Improving Mental Health Through Emotional Intelligence Enhancement

Summary

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.

Eligibility

Inclusion Criteria:

* Participants include secondary school students aged 12-17 years and secondary school teachers aged 22-60 years.

  1. students (both boys and girls) enrolled in Classes 7 to 10 in coeducational Bangla-medium secondary schools in Dhaka city;
  2. teachers (male and female) who taught in these classes;
  3. teachers who provided informed consent to participate in the training;
  4. students who provided assent along with parental consent;
  5. Students identified as belonging to lower EI profiles (e.g., emotionally vulnerable or at-risk groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores; and
  6. individuals who expressed willingness to actively participate in the study.

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     Exclusion Criteria:

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  1. individuals with a reported history of severe mental illness;
  2. individuals with identifiable visual, hearing, or physical impairments that could interfere with participation in the program;
  3. teachers and students from English-medium or English-version schools;
  4. individuals unwilling or unable to provide voluntary informed consent/assent or to complete the full program;
  5. those who had previously attended any emotional intelligence training program; and
  6. Students identified as belonging to higher EI profiles (e.g., emotionally competent or well-adjusted groups) based on latent profile analysis (LPA) of Trait Emotional Intelligence scores.

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Conditions4

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