NCT06124183

Emotional Intelligence Program for Adolescents With Antisocial Behavior (DYNAMIS)

Results of an Emotional Intelligence Program for Adolescent Offenders Based on Salovey and Mayer's Ability Model.

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 231 (actual)
• Sponsor: Universidad del Valle, Colombia · Academic / Other
• Sex: All
• Age: 14 Years – 18 Years
• Healthy volunteers: Accepted

Summary

This study assessed the effectiveness of an emotional intelligence program based on the Salovey and Mayer model among adolescents exhibiting antisocial behavior. A quasi-experimental design was employed, involving 231 Colombian adolescent offenders (122 in the experimental group). A 12-session psychological protocol was implemented. The primary question it aims to address is whether it is feasible for adolescents with antisocial behavior to reduce negative emotional symptoms related to mental health, such as anxiety, stress, and depression, while simultaneously improving their emotional skills. It was observed that those who completed the program showed significant improvements in emotional intelligence, emotional balance, and resilience while experiencing a decrease in emotional symptoms, particularly in stress.

Detailed description

Emotional intelligence programs have been shown to enhance mental health, social adjustment, and overall well-being in adolescents, primarily implemented in educational settings but adaptable to specific clinical populations. The goal of this study was to assess the effectiveness of an emotional intelligence program tailored for adolescents with antisocial behavior based on the Salovey and Mayer ability model. Given previous findings suggesting that emotional intelligence programs can aid in improving mental health and social adjustment in adolescents, there arises a need to evaluate the efficacy of such programs in correctional settings. This study aimed to ascertain the effectiveness of an emotional intelligence program designed for adolescents with antisocial behavior. It also supported the notion that implementing emotional intelligence programs in socio-educational centers working with such adolescents could be an effective strategy to enhance their psychological and social well-being. Additionally, it highlights the necessity of incorporating emotional intelligence training in intervention processes within correctional contexts. The study employed a quasi-experimental design with both intervention and control groups, conducting pre-post intervention measures. The study involved 231 Colombian adolescent participants aged between 14 and 18 (Mean = 15.55, SD = 1.30), with 122 in the intervention group (Mean = 15.64, SD = 1.29, 19.7% female) and 109 in the control group (Mean = 15.44, SD = 1.30, 27.5% female). Questionnaires were utilized to evaluate emotional intelligence, emotional experiences, resilience, emotional symptoms (depression, anxiety, and stress), and life satisfaction. The comparative analyses revealed significant differences between the intervention and control groups. Adolescents who completed the program demonstrated improvements in emotional intelligence, emotional balance, and resilience while experiencing a notable reduction in emotional symptoms, particularly stress.

Conditions

• Mental Health Wellness 1

Interventions

Type	Name	Description
BEHAVIORAL	The program comprises 12 sessions and additional activities to be carried out after each session, alongside counseling from the program's leading professionals	The program is based on the emotional intelligence skills model (Mayer \& Salovey, 1997; Salovey \& Mayer, 1990), which suggests that emotional intelligence consists of four hierarchical branches or components: (a) perception of emotions, (b) facilitating thinking using emotions, (c) understanding emotions, and (d) managing and handling emotions. The program comprises 12 sessions and additional activities to be carried out after each session, alongside counseling from the program's leading professionals. The sessions follow a similar structure, involving session framing, motivation on the central theme, group activity for sharing ideas and experiences, individual activities, review, and task assignment. The first and second sections focus on analyzing the personal reality and current emotional conditions of the participants, while the final session is designed for both celebration and program evaluation. The remaining nine sessions address the four branches of the skill model.

Timeline

• Start date: 2022-01-11
• Primary completion: 2022-02-15
• Completion: 2022-06-30
• First posted: 2023-11-09
• Last updated: 2024-06-05

Locations

1 site across 1 country: Colombia