A Three‐Year Emotional Intelligence Intervention to Reduce Adolescent Aggression: The Mediating Role of Unpleasant Affectivity

Abstract

Adolescents' aggressive behavior is a growing social problem with important implications for psychosocial adjustment. The teaching of emotional skills has an important impact on reducing aggression in schools. However, little scientific evidence has shown the explanatory mechanism through which this training reduces aggression during adolescence. This article aims to provide evidence for the effectiveness of a 3-year longitudinal intervention among adolescents in nine Spanish schools. A total of 476 adolescents participated. Results showed a reduction in physical and verbal aggression in Time 2 through the reduction in negative affect, anger, and hostile feelings, compared with an active control group. The training seems to be crucial for dealing with the emotional and cognitive components of aggression and, thus, their behavioral manifestations.

Development of Emotional Skills in Adolescents to Prevent Cyberbullying and Improve Subjective Well-Being

“…In addition, these programs have shown positive results on psychological adjustment ( Sklad et al, 2012 ), coexistence and a supportive environment in the classroom ( Rivers et al, 2013 ), self-esteem and self-control ( Coelho et al, 2016 ), and student well-being ( Taylor et al, 2017 ). In addition, some interventions have effectively prevented emotional symptoms such as depression and anxiety ( Durlak et al, 2011 ), conflict in the classroom ( Machado Azeredo et al, 2015 ), sexual harassment perpetration ( Espelage et al, 2015 ), and aggressive behavior ( Castillo-Gualda et al, 2018 ).…”

School-Based Interventions For Developing Emotional Abilities In Adolescents: A Systematic Review

“…The interventions were mainly delivered by teachers and psychologists who participated in training sessions, prior to program implementation (Brackett, Rivers, Reyes, & Salovey, 2012;Dougherty & Sharkey, 2017;. In the analyzed studies, both short-term programs (Di Fabio & Kenny, 2011) as well as long-term programs were identified (Castillo-Gualda, Cabello, Herrero, Rodríguez-Carvajal, & Fernández-Berrocal, 2018).…”

“…The interventions sessions were delivered weekly and the approximate duration of a session was one hour (Castillo-Gualda, Cabello, Herrero, Rodríguez-Carvajal, & Fernández-Berrocal, 2018;Coelho, Marchante, & Sousa, 2015).…”

Family Functioning, Emotional Intelligence and Values: Analysis of the Relationship with Aggressive Behavior in Adolescents

“…In the review of the literature, it is confirmed that the connexion between the aggression modalities and some variables such as the emotional intelligence, the values, and the family functioning, if the rapport among them is negative [34], social and personal values are reduced [35], and there is a higher risk of family dysfunction [36].…”

“…However, within the group of victims there were no significant differences. The correlation between the modalities of aggression and the variables of emotional intelligence, values and family function showed a negative relation since the higher levels of aggressiveness, the lower levels of emotional intelligence [28,34], personal and social values are also reduced and there is a higher risk of family disfunction [33,36].…”