La educación de la inteligencia emocional: Una herramienta eficaz para la prevención de la violencia y el consumo de drogas

Se analiza de forma teórica y empírica cómo la educación de la inteligencia emocional es una herramienta útil y eficaz para la prevención de la violencia y el consumo de drogas tanto en la infancia como en la adolescencia.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tec

El impacto de la Inteligencia Emocional en el bienestar personal

La inteligencia emocional es concebida como una inteligencia genuina basada en el uso adaptativo de las emociones de manera que el individuo pueda solucionar problemas y adaptarse de forma eficaz al medio que le rodea (Mayer y Salovey, 1997). Mayer y Salovey, los padres del concepto, definen la inteligencia emocional como “la capacidad para percibir, valorar y expresar las emociones con exactitud; la capacidad para acceder y generar sentimientos que faciliten el pensamiento; la capacidad para entender la emoción y el conocimiento emocional; y la capacidad para regular las emociones y promover el crecimiento emocional e intelectual” (Mayer y Salovey, 1997; p.10). Los autores plantean el modelo como un conjunto de habilidades que abarcan desde los procesos psicológicos más básicos (percepción de las emociones con exactitud) hasta los más complejos (regulación de las emociones y promoción del crecimiento emocional e intelectual). Concretamente se trata de un modelo jerárquico en el que son necesarias las habilidades más básicas para llegar a las más complejas. En esta comunicación práctico se ilustra de forma práctica y aplicada el funcionamiento de nuestras habilidades emocionales y sociales en el bienestar emocional.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Emotional Intelligence as Predictor of Mental, Social, and Physical Health in University Students

This study examined the association between emotional intelligence (EI), anxiety, depression, and mental, social, and physical health in university students. The sample was made up of 184 university students (38 men and 146 women). EI was evaluated by the Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995), which evaluates the three dimensions (Attention, Clarity, and Mood Repair). Anxiety was evaluated with the Trait Anxiety Questionnaire (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983) and depression with the Beck Depression Inventory (Beck, Rush, Shaw, & Emery, 1979). Mental, social, and physical health were evaluated with the SF-12 Health Survey (Ware, Kosinski, & Keller, 1996). Results showed that high Emotional Attention was positively and significantly related to high anxiety, depression, and to low levels of Role Emotional, Social Functioning, and Mental Health. However, high levels of emotional Clarity and Mood Repair were related to low levels of anxiety and depression, high Role Physical, Social Functioning, Mental Health, Vitality, and General Health. This study confirmed the predictive value of Attention, Clarity and Mood Repair regarding the levels of anxiety, depression, and areas related to mental, social, and physical health in university students.Este estudio analizó la relación entre la inteligencia emocional (IE) de los universitarios, sus niveles de sintomatología ansiosa y depresiva y el estado de salud físico, social y mental. La muestra estaba compuesta por 184 estudiantes universitarios (38 varones y 146 mujeres). La IE se evaluó con el cuestionario Trait Meta-Mood Scale (Salovey, Mayer, Goldman, Turvey, & Palfai, 1995) que evalúa tres dimensiones básicas relacionadas (Atención, Claridad y Reparación Emocional). La ansiedad se evaluó con la Escala de Ansiedad Rasgo (Spielberger, Gorsuch, Lushene, Vagg, & Jacobs, 1983), la depresión se evaluó con el Inventario de Depresión (Beck, Rush, Shaw, & Emery, 1979) mientras que el estado de salud social, mental y físico se evalúo con la SF-12 Health Survey (Ware, Kosinski, & Keller, 1996). En general, los resultados indicaron que una alta puntuación en Atención Emocional se relacionó significativa y positivamente con mayor sintomatología ansiosa y depresiva así como con puntuacionesmás bajas en Rol emocional, Funcionamiento Social y Salud Mental. En cambio, mayores niveles de Claridad y Reparación Emocional se relacionaron con menores niveles de Ansiedad y Depresión, y mayor puntuación en Rol Físico, Funcionamiento Social, Salud Mental, Vitalidad y Percepción de Salud. Este estudio confirmó el carácter predictivo de la Atención, Claridad y Reparación Emocional sobre los niveles de ansiedad y depresión y sobre diferentes áreas relacionadas con la salud mental, social y física de los universitarios

INTEMO+ program: A Socio-Emotional Learning Intervention to improve adolescent psychosocial functioning

The INTEMO+ program is a Socio-Emotional Learning (SEL) Intervention designed by the Emotion Lab of University of Malaga to develop and improve adolescent psychosocial functioning. INTEMO+ has been designed based on Mayer and Salovey's ability model: (1) accurate perception, appraisal, and expression of emotions; (2) awareness of feelings and ability to generate emotions to facilitate thought; (3) understanding of emotions, including the ability to label them with a rich emotional vocabulary; and (4) regulation of emotions to promote emotional and intellectual growth. INTEMO+ consists of 12 sessions distributed in four phases, corresponding to the four branches of the theoretical model of Mayer and Salovey (1997. In addition, the INTEMO+ program includes two more cross-cutting sessions. Specifically, the development of an "Emotional Newspaper" and a "Film Script," which try to exercise most of the EI abilities. The complexity of the INTEMO+ activities change every year and adapts to students’ maturation, which allows the gradual introduction of more complex emotional contents, skills, and situations every academic year. The empirical results show that when students have received an adequate EI education and well-implemented programs such as INTEMO+, they can have higher quality and well-being in socio-family and academic life.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Emotional intelligence and hot and cool cognitive control ability

Emotional intelligence (EI) is the ability to perceive, use, understand, and regulate emotions. The EI construct has been organized following three main approaches: performance-based ability model, a self-report mixed model, and a self-report ability model. EI appears to be beneficial to the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models but not when using self-report EI models. The aim of the present study is to analyze the relationship between the three models of EI and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. 187 undergraduate students participated in the experimental design. They completed the three EI tests of interest as well as go/no-go tasks; the stimuli used for the hot and cool cognitive task were faces and geometric figures, respectively. Results show that individuals with higher EI, measured through the performance-based ability test, perform better on a hot cognitive control task. Specifically, we provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task; when using the self-report EI instruments, no consistent findings were achieved. The study found no such results with the cool task. Findings in terms of the validity and different implications of the different EI models are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The effects of the quality of social relationships and emotion regulation ability on the happiness of introvert individuals

Previous research has shown that extraverts are happier than introverts and, although happy introverts exist, it is unclear under what conditions they can achieve happiness. The aim of the present study is to analyze the quality of social relationships and emotion regulation ability as a possible factor for happiness in introvert individuals. 1006 adults (42% males) completed measures of extraversion, neuroticism, quality of social relationships, emotion regulation ability and happiness. Results shows that introverts have significantly lower happiness, quality of life, quality of social relationship and emotion regulation ability scores than extraverts. Besides, those individuals with high quality social relationships or high emotion regulation ability were happier. Introverts were happier when they had high scores for quality of social relationships and emotion regulation ability, however the effect size was small. These results suggest that emotion regulation and social relationships are important to understand the relationships between introversion and happiness.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Inteligencia Emocional para tiempos de crisis

La Inteligencia Emocional se concibe como un conjunto de habilidades, tanto básicas como complejas, dirigidas a “unificar las emociones y el razonamiento”, esto es, usar las emociones para facilitar el razonamiento y los procesos de pensamiento, y usar nuestro razonamiento para pensar de forma inteligente acerca de nuestras emociones (Mayer y Salovey, 1997). En concreto, la IE se define como una habilidad mental que incluye “la capacidad para percibir, valorar y expresar las emociones con exactitud; la capacidad para acceder y generar sentimientos que faciliten el pensamiento; la capacidad para entender la emoción y el conocimiento emocional; y la capacidad para regular las emociones y promover el crecimiento emocional e intelectual” (Mayer y Salovey, 1997, p.10). De esta definición se extraen los componentes principales de la IE, cuatro ramas diferentes que se relacionan de forma jerárquica. En esta comunicación nos centraremos en cómo nuestra capacidad para comprender emocionalmente a los demás y regular nuestras emociones de forma eficaz puede ayudarnos a afrontar momentos de crisis tanto colectivos como personales.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

The relationship between the three models of emotional intelligence and psychopathy: a systematic review

Psychopaths are usually characterized as having numerous troubles with social and emotional facets in their daily. In addition, these individuals generate a series of harmful situations to society, such as violence and crime. Due to this, it is very important to find those variables that can reduce these behaviors. In this regard, Emotional Intelligence (EI) or the ability to perceive, use, understand and regulate emotions is a potentially useful variable. EI has been categorized according to three main approaches: performance-based ability, self-report ability and self-report mixed models. Several studies have analyzed the relationship between EI and psychopathy, however inconsistent results have been found. These inconsistencies may be due to the EI model employed to measure it. The objective of our study is to systematically review the previous literature about the relationship between the three models of EI and psychopathy, both in the clinical and total population.Scopus and Medline were searched for finding relevant articles. 29 eligible studies were identified. The results were divided according to the EI model and the population used.The results for both the total and clinical population differ according to the measure of EI employed. Specifically, through performance-based ability models, the majority of studies find a negative relationship between EI and psychopathy, and when EI is measured using self-reports, the results are inconsistent. In conclusion, the results suggest that higher EI abilities measured through performance-based ability models - but not through self-reports - are related to lower psychopathy deficits. Limitations and clinical implications are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Inteligencia emocional y agresión desplazada tras la inducción de ira en una tarea experimental

La Inteligencia Emocional (IE), definida como un conjunto de habilidades para percibir, utilizar, comprender y regular las emociones, ha mostrado una relación negativa con la conducta agresiva (García-Sancho et al. 2014), es decir, las personas que presentan dificultades para manejar sus emociones y la de los demás, muestran una mayor incidencia en el uso de comportamientos agresivos que aquellas personas con mayores niveles de IE. Sin embargo, hasta la fecha, ningún estudio ha analizado la relación entre la IE y la agresión en una situación experimental, existiendo solo datos obtenidos a través del informe de los participantes o de observadores externos. Por otra parte, aunque la relación entre IE y agresión se ha mostrado consistente a través de diferentes tipos de agresión (física, verbal e indirecta; García-Sancho et al. 2016) no existen datos en la literatura acerca de la asociación entre la IE y la agresión desplazada. El término agresión desplazada se refiere a aquella conducta agresiva, producto de una provocación inicial, dirigida a hacer daño hacia una persona distinta de la fuente responsable de tal provocación, agrediendo, por tanto, a un objetivo aparentemente inocente (Dollar et al., 140). Los objetivos de este estudio fueron, en primer lugar, ofrecer datos preliminares de la relación entre IE y agresión desplazada. En segunda lugar, explorar la relación entre las habilidades emocionales y la agresión en un contexto experimental tras generar una condición experimental que indujo a los participantes un estado afectivo negativo asociado a la iraUniversidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Education review on educational leadership and emotional intelligence

The purpose of this systematic review is to explore the literature on emotional intelligence related to school leadership using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The authors searched the electronic databases of Eric education, PsycINFO, Scopus and Psychology Database to find relevant articles. They used search criteria to identify a total of 110 references. Using rigorous selection methods, 35 articles were systematically reviewed. The results revealed that emotional intelligence is key for effective leadership and that the most used skills/competences are self-awareness, self-management, and empathy. Additionally, the literature makes it clear that the extent to which the leader builds trusting relationships contributes greatly to the development of teacher satisfaction and performance. These findings can help to inform the design of successful pre-service programmes for aspiring leaders and in-service programmes for school principals. Limitations and future lines of research are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech