experiential avoidance and enhancing self-esteem could be effective for emotional disorders. In this study, we highlight the importance of addressing both experiential avoidance and self-esteem in the therapeutic context. We also discuss implications for clinical practice and limitations of the current study.

Compassion fatigue is a widely recognised phenomenon in human care settings, but it has been little explored in the veterinary field, despite sharing many of the same determinants. This study aimed to: (1) identify distinct emotional risk profiles in veterinarians based on their levels of compassion fatigue and satisfaction; (2) estimate the relative prevalence of compassion fatigue in each of these profiles; and (3) analyse the predictive value of sociodemographic variables (gender, age, cohabitation) on belonging to these profiles. A cross-sectional study was conducted with 135 practising veterinarians. An abbreviated version of the ProQOL scale, adapted to the animal context, was used. Its two-dimensional structure (compassion fatigue and satisfaction) was validated using confirmatory factor analysis. Hierarchical cluster and k-means analyses were performed on the factor scores, which identified four emotional profiles: (1) intense emotional involvement, (2) emotional detachment, (3) functional distancing, and (4) high emotional risk. The latter grouped 23% of the sample, while 50.4% presented significant levels of emotional exhaustion. Finally, an ordinal regression was applied, which showed that being over 44 years of age (OR = 2.11) and living with a partner (OR = 1.94) increase perceived emotional risk, with no significant effects of gender. The findings highlight the need to develop training strategies aimed at strengthening emotional regulation and communication skills with guardians or animal owners, as well as promoting more sustainable, ethical and emotionally healthy professional practice.

The rise in Alzheimer's due to global ageing poses significant challenges for caregivers, predominantly older women. The caregiving role often results in emotional, physical, and social tolls, leading to chronic stress, deteriorating health, and caregiver burnout. This paper focusses on the importance of assertive social competence as a coping strategy and protective factor against caregiver stress and burnout. It helps caregivers effectively interact in social contexts, managing communication difficulties, problematic behaviours and conflicts while creating supportive social networks. These skills, therefore, decrease caregiver stress and improve their mental health, leading to a better quality of life and improved patient care. Various programmes have been implemented to enhance caregivers' assertive communication, such as psycho-educational intervention programmes, online training, telehealth, and face-to-face programmes. While these have shown varying degrees of success, all indicate that self-efficacy is an essential mechanism for change. Notably, assertive social competence has been linked with improved emotional health and reduced conflicts. Despite the positive implications of assertive training for caregivers, current studies have limitations that hinder conclusive and generalisable results, including small sample sizes, inadequate follow-up periods, and participant bias. Cultural constraints and the heterogeneity of interventions also challenge comparing the results. Thus, further research is required to improve the effectiveness and generalisability of assertiveness training for caregivers.

A person can experience cyberbullying at work when exposed to repetitive and intrusive negative acts facilitated by new information and communication technologies (ICTs). The incidence of workplace cyberbullying has rapidly increased following the COVID-19 pandemic. This issue does not arise in isolation; leadership plays a critical role. Leaders who fail to set clear rules and provide minimal supervision may exacerbate interpersonal conflicts among subordinates. This study explores the role of laissez-faire leadership and interpersonal conflicts on workplace cyberbullying from a gender perspective. A two-wave panel study was conducted (N = 1995; 53.6% women; M age = 42.02 years old; SD = 9.23; age range: 18–74 years old). Our findings indicate no direct relationship between laissez-faire leadership and workplace cyberbullying; however, there is a significant indirect relationship. Laissez-faire leadership is associated with a higher frequency of interpersonal conflicts, which in turn are related to cyberbullying, making interpersonal conflicts a mediator. Additionally, gender moderates the relationship between interpersonal conflicts and workplace cyberbullying. Our results suggest that interpersonal conflicts may increase exposure to cyberbullying, particularly for men under laissez-faire leadership. These findings have managerial implications for introducing tailored interventions to prevent workplace cyberbullying.

This study addresses the influence of working conditions on Work-Related Quality of Life (WRQOL) among Spanish healthcare professionals. The research seeks to elucidate the mediating roles of job engagement and burnout, and the moderating effects of resilience and self-efficacy, in this relationship. Methods: The study included 374 healthcare workers from Spain, encompassing physicians, nurses, and nursing assistants. It employed a methodological approach using validated instruments to assess psychosocial risks, work-life quality, job engagement, burnout, and resilience. Data were gathered through self-reported questionnaires. Results: Key findings indicate a negative association between working conditions and WRQOL. Job engagement and burnout significantly mediated this relationship, accounting for 19% to 33% of the variance in WRQOL. Notably, lack of support emerged as a strong negative factor for work-related quality of life. Additionally, resilience moderated the relationship between lack of support and burnout. Conclusions: The study concludes that improving working conditions could increase WRQOL. Interventions aimed at enhancing engagement and addressing burnout may be effective. The moderating role of resilience suggests that strategies to enhance resilience could also be beneficial. These findings hold significant implications for policy formulation and human resources planning in healthcare, emphasizing the need for enhanced workplace support and the development of resilience among health workers.

The objective of this study was to examine the effect of a flamenco dance program on the mood and subjective well-being of 34 self-selected women from the community, aged between 62 and 79 years. The mean age was 70.11 (SD = 5.13). Participants voluntarily enrolled in a 12-week flamenco dance workshop conducted by the Autoestima Flamenca Association, with one two-hour session per week. Every two weeks, mood measurements (sadness, anxiety, anger and joy) were taken, and subjective well-being assessments were conducted before and after each session. It was found that the participants’ overall mood and subjective well-being improved significantly following the intervention. These improvements were observed at both the individual and group levels. Overall, our findings suggest that participation in a free 12-week flamenco dance program had a positive impact on mood and subjective well-being in this segment of the population.

Leaders that focus on preventing risks and promoting safe and healthy behaviors are essential to reducing workplace accidents and illnesses, particularly in a changing environment where technology and the complex interconnection of systems create emerging risks with unpredictable consequences for employee wellbeing and organizational productivity. In that sense, this multiple focus group study with 32 experts in occupational safety and health (OSH) aims at providing valuable insight into the most effective strategies for promoting health and productivity in a changing context. Results indicate that a safety and prevention culture is crucial for successful risk prevention and management, with commitment required from both top management and workers. Moreover, transformational leadership is identified as a key to achieving a safety and prevention culture. In addition, training is considered a pivotal mechanism to introduce appropriate safety practices into daily work routines. This requires an interdisciplinary, integrated, and collaborative perspective. Finally, integrating risk prevention into higher education prepares professionals to face current labor market challenges. These results can guide decision making for both training OSH professionals and introducing effective OSH practices in organizations.

Purpose: The impact of social support on comprehensive measures of results (clinical and functional) of the course of schizophrenia was studied, understood and evaluated as a multidimensional construct differentiating sources of support (family vs. nonfamily). Methods: One hundred fifty-two patients diagnosed with schizophrenia were assessed with the Mannheim Interview on Social Support (MISS) and the Social Functioning Scale (SFS). The hypotheses were explored in a prospective longitudinal design, using a causal correlational analysis for their evaluation by applying structural equation models. Results: The only explanatory factor of social functioning was Nonfamily social support, while the only explanatory factor of clinical result measurements was Family social support, observing a clearly differentiated impact of the different sources of support on the schizophrenia result measurements. It was also found that while Family social support explained 6.8% of the variance in the clinical result measurements, Nonfamily social support explained 13.7% of the variance in social functioning. Conclusion: The results confirmed the differential importance of social support variables (family vs. nonfamily) in the clinical and functional result measurements of people with schizophrenia.

Por medio de simulaciones en distintos contextos laborales, se presentan 6 técnicas asertivas para el entrenamiento en habilidades sociales. Se muestran diversos modelos de comunicación interpersonal asertiva para afrontar temas y problemas de orden laboral, así como los pasos esenciales para dar una respuesta asertiva. En concreto, las técnicas que se presentan son: los tres pasos de la asertividad, el reforzamiento, el disco rayado, la oposición asertiva, el afrontamiento de críticas y la petición de cambios de conducta. Cada escena viene acompañada de una serie de instrucciones que guían la correcta ejecución de la técnica. Es idóneo para explicar el concepto de habilidades sociales como la capacidad aprendida de percibir, entender y responder a las exigencias y demandas de las situaciones sociales de forma efectiva. Así, decimos que alguien es habilidoso cuando se da cuenta de las necesidades de su interlocutor, se pone en su lugar y responde de un modo satisfactorio para ambos. Las características esenciales del concepto de habilidad social son: - Todos podemos aprender habilidades sociales, dado que implican conductas que se manifiestan en situaciones de interacción social y que pueden ser enseñadas y/o mejoradas mediante aprendizaje. Las habilidades sociales son una característica de la conducta no de la personalidad; no son una capacidad que sólo poseen determinadas personas extravertidas, comunicativas o simpáticas, sino que son un conjunto identificable de conductas específicas que todos podemos aprender, y que su probabilidad de ocurrencia está determinada por la interacción de factores personales y ambientales. - Para lograr nuestros objetivos hemos de influir sobre nuestro ambiente social (lugar en el que nos relacionamos con los demás siguiendo unas normas), ya que el logro de éstos exige, en la mayoría de las ocasiones, que nos coordinemos con otros, que tratemos a los demás de un modo determinado, que los demás cambien su conducta respecto a nosotros, etc. - Diferentes situaciones requieren también conductas diferentes. Es decir, nuestro comportamiento ha de adecuarse a los objetivos y a las demandas de la situación, lo cual requiere poseer y utilizar un amplio repertorio de conductas y evitar el empleo de patrones rígidos de comportamiento. Así, las respuestas que usted necesita para establecer eficazmente un contacto personal por teléfono son diferentes a las respuestas que necesitaría para comunicar eficazmente los resultados de un proyecto de investigación o intervención. Una conducta considerada como apropiada en una situación determinada puede ser, sin lugar a duda, inapropiada en otra. - Es sinónimo de eficacia del comportamiento interpersonal, poseer habilidades sociales aumentará las probabilidades de obtener resultados y logros más satisfactorios para todos los participantes en la interacción, dado que son comportamientos orientados a la obtención de distintos objetivos o recompensas: a) materiales, por ejemplo conseguir mejoras en el equipamiento, b) sociales, por ejemplo lograr el reconocimiento de los demás, y c) personales, por ejemplo sentirnos satisfechos con nuestro desempeño profesional, resolver problemas con los compañeros y usuarios, etc. - Requieren combinar adecuadamente nuestros pensamientos, acciones y estados de ánimo o emociones, y adecuarlas a nuestro interlocutor y al lugar en que ocurre la interacción. Respecto a los elementos que acabamos de mencionar es necesario apuntar lo siguiente: - Pensamientos: cierta clase de conocimientos y pensamientos pueden facilitar la ejecución de la conducta socialmente habilidosa, mientras que otros pueden inhibir y obstaculizar la expresión de dicha conducta; por ejemplo, pensar que se reirán de Vd. no le será muy útil para enfrentarse a un auditorio dispuesto a escuchar su charla. - Acciones o conductas no verbales y verbales: usted transmite mensajes y establece relaciones con los demás, tanto de forma verbal como corporal; sus gestos, su mirada, la expresión de su cara, el tono de su voz, la velocidad con que habla, la entonación que le da a las palabras, etc., son conductas no verbales que puede emplear para repetir, contradecir, sustituir, complementar, acentuar o regular lo que se dice. La conducta verbal y no verbal tienen que ser coherentes para que nuestra comunicación sea eficaz; por ejemplo, al concluir con una serie de recomendaciones para el auditorio, no sólo es importante lo que decimos, sino también cómo lo decimos. - Estado de ánimo o emoción: para que nuestros mensajes sean efectivos es necesario que nuestro tono emocional se corresponda con lo que pensamos y decimos, de lo contrario nuestro mensaje no será creíble. Por ejemplo, no es muy apropiado decir que algo es importante y no mostrar cierto entusiasmo al expresarlo. Igualmente, no debemos adoptar una actitud de superioridad si lo que pretendemos es persuadir a la audiencia; por ejemplo, no es muy efectivo pretender persuadir al auditorio para que nos preste atención, diciéndole que estén atentos porque la mayoría de los presentes no entenderán lo que tiene que decir porque se requieren conocimientos más profundos de los que poseen sobre el tema. - Psicosociales: para que nuestros mensajes sean efectivos es necesario tener en cuenta dónde se desarrolla la interacción y a quien nos estamos dirigiendo; cuáles son sus conocimientos previos, qué actitud tiene hacia el tema, etc.