Maite Garaigordobil Landazabal

Prosocial and creative play: Effects of a programme on the verbal and nonverbal intelligence of children aged 10–11 years

The objective of this research was to design a prosocial and creative play programme, in order to assess its effects on intellectual development. The study used a pretest–intervention–posttest design with control group. The sample was made up of 86 participants aged 10–11 years from two schools in the Basque Country, northern Spain. From the complete sample, 54 participants were assigned at random to the experimental condition, while 32 were assigned to the control condition. With the aim of assessing the effect of the programme, before and after its implementation, in the pretest phase and the posttest phase, two assessment instruments were administered to measure the dependent variables, that is, verbal intelligence, nonverbal intelligence, and verbal associative thinking related to verbal creativity. Subsequently, the experimental participants took part in the psychological intervention programme, which consisted of a weekly 2‐hour play session throughout the academic year. The session was structured w...

Nerabeen gaitasun sozial eta emozionalak garatzeko programak: berrikusketa

Introduction: since the use of the term emotional intelligence (EI) in 1990, this concept has gained ground by showing to be related to relevant aspects of life such as health, well-being and interpersonal relationships. The interest aroused by this construct has provoked the creation of several programs in order to develop socioemotional abilities. Objectives: the main aim of this study has been to review the EI programs’ scientific literature. In particular, the review focuses on evidence-based programs. Method: bibliographic searches of books (ISBN) as well as searches in PsycINFO, ERIC, Scopus and Google Scholar have been conducted. These searches have focused on the material published until 2015 and the terms used have been emotional intelligence, social/emotional skills, program and adolescence. Results: 32 programs have been found. 6 of them develop EI. The other 26 are aimed to promote social and emotional skills. By analysing these programs, the following aspects have been taken into account: programs’ denomination, authors, participants, objectives, components, study design, instruments and results. Such results show that the programs that develop EI and/or socioemotional skills, in addition to improving these variables, also promote academic performance, empathy, self-esteem, behaviour self-control, conflict resolution, well-being and mental health; while decreasing delinquency, drug abuse, anxiety, stress and somatization tendency. Discussion: the aforementioned results obtained reveal the importance of implementing evidence-based intervention programs in order to promote the social and emotional development of adolescents.