Drug addiction is a current global problem, which causes significant damage to the individual and society as a whole. Drug addicts have numerous disorders, among which the emotional sphere occupies an important place. Identification of social and psychological factors affecting the development of emotional intelligence of drug addicts will make it possible to optimize their psychological rehabilitation programmes. The aim of the study is based on establishing the influence of social and psychological factors on the development of the emotional intelligence level in drug addicts. Methods: The research programme uses standardized psychometric diagnostic methods (MSPSS, Self-Monitoring Scale, EQ-test, Self-esteem test). Descriptive statistics, the Kruskal-Wallace H test, and Pearson’s linear correlation coefficient were used. The Results: The study showed that a low level of emotional intelligence prevails among the surveyed drug addicts (M=37.63±13.38). At the same time, people with a low level have pronounced signs of low social self-control (Н=67.64, р≤0.001), social support (Н=67.76, р≤0.001), and self-esteem (Н=89.12, р≤0.001). Correlation analysis revealed a close direct relationship between emotional intelligence and social self-control (r=0.681, p≤0.001), social support (r=0.632, p≤0.001), and self-esteem (r=0.726, p≤0.001). Conclusions: The study found that the development of emotional intelligence of drug addicts is influenced by such social and psychological factors as social self-control, social support, and self-esteem. These factors determine the ability to manage emotions, adequately perceive them and objectively express them. Prospects: The identified results can be used when building a system of psychological rehabilitation for persons with drug addiction. In particular, to develop emotional intelligence, and improving general emotional well-being.
This article is based on a questionnaire of a relatively limited number of Ukrainian teachers-practitioners. We proved that emotional intelligence (hereafter – EI) in an educational institution can be sufficiently diagnosed by observation, and without using psychometric methods. We also classified and presented the main components of emotional intelligence, their essence, correlation with other qualities of psyche; gave markers for the definition of EI and markers of their dynamics over time. The article has theoretical nature, which determines the analytical and generalizing approach to its writing. While it has been writing, we had used a sociological survey (to collect data) and a number of theoretical methods: analysis, generalization, statistics (frequency selection, ranking) etc. The main data were obtained by analyzing the thematic literature and questionnaires of primary school teachers with sufficient experience (120 persons). The questionnaire was filled out mainly in electronic form, and sporadically in-person. The result was the systematization, correlation and labeling of the most common qualities of EI. Also, the hypothesis put forward in the article found theoretical confirmation (it is confirmed by the analysis of the experience of primary school teachers). The article is based on an investigation of only one, central, region of Ukraine, so it is representative and needs to expand the scope of research. This fact is a limitation of the study.
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