The purpose of this study is to investigate the effect of emotional intelligence on the behavior problems of boys with Externalized behavior disorder in Primary Schools.

Method: This quasi-experimental study was conducted along with a pre-test, post-test, with a control group and a follow-up test. For sampling, 40 students identified with Externalized behavioral problems through the Teacher Report Form (TRF) and the Child Behavior Checklist (CBCL) were chosen and randomly divided into two groups (20 in the experimental group and 20 in the control group). The experimental group received emotional intelligence training program in 17 sessions (2 sessions per week, 60 minutes per session) and the control group received no training beyond their regular school program. After two months, in order to examine the  stability (durability) of training effect, the follow-up test was conducted. Finally, the data obtained were analyzed using the statistical method of generalized estimating equations.

Results: The results showed that the intervention program had created a significant difference between the scores of the experimental and control group (p<0.001) and the rate of behavioral problems (aggression, rule breaking) occurrence has dropped. This was true for the follow-up results too.                                                                                  Conclusions: It can be concluded that Emotional Intelligence Training decreases the behavior problems of boys with Externalized behavior disorder and helps to prevent high occurrence of these problems.


Emotional intelligence, behavior problems, Externalized behavior disorders

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