Clinical Research Directory

Two Tutorial Action Programs, Incidental and Structured, on the General Welfare of Elementary School Students.

The aim of this paper is twofold: on the one hand, to test the effectiveness of a structured emotional education program in second, third and fourth grade primary school students and, on the other hand, to test the differential effect of such a program in relation to an incidental tutorial action focused on the ordinary school curriculum. A randomized controlled trial is proposed in Lauro Ikastola with three experimental groups (second, third and fourth of primary education) and three active control groups (one for each of the three courses) with pretest and posttest and with the duration of a school year.

Psychosocial Correlates of Trait Emotional Intelligence and Psychosomatic Symptoms Among Adolescents Exposed to Bullying and the Effects of Mindfulness-Based Stress Reduction.

This study examines the psychosocial correlates of trait emotional intelligence and psychosomatic symptoms among adolescents exposed to bullying and analyzes the effetiveness of Mindfulness Based Stress Reduction (MBSR) program through a randomized controlled trial. The study is two phased, in which the Phase 1 includes a cross sectional correlational survey that was administered to 403 adolescents aged 14 to 18 years studying in secondary schools and colleges of Rawalpindi and Islamabad, Pakistan to analyze the relationships among childhood traumatic experiences, mindfulness, and level of bullying exposure with trait emotional intelligence and psychosomatic symptoms to identify eligible participants for Phase 2. In Phase 2, about 44 adolescents meeting eligibility criteria were randomly assigned to either an intervention group that received the 8 week MBSR intervention (n=22) or waitlist control group (n=22). Pre and post assessments were done to examine changes in trait emotional intelligence and psychosomatic symptoms, following the mbsr intervention.

The IESA Program: An Emotional Intelligence Intervention for First-Year Higher Education Students

The IESA Program is an Emotional Intelligence (EI) intervention designed for first-year higher education students. The program is based on an ability-based EI framework and focuses on the development of four core emotional abilities: identifying, understanding, using, and managing emotions. The intervention aims to support students as they transition into higher education and face personal, social, and academic challenges. The IESA Program is delivered in a group format and consists of ten weekly sessions.

Effects of Emotional Intelligence Training on Marital Satisfaction and Mental Health Among Married People in Dhaka City

This study aims to examine the effects of Emotional Intelligence (EI) training on marital satisfaction and mental health among married adults in Dhaka city, Bangladesh. Emotional intelligence refers to the ability to recognize, understand, regulate, and manage emotions in oneself and others. Previous studies suggest that emotional intelligence is associated with better relationship quality and psychological well-being; however, limited intervention-based evidence is available in Bangladesh. A pretest-posttest quasi-experimental design with intervention and control groups will be used. Married adults living in Dhaka City will be assessed on emotional intelligence, marital satisfaction, anxiety, depression, and mental well-being at baseline. Participants with lower emotional intelligence scores based on the baseline TEIQue-SF assessment will be selected for the intervention phase. The intervention group will receive a structured emotional intelligence training program focusing on emotional awareness, emotion regulation, empathy, communication skills, and interpersonal problem-solving. Assessments will be conducted at baseline, post-intervention, and follow-up to evaluate changes in marital satisfaction and mental health outcomes. The findings are expected to provide evidence regarding the effectiveness of emotional intelligence training as a low-cost, non-clinical intervention for improving marital relationships and psychological well-being among married individuals in Bangladesh.

Improving Mental Health Through Emotional Intelligence Enhancement

The present study examined the effects of an emotional intelligence (EI)-based training program on emotional intelligence and mental health outcomes among secondary school teachers and students in Dhaka City, Bangladesh. The study addressed whether the EI-based intervention improves emotional intelligence and reduces psychological distress, including anxiety and depression, while enhancing overall wellbeing (emotional, social, and psychological). A quasi-experimental design was employed, comparing participants who received a structured EI training program with a control group. The intervention was based on Goleman's mixed model of emotional intelligence, focusing on four core domains: self-awareness, self-management, social awareness, and relationship management. Participants were assessed at multiple time points using standardized measures of emotional intelligence, anxiety, depression, and mental health continuum. The study also incorporated a follow-up assessment to examine outcomes over time. The findings aim to contribute to understanding the role of emotional intelligence in promoting mental health and to inform school-based psychological intervention strategies.

The Effects of Group Social Work Intervention on Children's Emotional Intelligence, Emotion Regulation Skills and Empathy Tendencies

The general objective of this study is to determine the effects of an emotion-focused therapy-based group social work intervention on the emotion regulation skills, emotional intelligence, and empathic tendency levels of children aged 9-11 years in need of protection and living in a children's home complex, and to explore the participants' experiences of the group intervention. The independent variable of the study is the emotion-focused therapy-based group social work intervention. The dependent variables are the children's emotion regulation skills, emotional intelligence, and empathic tendency levels. Within the framework of the stated general objective, the quantitative questions addressed in the study are as follows: 1. Is there a significant difference between the emotion regulation skills, emotional intelligence, and empathic tendency scores between the experimental and control groups before the intervention? 2. Is there a significant difference between the pre-test and post-test scores of the emotion regulation skills, emotional intelligence, and empathic tendency of the participants in the experimental group after the intervention? 3. After the intervention, is there a significant difference between the pre-test and post-test scores on emotion regulation skills, emotional intelligence, and empathic tendency of the participants in the control group? 4. After the intervention, is there a significant difference between the post-test scores on emotion regulation skills, emotional intelligence, and empathic tendency of the participants in the experimental group and the post-test scores on emotion regulation skills, emotional intelligence, and empathic tendency of the participants in the control group?

Effectiveness of the Universal Prevention Program Super Skills for Life in Schools

This study aims to evaluate the effectiveness of a 12-session cognitive-behavioral transdiagnostic protocol for Spanish children aged 8 to 12 within an educational context, Super Skills for Life. The program, designed to enhance emotional management and social interaction skills, will be delivered in a group format and supplemented with multimedia materials. The study will compare outcomes between an intervention group and a wait-list control group.

Norwegian Tuning in to Kids Effectivity Study

The current Randomised Controlled Trial study delivers and evaluate an evidence-based prevention program from Australia (Tuning in to Kids: TIK) to parent of preschool children. Reports from parents and preschool teachers are used to determine whether the program leads to universal benefits of improved wellbeing and reduced mental health difficulties for children and parents.