Corrigendum: Illness perceptions of COVID-19 in Europe: predictors, impacts and temporal evolution.

[This corrects the article DOI: 10.3389/fpsyg.2021.640955.].

The role of behaviour-change theory in sleep interventions with emerging adults (aged 18-29 years): a systematic review and meta-analysis.

Previous systematic reviews and meta-analysis of sleep interventions with young adults have not reached consensus on what contributes to their efficacy. Behaviour-change theories may influence the efficacy of interventions; hence, the aim of this research was to investigate the role of such theories in sleep interventions with this population. Six electronic databases and reference lists were searched (April-May 2021) for published sleep behaviour-change interventions with emerging adults (aged 18-29 years) that used control groups. A selection of 20 studies fulfilled the inclusion criteria, but only six were based on behaviour-change theories. Meta-analysis was run with eight studies, as the others had a high risk of bias or did not present the necessary data to calculate Hedges' g. The estimation of a random effects model for the studies showed a small effect in the sleep quality of the participants in the experimental group (g = -0.26; 95% confidence interval -0.42 to -0.09), with low levels of heterogeneity (I2  = 21%), and a small 95% prediction interval (-0.59 to 0.08). Although we could not examine theory or any other moderators of the effect, a qualitative analysis of the behaviour-change techniques present in the interventions leads us to hypothesise that there is not a direct link between behaviour-change techniques and the success of the intervention. Other characteristics of the interventions may be linked to their variable levels of efficacy and should be investigated in the future, as for now there are no answers as to what the key is for successful sleep interventions.

Information and communication technologies-assisted after-hours work: A systematic literature review and meta-analysis of the relationships with work-family/life management variables.

The phenomenon of information and communication technology (ICT)-assisted after-hours work has led to rising academic interest in examining its impact on workers' lives. ICT-assisted after-hours work may intrude on the home domain and contribute to higher work-family/life conflict, lower work-family/life balance, or higher work-family/life enrichment (the last one owing to the acquisition of competencies transferable to the home domain). Additionally, owing to cultural and societal differences in gender roles, the relationships between ICT-assisted after-hours work and work-family/life management variables may differ between female and male workers. To analyze the current empirical findings, this study performed a literature review with 38 articles and a meta-analysis with 37 articles. Our findings showed that ICT-assisted after-hours work was positively related to work-family/life enrichment (r = 0.335, p < 0.001; 95% CI [0.290, 0.406]), but also to work-family/life conflict (r = 0.335, p < 0.001; 95% CI [0.290, 0.406]). However, neither gender nor pre-/post-COVID significantly affect the relationship between ICT-assisted after-hours work and work-family/life conflict. Finally, future research and implications are discussed.

Digital Methods in the Promotion of Well-Being in Immigrants: A Systematic Review : Author Note.

Migration is a disruptive experience that undermines immigrants' well-being. This systematic review explores the diversity of digital methods available to promote their well-being. The review includes 13 studies (6 were RCTs), comprising 8181 participants, collected through EBSCOhost web, b-ON, Scopus, SciELO and ProQuest, with no time restriction (to access all available literature). Primary outcomes were well-being (mental health; quality of life), and the secondary were stigma, integration and connection. Study quality was assessed by the QuADS tool. Digital methods are a valuable tool for improving immigrants' well-being. M-integration methods tend to focus on promoting mental health in immigrants, developing individual resilience while participatory methods address the quality of life in refugees, contributing to social resilience. Digital methods must not only be part of the guidelines of interventions for immigrants and refugees but also be a foundation upon which those guidelines are outlined.

Cumulative Risk Exposure and Social Isolation as Correlates of Carer and Child Mental Health During the COVID-19 Pandemic: An Online Study with Families from Various Europeans Countries.

This study adopted a cumulative risk approach to examine the relations between various domains of risk factors (i.e., social isolation and home confinement, other pandemic-related risk factors, and pre-existing psychosocial risk factors) and carers' and children's mental health during the first wave of the COVID-19 pandemic in Europe. The sample consisted of 1475 carers of 6- to 16-year-old children and adolescents residing in five European countries (Portugal, United Kingdom, Romania, Spain, and The Netherlands) who completed an online survey. The results showed that each of the three domains of adversity accounted for unique variation in carers' and children's mental health outcomes. Also, the results indicated that pre-existing psychosocial risk factors moderated the relationship between pandemic-related risk factors and children and carers' anxiety and between social isolation and confinement and carers' well-being. Simple slopes analysis suggested a stronger relationship between these domains of adversities and mental health outcomes in already more vulnerable families. It is important to consider the implications of social isolation measures and confinement for families' mental health, paying special attention to families with pre-existing psychosocial vulnerabilities.

Development of the Social and Emotional Competence Assessment Battery for Adults.

Literature has emphasized the urgency of investing in the promotion of Social and Emotional Competence (SEC) in adults. Therefore, the development of a theoretically grounded and developmentally adjusted measure that adequately assesses SEC in its different domains is needed. This study aimed to develop a self-report battery for the assessment of adults' SEC. Factor structure, reliability, and validity of the Social and Emotional Competence Assessment Battery for Adults (SECAB-A) were assessed. Seven-hundred and ninety-six adults (80.7% female) completed the SECAB-A. A subsample of 63 elementary school teachers (92.1% female) participated at two points in time and also completed external measures assessing affect, emotion regulation, and burnout symptoms, thus making it possible to test for test-retest reliability and convergent and discriminant validities. Despite sample size variation, no statistically significant differences between groups were found for the SECAB-A scales. Extraction of factors and confirmatory factor analysis supported the hypothesized factorial structures. Coefficient omegas suggested adequate internal consistency and scores were highly correlated between the two data collection waves, also ensuring adequate test-retest reliability. There was also evidence of the SECAB-A's convergent and discriminant validities against the external measures. Results from this study indicate that the SECAB-A is a promising measure for the adult population. Nevertheless, additional criterion-related and construct validity research is needed.

Development and Psychometric Characteristics of an Instrument to Assess Parental Feeding Practices to Promote Young Children's Eating Self-Regulation: Results with a Portuguese Sample.

A parental child-centered feeding approach is likely to keep children's biological mechanisms activated while eating, protecting them in an obesogenic context. However, few feeding practice measures assess parents' behaviors to guide and prompt children to identify and respond appropriately to their signs of hunger and satiety. We aimed to develop and study the reliability, validity, and measurement invariance of a new scale to assess parental feeding practices to promote children's self-regulation of food intake. To pursue this aim, we conducted two descriptive, cross-sectional, online studies in Portugal in an online format; a total of 536 parents of 2- to 6-year-old children completed the evaluation protocol. Factorial analysis findings support the theoretical organization proposed for the scale. The confirmatory factorial analysis supported a first-order factor structure with two subscales, Prompting for eating self-regulation and Teaching about eating consequences, with eight items in total. Both scales presented good internal consistency and adequate temporal stability, with a significant, positive, and moderate relationship. The results showed metric invariance for the child's sex. Both types of practices were positively correlated with the child's enjoyment of food. Prompting for eating self-regulation showed negative associations with parents' emotional lack of control, children's satiety responsiveness, slowness in eating, and fussiness. Preliminary studies confirmed both the validity and reliability of the instrument and the adequacy of adopting a self-regulatory approach when assessing child-centered feeding practices. Combining this instrument with others that assess coercive practices can be beneficial to capture ineffective parents' behaviors on children's eating self-regulation.

Effects of the A+ intervention on elementary-school teachers' social and emotional competence and occupational health.

Teaching is, to date, one of the most prone jobs to experiencing occupational stress and burnout. Owing to burnout's negative personal, social, organizational and economic impacts, researchers, practitioners and education policy leaders are interested in developing practices and interventions aimed at preventing/reducing its prevalence. With teachers' main professional demands to be of a social and emotional nature, interventions designed with a view to promote teachers' social and emotional competence appears to be particularly promising, positively impacting teachers' well-being and personal accomplishment and contributing to a decrease in their psychological distress, namely emotional exhaustion. However, theoretical and empirically grounded interventions with ecological validity and specifically targeting teachers are still scarce. Thus, to bridge the previously identified gaps, the present study aimed to evaluate the efficacy and the quality of the intervention's implementation of the A+, an online social and emotional learning intervention for elementary-school teachers. A quasi-experimental study was conducted with a total of 81 participants (96.3% female, MAge = 46.21, SDAge = 4.82, n = 42 assigned to the experimental group) from three different school contexts. School clusters were similar in size, organizational structure and socioeconomic level, and as regards previous attendance at social and emotional learning interventions; however, they differed with regards to perceived organizational climate. Data on the efficacy of the A+ was collected across four waves using a set of self-report questionnaires that assessed proximal variables (i.e., social and emotional skills) and distal variables (e.g., well-being, burnout symptoms), and analyzed through Robust Linear Mixed-Effects Models. Coefficient omegas suggested adequate reliability of the measures. Additionally, two trained observers completed an observation grid to evaluate the quality of the A+ implementation (e.g., participant responsiveness, fidelity), with excellent inter-rater reliability. Results suggested that, over time, the A+ had positive impacts across proximal (e.g., increased self-regulation, positive relationship, conflict management skills) and distal variables (e.g., increased emotional well-being, decreased occupational stress and emotional exhaustion symptoms) favoring the experimental group. However, results differed across the school contexts. These findings were accompanied by good implementation quality indicators, namely high fidelity in the delivery of the A+ contents and high participants' responsiveness. Despite its limitations, this study contributes to a growing body of research which reinforces the importance of investing in social and emotional learning interventions to prevent teachers' burnout and improve their occupational health. Furthermore, it highlights the importance of implementation quality research as a component of program planning with a view to enhancing programs' efficacy, as well as the need to adapt and consider context variables in research and practice.

Elementary school climate through teachers' eyes: Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary schools.

Strong links have been observed between professionals' occupational health and their perceived organizational climate. However, in Portugal, one of the European Union countries where teachers present higher levels of occupational stress, no measures have been found to assess perceived school climate in elementary-school teachers. This study aimed to evaluate the psychometric qualities of the Portuguese adaptation of the Organizational Climate Description Questionnaire Revised for Elementary Schools (OCDQ-RE). To test its factor structure, 687 elementary-school teachers (85.2% female, M Age = 46.15 years, SD Age = 8.88) completed the Portuguese OCDQ-RE. An additional sample of 81 participants (96.3% female, M Age = 46.21 years, SD Age = 4.82) responded at two points in time and completed external measures, ensuring test-retest reliability and validity analyses. Confirmatory factor analysis supported the hypothesized factor structure. Coefficient omegas suggested adequate internal consistency of the composites. Adequate test-retest reliability was sustained through high correlation scores between the two data collection waves. Evidence of discriminant validity against external measures was also observed. Despite the need for further studies, the results support the adequacy and reliability of the Portuguese OCDQ-RE which may be an important research and intervention resource.

Patterns of Parental Reactions to Their Children's Negative Emotions: A Cluster Analysis with a Clinical Sample.

Parents' emotion socialization practices are an important source of influence in the development of children's emotional competencies This study examined parental reactions to child negative emotions in a clinical sample using a cluster analysis approach and explored the associations between clusters of parents' reactions and children's and parents' adjustment. The sample comprised 80 parents of Portuguese children (aged 3-13 years) attending a child and adolescent psychiatry unit. Measures to assess parental reactions to children's negative emotions, parents' psychopathological symptoms, parents' emotion dysregulation, and children's adjustment were administered to parents. Model-based cluster analysis resulted in three clusters: low unsupportive, high supportive, and inconsistent reactions clusters. These clusters differed significantly in terms of parents' psychopathological symptoms, emotion dysregulation, and children's adjustment. A pattern characterized by high supportive reactions to the child's emotions was associated with higher levels of children's adjustment. On the other hand, an inconsistent reactions pattern was associated with the worst indicators of children's adjustment and parental emotion dysregulation. These results suggest the importance of supporting parents of children with emotional and behavioural problems so that they can be more responsive to their children's emotional manifestations.

SmartFeeding4Kids, an online self-guided parenting intervention to promote positive feeding practices and healthy diet in young children: study protocol for a randomized controlled trial.

BACKGROUND: Caregivers' influence on young children's eating behaviors is widely recognized. Nutritional interventions that focus on the promotion of children's healthy diet should actively involve parents, focusing on their feeding behaviors and practices. METHODS: This work aims to describe the development and study protocol of the SmartFeeding4Kids (SF4K) program, an online self-guided 7-session intervention for parents of young (2-6 years old) children. The program is informed by social cognitive, self-regulation, and habit formation theoretical models and uses self-regulatory techniques as self-monitoring, goal setting, and feedback to promote behavior change. We propose to examine the intervention efficacy on children's intake of fruit, vegetables, and added sugars, and parental feeding practices with a two-arm randomized controlled with four times repeated measures design (baseline, immediately, 3 and 6 months after intervention). Parental perceived barriers about food and feeding, food parenting self-efficacy, and motivation to change will be analyzed as secondary outcomes. The study of the predictors of parents' dropout rates and the trajectories of parents' and children's outcomes are also objectives of this work. DISCUSSION: The SmartFeeding4Kids program relies on technological resources to deliver parents' self-regulation techniques that proved effective in promoting health behaviors. The study design can enhance the knowledge about the most effective methodologies to change parental feeding practices and children's food intake. As a self-guided online program, SmartFeeding4Kids might overcome parents' attrition more effectively, besides being easy to disseminate and cost-effective. TRIAL REGISTRATION: The study was registered in ClinicalTrials.gov ( NCT04591496 ) on October 19, 2020.

Parenting and child mental health during the COVID-19 pandemic: An online study with Portuguese and British Families / Parentalidad y salud mental infantil durante la pandemia de COVID-19: Un estudio online con familias Portuguesas y Británicas

COVID-19 and the subsequent public health response created many additional stresses for families. We examined parental behaviour during the COV-ID-19 pandemic in two European Countries and explored the association between parents’ behaviour and children’s anxiety and quality of life. Caregiv-ers of children and adolescents (N = 442; 86.7% mothers) between 6 and 16 years old (M = 10, SD = 2.85) participated in an online cross-sectionalsurvey in Portugal and the United Kingdom. Results show that higher children’s anxiety and lower quality of life were associated with higher levels ofunrealistic parental demands, lower parental self-care, and higher parental emotional dysregulation. Encouragement of children’s emotion expressionand management of exposure to COVID-19 information was negatively associated with children’s anxiety. Promotion of routines, support of children’semotion modulation and promotion of children’s healthy lifestyles were positively associated with children’s quality of life. The predictors differed accord-ing to country and age group. These results highlight the importance of specific parenting behaviours on children’s mental health during COVID-19. Theneed to moderate unrealistic demands and attend to parental self-care to reduce parental emotional dysregulation is important.(AU)

COVID-19 y lasubsiguiente respuesta de salud pública crearon muchas tensiones adicionales para las familias. Examinamos el comportamiento de los padres durantela pandemia de COVID-19 en dos países europeos y exploramos la asociación entre el comportamiento de los padres y la ansiedad y la calidad de vidadel niño. Cuidadores de niños y adolescentes (N = 442; 86.7% madres) entre 6 y 16 años (M = 10, DT = 2,85) participaran en una online encuesta enPortugal y en el Reino Unido. En los resultados se observa que la mayor ansiedad y una menor calidad de vida de los niños se asociaron con niveles másaltos de demandas parentales poco realistas, menor autocuidado y mayor desregulación emocional de los padres. El estímulo a la expresión de las emo-ciones de los niños y el manejo de la exposición a la información de COVID-19 se asoció negativamente con la ansiedad de los niños. La promoción derutinas, el apoyo a la modulación de las emociones de los niños y la promoción de estilos de vida saludables de los niños se asociaron positivamente conla calidad de vida de los niños. Los predictores difirieron según el país y el grupo de edad. Estos resultados resaltan la importancia de comportamientosparentales específicos en la salud mental de los niños durante el COVID-19. La necesidad de moderar las demandas poco realistas y prestar atenciónal autocuidado de los padres para reducir la desregulación emocional de los padres es importante.(AU)

Impacts of Social and Emotional Learning Interventions for Teachers on Teachers' Outcomes: A Systematic Review With Meta-Analysis.

Teaching is among the most emotionally demanding jobs, impacting teachers' personal lives and job performance. Since teaching-specific stressors are mainly socio-emotional related, social and emotional learning (SEL) interventions targeting teachers have increased rapidly in recent years. This study conducted a systematic review with meta-analysis of 43 empirical studies which evaluated the efficacy of school-based SEL interventions involving 3,004 in-service preK-12 teachers. The initial systematic review showed that these interventions were very heterogeneous and the research on their efficacy assessed widely distinct outcome variables. Concerning the meta-analysis, results showed statistically significant small to medium effect sizes favoring the experimental group, with SEL interventions impacting teachers' social and emotional competence [g = 0.59, 95% CI (0.29, 0.90)], well-being [g = 0.35, 95% CI (0.16, 0.54)], and psychological distress [g = -0.34, 95% CI (-0.57, -0.10)]. Meta-regressions did not reveal significant values of the explanatory variables, and publication bias was found for social and emotional competence and well-being domains. Findings add to growing empirical evidence regarding the impact of these interventions and contribute to the development of guidelines for the design of effective SEL interventions for teachers.

Illness Perceptions of COVID-19 in Europe: Predictors, Impacts and Temporal Evolution.

Objective: Illness perceptions (IP) are important predictors of emotional and behavioral responses in many diseases. The current study aims to investigate the COVID-19-related IP throughout Europe. The specific goals are to understand the temporal development, identify predictors (within demographics and contact with COVID-19) and examine the impacts of IP on perceived stress and preventive behaviors. Methods: This was a time-series-cross-section study of 7,032 participants from 16 European countries using multilevel modeling from April to June 2020. IP were measured with the Brief Illness Perception Questionnaire. Temporal patterns were observed considering the date of participation and the date recoded to account the epidemiological evolution of each country. The outcomes considered were perceived stress and COVID-19 preventive behaviors. Results: There were significant trends, over time, for several IP, suggesting a small decrease in negativity in the perception of COVID-19 in the community. Age, gender, and education level related to some, but not all, IP. Considering the self-regulation model, perceptions consistently predicted general stress and were less consistently related to preventive behaviors. Country showed no effect in the predictive model, suggesting that national differences may have little relevance for IP, in this context. Conclusion: The present study provides a comprehensive picture of COVID-19 IP in Europe in an early stage of the pandemic. The results shed light on the process of IP formation with implications for health-related outcomes and their evolution.

Using concept typicality to explore semantic representation and control in healthy ageing.

Successful use of conceptual knowledge entails the assembling of semantic representations and control processes to access the subsets of knowledge relevant in each situation. Research has suggested that representation and control mechanisms interact to support categorization. Notably, depleted representations in semantic dementia and disrupted control processes in semantic aphasia impair categorization of atypical concepts. Yet, it remains unclear how knowledge accumulation and control decay in healthy ageing impact categorization. To address this question, we compared young and older adults' performance in a categorization task of items varying in concept typicality. Critically, older adults were more accurate in categorizing atypical concepts than the younger counterparts, as indicated by the interaction between group and typicality. Moreover, the elderly outperformed the younger in categorizing atypical concepts that were also less familiar. Thus, the decay in semantic control observed along ageing did not significantly hinder the categorization of atypical items. Our data suggest that, relative to young adults, older adults possess enriched conceptual knowledge, which supports retrieval of the category-related features needed for categorizing atypical and less familiar exemplars.

Changing parental feeding practices through web-based interventions: A systematic review and meta-analysis.

Web-based parent interventions designed to promote children's healthy eating patterns can enhance parents' engagement and facilitate behavior change. However, it is still unclear how much the existing programs focus on changing parental feeding practices, and if so, which behavioral methodologies are used and how effective these interventions are in changing these parental behaviors. This systematic review and meta-analysis studied randomized controlled trials of web-based interventions targeting parents of 0-12-year-old children, aiming to promote children's healthy diet or prevent nutrition-related problems and reporting parental feeding behaviors as one of the outcomes. We conducted an electronic search in four databases from the earliest publication date until February 2020. Of the 1271 records found, we retained twelve studies about nine programs, comprising 1766 parents that completed the baseline evaluation. We found recent interventions, mainly directed to parents of young children, with small, non-clinical samples, and mostly theory-based. The programs were heterogeneous regarding the type of intervention delivered and its duration. The most assessed parental feeding practices were Restriction, Pressure to eat, and Food availability/accessibility. The behavior change techniques Instruction on how to perform the behavior, Demonstration of the behavior, and Identification of self as role model were frequently used. Meta-analytic results indicated that most programs' effects were small for the evaluated parental practices, except for Food availability/accessibility that benefited the intervention group only when all follow-up measurements were considered. The development of high-quality and controlled trials with larger samples is needed to determine with greater certainty the interventions' impact on parental feeding behaviors. The more frequent inclusion of measures to evaluate parental practices to support children's autonomy and of self-regulatory strategies as intervention components should be considered when designing programs.

Effects of a Mindfulness-Based Intervention for Teachers: a Study on Teacher and Student Outcomes.

Objectives: Teachers' stress can affect their occupational health and negatively impact classroom climate and students' well-being. This study aims to evaluate the proximal and distal effects of a mindfulness-based program, specially developed to promote teachers' social-emotional competencies (SEC), across teachers, classroom climates, and students' outcomes. Methods: The study followed a randomized trial design with two data collection points (pretest and posttest). Participants in the experimental group (EG) included 123 elementary school teachers, their 1503 students, and these students' parents (1494), while the control group (CG) comprised 105 elementary school teachers, their 947 students, and these students' parents (913). A mixed data collection strategy was used that included teachers' and students' (self-) report, observational ratings of teachers' classroom behaviors, and parents' reports on students. Results: After the intervention, EG teachers, compared to CG teachers, reported a significant increase in mindfulness and emotional regulation competencies, self-efficacy, and well-being and a decrease in burnout symptoms. Similarly, a significant improvement was found in EG teachers' classroom behaviors related to students' engagement. Additionally, significant improvements were also found in EG students' perceptions of the quality of their teachers' involvement in classroom relationships, self-reported effect, and social competencies perceived by their parents. Conclusions: These findings further the knowledge on the role played by mindfulness-based SEC interventions in reducing teachers' burnout symptoms and cultivating their SEC and well-being, in promoting a nurturing classroom climate and also in promoting the SEC and well-being of students. Supplementary Information: The online version contains supplementary material available at 10.1007/s12671-021-01635-3.

Validation of the Personal Social Capital Scale-16 in Portugal: preliminary data on Portuguese and immigrants.

OBJECTIVES: The Personal Social Capital Scale 16 (PSCS-16) is a self-report measure used to assess social capital, as a social determinant of health. To guarantee validated measures of this construct, the psychometric properties of the Portuguese version of the PSCS-16 were studied. METHODS: The PSCS-16 comprises 16 items, organized in two scales: bonding and bridging social capital. A convenience sample of 280 participants was collected through an online survey. For construct validity, we used confirmatory factor analysis, and convergent and discriminant validity through the average variance extracted (AVE) and correlations. For reliability, we used: The Spearman-Brown split-half and the omega hierarchical coefficient. Correlations were made between the PSCS-16 and socio-demographic variables. RESULTS: A first-order model depicting two oblique factors was supported, suggesting the use of the two scales. Evidence of convergent validity was achieved: acceptable AVE and associations between social capital and emotional self-disclosure. For discriminant validity, the AVE values surpassed the squared correlation between bonding and bridging, and associations with sexual health were found to be absent. Reliability was good. Additional correlations: A positive association between the education level and bridging social capital and participants with an immigrant status having more bridging social capital. CONCLUSIONS: Preliminary findings support the Portuguese version of PSCS-16 as suitable to evaluate social capital. Contributions are highlighted: the need to study correlates of social capital, particularly crossing migrations, social capital and mental health; and confirming the structure found by measuring its invariance.

The concept of lying, moral reasoning and children's willingness to lie at the request of an adult.

This research aims to understand how children conceptualise lying and how they associate it with moral reasoning within a narrative that contains everyday moral transgressions. This study also explores whether children are willing to lie when they are asked to do so by close adults, such as mothers, fathers and teachers, even after declaring that lying is wrong. We interviewed children (N = 146) from first to fourth grade on these themes, and discovered a developmental trend in the concept of lying, which is associated with other moral reasoning dimensions. Most children could define lying in a reasonable and accurate manner, and considered it inappropriate behaviour, but half admitted to lying after a close adult requested it.

A Transdiagnostic Approach to Sexual Distress and Sexual Pleasure: A Preliminary Mediation Study with Repetitive Negative Thinking.

Sexual distress is a core characteristic of sexual dysfunction; however, little is known about its correlates. In the current study, we aimed to contribute to the understanding of both sexual distress and its positive counterpart, sexual pleasure, by taking a transdiagnostic approach to sexual distress using two types of repetitive negative thinking: worry and rumination. Because sexual activity mostly occurs in a dyadic context, we also looked at the potential mediating effect of co-worry and co-rumination, and we used them as mediators. Our preliminary exploratory quantitative study used a cross-sectional design, with a sample of 206 partnered heterosexual people. We used path analysis with parallel mediation, with structural equation modelling being performed using lavaan designed for R environment. Overall, our results show that repetitive negative thinking is associated with both sexual distress and sexual pleasure, and that neither co-rumination nor co-worry mediates these associations. The exception is the indirect effect of rumination on sexual pleasure that is mediated by co-rumination. These results demonstrate that a transdiagnostic approach to sexual distress is a new field worth exploring, and they contribute to establishing the relevance of a cognitive approach to sexual dysfunction.