Investigation of the construct of trait emotional intelligence in children

The mediating role of trait emotional intelligence in the relationship between parental neglect and cognitive emotion regulation strategies

BACKGROUND

Examining children's abilities to recognize and regulate their emotions in the context of parental neglect is of significant importance in order to comprehend the dynamics of and to support the development of emotional skills of children, particularly those at risk of neglect. From this point of view, the aim of the study was to examine the mediating role of trait emotional intelligence (trait EI) in the relationship between parental neglect and cognitive emotion regulation strategies (CERS) in children.

METHOD

The study group consisted of 265 children (135 girls and 130 boys) who were attending two separate primary schools in the city center of Antalya, Turkey. The mean age of the children was 10.27 ± 0.45. As the data gathering instruments, an "Individual Information Form" was administered to assess the socio-demographic information of the children, while the "Multidimensional Neglectful Behavior Scale-Child Report was administered to examine the level of neglect of children by the parents, the "Trait Emotional Intelligence Questionnaire-Child Form" was administered to assess the trait emotional intelligence level, and the "Cognitive Emotion Regulation Strategies for Children Scale" was administered to assess the CERS of the children.

RESULT

It was found that trait EI played a full mediator role in the relationship between CERS and both maternal and paternal neglect (p < .05), except for the relationship between paternal neglect and maladaptive CERS (p > .05).

CONCLUSIONS

The results may suggest that neglected children use all emotion regulation skills, including both adaptive and maladaptive, to cope with their negative emotional experience, but may use adaptive CERS more if their trait EI is higher.

Fostering emotional intelligence in preadolescence: Effects of a pilot training on emotions, coping and psychological well-being

The purpose of the present study was to examine the efficacy of a short training programme (eight 1-hour sessions) aimed to promote Emotional Intelligence (EI) abilities in primary school on a set of outcomes related to affect, coping and psychological well-being. Sixty-eight preadolescents (10.68±.58 years) were randomly assigned to either the experimental condition (EI training) or the active control condition (pro-environmental training). ANOVAs and Bayesian analyses were performed on pre/post-training measures of ability and trait EI, positive/negative affect, regulatory emotional self-efficacy, coping styles, and psychological well-being. Results showed that only in the EI training condition emotional abilities significantly improved, whereas negative affect and the preference for distraction coping significantly diminished. Although the effects of the present EI training did not extend to the other measures, the findings suggest its effectiveness in improving preadolescents' EI basic skills and some important adjustment variables. This study confirms the efficacy of short school-based programmes in enhancing EI abilities and highlights the importance of further investigating the training features required to extend its benefits also to psychological well-being. Implications for research and educational practices are discussed.

The Dynamic Interplay of Affective, Cognitive and Contextual Resources on Children's Creative Potential: The Modulatory Role of Trait Emotional Intelligence

In the present work we explored in two separate studies the modulatory role of trait emotional intelligence (EI) over the effect exerted on children's creative potential by two other key elements defining creativity, namely cognitive resources (here explored through basic executive functions, Study 1) and contextual-environmental factors (that is, teachers' implicit conceptions of the factors influencing children's creativity, Study 2). Confirming previous research, executive functions (particularly interference control and working memory) emerged as main predictors of children's creative performance; however, their positive effect arose especially when associated with a high trait EI level. In the same vein, teachers' implicit conception about children's creative potential and about their efficacy in teaching creativity emerged to exert a facilitatory effect on children' creative potential. This effect occurred particularly when associated with low trait EI levels, affecting differently girls and boys. Trait EI emerged from these studies as an important individual resource to consider in order to understand the potential benefit of other (cognitive and contextual-environmental) resources on children's creative potential. The implications on the role of trait EI as a constitutional element of children's creativity, capable of promoting the expression of their creative potential, are discussed.

A study of emotional intelligence in an Egyptian sample of offspring of patients with schizophrenia

Background

Emotional intelligence is usually a construct measured in healthy children, now it may be used for relatives of schizophrenia, and considered as trait marker for schizophrenia. Offspring of parents with schizophrenia are considered children with high familial risk for major mental disorder. The aim of the study is to assess emotional intelligence in a group of off springs of a parent with schizophrenia and compare them to healthy control subjects, and to find possible relation between emotional intelligence in offspring and profile of symptoms in schizophrenic parents.

Results

Offspring of parents with schizophrenia had lower scores of emotional intelligences than their matched controls in emotion perception, self-esteem, low impulsivity and emotion regulation’s subsets of TEIQue-CF. There was correlation between offspring trait emotional intelligence and their parent’s duration of illness. There was no correlation found between schizophrenia severity in the parents and their offspring’s trait emotional intelligence.

Conclusions

Offspring of parents with schizophrenia had impaired trait emotional intelligence in some of its facets when compared to normal healthy subjects.

The Relationship between Children’s Trait Emotional Intelligence and the Big Five, Big Two and Big One Personality Traits

The irrefutable repercussions of personality and socio-emotional development on children’s learning and psychological well-being justify the relevance for the educational context of delving into the relationship between those two constructs. Therefore, the research presented in this article investigates the link between trait EI and the B5, B2, and B1 (or GFP) personality traits in children between 9 and 13 years of age. We used the Spanish adaptation of the BFQ-NA (Big Five Personality Questionnaire for Children and Adolescents) and the CDE_9-13 (Emotional Development Questionnaire for primary education) with a sample of 259 primary school students. The results showed correlations between the two Big personality factors (B2) and the Big One personality factor (B1) with trait EI. However, the relationship between trait emotional intelligence and the Big Five personality model (B5) was not very high; only two of the five personality traits significantly predicted trait EI. Thus, our results differ from studies conducted with adults, but instead, it is similar to studies conducted with children. Finally, this study reinforces the thesis that trait EI can be considered a synonym of the GFP (General Factor Personality). Consequently, it implies designing and implementing learning and socioemotional development programs during the school years to promote adaptability and social efficacy.

Adolescent Health Promotion Interventions Using Well-Care Visits and a Smartphone Cognitive Behavioral Therapy App: Randomized Controlled Trial

Background

Adolescent health promotion is important in preventing risk behaviors and improving mental health. Health promotion during adolescence has been shown to contribute to the prevention of late onset of the mental health disease. However, scalable interventions have not been established yet.

Objective

This study was designed to test the efficacy of two adolescent health promotion interventions: a well-care visit (WCV) with a risk assessment interview and counseling and self-monitoring with a smartphone cognitive behavioral therapy (CBT) app. Our hypothesis was that participants who had received both WCV and the CBT app would have better outcomes than those who had received only WCV or those who had not received any intervention. We conducted a prospective multi-institutional randomized controlled trial.

Methods

Participants were 217 adolescents aged 13-18 years. They were randomly divided into two intervention groups (WCV group and WCV with CBT app group) and a nonintervention group. WCV comprised a standardized physical examination along with a structured interview and counseling for youth risk assessment, which was designed with reference to the Guideline for Health Supervision of Adolescents of Bright Futures. A smartphone-based CBT program was developed based on the CBT approach. The CBT app comprised a 1-week psychoeducation component and a 1-week self-monitoring component. During the CBT program, participants created several self-monitoring sheets based on the CBT model with five window panels: event, thoughts, feelings, body response, and actions. The primary outcome was the change in scores for depressive symptoms. Secondary outcomes included changes in scores for self-esteem, quality of life, self-monitoring, and an adolescent health promotion scale. These outcomes were evaluated at baseline and at 1, 2, and 4 months after baseline. The exploratory outcome was the presence of suicidal ideation during the observation period. Intervention effects were estimated using mixed effect models.

Results

In total, 94% (204/217) of the participants completed the 4-month evaluation. Both intervention groups showed a significant effect in the form of reduced scores for depressive symptoms at 1 month in high school students; however, these effects were not observed at 2 and 4 months. The intervention effect was significantly more predominant in those scoring above cutoff for depressive symptoms. There was significantly less suicidal ideation in the intervention groups. As for secondary outcomes, there was significant increase in health promotion scale scores at the 4-month follow-up among junior high school students in the WCV group. Moreover, the CBT app was significantly effective in terms of obtaining self-monitoring skills and reducing depressive symptoms.

Conclusions

Although adolescent health promotion interventions may have short-term benefits, the frequency of WCV and further revision of the CBT app should be considered to evaluate long-term effectiveness.

Trial Registration

University Hospital Medical Information Network Clinical Trials Registry UMIN 000036343; https://center6.umin.ac.jp/cgi-open-bin/ctr/ctr_view.cgi?recptno=R000041246

Risk of Suicidal Behavior in Children and Adolescents Exposed to Maltreatment: The Mediating Role of Borderline Personality Traits and Recent Stressful Life Events

Childhood maltreatment (CM) is associated with increased non-suicidal self-injury (NSSI) and suicidal behavior (SB), independently of demographic and mental health conditions. Self-Trauma Theory and Linehan’s Biopsychosocial Model might explain the emergence of Borderline Personality Disorder (BPD) symptoms as mediators of the association between CM and the risk of SB. However, little is known regarding such relationships when the exposure is recent for young persons. Here, we study 187 youths aged 7–17, with or without mental disorders. We explore CM experiences (considering the severity and frequency of different forms of neglect and abuse), recent stressful life events (SLEs), some BPD traits (emotion dysregulation, intense anger and impulsivity), and the risk of SB (including NSSI, suicide threat, suicide ideation, suicide plan and suicide attempt). We study the direct and mediating relationships between these variables via a structural equation analysis using the statistical software package EQS. Our findings suggest that youths exposed to more severe/frequent CM have more prominent BPD traits, and are more likely to have experienced recent SLEs. In turn, BPD traits increase the risk of SLEs. However, only emotion dysregulation and recent SLEs were found to be correlated with SB. Therefore, targeted interventions on emotion dysregulation are necessary to prevent NSSI or SB in children and adolescents exposed to CM, as is the minimization of further SLEs.

Emotional Intelligence Profiles and Self-Esteem/Self-Concept: An Analysis of Relationships in Gifted Students

The psychological well-being of students affects their academic achievement, social relationships and school coexistence and is something that families worry about. This aspect becomes vital when students have atypical development and/or specific needs. Studies on the impact of giftedness on students' self-concept and self-esteem offer mixed results. Emotional Intelligence (EI) is a key factor for their well-being that must be developed by educational institutions. This study analyzes the relationships between emotional intelligence profiles and both self-concept and self-esteem of identified gifted students between 8 and 18 years of age who study in regular Spanish schools and non-identified peers. A total of 118 identified gifted and 122 non-identified subjects participated in the study. The Self-Concept Scale Form 5 (AF5), the Rosenberg Self-Esteem Scale (RSES), and the Trait Meta-Mood Scale-24 (TMMS-24) were administered. Clusters of students were identified on the basis of their scores in the three dimensions of EI. Subsequently, the differences in self-esteem and self-concept according to the student's emotional intelligence profile were analyzed. The results showed a taxonomy of three-cluster profiles in both groups and the existence of differences between profiles of EI in the self-esteem and self-concept dimensions in gifted students, not so in the non-identified group. The results have important implications for education and health professionals, both for the evaluation and for the introduction of adjusted intervention programs in case of vulnerability.

The effects of cooperative learning on trait emotional intelligence and academic achievement of Spanish primary school students

Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice.

The Roles of Fluid Intelligence and Emotional Intelligence in Affective Decision-Making During the Transition to Early Adolescence

The current study mainly explored the influence of fluid intelligence (IQ) and emotional intelligence (EI) on affective decision-making from a developmental perspective, specifically, during the transition from childhood into early adolescence. Meanwhile, their age-related differences in affective decision-making were explored. A total of 198 participants aged 8-12 completed the Iowa Gambling Task (IGT), the Cattell's Culture Fair Intelligence Test and the Trait Emotional Intelligence Questionnaire-Child Form. Based on the net scores of IGT, the development of affective decision-making ability did not increase monotonically with age, and there was a developmental trend of an impaired IGT performance in early adolescence (aged 11-12), especially in the early learning phase (first 40 trials) of the IGT. More importantly, IQ and EI played different roles for children and early adolescents: IQ and EI jointly predicted the IGT performance for 8-10 years old children, whereas only EI contributed to the IGT performance of 11-12 years old early adolescents. The present study extends the evidence how cognitive processing and emotional processing interact in affective decision-making from the developmental perspective. Furthermore, it provides insights of future research and intervention with early adolescents' poor affective decision-making.

Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study

The relationship between emotional intelligence (EI) and academic achievement has received a lot of attention in the school environment. The objective of this study is to identify which EI components are more related to linguistic competences in primary education. One hundred eighty students between 8 and 11 years of age participated in the study. We administered the BarOn EI Inventory, the intellectual skills test (EFAI) to determine the intellectual abilities, and a test of basic linguistic competences. The results showed that the EI factors of adaptability and interpersonal had the strongest impact on linguistic competences. Specifically, adaptability was the EI component more related to reading comprehension, explaining 13.2% of the reading score’s variance, while adaptability and stress management were the best predictors of writing skills, accounting for 15.4% of the variance of the writing score. These results point to the need to consider emotional competences to help students reach academic success and personal well-being.

A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison

This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z ¯ = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z ¯ = 0.31), than studies measured EI as self-report (Z ¯ = 0.24), and self-report mixed EI (Z ¯ = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.

Students' Trait Emotional Intelligence and Perceived Teacher Emotional Support in Preventing Burnout: The Moderating Role of Academic Anxiety

The current study sought to investigate the role of trait emotional intelligence and perceived teacher emotional support in school burnout. Furthermore, the moderating role of academic anxiety in these relationships was examined. A sample of 493 Italian high school students (81.9% female) aged 14–19 years (M = 16.27, SD = 1.48) was involved in the study. A latent moderated structural equation approach was performed to test the hypothesized model. The results showed that both trait emotional intelligence and perceived teacher emotional support were negatively associated with school burnout. Moreover, academic anxiety moderated the relation between perceived teacher emotional support and school burnout. Specifically, when the level of anxiety was high, the protective role of perceived teacher emotional support toward burnout was weakened. Findings are discussed in light of the protective role of resources on burnout and considering the detrimental impact of academic anxiety in school settings.

Strengths Against Psychopathology in Adolescents: Ratifying the Robust Buffer Role of Trait Emotional Intelligence

The aim of this study was to unravel the interrelated effects of trait emotional intelligence (Trait EI), mindfulness, and irrational beliefs on adolescent mental health. A random sample of students from three secondary schools in Spain and eight secondary schools in Portugal was recruited. We conducted four-step hierarchical regression analyses. We also conducted regression analyses to examine the role of mindfulness skills and catastrophizing as mediators of the link between emotional intelligence and psychosocial problems. Finally, the SPSS PROCESS computing tool was used to perform conditional process analysis (model 6). A total of 1370 adolescents from Spain (n = 591) and Portugal (n = 779) participated in this study (mean age = 14.97, SD = 1.50; range = 12-18). The mediation analyses confirmed that adolescent mental health was determined by Trait EI directly, and by mindfulness skills and catastrophizing thoughts in an indirect way. Together, the four variables explained 44% of psychopathology, with EI being the most powerful predictor, which ratify the robust buffer role and incremental validity of Trait EI against youth mental health. The identified pathways provide keys for emotional education interventions aimed at promoting adolescent mental health.

Do Trait Emotional Intelligence and Dispositional Mindfulness Have a Complementary Effect on the Children's and Adolescents' Emotional States?

Mindfulness is both a non-judgmental and present-centered awareness, which has been applied to reduce negative emotions. On the other hand, Trait Emotional Intelligence (TEI) is the way of how good people perceive their emotional intelligence abilities (perceiving, expressing, understanding, and regulating emotions), which are involved in people's social functioning. This empirical study was designed to analyze whether dispositional mindfulness (DM) and TEI have a potential combined role for children and adolescent's emotional states. In a sample of primary school students (N = 318), age ranged from 8 to 16 years old (M = 11.25, SD = 2.20), participants filled a TEI measure (ESCQ, Emotional skills and competence questionnaire) and two measures of DM (CAMM, Child and Adolescent Mindfulness Measure and AFQ-Y, Avoidance and Fusion Questionnaire for Youth). Measures selected included: PANAS (Positive affect and negative affect schedule), White Bear Suppression Inventory (a thought suppression inventory), and STAIC (State-Trait Anxiety for Children). Findings pointed out that TEI measures (labeling and expression, understanding, and managing emotions) were positively and significantly related to positive emotional states (especially, positive affect and balance) and negatively with a lower association with state anxiety. However, DM measures were both negatively and strongly associated with negative emotional states (thought suppression, negative affect, and anxiety). Conclusions indicate that a combined effect of both TEI skills and DM based interventions would be more complete than each one separately for better social functioning of children and teenagers.

The relative contribution of parenting practices in predicting trait emotional intelligence in an Italian adolescent sample

This study examines the relationship between trait emotional intelligence (trait EI), support, and parental psychological control practices. Three hundred adolescents, between 11 and 13 years old, took part in the study (163 were males and 137 were females). Participants completed the Perceptions of Parents Scales for the parental support, the Dependency (DPC)- and Achievement (APC)-oriented Psychological Control Scales for the parental psychological control, and the Trait Emotional Intelligence Questionnaire-Child Form for the child's trait EI. Trait EI was related to parenting variables, and also, parental practices (both support and psychological control) predicted global trait EI in adolescents. Some gender-specific differences were found: both APC and DPC were negative predictors of trait EI in males, whereas only APC significantly predicted trait EI in females. Future longitudinal studies are needed to examine these results and to shed light on the processes involved in the development of trait EI. STATEMENT OF CONTRIBUTION: What is already known on the subject? There exists strong evidence of the interaction between parenting practices and emotional development in children and adolescents. Therefore, parental psychological control is negatively correlated with peer support and self-esteem, and positively related to anxiety and aggressive behaviour in children. However, there is paucity on research examining the relationship between parenting and trait EI in children. What does this study adds? This study extends earlier work in this field and investigates whether there is a relationship between trait EI and parenting practices (parental support and psychological control) and whether it depends on child and parent gender. This study, therefore, aims to investigate, for the first time, parental factors that may, in addition to those constitutional, be related to trait EI in children. Specifically, the objective of the present study was to investigate whether parenting practices would predict adolescents' trait EI and whether these relations depend on the gender.

The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model

Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.

The Role of Emotional Intelligence in the Maintenance of Depression Symptoms and Loneliness Among Children

Identifying factors that predict the maintenance of depression and loneliness in children is important for intervention design. Whilst emotional intelligence (EI) has been identified as a predictor of mental health, research examining how both trait and ability EI contribute to long-term patterns of symptomatology in children is markedly absent. We examined the impact of both TEI and AEI on the maintenance of loneliness and depressive symptoms over 1 year in children aged 9-11 years. Two hundred and thirteen children (54% male) completed the TEIQue-CF and the MSCEIT-YV at the first time point of the study, and the Child Depression Inventory and the Loneliness and Aloneness Scale for Children and Adolescents at Time 1 and, again, 1 year later. Findings indicate that emotional skills (AEI) are important for predicting the maintenance of depressive symptoms and loneliness in children over 1 year; emotional self-competency (TEI) is less influential, only contributing to long-term loneliness in girls. Moreover, whilst deficiencies in the ability to perceive and understand emotions were predictive of prolonged symptomatology, so, too, were proficiencies in using emotion to facilitate thinking and emotion management. Those findings carry important implications for EI theory and future research. They also indicate that EI interventions tailored to groups of "at risk" school children may be useful for reducing specific profiles of internalizing symptoms. Programs targeting AEI skills may be universally helpful for reducing the likelihood that depressive symptoms and loneliness will be maintained over time in middle childhood; girls at risk for prolonged loneliness would additionally benefit from opportunities to bolster TEI.

Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender

Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.

Trait Emotional Intelligence Profiles of Parents With Drug Addiction and of Their Offspring

This study examines the relationship between trait emotional intelligence (trait EI) and general health (General Health; GHQ-28) in two samples of Greek parents with (n = 52; Mage = 39.78; SDage = 6.68; 41 men and 11 women) and without (n = 51; Mage = 43.53; SDage = 4.61; 40 men and 11 women) addiction problems. In addition, it compares the trait EI scores of their offspring (N = 81; Mage = 11.71; SDage = 2.15; 51 boys and 30 girls). Results showed that parents with drug addiction exhibited lower levels of trait EI and poorer general health than peers. In addition, global trait EI and two of its subscales, Well-being and Emotionality, had stronger correlations with depression in the addiction than in the comparison group. Well-being was a significant predictor of general health and its subscales (Somatic symptoms, Anxiety/insomnia, Social dysfunction, and severe depression) in both groups. No differences were found between the offspring of the two groups.

Folic Acid Supplementation throughout pregnancy: psychological developmental benefits for children

AIM

To test the effect of folic acid supplements taken throughout pregnancy on children's psychosocial development.

METHOD

A randomised controlled trial of folic acid supplementation in pregnancy, with parental rating using the Resiliency Attitudes and Skills Profile (RASP), the Strengths and Difficulties Questionnaire (SDQ) and the Trait Emotional Intelligence Questionnaire Child Short Form (TEIQue-CSF). Children aged 6-7 whose mothers received folic acid throughout pregnancy (n = 22) were compared to those whose mothers only received it during the first trimester (n = 17).

RESULTS

Children whose mothers received the full-term supplement scored significantly higher on emotional intelligence and resilience. Hierarchical multiple regression analysis identified folate level at 36th gestational week as an important predictor of emotional intelligence (EI) and resilience.

CONCLUSION

Although conclusions must be drawn with caution, this research presents a number of potential implications, the main one being a proposed policy recommendation for women to take folic acid for the duration of pregnancy rather than stopping at the end of the first trimester. The second is the potential for future research to explore the possible psychological and social development benefits and in line with this to try and identify the explanatory mechanism involved.

School-based interventions for reducing disciplinary school exclusion: a systematic review

This Campbell systematic review examines the impact of interventions to reduce exclusion from school. School exclusion, also known as suspension in some countries, is a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom (in-school) or on school premises (out-of-school). In some extreme cases the student is not allowed to come back to the same school (expulsion). The review summarises findings from 37 reports covering nine different types of intervention. Most studies were from the USA, and the remainder from the UK. Included studies evaluated school-based interventions or school-supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school-aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included. The evidence base covers 37 studies. Thirty-three studies were from the USA, three from the UK, and for one study the country was not clear. School-based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in-school exclusion. Four intervention types - enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers - had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution. There is no impact of the interventions on antisocial behaviour. Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention.

Plain language summary

Interventions can reduce school exclusion but the effect is temporary: Some interventions - enhancement of academic skills, counselling, mentoring/monitoring, and skills training for teachers - appear to have significant effects on exclusion.The review in brief: Interventions to reduce school exclusion are intended to mitigate the adverse effects of this school sanction. Some approaches, namely those involving enhancement of academic skills, counselling, mentoring/monitoring and those targeting skills training for teachers, have a temporary effect in reducing exclusion. More evaluations are needed to identify the most effective types of intervention; and whether similar effects are also found in different countries.What is this review about?: School exclusion is associated with undesirable effects on developmental outcomes. It increases the likelihood of poor academic performance, antisocial behavior, and poor employment prospects. This school sanction disproportionally affects males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those with special educational needs.This review assesses the effectiveness of programmes to reduce the prevalence of exclusion.What are the main findings of this review?: What studies are included? Included studies evaluated school-based interventions or school-supported interventions to reduce the rates of exclusion. Interventions were implemented in mainstream schools and targeted school-aged children from four to 18, irrespective of nationality or social background. Only randomised controlled trials are included.The evidence base covers 37 studies. Thirty-three studies were from the USA, three from the UK, and for one study the country was not clear.School-based interventions cause a small and significant drop in exclusion rates during the first six months after intervention (on average), but this effect is not sustained. Interventions seemed to be more effective at reducing some types of exclusion such as expulsion and in-school exclusion.Four intervention types - enhancement of academic skills, counselling, mentoring/ monitoring, and skills training for teachers - had significant desirable effects on exclusion. However, the number of studies in each case is low, so this result needs to be treated with caution.There is no impact of the interventions on antisocial behaviour.Variations in effect sizes are not explained by participants' characteristics, the theoretical basis of the interventions, or the quality of the intervention. Independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention.What do the findings of this review mean?: School-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention (6 months on average). Four interventions presented promising and significant results in reducing exclusion, that is, enhancement of academic skills, counselling, mentoring/monitoring, skills training for teachers. However, since the number of studies for each sub-type of intervention was low, we suggest these results should be treated with caution.Most of the studies come from the USA. Evaluations are needed from other countries in which exclusion is common. Further research should take advantage of the possibility of conducting cluster-randomised controlled trials, whilst ensuring that the sample size is sufficiently large.How up-to-date is this review?: The review authors searched for studies published up to December 2015. This Campbell systematic review was published in January 2018.

Executive Summary/Abstract

BACKGROUND: Schools are important institutions of formal social control (Maimon, Antonaccio, & French, 2012). They are, apart from families, the primary social system in which individuals are socialised to follow specific codes of conduct. Violating these codes of conduct may result in some form of punishment. School punishment is normally accepted by families and students as a consequence of transgression, and in that sense school isoften the place where children are first introduced to discipline, justice, or injustice (Whitford & Levine-Donnerstein, 2014).A wide range of punishments may be used in schools, from verbal reprimands to more serious actions such as detention, fixed term exclusion or even permanent exclusion from the mainstream education system. It must be said that in some way, these school sanctions resemble the penal system and its array of alternatives to punish those that break the law.School exclusion, also known as suspension in some countries, is defined as a disciplinary sanction imposed by a responsible school authority, in reaction to students' misbehaviour. Exclusion entails the removal of pupils from regular teaching for a period during which they are not allowed to be present in the classroom or, in more serious cases, on school premises.Based on the previous definition, this review uses school exclusion and school suspension as synonyms, unless the contrary is explicitly stated. Most of the available research has found that exclusion correlates with subsequent negative sequels on developmental outcomes. Exclusion or suspension of students is associated with failure within the academic curriculum, aggravated antisocial behaviour, and an increased likelihood of involvement with punitive social control institutions (i.e., the Juvenile Justice System). In the long-term, opportunities for training and employment seem to be considerably reduced for those who have repeatedly been excluded. In addition to these negative correlated outcomes, previous evidence suggest that the exclusion of students involves a high economic cost for taxpayers and society.Research from the last 20 years has concluded quite consistently that this disciplinary measure disproportionally targets males, ethnic minorities, those who come from disadvantaged economic backgrounds, and those presenting special educational needs. In other words, suspension affects the most vulnerable children in schools.Different programmes have attempted to reduce the prevalence of exclusion. Although some of them have shown promising results, so far, no comprehensive systematic review has examined these programmes' overall effectiveness.OBJECTIVES: The main goal of the present research is to systematically examine the available evidence for the effectiveness of different types of school-based interventions aimed at reducing disciplinary school exclusion. Secondary goals include comparing different approaches and identifying those that could potentially demonstrate larger and more significant effects.The research questions underlying this project are as follows: Do school-based programmes reduce the use of exclusionary sanctions in schools?Are some school-based approaches more effective than others in reducing exclusionary sanctions?Do participants' characteristics (e.g., age, gender, ethnicity) affect the impact of school-based programmes on exclusionary sanctions in schools?Do characteristics of the interventions, implementation, and methodology affect the impact of school-based programmes on exclusionary sanctions in schools? SEARCH METHODS: The authors conducted a comprehensive search to locate relevant studies reporting on the impact of school-based interventions on exclusion from 1980 onwards. Twenty-seven different databases were consulted, including databases that contained both published and unpublished literature. In addition, we contacted researchers in the field of school-exclusion for further recommendations of relevant studies; we also assessed citation lists from previous systematic and narrative reviews and research reports. Searches were conducted from September 1 to December 1, 2015.SELECTION CRITERIA: The inclusion and exclusion criteria for manuscripts were defined before we started our searches. To be eligible, studies needed to have: evaluated school-based interventions or school-supported interventions intended to reduce the rates of suspension; seen the interventions as an alternative to exclusion; targeted school-aged children from four to 18 in mainstream schools irrespective of nationality or social background; and reported results of interventions delivered from 1980 onwards. In terms of methodological design, we included randomised controlled trialsonly, with at least one experimental group and onecontrol or placebo group.DATA COLLECTION AND ANALYSIS: Initial searches produced a total of 42,749 references from 27 different electronic databases. After screening the title, abstract and key words, we kept 1,474 relevant hits. 22 additional manuscripts were identified through other sources (e.g., assessment of citation lists, contribution of authors). After removing duplicates, we ended up with a total of 517 manuscripts. Two independent coders evaluated each report, to determine inclusion or exclusion.The second round of evaluation excluded 472 papers, with eight papers awaiting classification, and 37 studies kept for inclusion in meta-analysis. Two independent evaluators assessed all the included manuscripts for risk of quality bias by using EPOC tool.Due to the broad scope of our targeted programmes, meta-analysis was conducted under a random-effect model. We report the impact of the intervention using standardised differences of means, 95% confidence intervals along with the respective forest plots. Sub-group analysis and meta-regression were used for examining the impact of the programme. Funnel plots and Duval and Tweedie's trim-and-fill analysis were used to explore the effect of publication bias.RESULTS: Based on our findings, interventions settled in school can produce a small and significant drop in exclusion rates (SMD=.30; 95% CI .20 to .41; p<.001). This means that those participating in interventions are less likely to be suspended than those allocated to control/placebo groups. These results are based on measures of impact collected immediately during the first six months after treatment (on average). When the impact was tested in the long-term (i.e., 12 or more months after treatment), the effects of the interventions were not sustained. In fact, there was a substantive reduction in the impact of school-based programmes (SMD=.15; 95%CI -.06 to .35), and it was no longer statistically significant.We ran analysis testing the impact of school-based interventions on different types of exclusion. Evidence suggests that interventions are more effective at reducing expulsion and in-school exclusion than out-of-school exclusion. In fact, the impact of intervention in out-of-school exclusion was close to zero and not statistically significant.Nine different types of school-based interventions were identified across the 37 studies included in the review. Four of them presented favourable and significant results in reducing exclusion (i.e., enhancement of academic skills, counselling, mentoring/monitoring, skills training for teachers). Since the number of studies for each sub-type of intervention was low, we suggest that results should be treated with caution.A priori defined moderators (i.e., participants' characteristics, the theoretical basis of the interventions, and quality of the intervention)showed not to be effective at explaining the heterogeneity present in our results. Among three post-hoc moderators, the role of the evaluator was found to be significant: independent evaluator teams reported lower effect sizes than research teams who were also involved in the design and/or delivery of the intervention.Two researchers independently evaluated the quality of the evidence involved in this review by using the EPOC tool. Most of the studies did not present enough information for the judgement of quality bias.AUTHORS' CONCLUSIONS: The evidence suggests that school-based interventions are effective at reducing school exclusion immediately after, and for a few months after, the intervention. Some specific types of interventions show more promising and stable results than others, namely those involving mentoring/monitoring and those targeting skills training for teachers. However, based on the number of studies involved in our calculations, we suggest that results must be cautiously interpreted. Implications for policy and practice arising from our results are discussed.

Trait emotional intelligence in a sample of Egyptian children with attention deficit hyperactivity disorder

BACKGROUND

The link between types and severity of attention deficit hyperactivity disorder (ADHD) symptoms and trait emotional intelligence (TEI) is still underinvestigated, especially in children. We aimed to examine the relationship between TEI and ADHD symptoms in a sample of Egyptian children.

METHOD

The study included 50 children with ADHD, who were compared on the basis of their TEI and contrasted with 25 matched healthy controls. They were subjected to the Arabic version of the following scales: Connors scale 3rd edition, parent rating form, Kiddie-Schedule for affective disorders and Schizophrenia present and Lifetime Version (K-SADS-PL), Stanford Binet intelligence scale, 4th edition and Trait Emotional Intelligence Child form (TEI) and a semistructured clinical data sheet for sociodemographic data.

RESULTS

Using TEI scale, the control group was shown to have higher scores in TEI than cases, there was a high significant difference with regards to eight of nine TEI facets together with the TEI global score. Moreover, the control group significantly outperformed ADHD children with mixed and hyperactive subtypes on TEI global score in all facets except for adaptability. Meanwhile, the inattentive group performed significantly poorer than those in the control group on TEI global score, adaptability, emotional expression, self-motivation and emotion regulation facets. Trait Emotional Intelligence was negatively correlated with four of ADHD symptom groups assessed by Connors test, namely; impulsivity, cognitive, social problem, and emotional liability symptoms. However, Impulsivity was negatively correlated with all the domains of TEI except for adaptability and emotional expression. On the other hand, oppositional symptoms did not show a significant correlation with any of the TEI facets.

CONCLUSIONS

Trait emotional intelligence is highly impaired in children with ADHD and emotional deficits are corner stone features of that disorder, low impulsivity facet of TEI is highly correlated with social problems and poor peer relations.

DetectaWeb Project: study protocol of a web-based detection of mental health of children and adolescents

INTRODUCTION

Traditionally, research and practice addressing mental health has been conducted within a unidimensional model, explaining mental health as the presence/absence of psychological problems (distress or psychopathological symptoms). More recently, accumulative evidence has supported a bi-dimensional model, which conceptualises psychological problems and psychological strengths (well-being) as related-yet-distinct continua that, when considered together, yields a more comprehensive understanding of individuals. The DetectaWeb Project is a web-based early detection assessment of the mental health continuum (MHC) for children and adolescents and aims to: develop a web-based platform for screening of the MHC, including both psychological problems (anxiety, depression and suicidality) and personal strengths (emotional, cognitive/psychological and social aspects); examine the prevalence of the MHC among children and adolescents; and analyse key determinants (risk and protective factors) of the MHC.

METHODS AND ANALYSIS

We will conduct an ongoing, multicentre observational, cross-sectional study of Spanish children and adolescents. Participants will be assessed through a web-based platform. In order to validate the web-based screening system, a clinical reappraisal will be completed among a subsample of respondents. To elucidate youth's levels of subjective distress and well-being, we will include measures of anxiety, depression, suicidality, well-being, externalising problems and socio-demographic variables.

ETHICS AND DISSEMINATION

Ethical approval has been obtained at all sites. All participants will sign a free and informed consent form before the assessment. Results of the study will be communicated during national and international meetings in the field of clinical and health psychology with children and adolescents. Publications will be sought in journals usually read by psychologists or psychiatrists involved in the development of epidemiological studies and interventions for mental health promotion based on resilience building for children and adolescents.

Trait Emotional Intelligence Related to Bullying in Elementary School Children and to Victimization in Boys

While Healthy People 2020 calls for a reduction of bullying among high school students as a public health priority, earlier intervention supported by Occupational Therapists may be warranted. The current study investigated the prevalence of bullying behaviors within an elementary school, compared the experiences of victims with those of perpetrators, and determined when and for whom Trait Emotional Intelligence is a predictor of bullying and victimization. Elementary school children ( n = 235) in Grades 3 to 5 completed the Forms of Bullying Scale-Victim, the Forms of Bullying Scale-Perpetrator, and the Trait Emotional Intelligence Questionnaire-Child Short Form. The prevalence of bully-only perpetration was 3.0%, of victimization-only was 48.5%, and of bully-victimization was 10.4%. Trait Emotional Intelligence was negatively associated with bullying. Trait Emotional Intelligence was negatively associated with victimization in boys, but not girls. The findings are discussed within the need to provide instruction and services to students at an early age.

The mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescents

Drawing upon a sample of 400 female high school students in Tehran, Iran, the present study examines the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment in adolescent girls. Statistical analysis revealed positive correlations between trait emotional intelligence and school adjustment; trait emotional intelligence and social skills; and social skills and school adjustment. The study also revealed a negative correlation between trait emotional intelligence and sensation seeking, as well as sensation seeking and school adjustment. In addition, the data provided a good fit to the hypothesized model of the mediating role of social skills and sensation seeking in the relationship between trait emotional intelligence and school adjustment.

The role of parental anxiety sensitivity and learning experiences in children's anxiety sensitivity

This study evaluated the impact of the mother's and father's anxiety sensitivity (AS) and learning experiences on children's AS, and the influence of two moderators: the children's femininity orientation and the children's emotional intelligence (EI). The sample comprised 200 non-clinical children, aged 9-13 years, and their parents (mothers and fathers). Results revealed that the effect of parental AS on children's AS is moderated by the children's EI for maternal AS and by their femininity traits for paternal AS. Learning experiences following somatic sensations influenced the children's level of AS. More specifically, special attention by parents following a child's somatic sensations (reinforcement and transmission of information) was associated with high AS in children. Parental reactions of fear following a parent's somatic sensations (modelling) seem to predict higher scores for AS when the link is moderated by the child's femininity orientation. The implications of these findings are discussed. Statement of contribution What is already known on this subject The influence of parental factors in child's AS has been demonstrate, but these studies are limited. Specific mechanisms might condition the relationship between child's AS and parental factors. What does this study add? Learning experiences and parental AS influence the child's level of AS. It is important to consider the influence of mothers and fathers in child's AS. Child's emotional intelligence and expressive traits may moderate the effect of parental factors.

Developments in Trait Emotional Intelligence Research

Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.

Associations Between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood

This study examined the relationship between trait emotional intelligence (EI) with children’s socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 ( n = 106) and 11 to 13 years ( n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with scales from the Teacher’s Report Form assessing socio-emotional problems and adaptive functioning at school. Trait EI was positively correlated with aspects of children’s adaptive functioning and academic achievement only in the 11- to 13-year-old but not in the 8- to 10-year-old group. Our results illustrate the importance of taking age into consideration when assessing the relationship between trait EI with socio-emotional adjustment at school and academic achievement. The consequences and limitations of these findings are discussed.

Effects of an emotional literacy intervention for students identified with bullying behaviour

The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL.

Strengthening socio-emotional competencies in a school setting: data from the Pyramid project

BACKGROUND

Development of socio-emotional competencies is key to children's successful social interaction at home and at school.

AIMS

This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies.

SAMPLE

Participants were 385 children from seven schools in two UK cities. All children were aged 7-8 years and in school Year 3. Children were screened for socio-emotional difficulties through the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and a multi-agency meeting of relevant professionals before being allocated to attend a Pyramid Club intervention (n= 103) or a comparison group (n= 282).

METHOD

A 2 × 2 mixed-model design was used: group (intervention group vs. comparison group) × 2 time points (pre- vs. 12 weeks post-intervention) with repeated measures on the time factor to investigate the impact of the Pyramid Year 3 intervention. Teachers completed the SDQ-T4-16 for all children pre- and post-intervention to measure participants' socio-emotional health status.

RESULTS

As measured by the two SDQ difficulty sub-scales of Emotional and Peer problems and the SDQ strength sub-scale of Prosocial behaviour, post-intervention improvements in the Pyramid attendee group were of greater magnitude than those of the comparison group.

CONCLUSIONS

The Pyramid project intervention improves the socio-emotional health of vulnerable children through promoting positive outcomes as well as reducing socio-emotional deficits. These findings further support the inclusion of a salutogenic approach in promoting children's socio-emotional well-being.

The Factor Structure of Trait Emotional Intelligence in Hong Kong Adolescents

Background

Trait emotional intelligence ( trait EI or trait emotional self-efficacy) refers to individuals’ emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). A growing number of studies are looking at cross-cultural differences in the structure of the construct.

Aims

This study investigates the cross-cultural stability of trait EI in a sample of adolescents from Hong Kong.

Sample

The Hong Kong sample comprised 357 secondary school students (199 boys and 158 girls), ranging in age from 13 to 16 yrs ( M = 14.09 yrs; SD = .86).

Method

The participants completed the Trait Emotional Intelligence Questionnaire-Adolescent Full Form (TEIQue-AFF). Additional data on demographics were collected.

Results

The Hong Kong data only partially replicated the UK four-factor structure (well-being, emotionality, sociability, and self-control).

Conclusions

There seems to be cross-cultural consistency in the factor structure of trait EI in adolescence with minor variations and a tendency toward a simpler factor structure. The Chinese adaptation of the TEIQue-AFF can be recommended for research applications, but further research is needed to replicate our results.

The effects of serotonin transporter promoter and monoamine oxidase A gene polymorphisms on trait emotional intelligence

OBJECTIVE

The purpose of this study was to evaluate the influences of major serotonin-related genetic variants of the serotonin transporter-linked promoter region (5-HTTLPR), tryptophan hydroxylase 1 gene (TPH1) and monoamine oxidase A gene (MAOA-EcoRV) on trait emotional intelligence (EI).

METHODS

The Trait Meta-Mood Scale (TMMS) measuring trait EI and genotyping were performed in 336 healthy Korean college students (204 males, 132 females).

RESULTS

Among the male participants, those with the T genotype of MAOA (lower MAOA activity) had significantly lower subscale scores on the TMMS than those with the C genotype (higher MAOA activity) did. Additionally, male participants with the s/s genotype of the 5-HTTLPR gene had significantly lower attention subscale scores and total TMMS scores than those with the non-s/s (l/l + l/s) genotypes did. Among the female participants, there were no associations between any of the 5-HTTLPR, TPH1 or MAOA-EcoRV polymorphisms and any of the TMMS scores.

CONCLUSION

These findings suggest a potential genetic basis of EI with regard to attention to one's own feelings involving the serotonin system in males.