Emotional Intelligence Program for Adolescents With Antisocial Behavior (DYNAMIS)
Condition: Mental Health Wellness 1
Study type: Interventional

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.
    

Intervention name(s): The program comprises 12 sessions and additional activities to be carried out after each session, alongside counseling from the program's leading professionals
Intervention type(s): Behavioral
Intervention description(s): 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.
Allocation: Non-Randomized
Intervention model: Parallel Assignment
Intervention model description: The design was a quasi-experimental study with intervention and control groups and pre-post-intervention measures.
Masking: None (Open Label)
Primary purpose: Prevention
Keywords: Depression; Anxiety; Stress; Emotions; Subjective well-being