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Completed

NCT Number: NCT06124183

Emotional Intelligence Program for Adolescents With Antisocial Behavior (DYNAMIS)

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.

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Key information

Conditions

Mental Health Wellness 1 Anxiety Disorders Behavior Behavioral Symptoms Depression Mental Disorders

Age range

14 year–18 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

Arcadio de Jesús Cardona Isaza

Cali, Valle del Cauca Department, 760042, Colombia

About this study

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.

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • The inclusion criteria were being enrolled in the first year or higher grades of secondary education, having parental and authority permission, and being between 14 and 18 years old

Exclusion criteria

  • The exclusion criteria were being younger than 14 or older than 18, openly refusing to participate, lacking authorization, and having the scheduled completion of the judicial measure during the program execution period.

Treatment and study plan

The program comprises 12 sessions and additional activities to be carried out after each session, alongside counseling from the program's leading professionals

Behavioral

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.

Primary outcomes

  1. Emotional Intelligence

    Time frame: 4 months

    Attention, Clarity and Emotional Repair. Trait Meta Mood Scale (TMMS-24)

  2. Emotional Intelligence

    Time frame: 4 months. It offers five alternative answers. High scores on the factors indicate a higher degree of emotional intelligence.

    Attention, Clarity and Emotional Repair. Trait Meta Mood Scale (TMMS-24)

  3. Emotional symptoms of mental health

    Time frame: 4 months. The scale rates emotional symptoms from normal to extremely severe. Depression (0-9, normal- 28+ extremely severe). Anxiety (0-7, normal- 20+ extremely severe). Stress (0-4, normal- 34+ extremely severe.

    Depression, anxiety and stress scale (DASS-21)

  4. Positive and negative emotional experiences

    Time frame: 4 months. The items are presented on a Likert scale ranging from "Very rarely or never" to "Very often or always" (5).(Range 5-30)

    Positive and negative emotional experiences (SPANE)

Secondary outcomes

  1. Affective balance

    Time frame: 4 months. The affective balance scale is derived from the difference between the two SPANE sub-scales (SPANE-P and SPANE-N).

    Positive and negative emotional experiences scale (SPANE)

  2. Satisfaction with life

    Time frame: 4 months. Scores between 31-35 indicate the individual is very satisfied; 26-30, satisfied; 21-25, somewhat satisfied; 20, neutral; 15-19, somewhat dissatisfied; 10-14, dissatisfied; and 5-9, very dissatisfied.

    Satisfaction with life Scale (SWLS)

  3. Resilience

    Time frame: 4 months. It consists of 10 items designed as a Likert-type scale with five response options. The final score for the questionnaire is obtained by summing the responses (range 0-40).

    Connor-Davidson Resilience Scale (CD-RISC-10)

Sponsors and collaborators

Lead sponsor

Universidad del Valle, Colombia

Other

Collaborators

  • Universidad de la Sabana

Registry information

Official study title

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

Acronym: DYNAMIS

Important dates

Study start
2022
Primary completion
2022
Study completion
2022
First posted
Nov 9, 2023
Registry last updated
Jun 5, 2024

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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