Narges ADIBSERESHKI
Masome POURMOHAMADREZA-TAJRISHI
Samaneh HOSSEINZADEH
Faculty of University of Welfare and
rehabilitation Sciences, Tehran,
Iran
Received: 16.04.2014
Accepted: 16.06.2014
Original article
Citation: Pour MK, Adibsereshki N,
Pourmohamadreza-Tajrishi M, Hossseinzadeh S. The Effect of Emotional
Intelligence Training on Behavior Problems of Boys with Externalized
Behavior Disorder in Elementary Schools. J Spec Educ Rehab 2014;
15(3-4):59-76. http://dx.doi.org/10.2478/JSER-2014-0011
Abstract
The purpose of this study is to
investigate the effect of emotional intelligence on the behavior
problems of boys with Externalized behavior disorder in Primary Schools.
Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF) and the Child Behavior Checklist (CBCL) were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group). The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session) and the control group received no training beyond their regular school program. After two months, in order to examine the stability (durability) of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations.
Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001).
Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF) and the Child Behavior Checklist (CBCL) were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group). The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session) and the control group received no training beyond their regular school program. After two months, in order to examine the stability (durability) of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations.
Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001).
Conclusions: It can be concluded that Emotional
Intelligence Training decreases the behavior problems of boys with
Externalized behavior disorder and helps to prevent high occurrence of
these problems.
Link to Full Text Article
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