Emotional intelligence and cognitive skills protecting mental health from stress and violence among Ghanaian youth

Do emotional intelligence, dysregulation and theory of mind predict irritability in adolescents with DMDD and ADHD?

OBJECTIVE

The aim of this study was to compare adolescents with disruptive mood dysregulation disorder (DMDD) and comorbid attention deficit hyperactivity disorder (ADHD) and healthy control adolescents in terms of emotional intelligence (EI), emotion regulation (ER) and theory of mind (ToM) abilities.

METHODS

Twenty-eight adolescents with DMDD and ADHD formed the DMDD group were compared to 31 healthy controls. We administered the Affective Reactivity Index (ARI), Difficulties in Emotion Regulation Scale (DERS), Kiddie-SADS, Bar-On Emotional Intelligence Test, Faux Pas, Comprehension Test, Unexpected Outcomes Test, Faces Test and Reading Mind in the Eyes Test (RMET) as ToM skills.

RESULTS

ARI and DERS scores were significantly elevated in the DMDD-ADHD group. The DMDD-ADHD group had significantly lower ToM skills and emotional intelligence (p < .05). When RMET, Bar-On Emotional Intelligence Test -general mood, DERS- impulsivity scores were compared between the groups, their effect sizes were as follows: 0.52, 0.81, 0.79, respectively. DERS, emotional intelligence and ToM scores were correlated in the DMDD group. In the linear regression analysis, the sole significant predictors of self-reported irritability were EI and ED total scores.

CONCLUSIONS

This study suggests that adolescents with DMDD and ADHD face difficulties in peer relationships, mentalizing, various domains of emotional intelligence andregulation. .

Exploring the synergy between emotional intelligence and self-esteem among university students in Ghana

BACKGROUND

The need for educational institutions to create a conducive learning environment for participation of all students in school activities is one of the pillars advocated under Goal 4 of the United Nations Sustainable Development Goals. While there are structures institutionalized to promote students' well-being, universities are faced with a myriad of challenges which can negatively impact mental health and disrupt the overall learning experiences of students. This study explored the relationship between Emotional Intelligence and Self-Esteem which have been found to influence the mental health of students.

METHOD

Informed by the cross-sectional design, one thousand and twenty (N = 1020) university students were recruited to self-report their Emotional Intelligence and Self-Esteem. The participants completed the Schutte Emotional Intelligence scale and the Rosenberg's Self-Esteem scale. The data were validated using confirmatory factor analysis, means were computed, followed by multivariate analysis of variance and hierarchical multiple regression.

RESULTS

The study showed that participants were ambivalent on both EI and self-esteem. The hypothesized relationship between Emotional Intelligence and Self-Esteem was supported by the study findings. More so, demographic variables such as gender, religion and programme of study provided further insight into Emotional Intelligence and Self-Esteem of participants.

CONCLUSION

In conclusion, the researchers of this study called on educators and university administrators to prioritize the Emotional Intelligence and Self-Esteem of students in mental health interventions. The need for partnership between administrators and religious leaders and other study implications, are discussed.

Machine learning techniques for identifying mental health risk factor associated with schoolchildren cognitive ability living in politically violent environments

Introduction

Mental health and cognitive development are critical aspects of a child's overall well-being; they can be particularly challenging for children living in politically violent environments. Children in conflict areas face a range of stressors, including exposure to violence, insecurity, and displacement, which can have a profound impact on their mental health and cognitive development.

Methods

This study examines the impact of living in politically violent environments on the mental health and cognitive development of children. The analysis was conducted using machine learning techniques on the 2014 health behavior school children dataset, consisting of 6373 schoolchildren aged 10-15 from public and United Nations Relief and Works Agency schools in Palestine. The dataset included 31 features related to socioeconomic characteristics, lifestyle, mental health, exposure to political violence, social support, and cognitive ability. The data was balanced and weighted by gender and age.

Results

This study examines the impact of living in politically violent environments on the mental health and cognitive development of children. The analysis was conducted using machine learning techniques on the 2014 health behavior school children dataset, consisting of 6373 schoolchildren aged 10-15 from public and United Nations Relief and Works Agency schools in Palestine. The dataset included 31 features related to socioeconomic characteristics, lifestyle, mental health, exposure to political violence, social support, and cognitive ability. The data was balanced and weighted by gender and age.

Discussion

The findings can inform evidence-based strategies for preventing and mitigating the detrimental effects of political violence on individuals and communities, highlighting the importance of addressing the needs of children in conflict-affected areas and the potential of using technology to improve their well-being.

Relationship between Emotional Intelligence, Educational Achievement and Academic Stress of Pre-Service Teachers

Emotional intelligence (EI) and stress are constructs that often characterize the teaching profession and are inversely related. There is evidence in the literature that suggests the importance of teachers working on EI in order to learn coping strategies and improve their teaching practices. This descriptive and correlational study had the purpose of examining the social-emotional profile of future teachers based on their EI and academic stress levels in order to provide guidance for future stressful situations that will affect their future professional development. For this purpose, we used a random sampling for convenience in a university population enrolled in degrees of education at Andalusian universities (Spain), getting a sample of 1020 pre-service teachers. The results pointed to a superiority in EI, academic stress, and academic achievement in favor of females compared to males. The relationship among EI, academic stress, and student teachers' achievement was demonstrated. Furthermore, some components of EI were positioned as important factors to improve student achievement and reduce academic stress. Once the high incidence of these constructs on academic achievement was confirmed, the importance of developing EI and coping and stress skills training programs, aimed at improving academic success and their subsequent professional development, was demonstrated.

Stress, Emotional Intelligence and the Intention to Use Cannabis in Spanish Adolescents: Influence of COVID-19 Confinement

The disease brought about by the SARS-CoV-2, COVID-19 coronavirus has had an unprecedented global impact. Confinement to control the outbreak may have mental health consequences for the most vulnerable in the population, including adolescents. This study aims to describe and analyze the relationships between the stress variables, Emotional Intelligence and the intention to use cannabis in healthy adolescents, before and after the end of the COVID-19 pandemic containment stage. A comparative correlational study was carried out with validated self-completed questionnaires through an online platform. The sample is made up of adolescents (n = 300) aged 13-17 from two different schools in Ponferrada (León, Spain). The analysis of correlation and differences between the groups indicate that confinement has had effects on the mental health of the adolescents, specifically on the emotional manifestations of stress. Furthermore, significant gender differences were found for stress values and Emotional Intelligence. However, no differences have been found for cannabis use intention.