Effectiveness of an Intensive Three-Day Emotional Intelligence Training

Year 2021, Volume: 7 Issue: 1, 1 - 14, 31.05.2021

F. Isil Bilican , Yasemin Camcı Ahmet Cihan Harun Yaman , Murat Ugur Andrej Juričko Ana Arzenšek Karl Winkels Ger Reichrath Ludmil Kovachev Anastasios Vasileiadis

https://doi.org/10.30613/curesosc.945196

Abstract

Emotional Intelligence (EI) is considered an ability which helps to recognize and regulate of one’s own and others’ emotions. EI was suggested to be one of the important factors for maintaining a successful personal and professional life. EI is considered as an ability that can be developed through practice. Thus, numerous studies attempted to examine effects of EI training programs. This study examined the effects of an intensive three-day training program on EI, difficulties in emotional regulation, reflective functioning, and psychological symptoms. The participants were 18 adults in the treatment group and 18 adults in the control group. The results showed that the EI training have led to a significant decrease in difficulties in emotional regulation over three days of training among participants in the treatment group. In particular, participants’ in the treatment group impulse control difficulties decreased, whereas such a decrease was not observed in the control group. There was some increase in the Reflective Functioning Uncertainity scores of the participants’ in the treatment group. There were no significant changes in overall emotional intelligence and psychological symptoms. The findings suggested that the intensive EI training led to better impulse control ability and an increase in mentalizing capacity.

Keywords

Emotional Intelligence Training, Emotion Regulation, Reflective Functioning, Psychological Symptoms

Üç Günlük Yoğun Bir Duygusal Zekâ Eğitiminin Etkililiği

Abstract

Duygusal Zeka (DZ), bireyin kendisinin ve başkalarının duygularını tanımasını ve düzenlemesine yardımcı olan bir beceri olarak bilinir. DZ başarılı bir kişisel ve profesyonel hayat yürütmek için var olan önemli faktörlerden biridir. DZ’nin uygulama yaptıkça gelişen bir beceri olduğu düşünülür. Dolayısıyla, pek çok program DZ eğitim programlarının etkilerini araştırmıştır. Bu çalışmada, üç günlük yoğun bir DZ eğitim programının DZ, duygu düzenlemede güçlükler, yansıtıcı işleyiş ve psikolojik semptomlar üzerine etkisi incelenmiştir. Katılımcılar, müdahale ve kontrol gruplarında eşit sayıda olmak üzere toplam 36 yetişkindir. Sonuçlar, üç gün süren yoğun DZ eğitiminin müdahale grubunda duygu düzenlemede güçlükleri anlamlı ölçüde azalttığına işaret etmiştir. Spesifik olarak, müdahale grubundaki katılımcıların dürtü kontrol güçlüğünde azalma görülmüştür; ancak böyle bir azalma kontrol grubunda görülmemiştir. Ayrıca, müdahale grubunda Yansıtıcı İşleyiş Ölçeği Belirsizlik alt ölçeği puanlarında bir yükselme görülmüştür. Genel DZ puanlarında ve psikolojik semptomlarda ise bir değişiklik gözlenmemiştir. Bu sonuçlar yoğun DZ eğitiminin dürtü kontrolündeki ve zihinselleştirme kapasitesindeki iyileşme ile ilişkili olduğuna işaret etmiştir.

Keywords

Duygusal Zeka Eğitimi, Duygu Düzenleme, Yansıtıcı İşleyiş, Psikolojik Semptomlar

References

• Allen, J. G., Fonagy, P., & Bateman, A.W. (2008). Mentalizing in clinical practice. American Psychiatric Press.
• Bamberger, E., Genizi, J., Kerem, N., Reuven-Lalung, A., Dolev, N., Srugo, I., & Rofe, A. (2016). A pilot study of an emotional intelligence training intervention for a pediatric team. Archives of Disease in Childhood, 102, 159-164.
• Bar-On, R. (1997). Bar-On Emotional Quotient Inventory: Technical manual. Multi-Health Systems.
• Berking, M, Meier, C., & Wupperman, P. (2010). Enhancing emotion regulation skills in police officers: Results of a pilot controlled study. Behavior Therapy, 41, 329.
• Billings, C. E. E., Downey, L. A., Lomas, J. E., Lloyd, J., & Stough, C. (2014). Emotional intelligence and scholastic achievement in pre-adolescent children. Personality and Individual Differences, 65, 14-18.
• Brackett, M. A., Mayer, J. D., & Warner, R. M. (2004). Emotional intelligence and its relation to everyday behavior. Personality and Individual Differences, 36, 1387-1402.
• Brackett, M., Warner, R. M., & Bosco, J. S. (2005). Emotional intelligence and relationship quality among couples. Personal Relationships, 12, 197-212.
• Derogatis, L. R. (1977). SCL-90: Administration, scoring, and procedure manual-I for the revised version. John Hopkins University.
• Dugan, J.W., Weatherly, R., Girod, D.A., Barber, C.E., & Tsue, T. T. (2014). A longitudinal study of emotional intelligence training for otolaryngology residents and faculty. JAMA Otolaryngology-Head & Neck Surgery, 140(8), 720-726.
• Dunn, E. W., Brackett, M. A., Ashton-James, C., Schneiderman, E., & Salovey, P. (2007). On emotionally intelligent time travel: Individual differences in affective forecasting ability. Personality and Social Psychology Bulletin, 33, 85–93.
• Fletcher, I., Leadbetter, P., Curran, A., & O’Sullivan, H. (2009). A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient Education and Counseling, 76, 376-379.
• Fonagy, P., Luyten, P., Moulten-Perkins, A., Lee, Y., Warren, F., Howard, S., Ghinai, R., Fearon, P., & Lowyck, B. (2016). Development and validation of a self-report measure of mentalizing: The reflective functioning questionnaire. PLoS ONE, 11(7), 1-28.
• George, D., & Mallery, P. (2006). SPSS for Windows step by step. Pearson.
• Goleman, D. (1996). Emotional intelligence: Why it can matter more than IQ. Bloomsbury Publishing.
• Gonzales-Yubero, S., Martin, R. P., & Lazaro-Visa, S. (2019). Trait and ability emotional intelligence as predictors of alcohol consumption in adolescents. Psicothema, 31, 292-297.
• Gorgas, D. L., Greenberger, S., Bahner, D. P., & Way, D. P. (2015). Teaching emotional intelligence: A control group study of a brief educational intervention for emergency medicine residents. Western Journal of Emergency Medicine, 16(6), 899-906.
• Gratz, K. L., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41-54.
• Groves, K. S., McEnrue, M. P., & Shen, W. (2008). Developing and measuring the emotional intelligence of leaders. Journal of Management Development, 27(2), 225-250.
• Herpertz, S., Schütz, A., & Nezlek, J. (2016). Enhancing emotion perception, a fundamental component of emotional intelligence: Using multiple-group SEM to evaluate a training program. Personality and Individual Differences, 95, 11-19.
• Hörz-Sagstetter, S., Mertens, W., Isphording, S., Buchheim, A., & Taubner, S. (2015). Changes in reflective functioning during psychoanalytic psychotherapies. Journal of the American Psychoanalytic Association, 63(3), 481-509.
• Karahan, T. F., & Yalçın, B. M. (2009). The effects of an emotional intelligence skills training program on the emotional intelligence levels of Turkish university students. Egitim Arastirmalari-Eurasion Journal of Educational Research, 36, 193-208.
• Kozlowski, D., Hutchinson, M., Hurley, J., & Browne, G. (2018). Increasing nurses’ emotional intelligence with a brief intervention. Applied Nursing Research, 41, 59-61.
• Levy, K. N., Meehan, K. B., Kelly, K. M., Reynoso, J, S., Weber, M., Clarkin, J. F., & Kernberg, O. F. (2006). Change in attachment patterns and reflective function in a randomized control trial of transference-focused psychotherapy for borderline personality disorder. Journal of Consulting and Clinical Psychology, 74(6), 1027-40.
• Mattingly, V., & Kraiger, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource management Review, 29, 140-155.
• Mayer, J. D., Roberts, R. D., & Barsade, S. G. (2008). Human abilities: Emotional intelligence. The Annual Review of Psychology, 59, 507-536.
• Mayer, J. D., Salovey, P., & Caruso, D. R. (2000). Models of emotional intelligence. In R. J. Sternberg (Ed.), Handbook of intelligence (pp. 396-420). Cambridge University Press.
• Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. Psychological Inquiry, 60, 197- 215.
• Mayer, J. D., Salovey, P., & Caruso, D. R. (2008). Emotional Intelligence: New ability or eclectic traits? American Psychologist, 63, 503-517.
• Mayer, J. D., Salovey, P., Caruso, D. R., & Cherkasskiy, L. (2011). Emotional intelligence. In R. J. Sternberg & S. B. Kaufman (Eds.), Cambridge handbooks in psychology. The Cambridge handbook of intelligence (pp. 528-549). Cambridge University Press.
• Mehrabi, Z., Nazari, F., Mehrabi, T., & Shaygannejad, V. (2017). The effect of emotional intelligence training on self-efficacy in women with multiple sclerosis. Iranian Journal of Nursing and Midwifery Research, 22, 421-426.
• Mohzan, M. A. M., Hassan, N., & Halil, N. A. (2013). The influence of emotional intelligence on academic achievement. Procedia Social and Behavioral Sciences, 90, 303-312.
• Motamed, F., Ghobari-Bonab, B., Beh-Pajooh, A., Yekta, M. S., & Afrooz, G. A. (2017). Developing an emotional intelligence program training and study its effectiveness on emotional intelligence of adolescents with emotioanal and behavioral problems that living in single parent families, Journal of Education and Learning, 6(2), 101-110.
• Nelis, D., Quoidbach, J., Mikolajczak, M., & Hansanne, M. (2009). Increasing emotional intelligence: (How) is it possible? Personality and Individual Differences, 47, 36 - 41.
• Ozcelik, M. (2007). The effect of the emotional intelligence skills training program on the depression and anxiety levels of martyr families (Unpublished doctoral dissertation). Social Sciences Institute, Ondokuz Mayıs University, Samsun, Turkey.
• Patti, J., Holzer, A., A., Brackett, M. A., & Stern, R. (2015) Twentyfirst-century professional development for educators: a coaching approach grounded in emotional intelligence, Coaching: An International Journal of Theory, Research and Practice, 8(2), 96-119.
• Petrides, K. V., & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15, 425-448.
• Pool, L. D., & Qualter, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22, 306-312.
• Rivers, S. E., Brackett, M. A., Omori, M., Sickler, C., Bertoli, M. C., & Salovey, P. (2013). Emotion skills as a protective factor for risky behaviors among college students. Journal of College Student Development, 54, 172-182.
• Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernandez-Berrocal, P., & Balluerka, N. (2012). Short- and midterm effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51, 462-467.
• Salovey, P., & Grewal, D. (2005). The science of emotional intelligence. Current Directions in Psychological Science, 14, 281–285.
• Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211.
• Schneider, T. R., Lyons, J. B., & Williams, M. (2005). Emotional intelligence and autonomic self-perception: Emotional abilities are related to visceral acuity. Personality and Individual Differences, 39, 853–861.
• Schutte, N. S., Malouff, J. M., Hall, L. E., Haggerty, D. J., Cooper, J. T., Golden, C. J., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167-177.
• Slaski, M., & Cartwright, S. (2003). Emotional intelligence training and its implications for stress, health and performance. Stress and Health, 19, 233-239.
• Thory, K. (2013). Teaching managers to regulate their emotions better: insights from emotional intelligence training and work based application. Human Resource Development International, 16(1), 4-21.
• Thory, K. (2016). Developing meaningfulness at work through emotional intelligence training. Training and Development, 20(1), 58-77.
• Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children’s emotion competence as a predictor of their academic competence in first grade. Emotion, 7, 77-88.
• Yilmaz, M. (2009). The Effects of an emotional intelligence skills training program on the consistent anger levels of Turkish university students. Social Behavior and Personality, 37(4), 565-576.