Emotional Intelligence and Identity Style as Risk Factors for High-Risk Behavior in Prisoners: The Mediating Role of Resiliency and Social Adjustment

Maktabi, Gholamhosein; Sajadi, Seyede Fateme; Veisi, Shobu

doi:10.17795/jjhr-30378

Cited by 1 publication

(2 citation statements)

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“…Significant intragroup and intergroup improvements were found for assertiveness, just as Collado et al (2019), who conducted an emotions workshop with prisoners who had intellectual disabilities, obtained improvements in self-awareness, self-control, self-esteem, emotional awareness, interpersonal relationships, empathy, and assertiveness. Likewise, Maktabi et al (2016) verified that self-control increased social adjustment, decreasing high-risk behaviors. However, Díaz and Girón (2016) did not find differences between the study group and the control group after a program of social skills training conducted with prisoners.…”

Section: Discussionmentioning

confidence: 79%

“…Favorable results and significant differences were again found in intragroup and intergroup comparisons, as shown by other studies (Afra et al, 2017; García & Durán, 2018; Quiceno et al, 2012; Sygit-Kowalkowska et al, 2017). Maktabi et al (2016) observed that the EI and the identity style had an indirect effect on the high-risk behaviors of prisoners through the mediator role of social adjustment and resilience.…”

Section: Discussionmentioning

confidence: 94%

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Effects of an Emotional Education Program on Prisoners: An Experimental Study

Fernández

Gómez‐Díaz

Gómez-Sánchez

et al. 2022

Journal of Forensic Nursing

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Background: Emotional education has beneficial effects on physical and/or emotional health, resulting in a better quality of life. Thus, it is beneficial to provide prisoners with emotional education, because of the difficulties they often have, to attain these benefits. Purpose: The aim of the study was to analyze the effects of a nursing intervention program in emotional education for incarcerated persons. Methods: Experimental study with pretest-posttest repeated measures with a control group was conducted at a penitentiary center in the southeast of Spain. Forty-eight prisoners participated in the emotional education intervention program, and another 48 were part of the control group. The emotional intelligence questionnaire 24-item Trait Meta-Mood Scale, the resilience scale Connor-Davidson Resilience Scale, the Rosenberg Self-Esteem Scale, the Rathus Assertiveness Questionnaire, and the 36-item Short Form Health Survey were utilized. Findings: The intragroup, preintervention and postintervention comparisons in the study group showed improvements in self-esteem ( p = 0.00, r = 0.51), resilience ( p = 0.00, r = 0.42), assertiveness ( p = 0.00, r = 0.46), and emotional intelligence in its dimensions of repair ( p = 0.00, r = 0.32) and clarity ( p = 0.02, r = 0.22) as well as in most of the quality of life dimensions. Significant intergroup differences were also found in all of these variables, except for attention and emotional clarity dimensions. Conclusion:The intervention improved the socioemotional health and quality of life of the prisoners, highlighting the importance of these interventions to be performed by the nursing personnel on a regular basis as a programmed activity within prisons.

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Section: Discussionmentioning

confidence: 79%