THE EFFECT OF EMOTIONAL INTELLIGENCE TRAINING ON BEHAVIOR PROBLEMS OF BOYS WITH EXTERNALIZED BEHAVIOR DISORDER IN ELEMENTARY SCHOOLS

Целта на ова истражување е да се испита ефектот на емоционалната интелигенција врз проблемите во однесувањето кај момчиња со изразено нарушување во однесувањето во основните училишта. Методологија: Ова квазиекспериментално истражување е спроведено заедно со преттестирање, посттестирање, со контролна група и тест за следење. Како примерок беа избрани 40 ученици идентификувани со екстернализирани проблеми во однесувањето преку Формуларот на наставничките извештаи и Листата за проверка на однесувањето на децата, кои по случаен избор беа поделени во две групи (20 во експериментална група и 20 во контролна група). Со експерименталната група беше изведена обука за емоционалната интелигенција вo 17 сесии (2 сесии неделно по 60 минути), а контролната група ја посетуваше само регуларната училишна програма. По два месеца, за да се испита стабилноста (постојаноста) на ефектите од обуката, беше спроведен тест за следење. На крајот, добиените податоци беа анализирани со статистички метод на генерализирани равенки за проценка. 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.

expresses, emotional intelligence skills may be taught and can be learned.He believes that with the help of methods such as psychotherapy and counseling, these skills can be enhanced in individual.This is the same as Bar-Оn idea which has focused on teaching these skills to children.Development of emotional intelligence starts from early stages of life and continues to be shaped throughout the school.Thus, if the primary school age can be taken into account as the early stages of life and as the base for the emotional intelligence development (24), it is important to have some intervention programs relate to children's emotional intelligence and their problem behaviors.On the other hand, behavior disorders are usually first observed in the early years of primary school and reach their peak between the age of 8 to 15 and if it continues, these behavior patterns leads to failure in individuals compatibility with their surroundings (24).This was one of the reasons needed to address elementary-aged children in the present study.Given the high prevalence of externalized behavior disorders in boys and their tendency more towards aggressive and destructive behaviors (25) also considering the lower performance of emotional intelligence in boys than girls (26), we chose the boys for our study.Therefore, the main objective of the present study is to examine the effect of emotional intelligence training on behavior problems of boys with externalized behavioral disorders in elementary schools.
should decide what to do (like making a decision about going to a party or doing homework).Different choices and the consequences of those were discussed.By doing this, they found the appropriate solution.The definition of stress and different ways to deal with stress; describing stress by talking about some symptoms ( increase of heart beat, sweating, etc) and giving some examples of stressful situations.Learning how to face stressful events and how to control strong emotions will help them understand and manage the stress.The concept of anger and ways to deal with it; introduced Causes of failure in interpersonal relationships (friends and family).Also discussing about anger and aggression and the causes that can result from failures and conflicts.Functions of happiness and optimism; Children learn to be optimistic and try to have positive thoughts rather than angry thoughts, positive thoughts are welcomed.In order to do this, we arranged some hypothetical events and examples for the children to learn these skills.Then they were asked to talk about those events and the consequences.
Tables 1, 2 show the mean and standard deviation of both control and experimental groups on aggressive behaviors and rule breaking components in the pre-test, posttest and follow-up (teacher and parent forms).According to these data, the mean of experimental and control group was not significant, but the mean scores of the experimental group on both components of aggressive behavior and rule breaking in the post-test and follow-up have been reduced.However, no significant decrease in the mean scores of the control group has been observed.Резултатите од ГЕЕ-моделот на компонентите за агресивно однесување од аспект на наставниците (табела 4) и од родителите (табела 5), покажуваат дека постои значајна разлика (p < 0.001) меѓу експерименталната и контролната група.Обуката за емоционална интелигенција покажа редуцирање на агресивното однесување кај експерименталната група.Прикажани се резултати за посттестирањето и следењето (p < 0.001).
Limitation: The main limitation of this study was the lack of family education which took more sessions of explanation for the clarity of study and how they could fill out the questionnaire.Not finding the appropriate instrument to measure the emotional intelligence of students and self help version were other limitations of our study.Suggestions: Considering the importance of emotional intelligence training program in improving behavior problems of children with externalized behavior disorders, it is offered to apply this program in the context of family-centered programs attended by the parents of these children for using in their home environment.
By designing and implementing such programs, promising results can be expected.
Although many factors may play an important role in shaping aggressive and law-breaking behaviors, the results of this study indicated if students are entitled to the EI program, their interpersonal skills and emotions control could be improved and their aggression levels and rule breaking behavior could be reduced.
Considering such programs as one of the good programs for public education, it is suggested that emotional intelligence training to be applied for a sample of girls and in other grades in schools.Also this program can be beneficial for different groups of children in Rehabilitation Centers whom could use these kinds of programs.

Conflict of interests
Authors declare that have no conflict of interests

Table 1 .
Мean and standard deviation of the components of aggressive behavior from the perspective of parents and teachers based on groups and three measures

Table 2 .
Мean and standard deviation of the components of law-breaking behavior from the perspective of parents and teachers based on groups and three measures

Table 3
compares the pre-test of components between groups and indicates that there was no difference between mean of pre-test components in two groups.

Table 3 .
The comparing pre-test components between groups

Table 4 .
Results of GEE model fitting for the component of aggressive behavior from teacher's perspective

Table 5 .
Results of GEE model fitting for the component of aggressive behavior from parents' perspective

Table 6 .
GEE model fitting for the component of law-breaking behavior from teacher's perspective

Table 7 .
GEE model fitting for the law-breaking behavior from parents' perspective