Emotional Intelligence Program Research Articles

The effect of applying emotional intelligence components on coping strategies in adolescents with beta-thalassemia major: a randomized clinical trial

BackgroundThalassemia is one of the most common genetic disorders. Patients with beta-thalassemia major confront serious clinical and psychosocial challenges in their all lives, which require coping strategies. It appears that psychological interventions are necessary to improve their coping skills. The aim of this study was to determine the effect of applying emotional intelligence components on coping strategies in adolescents with beta- thalassemia major.MethodsThis randomized clinical trial study involved 60 teenagers with beta- thalassemia major who were divided equally into intervention and control groups. The experimental group participated in 9 sessions of an emotional intelligence program consisting of 90 min, held both virtually and in person, two sessions per week. We investigated problem-focused and emotion-focused (including positive emotion-focused and negative emotion-focused) coping strategies of both groups of adolescents using the Billings and Moos questionnaire before the intervention, immediately after the intervention, and one month after the intervention. Data were analyzed using SPSS 21. Then, according to the research objectives, independent t-tests, Chi-square, Mann–Whitney, repeated measures Analysis of Variance (ANOVA) and Bonferroni test were used.ResultsIn experimental group, the mean score of problem-focused (problem-solving, cognitive evaluation) and positive emotion-focused (social support) coping increased from (14.2 ± 2.6) and (5.0 ± 0.5) before the intervention to (29.6 ± 3.1) and (10.9 ± 1.3) one month after the intervention, respectively (P < 0.001). However, the mean score of emotional inhibition and somatic inhibition (negative emotion-focused) decreased from (13.8 ± 1.7) and (6.7 ± 1.5) before the intervention to (8.6 ± 2.0) and (3.8 ± 1.8) one month after the intervention, respectively (P < 0.001). While the mean score of problem-focused and emotion-focused coping strategies before and one month after the intervention remained stable in the control group.ConclusionsAdolescents with beta-thalassemia suffer from psychosocial disorders and they also cope maladaptive with their illness. Applying emotional intelligence has improved their coping strategies. Caregivers should be encouraged to assess coping skills in teenagers with beta-thalassemia major and use methods such as emotional intelligence to improve them. Therefore, it can help these adolescents to deal effectively with stress and complications of the disease.Trial registration numberIRCT20210521051356N1 (17/06/2021).

Effect of Emotional Intelligence on the General Health and Life Orientation of Adolescents Who Have a Hearing Impairment

ABSTRACT Deafness is a common sensorineural disorder that can lead to lower quality of life and life orientation. Hence, we examined the effect of emotional intelligence (EI) on the general health and life orientation of adolescents who have a hearing impairment. The Participants were 32 adolescents aged 16–19 years selected via random sampling method from Deaf schools in Isfahan. They were randomly divided to intervention and control groups. Each group also consisted of 16 adolescents. The intervention group participated in an EI program for 12 sessions. These sessions were implemented for 45 minutes a day, two days a week for six weeks. Data were collected by a General Health Questionnaire (GHQ) and Life Orientation Test (LOT). The findings suggested that EI training significantly influenced the general health and life orientation of the experimental group, after participation in the intervention sessions. These results suggest that EI might result in positive and effective consequences and might play an important role in the improvement of general health and life orientation of the participants. For this reason, these findings have critical implications for therapists, teachers, and parents in supporting adolescents who have a hearing impairment to develop their general health and life orientation.

IMPORTANT ASPECTS TO CONSIDER FOR DESIGNING AND IMPLEMENTING AN EMOTIONAL INTELLIGENCE EDUCATORS TRAINING PROGRAM IN MEXICO

Purpose: The purpose of this qualitative applied research was to learn about the most important aspects to consider for designing and implementing an emotional intelligence (EI) training program among educators of Monterrey, Mexico. Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program. Theoretical framework: For Brackett and Stern (2024) “everyone values Emotional Intelligence, but actually learning the components is another matter entirely” (p. 26). According to Goleman (2020), the components of EI are self-awareness, self-regulation, motivation, empathy, and social skills. Most effective educators based in Goleman’s (2015) view are alike in one crucial way: “they all have a high degree of what it has come to known as emotional intelligence” (p. 1). Methods: The data were collected using a qualitative method. The participants who were purposefully selected for obtaining data were three Mexican expert practitioners on adult professional development and one expert on EI development. Results and conclusions: Using the results of the analyzed data, a list of the aspects that were found to be very important to consider for designing an EI program: (a) establish clear goals, (b) analyze the context, (c) use role plays, (d) use experiential practices, (e) provide time for structured reflection, (f) foster collaboration and a sense of community, (g) analyze case studies, (h) have participants set goals, (i) use qualitative assessment, (j) view and analyze videos of teachers using emotional and classroom management skills, (k) identify sources of stress, (l) use relaxation techniques, (m) identify manifestations of stress, and (n) learn ways to cope with stress. Findings implication: As a result of this study, some of the strategies and aspects recommended to consider within an EI educator training program may be applicable to international leadership educators as well. Uniqueness/value: All of the foundational aspects mentioned in this study represent great assistance in providing a solid base of data that confirmed the need to foster EI among educators.

Socio-Emotional Skills in The Academic Performance of Portuguese Basic Education Students (Emotional Intelligence Program)

Socio-emotional skills are a central element to face the problems of daily life and relate to others, becoming an essential capacity of the human being, developed educationally. We carried out a hybrid/mixed research (pre-pandemic period academic year 2019-20), modality of action research, having applied an intervention program to develop education for emotions, social skills and emotional intelligence in Portuguese children from 2 classes of the 4th grade elementary school, in order to improve their school performance and relationships between peers (educational environment). The conceptual framework was based on the analysis of the content of a range of studies on emotions, in the psych pedagogical scope, with emphasis on Salovey, Caruso and Mayer and Fernández Berrocal. The data collection techniques were as follows: sociometrist test friendship to the class (pre and post intervention); semi-structured interview with 2 teachers; participant observation; Intervention Program (7 sessions); focus-group; field notes. All ethical and legal rules were complied with in the procedures. The triangulations of the data obtained confirmed the improvement of (self) knowledge of emotions by the students, their social/emotional skills in the school performance of class and the relationships of friendship between them. We proposed socio-educational intervention guidelines to improve coexistence, with the involvement of the family and partners of the school and the emotional intelligence.

The Effect of a Training Program Based on the Bar-on Model for Emotional Intelligence to Improve Body Image in Jordan

Objectives: The study aimed to investigate the effectiveness of an emotional intelligence-based training program on improving body image among a sample of adolescent girls aged between 12 and 15 years. Methods: The study sample consisted of 28 adolescent girls who scored the lowest on the body image scale, randomly assigned to an experimental group and a control group. To achieve the study objectives, a training program consisting of 21 sessions was developed based on the dimensions of the Bar-On model: Personal dimension, Interpersonal dimension, Adaptability, Stress Management, and General Mood. Results: The Mann-Whitney U test and Wilcoxon signed-rank test revealed the effectiveness of the training program in improving body image among adolescent girls at a significance level of (α≤0.05) in favor of the experimental group. The results also showed improvements in the dimensions of overall appearance, weight, face, and body areas for the experimental group in the post-test, but no significant changes were observed in the attitude towards cosmetic procedures. This might be attributed to the models presented to adolescents through media, modern communication, and intensive promotion of cosmetic procedures via these platforms. Conclusions: Based on the results, it is evident that the emotional intelligence program was effective in improving body image among adolescent girls.

Emotional intelligence training program for adolescents involved in intensive training centers

This study aimed to design and evaluate an emotional intelligence (EI) training program for adolescents involved in intensive sport training centers. A total of 31 young elite table-tennis players received EI training through six sessions and a recall period across a competitive season. The athletes completed (1) a self-reported questionnaire at the beginning and at the end of the program to assess intra-individual and inter-individual EI; and (2) a logbook twice a month during a period of 6 months including emotion regulation strategies (ERS), cognitive appraisals, and discrete emotions. The results highlighted an increased level of intra-individual EI, especially for understanding and regulation dimensions. Moreover, multilevel growth curve analyses (MGCAs) revealed adaptive changes for the reported levels of acceptance, refocus on planning, positive reappraisal, average less-adaptive ERS, self-blame, and catastrophizing strategies. These findings support a beneficial effect of the program on ERS. However, the analyses revealed limited results for discrete emotions. Finally, MGCAs also revealed adaptive trajectories in the scores of cognitive appraisals and thus provided further evidence of the benefits of the EI program on threat, challenge, and loss levels. In sum, this interventional study adds to a growing body of EI literature by proposing a theoretically based intervention for adolescents involved in a competitive and emotionally demanding environment. Lay summary: The emotional intelligence is now recognized as a crucial factor to success in competitive sport. It appears crucial to develop these competences among youth athletes which are exposed to various constraints. This study confirms that the emotional intelligence (as some emotion regulation strategies) can be improved with short and adapted interventions.

School Counselors’ Emotional Intelligence and Comprehensive School Counseling Program Implementation: The Mediating Role of Transformational Leadership

The authors examined whether school counselors’ emotional intelligence predicted their comprehensive school counseling program (CSCP) implementation and whether engagement in transformational leadership practices mediated the relationship between emotional intelligence and CSCP implementation. The sample for the study consisted of 792 school counselors nationwide. The findings demonstrated the significant mediating role of transformational leadership on the relationship between emotional intelligence and CSCP implementation. Implications for the counseling profession are discussed.

The Impact of a Nursing Emotional Intelligence Program to Improve Patient Satisfaction.

Nurses often encounter stressful situations with patients. Inadequate nursing emotional intelligence (EI) can negatively impact patient satisfaction. EI can be utilized in challenging circumstances. A nursing EI program included virtual training, online modules, and journal clubs. A pre-post design utilized the Press Ganey survey to measure patient satisfaction. The Emotional Intelligence Appraisal measured nursing EI scores. Patient satisfaction and nursing EI scores increased, highlighting the significance of providing EI education to nurses.

The effect of group counseling based on emotional intelligence in the prevention of postpartum depression

Context: Postpartum depression (PPD) is one of the most common psychological conditions in the postpartum stage. PPD negatively affects the baby, family, and mother's life.Aims: This study aimed to survey the effectiveness of group counseling based on emotional intelligence (EI) in the prevention of PPD.Setting and Design: In this semi-experimental study, one hundred cases were selected among pregnant mothers who were referred to health centers of Tehran, Iran, during June–September 2019.Materials and Methods: Four health centers were allocated to the intervention and control group by simple randomization and participants were recruited by convenience sampling. Participants in the intervention group attended an educational program based on EI during five weekly sessions (each 90 min). The control group did not receive any intervention. All participants completed demographic questionnaires, Beck Depression Inventory, Bar-On EI Inventory, and Edinburgh PPD Inventory. Follow-up was done 8 weeks after delivery.Statistical Analysis Used: Data were analyzed through descriptive (mean, standard deviation, and frequency) Chi-square and independent t-test.Results: The intervention group reported significantly lower PPD than the control group eight weeks after delivery (11.71 ± 3.16 and 14.47 ± 3.65, respectively, P < 0.001). The scores of EI were significantly (P < 0.001) higher 8 weeks after delivery in the intervention group (234.60 ± 8.94) compared with the control group (211.41 ± 9.62).Conclusion: According to the findings of the current study, EI program is effective in preventing PPD, so it is recommended that counseling services along with medical services be provided to improve the mental health of mothers to prevent PPD.

Emotional intelligence intervention in older adults to improve adaptation and reduce negative mood.

Emotional intelligence (EI) is a strong predictor of negative mood. Applying emotional skills correctly can help to increase positive emotional states and reduce negative ones. This study aims to implement EI intervention designed to improve clarity, repair EI dimensions and coping strategies, and reduce negative mood in older adults. Participants were randomly assigned to the treatment or control group. Participants were evaluated individually before and after the intervention. Participants included 111 healthy older adults; 51 in the treatment group and 60 in the control group. An EI program was implemented. The program was administered over 10 sessions lasting 90 min each. EI dimension (attention, clarity, and repair), coping strategies, hopelessness, and mood were assessed. Analysis of variance for repeated measures was applied. In the treatment group, scores on clarity and emotional repair increased and attention to emotions decreased; problem-focused coping (problem-solving, positive reappraisal, and seeking social support) showed significant increases, whereas emotion-focused coping (negative self-focused and overt emotional expression) obtained significant decreases; scores on negative mood measures declined significantly. An intervention based on EI is effective in older adults. After the EI intervention, the participants showed significant increases in their levels of clarity and emotional repair and intermediate levels of attention. In addition, the intervention was found to influence adaptation results, increasing the use of adaptive coping strategies and decreasing the use of maladaptive strategies, as well as reducing hopelessness and depressive symptoms.

Immersion Tools as a Strategy for Adolescents Mental Health: A Qualitative Study

Background: Information and communication technologies have revolutionized education, due to development of didactic strategies to take advantage of them for maximizing learning. The aim was to analyze the influence of immersion tools as a strategy to improve adolescents’ mental health. Methods: Qualitative research was employed, and participants’ experiences, opinions, values, behaviors, emotions, feelings were recorded. Twenty six students of both sexes, aged 13 to 15 years, from the three grades of secondary school were selected by convenience, and supported by the school’s psychologist. A workshop on emotional intelligence (EI) based on educational technology was implemented using a video; students practiced a reflexive process to understand themselves and their surroundings, creating a video + audio as a product of the workshop. In it, students analyzed several problems they face and their relationship with their contextual situation. Data collection was through semi-structured interviews before and after the workshop on EI. Data analysis was according to Souza Minayo, and the theoretical framework according to Goleman, Tapia et al., Gorostieta et al., and Vigotsky. Results: Two categories emerged: Category I, EI as a risk factors transformer from living with addictions to protection factors in adolescents. Category II, EI development through immersion tools to improve mental health in adolescents. Conclusions: Immersion tools favor user to be closer, with a humanist focus where real necessities are studied after the vivid experience of the problem to solve or get a better situation. The goal is that students experience real situations inside controlled surroundings, in such a way that they learn from their experiences and acquire knowledge through self-learning. EI program through immersion tools favored to modulate feelings, and to get a better psychological and social adaptation. To identify self-emotions and others’ with higher precision in different situations allowed reflexive and clear thoughts on the contextual events, improving mental health. Nursing has an important role in prevention and health promotion programs, its participation in the health team to care for mental health, mainly in vulnerable groups, is very relevant.

Effects of the application of an emotional intelligence program on the dynamics of bullying. A pilot study

espanolLos escolares se enfrentan diariamente a infinidad de retos. Para superarlos cuentan con la ayuda del grupo de iguales, familia o profesorado. Sin embargo, los discentes quedan expuestos cuando dentro del centro escolar no encuentran apoyo frente a fenomenos violentos. De esta forma, surge la necesidad de fortalecer el clima de convivencia escolar y de dotar a los alumnos y alumnas de competencias emocionales. La presente investigacion pretende analizar la eficacia de un programa de inteligencia emocional en la mejora del clima de convivencia y el bullying, asi como en el desarrollo de ciertas habilidades emocionales. Para ello, se implemento el programa Convivencia e Inteligencia Emocional (CIE) en una muestra de 27 sujetos. Como instrumentos de recogida de informacion se utilizaron el Test Bull-S y el cuestionario Convivencia e Inteligencia Emocional (CIE). El diseno de investigacion fue pre-experimental con medidas repetidas pretestpostest. Los datos sugieren, tal como recogen investigaciones previas, la pertinencia del programa para la mejora de ciertos aspectos del clima de convivencia y acoso escolar, asi como para desarrollo de la motivacion y la empatia. Se concluye, con caracter exploratorio, la idoneidad de abordar la educacion emocional en la adolescencia como herramienta preventiva de problemas de convivencia escolar. EnglishIt is well known that schoolchildren are faced with a large number of challenges every day. The support of their peer group, family, or teachers can help them to overcome these challenges. However, students are vulnerable when they do not find support against violent actions at school. Hence, the importance of strengthening the atmosphere of school coexistence and providing students with emotional tools. The present investigation analyzed the effectiveness of an Emotional Intelligence program for the improvement of the climate of coexistence and bullying as well as for the development of emotional skills. For this purpose, the “Convivencia e Inteligencia Emocional” (CIE [Coexistence and Emotional Intelligence]) program was implemented in a sample of 27 students. The Bull-S Test and the Convivencia e Inteligencia Emocional (CIE) questionnaire were used to collect the data. The method followed was pre-experimental with repeated pretest-posttest measures. The analysis of the results confirmed the relevance of the CIE program in terms of improving certain aspects of the climate of coexistence as well as in the development of motivation and empathy. It is concluded that, with an exploratory character, addressing emotional intelligence in adolescence is a way to prevent problems of coexistence at school.

The Effect of Emotional Intelligence Program on Decision Making Style

Emotional intelligence plays a very important part in creating effective decisions in day to day life within the work place. The ability to deliver safe and proper care is relies on make accurate decision. Strong emotions help head nurses to make effective decisions. Aim: The present study aimed to assess the effect of emotional intelligence program on decision making style for head nurses'. Research Design: quasi experimental design was utilized. Study Setting: the study was conducted in all units at Benha University Hospital. The study sample was: all the available head nurses (57) from the above mentioned setting. Tools of data collection: Three tools were used: (1) emotional intelligence knowledge questionnaire, (2) Standardized emotional intelligence questionnaire, and (3) Nursing Decision-Making Instrument Scale Revised, 2014 (NDMI). Results: The findings of this study showed that there was a highly statistical significant improvement in the level of emotional intelligence and decision making style among head nurses through the program. Conclusion: The study concluded that highly statistically significant correlation was found between emotional intelligence and decision making style among head nurses. Recommendation: Hospital should provide continuous emotional intelligence training program to nursing staff to enhance their performance, Integration of emotional intelligence program in to nursing curricula for enhancing nursing students' competencies.

Beyond the Microscope: Emotional Intelligence Program Adds Value to Cytotechnology Training

Beyond the Microscope: Emotional Intelligence Program Adds Value to Cytotechnology Training

Effects of an emotional intelligence program on socioemotional factors Emotional and psychosomatic symptoms

Effects of an emotional intelligence program on socioemotional factors Emotional and psychosomatic symptoms

Developing an Emotional Intelligence Program Training and Study Its Effectiveness on Emotional Intelligence of Adolescents with Emotional and Behavioral Problems That Living in Single Parent Families

Development of children and adolescents’ personality is strongly affected by their parents, and absence of one of them has an undesirable effect on their development, and makes them vulnerable to later psychological disorders and behavioral problems. The purpose of this study was to develop an emotional intelligence training program and to evaluate its effectiveness on increasing emotional intelligence of adolescents with emotional and behavioral problems that living in single parent families. The study utilized a quasi-experimental research method with pretest-posttest and follow-up with control group. The sample of the study selected by a purposive sampling method and 11 students in the experimental group and 12 students in the control group were among the adolescents with emotional and behavioral problems that living in single parent families. This program was offered through workshop which consisted of 10 sessions, two hours per session. The instruments which were used in this study included Child Behavior Checklist (CBCL), and Youth Self Report (YSR), and Bar-on Adolescents’ Emotional Intelligence Scale. The obtained data was analyzed using Repeated Measures of Analysis of Variance, which showed that emotional intelligence training program could significantly increase emotional intelligence in adolescents with emotional and behavioral problems in single parent families.Participating in the workshop, has led to increasing the emotional intelligence of adolescents with emotional and behavioral problems that living in single parent.

A Convergence Study about Effects of Emotional Intelligence Program - Meta analysis

A Convergence Study about Effects of Emotional Intelligence Program - Meta analysis

Impact of Emotional Intelligence Program On Leadership Competency of Nursing Leaders

Impact of Emotional Intelligence Program On Leadership Competency of Nursing Leaders

Effects of an emotional intelligence program in variables related to the prevention of violence.

In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (EI) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest–posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest–posttest ANCOVAs showed that the program significantly increased: (1) EI (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.

Programa de estimulación cognitiva e inteligencia emocional para mayores (PECI-PM): beneficios en la memoria cotidiana

Programa de estimulación cognitiva e inteligencia emocional para mayores (PECI-PM): beneficios en la memoria cotidiana